The Experiential Component as a Central Factor in Integrating Technology into Teaching and Research

This paper will investigate the integration of technology in teaching and research among teachers and researchers in higher education institutions. The aim of this study is to identify and examine the main factors that may affect the willingness of teachers and researchers to integrate technology into their research and teaching. The study was conducted by examining two teachers' training courses, which were taught online at a University in Argentina. Those courses were attended by 48 higher education teachers and researchers. One of the main findings is that a certain change has taken place between the feelings on integrating technology in teaching and research expressed by the participants, at the beginning of the courses and at their end. I will suggest that "personal-experiential factors" are one of the main factors which may increase teachers' willingness to integrate technology in teaching. In addition, I will argue that teachers' perception of technology was influenced by the "Blended Learning Model", given that the combination of theory and practice, synchronous and asynchronous access, and the variety of teaching tools, was highlighted by participants as highly important.