This study investigated electrical engineering faculty's perspectives towards technology integration in classrooms. A survey research method obtained professors' perceptions of technology integration. A questionnaire developed in the study consisted of four psychological constructs: development of digital learning material, digital learning technology use, school administrative support, and individual instructional perception (defined as personal barriers to technology adoption). One hundred twenty-eight electrical engineering faculty members in Taiwan participated in the study. The findings show that the overall electrical engineering professors' attitude towards technology integration in classrooms is positive. Faculty members perceive individual instructional perception, such as time investment and teaching burden, to be a major concern for integrating technologies into teaching and learning. Age and academic rank do not strongly influence their attitudes towards technology integration.
|Original language||English (US)|
|Number of pages||7|
|Journal||International Journal of Engineering Education|
|State||Published - Jan 1 2018|
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