Prediction of and differences in computer use: universal adoption of notebook computers at three undergraduate institutions

Abstract

The universal availability of computers through the adoption of notebook computers for faculty by the University is an organizational answer to the adoption of computer technology by faculty. The researcher studied solutions to this problem through a survey of faculty at three undergraduate institutions that adopted notebook computers for their faculty and students;Participants completed a Computer Technology in Teaching (CTIT) questionnaire composed of the above measures as well as demographic and computer-related questions. Faculty received the questionnaire prior to the adoption of notebook computers on three undergraduate campuses. The faculty received the same questionnaire one year later. During the interim between the questionnaires, the three campuses adopted notebook computers for all faculty. One of the campuses also adopted notebooks for all students;In the first phase of the study the dependent variable, Level of Computer Use, was determined using responses to the second questionnaire. The independent variables: age, academic rank, innovativeness and subjective norms, were drawn from responses to the first questionnaire. Two variables--Subjective Norms and Innovativeness--were significant predictors of the faculty's levels of computer use. The last variable, academic rank and age, did not add to the predictive value beyond that indicated by Subjective Norms and Innovative Scale;The second phase of the study dealt with changes on the three campuses over a one-year period. Indicators of this change included: computer anxiety, faculty and student use of technology, frequency of software use by faculty and level of computer use. Technology use by students and faculty, and frequency of software use by faculty all increased significantly. Other variables showed significant change of individual institutions;The results of this study might provide guidance for educational institutions that plan extensive implementations of computer technology. It may be especially useful for small undergraduate institutions. The results show that the use of computer technology will diffuse quickly among faculty on campuses with appropriate environments that support faculty with training and infrastructure.

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