Obstacles and supports related to the use of educational technologies: the role of technological expertise, gender, and age
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- Lane, C.A. & Lyle, H.F. J Comput High Educ (2011) 23: 38. doi:10.1007/s12528-010-9034-3
In order for institutions of higher education to provide essential technology resources and encourage the adoption of educational technologies, it is vital to gather information about the barriers their users encounter and the supports they find most helpful. The purpose of this study is to better understand how differences in user traits (e.g., age, gender, and technological expertise) may be impacting the use of technologies to support instruction. In this study, we report data from a university-wide survey of faculty at the University of Washington (N = 547). Study results indicate that individuals with technical expertise at the “beginner” level rely on different sources of support and encounter different barriers than do individuals at the “expert” level, even after controlling for gender and age. Our data demonstrate the importance of recognizing the range of expertise that exist among users when assessing barriers and implementing programs to support faculty in the adoption of educational technologies.