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Mainstream social science faculty us...

Callava, Trini M.

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Mainstream social science faculty uses and attitudes toward information technologies.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mainstream social science faculty uses and attitudes toward information technologies./
Author:	Callava, Trini M.
Description:	204 p.
Notes:	Adviser: Diane Bandow.
Contained By:	Dissertation Abstracts International68-07A.
Subject:	Business Administration, Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3274578
ISBN:	9780549127901

Mainstream social science faculty uses and attitudes toward information technologies.
Callava, Trini M.

Mainstream social science faculty uses and attitudes toward information technologies. - 204 p.

Adviser: Diane Bandow.

Thesis (Ph.D.)--Capella University, 2007.

Attitudes towards Information Technologies (IT) of mainstream Social Science faculty, known for their recalcitrance to Information Technology, were shown to impact IT use based on a sample of 91 young predominantly male highly educated faculty throughout Florida. From explanacist point of view productivity, the degree to which participants find IT efficient was found to be a good predictor of IT use. While faculties had favorable attitudes towards using IT and were trained on using computers use of IT remains low. The predominant approach to teaching strategy, instructional design, with its emphasis on rhetorical transmission of information dispensed by authority combined with logistical, epistemological, student preparation, integration and assessment barriers diminish the need for integrating IT into teaching and learning. Under this scenario it is unlikely that use of IT in instruction will grow volitionally. In a population preferring to exercise personal control using tools that are extensions of their organism discontinuous change may be necessary to become more robustly adaptive to an environment requiring faculty to be proficient in the use of IT and its integration into instruction. Enablers of use of IT in instruction should include constructivist approaches to teaching and the adoption of strategies from learning organizations. Faculty should continue to take responsibility for what and how students learn. Bilateral communication between teacher and student will remain higher education's predominant feature to nurture learning. The delivery infrastructure should support it, not be in the foreground.

ISBN: 9780549127901Subjects--Topical Terms:

626628
Business Administration, Management.

Mainstream social science faculty uses and attitudes toward information technologies.
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245 1 0 $a Mainstream social science faculty uses and attitudes toward information technologies.
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500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 3016.
502 $a Thesis (Ph.D.)--Capella University, 2007.
520 $a Attitudes towards Information Technologies (IT) of mainstream Social Science faculty, known for their recalcitrance to Information Technology, were shown to impact IT use based on a sample of 91 young predominantly male highly educated faculty throughout Florida. From explanacist point of view productivity, the degree to which participants find IT efficient was found to be a good predictor of IT use. While faculties had favorable attitudes towards using IT and were trained on using computers use of IT remains low. The predominant approach to teaching strategy, instructional design, with its emphasis on rhetorical transmission of information dispensed by authority combined with logistical, epistemological, student preparation, integration and assessment barriers diminish the need for integrating IT into teaching and learning. Under this scenario it is unlikely that use of IT in instruction will grow volitionally. In a population preferring to exercise personal control using tools that are extensions of their organism discontinuous change may be necessary to become more robustly adaptive to an environment requiring faculty to be proficient in the use of IT and its integration into instruction. Enablers of use of IT in instruction should include constructivist approaches to teaching and the adoption of strategies from learning organizations. Faculty should continue to take responsibility for what and how students learn. Bilateral communication between teacher and student will remain higher education's predominant feature to nurture learning. The delivery infrastructure should support it, not be in the foreground.
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