Showing papers on "Professional development published in 2020"

Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers' Perspective

Abstract: The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review

Abstract: The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.

Students' Satisfaction with Online Learning Experiences During the COVID-19 Pandemic

Abstract: This research aims to evaluate the level of postsecondary student satisfaction with online learning platforms and learning experiences during the novel coronavirus COVID-19 pandemic in the Kingdom of Saudi Arabia (KSA). This paper is based on the premise of transformative learning theories [1], which describe the learners’ authority and investment over their learning. Quantitative research was carried out using a survey that was sent out to 283 students enrolled at one higher education institution in KSA. These data were analyzed using SPSS. Average Mean Score (AMS) was used for data analysis, where the results are validated using the Standard Deviation (SD), Skewness and Kurtosis test, and Cronbach Alpha test. The research findings revealed that the students are satisfied with the university staff and faculty members who agreed on specific online platforms to use, grading system, assessment options, training workshops, online technical support, and more. The research findings also showed that participants were highly satisfied with Google Hangouts the most for lecture delivery, followed by Google Classroom and LMS (Moodle) for course management and assessments. With only respect to the students’ online learning experiences, the COVID-19 situation within this study context was handled adequately. This study calls for further research into the integration of professional development workshops and practical training courses for online learning and teaching to endorse innovative teaching techniques and alternative assessment plans for instructors, learners, administrators, and policymakers.

Transformation of the mathematics classroom with the internet.

Abstract: Growing use of the internet in educational contexts has been prominent in recent years In this survey paper, we describe how the internet is transforming the mathematics classroom and mathematics teacher education We use as references several reviews of use of the internet in mathematics education settings made in recent years to determine how the field has evolved We identify three domains in which new approaches are being generated by mathematic educators: principles of design of new settings; social interaction and construction knowledge; and tools and resources The papers in this issue reflect different perspectives developed in the last decade in these three domains, providing evidence of the advances in theoretical frameworks and support in the generation of new meanings for old constructs such as 'tool', 'resources' or 'learning setting' We firstly highlight the different ways in which the use of digital technologies generates new ways of thinking about mathematics and the settings in which it is learnt, and how mathematics teacher educators frame the new initiatives of initial training and professional development In this survey paper, we identify trends for future research regarding theoretical and methodological aspects, and recognise new opportunities requiring further engagement

The Impact of COVID-19 on Plastic Surgery Residency Training.

Abstract: Nowadays didactic and surgical activities for residents in the surgery field are less and less due to an increasing burden of documentation and "non-educational work." Considering the current lockdown due to the COVID-19 pandemic, it has never been so important to find different ways to allow residents to improve their knowledge. We asked all plastic and esthetic surgery residents in our country to fill out a questionnaire to investigate changes in their didactical activity and analyze problems about their professional growth in the last few months. From the results of such questionnaires, we found that most of the residents feel the decrease in surgical activities during this time is a detrimental factor for their training and that even if all the schools have changed their didactical activities no school has introduced the use of virtual simulators to compensate for the decrease in surgical practice. Actually, the majority of residents use webinars to keep updated, stating that such technologies are useful but not sufficient to analyze plastic surgery topics in depth during COVID-19 lockdown. Virtual interactive tools are well known in different clinical and surgical specialties, and they are considered as a valid support, but it seems that in plastic surgery they are not so used. According to the most recent studies about residents' didactical program, we have investigated the potential of Anatomage Table in combination with Touch Surgery application as physical and mental aids to bypass the decreased number and kind of surgical interventions performed in this particular time. Anatomage is an academic user-friendly touch screen table; it is used by both medical students and residents to learn human anatomy and to master surgical anatomy. Touch Surgery is an application available on smartphones and tablets that gives the possibility to watch real and virtually designed surgical videos, accompanied by explanatory comments on the surgical phases; they are interactive and give the possibility to check what you have learned through tests administered after virtual classes. In our opinion, these tools represent reliable solutions to improve plastic residents' training, mostly during the COVID-19 pandemic. LEVEL OF EVIDENCE V: This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

Understanding the consequence of COVID-19 on undergraduate medical education: Medical students' perspective.

