Integrating Information and Communication Technology (ICT) into university teaching and learning: a case study / Chan Yuen Fook and Gurnam Kaur Sidhu

Over the past decade the push for academics to develop competencies in the use of information and communication technologies (ICT) in teaching and learning has increased. Within the Malaysian context unfortunately, until now there has not been a holistic and conclusive study on the integration of ICT in higher education. This exploratory
study examined the integration of ICT among academics for the
enhancement of university teaching and learning. A descriptivecorrelational
research methodology that employed a survey
questionnaire was used in this case study. The data was analyzed
using means, standard deviation, t-test, ANOVA, and correlation.
The findings indicated that the ICT facilities in the higher instituion
left much to be desired and the usage of ICT in teaching among the
academics was not at a satisfactory level. Even though a majority
of the acdemics are aware of the many benefits of ICT there still
exists academics who hold firm to the importance of face-to-face
interaction and the didactic role of the instructors. The findings
also revealed that the integration of ICT into the classroom focuses
mainly on teaching and learning rather than the technical knowhow
about computers themselves and how this technology helps
support users to participate in the integration of ICT into teaching
and learning. However, most of the respondents have shown a keen willingness to adopt ICT in their future teaching and learning
processes once proper training and relevant technical support are
provided. The findings, in general, can help lecturers, IT staff and
university management to manage the integration of ICT in university
teaching and learning in a more organized manner. The findings
also would enable the faculty to be more responsive to the needs of
staff and students to effectively address the critical problems related
to the integration of technology into university teaching and learning
in ways that are both contextualized and authentic.