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Who am I? The influence of teacher beliefs on the incorporation of instructional technology by higher education faculty

, The University of Alabama, United States

The University of Alabama . Awarded


In order to better serve the teaching and learning process in higher education, technology resource center personnel must first understand why faculty do or do not readily incorporate instructional technology into their teaching methodology. Most research points to extrinsic issues such as a lack of institutional and financial support, a lack of time, a lack of technical knowledge, and a lack of technology as the primary barriers to incorporation. This study, however, looked at how faculty perceive themselves as teachers and explored how intrinsic fundamental beliefs about teaching, not extrinsic resource-based barriers, may cause faculty to resist or to support instructional technology incorporation.

The subjects of this study were separated into three groups, based on their level of instructional technology use. Three sets of data sources were then used: a Teaching Style self-assessment instrument based on the work of Anthony Grasha, the Grasha-Reichmann Teaching Style Inventory, and three separate versions of a qualitative interview instrument. The data from each instrument were analyzed based on group membership. The analysis of the data pointed to key differences among the groups in terms of beliefs toward and use of instructional technology. More importantly, the analysis showed a difference among the groups in terms of teacher beliefs. This difference in beliefs is a key element, and the first step, in understanding the incorporation of instructional technology.


Lucas, S.B. Who am I? The influence of teacher beliefs on the incorporation of instructional technology by higher education faculty. Ph.D. thesis, The University of Alabama. Retrieved July 19, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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