Technology Innovations in Educational Institutions: Faculty Attitudes towards Technology

Abstract

This study uses theory to observe faculty contribution and relative to their technology utilization, their attitudes toward technology, and their acceptance of technological innovations such as flow of innovation and survey design. The findings spot several critical issues basic faculty participation and non-partaking, which create implications for policy’s and practice; applicable to technology handling and skills, technical hold up, inferiority issues, training & development, amount of work, and reimbursement. The route of implementing the innovative approach to teaching, the educational institutions should aim at preparing competitive employees who can achieve success in the areas of both theoretical and applied economics. The outcomes of the research can be helpful for policymakers in the calculated and outfitted planning process.

Faculties of educational institutions are faced with a decision involving equally unfavorable alternatives. On the one hand, parents and educational institutions, believe that technology will progress the way teachers teach and students learn. As a result, public officials are challenging to combine computer and associated technologies into the classroom. On the other hand, there is a vocal and mounting rebel that questions the worth of computers and other innovative technologies in the classroom.