Influences of Technology Integration Education on Professors' and Students' Perceptions in the UAE Universities

Abstract

This study investigated the effects of technology integration education on professors' and students' perspectives at U AE universities, as well as their ideas regarding potential impediments to technology integration in education. In order to achieve this goal, participants (students and professors) were given two important questions: “What might ‘Technology Integration in Education’ imply to you?” and “What would be the potential impediments to technology integration in education?” The study included 100 students and professors in all. In this qualitative study, the data was examined using the descriptive analysis method. According to the findings of the study, students and professors have critical perceptions of technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. Regarding external and internal constraints, participants stated that a lack of funding/budget, a lack of equipment, a lack of ability, and a lack of time are important impediments to technology integration in education. In contrast to other research in the field, academics pointed to parental worries and security concerns as reasons why technology can't be used in teaching.