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

Hsiao-Jung Chen, Li-Ling Liao, Yu-Che Chang, Chung-Chih Hung and Li-Chun Chang
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Hsiao-Jung Chen: School of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
Li-Ling Liao: Department of Health Management, I-Shou University, Kaohsiung City 82445, Taiwan
Yu-Che Chang: Chang Gung Medical Education Research Center, CGMERC, Chang Gung Memorial Hospital, Linkou, Taoyuan City 333, Taiwan
Chung-Chih Hung: Department of Laboratory Medicine, Taipei Hospital, Ministry of Health and Welfare, New Taipei City 24213, Taiwan
Li-Chun Chang: School of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan

IJERPH, 2019, vol. 16, issue 14, 1-16

Abstract: 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.

Keywords: technological pedagogical content knowledge (TPCK/TPACK); technology-enhanced learning (TEL); medical teacher; professional development (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2019
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