Rationale behind integrating ICT into Education

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Introduction

Academics are key players in the successful adoption of Information and Communication Technology (ICT) at higher education institutions, therefore this study explored how academics integrate ICT into their teaching and learning practices. This chapter presents a synopsis of the current study, as well as an orientation to the study. This is organised into several sub-sections, which include the introduction and background context, statement of the problem, and research questions that guided the study, as well as the rationale. This chapter also provides a general overview of the two paradigmatic lenses that guided this study, as well as the theoretical framework that underpinned this investigation.
The conceptualisation of terms, research design and methodology are also briefly explained. The chapter concludes with a summary of the succeeding chapters of this study. The inclination towards a knowledge-based economy has put more emphasis on universities’ important role as a repository of valuable human resources (Aleksic-Maslac & Magzan, 2012; Allen & van der Velden, 2012; Delanty, 2001). In many world economies, it has been realised that Higher Educational Institutions (HEI) will continue to play a pivotal role in the globalised world. The growing shift to knowledge economies that are driven by high-technology requires skilled, knowledgeable and competitive professionals, which can be achieved through the continuous reskilling and retooling of human resources.
HEI, and specifically universities, are experiencing pressure from the global arena to increase access to quality affordable higher education against the backdrop of decreasing resources (Guri-Rosenblit, Šebková, & Teichler, 2007; Letseka & Pitsoe, 2013; Richards, 2004). Countries all over the world have made an effort to embed ICT into educational practice to meet the Millennium Development Goals (MDG). The European countries under the umbrella of the European Economic Union have outlined ICT integration in education as a priority and, as such, significant investment in ICT infrastructure for education institutions has been made (Balanskat, Blamire, & Kefala, 2006; Ondieki Makori, 2012; Rampersad, 2011; UNESCO, 2006). Similarly, African countries, and in particular institutions of higher learning, have realised that the development and application of ICT in academic practice will undoubtedly play a leading role in reducing the knowledge and technological gap between the African continent and the rest of the world (Agbonlahor, 2006; Slaughter & Leslie, 1997). However, the variation in level of e-maturity from one country to another, and more so from one HEI to another, is evident. Seemingly, only a handful of Higher Education Institutions have successfully integrated ICT into their teaching and learning practices (Balanskat, Blamire, & Kefala, 2006).
Governments around the world have formulated policies aimed at optimal ICT integration in innovative learning processes (Blignaut & Howie, 2009; Bryderup, Larson, & Quisgaard, 2009; Chan, 2002; Rampersad, 2011; Sakayauchi, Maruyama, & Watanabe, 2009). Due to this initiative, coupled with the introduction of a new curriculum that places emphasis on the integration of ICT into the learning activities of institutions, institutions have embraced digital learning environments(Venkatesh, Morris, Davis, & Davis, 2003). Similarly, ICT has been placed at the core of reforming educational institutions, as is the case with countries such as the United Kingdom, which has resulted in their Government’s deliberate policy to promote ICT education programmes (Hennessy et al., 2007). The integration of ICT into academic practice is lauded as one of the key means that can turn the teaching and learning process around in Higher Education Institutions (Saunders & Klemming, 2003; Shelly, Cashman, Gunter & Gunter, 2006). Currently, countries worldwide regard ICT skills acquisition as an essential component of basic education, together with the acquisition of numeracy, reading and writing skills (Hanemann, 2015; Hennessy, 2006; Rampersad, 2011; Sonia, 2012; UNESCO, 2006). The integration of ICT into education has been the core focus and attention of many researchers for decades now (Bingimlas, 2009a; Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur & Sendurur, 2012; Fernando, 2012; Loveless, 2007; Tondeur, van Keer, van Braak & Valcke, 2008). The introduction of ICT into mainstream education was widely expected to infiltrate and transform teaching and learning in higher institutions of learning (Shelly et al., 2006).
In Africa and many other developing countries, the integration of ICT into higher education was marred by barriers such as inadequate access to technology, a lack of ICT training and support, and the lack of ICT policies among others (Aduke, 2008; Ayeh, 2008; Bingimlas, 2009a; Munguatosha, Muyinda, & Lubega, 2011; Randolph, 2007; Tondeur et al., 2008). In view of the existing education challenges, the new digital and knowledge society of the 21st century demands that academics move away from traditional ways of teaching and learning towards innovative ways of teaching and learning (Amin, 2016). The management teams at HEIs are challenged to position their institutions to meet the growing needs, expectations and demands of technology savvy students, as well as keeping abreast of current ICT trends in higher quality education (Garrison & Kanuka, 2004).
As such, educators are expected to confront the existing challenges by exploiting the transformation potential of ICT, where teaching and learning environments are increasingly transformed to digital platforms that are critical to ensuring that benefits are realised (Lai, 2011). Hicks, Reid and George (2001, p. 143) explain that higher education institutions need to change and “provide for a larger and more diverse cross-section of the population, to cater for emerging patterns on educational involvement which facilitate lifelong learning and to include technology-based practices in the curriculum.” HEIs goal to embrace ICT affordances has caused the proliferation of massive online open courses (MOOCs), distant education courses, open access education and cutting-edge courses that may reduce the cost of higher education, offer alternate forms of teaching and learning, and potentially disrupt existing models of higher education (Yuan & Powell, 2013).

