Showing papers in "International journal of education and development using information and communication technology in 2013"

ICT in Education: A Critical Literature Review and Its Implications

Abstract: This review summarizes the relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon the merits of ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing successful ICT integration, in-service and pre-service teachers’ attitudes, perceptions, and confidence in using ICT as well as the importance of school culture in the use of ICT. This review discusses gaps in the literature and the directions that future studies may take to address these gaps.

Exploring Students Acceptance of E-Learning Using Technology Acceptance Model in Jordanian Universities.

Abstract: Today’s rapid changing world highlights the influence and impact of technology in all aspects of learning life. Higher Education institutions in developed Western countries believe that these developments offer rich opportunities to embed technological innovations within the learning environment. This places developing countries, striving to be equally competitive in international markets, under tremendous pressure to similarly embed appropriate blends of technologies within their learning and curriculum approaches, and consequently enhance and innovate their learning experiences. Although many universities across the world have incorporated internet-based learning systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Learning using technology has become a popular approach within higher education institutions due to the continuous growth of Internet innovations and technologies. Therefore, this paper focuses on the investigation of students, who attempt to successfully adopt e-learning systems at universities in Jordan. The conceptual research framework of e-learning adoption, which is used in the analysis, is based on the technology acceptance model. The study also provides an indicator of students’ acceptance of e-learning as well as identifying the important factors that would contribute to its successful use. The outcomes will enrich the understanding of students’ acceptance of e-learning and will assist in its continuing implementation at Jordanian Universities.

The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana

Abstract: In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher education. The data were obtained through a web survey of university students and the models are estimated in a structural equations modelling framework. Many of the UTAUT relationships are confirmed, but some are contradicted. The results suggest that culture and country level differences moderate the UTAUT effects, hence, a straightforward application of the model regardless of the context can lead to non-detection of important relationships and to suboptimal mobile learning promotion strategies. Including attitude in the model is also a prudent modification since it increases its explanatory power.

"Digital Natives": An Asian Perspective for Using Learning Technologies.

Abstract: Students entering universities in the 21st century have been described variously as digital natives, the millennial generation or the net generation. Considerable study has occurred around the world to determine the knowledge, skills, understanding and the purposes to which this group of individuals makes technology work for them. A number of researchers have begun to question some of the claims made for this group in terms of their ability to engage with and use technology for learning. To date there has been little information specific to the Asian learner and their use of technology. This paper begins with a description and analysis of a survey that examined the knowledge, skills and understanding of students entering first-year undergraduate studies at the University of Hong Kong. This description is followed by a discussion of the potential impact this has for the design of learning environments in higher education.

A framework for the integration of e-learning in higher education institutions in developing countries

Abstract: The aim of this research was to design a framework for integrating e-learning in Higher Education Institutions in developing countries. Data were collected from 266 university students and staff of five universities in Uganda using a questionnaire. Data were analyzed using descriptive statistics. The requirements for e-learning integration were identified as; use of projection equipment; use of e-learning methods to teach and face-to-face method to administer tests and exams; harmonization of course content for e-learning and face-to-face during design phase; incorporation of 3D pictures, audio and videos in classrooms among others. The developed framework was validated for applicability using case studies in all the participating universities. Validation results indicate that the proposed framework, if well implemented can help improve e-learning integration in Higher Education Institutions operating in developing countries. This is because the framework provides a step by step approach to be used during e-learning integration and also identifies the key stakeholders and their roles for successful e-learning integration.Keywords: e-learning integration, e-learning framework, e-learning, blended learning, developing countriesINTRODUCTIONDeveloping countries face a number of challenges in their efforts to provide basic needs such as education. For example, there is limited infrastructure (Kituyi & Kyeyune, 2012), limited space and number of facilitators (Aguti, 2002) among others. The recent developments in the Ugandan education system that saw many children of school going age accessing free education at all levels except tertiary and university level have led to surging numbers of students enrolling to study in higher education institutions (Kituyi & Kyeyune, 2012; Aguti, 2002). This has made it very difficult for Higher Education Institutions (HEIs) to sustainably teach and manage students on the available infrastructure. The alternative option has been distance education. In 2005 for example, Makerere University Business School (MUBS) opened upcountry teaching centers in Jinja, Mbarara and Arua, where students could learn under the coordination of the staff at the main campus in Kampala. This system was praised by the populists. It achieved the object of bringing education services nearer to upcountry students. However, this system turned out to be very costly. For example, MUBS has employed staff to manage the activities conducted at study centers in addition to paying rent and transport costs. This therefore would not be sustainable in the long run, considering the fact that upcountry students pay lower tuition fees.The advent of e-learning presented a cheaper and more cost effective approach to teaching at HEIs. Subsequently, Ugandan universities have adopted the technology. MUBS for example explored the possibilities of using e-learning to improve learning at the study centers in 2006. However, this did not succeed in the initial stages. The rationality of adopting e-learning for MUBS study centers has largely relied on integration of traditional teaching methods on ground and appropriately using web-based learning management systems, without compromising the university's quality standards of teaching. As Tusubira and Mulira (2006) rightly argue, the introduction of e-learning needs strategies to respond to three major challenges of cost, quality, and demographics. Therefore, one can assume MUBS has failed to implement e-learning across study centers with a fear of compromising the quality of education given to the students. The situation at MUBS is common to most educational institutions in developing countries where there are low levels of computer availability, access, familiarity and Internet penetration. This leads to skepticism about the feasibility of most e-learning projects (Abdon & Ninomiya, 2007) hence failure.According to Kanovsky and Or-Bach (2001), integrating e-learning in HEIs should be done gradually because it involves several groups of interest like students, lecturers, technicians, policy makers among others. …

