Examining Higher Education Faculty Use of Current Digital Technologies: Importance, Competence, and Motivation

Florence Martin
University of North Carolina Charlotte

Drew Polly
University of North Carolina Charlotte

Shanna Coles
University of North Carolina Charlotte

Chuang Wang
University of North Carolina Charlotte

Higher education faculty use of current digital technologies based on their perception of importance, competence, and motivation is examined in this study. Two hundred and forty-seven faculty in the United States responded to an online survey on current digital technology use. Descriptive statistics and categorical means for the digital technologies are provided. Faculty rated the use of learning management system as the highest in terms of importance and competence. They rated social media as the lowest in terms of importance and adaptive learning in terms of competence. For motivation to integrate digital technology, faculty rated benefit to learning as the most influential factor and reappointment, promotion, and tenure as the least influential factor. Faculty characteristics such as gender, teaching level, primary teaching method, faculty rank, and teaching experience and its association with faculty beliefs of importance, competence and motivation on using digital technologies are also examined in this study.

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