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ERIC Number: ED555917
Record Type: Non-Journal
Publication Date: 2013
Pages: 210
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2095-2
ISSN: N/A
Exploring the Adoption of Instructional Technologies: The Mainstream Faculty Perspective
Kennedy, Leslie C.
ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A