Conceptional Framework for Implementing and Assessing an Introductory Module in Information Communication Technologies at HEIs
Great Zimbabwe University
It is imperative that every student be empowered with Information and Communication Technology skills early in their academic careers. This is expected to help students achieve higher grades in their academic endeavours and prepare them for their future careers. Global trends have shown that information communication technologies appropriation in HE is critical in developing the 21st-century knowledge worker. This paper highlights motives for implementing an introductory module in ICT in HE. The paper further investigates implementation challenges, as well as measures to address these challenges. An interpretative philosophy using a case study research design is adopted for the study. In-depth interviews were conducted with 10 lecturers who teach the module. These had been purposefully selected using a criterion of at least 2 years of experience teaching the university course. The importance of the module was articulated with major impediments in its implementation being highlighted. Data collected were transcribed, coded, and then analysed using thematic analysis. Results from the empirical study revealed eight key determinants for successfully implementing an introductory module in ICT.