Summary
In order to better serve the teaching and learning process, technology resource center personnel must first understand why faculty do or do not readily incorporate instructional technology into their teaching methodology. To this end, the first step was to look at how faculty perceive themselves as teachers. What are their fundamental assumptions about themselves as teachers? Who are they as teachers? This first step was an examination of faculty beliefs toward the construct of teaching and learning, and whether these beliefs included technology as an educational tool that would achieve goals and objectives. The purpose of this study was to explore how intrinsic fundamental beliefs about teaching, the notion of who a person is as a teacher, not extrinsic resource-based barriers, may cause faculty to resist or to support instructional technology incorporation. The subjects of this study were separated into three groups-the Leaders, the Aspirers, and the Resisters-based on their level of instructional technology use. Although the expectations of this study were not supported, the results point to key differences among the groups in terms of beliefs toward and use of instructional technology. More importantly, the results point to a difference among the groups in terms of teacher beliefs. This difference in beliefs is a key element in understanding the incorporation of instructional technology.