AN ANALYSIS OF COLLEGE TEACHERS’ ATTITUDES ABOUT INCORPORATING TECHNOLOGICAL LEARNING TOOLS

ABSTRACT

It’s a fact that the development of IT has altered the methods and approaches used in a wide variety of businesses. There is no escape from this trend in the world of higher education either. Educators and students alike may benefit from the substantial investments being made in IT infrastructure at institutions worldwide. While schools push their teachers to use new tech for lesson planning and delivery, several factors might affect how easily or reluctantly that happens. Some examples of such criteria include: age, greatest level of education attained, years of teaching experience, computer skills, prior computer experience, access to technology, institutional support, etc. A conceptual model is created to determine the essential success elements that affect the adoption of Information Technology among faculty members in tertiary educational institutions, with theoretical backing from Roger’s Diffusion Theory. The model is put through its paces by the teaching staffs of some of Asia’s finest institutions. The results of this study, which included 261 full-time lecturers, show that participants’ perceptions of the ease with which they can use and their general outlook on educational technologies are strongly influenced by factors like computer self-efficacy, relative advantage, compatibility, and prior computer experience.

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