scispace - formally typeset
Search or ask a question

Showing papers in "International Journal of Education and Development using ICT in 2010"


Journal Article
TL;DR: In this article, a new learning paradigm, known as ubiquitous learning or u-learning, which is supported by the ubiquitous computing technologies is described, and some of the UML applications are explained to further enhance the understanding of UML concept.
Abstract: This article describes a new learning paradigm, known as ubiquitous learning or u-learning, which is supported by the ubiquitous computing technologies. Instead of that, the article also aims at providing fundamental information related to u-learning for researchers who are interested in venturing this new area of ubiquitous computing. The u-learning definition and characteristics are compared and discussed in proposing a conclusive definition of u-learning together with its characterization. Finally, some of the u-learning applications are explained to further enhance the understanding of u-learning concept. Keywords: Ubiquitous Computing, Ubiquitous learning, u-learning; definition; characteristic. INTRODUCTION Ubiquitous computing can be considered as the new hype in the information and communication world. It is normally associated with a large number of small electronic devices (small computers) which have computation and communication capabilities such as smart mobile phones, contactless smart cards, handheld terminals, sensor network nodes, Radio Frequency IDentification (RFIDs) etc. which are being used in our daily life (Sakamura & Koshizuka,2005). These small computers are equipped with sensors and actuators, thus allowing them to interact with the living environment. In addition to that, the availability of communication functions enables data exchange within environment and devices. In the advent of this new technology, learning styles has progressed from electronic-learning (m-learning) to mobile-learning (m-learning) and from mobile-learning to ubiquitous-learning (u-learning). Ubiquitous learning, also known as u-learning is based on ubiquitous technology. The most significant role of ubiquitous computing technology in u-learning is to construct a ubiquitous learning environment, which enables anyone to learn at anyplace at anytime. Nonetheless, the definition and characteristic of u-learning is still unclear and being debated by the research community. Researchers have different views in defining and characterizing u-learning, thus, leads to misconception and misunderstanding of the original idea of u-learning. Therefore, this article aims at providing fundamental information pertaining to u-learning; specifically for the researchers who are interested in venturing this newly established area of ubiquitous computing. In this article, the concept of ubiquitous computing and how the technology is applied in learning environment will be discussed. Later, we will review various attempts to define and provide characterizations of u-learning. Finally, we will present our own definition and characterization of u-learning and discuss some applications in u-learning. UBIQUITOUS COMPUTING According to Sakamura & Koshizuka (2005), ubiquitous computing can be considered as "a new trend of information and communication technologies". The term "ubiquitous computing" was coined by late Mark Weiser (1952 - 1999), described as "the calm technology, that recedes into the background of our lives". His vision allows people and the environment with the combination of various computational technologies to exchange information and services at anytime and anywhere (Weiser, 1991). Ubiquitous Computing Technologies Computing and communication technologies are among the key technologies that forming ubiquitous computing. The advancement of computing technologies together with the enhancement of wireless communication technologies nowadays help out to support the expansion of ubiquitous computing. In recent years, a variety of computing and communication technologies have been developed, such as sensors and actuators, RFID (Radio Frequency Identification) tags and cards, wireless communication equipment, mobile phones, PDAs (Personal Digital Assistant), and wearable computers. Ubiquitous Computing Technologies in Learning A person is said to be learning, when he/she is in the process of acquiring knowledge or skill. …

141 citations


Journal Article
TL;DR: In this paper, the authors proposed a conceptual framework for using ICT to enhance knowledge management in higher education, and identified several research issues to bridge the gap that currently exists between the requirements of theory building and testing.
Abstract: The adoption and use of ICT to enhance and facilitate Knowledge Management (KM) has brought to focus the urgent need to come out with new methods, tools and techniques in the development of KM systems frameworks, knowledge processes and knowledge technologies to promote effective management of knowledge for improved service deliveries in higher education. To succeed in KM, higher education institutions must endeavor to effectively link KM initiatives and processes with their ever-changing needs to advance their goals. Addressing these challenges call for a new conceptual framework and expanded research agenda to ensure success in the utilization of ICT in KM. Using the synergies from Stankosky’s (2005) KM pillar for enterprise learning together with the task/technology fit theory (Goodhue and Thompson, 1995) to form the basis for defining our approach, this paper proposes a conceptual framework for using ICT to enhance KM in higher education. In addition, the paper identifies several research issues to bridge the gap that currently exists between the requirements of theory building and testing to address the different emerging challenges in using ICT to enhance KM in higher education.

