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The study aims to reveal how faculty members perceive and feel about being a teacher at university, and make efforts to enhance their teaching responsibilities. The qualitative study was designed as a transcendental phenomenological study. The views of 25 faculty members at different universities in Turkey were obtained by interviewing method, and analysed through content analysis. The study found that the perceptions of being a teacher were mainly teacher- and student-centred. The faculty members got (un)happy/(in)competent depending on whether or not their students were learning, responding to questions, attending class, and paying attention to the course. They tried to enhance their teaching responsibilities through some informal ways such as getting peer assistance, and discussing with relatives/friends. After the findings were discussed in detail, some suggestions were presented for faculty members and for the researchers.

Higher education institutions partner with technology providers to stay competitive in the fast-evolving innovations of technological advancements. The purpose of this study is to reflect on and investigate technology integration cases at a mid-sized public university in the U.S. Taking a qualitative research approach, this study utilizes critical reflection and multiple case studies (Stake, 2006). After reviewing the data, a technology partnership model was created that is composed of five phases: (1) analysis, (2) negotiation, (3) pre-implementation, (4) implementation, and (5) evaluation. The findings indicate that a systematic process must be utilized to ensure efficiency in vendor-university partnerships. Discussions, limitations, and implementation are provided.

Learning Management Systems (LMS) are in use for years and are still crucial assets for both teachers and students for teaching and learning. There is a wide variety of LMS available for institutions to administer learning in and out of the classes. However, deciding to pick an LMS to integrate is a critical decision that affects both instructors and students. On the other hand, although there is previous research LMS from students' perspective, there is a lack of research in the literature from instructors' standpoint. This research aims to gain a deeper understanding of how in-service teachers, enrolled as students in the study program of instructional technology, use of LMS in terms of user experience and satisfaction of three well-known LMS, including Canvas, Blackboard, and Moodle. The results show a significant difference between the three LMS, Blackboard, Moodle, and Canvas, in terms of users' subjective satisfaction, ease of use, and functionality.

The schools in the United States undergo reforms that involve the integration of data-intensive improvement process known as strategic improvement plans (SIPs). This process requires digital systems to set goals, create interventions, use and analyse student data, monitor and report SIPs. A challenge with digital systems is the integration of a highly diverse set of data sources and identifying users who are engaged with the processes. This study explored how teachers and principals carry out SIPs currently. We applied the sociotechnical walkthrough, a qualitative method that combines a modelling notation and focus group interviews to understand the current workflows, technology use and interactions of teachers and principals developing SIPs. The results illustrate a variety of existing activities and indicate how a newly developed technology may have an impact as well as propose design recommendations to fill a gap in managing SIPs.