Using Rogers’ Theory to Interpret Instructional Computer Use by COE Faculty
Yükleniyor...
Dosyalar
Tarih
2006
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The purpose of this research study was to develop a theory-based methodology for exploring instructional computer use by faculty members in one College of Education (COB) and implementing this methodology at an Anatolian university in Turkey. Rogers’ (2003) Diffusion of Innovations theory was used as the theoretical framework in the process of instrument development, data collection, and in the interpretation of the results. The faculty members in the study reported low levels of use and expertise in instructional computer technologies. Variables significantly correlated with faculty members’ level of computer use were computer expertise, computer access, barriers to computer access, attitude toward computer use, support for computer use, and adopter categories based on innovativeness. The importance of administrative support and the need for faculty development were two major findings from this study. The results from the qualitative data provided information on addressing barriers to faculty computer use and confirmed the characteristics of Rogers’ adopter categories. Findings interpreted through Roger's theory suggest that an action plan should take advantage of faculty members’ positive computer attitudes and collegial communication to help them move to the higher levels of use and expertise in instructional technologies. Methodology used in this study provides a model for other colleges of education worldwide to obtain information about the needs of their faculty members.
Açıklama
Anahtar Kelimeler
College of Education, Computer, Diffusion of İnnovations, Instruction
Kaynak
Journal of Research on Technology in Education
WoS Q Değeri
Scopus Q Değeri
Q1
Cilt
39
Sayı
1
Künye
Şahin, İ., Thompson, A., (2006). Using Rogers’ Theory to Interpret Instructional Computer Use by COE Faculty. Journal of Research on Technology in Education, 39(1), 81-104. Doi: 10.1080/15391523.2006.10782474
