Acknowledging Perceptions, Behaviors, and Beliefs: Exploring What Faculty Need to Integrate Technology into Instruction in Qatar

This pilot study explored faculty members' views regarding the factors that facilitate the integration of technology into their instruction. The study was conducted in Qatar and comprised 10 participants from different schools and departments at a midsized postsecondary institution. Davis's technology acceptance model informed data collection and analysis. Data were collected using in-person, semi structured interviews. The interview protocol was researcher-developed and designed to align with TAM's constructs [1]. In order to elicit a broad range of responses, the interview questions were informed by the research questions. Preliminary findings from this study such as sufficient Arabic content and technological resources, adequate technology proficiency, and self-confidence could be of primary importance for faculty trying to use technology for teaching and learning purposes. A noteworthy finding was that cultural restrictions have the potential to enhance the use of technology inside the classroom. These findings could be of primary importance to Qatari policymakers, educational leaders, and postsecondary faculty members.