It is important, therefore, for administrators to understand how faculty relate to the information technology that is available to them. Currently, faculty training accounts for only a small portion of the budget at the universities currently offering training. With a predicted increase of the Texas Wesleyan funds allocated to faculty training, studies are needed to determine the type of training that best leads to use of information technology in the classroom. In general, university faculty have academic freedom and considerable autonomy in their classrooms. When faculty have the knowledge they need to make curricular choices about information technology, learning becomes more than simply a process of transmission.
Learners become active beings who interpret and construct rather than simply absorb knowledge.
In the type of information technology environment available today, learners have more control in the process of how knowledge is acquired. Finally, although there is an abundance of information currently available on K-12 teacher information technology education, the study of information technology use by university faculty has been considerably less. Sufficient research and study with these types of training opportunities are needed to determine if training changes attitudes that lead to personal use and classroom integration of information technology by university faculty. The problem addressed in this study is whether information technology training has a positive impact on university faculty attitudes toward information technology. As information technology training is a timely topic, it is anticipated that this study will be of benefit to the universities, the faculties, and their students.