Integrating ICT into the teaching practice of academics at a university

Abstract

Many universities have significantly invested in Information and Communication Technology (ICT) infrastructure. This has been done as a clear manifestation of the confidence that they have in ICT being an enabler to transform the way in which universities conduct their core business. These ICT investments have been informed by the perceived advantages that technology brings to the process of knowledge construction, management, teaching and research. Accordingly, this study utilises Rogers’ Diffusion of Innovation theoretical framework to explore how academics have been integrating ICT into their teaching and learning practice at a university in Uganda. This research adopted the qualitative research strategies of case study and narrative inquiry. Qualitative methods were employed to capture the data through a mix of methods, namely, interviews, observations, document analysis and a researcher journal. The garnered data was analysed using the content and thematic analysis methods. The principle participants constituted academics who were selected from seven faculties at the university. In investigating academics’ integration of ICT into their teaching and learning practice, the research findings are as follows. Firstly, the formal academic use of ICT at the university was limited. Secondly, ICT was predominantly used as a tool for preparing and delivering course material, for record management and for networking with academics. Thirdly, these academics also believed that students exhibited increased enthusiasm and interest to learn when ICT was used for teaching and learning. Fourthly, even though there were substantial efforts and positive attitudes from the academics toward the use of ICT in their pedagogical practice, the process of technology integration at the university was inhibited by contextual challenges that impeded the integration into thereof into their teaching and learning practices. Fifthly, and most significant finding is that academics shifted from using the university’s ICT Learner Management Systems (LMS) to using Web 2.0 tools, and specifically social media as a means of enhancing their teaching practices.