Abstract—Educational technology as a catalyst for teaching-learning process has been urged to use in academics’ activities. Every educational technology tool has its own challenges and constraints for acceptance from users; although, the application of these tools are unavoidable. Thus, the intention of the study is to explore the main factors affecting educational technology acceptance in faculty members’ teaching duty in one iranian university, shahid beheshti. All the respondents include Assistant, Associate and Professors those how are faculty members at university with over 5 years teaching experience. The faculty members clarified two main factors affecting their adoption and acceptance of educational technology for teaching in their class; institutional support, and training and mentoring. These factors elicited from their narratives through interview. Eventually, in line with the findings, faculty members’ development in the domain of teaching as their main duty among teaching, research, and administrative duties could be improved by considering the emergent factors in utilizing new educational technology. Likewise, evidences from the study could be essential for policy makers, technology designers and administrators in higher education institutions and universities.
Index Terms—Faculty members, Educational Technology, Professional Development, Teaching
Authors are with Universiti Teknologi Malaysia, Malaysia (e-mail: email@example.com, firstname.lastname@example.org, Baharin@utm.my; tel.:+60136129652).
Cite: Farhad Balash, Zhang Yong, and Baharin Bin Abu, "Acceptance Level of Faculty Members in Utilizing Educational Technology Tools," International Journal of Information and Education Technology vol. 1, no. 5, pp. 360-364, 2011.