Using Rogers’ Theory to Interpret Instructional Computer Use by COE Faculty

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dc.contributor.authorŞahin, İsmail
dc.contributor.authorThompson, Ann
dc.date.accessioned2020-03-26T17:05:41Z
dc.date.available2020-03-26T17:05:41Z
dc.date.issued2006
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.identifier.citationŞahin, 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
dc.identifier.doi10.1080/15391523.2006.10782474en_US
dc.identifier.endpage104en_US
dc.identifier.issn1539-1523en_US
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage81en_US
dc.identifier.urihttps://dx.doi.org/10.1080/15391523.2006.10782474
dc.identifier.urihttps://hdl.handle.net/20.500.12395/20948
dc.identifier.volume39en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorŞahin, İsmail
dc.language.isoenen_US
dc.relation.ispartofJournal of Research on Technology in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectCollege of Educationen_US
dc.subjectComputeren_US
dc.subjectDiffusion of İnnovationsen_US
dc.subjectInstructionen_US
dc.titleUsing Rogers’ Theory to Interpret Instructional Computer Use by COE Facultyen_US
dc.typeArticleen_US

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