Dissertation
The adoption of computer technology by faculty in a college of education
Washington State University
Doctor of Philosophy (PhD), Washington State University
05/2001
DOI:
https://doi.org/10.7273/000006222
Abstract
A qualitative exploration of 12 College of Education faculty at a research university was undertaken using a case study design with saturated individual interviews as the primary data source. Information in interviews was triangulated with third-party indicators and observation. The following research questions were generated for exploration: (a) What individual faculty characteristics effect the adoption of technology? (b) What faculty perceptions of college-level institutional characteristics effect the adoption of technology? (c) What can be done to assist faculty in adopting technology? Grounded theory was generated resulting in a technology-interaction model of users. A technology-interaction model may be useful in providing a framework for conducting future research. Faculty were thought to exhibit a usage style that illustrated their technological skill which ranged from concrete to flexible on an X-axis continuum and a conceptual style which illustrated their approach to technology on a Y-axis continuum ranging from practical to visionary. Thus, four usage-conceptual styles of technology adoption were defined. Faculty exhibiting a Concrete-Practical style have prescribed technological skills and view technology as an appliance for a specific task, adopting most slowly. Faculty exhibiting a Concrete-Visionary style have prescribed technological skills and view technology as a tool for creative use, adopting somewhat rapidly. Faculty exhibiting a Flexible-Practical style have transferable technological skills and view technology as an appliance for a specific task, adopting somewhat slowly. Faculty exhibiting a Flexible-Visionary style have transferable technological skills and view technology as a tool for creative use, adopting very rapidly. This model may prove to be useful as a theoretical framework for further research as it examines external and internal factors and considers the autonomy of university faculty. Implications for policy and practice indicate that technology policies must clearly define and uniformly reward faculty with funding, equipment and release time for mastery of transferable skill training by peer models and College-wide programming that focuses on the pedagogical value of technology adoption.
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Details
- Title
- The adoption of computer technology by faculty in a college of education
- Creators
- Stephen Paul Casmar
- Contributors
- D. Michael Pavel (Chair)Nils Peterson (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 150
- Identifiers
- 99901080640901842
- Language
- English
- Resource Type
- Dissertation