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)
Access to the Internet, Quality of Computing Resources, and Use of Telecommunications Technology - Quality of Computing Resources


About 46 percent of full-time faculty and 41 percent of part-time faculty who taught classes for credit at doctoral-granting institutions rated their institution’s quality of computing resources as good2, with an additional one-third of full-time excellent. Both full- and part-time faculty at 4-year doctoral institutions were less likely than those at 4-year nondoctoral and 2-year institutions to rate the quality of their institution’s computing resources as poor.


next section