Factors Enabling the Use of Technology in Subject Teaching.

Abstract: The importance of information and communication technologies in the teaching and learning process has been proven by many research studies to be an effective way of supporting teaching and learning. Although many teachers do not use new technologies as instructional tools, some are integrating information and communication technologies innovatively into their teaching. There are a number of factors which encourage these teachers to use information and communication technologies in the teaching and learning environment. This article discusses the factors that encourage Turkish Cypriot teachers to integrate technology into the classroom. The data were gathered from seven volunteer subject teachers teaching Mathematics, Foreign Languages, Social Sciences, and Science. Qualitative research methods including semi-structured interviews were employed in the study. The findings indicate that in order to create an environment where technology is used frequently and effectively, it is important to support the needs of teachers in using technology in teaching and learning. In other words, it is important to attempt to remove the possible barriers that hinder frequent technology use and to identify the enablers that promote it. The enabling factors would help teachers to be motivated and enthusiastic users of ICT in education.

Students' experiences and challenges of blended learning at the University of Dar es Salaam, Tanzania

Abstract: Recent developments in Information and Communication Technologies (ICTs), especially eLearning, have heightened the need for University of Dar es Salaam (UDSM) to supplement oncampus face-to-face delivery as well as meeting increased students’ enrolments through blended distance learning. Since 2008, the University has been offering three postgraduate programmes: Postgraduate Diploma in Education, Postgraduate Diploma in Engineering Management, and Master degree in Engineering via dedicated Learning Centres in Mwanza, Arusha, and Dar es Salaam. In total, 310 students have been enrolled into these programmes since 2008. However, the implementation of these programmes has resulted in mixed and unpredictable results. This paper reports on students’ experiences as well as challenges UDSM has been facing during the implementation of blended learning courses in Tanzania. The data were generated through documentary reviews and 22 responses from a questionnaire distributed to students enrolled into these programmes. The study has revealed outdated learning resources, unavailability of instructors during live online sessions, under-utilization of Learning Centres, and technical difficulties are the main factors that affect students from exceling well in blended learning programmes. These findings have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in developing countries.

The prospect of animated videos in agriculture and health: A case study in Benin

Abstract: Cell-phone ready educational videos, translated into local languages, are a recent phenomenon in developing nations. One of the reasons for the emergence of this approach is due to the scarcity of other forms of educational materials with appropriate content for low literate learners. Additionally, the World Wide Web (WWW) has very little to offer in regards to audio-visual training materials that could be used to educate people in their own local languages without the need for literacy. Scientific Animations Without Borders (SAWBO) creates and works with local groups to deploy educational videos in local languages facilitating access to information and knowledge to individuals in the developing world. This paper is based on a survey conducted with 83 individuals on the perception of three SAWBO educational animations - neem extracts for insect control, cholera and malaria prevention; and their potential as training tools for health and agricultural extension in Benin. These animations provide information and knowledge in a simple way, on complex ideas and techniques that could improve livelihoods. The results obtained in this study suggest that animated videos are a well-received approach as a training tool in agriculture and prevention of diseases amongst populations with diverse literacy levels.

Quantity and Quality of Computer Use and Academic Achievement: Evidence from a Large-Scale International Test Program

