TY  - JOUR
TT  - NEW TECHNOLOGY ADOPTION BY BUSINESS FACULTY IN TEACHING: ANALYZING FACULTY TECHNOLOGY ADOPTION PATTERNS
AU  - Abu Karsh, Sharif M.
PY  - 2017
DA  - August
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 80
EP  - 92
VL  - 7
KW  - Technology adoption
KW  - diffusion of innovation
KW  - adopter categories
KW  - business teachers technology use
N2  - It is worth mentioning that theuse of instructional technology in particular affects positively the students’content acquisition. As well, it plays a great role in enhancing the classperformance [Baylor and Ritchie, 2002]. For instance, Beggs (2000), states thatthe use of technology itself in education is not the big point or the mainissue. Instead of that he focuses on using it in an effective way that leads tothe advancement of learning and meets the students’ interests and abilities.However, if we compare today's' modern life with the past, we will find outthat in the past people didn't use to be familiar with the use of technologiesespecially in the field of teachers training at the Palestiniantraditional universities. In other words, the traditional universitiesin Palestine suffer from a lack of enough awareness and suitable infrastructurein employing the technology in education. The study comes out to highlight andclarify in what manner business teachers employed instructional technologies atthese universities. As well, it provides a clear distinction between teachers who employed the moderntechnology and between the traditional ones who were described as reluctant andworked against adopting the IT in education. Moreover, it determines whetherthe characteristics of business teachersparticipates in the prediction of teachersadopter groupings.                                                          
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UR  - https://dergipark.org.tr/en/pub/epess/issue//332660
L1  - https://dergipark.org.tr/en/download/article-file/337868
ER  -