The rapid growth of instructional technologies has provided college faculty with a vast array of educational resources and learning opportunities (Grasha, 2000; Kagima & Hausafus, 2001). As described in the relevant literature addressing this issue, there are several potential advantages in utilizing instructional technologies to enrich the educational experience. For example, McKenna, Avery and Schuchardt (2000), identified numerous potential advantages from integrating technology into instruction, including increasing the opportunity for individualized learning by students, offering a new way of thinking and communicating for both students and professors, expanding the emphasis on problem-solving, and enabling the learning of higher-level skills including, embedding learning in relevant contexts, critical thinking, goal-setting, planning and self-monitoring. Kagima and Hausafus stressed that incorporating technology into teaching methodology allows educators the flexibility to tailor educational resources to accommodate diverse learning styles, cultural differences, skill levels, motivations, disabilities, and educational objectives.