ICT in teaching undergraduate science and humanities courses at Jordanian public Universities: an exploration of lecturer attitudes and pedagogic beliefs

Abstract

Information and Communication Technologies (ICTs) are any electronic tools and software that is used to support lecturers while teaching and students while learning. This study aims to provide an in-depth analysis of lecturers' attitudes towards, and use of, ICT for teaching at Jordanian public universities. Four Jordanian public universities have been investigated in this matter. Mixed methods have been used to collect data, as attitude survey of 448 lecturers, semi-structured interviews of 20 lecturers, and focus group interviews of 15 lecturers have been conducted. Results of the study indicate positive attitudes and high levels of ICT use in teaching and learning. The results also revealed a medium effect of factors affect ICT use in teaching and learning. Lecturers believe that ICT use saves time and efforts and helps them gaining new knowledge and skills, while they believe that the lack of technological infrastructure, lack of support, lack of training and lack of financial resources are the most important factors that have huge impact on ICT in teaching and learning. It was concluded that it is important to overcome the negative factors by adopting clear vision about ICT integration based on the current situation and the desired one, and to adopting flexible plans that respond to social, cultural, and economic changes. It was concluded also that technology, pedagogy and content intersection is substantial factor that guarantee effective teaching and learning, taking in consideration incentives and recognition effects on the lecturers' performance.