Exploring faculty technology proficiency skills and technology integration knowledge for personalized professional development to enhance online teaching

The purpose of this study is to explore the varying levels of technology proficiency skills and technology integration knowledge among faculty members teaching online in higher education and propose a theoretical framework that informs the creation of personalized professional development programs. According to the literature, technology proficiency, effective technology integration, and adherence to standards such as Quality Matters (QM) and the National Standards for Quality Online Teaching (NSQOT) are essential for the successful execution of online courses (Ertmer & Ottenbreit-Leftwich, 2010; Kebritchi et al., 2017; Ruggiero & Mong, 2015). The data for this research was collected using surveys and in-depth interviews at Oklahoma State University (OSU). The survey data was collected from 64 respondents who have taught online for at least two semesters at OSU, and nine participants from the survey were selected for the interview. Interview data was analyzed using thematic analysis. The data reveals significant participant variability regarding technology proficiency skills and integration knowledge. According to the data, low proficiency hinders effective technology integration and alignment with standards like Quality Matters (QM) and the National Standards for Quality Online Teaching (NSQOT). This research highlighted some challenges impacting participants' technology integration in an online environment. Participants reported they had limited professional development opportunities and varying institutional support. Most of the participants, five out of nine, mentioned that the professional development they attended did not match their proficiency level, having a minimal impact on their technology integration. These findings underline the need for personalized professional development tailored to individual participants' needs to enhance their technology proficiency. Thus, this study proposes a personalized professional framework to address the identified gap, supporting participants in providing engaging and standard-aligned online learning experiences for their students.