Technology Usage in College Teaching: Its Implication on Students’ Quality Learning

B. Doydora-Calibo

Dan-ag: Journal of Educational Studies, Volume 4 (2015), pp. 61–74 

Abstract

This study determined the level of technology usage in college teaching and its implication for the quality of learning. The respondents were second-year students during the first semester of academic year 2012–2013. Findings revealed that teachers’ teaching styles were characterized as expert and formal authority. Most teachers had a positive attitude toward technology; however, they only fairly used technology in teaching. Teachers’ teaching styles, attitudes toward technology, and technology usage greatly affected students’ learning. The students had satisfactory academic performance and rated the quality of their learning environment as good. Their critical thinking was fair: they were poor in inferential thinking but good in other taxonomies. No significant difference was found in students’ quality of learning when grouped by gender and age. Teachers’ years of teaching experience, teaching style, and attitude toward technology produced varying results. Teachers’ attitude toward technology was highly significant to students’ critical-thinking skills. Overall, the findings indicate that the use of technology in college teaching has implications for students’ learning and critical-thinking skills.

Keywords: technology usage; college teaching; quality learning; critical thinking; teaching styles

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DOI:  https://doi.org/10.5281/zenodo.22211356 

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