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An analysis of the integration of instructional technology 817<br />
Table 1 Display of all constraints faced by lecturers in using technology for instructional purposes<br />
Category of<br />
constraints<br />
Explanations given by the lecturers<br />
Institution A Institution B Institution C<br />
1. Budgetary<br />
constraints/lack<br />
of funding<br />
2. Poor Internet<br />
access and<br />
connectivity<br />
3. Lack of<br />
relevant/<br />
appropriate<br />
expertise<br />
4. Absence of<br />
appropriate staff<br />
development<br />
5. Unreliable<br />
electricity<br />
supply<br />
6. Large class and/<br />
or group sizes<br />
7. Cultural and<br />
contextual<br />
relevance<br />
8. Absence of ICT<br />
policy and<br />
technology<br />
integration<br />
framework<br />
1. Poor/inconsistent<br />
availability of hardware<br />
and software<br />
1. Narrow bandwidth<br />
2. ‘‘Slow connection’’<br />
3. ‘‘Internet down’’<br />
1. ‘‘Lack of technological<br />
knowledge’’<br />
2. Lack of technology<br />
integration skills<br />
3. Lack of appropriate<br />
technology use<br />
attitudes and awareness<br />
1. Absence of appropriate<br />
staff development<br />
2. Poor quality of the<br />
limited training<br />
1. ‘‘Electricity blackouts’’<br />
2. ‘‘Electricity load<br />
shading’’<br />
1. Absence of resources<br />
2. Failure to pay for technology<br />
and related expenses<br />
3. ‘‘Failure to replace old<br />
computers with efficient<br />
ones’’<br />
1. Limited access<br />
2. Slow dial-up<br />
3. ‘‘Internet down sometimes’’<br />
1. Limited/lack of know-how,<br />
skills and knowledge in<br />
technology integration<br />
1. ‘‘We do not know the basics’’<br />
[of technology integration]<br />
2. ‘‘Need for training on use of<br />
PowerPoint and upcoming<br />
programs’’<br />
1. ‘‘Frequent power outages’’<br />
1. Large numbers of students,<br />
limited supplies of technology<br />
2. ‘‘Up to 60 students<br />
competing to use 3 or 4<br />
computers’’<br />
1. ‘‘Software needs to be<br />
adapted to suit local<br />
curriculum’’<br />
2. ‘‘Majority of local schools do<br />
not have technological<br />
gadgets’’<br />
1. Absence of ICT policy and<br />
technology integration<br />
framework<br />
1. Absence of resources<br />
2. Absence of physical<br />
structures/infrastructure<br />
3. ‘‘Failure to replace<br />
outdated technology’’<br />
4. ‘‘Failure to acquire<br />
required software’’<br />
1. ‘‘Poor connectivity’’<br />
2. ‘‘Very slow Internet<br />
speed’’<br />
3. ‘‘Not enough<br />
computers connected to<br />
Internet’’<br />
1. Lack of knowledge on<br />
technology integration<br />
1. Absence of higher<br />
education institution<br />
offering degree-level<br />
training in ET<br />
2. Absence of platform<br />
for sharing ideas<br />
1. Absence of<br />
technological content<br />
relevant to own life and<br />
cultural experiences<br />
2. ‘‘Available software<br />
has got Western biases’’<br />
1. Absence of policy on<br />
technology integration<br />
for student teachers<br />
response to the research questions. Entries in the table cells include summary phrases as<br />
well as direct quotes from the participants.<br />
Conclusion drawing and verification involved the noting of regularities, patterns,<br />
explanations, possible configurations, causal flows and propositions. To achieve this, the<br />
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