Factors Affecting the Adoption of Technology by Teachers for Engineering Education

• Autor(a) principal: Peramunugamage, Anuradha
• Data de Publicação: 2022
• Outros Autores: Usoof, Hakim, Dias, Priyan, Weerasinghe, Thushani, Alves, Gustavo R.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.22/22319
• topic: Technology Enhanced Learning (TEL); Motivators and barriers; Principal component analysis; Internal and external factors; Technology Acceptance Model (TAM); Diffusion of Innovations Theory

An online questionnaire survey, regarding 14 motivators for and 13 barriers against adopting technology enhanced learning (TEL), was sent to more than 300 Sri Lankan engineering lecturers, of which 98 responded. The main motivator was found to be personal interest in using technology, and the main barrier lack of funding for TEL. The scores for motivators were in general higher than those for barriers. These results appear to be true for many contexts, based on comparisons with other survey results. Principal component analysis of the scores resulted in the identification of four components each for motivators and barriers, two each being internal aspects and the other two external. These components had a better fit with the actors of the Diffusion of Innovations Theory than the aspects of the Technology Acceptance Model. For those who adopt technology early, the motivators are internal ones and the barriers external; and vice-versa for those who adopt late.