Evaluating instructor compliance with the utilization of technology in higher education art and design courses

Abstract

College students of today differ significantly from the students of decades past. To keep up with the students’ shift in age, development level, and various learning styles, instructors must embrace the technological revolution through supporting active learning strategies and technology integration methods. As classrooms grow more individualized for students in all disciplines, art and design students must be able to benefit from this style of instruction. Technology integration creates a learning environment where instructors connect and engage students in the classroom while also preparing them to join the digital workforce. This quantitative study surveyed instructors’ attitudes toward technology and the degree of technology use in higher education art and design classes. The literature in the study examines the history of technology in art and design, the importance of technology integration, types of instructional tools, and the attitudes and obstacles of art and design instructors in higher education institutions. Exploring instructors’ attitudes and theories are fundamental to effective professional growth and development (Avalos, 2011). To establish a foundation for further research, the researcher identified current art and design instructors’ attitudes. The results of the study found that both instructors’ attitudes towards computer use and the instructor’s instructional method positively impact the level of computer use.