About this paper

Appears in:
Pages: 8623-8632
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0588

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

TECHNOLOGY FATIGUE IN FACULTY

C. Halupa

East Texas Baptist University (UNITED STATES)
Technology fatigue is prevalent in society throughout the developed countries of the world. University faculty are required to learn new technologies to engage in student-centered learning. Technology is ever changing and rapidly developing. The students who are now entering college are from Generation Z who have grown up with technology and expect it to be incorporated in the classroom. There is significant research on how technology fatigue is affecting youth throughout the world; however, there is a paucity of research on how technology fatigue affects university faculty. The proposed paper will include an overview of technology fatigue and its applicability to faculty teaching strategies. In addition, an instrument that can measure faculty technology fatigue that has been pilot tested will be included in the proposed paper.

University faculty, particularly those who teach online, often do not have the option to forego technology. Online classes are conducted year round with only short one to two week breaks between quarters and semesters. During this break, faculty are often finishing grading for the previous course.

The Hechinger Report (2014) noted that some faculty are pushing back against the notion technology can improve teaching and cut costs. Faculty have noted they do not have enough time to effectively use available technology. According to a study done by Faculty Focus of 1,600 faculty, 75% had tried a new technology in their classroom while 34% reported difficulty keeping up with technology. In fact, some faculty report technology causes them more work, not less. This is exacerbated by limited university support. Porter & Graham (2015) notes faculty technology support and pedagogical support for technology use is crucial. The issue of faculty fatigue is one will continue to increase and further research is needed in this area.

References:
[1] Hechlinger Report. (2014, December 2014). U.S. News and World Report. Retrieved from https://www.usnews.com/news/college-of-tomorrow/articles/2014/12/12/professors-grow-weary-of-idea-that-technology-can-salvage-higher-education
@InProceedings{HALUPA2018TEC,
author = {Halupa, C.},
title = {TECHNOLOGY FATIGUE IN FACULTY},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0588},
url = {http://dx.doi.org/10.21125/iceri.2018.0588},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {8623-8632}}
TY - CONF
AU - C. Halupa
TI - TECHNOLOGY FATIGUE IN FACULTY
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0588
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 8623
EP - 8632
ER -
C. Halupa (2018) TECHNOLOGY FATIGUE IN FACULTY, ICERI2018 Proceedings, pp. 8623-8632.
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