University Faculty Members' Perceptions of the Factors that Facilitate Technology Integration into their Instruction: An Exploratory Case Study in Qatar.

摘要

This qualitative, exploratory case study was designed to elicit faculty members' perceptions of the factors that facilitate technology integration into their instruction. The study was conducted at a midsized higher education institution in Qatar. Davis's (1986) technology acceptance model (TAM) is the conceptual framework that guided this study and served as the theoretical lens through which data were analyzed. TAM encompasses four interrelated constructs: (a) external variables, (b) perceived usefulness of the technology, (c) perceived ease of using the technology, and (d) attitude toward using the technology. The model holds that these four constructs combine to form a person's intention to use any computer-based technology or system, and intentions are predictive of whether a person will do so.;Data were collected using in-person, semi-structured interviews. The interview guide was researcher-developed and designed to align with TAM's (Davis, 1986) constructs. In order to elicit a broad range of responses, the interview questions were informed by the research main question and five sub-questions.;Using a snowball sampling strategy, 10 male full-time associate professors were recruited to participate in this study. Procedures associated with qualitative research were used to analyze the data collected from the interviews. This generated 32 findings about faculty members' perceptions of the factors that facilitate technology integration into their instruction. Conclusions were drawn and recommendations for practice and future research are presented.;Salient findings that emerged from this investigation, such as institutional and technical support, students' expectations and feedback, sufficient technological resources, adequate technology skills, peer support, and self-confidence were perceived as major requirements for successful technology integration practices in the classroom. A noteworthy finding was that cultural restrictions have the potential to enhance the use of technology for instructional purposes. These findings could be of primary importance to Qatari policymakers, educational leaders, and postsecondary faculty members.