Abstract:
This paper provides grounds for creating an integrated instructional design model that can be used to guide
the design of quality classroom instruction in higher education also in countries with limited resources. To
achieve its purpose the paper investigates various projects on integration of ICT in education in developing
countries and identifies that limited ICT resources and financial constraints are major difficulties they face.
The paper further elucidates, based on the findings from the literature that limited ICT resources are
considered as a major barrier to successful integration of ICT in teaching and learning. In line with the
literature on instructional design and technology, the paper argues that it is the effective use of the real
principles of instruction rather than ICT that makes learning effective. Based on this proposition and the
deficits of the current instructional design models, the paper presents theoretical and practical justifications
for testing the generalizability of the basic instructional design models in the context of higher education
classrooms with limited, moderate, and adequate ICT resources.
