Higher education institutes (HEIs) are believed as catalyst for the economic progress of any country particularly and for the whole world generally. This study analyses ICT (Information and communication technology) –based teaching and learning issues at Pakistani higher education (HE) level and efforts to devise a strategy as solution to those issues as a result. Using normative Delphi method which spanned to two rounds, a comprehensive questionnaire was developed through which panelists were asked to rate, select, and add (if necessary) from the list of diverse set of issues along-with their best available solutions in the dimension of ICT strategic framework for tertiary education. Panelists not only discussed ICT-based issues and their proposed solutions but also stratified a ZPD incidence development strategy which chalks out measures HE authorities should take in order to properly integrate ICTs in their HEIs. It was determined that ICT integration in HE need to be in lined with proper strategy in order to get their true benefits.

1. ZPD Incidence Development Strategy for Demand of ICTs in Higher Education
Institutes of Pakistan
Zaffar Ahmed Shaikh
Department of Computer Science
IQRA University, Main Campus
Karachi, Pakistan
gemzaf@iqra.edu.pk
Abstract—Higher education institutes (HEIs) are believed as ICT use in academic institutions has become a standard
catalyst for the economic progress of any country particularly by which they define their worth. Universities are the highest
and for the whole world generally. This study analyses ICT pillar of research and innovations; therefore teachers and
(Information and communication technology) –based teaching support staff at HE level are among the first targets in the
and learning issues at Pakistani higher education (HE) level market for adopting any technological change and
and efforts to devise a strategy as solution to those issues as a innovation. Today ICT has changed the whole phenomenon
result. Using normative Delphi method which spanned to two of teaching and learning and teachers now-a-days are more
rounds, a comprehensive questionnaire was developed through informed and interactive. It is perceived that while more and
which panelists were asked to rate, select, and add (if more ICT pushed-in in academia with time passed; our
necessary) from the list of diverse set of issues along-with their teachers will become more confident in using a variety of
best available solutions in the dimension of ICT strategic hardware/software to motivate and challenge their students
framework for tertiary education. Panelists not only discussed within varied teaching & learning styles [4].
ICT-based issues and their proposed solutions but also Sometimes unfortunately, teachers hang behind in
stratified a ZPD incidence development strategy which chalks adopting ICT innovations and hence unsuccessfully resisting
out measures HE authorities should take in order to properly the expected; [3] argue in their study that for teachers,
integrate ICTs in their HEIs. It was determined that ICT change either in ICT innovations, pedagogical practices or in
integration in HE need to be in lined with proper strategy in domain area is unavoidable; such change is predictable and
order to get their true benefits. manageable process and requires teachers to change their
teaching tools/methods in timely fashion. They further alarm
Keywords-ZPD incidence development strategy; information that any form of resistance to such change could lead to
and communication technology; higher education; Delphi; professional death.
Pakistan
A. ZPD gap
I. INTRODUCTION The concept of Zone of proximal development (ZPD)
was coined by [5], which states that when a child at certain
At HE level, universities are believed as catalyst for the age level solve problems with help or guidance; but once he
economic progress of any country particularly and for the internalize these problem solving techniques, he can tackle
whole world generally. A HEI is a place where more and solve same nature of problems independently. ZPD gap
interdisciplinary work being carried out; hence ICT systems is the difference between future/maximum and current state
by which exchange of ideas and information is facilitated are of any development/use of ICT (the value for
needed [1]. Many researchers recognize this that result- maximum/future use is kept as 5 in this case). In this
oriented and informed use of ICT tools and applications is an research, teaching/learning with and without the help/use of
important life-skill for any worker. In [2], it is argued that ICTs at HE level is explored and their ZPD gaps are
ICT usage at home and at educational institute provides recorded, so that a strategy that can reduce these gaps to a
students the opportunity to extend their learning beyond the minimum can be devised.
classroom and therefore they have become able to continue
their learning experiences out with the education B. ZPD incidence development strategy
environment. It is observed that many students at HE level
embrace new technologies with enthusiasm; so it does not ZPD gaps can be reduced with some proper mechanism
suit teachers to lag behind their students. Dynamic ICT- or strategy. In this study, university personnel, the real
skilled teachers adopt right pedagogical practices and tools in stakeholders of institutes of HE are asked to devise ZPD
their teaching by themselves and consequently enable their incidence development strategy with the help of normative
students to excel in these new technologies. Researchers [3] Delphi technique (a best available method by which expert
argue in their study that a teacher at HE level is a person who opinion is measured in a distributed environment).
