Date of Award

9-1995

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

Notebook computers are becoming an increasingly prevalent, and sometimes mandatory, accessory in college education. They and other new computer-assisted educational tools can increase dramatically the efficiency of traditional methods of instructional delivery and can provide the technological basis for new innovations in teaching strategy. However, as with any paradigm shift, the changeover in teaching and learning methods is difficult, expensive, and a disruption to the "status quo."

The object of this study was a four year polytechnic institution that recently implemented a mandatory notebook computer program for all students. The purpose of this study was to discover the perceptions of students and faculty directly involved in this program in order to learn what has to be done for the process to be successful, and to use those perceptions to design a model for the implementation of a technology-based system of instructional delivery elsewhere.

The significant findings of this study fall into three categories: (1) The notebook computers enhanced teaching and learning at the case study university to a certain extent. Students and faculty perceived that the computers provided useful career skills, increased personal efficiency, and that the academic reputation of the college and the participants was improved. The computers were also a good tool for both receiving and transmitting information, in the areas of communication, note-taking, editing, and making electronic presentations. The program has not had sufficient time to mature to the point where the full benefits of the notebook computers may be explored in terms of instructional delivery and the construct of knowledge. (2) The potential of the notebook computers and their unique contributions to classroom instruction were not fully realized due to problems associated with infrastructure, support and usage issues, and limitation with the computers themselves. (3) Secondary factors unrelated to direct classroom usage affected the attitude of the participants. The notebook computer initiative was implemented from a centralized organizational structure, which resulted in a less than optional adoption of this innovation on the part of the faculty. Problems emerged over the lack of input in the decision-making process, the cost of the computer and related hardware, and uneven quality of assistance at the Help Desk. The training and the degree of self-efficacy of both students and faculty proved to be important.

Computer-assisted technological advances in the delivery and construct of knowledge will become part of the basic foundations of education. The true integration of technology into teaching and learning is justified, in part, because the need to prepare students for the twenty-first century is a societal responsibility. Educators must continue to search for new ways in which technology can be used to enhance the teaching and learning process and not allow it to become just another expensive gadget

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