期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：3
页码：1-21
DOI：10.14742/ajet.5912
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：This qualitative case study aimed to e10.14742/ajet.amine faculty members’ perceived behaviour regarding the use of technology in their classrooms. The behavior was e10.14742/ajet.amined 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 e10.14742/ajet.plained in the theory. Faculty members identified a number of student-related, faculty-related and conte10.14742/ajet.trelated challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members’ technology integration in higher education classrooms.
