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THE USE OF TECHNOLOGY BY FACULTY MEMBERS AT  
OHIO UNIVERSITY 
A Dissertation Presented to  
the Faculty of the College of Education of 
Ohio University 
In Partial Fulfillment 
of the Requirements for the Degree 
Doctor of Philosophy 
Joseph Blankson 
August 2004 
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This dissertation entitled 
THE USE OF TECHNOLOGY BY FACULTY MEMBERS AT  
OHIO UNIVERSITY 
BY 
JOSEPH BLANKSON 
has been approved for 
the Department of Educational Studies  
and the College of Education by 
Teresa Franklin 
Associate Professor of Instructional Technology  
James Heap 
Dean, the College of Education  
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BLANKSON, JOSEPH. Ph.D. August 2004. Instructional Technology 
The Use of Technology by Faculty Members at Ohio University (209pp.)
Director of Dissertation: Teresa Franklin 
The purpose of this study is to examine how technology is being used by faculty 
members at Ohio University and whether the use of technology is in accordance with the 
Seven Principles for Good Practice in Undergraduate Education.  The total number of 
possible participants for the study is 627 Group 1 tenure-track faculty members of Ohio 
University (Athens Campus). 
Data collection for the study was in two stages.  In the first stage, thirty-eight 
questions from the “Flashlight Faculty Inventory” were selected and mailed to faculty 
members.
Two hundred forty seven (247) faculty members participated in the study, 
yielding a 39.4 percent response rate.  The second stage was a series of interviews with 
randomly selected individual faculty members who consent to be interviewed on the 
changing roles of faculty in academics.  Data analysis involved both quantitative and 
qualitative techniques.
The findings of this study indicate that faculty members at Ohio University use 
teaching and learning strategies that are in accordance with the “Seven Principles”. 
Majority of faculty members at Ohio University consider teaching and learning strategies 
that encourage active learning as highest/high priority.  The technologies used by faculty 
to support teaching and learning strategies are mainly Word Processor, the Internet and 
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PowerPoint.  The study noted that the majority of faculty assessed themselves as “expert” 
in using word processing and the Internet (e.g., sending emails, searching for 
information).  The study concluded that it is important that faculty members be exposed 
to other technologies to better model what is expected of them, or they are likely to 
maintain old patterns of using only “what they know best”. 
Approved: 
Teresa Franklin 
Associate Professor of Instructional Technology 
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Acknowledgements 
This dissertation was made possible by the enthusiastic support, suggestions, 
encouragement, and guidance of many individuals.  I am greatly indebted to my advisor 
Dr. Teresa Franklin for her guidance, encouragement, and unconditional support and to 
the other members of my dissertation committee, Drs. Gordon Brooks, Ann Kovalchick 
and Dianne Gut.  Without them this dissertation would not have been completed.  I thank 
them most sincerely. 
No listing of acknowledgement would be complete without emphasizing the 
contributions of many family members who supported my education.  I could not hope to 
list them all, but I do want to acknowledge their support especial my late dad, Mr. 
Samuel Edmund Blankson, my mom Mrs. Agatha Blankson, my two elder sisters Julie 
and Cecilia Blankson especially for their guidance, encouragement and financial 
contributions even in hard times and also my brother Dr. Isaac Blankson and his family 
for the continuous support.  I also extend my sincere gratitude to the other members of 
the Blankson for their prayers and encouragement.  
Finally, and most important, I want to acknowledge the love, support and 
understanding of my wife Dr. Mrs. Lydia Kyei-Blankson, my children Kweku-Acquah, 
Nana Kwame Kyei  and Awurama Blankson.  Honor and Glory be to Almighty God for 
what he has done and continues to do in my life.
