Integrating Technology in Qatar's Higher Education Settings: What Helps Faculty Accomplish the Job

Autor/in	Karkouti, Ibrahim M.
Titel	Integrating Technology in Qatar's Higher Education Settings: What Helps Faculty Accomplish the Job
Quelle	In: Technology, Knowledge and Learning, 28 (2023) 1, S.279-305 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karkouti, Ibrahim M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-021-09553-y
Schlagwörter	Educational Technology; Technology Integration; Foreign Countries; Higher Education; College Faculty; Faculty Development; Technological Literacy; Career Development; Self Esteem; Qatar + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Technisches Wissen; Berufsentwicklung; Self-esteem; Selbstaufmerksamkeit; Katar
Abstract	This qualitative, exploratory case study elicited faculty members' perceptions of the factors that facilitate technology integration into their instruction. The sample for the study constituted 14 full-time male professors at a public midsized postsecondary institution in Qatar. Davis's technology acceptance model is the theoretical framework that guided this study and served as the theoretical lens through which data were collected and analyzed. Procedures associated with qualitative research were used to analyze the data collected from the interviews. Salient findings that emerged from this investigation, such as basic technology skills, digital content availability, career enhancement, and self-confidence were perceived as major requirements for successful technology integration practices. Cultural restrictions were also perceived to enhance the use of technology for instructional purposes. Recommendations for future research are provided in light of the derived findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01