The COVID-19 pandemic heavily accelerated the adoption of online education. Technology adoption literature indicates that individuals are motivated to adopt technology as a result of various factors including social influence, performance expectations, effort expectations, and the conditions that facilitate their use. These factors are mediated by…

Technology adoption patterns, in general, have been shown to have a common set of predictive factors such as performance expectancy, social influence, voluntariness, effort expectancy, and facilitating conditions. However, the significance of such factors varies dramatically by situation and conditions. In the faculty adoption of online teaching…

Over the years, developing countries have experienced tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes in many sectors within the society, including education. Researchers explored teacher educators' attitudes and use of instructional and web-based…

Purpose: Most research using extended unified theory of acceptance and use of technology (UTAUT2) and other technology acceptance models (TAM) are quantitative studies. This leaves room for interpretation when they are applied to university lecturers' acceptance of online teaching because the models were originally created for the consumer…

The COVID-19 pandemic forced a rapid shift from traditional teaching to online settings. This study explores the technological tools employed by university EFL-speaking teachers during this transition, investigating their continued relevance post-pandemic. With a focus on the experiences of seven university EFL-speaking teachers, this study probes…

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed…

Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their…

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's…

This mixed methods concurrent triangulation study was designed to examine instructional leaders' descriptions of their experience with integrating technology into their teaching. Seminal studies from the 1990s were found to remain true today--that teachers are not ready to incorporate technology into their teaching (Becker, 1999; Ertmer, 1999). In…

The authors surveyed faculty from a college of business and a college of education regarding their attitudes toward online education. Results of the survey were examined to determine the degree to which the technology acceptance model was able to adequately explain faculty acceptance of online education. Results indicate that perceived usefulness…

This mixed method study reports long-term effects of a staff development model on P-12 teachers' instructional practices and dispositions regarding Internet integration into teaching. The model design was guided by participants' varying professional developmental levels and their values and beliefs about teaching and learning. A survey,…

The area of integration of technology in education is a continuous effort that revolves around looking for factors and practices that can be applied to encourage faculty to integrate technology into their areas of teaching. Web-based instruction (WBI) is one of the technologies affecting higher education, and historically Black colleges and…

New educational technologies and online learning environments (OLEs) are infiltrating today's college classes and campuses. While research has examined many aspects of this permeation, one research gap exists. How do faculty perceive the learning experience in courses that use OLEs compared to courses that do not? One important factor that may…

This quasi-experimental study was designed to explore the potential impact of online instruction in a graduate course affects K-12 teachers' attitudes towards technology integration in schools and learning performance in the United States. This study used a nonequivalent control group design. Nineteen participants in both the experimental group…

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Dallas, TX. The Proceedings of AECT's Convention are published in two volumes.…