Engineering University Teachers’ Conceptions of ICT Enhanced Teaching: Bangladesh Perspective

Abstract

This is a qualitative study on the rising concerns of using Information and Communication Technology [ICT] in higher education. The purpose of this study was to investigate views, practices and attitudes that define varying conceptions of engineering university teachers’ use of ICT in their teaching. A cohort of 14 teachers was selected from two universities in Bangladesh to participate in a semi-structured interview. Phenomenography research design was used to analyze data. The findings revealed five qualitatively different categories of description such as: imparting information, transmitting structured knowledge, offering guided learning, engaging students toward practice and engaging students toward innovation. Relationships among the categories of description revealed four dimensions of variation such as: purpose of using ICT in engineering teaching, role of teacher, role of student and TPACK components. The study further found that, ICT-use underpins teacher’s pedagogical approach to teaching engineering subjects and therefore provides useful information for university policy makers, teachers and curriculum designers toward quality teaching and learning outcomes. A quantitative investigation to determine impact of pedagogical approaches to teaching underpinned by ICT-use in engineering education is recommended.