Perceptions of faculty toward integrating technology in undergraduate higher education traditional classrooms at research-focused regional universities in South Texas

This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and teaching, of which they are evaluated for tenure or promotion. Innovative teaching and technology integration are not always part of the evaluation. To learn a new skill to improve teaching methods, it can take time to master it – valuable time that faculty members generally do not have because they are seeking tenure or promotion, or navigating a multipurpose role in teaching, advising, and/or administrative duties. Yet, educational leaders across the nation set expectations of integrating innovative teaching methods to increase student learning outcomes and introduce those methods to faculty, including technology advancements. Universities purchase learning management systems and technology for traditional classrooms for faculty to use in teaching. Participants in this study perceived that they integrated technology when they were using it as a substitution or modification. Many of the participants considered distance education, hybrid classrooms, or online courses as integrating technology. The participants in this study shared challenges, barriers, and suggestions for professional development. Participants mentioned cost, including time, funding, and resources, and faculty attitude as the main issues faced when integrating technology. They viewed technology as lifelong learning, necessary, and valueadded; however, it was optional. The participants suggested that faculty members receive training on how to design curriculum to fully integrate technology