Educational technology: The perceived values of community colleges' position holders.

摘要

Studies indicate that the educational technology has been proven to increase student learning outcomes, to broadened student access to education, and to prepare technology competency for 21st's century workers. A lack of comprehensive research at the community college level on educational technology is the motive of this research. Consequently, all of publicly-funded community colleges in the United States of America serve as the population of this study.;This study investigates differences in the values of educational technology as perceived by executive administrators (i.e. chancellors, presidents, and vice presidents), deans, and faculty members of publicly-funded community colleges in the United States. Three specific aspects of educational technology investigated in this study are technology competency, simulation technology, and assessment technology. The targeted participants for this study are 999 community colleges selected randomly from 1,045 publicly-funded, 2-year degree-granting, institutions in the United States.;The findings from this study indicate that community colleges' executives, deans, and faculty members are in agreement about the value of technology competency, and congruence exists in the value of simulation technology and the value of assessment technology between community colleges' executives and deans. There are significant differences in the perceived value of simulation technology as well as in the perceived value of assessment technology between the faculty members and the executives. The faculty members fail to agree with the deans about the perceived value of value of simulation technology as well as in the perceived value of assessment technology.