Determinants of instructors’ educational ICT use in Ethiopian higher education

Abstract

ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors' educational use of ICT. First, it presents a conceptual framework of factors that explain instructors' ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructurerelated determinants of the framework are perceived to be relevant in determining instructors' ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students' ICT competence and access to ICT infrastructure as new determinants of instructors' educational ICT use. Implications for theory-building are discussed and follow-up research is proposed.

Utilization of information and communication technology (ICT) among undergraduate health science students: a cross-sectional study

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“…For several decades, many authors have argued that ICT as educational devices facilitate the adaptation of teaching to each student [ 9 , 12 ]. Although it is widely assumed that ICT can empower teachers and students, encourage change, and nurture the development of ‘twenty-first century skills, data to back up these claims is still scarce ( [ 9 ], Https://www.infodev.org/innovationandEntrepreneurship ). ICT in health care, and both educational opportunities and assistance for students and health care professionals have expanded [ 13 , 14 ].…”

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ICT Based Learning Solutions for Children with ASD: A Requirement Engineering Study

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