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Faculty Adoption of Instructional Technologies: Organizational and Personal Perspectives
PROCEEDINGS

, Barry University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines the relationships between organizational and personal factors in order to understand and realize how faculty may have a better opportunity to fully accept, adopt and use technology for instruction. Challenges that faculty and educational institutions encounter in reaching this goal can be addressed, and effective interventions made, by first identifying and then understanding the reasons for the lack of technology acceptance, adoption, and use. Gathering and analyzing data about the educational institution and its individual faculty can reveal the important compatible characteristics, values, and beliefs of the educational institution and the faculty themselves. Existing theory and research, particularly involving culture and change, allow us to understand how these factors can impact faculty acceptance, adoption, and use of technology. Some strategies are suggested that would enable educational leaders, trainers, and mentors to effectively work with faculty.

Citation

Levine, J. (2004). Faculty Adoption of Instructional Technologies: Organizational and Personal Perspectives. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1595-1598). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .

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