Technology integration is a significant aspect of teaching and learning in the 21st century. This study examines faculty technology integration in the Department of English Language Instruction (ELI) at the American University in Cairo (AUC). It also explores the factors that facilitate or inhibit their computer usage, and also their perceptions about the professional development opportunities in technology that are available to them. Using a case-study design, the researcher used semi-structured interviews conducted with 19 ELI instructors to understand the phenomenon at hand. Eight of the 19 instructors also served dual administrative roles as department chair, committee and program coordinators. Thematic analysis revealed that all ELI instructors are using technology in their teaching to various levels, and that quantity and quality of integration is on the rise. Seven factors emerged as drivers or challenges to technology integration at the ELI. These are: 1) policy and curriculum integration, 2) recognition and reward, 3) technology support and infrastructure, 4) value added to the classroom, 5) comfort with technology, 6) age, and 7) time. Finally, instructors at the ELI enjoy a multitude and variety in professional development opportunities. Although most of them appreciate these opportunities, there is room for growth. The capstone project ends with recommendations for future technology integration efforts and professional development.
International & Comparative Education Department
Institutional Review Board (IRB) Approval
Not necessary for this item
Serag, Ayman, "Technology usage versus technology integration in ESL classrooms: Drivers and Barriers" (2016). Capstone and Graduation Projects. 24.