Higher education faculty perceptions on technology integration and training

The purpose of this study was to examine how faculty technology literacy and technology training impact the integration of technology into their pedagogy. This required a quantitative examination of how faculty technology literacy skills relate to pedagogical practice (integrating technology into their pedagogy), while controlling for training. Respondents surveyed in this study consisted of faculty members from the fifteen peer institutions of the University of North Dakota. In this second article, three of the original research questions are addressed. The inferential results of the study showed significant correlations between technology literacy and pedagogical practice integration.