76 citations


Journal Article
TL;DR: In this paper, the authors investigated the factors that affect the integration of ICTs in teaching and learning, and found that even though schools and educators appreciate the benefits of using ICT in their teaching and even though they are willing to adopt the technology, there are a number of factors that impede the integration.
Abstract: The potential of Information Communication Technologies (ICT) to enhance curriculum delivery can only be realised when the technologies have been well-appropriated in the school. This belief has led to an increase in government- or donor-funded projects aimed at providing ICTs to schools in disadvantaged communities. Previous research shows that even in cases where the technology is provided, educators are not effectively integrating such technologies in their pedagogical practices. This study aims at investigating the factors that affect the integration of ICTs in teaching and learning. The focus of this paper is on the domestication of ICTs in schools serving the disadvantaged communities in a developing country context. We employed a qualitative research approach to investigate domestication of ICT in the schools. Data for the study was gathered using in-depth interviews. Participants were drawn from randomly sampled schools in disadvantaged communities in the Western Cape. Results show that even though schools and educators appreciate the benefits of ICTs in their teaching and even though they are willing to adopt the technology, there are a number of factors that impede the integration of ICTs in teaching and learning.

69 citations


Journal Article
TL;DR: A comparison of alternative models revealed that the correlated three-factor and second-order (three-factor) models had the best fits; and were adequate representations of pre-service teachers’ computer self-efficacy.
Abstract: This study examines the computer self-efficacy among pre-service teachers (N=708) at a teacher training institute in Singapore. Data were collected through self-reported ratings on a 7-point Likert-type scale. Exploratory factor analysis (EFA) was performed on an initial sample (N=354) and the result revealed that pre-service teachers’ computer self-efficacy was explained by three factors: Basic Computer Skills (BCS), Media-Related Skills (MRS), and Web-Based Skills (WBS). Using a separate sample (N=354), a confirmatory factor analysis was performed and this supported the three-factor structure from the initial EFA. A comparison of alternative models revealed that the correlated three-factor and second-order (three-factor) models had the best fits; and were adequate representations of pre-service teachers’ computer self-efficacy.

51 citations


Journal Article
TL;DR: This article examined the feasibility of the student-centred teaching model utilised in an English audio-video speaking class (EAVSC) in computer-assisted language learning (CALL) environments at the authors' university by carrying out two quantitative longitudinal case studies.
Abstract: The development and application of Information and Communication Technologies (ICT) in the field of Foreign Language Teaching (FLT) have had a considerable impact on the teaching methodologies in China. With an increasing emphasis on strengthening students’ learning initiative and adopting a “student-centred” teaching concept in FLT, language teachers and researchers in China have resolved to explore effective and appropriate teaching models both in theory and practice. A range of reforms of college English teaching in China has demonstrated the shift of the teaching focus from enhancing students’ reading ability to their listening and speaking abilities. More focus has been put on improving students’ communicative language ability (CLA). This paper aims to examine the feasibility of the student-centred teaching model utilised in an English audio-video speaking class (EAVSC) in computer-assisted language learning (CALL) environments at the authors’ university by carrying out two quantitative longitudinal case studies. Analysis of correlated data shows that this specific teaching model in general is both plausible and effective in improving students’ communicative language abilities, especially in their speaking abilities.

45 citations


Journal Article
TL;DR: In this paper, the authors explored factors influencing the digital divide in four schools in Cape Town, South Africa and found that despite substantial efforts by educational authorities to increase ICT access for learners and teachers in public schools in South Africa, when learners' ICT competence is compared, digital equity has not been reached.
Abstract: This study explores factors influencing the digital divide in four schools in Cape Town, South Africa. Three of the schools are for disadvantaged learners whereas the fourth was previously for whites only. All the schools use ICT in their curriculum delivery and thereby support the emphasis of provincial educational authorities on ICT access for all learners and teachers. Seventh-grade learners (N = 290) as well as their class teachers and principals participated in the study which focused on factors inside and outside of school which affected learners’ ICT competence, and hence the digital divide. Data were collected through interviews, observations and questionnaires. Learners’ ICT competence was compared between and across schools in relation to gender, home access and home language in addition to support and training possibilities for the teachers. The main findings indicate that, despite substantial efforts by educational authorities to increase ICT access for learners and teachers in public schools in Cape Town, when learners’ ICT competence is compared, digital equity has not been reached. In order to increase digital equity and decrease the digital divide, a renewed policy focus is needed which puts greater emphasis on addressing the severe inequalities of the learners within their school environment as well as outside of school, taking their home situation into consideration to a greater extent.

42 citations


Journal Article
TL;DR: In this article, the authors examined the relative and combined contributions of computer anxiety, self-concept and gender to teachers' attitude towards the use of ICT(s) in education.
Abstract: Interactive Computer Technologies (ICTs) have crept into education industry, thus dramatically causing transformation in instructional process. This study examined the relative and combined contributions of computer anxiety, self-concept and gender to teachers’ attitude towards the use of ICT(s). 454 Nigerian teachers constituted the sample. Three instruments were used to collect the data analysed with Pearson Product Moment Correlation, Multiple Regression and Analysis of Variance. The findings revealed that the combination of the three independent variables significantly predicted the independent variable. Gender did not make any significant contribution to the prediction of the dependent variable. Recommendations were made based on findings.

40 citations


Journal Article
TL;DR: In this paper, the authors used the assessment model of e-LRS to measure the readiness of ICT program implementation and found that three out of the four factors of readiness as positive were perceived as lowest and thus considered it as a barrier.
Abstract: This study investigates agricultural extension officers’ perception of readiness and barriers towards implementation of ICT programme. Data were gathered from 312 extension officers affiliated with public organisations of the Ministry of Agriculture in four regencies of Indonesia. Descriptive statistics, exploratory and confirmatory factor analysis, and one-way ANOVA were applied to analyse the data. In order to provide better insights, this study adopts the assessment model of e-LRS to measure the readiness of ICT programme implementation. The first finding reveals that they perceived that three out of the four factors of readiness as positive. The e-LRS assessment revealed that they perceived farmer readiness as lowest and thus considered it as a barrier. The second finding reveals that technological and organisational cultures were also seen as the main barriers of ICT programme implementation. The third findings show that they felt that the two demographic variables, regency and age, must also be considered when ICT programmes are implemented. The results of this study can provide guidance to the government or relevant organisations when considering readiness and barriers towards implementing ICT programmes. In addition, this study advances the theory of adoption behavior and contributes to the foundation for future research aimed at improving our understanding of agricultural extension officers’ behavior.

40 citations


Journal Article
TL;DR: In this article, an online model based on the Improvement Quality Education for All (IQEA) action research framework for school improvement is proposed to bring together the school-based cadres to share emerging issues, themes and evaluation and eventually develop expertise in managing change in their own institutions and beyond through the use of ICT.
Abstract: The general assumption that once the hardware is introduced in schools, ICT integration will automatically follow is not necessary true. Teachers need to be supported and factors responsible for teachers’ failure to integrate ICT into the classrooms identified and rectified. The paper proposes an online model based on the Improvement Quality Education for All (IQEA) action research framework for school improvement (Hopkins et al 1996). The ultimate goal is to bring together the school-based cadres to share emerging issues, themes and evaluation and eventually develop expertise in managing change in their own institutions and beyond through the use of ICT. This concept paper provides the background, rationale, framework and the methodology of this research project.

39 citations


Journal Article
TL;DR: Results show that ‘relevance’ and ‘social influence’ have significant effects on intentions to use e-library services, and the Service Oriented Unified Theory of Acceptance and Use of Technology (SOUTAUT) model explains 57% of variance towards acceptance and use of e- library services.
Abstract: This study concerns the adoption of Information Communication Technology (ICT) services in libraries. The study collected 445 usable data from university library end-users using a crosssectional survey instrument. It develops, applies and tests a research model of acceptance and use of such services based on an existing UTAUT model by Venkatesh, et al. (2003). Results show that ‘relevance’ and ‘social influence’ have significant effects on intentions to use e-library services. Results further show that university communities in Uganda are inclined to use electronic library services due to social demands, relevancy of services, available facilitating conditions and benefits they expect from the services. Most importantly, the Service Oriented Unified Theory of Acceptance and Use of Technology (SOUTAUT) model explains 57% of variance towards acceptance and use of e-library services.

36 citations


Journal Article
TL;DR: This study reveals that the age and level/year of tertiary students as well as prior experience of computer usage have no significant influence on perceived usefulness of a computer, and both perceived usefulness and perceived ease of use had a significant effect on the attitude of students towards their computer usage.
Abstract: This study aims to examine the computer usage intentions of Ghanaian Tertiary Students. The Technology Acceptance Model was adopted as the theoretical framework to ascertain whether it could help explain behavioral intentions of individuals to accept and use technology. Factor analysis was used to assess the construct validity of the initial research model and to uncover any additional factors influencing students' behavioral intentions. Multiple Linear Regression analysis was done to determine the extent to which dependent variables were predicted by independent variables. T-tests were used for test of significance. This study reveals that the age and level/year of tertiary students as well as prior experience of computer usage have no significant influence on perceived usefulness of a computer. Experience however significantly influenced perceived ease of use whilst age and level/year of students did not. The study also indicates that both perceived usefulness and perceived ease of use had a significant effect on the attitude of students towards their computer usage. Interestingly, only perceived usefulness significantly influenced the students' intention to use the computer. Thus fundamental changes may have to be made to the Technology Acceptance Model if it is to be applied to a developing country such as Ghana. This research was limited to one particular university. The study did not consider data on actual computer usage. Further research would have to consider these factors. The findings of this research and the model developed provide a basis for individuals who have to make a decision concerning computer usage of tertiary students in a developing country. BACKGROUND OF THE STUDY Computer usage has increased in various tertiary institutions. Various computer types such as laptops, desktop computers, and palmtop computers are now available to tertiary students. Students can thus make use of Computer Based Tutorials (CBTs); store large volumes of books (e-books) quickly submit their assignments to their lecturers through the internet as well as download lecture notes from the internet. Other tools available to students include instant messaging, emailing, search engines for research, web-based resources, access to library catalogues, and graduate degree programs online. Web-based learning technologies are increasing on college campuses as developers have created easy-to-use courseware applications such as E-campus (used by Regent University College Ghana) and KEWL(Used by the University of Ghana). Two trends are evident with regards to educators identifying incentives for integrating computers in their teaching. These are student accomplishment, rather than educator external rewards; and the ability of students to use computers as a tool for their own purposes. At an increasing number of universities, computers are gradually becoming a requirement for incoming students in preparation for their career success. Employers value extensive experience with Information Technology and are expecting their higher education graduates to be computer literate (RoIa, 2002). Previous researchers have shown that laptop computers in the classroom can lead to positive educational outcomes (Finn and Inman, 2004). The focus of this study is on the computer usage intentions of students in tertiary institutions in Ghana. Modern trends require that students use the computer a lot in their studies. Very little is known about computer usage intentions of Ghanaian tertiary students. There is therefore the need for empirical research on the intentions of computer usage among tertiary students. OBJECTIVES OF THE STUDY The main objective of the study is to investigate the behavioral intentions of computer usage among Ghanaian Tertiary students using a single institution as a case study. This may help to explain the key factors affecting the decision of students to use computers in their study. …

Journal Article
TL;DR: In this article, the International Journal of Education and Development using Information and Communication Technology 2010, Vol. 6, No. 6 (1): 53-65 and No. 1 (2)
Abstract: International Journal of Education and Development using Information and Communication Technology 2010, Vol. 6 (1): 53-65.


Journal Article
TL;DR: Initial insights obtained from the comparison to show the nature and manner of MD between standard proficient writing (extract from BAWE corpus) and evolving student writing at the tertiary level that would have implications for writing improvement in educational institutions are concluded.
Abstract: Previous studies (Wu 2007; Hyland, 2004; Hyland & Tse 2004; Intaraprawat & Steffensen 1995; Crismore et al 1993; Vande Kopple 1985) have established the use of Metadiscourse (MD) as an essential element in writing as it allows the writer to create a dialogic space with his readers. In recent years, attempts have been made to analyse MD through the use of text corpus with the help of computer technology especially when the corpus is large. In this investigation, data have been obtained through an electronic means to illustrate the use of MD in writing samples of a group of Malaysian undergraduates. In order to investigate the use of MD by these students, their writing was benched against an established standard, the open access BAWE corpus, available online. The MD features were analysed through the concordancing software, monoConc Pro 2.2, for this research. The paper demonstrates how the software manages the data to reveal patterns of use between writers of the two corpora. The paper concludes on initial insights obtained from the comparison to show the nature and manner of MD between standard proficient writing(extract from BAWE corpus) and evolving student writing at the tertiary level that would have implications for writing improvement in educational institutions.

Journal Article
TL;DR: In this paper, the authors explored the Malaysian perspective in addressing issues and challenges faced by adult learners in IHLs to keep abreast with the latest trend in information and communication technologies (ICT).
Abstract: The integration of information and communication technologies (ICT) in course offerings in institutions of higher learning (IHLs) is the catalyst towards empowering learners to become autonomous lifelong learners. In an effort to produce quality and independent learners, Learning Management Systems (LMS) are seen as a means to assist educators in developing quality online internet based courses and websites as well as to fulfil students’ needs in acquiring information anywhere and anytime. This paper explores the Malaysian perspective in addressing issues and challenges faced by adult learners in IHLs to keep abreast with this latest trend. This research paper is based on a pilot study that investigated learner autonomy via a distance learning programme in a local university in Malaysia. Initial findings indicated that first-year students lacked the confidence needed to learn autonomously. Even though they showed some confidence in planning, results indicated they needed help in organising, monitoring and evaluating their learning. If students are required to participate in asynchronous online learning, necessary steps have to be taken to ensure they are empowered with the necessary skills and tools to help them manage their own learning for their journey to become lifelong autonomous learners.

Journal Article
TL;DR: It is demonstrated that teacher involvement in a community of practice can assist teachers in this endeavour and suggest that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences.
Abstract: Teaching in today’s classroom is technology-driven. For language teachers, computer-assisted language learning (CALL) is exciting yet challenging as they are required to possess appropriate skills and knowledge to teach in such an environment. Both technical skills and pedagogical knowledge are crucial for teaching and learning in a technologically-enhanced classroom (Hubbard & Levy 2006). Consequently, teachers must be provided opportunities to learn and develop these skills. Online interactive platforms like blogs and Facebook can expose teachers to this. Through interaction with peers, teachers are not only made aware of the skills but also learn how to integrate the skills in their instruction. This paper attempts to demonstrate that teacher involvement in a community of practice can assist them in this endeavour. It is based on a study involving Malaysian Smart School English language teachers who shared their knowledge and experiences with other members in their community of practice through blogging. The findings suggest that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences.

Journal Article
TL;DR: In this article, the authors describe a study designed to investigate the utilisation of the Internet by English Language teachers in Gaza focusing on uses, practices and barriers, and find that 130 teachers are using the Internet for teaching English in classrooms as well as for various activities that enhance their professional development, such as searching for TESL-related information and to share ideas with other teachers.
Abstract: The paper describes a study designed to investigate the utilisation of the Internet by English Language teachers in Gaza focusing on uses, practices and barriers. A questionnaire was developed based on literature (Kabilan 2003; Kabilan & Mohamed Amin 2002) and was administered to 274 English language teachers in Gaza schools. Data reveal that 130 teachers are using the Internet for teaching English in classrooms as well as for various activities that enhance their professional development, such as searching for TESL-related information and to share ideas with other teachers. Nevertheless, it was found that English language teachers in Gaza have not fully utilised the Internet because of barriers related to time factor, accessibility and facilities. It is suggested that for the proliferation of Internet practices, there needs to be an increase in funding for technology, an introduction of computer/technology education, provision of pedagogical training for teachers and, a provision of administrational support.

Journal Article
TL;DR: Although the pre-service science teachers knew the value and benefits of virtual experimentation, they did not use the technology in their teaching, and the methods course should be more focused on specific instructional uses of technology and technical skills rather than familiarisation with technology.
Abstract: This research surveyed 11 purposely sampled Bindura University of Science Education (Zimbabwe) Bachelor of Science Education Honous Part III pre-service science teachers’ use of improvised and virtual laboratory experimentation in science teaching. A self-designed four-point Likert scale twenty-item questionnaire was used. SPSS Version 10 was used to analyse data. Frequencies, means, standard deviations and standard error means were used to systematically evaluate variables on pre-service teachers’ use of the technological resources. Most pre-service teachers (90.9%) used improvised laboratory experimentation in their teaching. However, although the pre-service teachers knew the value and benefits of virtual experimentation, they did not use the technology in their teaching. The methods course (Pedagogics in Science Teaching) for the pre-service science teachers should be more focused on specific instructional uses of technology and technical skills rather than familiarisation with technology, to effectively integrate technology in their teaching to support student-centred learning.

Journal Article
TL;DR: This paper explores what educational technologists in one South African Institution consider innovation to be and produces a picture and a root definition based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players.
Abstract: This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the ‘situation definition’ in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.

Journal Article
TL;DR: In this article, the authors evaluated the computer interest, approval and confidence possessed by the students with the aim of encouraging other state governments in the country and other countries of similar development status to take a cue and also to suggest ways of improvement.
Abstract: Nigerian secondary school graduates are not normally examined for their proficiency at computer and internet use but are repeatedly required to employ such skills in applying for certification and placement examinations. In 2005, in her bid to develop functional computer competencies among secondary school students as part of the global drive for computerization, the Nigerian Lagos state government equipped 40 secondary schools with microcomputer-fitted laboratories which were also connected to the Internet. Three years on, this study was designed to evaluate the computer interest, approval and confidence possessed by the students with the aim of encouraging other state governments in the country and other countries of similar development status to take a cue and also to suggest ways of improvement. One hundred students were selected randomly from the Senior Secondary III classes of each of the six schools equipped with computers by the state government in three local government areas to participate in the study. The instrument used was designed to measure students' interest, approval and confidence at using computers and were administered on the subjects by their ICT subject teachers. Data analyses employed descriptive statistics (means and frequencies), t-test and ANOVA. The results showed that the students possessed high levels of interest, approval and confidence in the use of computer and its other concerns. Female students were found to develop more interest than their male counterparts. On the basis of field of study, vocational students seem to excel in interest and approval. Students aged 19 to 21 seem to perform better in approval of computer and its concerns, but no age differences were found in interest and confidence. Keywords: Computer interest, approval, confidence, computing, skills, gender, age, field of study. INTRODUCTION The usefulness of microcomputers is no longer in contention; they provide a range of functions that, otherwise, would be generally more time consuming and inefficient (Whitrow, 1999). They are able to store, retrieve, alter and present large volumes of information easily (Jong, 1994). Furthermore, computers are ever-increasingly taking on important roles within the workforce. They are used as a source of information, for storage of data, for word processing, for communication and for data analysis. As a result, the public demands that school-leavers be skilled in the use of computers for their future employment. Whitrow (1999) posited that the efficiency and cost cutting measures that microcomputers provide makes competence in using them to become not only an advantage but more often a necessity. Computer literacy has been described as a basic skill required for success in many academic areas and career fields (Campbell 1990). Winkle and Mathews (1982) defined computer literacy as a basic survival skill involving the things the individual needs to know about and needs to do with computers in order to function completely and effectively in the society. These account for society's attitude that microcomputers are now fundamental elements in the education of students (LaMont Johnson, 1997) and that student should learn how to competently and applicably use them. In Nigeria, just like Cambell (1988) predicted, the knowledge of computer has joined (or even surpassed) the knowledge of mathematics as a critical filter for employment opportunities in many opportunities most individuals may wish to pursue as careers. Also Compton, Burkett and Burkett (2002) predicted that the computer revolution will continue to have more ubiquitous impact on the lives of the individuals through economic, cultural and social institutions that impact society. Meanwhile, an average Nigerian student is assumed to possess enough computer knowledge to enable him/her access the Internet while registering for their certification and placement examinations like Secondary School Certificate Examination (SSCE)(conducted by the West African Examination Council (WAEC) and the National Examinations Council (NECO)), and University Matriculation Examinations (UME) and Polytechnic and College of Education Entrance Examinations (PCE) (conducted by the Joint Admissions and Matriculations Board (JAMB)) respectively. …

