The need for technical literacy in doctoral education: a preliminary survey

An electronic survey was sent to 1,026 rehabilitation sciences faculty members at higher education institutions around the nation to determine the relative importance faculty in the rehabilitation sciences placed on technical literacy skills in higher education. The survey contained a list of 55 technology and distance education skills in six broad areas: electronic searches and resources, computer productivity tools, Web-based instruction, teleconferencing, using technology to deliver instruction, and virtual mentoring. For each skill, respondents indicated the level of importance they attached to each skill as it relates to successful performance as a faculty member in the rehabilitation professions by selecting a number between 1 and 5, with 1 indicating that the skill is not at all important and 5 indicating that the skill is extremely important. The return rate of the survey was 17.6%. Although there was considerable variability for rated importance of skills within categories, results indicated that skills related to computer productivity and electronic searches were judged as most important to faculty success. Those skills related to newer technologies and skills related to troubleshooting were rated as least important. Discussion of these findings and implications for future research and doctoral instruction are presented.