Perils and promises: University instructors’ integration of technology in classroom‐based practices

Abstract Modern technologies such as the Internet present new opportunities for teaching and learning at all educational levels. Today, many universities strive to integrate appropriate technologies into campus classrooms. Despite sizeable investments in hardware, software and supporting infrastructures, little is known about implementation. The purpose of this study was to examine college‐level instructors’ use of and attitudes towards classroom‐based teaching technologies. The methodological design relied on qualitative measures through the use of two data collection methods, survey and interview. The research site was a large, public university in the United States. Findings revealed trends in current and future technology use, the positive influence of technology on teaching and learning, and significant barriers to technology use that resulted in practical recommendations for leveraging available resources towards the support of classroom‐based technologies. This study not only advances the knowledge base regarding the use of classroom‐based technologies in higher education but also serves as a practical resource for guiding future instructional technology practices on college campuses.