Faculty perceptions of technology integration in the teacher education curriculum: A survey of two Ghanaian universities

This study was designed to investigate the relationship of teacher education faculty members' attitudes and their perceptions of technology professional development needs with faculty technology use for teaching and learning in two Ghanaian tertiary teacher education institutions. The study was based on Rogers' (1995) Diffusion of Innovations (DoI) theory, the Concerns Based Adoption Model (CBAM) of Hall and Hord (1987), and Ely's (1999) conditions for educational technology innovations as theoretical frameworks.;The study used survey methodology supplemented by interviews. The quantitative data were analyzed using multiple regression. Participants in the study were 132 faculty members of the University of Education, Winneba and the Faculty of Education of the University of Cape Coast, both Ghanaian teacher education institutions. The faculty technology survey consisted of 65 items factored into five factors.;The results showed that: (i) faculty perceptions of the effects of technology use on pedagogy and students' learning, (ii) faculty perceptions of barriers and challenges to the adoption and use of technology for teaching and learning, and (iii) faculty motivation for adoption of instructional technology made unique significant contributions to explaining faculty use of technology for teaching and learning.;According to the interviews and responses to an open-ended question on the survey, this study also found that the contextual conditions that facilitate educational technology innovations were not met in the two participating universities. The majority (55.7%) of participants were at the non-adopter stages of technology adoption, based on the CBAM stages of adoption survey.;The study offered faculty members an opportunity to voice their concerns and views concerning their institutions' technology integration programs. The findings could inform university management about technology decisions to promote the use of instructional technology among faculty members.;A major limitation of this study was the use of non-randomized sample which limits the generalization of the findings to these particular Ghanian institutions at a particular point in time.