The effective integration of ICTs in universities: the role of knowledge and academic experience of professors

ABSTRACT

Despite the fact that investment in information and communication technologies (ICTs) in universities has increased dramatically, there is no clear evidence that ICTs have been incorporated effectively in the process of teaching and learning. This article investigates the knowledge that university professors need in order to integrate ICTs into their teaching practices. The Technological Pedagogical Content Knowledge (TPACK) model has been frequently used for this purpose, but its application in higher education has been limited. The objectives of the study are both the confirmation of the applicability of the model in universities, and the study of the key variables of professors for effective technology integration. A self-assessment questionnaire was administered to 113 professors of three different university schools. The results of this study confirm the usefulness of the model and revealed significant differences regarding the previous academic experience of the teacher. The investigation thus contributes to studies that aim to foster the effective integration of technology in teaching and learning.

KEYWORDS:

• Technology
• higher education
• knowledge
• TPACK