Examining the Effects of Technology-Integrated Curriculum Dimensions on Academic Performance among University Students in Shandong, China

The incorporation of technology into higher education curriculum is increasingly important to enhance teaching and learning. This study investigated four dimensions of Technology-Integrated Curriculum namely Balance of Curriculum, Technology and Pedagogy; Content Knowledge and Supports Meaningful Learning; Enables Differentiated Instruction; and Encourages Innovation to understand their effects on the Academic Performance of university students. The research adopted a quantitative approach to investigate four key technology-integrated curriculum dimensions which affect student engagement of university students in Shandong, China. Results showed that four dimensions positively affected Academic Performance. Content Knowledge and Supports Meaningful Learning demonstrated the strongest effect (? = .278, p < .001), followed by Balance of Curriculum, Technology, and Pedagogy (? = .266, p < .001), Encourages Innovation (? = .225, p < .001), and Enables Differentiated Instruction (? = .179, p < .001). The results of the four alternative hypotheses supported the conclusion that technology integration for meaningful learning in addition to using technology requires meaningful alignment between the curriculum, teaching, student learning differences, and innovative practices. Support for the TPACK framework was found and implications for university programs and faculty in the development of curricula and teaching practices using technology to enhance student learning were outlined. Technology-supported meaningful learning should be prioritized by universities and strengthened by alignment of pedagogy, differentiation, and innovation. Further research is suggested to examine additional variables, and greater geographical distribution.