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Educational technology is a learning tool that helps lecturers enhance learning through instructional practices; however, it is unclear why lecturers have difficulties adopting technology. The purpose of this study was to examine how lecturers’ self-efficacy at one college in Antigua and Barbuda influenced their technology adoption in terms of their instructional practices, including perceived barriers and supports for technology use. The conceptual frameworks for this study were Bandura’s self-efficacy theory and Rogers’ diffusion of innovation. The study included nine lecturers from a Caribbean college in Antigua and Barbuda as participants. Data were collected through interviews and analyzed using open coding and thematic analysis. Findings from the study were that college lecturers’ beliefs regarding technology were positive and technology held value in terms of the learning process. However, the results established that not all lecturers were comfortable adopting technology within their instructional practice and faced barriers when attempting to adopt technology. Lecturers indicated the need for professional training, institutional support, and observational learning of others which would assist with lecturers’ pedagogy, content knowledge, and technology adoption. The results of the study may lead to social change by revealing potential barriers that lecturers face during technology use. The study can also provide both lecturers and stakeholders with data that is Caribbean-specific and can provide the most effective plan to support lecturers’ adoption of technology.
Williams-Buffonge, Na-Ajele Gadija, "Caribbean Lecturers’ Self-Efficacy and Their Perceived Barriers to Technology Adoption" (2021). Walden Dissertations and Doctoral Studies. 10195.