adopts new ideas of research, innovation, and pedagogical The vision of ZPD incidence development strategy is to
practices with time and hence as a result, fulfills the role of improve teacher/learner experiences by the smart use of ICT
leadership which institutes of HE have sought historically. in ICT-based HE. It further guides and coordinates ICT

2. investment towards government’s vision of improved TABLE I. ZPD GAPS (SOURCE: [6])
learning outcomes at HE level. ZPD
# ISSUES
gap
II. METHODOLOGY
1. Planning/Developing/Organizing Instruction 2.07
Data showing ZPD gaps obtained through normative 2. Housekeeping & Record keeping Tasks 1.93
Delphi study initially conducted in [6] has been taken as 3. Managing Students Conduct 1.93
input in this study as shown in Table 1. Further extending 4. Presenting Subject Material/Teaching 1.87
that study, the same group of panelists was asked to devise a 5. Assessing Student’s Learning 2.03
ZPD incidence development strategy which may chalk out 6. Academic Research 2.10
measures HE authorities should take in order to properly 7. Administrative Support 1.90
integrate ICTs in their HEIs. 8. Social Networking 1.97
III. ANALYSIS 9. Library Research & Information 1.80
10. Group Discussion/Supervision/Training 2.79
Please refer Table 1 for issues and Fig. 1 for their 11. Use of Common ICT tools/applications 0.03
graphical representation. 12. Use of Educational/Research ICT tools 1.90
1. A teacher plans/develops class lecture by reading online 13. Rely on ICTs in HEIs 0.93
books, searching informative content from internet 14. Use of ICTs HEIs 0.93
(using ICT tools and applications) much before finally 15. Help by ICTs in HEIs 1.00
delivering his lecture in the classroom. A significant 16. ICT Demand in HEIs 1.88
ZPD gap (2.07) is recorded which shows confidence 17. ICT Supply in HEIs 2.69
level of teachers of HEIs of Pakistan in using ICT tools 18. Problem of Attitude in HEIs 0.47
and applications for this area of teacher tasks.
2. Recording grades, taking attendance, and performing 11. For use of common ICT tools such as MS Office,
necessary recordkeeping tasks take a lot of teachers’ search engines, e-mailing, web browsers etc; very small
time. ZPD gap measured regarding status of this task at ZPD gap (0.03) is recorded.
Pakistani HE level is 1.93. 12. For research and educational ICT tools such as
3. For the task of designing time table, attendance Encyclopedia, ACM, IEEE, online mapping, demo and
policies, and managing student conduct (with the help scenario tools, web meeting/conferencing tools, and
of ICT tools), ZPD gap status at Pakistani HE level is course management tools etc; a ZPD gap of 1.90 is
1.93. recorded.
4. For developing course material, delivering and sharing Figure 1. ZPD gaps.
educational content, communication between learners/ 3
teachers and outside world, distance learning, video
conferencing, creation and delivery of presentations 2.5
using ICT tools and applications; 1.87 ZPD gap is
2
measured.
5. Task of checking exam papers and announcing results 1.5
using ICT tools and applications obtained a significant
(2.03) ZPD gap. 1
6. Finding information of research centers,
communicating with researchers and sharing ideas and 0.5
new developments with peer groups; a significant ZPD
gap of 2.10 is measured in this study. 0
7. For administrative tasks such as students enrolment, 13. ZPD gap 3 of4 0.93 6is 7measured regarding how much
1 2 5 8 9 10 11 12 13 14 15 16 17 18
keeping students records, issuing books, and supporting should students/faculty/staff of HEIs rely on ICT tools
students with ICT tools and applications in their and applications.
studies; a ZPD gap of 1.90 is recorded. 14. ZPD gap of 0.93 is calculated regarding how much
8. For teacher task of using professional blogs/social should students/faculty/staff of HEIs use ICT tools and
networks/learner forums and research sites in quest of applications.
information/knowledge; a ZPD gap of 1.97 is recorded. 15. ZPD gap of 1.00 is measured regarding how much help
9. In web-based and database/library research and students/faculty/staff of HEIs get while using ICT tools
information task, ZPD gap of 1.80 is recorded. and applications.
10. Very high ZPD gap of 2.79 is recorded for the task: 16. ZPD gap for the issue of demand of ICTs in HEIs of
Group discussion, workshop supervision, and training Pakistan recorded is 1.88.
(live supervision by video cameras, conducting training 17. ZPD gap for ICT supply in response to its demand in
workshops/teleconferencing). HEIs recorded is 2.69.

3. 18. Problem of attitude/vision such as grabbing resources must be made available for curriculum and management
and misusing them did not obtain significant ZPD gap purposes.
