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Factors that may influence or hinder use of instructional technology among accounting faculty

机译：可能影响或阻碍会计学院教学技术使用的因素

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Purpose - To determine what factors influence faculty's decisions to use technology in their classes, what factors prevent them from use, and whether there are differences among faculty by gender, ethnicity, rank, sub-areas, etc. in using instructional technology. Design/methodology/approach - A survey instrument was used to measure attitudes toward technology among accounting educators. The instrument included three separate sections. The first section was devoted to examining factors that could influence faculty's opinion to use technology for teaching. The second section focused on issues that could possibly discourage faculty from use of technology. For these two sections a five-point Likert scale was developed with possible responses ranging from "not important" to "critically important". The third and final section was designed to provide demographic information for classification purposes and testing of the research questions. Findings - The results demonstrate that while accounting faculty value technology greatly and do use it in teaching, significant differences exist in their views toward it. Several factors were found to influence faculty's attitudes toward integration of technology. Conversely, there are other factors that tend to hamper widespread integration. Research limitations/implications - The research was conducted among US accounting faculty, which perhaps limits its usefulness elsewhere or in other disciplines Practical implications - University-sponsored incentive programs and financial support could encourage faculty to further incorporate technology and its various dimensions in their classes. Furthermore, administrators should make the necessary arrangements for faculty to attend training seminars designed to provide them with technical support. Originality/value - This study provides empirical evidence that is useful to both faculty and administrators in integrating technology in education.
机译：目的-确定哪些因素会影响教师在课堂上使用技术的决定，哪些因素会阻止教师使用技术，以及教师之间在使用教学技术方面是否存在性别，种族，职级，分区等方面的差异。设计/方法/方法-使用一种调查工具来衡量会计教育者对技术的态度。该仪器包括三个单独的部分。第一部分专门研究可能影响教师使用技术进行教学的观点的因素。第二部分重点讨论可能会妨碍教师使用技术的问题。对于这两部分，开发了五点李克特量表，其可能的响应范围从“不重要”到“至关重要”。第三部分也是最后一部分旨在提供人口统计信息，以进行分类和测试研究问题。研究结果-结果表明，尽管会计学教师非常重视技术并确实在教学中使用了技术，但他们对技术的看法却存在显着差异。发现有几个因素会影响教师对技术集成的态度。相反，还有其他因素会阻碍广泛的集成。研究的局限性/含义-该研究是在美国会计系中进行的，这可能会限制其在其他学科或其他学科中的实用性。实际意义-大学赞助的激励计划和财政支持可能会鼓励教师进一步将技术及其各个方面纳入其课程。此外，管理人员应为教职员工安排必要的安排，以参加旨在为他们提供技术支持的培训研讨会。原创性/价值-这项研究提供了经验证据，对教师和管理人员在将技术整合到教育中都非常有用。

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