Information and Communication Technologies have a great potential to enhance teachers teaching skills and students’ achievement if it is used appropriately.  They can empower students with thinking skills and learning skills, improve students’ affective and cognitive outcomes (Waxman & Huang, 1996). Rogers (1999) states that power of technology to support learning depends not so much on technology rather in what instructors do with available technologies.

There are a number of key factors influencing teachers’ integration of Information and Communication Technologies into instruction, such as their attitudes toward teaching and learning (Cuban, 2001), their beliefs about instructional process (Ertmer, 1999). Another studies (Beggs, 2000; Newhouse, 1999) reported lack of time, lack of equipment, lack of training as barriers to technology integration. Some faculty were unable to make appropriate use of technology in their own classrooms and unwilling to try because factors such an anxiety, lack of interest, and lack of motivation. Considering the key factors influencing teachers’ ICT integration this study will investigate the Faculty Members’ Information and Communication Technologies (ICT) integration into instruction in a Kyrgyzstan University.

This research will be conducted in Manas University, which is a new university located in Bishkek, Kyrgyzstan. Manas University has a good technological base in comparison with other universities in Kyrgyzstan. There are more than 700 personal computers, 125 printers, 25 projectors, 70 notebooks with 30 used by instructors, 1 smart class, 1 CISCO lab, 4 laboratories, and 2 net cafes (Manas University Computer Center, 2009). However, with this rich technological base it is not known how much and how this technologies integrated into the process of instruction, how it is used by instructors and students, what kind of barriers exist preventing efficient and effective use of this technology during the process of learning. So, the objective of this study is to explore all mentioned above issues from instructors’ perspective and propose suggestions to the identified problems if they exist.

The main research questions that will guid this study are presented below:

1.       What type of ICT do faculty members use during instruction?

2.       What are the faculty members perceived ICT competencies?

3.       What are barriers and enablers for integrating ICT into instruction?

Cuban, L. (2001). Oversold and underused: Computer in the classroom. Cambridge, MA: Harvard University Press. Beggs, T. A. (2000). Influences and barriers to the adoption of instructional technology. Retrieved November 24, 2009 from www.mtsu.edu/%7Eitconf/proceed00/beggs/beggs.htm Ertmer, P. (1999). Addressing first-and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47 (4), 47-61. Computer Center (2009), Manas University, August 2009 Goktas, Y. (2006), The current status of information and communication technologies integration into schools of teacher education and K-12 in Turkey, Middle East Technical University. Rogers, A. (1999). The origins of a global learning network. Retrieved October 06, 2009, from http://www.globalschoolnet.org/gsncenter/resources/articles/feb99_article.htm Waxman, H., & Huang, S. (1996-1997). Differences by level of technology use on students’ motivation, anxiety, and classroom learning environments in mathematics. Journal of Educational Technology Systems, 25 (1), 67-77