Abstract
Faculty members at Institutions of Higher Education have access to more technology than ever before and are teaching college and university students who use technology constantly in their personal lives. However, barriers still exist that limit how technology can enhance teaching at colleges and universities. This study examined the perspectives of faculty members, administrators, and technology support staff to examine the barriers and desired supports related to faculty members’ use of technology in their teaching. Findings indicated that the primary barriers were the amount of time needed to learn technologies and determine how to teach with them as well as the tension between focusing on teaching and other job responsibilities, including research. Desired supports included one-on-one, just-in-time support that was efficient and personalized to meet the needs of faculty members.
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Polly, D., Martin, F. & Guilbaud, T.C. Examining barriers and desired supports to increase faculty members’ use of digital technologies: perspectives of faculty, staff and administrators. J Comput High Educ 33, 135–156 (2021). https://doi.org/10.1007/s12528-020-09259-7
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DOI: https://doi.org/10.1007/s12528-020-09259-7