Factors Influencing ICT adoption by Faculty in the Teaching Learning Process

Abstract

This study seeks to find out the extent of different influence factors have on the attitude of the Faculty towards adoption of Information and Communication Technology (ICT). Teachers who have differences in demographical variables may also differ in their adaptability tendencies. Survey methodology was facilitatedusing questionnaires which were given to 300 College teachers randomly chosen from different colleges working under different types of management in the city of Bangalore. 287 questionnaireswere returned. Out of these, 250 were considered complete and chosen as our study sample. Oscarson’s ‘Adoption to proneness’ scale was adopted with minor modifications in language and items based on available literature. A pilot study was done with 50 sample size for checking validity. After satisfactory results came, the adopted questionnaire was given to 300 respondents. A personal data form was also given to gather the personal details of these respondents regarding their age, gender, department of work, teaching level, teaching workload per week, years of experience and academic qualification. The analysis shows significant differences in influence in adoption of ICT among age groups, department of work and teaching levels. Academic qualification didn’t show any significant difference. The implications of the findings will help in formulation of tailor-made ICT in-service training and orientation programmes for teachers who are digital immigrants and teachers who are digital natives as well.