Faculty Use of Educational Technology in Higher Education: A Gendered Analysis of Barriers and Support

This study examines the barriers and supports that faculty in higher education encounter when integrating educational technology, with a specific focus on gendered differences in these experiences. Using a quantitative survey design, the study explores how faculty members perceive and engage with educational technology, the challenges they face, and the institutional and societal factors that shape their experiences. A total of 75 faculty members from Magnolia University, a large public university, participated in the study.
Drawing upon feminist and critical theory frameworks, this study employs a gendered analysis to assess whether women faculty members experience different challenges or receive different forms of institutional support compared to men faculty. Key areas of investigation include faculty perceptions of time constraints, training opportunities, institutional encouragement, and broader sociopolitical influences on technology use. This study also examines how faculty rank (tenured vs nontenure) interacts with gender in shaping technology adoption patterns.