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An analysis of the integration of instructional technology 8<strong>19</strong><br />
integration of IT is in the finding that 90% of the lecturers indicated that they use these<br />
technological tools, which do not include computers, for illustrating, highlighting or<br />
showing concepts or key points in their lecture delivery.<br />
About a third of the lecturers indicated that they use computers for purposes of preparing<br />
lectures through their research, word processing, computing marks and grades, and<br />
looking up information on the Internet. Another one-third of the lecturers said they use<br />
computers for instructional purposes in the form of typing exercises and examinations,<br />
research and downloading materials on the Internet. It can be seen that all these are lecture<br />
preparation activities largely involving the production or preparation of teaching and<br />
learning materials or aids. As can be seen from these findings, these lecturers seem not to<br />
regard lecture preparation as part of the instructional process. Their interpretation of using<br />
computers for instructional purposes is that of using computers for purposes of presentation<br />
and/or delivery of lectures, not for preparation. This interpretation is quite consistent with<br />
the hardware approach to the integration of IT, with its little or no emphasis on needs and<br />
learner analysis, which are prerequisites for effective instructional design.<br />
The main reason given by the lecturers for not currently using computers for instructional<br />
purposes is the lack of resources—both hardware and software. This lack of<br />
resources leads to poor or limited access to offices and computer laboratories. Available<br />
laboratories may not have adequate numbers of computers, appropriate application software<br />
or Internet connection. Where computers are available, slow Internet speed is also<br />
cited as a limitation to using the available tools for instructional purposes.<br />
The significance of the fact that only one lecturer indicated that he uses the computer for<br />
‘‘demonstrating instruction on the screen,’’ through his Web publication on the International<br />
Education and Resource Network (IERN) website, and in the context of a collaborative<br />
learning project, is that the lecturer holds the post-graduate diploma in ET and is in<br />
charge of the teaching of ET at his institution. This represents a situation where the lecturer<br />
uses the computer (and Internet) during the course of the presentation or delivery of the<br />
lecture to demonstrate what he wants the students to learn. This finding is further proof of<br />
the importance of staff development for lecturers, as evidenced by this lecturer’s relative<br />
progress in the integration of IT.<br />
Probably the most critical and revealing finding, and a problem that the institutions<br />
can do a lot more in solving, even given their limited capacities, is that lecturers are not<br />
using computers for instructional purposes because they are not capable of using computer<br />
for that purpose. The problem is strongly linked to the absence of relevant skills<br />
and knowledge, resulting from lack of training. This is an important finding which tends<br />
to point to the absence of a properly coordinated policy and structure to support initial<br />
(pre-service) teacher education and continuous (in-service) staff development in IT<br />
integration. It should, however, be noted that the lack of resources at these institutions,<br />
and the finding that lecturers said they were not capable of using computers for IT<br />
integration, becomes a cycle in which the absence of resources makes it difficult and at<br />
times impossible for the institutions to put in place the appropriate staff development<br />
activities or programs.<br />
Lecturers’ computer technology proficiencies and competencies<br />
The finding that all the lecturers feel confident that they can do the basic and common<br />
email and Internet tasks like sending e-mails with attachments and using search engines to<br />
look for information on the Internet shows that the lecturers can, to some extent and given<br />
relevant training, use the computers and the Internet as communication tools. However, the<br />
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