Abstract: The coronavirus disease 2019 pandemic has significantly influenced the normal operations of all human affairs on a global scale. Indeed, the pandemic has had a considerable impact on the delivery of medical education in the UK for both pre-clinical and clinical year students. In response to the escalating case fatality rate due to the pandemic, there has been widespread termination of clinical placements, face-to-face teaching sessions, and examinations that require a physical presence by UK medical schools. It is hoped that the cancellation of the aforementioned activities will greatly reduce the exposure of medical students to the coronavirus however, the consequences of these actions may pose substantial issues for the learning experience and professional development of medical students. One such issue is the lack of regular communication between students and personal tutors which may give rise to burnout within students and impede academic performance. Furthermore, the suspension of clinical placements may result in a gradual reduction in students' clinical skills competence. The practice of medicine is grounded upon the application of basic science which involves undertaking clinical procedures and as such, students may be at a disadvantage due to the missed opportunity to refine these essential skills. In this article, we provide an overview of the consequences of the COVID-19 pandemic on medical education, specifically regarding curriculum delivery and assessment of students. We also adopt a holistic approach by considering the impact of the pandemic on the mental wellbeing of medical students during this unprecedented time. We offer pragmatic suggestions to uphold the quality of medical education such as the implementation of virtual interprofessional education sessions to solve clinical vignettes and virtual consultation skills with simulated patients. We conclude with suggested areas for future research to examine the effectiveness of a virtual interprofessional education model on both short and long-term learning as well as encouraging medical students and academic staff to trial innovative methods of teaching. Despite the resultant complications of the pandemic on medical education, these challenging times may present a serendipitous opportunity for medical students to cultivate the personal attributes expected of a doctor in the face of adversity. In light of the pandemic, there is scope to reconsider the effectiveness of current medical education and welcome innovative methods of delivering education whilst ensuring quality. The combination of recent telecommunication developments with current teaching methodologies may positively change the future landscape of medical education.

Secondary school language teachers’ online learning engagement during the covid-19 pandemic in indonesia

Abstract: The purpose of this study was to explore language teachers’ online engage-ment during the Covid-19 pandemic in Indonesia. Four questions guided the inquiry in this study: 1) To what extent did teachers engage in online learning during the Covid-19 pandemic? 2) What challenges did teachers encounter while engaging in online learning during the Covid-19 crisis? 3) How has the suspension of face-to-face classroom meetings changed teachers’ practices? and 4) What were their hopes for the future of education in their respective regions? Background The sudden learn-from-home mode enacted since 24 March 2020 due to the Covid-19 pandemic has forced all schools to shift into online learning with no or little preparation in terms of internet access, teacher capacity, and student-parent readiness. All in all, the pandemic disruption has shed light on the widening digital divide that has serious implications for the human capital development in Indonesia Methodology This case study involved 18 teachers from four regions in Indonesia. Data were collected through an online survey, weekly reflections, and interviews with the teachers. A group interview with five students for each of the 18 teachers was used as triangulation. To probe more deeply into a representative sample for a variety of attributes, the researchers then focused on four teachers for a more in-depth analysis. Contribution Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. This study highlighted that teachers in remote regions would need a more top-down intervention from education authorities and offered two recommendations to the government to overcome the widening digital divide as amplified by the current school suspension. This study presents interesting results pertaining to online learning engagement during the Covid-19 pandemic in Indonesia. Insights gained in this study would contribute to the perspective on the challenges and dilemmas faced by educators and students elsewhere while engaging in online learning. Findings This study found an interplay of five related factors of online learning processes against five levels of engagement. Those five factors are learners, teachers’ prior exposure to online learning, technological knowledge, pedagogical knowledge, and the support system. Teachers in this study were still struggling to enhance the quality of online learning engagement. Nevertheless, given the rising awareness of the inadequacy of their online learning delivery and a renewed sense of commitment, these teachers had high hopes that they would be able to enhance their competence and improve their professional practices. Recommendations for Practitioners This study found most teacher participants have, within a short period, enhanced their technological knowledge (TK) regardless of their prior exposure to technology. Teachers can be encouraged to integrate their technological knowledge with pedagogical and content knowledge to develop their technological pedagogical content knowledge (TPACK) by participating in the government program for teacher professional development. Recommendations for Researchers This study involves only language teachers; therefore, future researchers are invited to involve non-language teachers so that more conclusive findings can be obtained. Impact on Society Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. More importantly, the lessons learned should enlighten educators that technology integration into sound pedagogy would transform current practices into quality learning. Future Research Issues related to technology integration in education can still be unearthed especially because the budding insights of online learning will steadily be developing in post-pandemic realm, particularly in Indonesia.

Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages

Abstract: The objective of this research is to measure the perception that teachers had about their own performance when they were forced to carry out Emergency Remote Teaching due to the COVID-19 pandemic. A questionnaire was provided to teachers of every educational stage in the Basque Country (Pre-school, Primary and Secondary Education, Professional Training, and Higher Education) obtaining a total of 4586 responses. The statistical analysis of the data shows that the greatest difficulties reported by educators are shortcomings in their training in digital skills, which has made them perceive a higher workload during the lockdown along with negative emotions. Another finding is the existing digital divide between teachers based on their gender, age, and type of school. A further worrying result is the lower technological competence at lower educational levels, which are the most vulnerable in remote teaching. These results invite us to reflect on the measures to be taken to improve equity, social justice, and the resilience of the educational system, which align with some of the Sustainable Development Goals.

A model of teacher agency in professional development and school reform

Abstract: In research on teacher professional development and school reform attention for the role of teacher agency has been growing significantly during the last decade. The objective of this study is to c...

Twelve tips for implementing a community of practice for faculty development

Abstract: Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the context of a specific practice toward the development of expertise. CoPs' collaborative nature, based on the co-creation of practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty development. The tips were based on a comprehensive literature review and the authors' experiences.

Towards an understanding of social media use in the classroom: a literature review

Abstract: The importance of social media for today’s youth often elicits teachers to explore educational use of these media. However, many teachers appear to struggle with the tension between possible pedago...

University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline

Abstract: Digital technologies are currently one of the most used resources among students for developing their personalized learning environment. However, recent studies continue to demonstrate a lack of usage on the part of teaching staff for developing their teaching practices, especially at the university level. Through the identification of personal, professional, institutional, and contextual barriers, this study seeks to reveal the reasons why teachers in institutions of higher education do not use digital technologies for teaching purposes and whether the academic discipline influences this perception. The results suggest that professional barriers are the most prevalent and that the discipline of arts and humanities is where the most obstacles are perceived. In conclusion, there is a need for better professional development for teachers and more institutional involvement through strategic plans.

Study of the effectiveness of e-learning to conventional teaching in medical undergraduates amid COVID-19 pandemic

Abstract: Background: Sudden outbreak of COVID-19 pandemic created panic, anxiety among the population worldwide. The education sector was among many which had taken a strong blow due to pandemic. In the wake of institute shut down, this was a challenging time for professional education which was combated through introduction of e-learning through online classes so as to ensure continuation of teaching-learning process for the medical students. Aims and Objectives: The aim of the study was to rank the effectiveness and satisfaction of online classes compared to classroom conventional teaching among medical students. Materials and Methods: After the Institutional Ethical Clearance, this online cross-sectional survey study was done on medical students. A total of 983 students participated in this study. This online survey was carried out from April 10, 2020, to April 18, 2020, after completion of 3 weeks of online classes. A set of self-designed questionnaire based on 5-point Likert scale was given to the students, to rank the effectiveness of learning through e-classes and their understanding with the satisfaction level on various parameters. This was pre-tested on 20 students for standardization. All the students voluntarily participated in the survey. Results: The study result shows that online classes were equally effective in five parameters and less effective in the other but were not at all superior than the conventional classroom teachings. We could come to an interpretation that students were not much satisfied with this way of teaching but definitely it was the need of the hour. Conclusion: We could conclude from our study that e-education can supplement the process of present education, but it cannot be a substitute for the established system of education.

Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy

Abstract: The implementation of effective professional development courses for K-12 teachers on computational thinking (CT) in relation to programming remains a challenge. There is a lack of high-quality empirical research on teacher development in CT in relation to programming. This study addressed that situation by providing empirical evidence of the design and evaluation of such a teacher development program in primary schools. Seventy-six in-service teachers participated in a program comprising two 39-h courses. One course focused on the fundamental subject knowledge of programming for CT development together with pedagogy. The other focused on the development of advanced knowledge while providing opportunities to practice teaching in the classroom and to reflect on the practice. The results indicate that the participants developed a better understanding of CT concepts and practices and improved in three of the four content knowledge related dimensions of technological pedagogical content knowledge (TPACK) across the two courses. The three dimensions were content knowledge of programming for CT development, technological content knowledge of the use of block-based programming environments for programming for CT development, and use of the environment to teach programming for CT development with the appropriate pedagogy in context. Analysis of the participants' self-reported reflections suggested that the two courses and the teaching experience acquired during the prolonged second course were the two main sources of improvement. This study demonstrates the importance of providing an effective teacher development program with a focus on CT concepts and practices. The program offers teachers a sustained period in which to practice in the classroom and reflect on their teaching while developing their capacity to implement CT in relation to programming.

Exploring Emotions in Language Teaching

Abstract: Emotions are an important part of the experiences of both language teachers and language learners, however their role has often been marginalized as a result of the focus on cognitive rather than a

Learning Management System (LMS) Use with Online Instruction

Abstract: Learning Management Systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors should balance active learning with the use of LMS technological resources and the use of guidelines from the qualified curriculum. An LMS allows instructors to facilitate and model discussions, plan online activities, set learning expectations, provide learners with options, and assist in problem-solving with processes for decision making. An Instructor’s presence within an LMS creates an engaging learning environment. Students can retain their autonomy, enthusiasm, and motivation with LMS use. Stakeholders of the educational community must find scientific studies to support their contributions in LMS platforms to assist scholars in learning mathematics and other academic subjects.

Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs

Abstract: To provide a diverse comprehension of teachers' TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators' (TEs') conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators' technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided the scale development. The results indicated that three constructs (perceived technological knowledge, teachers' knowledge [excluding technology] and perceived knowledge for integrating technology) directly influenced the TEs' technology integration, while two others (information and communication technology [ICT] pedagogical practices and perceived effect on students) did not. Among the teachers' characteristics, teaching experience, and class size were found statistically associated with their technology integration. The results of this study are beneficial for developing professional training to help teachers integrate technology specifically by developing their ICT pedagogical practices. Through such training, teachers could be enlightened on how to align their perceived effect of teaching with technology.

Taking a distributed perspective on leading professional learning networks

Abstract: Leadership is an essential contributor to effective professional networking within education. In the pursuit of school and system improvement, leaders at all levels are being challenged to collabor...

Teacher professional quality: Counselling services with technology in Pandemic Covid-19

Abstract: The Covid-19 pandemic is affecting academic processes around the world and the emergence of problems in students. School counsellors have a significant role in helping problems and developing student potential through counselling services with digital technology media. This study focuses on discovering various technologies that were applied and used by school counsellors in the process of counselling services during the Covid-19 pandemic. The research method used a case study method, and a qualitative descriptive method with totally subject 20 teacher professional education alumni worked as school counsellors in various islands in Indonesia. The research instrument used an open questionnaire with distribution through google form media and descriptive qualitative data analysis. The results of the study found that asynchronous media and technology-based synchronous media were the leading alternatives for online counselling services during the Covid-19 epidemic. The use of asynchronous media with WhatsApp, Facebook, Instagram or social media, as well as synchronous media with Zoom, Webex, Google Meeting, or Hangout, can help solve problems and develop student potential. Recommendations for school counsellors to immediately adapt to the era of disruption and technology in counselling services. The following advice for the government is the administration of teacher and student welfare.

Digital competences for teacher professional development. Systematic review

Abstract: Over the last years, Information and Communication Technologies have played a substantial role in improving both the quality of life for people. However, their potential in education is still devel...

Developing Employability in Engineering Education: A Systematic Review of the Literature.

