The integration of information technology in higher education: a study of faculty’s attitude towards IT adoption in the teaching process

• Surej P. John ^[1]
  1. [1] University of Waikato

     University of Waikato

     Nueva Zelanda

     
• Localización: Contaduría y administración, ISSN 0186-1042, ISSN-e 2448-8410, Vol. 60, Nº. Extra 1, 2015, págs. 230-252
• Idioma: inglés
• DOI: 10.1016/j.cya.2015.08.004
• Títulos paralelos:
  • Integración de la tecnología de la información en la educación superior: un estudio de la actitud del profesorado hacia la adopción de TI en el proceso de enseñanza
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Es una realidad que el avance de la Tecnología de la Información revolucionó las prác-ticas y estrategias de negocios de industrias enteras. El campo de la educación superior no es una excepción a este fenómeno. Los colegios de estudios superiores y las universidades de todo el mundo están invirtiendo una considerable cantidad de dinero para crear recur-sos de Tecnología de la Información que cumplan con las necesidades educativas de sus alumnos y profesorado. Si bien las universidades estimulan a sus cuerpos de profesores a adoptar las nuevas tecnologías para su preparación e impartición de clases, diversos otros factores influyen en la integración o resistencia a la aceptación de estas tecnologías. Son ejemplos de estos factores la edad, el grado más alto de educación obtenido, la experien-cia en la enseñanza, competencia en computación, experiencia previa en computación, disponibilidad de tecnología, apoyo institucional, etcétera. Con base en el soporte teórico de la Teoría de Difusión de Roger, se desarrolla un modelo conceptual para identificar los factores críticos de éxito que influyen en la adopción de la Tecnología de la Información entre los profesorados de instituciones educativas terciarias. El modelo se somete a pruebas empíricas entre los miembros del profesorado de universidades líderes en la región de Asia. Participaron en este estudio 261 docentes de tiempo completo y los resultados muestran que factores tales como autoeficacia en computación, ventaja relativa, compatibilidad y experiencia previa en computación influyen de manera importante en la facilidad percibida de uso y actitud hacia el empleo de tecnologías educativas.

  • English

    It is a reality that advancement of Information Technology revolutionized the busi-ness practices and strategies of entire industries. The field of higher education is not an exception to this phenomenon. Colleges and universities around the world are investing considerable amount of money to create Information Technology resources that meet their student’s and faculty’s instructional needs. While universities encourage their faculties to adopt the new technologies for their preparation and delivery of classes, various other fac-tors influence the integration or resistance of acceptance of these technologies. Age, highest education earned, teaching experience, computer competency, prior computer experience, availability of technology, Institutional support etc. are examples of these factors. Based on the theoretical support of Roger’s Diffusion Theory, a conceptual model is developed to identify the critical success factors that influence the adoption of Information Technology among faculties of tertiary educational institutions. The model is empirically tested among the faculty members of leading universities in Asian region. 261 full time lecturers partici-pated in this study and the results show that factors such as computer self-efficacy, relative advantage, compatibility and prior computer experience are significantly influencing their perceived ease of use and attitude towards using educational technologies.

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