Arslan, OkanKamalı Arslantaş, TuğbaBaran, Evrim2022-05-172022-05-1720220304-3797https:/dx.doi.org/10.1080/03043797.2021.2011148https://hdl.handle.net/20.500.12451/9395The main purpose of this study was to examine a case in the context of a Faculty Technology Mentoring (FTM) program that provided customised technology integration support to faculty members in different disciplines. The FTM was implemented as a university-wide professional development model to enhance faculty members’ adoption of technology into their teaching practices. Following the embedded-case design method, this study investigated a one-to-one mentoring process within the program using TPACK as a framework for the analysis. The analysis of faculty experience revealed that the mentoring project had a positive influence not only on the teaching strategies of the instructor whilst delivering the content, but on the attitudes towards technology utilisation in general within the higher education context.eninfo:eu-repo/semantics/embargoedAccessFaculty DevelopmentFaculty Technology MentoringHigher EducationTechnology IntegrationTPACKArticle47339441210.1080/03043797.2021.2011148Q1