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A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education
PROCEEDINGS

, State University of West Georgia, United States

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

As instructional technology becomes ubiquitous in classrooms, faculty will be asked to utilize new technologies in their pedagogy. Some will accept new ways to teach with technology while others resist. What are factors that influence faculty to adopt this technology and find effective pedagogy to utilize it? The Department of Learning Resources at the State University of West Georgia asked its faculty about influences to technology adoption while creating a plan to tackle technology resistance. The resulting data showed the faculty recognized common barriers to instructional technology as well as influences that helped them overcome the barriers.

Citation

Beggs, T. (2000). A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 106-111). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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