Educational computing at Northern Illinois University: Academic staff use, knowledge, skills, interests, attitudes, and perceptions

Computer technologies have been introduced to the world in an unprecendented magnitude. Studies predict that computer technologies will be the most influential technology in education. It is no longer possible for any higher education institution to choose to reject computers, but it is essential to make decisions about how they will be used in higher education.;Little research had been conducted at Northern Illinois University concerning faculty computer utilization and faculty perceptions about educational computing. Because of this, it was impossible to determine NIU academic staff's perceptions of and needs for educational computing, or to make recommendations to administration, faculty development, and curriculum planning groups concerning implementation of educational computing on the campus.;To address this problem, a survey was developed based on an extensive literature review and sent to all full-time teaching, supportive, and administrative staff. The survey generated responses from 29 percent of the staff of 1,536. The major findings of this study included: (1) the respondents were most interested in learning computer skills and topics that related to the use of computers; (2) significant differences in computer knowledge, skills, interests, and attitudes existed according to age, gender, and whether respondents used computers or not; (3) respondents affiliated with the College of Engineering and Engineering Technologies and the College of Business reported greater computer knowledge and skills, as did those whose major university assignments (at least 50 percent time) were research activities; (4) there were no significant correlations between computer knowledge and attitudes, or between skills and attitudes, while significant positive correlations were found among knowledge, skills, and interests; and (5) there were gaps between the importance of training as perceived by the respondents and their actual participation of training available at NIU.;The findings served as the basis for conclusions concerning educational computing at NIU, and for recommendations both for the enhancement of educational computing at NIU and for further research.;The integration of computer technologies into education involves setting long-range and short-range goals. A study investigating the computer utilization, computer knowledge, skills, interests, and attitudes of the academic staff, and their perceptions of the impact of computerization would provide information for setting appropriate goals. Because specific goals for technology integration will vary from one institution to another, this study collected only institution-specific information at Northern Illinois University.