University instructors’ concerns and perceptions of technology integration

• Instructors showed highest level of self concern regarding technology integration.
• EFL university instructors considered technology as relatively advantageous.
• EFL university instructors found technology compatible with existing values.
• EFL university instructors considered technology as trailable.
• Barriers were lack of administrative facilities, instructors’ literacy.

This study attempted to investigate the concerns and perceptions of Iranian EFL university instructors of technology integration in their classes. A sequential mixed method design was used in this study including Hall, George, & Rutherford’s (1977) Stages of Concern Questionnaire (SoCQ) and Rogers’ (1995) Diffusion of Innovation (DOI) questionnaire followed by a semi-structured interview. There were 91 university instructors asked to participate in the survey, out of whom nine were interviewed and finally, a focus group of five participants was conducted. The findings of the study revealed that the university instructors showed more Self concerns (Informational and Personal stages). “Relative advantage and compatibility” attributes of Diffusion of Innovation model were proved to be significantly different among instructors of different fields of study while the participants’ gender revealed a significant difference in their “trialability” attribute. Moreover, based on the quantitative data of the study, lack of administrative facilities, instructors’ technology literacy toward technology integration and accessibility of technology for all the students were reported to be the source of the instructors’ concerns.