Factors Influencing Technology Integration in the Curriculum for Taiwanese Health Profession Educators: A Mixed-Methods Study

In this study, we explored the considerations and the influencing factors for the technological integration of educational curricula based on the technological pedagogical content knowledge (TPCK) framework for health profession educators (HPEs). A mixed methodology was used that included semi-struc...

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Bibliographic Details
Published in:International journal of environmental research and public health 2019-07, Vol.16 (14), p.2602
Main Authors: Chen, Hsiao-Jung, Liao, Li-Ling, Chang, Yu-Che, Hung, Chung-Chih, Chang, Li-Chun
Format: Article
Language:English
Subjects:
Adult
Computer simulation
Computers
Curricula
Curriculum
Female
Health Occupations
Humans
Integration
Learning
Male
Middle Aged
Mixed methods research
Software
Students
Studies
Taiwan
Teaching
Teaching methods
Technology
Universities
Young Adult
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Summary:In this study, we explored the considerations and the influencing factors for the technological integration of educational curricula based on the technological pedagogical content knowledge (TPCK) framework for health profession educators (HPEs). A mixed methodology was used that included semi-structured interviews with 15 HPEs and an online TPCK survey with a randomly selected sample of 319 HPEs from 217 Taiwanese universities. Five themes emerged, namely, supplementing traditional teaching methods, improving immediate educator-student interactions, tracking the learning process and improving the record-keeping, keeping up with technological trends, and advancing professional learning objectives for different student needs. The presence of pre-existing platforms and inspiration from colleagues and students were facilitators, whereas the risk of technological problems and the need to invest extra time into the preparation process were impediments to technology integration in the curriculum. Of the online respondents (n = 210), 64.2% have integrated at least one technological method into their curriculum. The logistic regression model revealed that gender, prior knowledge regarding how to incorporate technology with teaching, high mean TPCK scores, and relevant school policies were significant predictors of technology integration in the curriculum. Based on these results, recommendations for development in the health profession included efforts to equip HPEs with TPCK, in order to integrate technology into the curriculum effectively.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph16142602