NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1125291
Record Type: Journal
Publication Date: 2017-Jan
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1360-2357
Supporting Instructors in Overcoming Self-Efficacy and Background Barriers to Adoption
Reid, Pat
Education and Information Technologies, v22 n1 p369-382 Jan 2017
Most academic technology areas of higher education institutes do not feel faculty technology adoption is adequate (Hartman (EDUCAUSE Rev 43(6), 2008)). Among the barriers to instructional technology adoption are faculty self-efficacy and background. Self-efficacy encompasses the faculty member's belief or confidence in his ability to succeed. Background barriers include the instructor's previous experiences. Faculty members adopting new technologies for teaching and learning are facing a series of obstacles based on their self-efficacy and background as sound adoption requires changes in both technology and pedagogy. In addition, many technologies and pedagogies require comfort with underlying skills. As academic technologists, we need to appreciate the levels of comfort that instructors need in order to be open to new technologies. In addition to Rogers' innovation curve, we need to be aware of the factors involved in deciding to adopt as well as the stages instructors go through in their decision making. Examples of specific actions are provided.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A