19
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
An analysis of the integration of instructional technology 809<br />
the literature, for reasons which could be political, deliberately avoids engaging this<br />
sensitive area.<br />
Readiness for technology integration at the national level<br />
The executive summary of the Zimbabwe e-Readiness Survey Report (Information and<br />
Communication Technologies in Zimbabwe Project 2005) starts by pointing out that,<br />
‘‘Zimbabwe does not have an integrated and coherent national ICTs policy. The absence of<br />
a coherent ICT policy invariably inhibits coordination, harmonization, full utilization of<br />
the existing infrastructure and its capacity, and initiatives to implement ICTs by various<br />
sectors of the economy’’ (p. 14).<br />
While acknowledging that there is considerable access to computers and the Internet at<br />
universities in Zimbabwe, the report concludes that bandwidth capacity is still low, ranging<br />
from a high of 1.5 Mbps at the University of Zimbabwe to 64 Kbps at 50% of the<br />
universities. The report points out that this bandwidth access should be viewed against an<br />
average access of 4 Mbps for South African universities and against the bandwidth indicated<br />
by the universities as required. According to the same report, the cost of the bandwidth<br />
was said to be high, ranging from US $17.64 per Kbps at one university, to US $1.29<br />
at another. This is against a background where the average cost of bandwidth in Southern<br />
Africa was US $4.70 per Kbps whilst in East Africa it was US $4.38 per Kbps and the cost<br />
to a university in the USA was US $0.12 per Kbps, according to the Africa Tertiary<br />
Institution Connectivity Survey Report (Steiner et al. 2004). The report suggests that the<br />
very high cost to some universities was probably due to their use of leased lines.<br />
Research questions<br />
Integrating technology into education is not just a matter of having the necessary infrastructure<br />
however. To be successful, technology integration plans must insure that faculty<br />
are prepared to use the technology effectively. While it is fairly easy to determine the state<br />
of a country’s infrastructure, it is more difficult to determine faculty readiness. Thus, the<br />
main research question guiding this study is: What is the state of integration of instructional<br />
technology by university lecturers in pre-service secondary school teacher education<br />
programs in Zimbabwe?<br />
The sub-questions used to address this central question are:<br />
1. How do the lecturers integrate IT in their instruction?<br />
2. What are the constraints faced by the lecturers in integrating IT?<br />
Theoretical framework<br />
Context of IT integration in Zimbabwe and Africa<br />
Discussing the issues relevant to IT integration in the context of African higher education,<br />
Nwuke (2003), among several clusters of factors, includes cost and financing, infrastructure,<br />
capacity building (staff development) and content. The other crucial cluster to emerge<br />
from the literature review is leadership and policy framework formulation. Each issue is<br />
briefly examined below.<br />
123