TABLE OF CONTENTS :

• DECLARATION
• ETHICAL CLEARANCE CERTIFICATE
• DEDICATION
• ACKNOWLEDGEMENTS
• ABSTRACT
• EDITING CERTIFICATE
• LIST OF ABBREVIATIONS
• LIST OF TABLES
• LIST OF FIGURES
• CHAPTER 1 Orientation to the study
  • 1.1 Introduction
  • 1.2 Background context
  • 1.3 Rationale for this study
  • 1.4 Statement of the research problem
  • 1.5 Research question
  • 1.6 Locating myself within the study
  • 1.7 Paradigmatic perspectives
    • 1.7.1 Meta-theoretical paradigm: social constructivism
    • 1.7.2 Methodological paradigm
    • 1.7.3 Case study strategy of inquiry
    • 1.7.4 Narrative inquiry
  • 1.8 Theoretical framework: Diffusion of Innovation
  • 1.9 Research assumptions
  • 1.10 Conceptualisation of terms
  • 1.11 Research design and methodology
    • 1.11.1 The research process and phases of inquiry
    • 1.11.2 Enhancing the quality of the study
    • 1.11.3 Limitations of the study
    • 1.11.4 Ethical issues
  • 1.12 Conclusion
• 1.13 Outline of chapters
• CHAPTER 2 Exploring the debates in the field
  • 2.1 Introduction
  • 2.2 Rationale behind integrating ICT into Education
  • 2.2.1 21st Century learning
  • 2.2.2 ICT use in higher education: What tools are employed?
    • 2.2.3 Web 2.0 application in higher education
    • 2.2.4 ICT integration in higher education: change processes in HEIs
    • 2.2.5 The changing face of teaching and learning
    • 2.2.6 Success and beliefs related to ICT integration in HEIs – Can ICT help meet the educational
    • requirements of the digital era?
  • 2.3 ICT Policies in HEIs
    • 2.3.1 Rationale for ICT policies in higher education
    • 2.3.2 Policies and practices for ICT adoption in higher education
    • 2.3.3 ICT policy challenges
  • 2.4 International Perspectives: ICT Integration in Higher Education Institutions
    • 2.4.1 Developed countries context
    • 2.4.2 Developing countries context
    • 2.4.3 Challenges to ICT integration in teaching and learning at HEIs
  • 2.5 Higher education and educational technology in the Ugandan context
    • 2.5.1 Uganda’s education system: an overview
    • 2.5.2 ICT and HEIs: Including institutional policy and strategy issues
    • 2.5.3 ICT and access in HEIs, including literacy issues
  • 2.6 Comparison of the findings between the international and Ugandan contexts
  • 2.7 Theoretical framework
  • 2.7.1 Relevance of the DoI to this investigation
  • 2.7.2 Rogers’ Diffusion Theory: Related contexts
  • 2.8 Summary
• CHAPTER 3 Research design and methodology
  • 3.1 Introduction
  • 3.2 Paradigmatic approach
    • 3.2.1 Meta-theoretical paradigm
    • 3.2.2 Methodological paradigm
  • 3.3 Research purpose
  • 3.4 Strategy of inquiry
    • 3.4.1 Case study
    • 3.4.2 Narrative inquiry
  • 3.5 Research methodology
    • 3.5.1 The research process
    • 3.5.2 Selection of the research site
    • 3.5.3 Research site description
    • 3.5.4 Selection of participants
    • 3.5.5 Data collection method
  • 3.6 Data Analysis
    • 3.6.1 Content analysis
