Faculty Adoption Patterns of Computer Technology Used for Teaching and Learning in Higher Education

Abstract

This study was designed to determine the faculty adoption patterns of computer technology used for teaching and learning in higher education institutions of Iligan City. Specifically, this study attempted to: (1) determine the respondents' patterns of computer technology in terms of. (a) Acquisition, which involved personal and professional academic tasks, utilizing the computer for research and instruction, personal/home use: (b) Knowledge and skills, which involved acquiring initial computer skills, range of computer knowledge and skills, teaching computer courses, number of hours spent in using the computer per day; (c)Access, which involved items designed for professional use, for computer software and needed equipment for teaching tasks: (d) Satisfaction, which involved campus support for campus related teaching tasks, acquisition of computer technology by individual faculty, acquisition of computer technoloky for teaching-learning activitjes; (2) determine the respondents' level of computer experience as regards: software and tools, operating system, tool application, graphics software, communication software, authoring, instructional courseware, and variety:(3) identify the respondents' level of computer generalized self-efficacy: (4) identify the respondents' level of teaching and learning in terms of (a) changes for teaching and learning with the integration and use of technology in the classroom environment, (b) incentives in integrating technology for teaching, (c)barriers in integrating technology for teaching and learning, and (d) methods for using and integrating technology in teaching and learning: and (5) determine whether significant relationship existed between the respondent's patterns of computer technology use and the: (a) Respondents' levels of computer experience. (b) computer generalized self-efficacy. (c) changes for teaching and learning with the integration and use of technology in the classroom environment. (d) incentives in integrating technology for teaching. (e) barriers in integrating technology for teaching and learning. and (f) methods using and integrating Technology for teaching and learning