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The purpose of this article is to examine barriers to technology adoption based on the literature and on data from two studies (the first with K-12 teachers and the second with higher education faculty in a state system). A product of this examination is a visual representation, a model of the interactions and the interdependence of elements that contribute to the construction of barriers to technology adoption. It is intended that the model will clarify internal and external obstacles, and serve as an aid to pre-service and in-service teacher education curriculum designers and developers as they plan for the successful infusion of newer technologies in the curriculum.
Patricia L. Rogers (Thu,) studied this question.