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Title AN INVESTIGATION OF FACULTY COMPETENCE TOWARDS TECHNOLOGY INTEGRATION AT HIGHER EDUCATION LEVEL

Author(s) Zia Ur Rehman

Abstract Thesis Title: An Investigation of Faculty Competence towards Technology Integration at Higher Education Level The current study was conducted to investigate the technology integration competencies of university teachers on the basis of conceptual framework which unifies Substitution, Augmentation, Modification and Redefinition (SAMR) model and Bloom’s revised taxonomy. Major objectives of the study were to examine the faculty perceptions regarding their competence towards technology integration at higher education level with reference to SAMR model in the backdrop of Bloom’s taxonomy, to diagnose the differences in faculty competence towards technology integration at higher education level on the basis of sector, gender, qualification, experience, designation, disciplines and age, to explore the views of heads regarding faculty competence towards technology integration, and to propose a model for technology integration on the basis of research. Mixed method approach and convergent parallel design was used to conduct the study. Targeted population contained 4233 faculty members and 380 heads of Social Sciences and Management Sciences, teaching in 32 public and private sector universities of Punjab. For indicating appropriate representation to each strata, 14% of both sectors were selected for the sample from faculty members. Therefore, the sample consisted 593 teaching faculty (358 public sector and 235 private sector). For qualitative sample the researcher selected 30 heads from both public and private universities (13 heads from public sector and 17 heads from private sector). A self-developed questionnaire based on SAMR model and Bloom’s revised taxonomy, a standardized checklists and semi-structured interview were utilized to collect the information from university teachers and heads of departments. The alpha reliability of the technology integration scale was 0.79. Findings revealed that higher education teachers were practicing technology integration. The study indicated that most of the respondents were practicing ICT learning activities at the middle levels of the SAMR model. Study also found differences in technology integration on the basis of sector, gender, qualification, experience, designation, faculties, age. The quantitative responses indicated that teachers in social sciences were practicing the technology integration at augmentation level of the SAMR model but in few cases they used modification level. In management sciences teachers were found practicing and utilizing the ICT tools at augmentation and modification level. The major themes emerged from questions were teachers’ understanding of SAMR model and greater learning opportunities at higher levels of SAMR model. Study recommended that faculty Competence may be elevated from enhancement towards transformation through increase in digital knowledge, skill and attitude by periodic trainings, rewards, incentives and exposure towards more rich, technological and digitized environment. This may help towards attitude formation which is highest level of Bloom’s taxonomy as well. The study also proposed a model for technology integration for HEIs in Pakistan. The model is flexible enough to cope with changes and reforms in HEIs. The phases of the model are interlinked and feedback from stakeholders directly goes back to the system in the form of opinions and suggestions to effectively incorporate technology.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2023-02-07

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