In recent decades the adoption of digital technologies has grown from a few elite users to influencing and impacting almost all of modem society. Higher education is one area of society where digital technologies have become embedded in its instructional practices because digital technologies can enhance student engagement with innovative instructional practices.
Since the adoption of interactive and emerging technologies has not been uniform across the spectrum of instructors in higher education, this study focused on the instructors who are less likely to adopt innovations. From E. Rogers' adoption of innovation perspective, these instructors consist of a large group of the tenure-track and tenured instructors who impact their students' learning experiences daily. This study explored the reasons why mainstream instructors eventually choose to adopt instructional technologies.
|Advisor:||Vega, William M.|
|Commitee:||Hanley, Gerard L., Harviland, Don|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational technology|
|Keywords:||Faculty, Instructional technology, Technology adoption|
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