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Faculty use and perceptions of barriers to using available institutionally provided educational technology: A case study using Rogers' Diffusion of Innovation Theory
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, Cleveland University - Kansas City, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper reports on the findings from a survey study completed at a small non-profit university. Descriptive statistics are used to describe faculty use of currently available institutionally provided educational technology and perceptions of barriers to using this technology. Findings indicate an environment generally supportive of innovation diffusion. A few noted exceptions were lack of training on software use and lack of training on incorporating technology in teaching. This case study potentially provides a simplified model for identifying barriers to technology use that does not require high levels of time or effort.

Citation

Wilson, J. (2015). Faculty use and perceptions of barriers to using available institutionally provided educational technology: A case study using Rogers' Diffusion of Innovation Theory. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 511-517). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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