Information and Communication Technology Use in Higher Education: Perspectives from Faculty

Y

46

Foreign Countries; Educational Technology; Technology Uses in Education; Technology Integration; College Faculty; Teacher Characteristics; Teaching Methods; Student Centered Learning; Distance Education; Online Courses; Internet; Rural Areas; Teacher Attitudes

Botswana; United Kingdom; United States; Canada; Australia

1814-0556

The paper discusses how the faculty finds it difficult to apply their experiences in teaching and use of information and communication technology (ICT) for teaching and learning at the University of Botswana. Although technology was available and accessible, adopters of technology at the University of Botswana find it hard to use technology in teaching and learning, little research has been done on faculty experiences from a micro level (Instrumentalist) Product Utilization theory's perspective based on diffusion of innovation theory. The study explores faculty demographic information finding the technologies, artifacts and teaching methods they used. Nine participants took part in the study from the Department of Adult Education, Faculty of Education, at the University of Botswana by means of responding to an interview based on interview guide. The findings from the study shows that the majority of faculty use teacher-centered as compared to student centered approach, they used specific compatible technologies relevant to their teaching experiences in responds to the university systems mandates, and distance education using technology ultimately to online learning was very low due to lack of infrastructure in rural areas. The university administration should take into consideration understanding faculty from a bottomup level as core effective implementers driving change.

As Provided

94

2018

EJ1190071