School of Education


Doctor of Philosophy in Education (PhD)


Rebecca Lunde


radiologic science education, self-efficacy, technology


Instructional Media Design


The purpose of this quantitative, correlational study was to examine the relationships among radiologic science educators’ years of teaching experience, technological self-efficacy, and digital technology use in the classroom. The underuse of technology in higher education is an issue. Students use technology every day and radiologic science students, in particular, are expected to use it proficiently in training and practice. It is important that these students are exposed in the classroom, as technologies beneficial to learning are available. It is also important to determine the role of years of teaching experience in educators’ beliefs about their abilities to use technology and their actual use of it in the classroom. To investigate this issue, a sample of 300 radiologic science educators was surveyed. Seventy-nine educators responded to a sociodemographic questionnaire, the General Self-Efficacy Scale, and questions from the Roney Technology Use Scale. Data were collected and analyzed for correlations. There was no significant relationship between years of teaching experience and technological self-efficacy (r(77) = .16, p = .15) or between years of teaching experience and digital technology use in the classroom (r(77) = .20, p = .08). The relationships were, however, slightly positive, suggesting that educators with teaching experience have moderate beliefs in their abilities to use technology and moderate levels of technology use in the classroom. Suggestions for future research include study of the role of age as it relates to teaching experience, didactic versus clinical instructors, and barriers that affect radiologic science educators’ technology use.