Six late-career academics participated in a phenomenological study about their willingness to adopt pedagogical technology. Although all of the participants had received awards or accolades for being "good teachers," they expressed frustration with pedagogical technology, thinking that it took more time than it was worth. The participants had received training in pedagogical technology, but view it as tool-oriented and not suited to their instructional goals. These findings suggest that successful late-career academics resist pedagogical technology for sound, teaching-related reasons, not from stubborn irrationality. (28 ref)-

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