Integrating technology into the teaching-learning transaction: Pedagogical and technological perceptions of management faculty

Abstract

Abstract: Despite research and testimony that technology is being used by more faculty, the diffusion of technological innovations for teaching and learning has not been widespread, nor has IT become deeply integrated into the curriculum. Although there is a growing number of faculties who are very enthusiastic about adopting technology because of the potential of newer tools for their students, there is still a large number of faculty who seem hesitant or reluctant to adopt technology for their teaching tasks. Given the size of investment in instructional technology in higher education, the increased demand for distance education in the future, and the demonstrated effectiveness with some educational outcomes, it seems reasonable to investigate why the integration of technology for teaching and learning is so appealing to some faculty, and not to others. . The study examines the faculty perceptions about technology enabled constructivist pedagogy Vs the didactic pedagogy followed even today in most of the management education institutes. The study tries to evaluate the perception of management faculty about the impact of instructional technology tools on the teaching process, the perceived benefits and limitations of use of instructional technology tools. Also the study tries to find out that do factors such as age, experience, time for lecture preparation and academic background of the faculty members have an effect on the extent of use of instructional technology tools ?

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