The use of ICTs in Higher Education Institutions (HEIs) for instruction became prominent in the
late 1960s and early 1970s with the introduction of web based learning (Gunilla, 2004). Research
has shown that ICTs engage learners, allow learners to explore and simulate abstract concepts
while encouraging self learning (Agostilio 2002). They also offer learners the ability to address
complex problems, encourage team work, allow for critical thinking while inspiring learners to
desire for enquiry. Although HEIs continue to invest heavily in ICTs, there is no compelling
evidence that there exists a causal relationship between the use of ICTs and learning outcomes
(Louis et al 2007).
In 2006, the Kenya Education Network Trust (KENET) carried out an e-readiness survey to
determine the degree to which higher education institutions in Kenya were prepared to
participate in the networked world for learning, teaching, research, and management (Meoli &
Waema, 2007). The findings indicated that more than 50 percent of the 17 universities and 8
tertiary institutions of higher learning in Kenya did not have sufficient ICTs to support teaching
and research.
This paper reports on the changing trends in use of ICTs for instruction in HEIs and discusses a
mini-case study of how ICTs are being used by lecturers in one university in Kenya.