2
Technology Adoption
2.1 Introduction
Technology pervades almost all areas in society (Scherer,
Siddiq, & Tondeur, 2019). To improve the quality of education and to enhance the professional productivity of the
instructors, the latest technologies are required to be adopted
and integrated into the educational system (Tomei, 2005).
Many colleges and universities are restructuring their existing degree programs and integrating new technology into
teaching to enhance their educational process
(Buabeng-Andoh, 2012). Thus, this chapter discusses the
adoption of new technology in the cultural context of higher
educational institutions.
2.2 What Is Technology Adoption
The meaning of ‘adoption’ is to make full use of technology
and ‘rejection’ is a judgment not to accept the technology
(Rogers, 2003). Adoption is a process of technology
awareness and then making full use of it (Wong, 2016). It is
well documented by researchers that the decision of an
individual regarding the adoption of technology is not a
sudden process (Straub, 2009) but adoption occurs with the
passage time and involves a series of many actions (Rogers,
2003). However, the adoption of technology involves an
individual’s readiness to use a technology for which it was
designed (Wong, 2016). According to the Rogers’ definition
(1983), ‘acceptance’ is a process during which, based on
his/her primary knowledge, an individual develops an attitude toward that innovation and intention to adopt that
innovation and insists on this decision (Keramati, Sharif,
Azad, & Soofifard, 2012). User acceptance of technology
may be described as a person’s psychological condition
regarding his/her intention to use a technology (Dillon &
Morris, 1996). The behavioral intention has been extensively
used in all the prior literature (Keramati et al., 2012). Most
of the studies in technology adoption are based on the
behavioral intention of an individual.
Although there is a difference between technology
adoption and technology acceptance (Wong, 2016), this
study will use the adoption and acceptance of technology
interchangeably. Information and communication technology (ICT) in educational institutions is generally known as
educational technology (Wong, 2016). Educational technology has a broader meaning and refers to the use of
technology for learning and teaching purposes by the students or by the instructors (Wong, 2016). Today ICT
influences almost all facets of life at the individual, organizational, and social levels. The use of technology has
become a vital prerequisite for the development of a
knowledge-based economy (Murshitha & Wickramarachchi,
2016; Zanjani, Edwards, Nykvist, & Geva, 2016). Institutions around the world are in the process of adopting
technology in teaching, professional development, and
curriculum development (Pulkkinen, 2007; Usluel, Askar,
& Bas, 2008). The potential benefits of technology in
learning and teaching have received substantial attraction in
recent years (Wong, 2016). The students can now have
access to unlimited information, have more control of their
education, and can use different modes of communication
and learning. The growth of telecommunication and digital
information technologies has had a deeper effect on individuals, society, business, and education. Bitter and Legacy
(2008) stated that high-speed Internet allows students and
teachers have access to online materials around the clock.
The arrival of the Internet has modified the role of
instructors by providing comprehensive information to
students in the classroom. The growing electronic learning
(e-learning) environment in the teaching environment is an
unavoidable phenomenon. Mobile learning (m-learning) has
more flexibility and can be independent of place and time;
the institutions can blend a variety of approaches for
on-campus and off-campus learners. According to Georgiev,
Georgieva, and Smrikarov (2004) m-learning and e-learning
environments provide the most flexibility in teaching and
learning.
© Springer Nature Switzerland AG 2021
R. A. Khan and H. Qudrat-Ullah, Adoption of LMS in Higher Educational Institutions of the Middle East,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-50112-9_2
7
Technology Adoption
2.1 Introduction
Technology pervades almost all areas in society (Scherer,
Siddiq, & Tondeur, 2019). To improve the quality of education and to enhance the professional productivity of the
instructors, the latest technologies are required to be adopted
and integrated into the educational system (Tomei, 2005).
Many colleges and universities are restructuring their existing degree programs and integrating new technology into
teaching to enhance their educational process
(Buabeng-Andoh, 2012). Thus, this chapter discusses the
adoption of new technology in the cultural context of higher
educational institutions.
2.2 What Is Technology Adoption
The meaning of ‘adoption’ is to make full use of technology
and ‘rejection’ is a judgment not to accept the technology
(Rogers, 2003). Adoption is a process of technology
awareness and then making full use of it (Wong, 2016). It is
well documented by researchers that the decision of an
individual regarding the adoption of technology is not a
sudden process (Straub, 2009) but adoption occurs with the
passage time and involves a series of many actions (Rogers,
2003). However, the adoption of technology involves an
individual’s readiness to use a technology for which it was
designed (Wong, 2016). According to the Rogers’ definition
(1983), ‘acceptance’ is a process during which, based on
his/her primary knowledge, an individual develops an attitude toward that innovation and intention to adopt that
innovation and insists on this decision (Keramati, Sharif,
Azad, & Soofifard, 2012). User acceptance of technology
may be described as a person’s psychological condition
regarding his/her intention to use a technology (Dillon &
Morris, 1996). The behavioral intention has been extensively
used in all the prior literature (Keramati et al., 2012). Most
of the studies in technology adoption are based on the
behavioral intention of an individual.
Although there is a difference between technology
adoption and technology acceptance (Wong, 2016), this
study will use the adoption and acceptance of technology
interchangeably. Information and communication technology (ICT) in educational institutions is generally known as
educational technology (Wong, 2016). Educational technology has a broader meaning and refers to the use of
technology for learning and teaching purposes by the students or by the instructors (Wong, 2016). Today ICT
influences almost all facets of life at the individual, organizational, and social levels. The use of technology has
become a vital prerequisite for the development of a
knowledge-based economy (Murshitha & Wickramarachchi,
2016; Zanjani, Edwards, Nykvist, & Geva, 2016). Institutions around the world are in the process of adopting
technology in teaching, professional development, and
curriculum development (Pulkkinen, 2007; Usluel, Askar,
& Bas, 2008). The potential benefits of technology in
learning and teaching have received substantial attraction in
recent years (Wong, 2016). The students can now have
access to unlimited information, have more control of their
education, and can use different modes of communication
and learning. The growth of telecommunication and digital
information technologies has had a deeper effect on individuals, society, business, and education. Bitter and Legacy
(2008) stated that high-speed Internet allows students and
teachers have access to online materials around the clock.
The arrival of the Internet has modified the role of
instructors by providing comprehensive information to
students in the classroom. The growing electronic learning
(e-learning) environment in the teaching environment is an
unavoidable phenomenon. Mobile learning (m-learning) has
more flexibility and can be independent of place and time;
the institutions can blend a variety of approaches for
on-campus and off-campus learners. According to Georgiev,
Georgieva, and Smrikarov (2004) m-learning and e-learning
environments provide the most flexibility in teaching and
learning.
© Springer Nature Switzerland AG 2021
R. A. Khan and H. Qudrat-Ullah, Adoption of LMS in Higher Educational Institutions of the Middle East,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-50112-9_2
7