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Abstract The rapid growth of technologies in modern society has brought significant changes to teaching and learning. In higher education, there is an expectation that university teachers will integrate technologies into their teaching to enhance student learning and study. Technologies in higher education have provided teachers with many choices in how to design and implement their teaching practice. Whilst university teachers can use technologies in varying ways in online and face-to-face environments, little empirical evidence has explored in depth how and why teachers integrate technologies into their teaching. Previous research has identified factors that influence university teachers’ technology integration, such as teacher knowledge, self-efficacy and ‘technology value’ (Benson & Ward, 2013, Chen, Liao, Chang, Hung & Chang, 2019; Khan, 2011; Mishra & Yahya, 2007; Horvitz, Beach, Anderson & Xia, 2015; Robinia & Anderson, 2010; Ajjan & Hartshorne, 2008); however, these st

Mishra yahyaAnderson xiaAjjan hartshorneInformation technologiesTechnological pedagogical content knowledgeValue theoryTechnology useUniversity teachersSelf efficacyTechnology valueமிஸ்ரா ய்ஃப்யஆண்டர்சன் கிஷியதகவல் தொழில்நுட்பங்கள்மதிப்பு கோட்பாடுதொழில்நுட்பம் பயன்பாடுபல்கலைக்கழகம் ஆசிரியர்கள்