Examining Technology Adoption by Mathematics Professors
Joyce Asing-Cashman, David Rutledge, New Mexico State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This case study examined four mathematics professors technology adoption at one university. The three stages in which university faculty moves in the technology adoption process suggested by Celsi and Wolfinbarger (2002) was used to determine the mathematics professors level of technology adoption. Results indicated that three mathematics professors demonstrated as “initial” users of technology. A more “engaged” or constructivist approach was demonstrated by one mathematic professor where he encouraged his students to be active learners. He modeled the use of technology in the lab to facilitate active learning where the technology (computer and Mathematica program) involves student interaction with the content that allows knowledge building and construction.
Asing-Cashman, J. & Rutledge, D. (2013). Examining Technology Adoption by Mathematics Professors. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4769-4776). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).