Instructors Patterns Of Ict Use And The Associated Factors At A Public University In Ethiopia

The purpose of this study was to explore instructors’ patterns of ICT use in the teachinglearningrnprocess and to examine what factors influence such patterns of ICT use. The studyrnwas conducted at one public higher education institution in Ethiopia. The study site wasrnselected based on its relatively earlier adoption of ICT in the teaching-learning process. Therntheoretical framework that was used in this study was a composite of three theories: Rogers’rndiffusion of innovations theory, the model of teacher thought and action by Clark andrnPeterson, and the theory of reasoned action. Empirical evidences from previous studies werernalso used to guide this study. Exploratory research question, mixed methods researchrnquestion, and confirmatory research question, which require the application of a mixedrnmethods research approach, were addressed in this study. Semi-structured interview andrnobservation were used to collect qualitative data. The Academic Vice President,rnRepresentative of the ICT Directorate Office and 14 instructors participated were interviewed.rnQuestionnaire was used to collect quantitative data. It was distributed to 300 randomlyrnselected instructors. Out of these, responses from 230 instructors were used for analysis.rnThematic analysis was used to analyze the qualitative data. Descriptive and multiplernregression analyses were used to analyze the quantitative data. Five categories of instructors’rnpatterns of ICT use in the teaching-learning process emerged from this study: ICT as a coursernpreparation tool, ICT as a presentation tool, ICT as an information-exchange tool, ICT as arncollaboration tool, and ICT as a cognitive tool. The study also identified variables thatrninfluence instructors’ patterns of ICT use in the teaching-learning process. Six variables werernfound to have significant contribution to explain variance in instructors’ patterns of ICT use.rnThese variables included instructors’ competence in ICT use, instructors’ age, instructors’rnpersonal innovativeness in the domain of ICT, instructors’ pedagogical belief, instructorperceivedrnnature of course, and instructor-perceived readiness of students to use ICT in theirrnlearning. Two major conclusions were drawn from this study: (1) Instructors’ patterns of ICTrnuse in the teaching-learning process fall in a continuum between use of ICT as a coursernpreparation tool and use of ICT as a cognitive tool; (2) Instructors’ patterns of ICT use can bernpredicted by their age, competence in ICT use, pedagogical belief, level of innovativeness inrnthe domain of ICT, perception about nature of the course they teach in relation to ICT use,rnand perception about readiness of students to use ICT in their learning. This study has madernthree major contributions. One of the contributions of the study is the development of a modelrnthat helps to illustrate instructors’ patterns of ICT use in the teaching-learning process. Thernsecond is the development of a regression model that can be used for predicting instructor’srnpatterns of ICT use. The third contribution is the development of a model that explainsrnvariance in instructors’ patterns of ICT use.rnKey words: ICT, Pattern of ICT use, ICT as a cognitive tool, personal innovativeness in therndomain of ICT, Pedagogical belief

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