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Du Chuntao

Work place: Computer Center, North China University of Technology, Beijing 100144, China

E-mail: duct2008@hotmail.com

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Research Interests: Computer systems and computational processes, Planning and Scheduling, Process Control System

Biography

Chuntao Du was born in Jvnan county, Shandong province on February 2, 1967. He got his M.E. degree from mechanical department, Dalian Jiaotong University (Dalian city, Liaoning province) in July 2001. His major was mechanical design and theory. He had been teaching in North China University of Technology (Beijing city) since July 2001. His current academic rank is associate professor. Many courses, such as C++ programming, Java programming etc. have been taught by him. He published many books and articles, such as (1) “Java 6 Programming Fundamentals,” Tsinghua University Press, 2011. (2) “Object-Oriented Programming—Java,” China Railway Publishing House, 2007. (3) “The Construction of Theoretical Model of Debugging in Computer Programming,” Proceeding of 2009 International Conference on Artificial Intelligence and Education (ICAIE 2009), vol. 1, 2009, pp. 124- 127. (4) “Empirical Study on College Students' Debugging Abilities in Computer Programming,” Proceeding of The 1st International Conference on Information Science and Engineering (ICISE2009) ， Track (10), 2009. His previous research interest was computer aided process planning. And now, he is intersted in instruction study and modern instructional technology. 

Author Articles
An Experimental Study on College Teacher’s Adoption of Instructional Technology

By Du Chuntao

DOI: https://doi.org/10.5815/ijmecs.2011.03.07, Pub. Date: 8 Jun. 2011

Instructional technology can make teachers do their jobs easier, better, faster and more effectively. Students can also benefit from its application. However, some college teachers do not adopt instructional technologies in their teaching as we expected. They like to teach the way they were taught as students before. Why and what factors really influence their adoption of instructional technology? This study offered a model suggestiong instructional technology adoption by college teachers depends on: the student, the teacher, the technology and the surroundings. An experiment was designed to verify the model. Samples were selected from teachers at a mid-sized university. Experimental data was collected by interviewing fifteen teachers (samples). Those interviewed represented five high-level users, five medium-level users, and five low-level users of instructional technology. Quantitative methods such as frequency counting were used to analyze and sort the data. Finally, conclusions can be drawn that different components in the model had different influential degree to the different levels of users of instructional technology.

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