Faculty members' planned technology integration behaviour in the context of a faculty technology mentoring programm


Sagnak H. , Baran E.

AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, vol.37, no.3, pp.1-21, 2021 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 37 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.14742/ajet.5912
  • Title of Journal : AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
  • Page Numbers: pp.1-21
  • Keywords: technology integration, technology mentoring, faculty member, professional development, faculty mentoring, HIGHER-EDUCATION, PROFESSIONAL-DEVELOPMENT, PERCEIVED USEFULNESS, SELF-EFFICACY, UNIVERSITY, INTENTIONS, CHALLENGES, STRATEGIES, CLASSROOMS, DECISIONS

Abstract

This qualitative case study aimed to examine faculty members' perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control and indirectly related to attitude, subjective norms and perceived behaviour control. Data sources included semi-structured interviews conducted with 17 faculty members who participated in a faculty technology mentoring programme implemented at a large public university in Turkey over a semester of 4 months' duration. The data analysis revealed that the factors affecting faculty members' planned technology integration behaviour were related to their intentions, attitude, subjective norms and perceived behaviour control, as explained in the theory. Faculty members identified a number of student-related, faculty-related and context-related challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members' technology integration in higher education classrooms.