| In recent years, technology integration has become one of the top priorities at higher education institutions. Consequently, faculty members found themselves compelled to integrate computers and other technology into their teaching, research, and public service. The purpose of this qualitative study was to gain an understanding of some of the motivational factors that prompt faculty to adopt and integrate technology into their practice and also to explore faculty perception of the consequences of technology adoption. The research is grounded in the literature of diffusion of innovations and motivation theories. Four faculty members who represent diversity in terms of academic disciplines and professional rank were selected from a public university using a purposive sampling technique. The content analysis method was used to analyze the transcripts and extract meaning. Case studies were then constructed and a cross-case analysis was performed.;The findings confirmed that many factors interact to motivate faculty to adopt technology. These include the needs and characteristics of the adopter, attributes of the innovation, financial and technical incentives, and affective factors. Although the respondents did not have to alter the way they performed their daily business, both desirable and undesirable consequences emerged from the analysis. The desirable, direct, and anticipated outcomes embodied in the technology acted as motivating factors, while the indirect and unanticipated results acted to reinforce and cement adoption. The findings also indicated that even though undesirable consequences were of some concern to the respondents, they were outweighed by the benefits that resulted from the use of technology. |
