Technology related issues that were stressors included using out of date equipment, inadequate tech support staff, retraining in changing technology, keeping up to date with resources, getting instructions in new technology, teaching with unfamiliar technology, time lost to technological failure, and isolation from faculty colleagues (Beam). .
Since it is important to keep up with the latest technological changes, faculty members felt learning new technologies took time away from their research. Some do not like change because they like doing their jobs the way they always have; by pen and paper. Most professor's felt that they needed more training on the use of computer technology because they did not feel they had enough knowledge to use, much less teach the new applications to their students (Beam). .
There were many suggestions by faculty members to reduce stress brought on by technology. These suggestions consisted of improving the quality of technical support, increasing access to tech training, and reducing the amount of tech-intensive courses for any one faculty member. Those faculty members who had excellent training had more positive reactions to technology. Those who received fair training had more negative reactions to technology (Beam). .
While recognizing that there were some concerns and problems with integrating the use of information and communication technology, professors thought it was beneficial to the educational process and should be continued. The problem most often noted by professors was lost time due to maintenance on the equipment. Faculty had a hard time keeping up with the pace of change and stated that information technology was placing more demands on their time. They said that extra time was needed to learn new software and to create new things for teaching because greater expectations were being placed on them. The way and manner in which technology is introduced into the educational system may influence the faculties" reactions to technology (Beam).
