Assessment Of Ict Facilities And Prospects For Teaching And Learning At University Level: A Case Study Of International Islamic University

Abstract

Information and Communication Technology (ICT) facilities and explore the prospects they hold for teaching and learning at the university level. In today's digital age, ICT has become an integral part of education, revolutionizing traditional teaching methodologies and expanding the possibilities for engaging and interactive learning experiences. By evaluating the current status of ICT facilities in universities, this study identified the strengths and weaknesses and the potential benefits and challenges associated with their implementation. The findings of this research provided valuable insights for educational institutions and policymakers to enhance the use of ICT tools and resources, ultimately improving the overall quality of teaching and learning at the university level. The primary purpose of this study was to explore the Integration of ICT in classroom practices. The study aimed to assess ICTs facilities and prospects for teaching and learning at the University level. The study population consisted of all teachers (75) during the year 2020-2021 from the Faculty of Social Sciences, International Islamic University Islamabad. A universal sampling technique was used in the selection of the sample. Self-structured Questionnaire was used as a research tool with a five-point Likert Scale. The study's significant findings were that all teachers have laptops and frequently use the technology. University teachers have a positive attitude toward the integration of ICTs. Teachers were very expert in multimedia use and agreed that due to electric fluctuation, ICTs couldn't play an influential role in teaching and learning. Therefore, based on these conclusions, the following recommendations were made, Maximum provision of hardware may be ensured so that the lack of hardware may be removed.

Moreover, teachers may be facilitated with subsidized rates in purchasing and utilizing these technologies. IT training program may be launched in summer vacation. Students' assignments may be assessed through these technologies, e.g., website and e-mail. Maximum Internet connectivity with the upper limit bandwidth facility may be ensured to address the "not enough Internet connectivity" and "slow Internet connectivity" problems among teachers. Continuous seminars and workshops for the training of teachers may be developed and launched so that teachers may update them according to the current advances in the field of ICTs.