Technology in the classroom: the LSU College of Agriculture Faculty perspective

Abstract

A study of all faculty in the Louisiana State University College of Agriculture was undertaken in Fall 1999 to better understand their perceptions and use of technology in the classroom environment resulting in a 55 percent response rate. The study was a follow‐up to a 1998 study of students enrolled in all classes in the College. Like students, faculty were surveyed to discern awareness, expectations, and capabilities in using technology in the classroom. Faculty results and faculty/student comparisons were analyzed using frequency tabulations and paired t‐tests. The study was designed to collect baseline information that could be used for planning and funding allocations for equipment and development activities for faculty in the context of increasing technology capabilities and teaching effectiveness. Results indicated that faculty, like students, are generally computer literate with almost all owning a personal computer; strongly prefer a combination of traditional and computer‐supported teaching methods; and believe that computer‐based technology in the classroom is very important to students’ future competitiveness in the job market. However, faculty’s perceptions of their proficiency in using technologies were significantly higher than the students’ perceptions of these skills.

Citation

Summers, T.A. and Vlosky, R.P. (2001), "Technology in the classroom: the LSU College of Agriculture Faculty perspective", Campus-Wide Information Systems, Vol. 18 No. 2, pp. 79-84. https://doi.org/10.1108/10650740110386152