Literature Review of Faculty-perceived Usefulness of Instructional Technology in Classroom Dynamics

Oct 15, 2026

This literature review synthesizes research on how faculty perspectives shape instructional technology use in classroom dynamics. It examines tools and learning platforms such as learning management systems, MOOCs, cloud-based multimedia applications, and mobile apps, emphasizing that faculty attitudes and perceived usefulness are central to technology decision-making. The review argues that faculty opinions must be treated as key inputs in technology acceptance discussions, especially amid ongoing developments in innovation adoption and digital transformation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Faculty-Perceived Usefulness and the Technology Acceptance Model (TAM)

Literature Review of Faculty-perceived Usefulness of Instructional Technology in Classroom Dynamics Alexandra Salas Mercer County Community College, United States Abstract This article provides a literature review of the research concerning the role of faculty perspectives about instructional technology. Learning management systems, massive open online courses (MOOCs), cloud-based multimedia applications, and mobile apps represent the tools and the language of academia in the 21st century. Research examined illustrates how important understanding user attitudes can be in the technology deliberation process. Consequently, the faculty opinions should not be underestimated in technology acceptance discussions as coupled with ongoing education technological developments is the challenge of innovation adoption. Keywords: e-tools, Distance Education; Faculty-perceived usefulness; Voice-authoring tools; Instructional technology Introduction Classrooms of the 21st century share the spotlight with massive open online learning courses (MOOCs), online and hybrid formats that reach students through sophisticated web-based learning management systems. Along with these new academic developments are competing instructional technology options that make innovation adoption decisions challenging. The research examined includes narratives about education technology trends from the mid-20th century and user beliefs that can help in the technology deliberation process (Nicolle & Lou, 2008, p. 238) . For example, the Large-Group Instruction Room (LGI), a state-of-the art facility developed in the 1960s at Stanford University, was equipped with a pull-down screen, suspended television monitors, a lectern, a glassenclosed technicians station, and student-responders (or clickers) that enabled students replies to instructor questions. The technicians "could assist the professor with amplification of sound, simultaneous interpretation of various languages, slide or film presentation and overhead projection of data" (Cuban, 2001, p. 99) . Decades later, the structure remains, although it is not used as initially designed. Cuban (2001) asked why the facility was inoperable as intended and found that faculty were not included in the conception and execution of this state-of-the-art idea. While Cuban noted how faculty may have used technology for their own research, the "teachers used them infrequently and altered their conventional forms of teaching very little" (p. 103), which suggestshow knowledge of faculty-perceived usefulness toward the technology could help to foresee whether or not investment in technology was warranted. Cuban concluded that decisions to equip schools with technology, while well intentioned, were not based deliberations by potential users about the innovation's perceived usefulness (p. 158) . To optimize integration of an instructional innovation, this finding supported that idea that stakeholder input about perceived usefulness is essential. Examining perceived usefulness can “help inform the broader conversation about teaching, learning and tertiary institutional transformation against a backdrop of widespread digitization, changing student demographics, and increased market competition” (LeBaron & McFadden, 2008, p. 144) . This notion about perceived usefulness is evident in scholarly articles about technology integration in education. To investigate this issue, the researcher reviewed electronic library databases and GoogleScholar to locate peer-reviewed and academic articles that would provide insight on research concerning faculty-perceived usefulness about e-tools in the classroom. The search words used combined with faculty or education included the following: e-tools, perception, attitudes, perceived usefulness, voice authoring, Voice over Internet protocol, multimedia tools, distance learning, and online teaching and ICT. Databases referenced were Academic Search Premier, ERIC, EbscoHost, and ProQuest

FAQs

What is the focus of the literature review?

The review focuses on research about faculty-perceived usefulness of instructional technology and how faculty perspectives influence technology use and acceptance in classroom dynamics.

Which instructional technologies are discussed?

The review discusses learning management systems, MOOCs, cloud-based multimedia applications, and mobile apps as major tools in modern academic environments.

How does the Technology Acceptance Model (TAM) relate to faculty perceptions?

TAM explains that perceived usefulness (and perceived ease of use) affects user intention to engage and mediates relationships between external variables and attitudes toward new technology.

Oct 15, 2026

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