Technology Adoption

This dissertation presents three studies conductedat Monash University, Australia using qualitativecase study methods to investigate technologyadoption from three perspectives - teachingacademics, educational designers and students.The main study explores technology adoption byteaching academics and found a range of facilitatingand impeding factors that influence adoption.Contextual factors such as power and politics of theinstitution, organisational infrastructures andpolicy frameworks were also found to shape adoption.Of the two smaller studies, one analyses thereadiness of learners to use web-based technologiesfor learning, and the other examines the expansionof educational designers' roles due to technologyadoption.The three studies in the dissertation found that theinstitution, its people, structures and processesmust all adapt, evolve and grow in order to provideeffective, engaging, student-centred web-basedlearning environments. Students in turn must beenabled to manage their study, make use of thetechnologies and maximise their learning experience.

Autorentext

Gayani Samarawickrema (PhD) has developed a range of e-learning resources for a variety of learning contexts, and currently works as a lecturer in the Institute of Teaching and Learning at Deakin University, Australia involved in professional development and research in e-learning and the adoption of new technologies for teaching and learning.

Klappentext
This dissertation presents three studies conducted at Monash University, Australia using qualitative case study methods to investigate technology adoption from three perspectives - teaching academics, educational designers and students. The main study explores technology adoption by teaching academics and found a range of facilitating and impeding factors that influence adoption. Contextual factors such as power and politics of the institution, organisational infrastructures and policy frameworks were also found to shape adoption. Of the two smaller studies, one analyses the readiness of learners to use web-based technologies for learning, and the other examines the expansion of educational designers' roles due to technology adoption. The three studies in the dissertation found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience.