Higher education today is dynamic and constantly changing, necessitating academics to reflect on new and refreshed teaching and learning strategies. Academic development workshops enable this reflection as they promote a culture of critical reflective practice among academics, and thus the presence of workshops is critical and consequential in the higher education context. This paper reflects and explored my journey, as well as experiences, in running ICT related workshops as a form of academic development in my institution since 2015. Feedback was collected from each of the workshops and the answers to the question “If this workshop was offered again, how could it be improved?” were utilised to change the modes of workshops delivery for the past four years. Three themes emerged from the analysis of these answers and identified ways the academic participants would like the workshops to be run for ICT integration in the process of teaching and learning: more hands on, more practical examples and a need for transitional follow up. The themes questioned the academics’ digital capabilities, as this aspect might have been overshadowed or taken for granted as a consequence of their advanced academic level when the institution implemented ‘new’ ICT related strategy. The further evolving question is whether there is a process of teaching and learning ICT use to achieve outcomes of ICT literacy within academic domains. The paper concluded that institutions could articulate a vision about the role of ICT, and ensure that the vision is communicated clearly and embedded in institutional practices targeting what the ICT needs of academics are, how academic development could respond to those needs, and what they need to know in order to do so, as well as how ICT teaching and learning could be designed to be responsive to the needs of students’ experiences in this digital era.