| Abstract: | This study examines the extent of integration ICT into teaching and learning among the members
of two private higher learning institutions and one government higher education to improve
quality of education in Ethiopia. In this study, a mixed design (quantitative & qualitative) in line
of comparative study methodology was used. The sample population consisted of 235
respondents from both private and government higher education (214 instructors, 14 deans and
their vices and 7 department heads) from the eight departments. Instruments were observation,
individual interviews and questionnaires. The analysis of data revealed that integrating ICT into
teaching-learning is yet to be accomplished. The study revealed that the participants, the
instructors have positive attitudes towards ICT and considerable knowledge and positive
understanding of ICT and its potential in teaching and learning. However, the university fails to
provide appropriate ICT-training courses for instructors to develop their technical ICT skills.
Having said this, there are crucial examples of horizontal integration; that is, the instructors
provide opportunities for the students to use ICT in meaningful contexts. The finding suggest that
there is a relationship between the practitioners‘ stages of concern and stages of adoption,
which can be described as follows: the personal level of concern moves from the ‗self-concerns‘
to ‗task and impact-concerns‘, the personal adoption level is also likely to move from entry to
invention. Although the finding reveal some crucial factors that has prevented the instructors
and students from using ICT in teaching and learning, among these the institutional ones such as
lack of proper access to ICT resources, overcrowded-classrooms, lack of technical and
pedagogical support are more influential on the integration process in improving quality of
education. The researcher then recommended that, the ministry of education and sample
university should pass a bill at the national assembly on the use of effective ICT facilities in the
educational system by provision of adequate fund, securing of ICT experts in university and
ensuring that these facilities are monitored from time to time. |
