Does Age And Gender "Really" Play A Role In Faculty’s Use Of Instructional And Assessment Technologies?

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Cushing, T., Lindenfeld, M., Morote, E.S., Kelly, T. & Rudiger, C. (2010). Does Age And Gender "Really" Play A Role In Faculty’s Use Of Instructional And Assessment Technologies?. In Z. Abas et al. (Eds.), Proceedings of Global Learn Asia Pacific 2010 (pp. 814-819). AACE.
Retrieved from http://www.editlib.org/p/34268.

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Conference Information

Global Learn Asia Pacific (Global Learn) 2010
Penang, Malaysia
May 17, 2010
ISBN 1-880094-79-7
  Zoraini Wati Abas, Insung Jung & Joseph Luca
AACE

More Information on Global Learn
Table of Contents

Authors

Thomas Cushing, Meron Lindenfeld, Elsa-Sofia Morote, Timothy Kelly, Charles Rudiger, Dowling College, USA

Abstract

Abstract: This paper examines the use of technology by faculty at the higher education level. The data used was from a case study of a liberal arts college in the Northeastern United States. It examines whether there is a difference in use of technology for assessment purposes and instructional purposes based on age or gender. This study found there is no significant difference between genders regarding their use technology for assessment or instructional purposes, nor was there a difference between age groups and their use of technology for assessment purposes. The data did reveal interesting indications that suggested the possibility of age influencing the degree to which technology is used for instructional purposes. Namely, educators above the age of 55 used technology more often than educators between the ages of 40 and 55.

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