"Plus c’est la même chose" : university faculty’s perceptions of learning technologies

The purpose of this research was to investigate faculty members' perceptions of and experience with using learning technologies in their teaching. A literature review indicated that a diffusion of innovation model was an appropriate framework for the analysis of the data, as it invites analysis of a variety of factors that contribute to or detract from adoption of an innovation. The study invited participation from a group of faculty members whose research interests are diverse. Twenty semi-structured interviews and subsequent analysis revealed that (a) most faculty members are already making significant use of technology in their communications with students and colleagues, (b) learning technology makes possible educational projects that were not possible before, (c) using learning technology in teaching requires reconceptualizing the instructor's role, (d) funding structures, support structures, and workload issues are key and significant disincentives for faculty members in adopting and using learning technologies. The results of this study have implications for resource allocation and faculty development planning.Education, Faculty ofEducational Studies (EDST), Department ofGraduat