The purpose of this book is to describe the approach and process involved in a program designed to assist faculty in acquiring technology skills and to apply these skills in constructing meaningful learning-centered applications. Most educators will agree that the challenge of developing faculty technology expertise is a major and crucial one for colleges and universities. As early as 1988 it became apparent that teachers were not prepared to use new technologies coming into their classrooms (OTA, 1988). This book is intended for educators who are working to lead the meaningful integration of technology into higher education and K-12 environments. The detailed stories provide useful knowledge and background for K-12 educators, higher education educators, and trainers in business and industry who are faced with the challenge of helping people learn to use technology effectively.

The purpose of this book is to describe the approach and process involved in a program designed to assist faculty in acquiring technology skills and to apply

In this book, instructional computer use by faculty members in the College of Education (COE) at an Anatolian university in Turkey was explored. The following variables were analyzed regarding their influence on faculty use of computers for instructional purposes: demographic characteristics, computer expertise, computer access, barriers to computer access, attitude toward computer use, support for computer use, and adopter categories based on innovativeness. The demographic characteristics of the faculty members included gender, academic rank, department, computer ownership at home and in the office, age, teaching experience, computer experience in general, average number of students taught in one semester, and number of graduate students supervised. The following variables were significantly correlated with the level of computer use by faculty members in the COE: computer ownership in the office, age, years of computer experience in general, computer expertise, computer access, barriers to computer access, attitude toward computer use, support for computer use, and adopter categories based on innovativeness.