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.
