Faculty Perception and Utilization of Information Communication Technology (ICT) Tools for Self-directed Professional Development

Abstract

In the 21st century, Information and Communications Technology (ICT) has become an essential tool for teachers to develop their skills, knowledge, and ability to cope with the dynamic changes in education. To keep pace with the rapidly evolving educational landscape, teachers update themselves through various platforms including ICT. This study aimed to examine lecturers' perceptions and utilization of ICT for self-directed professional development (SDPD) at selected public universities in Ethiopia. The study adopted a cross-sectional survey design. We employed a systematic random sampling technique to select 205 participants for the questionnaire survey data collection. We conducted a one-sample Wilcoxon signed-rank test and a Kruskal-Wallis mean rank test to analyze lecturers' perceptions of ICT for SDPD and variation across the dimensions. To determine lecturers' level of ICT utilization for SDPD, areas of competence developed through ICT, and the types of ICT tools utilized, we used a one-sample t-test, a one-way ANOVA, and a Kruskal-Wallis test for mean ranking, respectively. The results indicated that lecturers generally have a high level of ICT perception for SDPD.  Additionally, the study revealed lecturers utilized ICT to a high level to develop various skills and knowledge. They also utilized diverse ICT tools to develop their SDPD, with educational websites emerging as the most commonly exploited resource. Capitalizing on the helpful perceptions and high ICT utilization for SDPD among lecturers, we suggest the Universities enrich and develop the ICT-assisted professional development initiatives of the Faculty to meet their evolving needs for quality education.