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The faculty members in our universities are often worried about the amount of time required to learn new computer-based technologies as they face an increasing academic workload in the current financial milieu. Gender becomes a prominent issue in the various discussions related to computer usage. Is there a gender-divide in the willingness of faculty members to embrace the new instructional technologies (IT) and to integrate them into the pedagogy of teaching? Are there gender differences in the proficiency of faculty members in and their level of knowledge of IT? Do academics confront gender-differentiated barriers to using IT in their work? This study is based on a survey of academics which explores whether gender is a critical variable in understanding their attitudes and actions towards learning and adopting instructional technology. [ABSTRACT FROM AUTHOR]