The literature on student evaluation of faculty integration of technology in higher education has been clearly overlooked. This study examines students' expectations and evaluation of faculty skill with technology used in classroom instruction. Since gender and ethnicity are important evaluative indicators, the data gathered for this study were disaggregated and compared for significant differences based on these demographic factors. This study offer insights into how instructors in institutions of higher learning should be integrating technology into their curricula based on the perspective of diverse student groups. Such an insight provides suggestions on how to improve and strengthen academic programs to cater to the needs of all students, and especially the new generation of college students. [ABSTRACT FROM AUTHOR]
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