Decoding university teachers’ decision-making in technology integration into teaching

Understanding university teachers’ decision-making on technology integration into teaching is essential to identify how university teachers can be supported in their professional development and facilitate the transition to informed teaching practices with technology. However, thus far, few studies have addressed the multi-dimensional nature of decision-making, and few have focused on the decision-making process using empirical data collected among university teachers. We used a multiple case study design to explore university teachers’ decision-making on technology integration into teaching. We selected nine courses to ensure a heterogeneous purposive sample of courses and university teachers. An ecological systems perspective was adopted to construct a theoretical model to frame our empirical findings. Our constructed model shows the elements according to an<br/>ecological systems perspective that informed us about university teachers’ decision-making processes. The model can also be used to support teachers’ reflection on technology integration into their teaching as they explore their decision-making with support staff and/or researchers.