| This study focuses on the experiences faculty had in the support provided to them in technology implementation and the role of faculty professional development to ensure its implementation. In today's world, higher education institutions are making a transition from a traditional way of teaching and learning to a blended approach where technology is implemented. Faculty members are expected to implement technology in their classrooms and support must be provided to ensure effective implementation. Offering faculty support without understanding their experiences may lead to ineffective technology implementation and frustration. The purpose of this qualitative research was to investigate the experiences of the faculty members and clarify the role of faculty professional development to support them in the implementation of technology.;The researcher adopted a qualitative approach influenced by phenomenology and used the modified van Kaam method by Moustakas with in-depth interviews to gain a better understanding of twelve faculty members' experiences at Lebanese higher education institutions. The analysis of the transcribed interviews revealed five emerging themes: partial satisfaction with the support department, partial satisfaction with the training workshops, need for motivation, need for peer support, and need for technology use to be institutionalized.;The conclusions drawn from the project suggest the need for more support within institutions and a change in the mindset of support providers. Knowledge of the current and best practices concerning the issues in technology integration provided the researcher with tools both to compare practices and to provide coordinators, administrators, and program leaders with a set of recommendations when planning faculty professional development activities. |
