Comfort Level with Technology and Perceived Support Among Community College Faculty

Abstract

Technology has become prevalent in all aspects of the teaching and learning process, from communication to content delivery. The successful integration of technology appears to be mediated by several factors, including comfort level with technology and the quantity and quality of support available. However, the relationship between comfort level with technology and support has not been explored in detail. In this study, faculty from a community college in Toronto are surveyed on their attitudes toward technology and the type of technology support they receive at their institution. Results show a strong correlation between positive indicators of comfort level with technology and support tactics that centre on communication and the creation of environments conducive to experimentation and innovation. The findings demonstrate the need for institutions to engage with faculty in intentional, meaningful dialogue around technology, and to provide support and designate time to foster experimentation and innovation.