Determinants of information and communication technology integration in teaching-learning process at Aksum University
The purpose of this study was to investigate factors that determine the integration of Information and Communication Technology (ICT) in teaching-learning process in Aksum University. Descriptive survey research design was employed. The size of population was 550 teachers and 5 College deans. Of the...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1824577 |
| _version_ | 1797761121812217856 |
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| author | Kelemnesh Seifu |
| author_facet | Kelemnesh Seifu |
| author_sort | Kelemnesh Seifu |
| collection | DOAJ |
| description | The purpose of this study was to investigate factors that determine the integration of Information and Communication Technology (ICT) in teaching-learning process in Aksum University. Descriptive survey research design was employed. The size of population was 550 teachers and 5 College deans. Of these, 385 teachers and 5 college deans were selected as samples with the help of stratified random sampling and comprehensive sampling techniques, respectively. Questionnaires and interview were used to collect the data. The result of a one sample t-test shows that teachers’ attitude towards the use of ICT, accessibility of ICT facilities, teachers’ self-efficacy, teachers’ competence, and technology characteristics highly influenced the ICT integration while technical support, the nature of curriculum, administrative support, and ICT policy were less likely to influence ICT utilization. In addition, the result of correlation indicated that ICT integration had positive relationship with all independent variables. With regard to regression, 88.1 % of ICT integration was predicted with the combination of teachers’ self-efficacy, attitude, the characteristics of technologies, accessibility of ICT facilities, teachers’ competence, ICT policy and administrative support significant model at F (7, 377) = 400.393, p < 0.05. The results of interview also indicated that inadequate administrative and technical support, restrictive nature of curriculum, lack of sufficient time, shortage of electric power, and concrete models to integrate technologies hinder from using ICT in teaching-learning process. Therefore, it is possible to conclude that personal and institutional factors can determine ICT integration in teaching-learning practices. |
| first_indexed | 2024-03-12T19:09:14Z |
| format | Article |
| id | doaj.art-863e033336684edaaf5bbcbab8d79d03 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T19:09:14Z |
| publishDate | 2020-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-863e033336684edaaf5bbcbab8d79d032023-08-02T06:03:30ZengTaylor & Francis GroupCogent Education2331-186X2020-01-017110.1080/2331186X.2020.18245771824577Determinants of information and communication technology integration in teaching-learning process at Aksum UniversityKelemnesh Seifu0University of GondarThe purpose of this study was to investigate factors that determine the integration of Information and Communication Technology (ICT) in teaching-learning process in Aksum University. Descriptive survey research design was employed. The size of population was 550 teachers and 5 College deans. Of these, 385 teachers and 5 college deans were selected as samples with the help of stratified random sampling and comprehensive sampling techniques, respectively. Questionnaires and interview were used to collect the data. The result of a one sample t-test shows that teachers’ attitude towards the use of ICT, accessibility of ICT facilities, teachers’ self-efficacy, teachers’ competence, and technology characteristics highly influenced the ICT integration while technical support, the nature of curriculum, administrative support, and ICT policy were less likely to influence ICT utilization. In addition, the result of correlation indicated that ICT integration had positive relationship with all independent variables. With regard to regression, 88.1 % of ICT integration was predicted with the combination of teachers’ self-efficacy, attitude, the characteristics of technologies, accessibility of ICT facilities, teachers’ competence, ICT policy and administrative support significant model at F (7, 377) = 400.393, p < 0.05. The results of interview also indicated that inadequate administrative and technical support, restrictive nature of curriculum, lack of sufficient time, shortage of electric power, and concrete models to integrate technologies hinder from using ICT in teaching-learning process. Therefore, it is possible to conclude that personal and institutional factors can determine ICT integration in teaching-learning practices.http://dx.doi.org/10.1080/2331186X.2020.1824577ictintegrationteaching-learning processaksum university |
| spellingShingle | Kelemnesh Seifu Determinants of information and communication technology integration in teaching-learning process at Aksum University Cogent Education ict integration teaching-learning process aksum university |
| title | Determinants of information and communication technology integration in teaching-learning process at Aksum University |
| title_full | Determinants of information and communication technology integration in teaching-learning process at Aksum University |
| title_fullStr | Determinants of information and communication technology integration in teaching-learning process at Aksum University |
| title_full_unstemmed | Determinants of information and communication technology integration in teaching-learning process at Aksum University |
| title_short | Determinants of information and communication technology integration in teaching-learning process at Aksum University |
| title_sort | determinants of information and communication technology integration in teaching learning process at aksum university |
| topic | ict integration teaching-learning process aksum university |
| url | http://dx.doi.org/10.1080/2331186X.2020.1824577 |
| work_keys_str_mv | AT kelemneshseifu determinantsofinformationandcommunicationtechnologyintegrationinteachinglearningprocessataksumuniversity |