We suggest that faculty adoption patterns move through three identifiable stages (cf. Rayport and Sviokla 1995). In Stage 1, technology serves a support function which improves efficiency, but does not significantly impact teaching. During Stage 2, teaching technology enables faculty to efficiently "mirror" classroom activities utilizing new technologies. Stage 3 utilization of technology not only supports and mirrors current activities; the goal is to substantively improve teaching and to strengthen the interaction between students and professors; unique applications result in improved application of new technologies. Our conceptualization should help departments and individuals better understand how they are currently using technology, to identify barriers which hinder stage 3 adoption behavior, and to develop goals and create applications which will push faculty beyond using new technologies merely to support or mirror previous functions.
Celsi, Richard L. and Wolfinbarger, Mary, "A Conceptual Taxonomy of Technology Adoption and Diffusion in the Classroom" (2000). AMCIS 2000 Proceedings. 37.