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Table of Contents 
Page 
Abstract………………………............................................................................................3 
Acknowledgements………………………………………………………………………..5  
List of Tables……………………………………………………………………………...9 
List of Figures……………………………………………………………………………11 
Chapter One: Introduction…………………………………. ………………………….  12 
Statement of the Problem..………………………………………………………19
Purpose of the Study.……………………………………………………………20
Research Questions………………………………………………………………20
Significance of the Study………………………………………………………...21 
Limitations of the Study……………………………………………………..…...23 
Scope of the Study……………………………………………………………….24 
Definition of Terms………………………………………………………………25 
Summary………………………………...……………………………………… 26 
Organization of the Study………………………………………………………..26 
Chapter Two: Review of Literature……….. ……………………………………………28 
Teaching and Learning with Technology………………………………………..28 
The Seven Principles for Good Practice in Teaching  
and Learning and Technology use in Education……………………..…….…….30 
The Flashlight Faculty Inventory.………………………………………………..45 
Theoretical Foundations of Technology Use in Higher Education……………...48 
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The Use of Technology in Higher Education……………………………………52 
Technology and Pedagogical Innovations in Higher Education………………....58 
Factors Influencing Faculty Use of Technology…………………………………60 
The Changing Role of Faculty…………………………………………………...64 
Faculty and Profession Development in Technology……………………………70 
Academic Disciplines at Ohio University.………………………………………73 
Summary…………………………………………………………………………78 
Chapter Three: Research Methodology………………………………………………….79 
Introduction………………………………………………………………………79 
The Research Questions………………………………………………………….80 
Research Design………………………………………………………………….81 
The Setting……………………………………………………………………….87 
Technology Initiatives at Ohio University……………………………………….88 
The Participants………………………………………………………………….96 
Instrumentation…………………………………………………………………..97 
Validity and Reliability of the Instrument.……………………………………...99 
Pilot Study……………………………………………………… ………..…….102 
Data Collection…………………………………………………………….…...105 
Data Analysis…………………………………………………………………...107 
Summary……...………………………………………………….……………..110 
Chapter Four: Analysis of Data and Presentation………………………………………111 
Quantitative Data Analysis………………………………………………….….111 
Qualitative Data Analysis………………………………………………………140 
Summary………………………………………………………………………..150 
Chapter Five: Discussion and Recommendations……………………..………...…..…152 
Introduction……………………………………………………………………..152 
Implications of the study……………………………………………………….159 
Recommendations………………………………………………...…………….159 
Suggestions for Further Study...………………………………..……………….160 
Conclusions……………………………………………………………………..161 
References………………………………………………………………………………162 
Appendix A: Questionnaire……....……………………………………………………186 
Appendix B: Codes for Items under Educational Strategies…………………………...190  
Appendix C: Interview Questions………………………………………………………191 
Appendix D: Cover Letter………………………………………………………...........192 
Appendix E: Consent Form…………………………………………………………….193 
Appendix F: IRB Approved Letter……………………………………………………..195 
Appendix G: Data Analysis………………………………………………………….....196 
List of Tables 
Table   
Page 
1.  Average Years of Instruction per Faculty Rank………..……...……………...……112 
2.  Videotapes for Instruction……..…….…...……………..…………………………..119 
3.  Word Processor for Instruction………….....……………………………………….120 
4.  Commercial Applications for Instruction……...…..…………………………….…121 
5.  Production of Multimedia Presentation for Instruction……...………... ..…………122 
6.  Asynchronous/ “Timed-delayed” Communication for Instruction……….....…...…123 
7.  Synchronous/ “Real-time” Electronic Communication for Instruction…...…..……124 
8.  Audioconference for Instruction……………...………………….....………………125 
9.  Internet/World Wide Web for Reference Materials/Research………...…..….…….126 
10. Access World Wide Web to View/download Materials……………..….………….127 
11. Create/Update a Homepage…………..…………………………….………………128 
12. Graphical Calculators for Instruction……………...……………….……………….129 
13. Ability to Send and Receive Voice Mail………..………………….………………131 
14. Ability to Program a VCR………………..………………………….……………..132 
15. Ability to Send and Receive Email………………...……………….………………133 
16. Ability to Create a Word Processing Document…………..………………….…….134 
17. Ability to Use a Spreadsheet or Database…………..……………………….……...135 
18. Ability to Search for Information on the Internet/WWW…………...……………...136 
19. Ability to Use Video Camera……………………………………………………….137 
20. Ability to Electronically Send and Receive Files by Way of a Computer……….....138 
10 
21. Ability to Program a Computer Using a Programming Language……….….....…..139 
22. Ability to Create/Edit a World Wide Web site………………..……………………140 
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