Abstract
The present investigation surveyed business teachers in traditional university Palestine. Information gathered about technology use patterns, computer experience and use of technology for teaching, perceived computer use self-efficacy, perceived value of IT, perceived incentives, and barriers. This study was designed to establish how instructional technologies were used by business teachers in these universities, and to explore the differences between teachers who have adopted new technology and those reluctant or resistant to IT adoption, and to determine whether business teachers’ characteristics contribute to the prediction of teachers’ adopter categories.
Highlights
In the past few years, traditional universities in Palestine have invested heavily in infrastructure to support the diffusion and adoption of technology [Green, 1999; Jacobsen, 2000]
Despite the AECT definition of instructional technology (IT), in which the emphasis is on IT rather than its’ products, many of the debates regarding the use of technology in education continues to focus on products: computers, software, networks and instructional resources [Green, 2000]
This study addressed business teachers’ use of technology in their instruction, the results should contribute to efforts to enable the instructional use of technology to achieve its maximum possible impact, the research questions were: 1
Summary
In the past few years, traditional universities in Palestine have invested heavily in infrastructure to support the diffusion and adoption of technology [Green, 1999; Jacobsen, 2000]. Despite large investments by traditional universities in Palestine in technology for faculty and student use, instructional technology is not being integrated into instruction in business education institutions [Geoghegan, 1994; Spotts, 1999; Surry, 1997; Albright, 1996; Carlile and Sefton, 1998]. Table tow summarizes facts of the Palestinian higher education institutions for the academic years (2014/2015 2015/2016). These material facilitated researcher's conceptualization of the study.
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