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PEDAR: Executive Summary Teaching With Technology: Use of Telecommunications Technology by Postsecondary Instructional Faculty and Staff
Introduction
Access to the Internet, Quality of Computing Resources, and Use of Telecommunications Technologies
Access to the Internet
Quality of Computing Resources
Use of Telecommunications Technologies
Relationship of Internet Access and Quality of Computing Resources to Instructional Use of Technology
Teaching and Technology Use
Workload and Technology Use
Hours Worked
Work Activities
Classroom Contact Hours and Office Hours
Conclusion
Research Methodology
References
Full Report (PDF)
Executive Summary (PDF)
Introduction


This report examines postsecondary instructional faculty and staff’s access to and use of electronic mail (e-mail) and the Internet. Though these telecommunications technologies are rapidly becoming core components of the instructional experience of students in the United States, little descriptive information exists at the national level to address basic questions about technology use and teaching in postsecondary education. The purpose of this study is to respond to this need by answering the following questions: Who has access to telecommunications technologies (in particular, the Internet)? How much and in what ways do they use these technologies for instructional purposes? How does technology use relate to workload and contact with students? The findings of this report are based on a nationally representative sample of instructional faculty and staff who taught one or more classes for credit in fall 1998. These data originate from the 1999 National Study of Postsecondary Faculty (NSOPF:99).1


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education