Abstract:

The purpose of this study is to investigate individual innovativeness and instructional technologies acceptance of academicians in Faculty of Education. The participants of this mixed methods study are 92 academicians on duty between the years of 2013 and 2014 in public universities. This study was conducted using a scale of “Individual Innovativeness”, created by Hurt, Joseph, and Cook (1997) and adapted by Kılıcer and Odabasi to comply with Turkish culture. Another scale of “Technology Acceptance Model (TAM)” developed by Davis (1989) was also used for the purpose of this study. TAM scale was adapted by the researcher to comply with Turkish culture. Qualitative data were collected from 13 academicians with different specialty areas and seniority using semi-structured interview form. Statistical tests were used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the findings obtained from quantitative and qualitative data that academicians have high levels of individual innovative characteristics such as leadership characteristic. The academicians also have positive perspectives towards acceptance, usage, and usefulness of instructional technologies. This study found a positive and significant relationship between participants’ individual innovativeness characteristics and acceptance perception towards instructional technology. This study also showed that qualitative and quantitative data supported one another. The researcher made suggestions regarding innovativeness and instructional technology acceptance.

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