National standards and funds have helped ensure that technology access is no longer as problematic as it once was in education, but some questions remain about how effectively educational technologies are being utilized prepare students with 21st century skills that include higher-order thinking skills. For this reason, scholars have emphasized the need for research that investigates how effectively technologies are being utilized for teaching and learning. Immediate research of this kind is particularly necessary in the context of higher education; although most campuses are outfitted to some extent with expensive classroom technologies, little is known about how often and at what level these technologies are being utilized. Therefore, this study uses electronic surveys to investigate technology use among instructors assigned to teach in electronic classrooms at the University of Cincinnati. This investigation has two primary purposes of study within the use of technology in higher education instruction. The first purpose was to establish an understanding of general descriptive use patterns across technologies in face-to-face and out-of-class instruction across colleges. The second purpose was to explore the differences in uses across the disciplines, especially related to technology for promoting higher order thinking. Findings confirm that both frequencies and meaningfulness of face-to-face and out-of-classroom technology use are low. The implications of these findings for institutions of higher education are discussed, and needs for future research efforts in this area are identified. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]