Technology Adoption and Integration: A Multiple Case Study of Rogers' Diffusion of Innovation Theory in Kuwait

The adoption and integration of technology is limited in K-12 contexts worldwide, including in the Middle East. Based on the work of Everett Rogers (1995) and his disciplines, studies in the United States indicate that teachers' perceptions towards the attributes of technology (relative advantage, compatibility, complexity, trialability and observability) reflect the extent by which technology is used. Furthermore, teachers' characteristics and the support environment provided can potentially encourage or inhibit the adoption of technologies. This multiple case study was designed to show the applicability of Rogers' diffusion of innovation theory in Kuwait public school systems. The study was conducted with eight female Kuwaiti teachers in two primary public schools. A qualitative methodology was employed using interviews, participant observations, and physical artifacts for collecting data. The study reveals that Rogers' three attributes relative advantage, compatibility and observability (result demonstrability) contributed to use, while complexity and observability (visibility) limited use. Prior experience and practice, motivational support provided by the school administration and department head, and teachers' voluntary decisions on the type of technologies to use encouraged use. Anxiety from lack of functionality of devices and extra time and effort in preparing materials, centralized decision-making on technology purchases, budget constraint, and limited access to technology and classrooms in which devices are located were factors that limited teachers' use. The study showed that Kuwaiti teachers' acceptance of technology varied along the continuum, where some teachers were early adopters and some were laggards. Support initiatives are needed from the Ministry of Education and school administration, in order to facilitate technology adoption and use in Kuwaiti schools.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Curriculum and Instruction

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2011

Author dc:creator

• Abdelmagid, Randa Fouad Abdelhafiz

Chair dc:contributor.committeechair

• Burton, John K.

Committee members dc:contributor.committeemember

• Potter, Kenneth R.
• Potts, Ann D.
• Alqahtani, Abdulmuhsen A.
• Lockee, Barbara B.

• user characteristics
• female teachers
• Kuwait
• perceived attributes of innovations
• primary public schools

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en_US

Dc Identifier Other

etd-04122011-105610

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/78002