This study investigated the factors that influence foreign language instructors to adopt the use of educational technology as a supplement to their on-campus face-to-face classes. In particular, this study explored the various educational technologies that the foreign language instructors in one public post-secondary institution used to meet their teaching and learning objectives and the factors that affected their technology selection decisions. Previous literature has shown that the field of language education has historically included educational technology but few studies have explored the role that conversations amongst instructors can have on their technology adoption decisions. This study, therefore, utilized social network theory to explore the effects of foreign language instructors’ conversations with one another on their technology adoption decisions. The findings revealed an emerging trend for instructors who had adopted a greater number of technologies to be in a central position in their departmental social network influencing the spread of information and subsequently helping promote technology to their peers. However, interview data concluded that the most influential factors for technology adoption are not the result of these social networks or conversations, but are consistent with Davis’ Technology Acceptance Model instead. / 2012-10
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEAU.91/20 |
| Date | 09 September 2012 |
| Creators | Mirriahi, Negin |
| Contributors | Ellerman, Evelyn (Centre for Interdisciplinary Studies), Madison, Curt (Distance Education, University of Maine System), Hoven, Debra (Centre for Distance Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
Page generated in 0.0019 seconds