Abstract

The proliferation of new forms of information and communication technology (ICT) has inundated the learning patterns of students at all levels and particularly at higher education level. The efficacy of teaching the digital generation of learners without a firm grasp of how they learn is like embarking upon a perpetual journey. Invariably, today’s students have been mesmerized by digital gadgets from a very small age and this experience calls for a technology integrated paradigm. Hence, the current study focuses on the influence of evolving technology in conceptualizing pedagogy and practice in higher education. It explores staff members’ technological know-how and how they are able to influence learning at a University in Fiji. An exploratory research design was selected and a survey consisting of Likert scale items was administered. Subsequently, SPSS Statistical software was used for data analytical and reporting purpose. Findings are discussed in collaboration with a robust meta-analysis of literature and they reveal that apart from resources, staff readiness, confidence and motivation play important function in ICT integrated learning. This paper proposes that staff members should use technology and technological gadgets to enhance digital literacy and numeracy that in turn, would create a digitally vibrant society.

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