Information & Communication Technology (ICT) usage in Pakistan is growing trend. However, while there is expanded concern of knowledge about how ICT is in usage in low income countries, there is information lacking on how ICT is used by the university teachers in low income countries. This research studied perception of university teachers about use of ICT, in Pakistani universities. The research through purposive sampling was drawn on 57 teachers, belonging to the public sector universities of Lahore, Punjab, Pakistan. This survey consisted of 29 males and 28 females. Their ages vary from 26 to 50 years. Open-ended questionnaire was used for this survey. It also showed that respondents have availability of internet at office. The association between different variables was calculated from chi-square test, and the strength of association was measured by gamma. The result showed the moderate negative association between level of age and quantity of daily time spent on computer. It also showed that no association exists between category of teacher’s gender and quantity of daily time spent on computer. For enhancement of ICT integration into education, it was recommended that teachers must have access to infrastructure relating ICT and there should be provision of sufficient training to teachers.
Cite this paper
Adil, A. , Masood, M. & Ahmed, M. (2013). Age and Gender’s Association with Information & Communication Technology (ICT) Usage into Educational Institutions of Pakistan. Sociology Mind, 3,
325-332. doi: 10.4236/sm.2013.34044
 Adeyinka, T. (2007). An assessment of secondary school teachers uses of ICTs. International Journal of Education and Development Using ICT, 3.
 Akbulut, Y., Kesim, M., & Odabasi, F. (2009). Construct validation of ICT Indicators Measurement Scale (ICTIMS). Eskisehir: Anadolu University.
 Ali, W. Z. (2009). The conditions and level of ICT integration in Malaysian Smart Schools. International Journal of Education and Development Using ICT, 5, 21-31.
 Arshad, N. H. (2009). E-education systems implementation success model. Selangor.
 Bhukuvhani, C., Zezekwa, N., & Sunzuma, G. (2011). Students’ preparedness to integrate information and communication technology tools and resources for the learning of organic chemistry concepts in the District of Masvingo, Zimbabwe. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 7, 27-37.
 Dalgarno, B. (2008). Influences on pre-service teachers’ preparedness to use ICT in the classroom. Lincoln Gill Centre for Enhancing Learning and Teaching, Charles Sturt University.
 Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 25-39.http://dx.doi.org/10.1007/BF02504683
 Fook, F. S. (2008). Teachers’ attitudes and levels of technology use in classrooms. Pulau Penang: University of Sains.
 Gulbahar, S., & Guven, I. (2009). A survey on ICT usage and the perceptions of social studies teachers in Turkey. Ankara: Baskent University.
 Jimoyiannisa, A., & Komisb, V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Peloponnese: University of Peloponnese.
 Polly, D. (2011). Teachers’ learning while constructing technologybased instructional resources. British Journal of Educational Technology, 42, 950-961.http://dx.doi.org/10.1111/j.1467-8535.2010.01161.x
 Reigeluth, C. M. (1995). Educational systems development and its relationship to ISD. In G. Anglin (Ed.), Instructional technology: past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited.
 Reigeluth, C. M. (1994). The imperative for systemic change. In C. M. Reigeluth, & R. J. Garfinkle (Eds.), Systemic change in education. Englewood Cliffs, NJ: Educational Technology Publications.
 Ssewanyana, J., & Busler, M. (2009). Adoption and usage of ICT in developing countries. Case of Ugandan firms. Kampala: Makerere University.
 Siddiquei, H. (2008). Educational problems of Pakistan. Sindh: PSC, University of Sindh.
 Su, B. (2009). Effective technology integration: Old topic, new thoughts. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 5, 161-171.
 Sunzuma, G. (2011). Students’ preparedness to integrate information and communication technology tools and resources for the learning of organic chemistry concepts in the District of Masvingo, Zimbabwe. Bindura: Bindura University of Science Education.
 Shah, R. A. (2001). Education and teacher education in Pakistan. CA Book of Reading. Sindh: Pakistan Study Centre.
 Yoshida, H. (2010). Development and formative evaluation of the educational media in-service teacher training curriculum standards. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 6, 37-55.
 Zhu, C. (2009). Factors associated with the integration of ICT into Chinese primary school classrooms: An interplay of teacher-related variables. Ghent: Ghent University.