Summary of Findings
Many of the findings of this study support or are consistent with other research into the effect of intrinsic barriers on faculty technology incorporation. Ertmer (1999) believed that barriers existed on two levels, what she called first-order and second-order, with first-order barriers being extrinsic and second-order barriers being intrinsic. This study supports that barriers to incorporation are complex and do occur both intrinsically and extrinsically. Additionally, Rutherford and Grana (1995) believed that the biggest barriers to incorporation are those intrinsic, with the main barrier being fear. Although this study did not support fear as the main intrinsic barrier, it was found to be a strong force in preventing incorporation or incorporation of instructional technology. Hagner (2000) found that teacher beliefs about students' needs was a motivating factor in instructional technology incorporation. Those findings are also supported by this study, although beliefs about student learning styles and student instructional needs are not uniform across groups, nor were they pervasive.
Taken together, the findings of this study point to a critical issue. Some faculty have never, and may never, change their teaching methodology. Their perceptions of themselves as teachers and the way their beliefs about teaching are manifest through their teaching styles and methodology allow them to be comfortable with their teaching as it is. These faculty do not perceive a need to change methodology, and this mostly likely includes incorporating instructional technology.