**9. Discussion**

This research revealed that at both MSU and SUZA, the use of ICT in Education has been adopted and has yielded a number of results. This has had an impact on teaching and learning. Similarly, while studying integration of ICT in education in Asia, [4] observed that Asian institutions that have utilized ICT effectively, have changed the way lecturers/teachers and administrators approach curriculum delivery.

#### **9.1 Infrastructure**

Integration of ICT requires a lot of Government and institutional support. 40% of Lecturers interviewed at MSU indicated that when they tried to integrate ICT own their own, they had faced many challenges. Some of these challenges stemmed from the fact that the institution does not have an explicit policy on when and how the ICT can be integrated. Most efforts during the first years of integration came from lecturers who were keen on the use of ICT. The research indicated that there is need for university management to commit themselves through policies and the provision of funds to ensure that there is adequate infrastructure and the human resources that enable effective integration of ICT into education. The problem of electricity was also found to be common at SUZA. This was also confirmed by an earlier study by [6]. A very important requirement of ICT is the availability of a stable supply of electricity and internet connectivity. The MSU has standby generators at all its campuses but these are very expensive to run such that at times when there is no electricity from the national supplier, the university has not been able to switch on all the generators. This has affected lesson delivery especially in cases where a lecturer would have planned to use ICT to deliver the lecture. The ICT Director at MSU when asked what Challenges the institution was facing in its efforts to integrate ICT in education he commented, "The greatest challenge is that of electricity supply When there is a blackout this also affects internet connectivity. All our efforts to fully integrate are being hampered by the constant power outages. This has forced lecturers to go back to the black board, something we have been trying to move away from".

#### **9.2 Training in ICT**

At both MSU and SUZA not all lecturers are formally trained in the use of ICT, resulting in students losing out because of the limitation on the part of the lecturer. 30% of the lecturers interviewed at MSU and 41% at SUZA indicated that they had not received any training on the use of the ICT gadgets such as the interactive boards which the university acquired. This, according to the University administration at MSU, had a serious impact on the university's efforts to have fully integrated ICT in all teaching and learning activities by the end of 2023. (MSU Strategic Plan 2018–2023) During a Risk Management committee meeting on 17 October 2019, the chairperson lamented the abuse of the interactive white boards by both students and lecturers. He indicated that there had been the use of sharp objects on the interactive board and this had affected the sensitivity of the boards as they could not properly function due to this abuse. This is indication that while there can be infrastructure; lack of training on how to utilize it can also hamper its effectiveness.

Despite the availability of ICT labs, not every student has had access to ICT based teaching material as most of them do not have gadgets that are compatible with the provided ICT infrastructure. Some do not have smart phones. Interviews indicated that when a lecturer posts material on social media platforms not everyone has access. Pondiwa and Phiri [13] argued that when lecturers use social media as a teaching and learning platform, there is an assumption is that everyone has access to gadgets that are compatible with social media platforms.
