41 The Use Of ICT Among Academic Staff: A Survey Of Tertiary Institutions In Bauchi State Nigeria Faiz Ibrahim Jibia * & Auwal Ahmad ** ICT/MIS Directorate, Office of the Rector, The Federal Polytechnic Bauchi, Bauchi State, Nigeria *fijibia@fptb.edu.ng;** aahmad@fptb.edu.ng ABSTRACT Information and Communication Technology Adoption (ICTA) among academic staff is of paramount importance towards effective service delivery in Higher Education Institutions (HEIs). However, the poor ICTA by many academics in the teaching and learning process is of particular concern especially in Nigeria. Against this background the paper examines the influence of organizational (ICT Infrastructure capabilities) and technological (perceived usefulness and perceived ease of use) factors on ICTA. A total of 350 structured 5-point likert scale questionnaires were distributed using stratified sampling for the purpose of data collection. The reliability and validity of the questionnaire was tested using Cronbach's Alpha and factor loading while data was analyzed using multiple regression. The overall model account for 45% of ICTA. The result also revealed that technological factors are the most important driver followed by organizational factors. The research concludes with recommendations, implication and suggestion for future research direction. Keywords: ICTA, academic staff, tertiary institution, teaching and learning process, organizational & technological factor. INTRODUCTION The increasing importance of Information and Communications Technology (ICT) in improving the learning environment cannot be over-emphasised. Similarly, Higher Educational Institutions (HEIs) are increasingly playing crucial role as the engine for knowledge generation and the entire learning environment. ICT has become an essential part of everyday life and hence its integration in education is inevitable and effective (Tasun & Baris, 2011). This is partly because all the stakeholders (teachers, students’ and management team) use it for effective teaching-learning processes to achieve quality education and overall development of students or for administrative purposes (Ghavifekr, Afshari, Siraj & Seger, 2013). Likewise, teachers commonly agree that ICT has the potential to improve student learning outcomes and effectiveness (Chang & Wu, 2012). Unfortunately, Nigeria is not doing well for example, globally the USA led the way in incorporating ICT to its mainstream affairs, especially education and governance (Dyerson, Harindranath & Barnes, 2009). Today however, Sweden tops the Network Readiness Index (NRI) ranking followed by Denmark then Singapore. Nigeria ranked number 117 out of 134 economies included in the NRI 2020 (World Economic Forum and INSEAD, 2020) partly because many of the teachers are not ICT literate and not fully exposed to the use of ICT in the acquisition of skills and practical teaching (Thomas, Babatope & Jonathan, 2013). Similarly, where ICT is introduced alongside complicated educational reforms, students and teachers lose focus on the essentials of ICT and became distracted by the rapidly changing technologies (Olalube, Eke, Uzorka, Ekpenyong & Nte, 2009) making Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) of the ICT by the teachers as a critical factor. Other factors for the dismal performance is I CT International Journal of Innovative Information Systems & Technology Research 9(2):41-47, April-June, 2021 © SEAHI PUBLICATIONS, 2021 www.seahipaj.org ISSN: 2467-8562