The effectiveness of higher education is directly related to the vitality, resourcefulness, and vigor of its faculty. University faculty members have a great responsibility in educating and producing qualified citizens for the next century. All teachers, especially university faculty, must not only have access to, but also have the knowledge and skills to effectively utilize the latest technological resources. Comprehensive programs must be developed to provide them with ongoing professional development to enhance their knowledge and skills of technology as it impacts the instructional program. The reality is that many faculty lack skills and confidence in technology application, and faculty use of technology for instructional purposes was minimal. The present study is intended to research these main factors, from the point of view of faculty themselves, that influence their use of technology. The results of such research studies could help decision-makers to allocate technology resources more appropriately and help more faculty members become not only technology literate but eventually the change agent in the university classroom.