Determinants of Information and Communication Technology Integration in Teaching-Learning Process at Aksum University

Autor/in	Seifu, Kelemnesh
Titel	Determinants of Information and Communication Technology Integration in Teaching-Learning Process at Aksum University
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1824577 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seifu, Kelemnesh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1824577
Schlagwörter	Information Technology; Educational Technology; Technology Integration; College Faculty; Deans; Positive Attitudes; Educational Facilities; Self Efficacy; Technological Literacy; Access to Computers; Technical Support; Administrative Policy; Time Management; Barriers; Predictor Variables; Teacher Competencies; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Informationstechnologie; Unterrichtsmedien; Fakultät; Dean; Dekan; Bildungsstätte; Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Zeitmanagement; Prädiktor; Lehrkunst; Ausland; Äthiopien
Abstract	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. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01