Why faculty did-and did not-integrate instructional software in their undergraduate classrooms

Abstract

Using a comparative case study approach, the researcher followed 13 instructors for 2 years as they attempted to integrate the Visible Human Dissector, an educational software program, into their undergraduate anatomy courses. Instructors were motivated to use the software as a supplement for limited educational resources and because of its ability to provide students with novel educational experiences. Obstacles in technology access and services as well as organizational factors prevented integration. However, personal hesitancy and lack of confidence, posited to be a major obstacle to integration in the literature, played only a minimal role in slow integration for these instructors. The greatest obstacles to changes in instruction supported by the new technology were difficulties in finding computers to run the software in traditional anatomy laboratories. © 2005 Springer Science + Business Media, Inc.