| Edited by Diane McGrath, Kansas State University |
formerly Journal of Research on Computing in
Education
What Social Cognitive
Factors Influence Faculty Members' Use of
Computers for
Teaching? A Literature Review
Diane M. Dusick
University of Southern
California
Abstract
Although technology is moving into the classroom, faculty
have been reluctant to adopt computers and revise
their
pedagogy. This literature review explores a range
of research
papers describing the social cognitive factors
that affect
a teacher's choice to use or avoid instructional
technology.
Based on social cognitive theory and human
performance models,
there are a number of personal, behavioral, and
environmental
factors that influence a faculty member's use of
technology.
This article concentrates on the personal and
behavioral
factors of attitude and anxiety, self-efficacy,
willingness
to make a time commitment and take personal risk,
computer
competency, beliefs, knowledge, and perceived
relevance.
Using the theory of self-regulated learning (Zimmerman,
1989), teachers as students can
successfully learn
to use computers for instruction.
Zimmerman,
B.J. (1989).
A social cognative view of self-regulated academic
learning.
Journal of Educational Psychology, 81(3),
329-339.
Contributors
Diane M. Dusick is an associate professor and
department
head of communications/broadcasting at San
Bernardino Valley
College in California. She is also a doctoral
student in
educational psychology and instructional
technology at the
University of Southern California. Much of her
work has
focused on computer anxiety among both students
and faculty.
(Address: Diane M. Dusick, School of Education,
Department
of Instructional Technology, University of
Southern California,
18250 Harley John Rd., Riverside, CA 92410; ddusick@aol.com.)
A PDF file of the full article is available.
Contact: jrte@iste.org. Please
specifiy Volume and Issue number and article name.
Copyright © 1998, ISTE (International Society for Technology in
Education).
All rights reserved.
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