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Supporting instructors in overcoming self-efficacy and background barriers to adoption

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Most academic technology areas of higher education institutes do not feel faculty technology adoption is adequate (Hartman (EDUCAUSE Rev 43(6), 2008)). Among the barriers to instructional technology adoption are faculty self-efficacy and background. Self-efficacy encompasses the faculty member’s belief or confidence in his ability to succeed. Background barriers include the instructor’s previous experiences. Faculty members adopting new technologies for teaching and learning are facing a series of obstacles based on their self-efficacy and background as sound adoption requires changes in both technology and pedagogy. In addition, many technologies and pedagogies require comfort with underlying skills. As academic technologists, we need to appreciate the levels of comfort that instructors need in order to be open to new technologies. In addition to Rogers’ innovation curve, we need to be aware of the factors involved in deciding to adopt as well as the stages instructors go through in their decision making. Examples of specific actions are provided.

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Correspondence to Pat Reid.

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Reid, P. Supporting instructors in overcoming self-efficacy and background barriers to adoption. Educ Inf Technol 22, 369–382 (2017).

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