Determinants of Instructors' Educational ICT Use in Ethiopian Higher Education

Autor/inn/en	Ferede, Bekalu; Elen, Jan; Hunde, Adula Bekele; Goeman, Katie
Titel	Determinants of Instructors' Educational ICT Use in Ethiopian Higher Education
Quelle	In: Education and Information Technologies, 27 (2022) 1, S.917-936 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10606-z
Schlagwörter	Foreign Countries; College Students; Teacher Attitudes; Technology Uses in Education; Technology Integration; Developing Nations; College Faculty; Higher Education; Educational Technology; Technological Literacy; Access to Computers; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Developing country; Developing countries; Entwicklungsland; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technisches Wissen; Äthiopien
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 infrastructure-related 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01