Abstract:

For decades the integration of educational technology has been lauded as the panacea for a range of teaching and learning challenges. As such, higher education institutions have heavily invested in various technologies in order to enhance teaching and learning and compete on a global scale. However, there seem to be a number of challenges to the successful integration of educational technology at the course level including, isolated pockets of success, marked disparities in the way lecturers use educational technology, under-utilisation of the technology and transferring the same offline teaching to the online environment. This article seeks to address some of these challenges by exploring the underlying factors that impact lecturers’ integration of educational technology, i.e., their perceptions, beliefs, values and motivations. Through a content analysis of published literature, this paper develops a conceptual framework of these factors and applies it to a particular case in a South African university. This paper contributes not only a comprehensive collation of these intangible factors, but also attempts to weight their impact.

Keywords:

Educational technology, integration, perceptions, motivations, beliefs, values.