Abstract: This study looked at the effect of both quantity and quality of computer use on achievement. The Program for International Student Assessment (PISA) 2003 student survey comprising of 4,356 students (boys, n = 2,129; girls, n = 2,227) was used to predict academic achievement from quantity and quality of computer use while controlling for demographic differences such as gender, race, and socioeconomic status. A weighted ordinary least squares hierarchical multiple regression approach was utilized. Both the quantity and quality of computer usage were found to be significant predictors of achievement. Implications were discussed. This study differs from past research in that it investigates the simultaneous effect of both quality and quantity of computer use on academic achievement in context of a large-scale probability sample which allows projection of our analytical results to the entire population of 15-year old high school students in the U.S.Keywords: Information communication technology; ICT; Program for International Student Assessment; PISA; computer use; academic achievementINTRODUCTIONStudies looking at the impact of information communication technology (ICT) tools, such as use of computers, on achievement have shown that not only the quantity but also the quality of such use is important (Lei & Zhao, 2007). Quantity or frequency of use is akin to more practice. The more experience one has with an ICT tool, the shorter is the time required to accomplish repeated tasks and the lower is the probability of making mistakes (Carrasco & Torrecilla, 2012; Henderson, Klemes, & Eshet, 2000; Lahtinen, 2012). The quality of technology use can be thought of as how and why that technology is used (Lie & Zhao, 2007). Although both computer use by teachers (computer assisted instruction [CAI]) and computer use by students have been shown to have a direct and generally positive effect on academic achievement, this study focuses on the latter use. For examples of research that evaluates the effect of CAI on academic achievement we refer the interested reader to applied studies such as Chandra and Lloyd (2008), Kulkarni (2013), and Park, Khan and Petrina (2009).With the widespread availability and use of personal microcomputers at homes and schools, a large body of literature has emerged during the last two decades suggesting that computer use can have a positive effect on academic achievement. In this respect academic achievement is usually understood to mean performance on both standardized and non-standardized assessments (such as grade point average [GPA]) in general areas of literacy such as reading, science, and mathematics (House, 2010; Junco, 2012; Wiebe & Martin, 1994; Wit, Heerwegh, & Verhoeven, 2012). Prior research has suggested that technology can be used in a number of ways but not all of those ways contribute to academic achievement. For instance, while using the internet as a homework support medium is expected to raise achievement, spending time playing non-educational computer games is likely to have no effect or perhaps even a negative effect on achievement as it distracts students from learning. The effect of educational games is not similar for all domains of the curriculum. For example, Kebritchi (2008) found that integration of educational games in the curriculum had a positive effect on achievement in mathematics while Wiebe and Martin (1994) found that such integration had no effect on achievement in geography. Thus, the effect of I CT tasks on achievement depends not only on the frequency with which those tasks are performed, but also on how such tasks are defined. A broad classification separates ICT use into two distinct categories: entertainment/non-educational related routine usage versus specific educational usage. Thus, the use of computer to chat with friends or family would fall under the former category while using a spreadsheet as a support tool to help with a specific homework problem would fall in the latter. …

ICT in Secondary School Administration in Rural Southern Kenya: An Educator's Eye on Its Importance and Use.

Abstract: This study investigated whether there was a significant difference between teachers’ and administrators’ perceptions on the importance of Information and Communications Technologies (ICT) in secondary school administration and evaluated the extent to which it was used by administrators. In this study, administrators are those involved in the day to day running of secondary school duties such as: the principal, deputy principal and heads of departments. The researchers used a descriptive-comparative research design to obtain information on the current status of ICT. The t-test was used to establish whether there was any significant difference in perceptions while a Pearson product-moment correlation coefficient was used to find whether there was any significant relationship between educators’ perceptions of the importance and extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important. Teachers and administrators viewed the use of ICT in student administration as equally important. Administrators rated the importance of using ICT in supervision of instruction and in student administration more highly. There was a significant difference between the perceptions of teachers and administrators on the importance of ICT use in the following areas of secondary school administration: student administration, general administration and supervision of instruction.

Can E-Learning Promote Participation of Female Students in STEM Disciplines in Higher Learning Institutions of Tanzania?.

