Technology Integration, Innovation, and Professional Development Among Teachers at a Chinese College

This study assessed technology integration, innovation, and professional development among educators at Chinese colleges to propose improvements for faculty development programs. Employing a descriptive quantitative approach, data were collected via an electronic survey distributed on the WeChat “Questionnaire Star” app. The sample consisted of 384 full-time teachers from Guangdong, selected through purposive sampling based on teaching experience, technology use, and technological proficiency. The research analyzed factors such as demographics, technology attitudes, innovation practices, and professional development to provide evidence for enhancing faculty programs. Findings showed that attitudes towards technology integration had a mean score of 2.88, utilization was 2.83, and motivation was highest at 3.06. This indicated strong motivation but moderate attitudes and usage, suggesting barriers like limited resources or training. Professional development programs were highly rated for organization and delivery (both at 2.93) but received a slightly lower score for content (2.83). Significant differences in technology integration, innovation, and professional development were observed based on sex, age, educational attainment, service length, and technology-related trainings. Positive technology attitudes did not always translate into better creativity or pedagogical skills, though higher motivation correlated with improved professional development. Respondents were mainly male, held Bachelor’s degrees, were aged 36-45, with 6-10 years of service and 1-3 technology-related trainings. Technology innovation was viewed positively, especially in creativity and pedagogical skills, while risk-taking was less emphasized. Recommendations include targeted training to enhance creativity and pedagogical skills, developing a Structured Risk-Taking Framework, improving content and delivery of professional development, and fostering a collaborative culture to address diverse educator needs.