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Educational Computing Concerns of Postsecondary Faculty

Abstract This study examines teachers’ concerns related to the integration of technology into teaching practices and compares these concerns with professional and ancillary demographic variables. The study was conducted during the third year of a five-year computer integration innovation cycle. The results identified two groups: nonusers and users midway through the innovation process. Comparison based on academic task area revealed that for the areas Biglan (1973) described as hard and applied particpants exhibited higher-order concerns and higher integration levels than other academic task areas. A correlation existed among attendance of faculty development activities, integration level and higher-order concerns. Ancillary demo-graphic data revealed correlations among gender, age, and teaching experience when compared with concern, integration level, and attendance of faculty development activities. Females, young faculty, and faculty with less teaching experience expressed higher-order concerns and higher computer integration into teaching practices.