19

An analysis of the integration of instructional technology 821
Lecturers’ stages of technology integration
Based on the research findings, as well as on the stages of technology development (Entry,
Adoption, Adaptation, Appropriation and Invention) by Dwyer et al. (1991) and in line
with the proposal by the Association of African Universities (2000) for determining an
institution’s ICT maturity, it is this study’s conclusion that the lecturers in this study were
at the Entry and Adoption stages. It is also important to note at this stage that these stages
of technology development focus on integration of computers and related technologies.
Although all the lecturers used different technological tools like OHPs, TVs, VCRs, films
and projectors, only a few of them used computers to illustrate or highlight key points in
their lectures, even though most of them had some (though limited) access to computers
and the Internet.
Of the few lecturers who used computers for instructional purposes, only three (all
holders of the Diploma in Educational Technology) could be said to have been at the
second stage—Adoption. These lecturers, as shown by the findings, used computers to
support text-based instruction using, for example, word-processing applications. Another
indicator was that although there was moderate access to computers, the lecturers largely
used whole group instruction through lectures and individual work.
As can be seen, the third stage—Adaptation—had not yet been achieved because
technology had not yet been fully integrated into teaching and learning since computer
access and exposure to different application software was limited, and the available
computers were not being used optimally to support instruction. Since the Appropriation
stage is characterized by changes hinged to the lecturers’ mastery of technological skills
and experiences in facilitating creative activities in, for example, collaborative and interdisciplinary
work, it is our view that there will be need for systematic, and consistent staff
development interventions in order to achieve this stage.
The final stage—Invention—at which technology is fully integrated, needs intensive
access to computers and related technologies and both lecturers and students would need to
interact and collaborate in solving problems and constructing knowledge. The stage is far
from being achieved by the lecturers. This ultimate stage of technology integration may be
achieved only when institutional support—from lecturers’ access to technological tools and
technical support, to consistent and appropriate staff development—has been systematically
addressed.
Constraints faced by the lecturers in integrating IT
The constraints to integrating technology for instructional purposes given by the 21 lecturers,
(see Table 1) need to be looked at in the context of the backgrounds of the three
institutions. A review of the institutions’ analyses of their own internal and external
operating environments, and the lecturers’ responses to the issues of constraints reveals a
general agreement (between the universities as institutions, and lecturers as practitioners in
those institutions) on the main constraints to IT integration. This agreement is further
strengthened by the reviewed literature on the context and state of ICTs in Zimbabwe and
in sub-Sahara Africa.
In order to situate these findings and their interpretation in the broader IT integration
context and debate, it is helpful to refer to Ertmer’s (1999) notion of first-order (external)
and second-order (internal or intrinsic) barriers. Table 2 reduces the initial data from
Table 1 and summarizes the specific constraints identified. As can be seen in Table 2, all of
the constraints (barriers) to emerge from the study, except lack of relevant or appropriate
123