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New Technology Adoption by Business Faculty in Teaching: Analysing Faculty Technology Adoption Patterns

Received: 18 December 2017    Accepted: 24 December 2017    Published: 31 January 2018
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Abstract

The present investigation surveyed business teachers in traditional university Palestine. Information gathered about technology use patterns, computer experience and use of technology for teaching, perceived computer use self-efficacy, perceived value of IT, perceived incentives, and barriers. This study was designed to establish how instructional technologies were used by business teachers in these universities, and to explore the differences between teachers who have adopted new technology and those reluctant or resistant to IT adoption, and to determine whether business teachers’ characteristics contribute to the prediction of teachers’ adopter categories.

DOI 10.11648/j.edu.20180701.12
Published in Education Journal (Volume 7, Issue 1, January 2018)
Page(s) 5-15
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Technology Adoption, Diffusion of Innovation, Adopter Categories, Business Teacher’s Technology Use

References
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[14] Kotrlik, J. W., Redmann, D. H., Harrison, B. C., & Handley, C. H. (2000). Information technology related professional development needs of Louisiana agriscience teachers. Journal of Agricultural Education, 41 (1), 18-29.
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Author Information
  • Department of Banking and Financial Sciences, Faculty of Administrative and Financial Sciences, Arab American University, West Bank, Palestine

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  • APA Style

    Sharif Musbah Abu Karsh. (2018). New Technology Adoption by Business Faculty in Teaching: Analysing Faculty Technology Adoption Patterns. Education Journal, 7(1), 5-15. https://doi.org/10.11648/j.edu.20180701.12

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    ACS Style

    Sharif Musbah Abu Karsh. New Technology Adoption by Business Faculty in Teaching: Analysing Faculty Technology Adoption Patterns. Educ. J. 2018, 7(1), 5-15. doi: 10.11648/j.edu.20180701.12

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    AMA Style

    Sharif Musbah Abu Karsh. New Technology Adoption by Business Faculty in Teaching: Analysing Faculty Technology Adoption Patterns. Educ J. 2018;7(1):5-15. doi: 10.11648/j.edu.20180701.12

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  • @article{10.11648/j.edu.20180701.12,
      author = {Sharif Musbah Abu Karsh},
      title = {New Technology Adoption by Business Faculty in Teaching: Analysing Faculty Technology Adoption Patterns},
      journal = {Education Journal},
      volume = {7},
      number = {1},
      pages = {5-15},
      doi = {10.11648/j.edu.20180701.12},
      url = {https://doi.org/10.11648/j.edu.20180701.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20180701.12},
      abstract = {The present investigation surveyed business teachers in traditional university Palestine. Information gathered about technology use patterns, computer experience and use of technology for teaching, perceived computer use self-efficacy, perceived value of IT, perceived incentives, and barriers. This study was designed to establish how instructional technologies were used by business teachers in these universities, and to explore the differences between teachers who have adopted new technology and those reluctant or resistant to IT adoption, and to determine whether business teachers’ characteristics contribute to the prediction of teachers’ adopter categories.},
     year = {2018}
    }
    

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    AB  - The present investigation surveyed business teachers in traditional university Palestine. Information gathered about technology use patterns, computer experience and use of technology for teaching, perceived computer use self-efficacy, perceived value of IT, perceived incentives, and barriers. This study was designed to establish how instructional technologies were used by business teachers in these universities, and to explore the differences between teachers who have adopted new technology and those reluctant or resistant to IT adoption, and to determine whether business teachers’ characteristics contribute to the prediction of teachers’ adopter categories.
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