Integration of Information and Communications Technology (ICT) Tools in the Instructional Program of a University
DOI:
https://doi.org/10.23918/ijsses.v5i1p63Keywords:
ICT Hardware, Accessibility, PhilippinesAbstract
The integration of ICT is seen as one of the most important priorities of universities. Yet despite the existing infrastructure facilities and professional development, little appears to be happening in the classrooms. This study ascertained the integration of ICT in the instructional program of a university. Furthermore, this study examined the benefits of ICT tools in teaching as perceived by the faculty, competencies of the faculty in the use of ICT in teaching, accessibility of ICT tools and extent of support, staff development activities related to ICT tools, extent of utilization in terms of frequency and activities, and the problems that the faculty have encountered in their use of ICT in teaching. Using the descriptive design, the researcher-made questionnaire served as the main instrument in gathering the data. The study was conducted in a university in Cebu City. The respondents were 221 faculty members of the university. Results showed that the respondents perceived the use of ICT tools as very much beneficial to instruction. They perceived their ICT skills as less competent on database, web & multimedia, graphics & animation, and computer-based pedagogical skills. ICT hardware, software and internet facilities and resources were less accessible in terms of curricular and pedagogical ICT tools in instruction. The respondents claimed that they were supported in the use of ICT tools in instruction. The training opportunities were not sufficient to enable faculty to use ICT in actual teaching. There was very little use of ICT to facilitate higher order thinking skills among students. Respondents also revealed the serious problems facing the faculty in the use of ICT: no enough training opportunities; insufficient number of ICT hardware such as computers and peripherals; and insufficient time for teachers to prepare lessons using ICT. While the faculty of the university found it essential to integrate ICT tools for instructional purposes, there was limited use of these tools. Thus, there is a need to promote the integration of ICT tools in the instructional program, enhance the competencies of the faculty in the use of ICT tools in instruction, provide adequate infrastructure facilities, show presence of on-going support, and increase frequency of utilization and activities.
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