Abstract: In this systematic review of the research literature on engineering employability, curricular and pedagogical arrangements that prepare graduates for work in the twenty-first century were identified. The research question guiding the review was: Which curricular and pedagogical arrangements promote engineering students’ employability? The particular focus of the study was on how authors prioritised engineering knowledge and professional skills. The review drew on a theoretical framework that differentiated between engineering knowledge and professional skills to explain how employability could be included in engineering programmes. Data was obtained from research studies over the period 2007–2017. We found an interdependent relationship between engineering knowledge and professional skills that enabled engineering graduates to attain employability. The com of engineering problems require students to master engineering knowledge, while the ability to work with others across contexts requires professional skills. Both are necessary for deep understanding of engineering principles and a focus on real world problems

Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science

Abstract: Computer science and computer science education are marked by gender and racial disparities. To increase the number and diversity of students engaging in computer science, young children need opportunities to develop interest and foundational understandings, including computational thinking (CT). Accordingly, elementary teachers need to understand CT, and how to integrate it into their practice. We investigate how to best support elementary teachers in learning to integrate CT into their science teaching through a CT professional development experience for elementary teachers. The professional development consisted of two parts: a professional development workshop and a science teacher inquiry group. In this study, we sought to understand if and how teachers’ views on integrating CT into their teaching practice changed following their participation in a yearlong professional development experience on CT. Based on our analysis, we offer suggestions for future research and implications for the design of professional development for integrating CT into science education.

Position Paper on Critical Care Pharmacy Services: 2020 Update.

Abstract: Objectives To provide a multiorganizational statement to update recommendations for critical care pharmacy practice and make recommendations for future practice. A position paper outlining critical care pharmacist activities was last published in 2000. Since that time, significant changes in healthcare and critical care have occurred. Design The Society of Critical Care Medicine, American College of Clinical Pharmacy Critical Care Practice and Research Network, and the American Society of Health-Systems Pharmacists convened a joint task force of 15 pharmacists representing a broad cross-section of critical care pharmacy practice and pharmacy administration, inclusive of geography, critical care practice setting, and roles. The Task Force chairs reviewed and organized primary literature, outlined topic domains, and prepared the methodology for group review and consensus. A modified Delphi method was used until consensus (> 66% agreement) was reached for each practice recommendation. Previous position statement recommendations were reviewed and voted to either retain, revise, or retire. Recommendations were categorized by level of ICU service to be applicable by setting and grouped into five domains: patient care, quality improvement, research and scholarship, training and education, and professional development. Main results There are 82 recommendation statements: 44 original recommendations and 38 new recommendation statements. Thirty-four recommendations represent the domain of patient care, primarily relating to critical care pharmacist duties and pharmacy services. In the quality improvement domain, 21 recommendations address the role of the critical care pharmacist in patient and medication safety, clinical quality programs, and analytics. Nine recommendations were made in the domain of research and scholarship. Ten recommendations were made in the domain of training and education and eight recommendations regarding professional development. Conclusions Critical care pharmacists are essential members of the multiprofessional critical care team. The statements recommended by this taskforce delineate the activities of a critical care pharmacist and the scope of pharmacy services within the ICU. Effort should be made from all stakeholders to implement the recommendations provided, with continuous effort toward improving the delivery of care for critically ill patients.

Blended learning in higher education: professional development in a Hong Kong university

Abstract: Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learnin...

Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education

Abstract: Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.

Exploring Factors Affecting Academics' Adoption of Emerging Mobile Technologies--An Extended UTAUT Perspective.

Abstract: With the proliferation of technology and the Internet, the way education is delivered has undergone a rapid change in different educational settings. Whilst a large amount of research has investigated the implementation of mobile technologies in education, there is still a paucity of research from a teaching perspective across disciplines within higher education. For this reason, this study investigated the acceptance, preparedness and adoption of mobile technologies by academic faculties within higher education, using the context of China. Underpinned by the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) Model, a large-scale quantitative survey investigated the factors affecting academics’ behavioural intentions and use for mobile technologies, and variations between different demographic groups. Findings suggested that the most significant factors affecting academics’ behavioural intention and behaviours of use were their performance expectancy, facilitating conditions, hedonic motivation and habit. Behavioural intention also affected how the faculty staff used their mobile technologies. Moreover, gender, age, teaching experience and discipline were found to be moderating factors. This research provides further verification of the effectiveness of the UTAUT2 Model in the higher education context and the field of new technologies implementation. Findings from this study provide beneficial insights for universities, faculties, and academics in policymaking, faculty management, professional development and lecturer instruction concerning mobile technologies.