Hammett, V. L. (2018). Faculty integrating technology into higher education courses: A quantitative analysis (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10933524)

Abstract:

“Faculty Integrating Technology into Higher Education Courses: A Quantitative Analysis (August 2018) Victoria L. Hammett, B.S., North Carolina A&T State University; M.S., North Carolina A&T State University; Chair of Advisory Committee: Dr. Martha Jallim-Hall Research has focused on faculty’s preparation and expertise that is vital to successfully integrating technology into courses (Mishra & Koehler 2006). The purpose of this quantitative study was to determine which aspect faculty members are utilizing when integrating technology into courses in higher education. The research questions that guided this study are the following: (1) Do differences exist between gender and HE-TPACK? (2) Does a relationship exist between academic ranking and HE-TPACK? (3) Does a relationship exist between tenure status and HE-TPACK? (4) Does a relationship exist between teaching experience and HE-TPACK? (5) Does a relationship exist between technology training and HE-TPACK? 

An electronic minimally modified version of HE-TPACK survey was collected from 132 full-time faculty members. t-Test and One-Way Analysis of Variance (ANOVA) were used to analyze data regarding faculty’s integration of technology into their courses using the HE-TPACK framework. Using t-Test it was found that there are no statistically significant differences when it comes to HE-TPACK values and gender. The research also uncovered using ANOVA to analyze results that there is no significant difference among technology training. However, when using ANOVA to analyze ranking, tenure status, and years of experience there were statistical differences in the data. The results of this research indicated that integrating technology in higher education courses are based on ranking, tenure status, and years of experience with the university, and has less to do with faculty’s gender or number of technology trainings they have attended. Recommendations for future research included conducting a qualitative study, longitudinal studies, and addressing barriers faculty are faced with when integrating technology into courses. In conclusion, this information can be used to help senior leaders and administrators recognize opportunities in faculty development, which may lead to creating innovative solutions that in turn provide professors with the tools needed to cultivate positive student outcomes.”