    • 3.6.2 Data analysis of the classroom observations
    • 3.6.3 Document analysis
    • 3.6.4 Researcher journal
  • 3.7 Trustworthiness issues
    • 3.7.1 Credibility
    • 3.7.2 Dependability
    • 3.7.3 Transferability
    • 3.7.4 Confirmability
    • 3.7.5 Audit trail
  • 3.8 My role as the researcher
  • 3.9 Ethical issues
    • 3.9.1 Permission to conduct the study
    • 3.9.2 Informed Consent
    • 3.9.3 Privacy, confidentiality and anonymity
  • 3.10 Limitations of the study
  • 3.11 Conclusion
• CHAPTER 4 Findings
  • 4.1 Introduction
  • 4.2 Current pedagogical practices in terms of ICT
    • 4.2.1 Reliance on proprietary software
    • 4.2.2 The ambivalence towards Learning Management Systems (LMSs)
    • 4.2.3 A shift to Web 2.0 technologies for teaching and learning
  • 4.3 ICT paradigm shift: Changes in teaching practice
    • 4.3.1 The evolving pedagogical role versus the curriculum delivery strategy
    • 4.3.2 ICT catering for various learning styles
    • 4.3.3 Perceptions of changing student attitudes
  • 4.4 ICT as a catalyst for professional development
    • 4.4.1 Academics’ self-appraisal of their ICT skills
    • 4.4.2 Learning ICT through self-study
    • 4.4.3 Systemic training and support
  • 4.5 perceived challenges in ICT
    • 4.5.1 Lack of access to ICT for teaching and Learning
    • 4.5.2 Lack of infrastructure and technical support
    • 4.5.3 Resistance to change: the lack of positive attitudes towards the use of ICT
    • 4.5.4 The lack of institutional ICT policy and supporting guidelines
  • 4.6 Perceived opportunities in ICT
    • 4.6.1 The will to change: the beliefs and attitudes of ICT agents of change
    • 4.6.2 The ubiquity of ICT
  • 4.7 Summary of the main findings
• CHAPTER 5 Analysis and Discussion of Findings
  • 5.1 Introduction
  • 5.2 Revisiting the Research Question
  • 5.3 Analysing the findings
  • 5.3.1 Patterns of experience
  • 5.4 Echoing the Literature
    • 5.4.1 Current pedagogical practices of ICT
    • 5.4.2 ICT paradigm shift: changes in teaching practice
    • 5.4.3 Perceived challenges in ICT
    • 5.4.4 Perceived opportunities in ICT
  • 5.5 Differences to the extant literature
    • 5.5.1 Current pedagogical practices
    • 5.5.2 ICT paradigm shift: Changes in teaching practice
  • 5.6 Silences in the findings of this study and those of other studies
    • 5.6.1 Silences in my study
    • 5.6.2 Silences in the extant literature
  • 5.7 Theorising the Findings
  • 5.8 Conclusion
• CHAPTER 6 summary of Findings, Recommendations and Conclusions
  • 6.1 Introduction
  • 6.2 Summary of the key findings
  • 6.3 Interpretation of the findings against the theoretical framework
  • 6.4 Significance of the findings – new knowledge generated
  • 6.5 Research assumptions revisited
  • 6.6 Implications for practice and policy
  • 6.7 Suggestions for further research
  • 6.8 Conclusion
  • References

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INTEGRATING ICT INTO THE TEACHING PRACTICE OF ACADEMICS AT A UNIVERSITY