Teachers’ perceptions of ICT integration into the teaching methods of University of The Gambia

Abstract

The purpose of this study was to investigate University teachers’ perception on information and communication technology (ICT) integration into their teaching method at the university of The Gambia. The main objective of the study was to determine how teachers at the University of the Gambia perceived the effects of Technology, Pedagogy, and Content based on TPACK model. This study used questionnaire, adapted from the technological, pedagogical and content knowledge (TPACK) framework, which was administered at 88 faculty and staff of the University of the Gambia to collect data on their level of awareness of on ICT integration. A frequency analysis was first run to check the scores of all components of TPACK, then a correlational analysis was carried out to measure the relationship between the TPACK constructs. The data collected from these analyses are used to construct a structural equation model that showed the relationship of TPACK constructs as perceived by the faculty and staff of the University of the Gambia. The results of this study showed that the individual construct (i.e., technology, pedagogy, and content) and the paired constructs (i.e. Technology and Pedagogy, Technology and Content, Pedagogy and Content knowledge) of TPACK are positively correlated with teachers’ perceived TPACK at the University of The Gambia