Technology adoption in higher education: a framework for identifying and prioritising issues and barriers to adoption of instructional technology

Abstract

This paper examines the issues and barriers that inhibit faculty from using technology in instruction. It uses the diffusion and adoption theory as a means to understand and explain how individuals and organisations react when an innovation is introduced into their environment. The framework proposed combines the empirical data from research using concept mapping with the theoretical factors identified from the literature to create a structured process that identifies the priority issues and barriers to technology adoption. Multidimensional scaling and cluster analysis were used to analyse the data gathered from the brainstorming session. A barrier definition and classification scheme was created and used to connect issues to barriers of adoption. Descriptive mixed methods approach was also used to develop a pictorial multivariate conceptual framework for understanding the relationships between issues and barriers to adopting instructional technology. Findings suggest that as a higher education institution in the early adoption phase of using instructional technology approaches critical mass of faculty users, it must address the issues of the critical mass, in order for the mainstream faculty to see the utility in the use of instructional technology in the classroom. This research lays the foundation for further research into the development of a systematic process or approach for managing the diffusion and adoption of technology in instruction at an institute of higher education.

Citation

Abrahams, D.A. (2010), "Technology adoption in higher education: a framework for identifying and prioritising issues and barriers to adoption of instructional technology", Journal of Applied Research in Higher Education, Vol. 2 No. 2, pp. 34-49. https://doi.org/10.1108/17581184201000012