Journal Article
TL;DR: In this article, the authors investigate the relationship between blog potential and pedagogy in the use of blogs at the University of New England (UNE) and conclude that there is a "divergence between rhetoric about blogs potential and blog practice".
Abstract: Although the potentials of ICT such as blogs seem to be obvious, universities find challenges in using them pedagogically. For example, there is dissonance between blogging and pedagogy, or rather a gap between rhetoric about blog potential and blog practice, which has prompted this investigation and professional development in the use of blogs at the University of New England (UNE). Preliminary findings show fundamental implications for professional development in pedagogical uses of Information and Communication Technologies (ICT).

Journal Article
TL;DR: In this paper, a study was carried out to design, develop and test an educational interactive video-DVD on dairy health management practices, which facilitated interactivity by means of branching navigation to different chapters in the video content.
Abstract: A study was carried out to design, develop and test an educational interactive video-DVD on dairy health management practices. Design for the provision of menus and sub-menus in the developed video-DVD facilitated interactivity by means of branching navigation to different chapters in the video content. A total of 60 dairy farmers owning DVD player and television were selected by means of proportionate random sampling among the farmer members of four milk cooperative societies identified in Kannur block of Kannur district in Kerala State of India, which constituted the sample for the study. The findings of the study revealed significant difference between the mean scores of knowledge level of respondents in pre and post -exposure stages and a high majority of the respondents perceived the various aspects of the video-DVD to be most satisfactory in fulfilling its intended use.

Journal Article
TL;DR: The study explores how technology envisaged to ameliorate these challenges can effectively be employed to restructure assessment in NOUN and concludes that the deployment of technology is a viable sustainable strategy open to NOUN to effectively manage the burden of assessment of students learning outcomes.
Abstract: Every instructional process involves a strategic assessment system for a complete teaching – learning circle. Assessment system which is seriously challenged calls for a change in the approach. The National Open University of Nigeria (NOUN) assessment system at present is challenged. The large number of students and numerous courses offered by NOUN as an open and distance learning institution make assessment very cumbersome and an administrative nightmare. This paper has employed descriptive approach in studying the nature and various directions of challenges associated with NOUN assessment. These challenges are related to conduct of examination, question paper, finance, manpower, and collation of results and release of meaningful results. The study explores how technology envisaged to ameliorate these challenges can effectively be employed to restructure assessment in NOUN. Issues relevant for effective deployment of technology in restructuring like question bank, logistic operations, operational processes of technology and formal registration of students for assessment are discussed for ease of implementation. Implications for the use of technology in assessment are presented. Cogent recommendations are made for effectiveness of the system. In sum, the deployment of technology is a viable sustainable strategy open to NOUN to effectively manage the burden of assessment of students learning outcomes. Key words: assessment system; challenged; technology; restructuring; question bank; students registration; sustainability.

Journal Article
TL;DR: In this article, the role and importance of Information and Communication Technologies for Development (ICT4D) education in Information Technology (IT) programs was studied, which included the students who attended an ICT4D course at NYiT Amman Campus in the academic years of 2006 to 2009.
Abstract: This paper studies the role and the importance of Information and Communication Technologies for Development (ICT4D) education in Information Technology (IT) programs. The research included the students who attended an ICT4D course at NYiT Amman Campus in the academic years of 2006 to 2009. Data were collected through two questionnaires developed by the researcher responsible for teaching the course. The first questionnaire was administered in the first lecture of the academic semester, and the second questionnaire was administered in the last lecture. The study shows that the students have expressed that an ICT4D course was an important ingredient in the IT curriculum. Of the students, 98.8% expressed that ICT4D had an important role in IT practices and education, 97.1% stated that they were satisfied with the course, 96.7% expressed that the course met the objectives. As a result, it was suggested that the ICT4D course be included in Bachelor of Information Technology curriculum.

