Abstract:

The purpose of this study is to make a suggestion to researches being published in the literature about diffusion and adoption of instructional technologies. In this way, some criteria were identified by the researchers and a descriptive review was made. As a result of the descriptive review, 65 articles have been reached that meet the criteria. Articles were analyzed in terms of key words, addressed innovation, size of working and tested hypotheses. As a result of the analysis 308 tested hypothesis were found explaining the adoption and diffusion. In these hypotheses attitude, intention and use variables were the most tested. In these hypotheses, 156 of the most frequently repeated dependent variables were related to the intention, 95 of them were related to the attitude and 57 of them were related to the use. Intention is the most of the addressed dependent variable. It is pointed out that in the articles subjective measurements are usually made related to the use. However, in the literature it is expressed that the correlation between subjective measurement and objective measurement is weak and attitude affects use positively but positive attitude does not mean actual use. Also there are some uncertainties related to what the intention predict in cross-cultural studies. Starting from this point, instead of building models with attitude and intention in possible studies in which explaining diffusion, adoption and acceptance of instructional technologies as an innovation or instead of testing hypothesis predicting use with intention and attitude; it could be proposed that there is a requirement in terms of theory and practice for conducting studies which are intended to explain actual use in educational context.

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