(0.47) as was expected before calculating these gaps. B. ICT for gaining proper attainment of students
IV. DISCUSSION ICT is used to improve the course/class attainment of
Teachers have to perform a number of tasks before students through training events, educational websites,
beginning any lesson. If a teacher is effective at planning his quizzes and ICT-assisted monitoring of students. Some
lessons, he will find that his day-to-day teaching tasks are actions that our panelists suggest in this regard are: (1)
much easier. Recordkeeping requires a teacher to spend time enabling teachers to record and evaluate students
taking attendance, recording grades and other housekeeping class/course attainment at the classroom level by providing
tasks. Managing student conduct in a classroom requires an them relevant ICT tools and applications, (2) students
effective classroom and course management policy. There progress between key stages may be measured through
are many ICT tools and applications that all teachers must management information system (MIS), (3) database of
use while teaching regardless of how they deliver their students/staff records and data warehouse for data analysis
lecture. As instruction is considered the meat of any course services should be designed to increase the current level of
material, hence assessments are the measure of success; data sharing, (5) relevant database tools integrated with
therefore, teachers must spend time for developing suitable database and data warehouse should be provided to
assessments for students [7]. universities for tracking students class/course progress, and
(6) a policy regarding use of available software/hardware
Significant ZPD gaps are calculated in almost all
while delivering a lecture or performing some
dimensions while relating these teaching/learning issues with accounting/admin task should be developed.
HEIs of Pakistan. Such big gaps show confidence level of
students/faculty/staff in using and getting benefits from these C. ICT for improving teaching skills
technologies in their everyday routine tasks. Lack of ICT-
based training, unavailability of resources, under funding, To work effectively and efficiently, HE teachers need to
lack of vision/creativity/attitude, ICT-based curriculum be proficient users of ICT tools and applications. This
issues, and lack of political will, are some the main causes of strategy suggests ( 1) design of a persistent training program
such big ZPD gaps that this study suggests. for students/faculty/staff that address weak areas in the use
While the dissemination of ICT tools and applications is of ICT, (2) a mechanism should be devised by which
often perceived as a necessity for HEIs of less developed university teaching/support staff receive regular
countries so that they can cope with pedagogical and ICT- technological and curriculum related updates through
based challenges posed by latest developments in the internet, education portal, intranet, and other sources, (3)
technological world; it was found while reviewing current workshops for top management and decision making
ICT status in less developed countries that there is no such authorities of HEIs should be arranged through which they
strategy in existence at any state in the developing countries receive information about best practices and strategic data
(also Pakistan) that provide persistent solution to this global management advice to maintain effectiveness of data, (4) HE
issue. authorities should provide their faculty the best available
educational software/hardware in the market, (5) HE
Hence, by this study, we have tried to devise a strategy
teaching/support staff should get opportunities of studying
that discuss some best practices and recommend measures to
and gaining higher qualifications through
the authorities of HEIs of Pakistan for ICT enhancement.
scholarships/fellowships, and attending research oriented
V. CONCLUSIONS events worldwide.
ZPD incidence development strategy as suggested by D. ICT for managing, sharing, and using information
Delphi participants is comprised of six dimensions, each of Accurate and timely information is a key resource for any
which focuses on a distinct area of development. A 21st century company to succeed. This study gives following
consolidated list of recommendations is given below. recommendations in this area: (1) mechanism for secure
A. ICT for teaching, learning, and development electronic transfer of information among all institutes of HE,
(2) devise a mechanism for secure and efficient data flow
Some of the recommendations suggested by our panelists through video-conferencing and video streaming, (3)
in this dimension are: (1) education portal populated with supporting students/faculty/support staff to use intranet in
relevant teaching and learning resources for curriculum their routine tasks, (4) enable high speed internet access for
purposes needs to be developed, (2) provide ongoing training management, faculty and administrative staff, (5) all HEIs
to teaching/support staff so that they can get maximum should have an established information management strategy
benefit from this portal, (3) teaching/support staff should be to be shared with parents, top authorities and other related
supported/encouraged to use innovative methods of stakeholders, (6) design of a mechanism that provide access
teaching/learning in their routine work, (4) teams, to appropriate and secure information using portal
comprising of teachers, educational advisors, and library technology to parents, higher authorities, and other related
staff need to be developed which develop course-based stakeholders, (7) design a class/course management system
educational content in local/regional and in English supporting students attendance policies, timetabling, grading,
language, (5) curriculum-based local intranet in each HEI conduct, and other student and teacher related policies.
needs to be developed which may be linked with education
portal, (6) video-conferencing and video streaming facility

4. E. ICT for partnership, training/community learning be established via “thin-client technology” between HEIs
that enable multiple-access to shared data/data warehouse.
Some recommendations in this dimension are: (1) all
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