Faculty adoption of computer technology for instruction in the North Carolina Community College System
DISSERTATION
Karen Hill Less, East Tennessee State University, United States
East Tennessee State University . Awarded
Abstract
Computer technology has become an integral part of instruction at the elementary, secondary, and postsecondary levels. Some instructors have enthusiastically adopted technological innovations in their classrooms, often expending their own funds for hardware and software, while others have resisted the trend, citing a myriad of reasons for not including computer technology. Significant research on the adoption of innovations has been undertaken by Everett M. Rogers, who identified individuals on a continuum from Innovator to Laggard. This project used Rogers' research as a basis to classify full-time faculty teaching in degree programs in the North Carolina Community College System into one of five categories developed by Rogers and to compare these faculty members on demographic variables of age, gender, race/ethnicity, teaching experience and highest degree attained. While faculty did not differ in age, gender, or race/ethnicity when classified in Rogers' five categories of innovation adoption, they did differ regarding their years of teaching experience and highest degree attained.
Faculty in the North Carolina Community College were further identified as either users or non-users of computer technology in instruction and were studied using the demographic characteristics of age, gender, race/ethnicity, teaching experience and highest degree attained. No differences were found in any of these five categories between faculty who used computer technology in instruction and those who did not. Faculty members who reported employing technology for instruction often utilized multiple techniques, such as e-mail contact with students, posting assignments and other information on course websites, and using course management software for recordkeeping functions. Non-users identified a number of reasons for not incorporating technology into instruction, as well as which strategies might be employed to encourage them to adopt computer technology into instruction. Faculty classified as users or non-users of computer technology in instruction identified the presence of technology change agents in their organizations and stated that other faculty members or the president or other members of senior administration filled these roles.
Citation
Less, K.H. Faculty adoption of computer technology for instruction in the North Carolina Community College System. Ph.D. thesis, East Tennessee State University. Retrieved March 28, 2024 from https://www.learntechlib.org/p/127327/.
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View References & Citations Map-
Analysis of Predictive Factors That Influence Faculty Members Technology Adoption Level
Ismail Sahin, Selcuk University, Turkey; Ann Thompson, Iowa State University, United States
Journal of Technology and Teacher Education Vol. 15, No. 2 (April 2007) pp. 167–190
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