Graduate Teaching Assistants' Use of, Perceptions of, and Attitudes Toward Instructional Technology in Higher Education
Abstract
The authors examined graduate teaching assistants' (GTAs) use of and attitudes towards instructional technology. GTAs (n = 170) from a large university completed a survey. Quantitative data revealed that e-mail and course websites are most frequently utilized by GTAs, while online quizzes, multi-media presentations, and videoconferencing are least likely to be used. The study found that many respondents report a general unwillingness to adopt certain technologies (for instance, online quizzes and videoconferencing). Qualitative data indicate that many GTAs are skeptical of the increasing presence and potential impact of instructional technology, particularly in regards to the implications of these trends on their future academic careers.
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