Dissertation/Thesis Abstract

Exploring the adoption of instructional technologies: The mainstream faculty perspective
by Kennedy, Leslie C., Ed.D., California State University, Long Beach, 2013, 210; 3574907
Abstract (Summary)

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.

Indexing (document details)
Advisor: Vega, William M.
Commitee: Hanley, Gerard L., Harviland, Don
School: California State University, Long Beach
Department: Educational Leadership
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
Publication Number: 3574907
ISBN: 978-1-303-52095-2
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy