Faculty Adoption of Teaching and Learning Technologies: Contrasting Earlier Adopters and Mainstream Faculty

摘要

The adoption of teaching and learning technologies is an innovationthat challenges the structure, culture and practice of modern researchuniversities. This paper documents quantitatively and qualitatively theattitudes, skills and behavior of the faculty related to the use of instructionaltechnology at a large Canadian research university. The data wasgathered from a survey (n =557) of teaching faculty. The data is analyzedwith respect to Roger's (1995) categories of adoption of innovationdifferentiating "Earlier Adopters" {EAs} from "Mainstream Faculty"(MF). The paper discusses four factors that have tended to create a"chasm" between these two groups and discusses strategies for reducingthe chasm and providing support and incentive for all faculty in theadoption of instructional technologies.