| Abstract: | There has been a remarkable improvement in access and rate of adoption of technology in higher
education. Even so, reports indicate that faculty members are not integrating technology into instruction
in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews,
2000). To help faculty make informed decisions on student learning, there is need for current
knowledge of faculty integration practices. Therefore, the purpose of this study was to examine
the nature of the relationship between faculty integration of technology into classroom instruction
and students' perceptions of the effect of computer technology to improve their learning.
A sample of at least 800 undergraduate students at a participating medium-sized midwest public
university was selected using a stratified random sampling technique. The researcher delivered
and administered the surveys to the participating students and collected them after completion.
98% of the questionnaires were complete and retained for analysis. Two major statistical techniques |
