Abstract
Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. The descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. The chi-square test statistic indicated results of 288.498 and a significance of P < 0.005 . The P value is less than the chosen significance level α = 0.05, which checks for independence on the teachers’ competencies on ICT implementation. Therefore, implying that the null hypothesis was rejected at the 5% level of testing. The conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT implementation. Therefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
Highlights
Information Communication and Technology (ICT) implementation in universities has recently gained momentum due to the technological revolution and advancement of the Internet as the medium of communication [1].erefore, ICT implementation has attracted the interest of institutions of higher learning, teachers, and the corporate sector
Theoretical Background is research study is premised on Information System (IS) Success Model developed by [53]. e proponent examined the Information System (IS) success literature and developed a comprehensive taxonomy of factors that contribute to the success of the Information System
Discussion e discussion is premised on Information Systems (IS) Success Model developed by [53]. e proponent examined the Information System (IS) success literature and developed a comprehensive taxonomy of factors that contribute to the success of the Information System
Summary
Information Communication and Technology (ICT) implementation in universities has recently gained momentum due to the technological revolution and advancement of the Internet as the medium of communication [1]. Information Communication Technology (ICT) Implementation in education has created a robust classroom environment that has transformed teaching and learning. Teachers’ competencies on ICT in the 21st century require a regular update on knowledge and skills to be in tandem with the technology dynamic to implement it in classroom instruction. Many developing countries are pressurized to implement ICT in teaching and learning to cope with the skills and knowledge needed in the 21st century [8]. ICT provides tools needed in the “Information Knowledge Society”; teachers are compelled to digitally integrate ICT in instruction to empower their students in the 21st century. Erefore, with the increasing demand for ICT skills, education institutions must provide learners with essential roles in knowledge dissemination in the current digital world [12]. (i) To determine the influence of teachers’ competencies on university ICT implementation (ii) To assess the relationship between teachers’ competencies and ICT implementation in universities
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