Investigating the Relationship between faculty perception of educational technology and the level of technology integration into teaching and learning

Abstract

There are three main research goals of this study. The first one is to examine the level of technology integration into teaching by Saudi university faculty members. The second goal of this study is to investigate Saudi university faculty members’ perceptions of educational technology. The third and most important one is to investigate whether there is a relationship between faculty perception of educational technology and the level of technology integration into teaching and learning. A quantitative approach was employed to organize, collect, test and analyze the data. Analysis of self-report survey data from 306 Saudi university faculty members showed that Saudi university faculty members use technology in their teaching at three different levels of the T3 technology integration model; the most used level is the translational level (M = 5.35, SD = .499), the second most used is the transformational level (M = 4.8, SD = .84), and the third most used is the transcendent level (M = 4.6, SD = 1.10). Five educational technology concepts were examined to investigate Saudi university faculty members’ perceptions of educational technology. The overall trend of the findings of this section suggests that there is no definite answer. Therefore, we cannot conclude whether there is misconception or not. For the first four concepts, the mean of the answer centered around 3 (somewhat disagree). Onley the fifth concept confirmed a trend toward the disagreement, meaning that there is misconception or misunderstanding about this concept. Regression analysis found that there is a relationship between the perceptions of educational technology and educational technology integration by faculty members in Saudi Arabia. By and large, all regression models in this study were statistically significant, indicating that perception concepts are good at predicting the level of technology integration into teaching.