Online from: 1984
Subject Area: Education
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|Title:||Factors that may influence or hinder use of instructional technology among accounting faculty|
|Author(s):||Nasrollah Ahadiat, (Accounting Department, College of Business Administration, California State Polytechnic University, Pomona, California, USA)|
|Citation:||Nasrollah Ahadiat, (2005) "Factors that may influence or hinder use of instructional technology among accounting faculty", Campus-Wide Information Systems, Vol. 22 Iss: 4, pp.210 - 232|
|Keywords:||Academic staff, Accountancy, Computer based learning, Teaching, United States of America|
|Article type:||Research paper|
|DOI:||10.1108/10650740510617520 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – To determine what factors influence faculty's decisions to use technology in their classes, what factors prevent them from use, and whether there are differences among faculty by gender, ethnicity, rank, sub-areas, etc. in using instructional technology.
Design/methodology/approach – A survey instrument was used to measure attitudes toward technology among accounting educators. The instrument included three separate sections. The first section was devoted to examining factors that could influence faculty's opinion to use technology for teaching. The second section focused on issues that could possibly discourage faculty from use of technology. For these two sections a five-point Likert scale was developed with possible responses ranging from “not important” to “critically important”. The third and final section was designed to provide demographic information for classification purposes and testing of the research questions.
Findings – The results demonstrate that while accounting faculty value technology greatly and do use it in teaching, significant differences exist in their views toward it. Several factors were found to influence faculty's attitudes toward integration of technology. Conversely, there are other factors that tend to hamper widespread integration.
Research limitations/implications – The research was conducted among US accounting faculty, which perhaps limits its usefulness elsewhere or in other disciplines
Practical implications – University-sponsored incentive programs and financial support could encourage faculty to further incorporate technology and its various dimensions in their classes. Furthermore, administrators should make the necessary arrangements for faculty to attend training seminars designed to provide them with technical support.
Originality/value – This study provides empirical evidence that is useful to both faculty and administrators in integrating technology in education.
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