ISSN: 2320-5407 Int. J. Adv. Res. 5(2), 244-254 244 Journal Homepage: - www.journalijar.com Article DOI: 10.21474/IJAR01/3139 DOI URL: http://dx.doi.org/10.21474/IJAR01/3139 RESEARCH ARTICLE THE IMPACT OF INSTITUTIONAL SUPPORT, TECHNICAL EXPERTISE, AND ATTITUDES TOWARDS THE ACCEPTANCE AND USE OF TECHNOLOGY IN EDUCATION BY FACULTY MEMBERS OF FORENSIC SCIENCES AT THE UNIVERSITIES OF RIYADH. Mohammed Bin Saad Saleh Altamimi. College of Education, International Islamic University Malaysia …………………………………………………………………………………………………….... Manuscript Info Abstract ……………………. ……………………………………………………………… Manuscript History Received: 10 December 2016 Final Accepted: 14 January 2017 Published: February 2017 Key words:- Institutional support, technical expertise. Attitudes, technology in education, incentives, training The institutional support is important for the effective implementation of technology based instruction (Farrell, 1999). The study aimed to find out the impact of the institutional support, technical expertise, and attitudes towards the acceptance and use of technology in education by faculty members of Forensic Science at the universities of Riyadh. The total sample of the study was 310 out of 984 which formed a very reliable sample according to sample calculations and equations. A questionnaire has been distributed and data was collected. The SPSS programme was used to find the ANOVA, Pearson, Linear regression method, and R-Square. The results show the availability of the institutional support for faculty teaching staff of Forensic Science towards the use of educational technology. The Pearson correlation is positive and statistically significant at the level of (> 0.01) and this shows that the faculty members accept and use technology in education throughout the institutional support, technical expertise and attitudes. The study proposes that more effective training and more incentives might help faculty members to use technology in education. Copy Right, IJAR, 2017,. All rights reserved. …………………………………………………………………………………………………….... Introduction:- There are three key factors for successful integration of technology which are the will (attitude), skill (technology proficiency) and tool (access to technology tools). Regarding to the three factors, the attitude is recognized as essential, but skills appears to be the strongest of all (Agyyei, & Voogt, 2010). Contrary that, most of teachers and faculty members in developing countries have been introduced to basic technology competencies that need pedagogical skill to use technology in instruction even if they have access to computers and internet (Sife, et al., 2007). Even though instructors are positive regarding the use of technology in education, most of academic staff lack enough knowledge to use technology in teaching. (Nihuka & Voogt, 2011). Generally, despite positive attitude of teachers and students towards technology use in education, it’s important to recognize that there are other factors that can influence or affect the practice such as the institutional support, technical expertise and attitudes. Mitrano (2011) pointed out that policies and plans within the institution provide framework for implementation of day to day activities. Institutional capacity to technological infrastructures is all about teachers and students’ access to physical and technological resources to support technology-based instruction within a particular institution. The technologies may include websites, computers, mobile phones, internet, video, radio and television. Sife, et al. Corresponding Author:- Mohammed Bin Saad Saleh Altamimi. Address:- College of Education, International Islamic University Malaysia..