Technology In The Classroom Versus Sustainability

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Cynthia L. Knott
G. Steube
Hongqiang (Mason) Yang


Technology in the Classroom, Sustainability, Faculty Viewpoint, Teaching, Learning Perceptions, Electronic Devices, Learning Support Tools


The use of technology in universities and colleges is an issue of interest and speculation. One issue related to technology use in the classroom is sustainability of resources that support the technology. This paper explores faculty perceptions about technology use and sustainability in an east coast university. This university has initiated a new program that has been charged with the objective of creating and maintaining a sustainability program. The program is still being developed, but a few of the key goals are to look at recycling campus-wide, printing costs in the computer labs and library, and exploring what the faculty perceptions are about using technology in the classroom. This paper focuses on the last goal; and in order to explore this objective, a survey was administered to the Schools of Business, Health Professions, Arts & Sciences and the Library.

The research question addressed in this paper is the relationship between the use of technology in the classroom and the course discipline of the faculty teaching the class. The faculty participants in the survey included four of its academic schools - Business, Health Professions, Arts & Sciences, and the Library. Consequently, there are four different faculty affiliations based on their school. The research questions related to school assignments presented in this paper:

Are there significant differences in the use of technology based on the school in which the faculty member is associated?

Do technology-driven programs in the schools of business and library science tend to perceive the use of technology in the classroom differently than other schools?

Are differences in the school of affiliation reflected in faculty views of importance of technology to the learning process?

Are differences in the school of affiliation reflected in faculty perceptions in the use of technology devices, including the desktop computers, iPad/Tablets, Laptops, Smartphones, or E-Readers?

Do faculty affiliations with schools impact their view of the importance moving toward the use of electronic documents?

Do faculty affiliations impact whether technology devices are viewed as distractions?

Are sustainability enthusiasts also technology enthusiasts?


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