Enhancing the adoption of educational technologies in a postsecondary environment

Abstract

The organizational challenge of resistance to technology adoption quantified as low utilization, lack of enhanced outcomes, or even interpersonal or intergroup tension is commonly experienced. The purpose of this study is to examine the behaviour of technology adoption by professionals with the objective of identifying means by which to enhance technology adoption within postsecondary education institutions. Using a prominent adoption model as a foundation from which to base the inquiry, a qualitative meta-synthesis methodology was used to examine technology adoption through existing research. The dataset was iteratively drawn from the cumulative bodies of knowledge associated with the determinants of adoption behaviour. The results indicate that technology adoption is a process of dynamic change that requires constructive conflict resolutions. This study was specifically intended for the postsecondary educational environment, but the determinants of adoption behaviour appear to be generalized to professionals beyond postsecondary education.