Journal Article
TL;DR: A report on one of the pioneer projects, the Computer and Internet Access Centres (CIAC) project, implemented by the Association for Development, Communication and Environment (ADCOME), a non-governmental organisation with headquarters in the South West Region of Cameroon.
Abstract: Although with the overwhelming impact of new technologies globally, numerous factors still account for the setbacks in bridging the digital divide in developing nations. Cameroon has for several years been trailing in the employment of Information and Communication Technologies (ICTs) to facilitate learning and teaching in schools. Nevertheless, a number of ICT projects have been implemented in secondary schools which have helped to reduce this digital gap amongst students. We report on one of the pioneer projects, the Computer and Internet Access Centres (CIAC) project, implemented by the Association for Development, Communication and Environment (ADCOME), a non-governmental organisation with headquarters in the South West Region of Cameroon. We begin by looking at its history, implementation, successes, challenges and possible solutions.

Journal Article
TL;DR: In this article, the authors reviewed the development of IT in education in Macao, including hardware development, the integration of IT into teaching and learning and other informal forms of support by the government to support IT education.
Abstract: The Portuguese came to Macau in the 16th century, Macao has become part of China again since 1999. Under the strong economic growth in recent years, the Macao government has invested substantial human, material and financial resources for the implementation of IT in education in Macau since 2001. This paper reviewed the development of IT in education in Macao, including hardware development, the integration of IT into teaching and learning and other informal forms of support by the government to the development of IT education. Although the development of Information Technology (IT) in education in Macao has progressed rapidly in the last few years, there are still many problems. The author makes some suggestions alleviating the shortcomings.

Journal Article
TL;DR: A computer based diagnostic tool capable of generating possible error syndromes associated with the answers received and suggesting remedial advices to enhance process of the learning in cases when the learner experiences severe learning difficulties is presented.
Abstract: This paper presents a computer based diagnostic tool developed to facilitate the learning process. The developed tool is capable of generating possible error syndromes associated with the answers received. The developed tool simulates the error pattern of the test results and then accordingly models the action plan to help in children’s learning process. The built-in tests are designed in such a way to consider the procedural, factual and conceptual knowledge of the learning topic. The tool considers aspects related to both, the learner and the instructor. It generates a diagnostic report to be utilized by the instructor. Moreover, the report suggests remedial advices to enhance process of the learning in cases when the learner experiences severe learning difficulties.

Journal Article
TL;DR: The first Japanese curriculum standards for educational media/ICT in-service teacher training were announced by the Ministry of Education, Science and Culture in April 1973 as mentioned in this paper, and since then, the curriculum standards have been revised twice.
Abstract: The first Japanese “curriculum standards” for educational media/ICT in-service teacher training was announced by the Ministry of Education, Science and Culture in April 1973. Since then, the “curriculum standards” has been revised twice. The last revision was made in March 2006, based on the results of a preliminary study that was conducted by the Japan Audio-Visual Education Association from fiscal year 2002 to 2003. This article describes the background, process of the revision, and the features of the new “curriculum standards”. Moreover, the results of the formative evaluation of the “curriculum standards” are explained. The formative evaluation involved 33 teachers’ consultants and social education consultants who took part in the “Media Specialists Training Course” which was held by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in October 2009. As a consequence, most of the subjects reported positive opinions about the new “curriculum standards”. Therefore, it is suggested that the new “curriculum standards” is necessary and useful to enhance teachers’ knowledge and skills, to promote effective use of educational media, to raise media specialists, and to help curriculum planners develop training programs/courses.

Journal Article
TL;DR: In this article, the authors used case studies to explore what contextual factors might facilitate teachers' ability to take what they learn from a professional development program about ICT and innovative teaching strategies and implement it in the school context in three different developing countries.
Abstract: Research in wealthy countries has explored the factors that support successful integration of ICT into classrooms, the research community is only beginning to explore the process in developing countries. Drawing on successful schools from the Intel Teach Essentials Course in Turkey, India and Chile, the study uses instrumental case studies to examine the explore what contextual factors might facilitate teachers’ ability take what they learn from a professional development program about ICT and innovative teaching strategies and implement it in the school context in three different developing countries. Seven commonly cited factors were explored: pedagogical objectives and goals; leadership; professional development and ongoing support; experimentation, adaptation, and critical reflection; time; infrastructure; and financing and sustainability. In all three countries, we found that the educators we interviewed felt they had been to change their practice after the course. But we found that it was a combination of programs and policies coupled with the motivation and skills of the educators that enabled the schools to innovate with the Essentials program.