Integration of ICT into Education: Lessons Learnt at the State University of Zanzibar and the Midlands State University in Zimbabwe

Shephard Pondiwa,Umayra El Nabahany,Margaret Phiri

doi:10.5772/intechopen.98441

Abstract

The provision of education using ICT has been adopted by many institutions in Africa. The use of ICT is critical in knowledge-based societies such as those in Zanzibar and Zimbabwe. This study looks at how the Midlands State University (MSU) and State University of Zanzibar (SUZA) have adopted the use of ICT in many ways. ICTs do not work for everyone in the same way. It has become inevitable, in the current digital era for educators to integrate ICT in their teaching and gradually replace traditional teaching methods with modern ones which are ICT led. The main objective of this study is to find out challenges and opportunities of using ICT in education.

Highlights

There has been an increase in the use of educational technologies in higher education over the last decades [1]
While it may be correct to say, “The adoption of educational technology in teaching depends on how well a teacher accepts it” [4] we argue that the success of the integration of Information and Communication Technologies (ICT) in education depends on how much exposure and interest the learners have in ICT
The integration of ICT in education has been influenced by the fact that the major stakeholders of the two institutions which are government, lecturers and students have embraced the use of ICT this is in line with the technology acceptance model where adoption of technology largely depends on it been accepted by the users

Summary

Introduction

There has been an increase in the use of educational technologies in higher education over the last decades [1]. The adoption and use of ICT has transformed education in a number of ways over the years. It has changed the way people think, work and live [2]. While it may be correct to say, “The adoption of educational technology in teaching depends on how well a teacher accepts it” [4] we argue that the success of the integration of ICT in education depends on how much exposure and interest the learners have in ICT. While all other universities in the both Zanzibar and Zimbabwe have adopted the use of ICT in one way or the other, these two were chosen on the basis that they have the largest number of both lecturers and students and the study sought to investigate the impact of the adoption of ICT in education. The integration of ICT into education involves the use of computer-based communication into daily classroom

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Results

Conclusion