A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education PROCEEDINGS
Thomas Beggs, State University of West Georgia, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
As instructional technology becomes ubiquitous in classrooms, faculty will be
asked to utilize new technologies in their pedagogy. Some will accept new ways to teach
with technology while others resist. What are factors that influence faculty to adopt this
technology and find effective pedagogy to utilize it? The Department of Learning
Resources at the State University of West Georgia asked its faculty about influences to
technology adoption while creating a plan to tackle technology resistance. The resulting
data showed the faculty recognized common barriers to instructional technology as well
as influences that helped them overcome the barriers.
Beggs, T. (2000). A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 106-111). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from https://www.learntechlib.org/primary/p/16047/.
© 2000 Association for the Advancement of Computing in Education (AACE)