Adjunct Faculty Perspectives Regarding the Use of Technology in the Traditional Classroom

Abstract

This qualitative study examines the perspectives of adjunct faculty regarding the use of technology in the traditional (brick and mortar) classroom. Thirty-two semi-structured interviews were utilized to gain the perspective of the adjunct faculty members from a two year and a four year institution. Over the last thirty years the number of adjunct faculty members hired by institutions of higher education has dramatically increased. However, within the literature few have explored issues from the adjunct faculty's perspective. The use of technology in higher education is an expensive and ever growing trend. Today's traditional classrooms contain types of learning technology, but there is a lack of research that examines the impact of technology on the traditional classroom. The increase in adjunct faculty numbers equates into more adjunct faculty teaching in traditional classrooms. Therefore to examine the use of technology in the traditional classroom the perspectives of the adjunct faculty are a necessary component. This study was guided by higher education and technological theory as well as concepts. Findings demonstrate that simply viewing technology as useful is not sufficient to encourage the use of technology, but instead a positive attitude toward the technology must be fostered. This study found that the main factors that foster a positive attitude in the adjunct faculty are convenience, flexibility, student need, and student learning. If the adjunct faculty members view the use of technology as aiding one or more of these factors the technology will be utilized in the classroom. The main barriers to the adjunct faculty members use of technology are also related to these factors. The lack of skill, lack of time, and improper facilities are all barriers that contribute to a view of technology as not aiding convenience, flexibility, student need, and/or student learning. This study informs regarding the use of technology in the classroom, supplies data to encourage the use of technology, and suggestions for policy.