NEW TECHNOLOGY ADOPTION BY BUSINESS FACULTY IN TEACHING: ANALYZING FACULTY TECHNOLOGY ADOPTION PATTERNS

Year 2017, Volume: 7 , 80 - 92, 04.08.2017

Sharif M. Abu Karsh

Abstract

It is worth mentioning that the
use of instructional technology in particular affects positively the students’
content acquisition. As well, it plays a great role in enhancing the class
performance [Baylor and Ritchie, 2002]. For instance, Beggs (2000), states that
the use of technology itself in education is not the big point or the main
issue. Instead of that he focuses on using it in an effective way that leads to
the advancement of learning and meets the students’ interests and abilities.
However, if we compare today's' modern life with the past, we will find out
that in the past people didn't use to be familiar with the use of technologies
especially in the field of teachers training at the Palestinian
traditional universities. In other words, the traditional universities
in Palestine suffer from a lack of enough awareness and suitable infrastructure
in employing the technology in education. The study comes out to highlight and
clarify in what manner business teachers employed instructional technologies at
these universities. As well, it provides a clear distinction between teachers who employed the modern
technology and between the traditional ones who were described as reluctant and
worked against adopting the IT in education. Moreover, it determines whether
the characteristics of business teachers
participates in the prediction of teachers
adopter groupings.                                                          

Keywords

Technology adoption, diffusion of innovation, adopter categories, business teachers technology use

References

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