Abstract: The recent development of ICTs has brought many changes in different sectors. In Higher Learning Institutions, there are a number of positive changes. ICTs have brought efficiency, effectiveness and efficacy in the provision of the core functions namely: teaching, outreach, research and consultancy. Previous studies showed that even though there is improvement in teaching and learning through e-learning but few studies researched e-learning as tool for promoting female students to participate in science, technology and mathematics disciplines. This study was done to evaluate if the e-learning can promote the participation of female students in science, technology and mathematics subjects in different Higher Learning Institutions of Tanzania. The mixed research methodology was used in this study. The results showed that the potential benefits of e-learning as tool for promoting students uptake for science, technology and mathematics subjects was not fully exploited in Tanzania. Thus, this calls different stakeholders to fully implement and mainstream e-learning in Higher Learning value chain to make it a reality and not myth in promoting female students participation is science, technology and engineering.Keywords: higher learning institution, female student, promotion, participation, ICT resource, technology, face to face learning, e-learning1.0 BACKGROUND INFORMATIONInformation and Communication Technologies (ICTs) hold great promise for promoting participation of female students in learning and teaching (Tearle et al. 1998). The ICTs enhance interaction among students, information, and systems in ways that never before have been possible (Sife et al. 2007). In Tanzania, participation of female students in Science, Technology and Mathematics (STEM) disciplines in Higher Learning Institutions (HLIs) is very low (LeighDoyle 1991; Morley et al. 2007; Nawe 2002). In this study, technology discipline meant subjects dealing with ICT or computing and related engineering subjects. In any country, e-learning has been invoked as solution in promoting participation of female students in the mentioned disciplines.Participation of female students in STEM is relatively very low in Tanzania. Statistics from HLIs indicate that the levels of participation in some aspects of STEM, particularly science and engineering, have not increased to the same extent as overall levels of entry to higher education1 (Morley et al. 2007). Possible reasons for such situation could be among others:the negative images of science subjects, relative difficulty of science subjects, low social status of technology graduates as compared to arts and social sciences subjects graduates, gender differences, the system of subject choice in secondary schools, low number of secondary schools enrolling females in science subjects, lack of encouragement from/by family members/teachers/pioneersetc., low levels of occupational awareness and careers guidance and problems of student finance (Green & Trevor-Deutsch 2002).However, under the current globalized era such subjective reasons should not be accepted and become barriers. There are many challenges that developing countries including Tanzania face. Some of these challenges include old, low and uneven education participation; poor quality education; low per-capita incomes; and a rapidly growing population (Mkude et al. 2003). These challenges have been joined by new and more daunting challenges including HIV/AIDS2and lack of political influences. Factors influencing poor quality education in developing countries including Tanzania are well understood (Mkude et al. 2003). These include poor financing; unregulated, uncontrolled proliferation of tertiary training institutions; a tendency to distort the real worth of experts' contributions; lack of political support; and weak institutional structure of higher learning institutions (Mkude et al. 2003).To reverse the trend of education system, Tanzania and other developing countries, need to adopt well-advanced technologies in delivering education services. …

Exploring the factors influencing the adoption of Open Source Software in Western Cape schools

Abstract: Open Source Software (OSS) presents many benefits to both the private and the public sectors, and has proven to be a viable solution in schools. Although a policy mandating the use of OSS exists in the Western Cape province of South Africa, very few schools in the province have adopted OSS. The education system in South Africa is currently facing a crisis because of its inability to provide quality education, and its lack of funds. The Western Cape recently signed a Microsoft Schools Agreement.This study aimed at gaining insights into the factors influencing or inhibiting OSS adoption within the Western Cape Schools Environment. In-depth interviews were conducted with senior staff in the Department of the Premier, and the Department of Education, as well as users at school level. The Technology-Organisation-Environment (TOE) framework was employed to organise the data, while thematic analysis was used to uncover themes and patterns in the data.Significant factors that emerged as positive influences on the adoption of OSS included cost, performance and positive attitudes. The negative influences that emerged included compatibility, lack of resources and time, and lack of support. Recommendations for the negative influences were highlighted, and include research and development, employment of additional resources, on-going support, and training. The study contributes to existing knowledge, by extending the TOE framework through the inclusion of the "Individual" element.Keywords: Adoption, negative influences, Open Source Software (OSS), positive influences, schools environment, Western Cape.1. INTRODUCTIONSince its emergence, Open Source Software (OSS) has become a well-known topic amongst researchers and users (livari, 2010). Documents such as "The Cape Town Open Education Declaration and other visionary documents seek to unify and challenge educators in the creation and use of open learning resources" (Deacon & Wynsculley, 2009, p. 117). OSS has matured and its acceptance and market growth have increased to the extent that it is considered a viable solution and a serious contender to Proprietary Software (PS) by some (Weller & Van Belle, 2007). OSS is particularly relevant in developing countries such as South Africa as it reduces licensing costs, promotes technological development, and bridges the digital divide (Camara & Fonseca, 2007). In the area of government, OSS benefits include: cost effectiveness, no vendor lock-in, improved security, flexibility, and the development of people (Mtsweni & Biermann, 2008b).The South African (SA) government has acknowledged OSS at a strategic level, and policies are in place to mandate and promote its use (James & van Belle, 2008). However, the adoption of OSS has been relatively slow or non-existent in SA (Mtsweni & Biermann, 2008b). In 2010 the Western Cape Education Department (WCED) signed a Microsoft Schools Agreement worth approximately $500,000 (Western Cape Government, 2011). This three year agreement is, however, unsustainable because of dependencies on foreign exchange rates, and the fact that the education system in South Africa is currently facing a crisis because of lack of funds and an inability to provide quality education to the learners (Modisaotsile, 2012).In response to this situation, the objective of this research was to determine the factors that influence the adoption of OSS in the Western Cape Schools environment (WCSE). Based on a literature review, areas requiring research to broaden our theoretical understanding of OSS adoption in Western cape schools were identified, these gave rise to the following research questions:1. What is the state of OSS adoption in the WCSE?2. What are the Technological, Organisational and Environmental factors that could influence the adoption of OSS in the WCSE?3. What individual factors could influence the adoption of OSS in the WCSE? …

Interactive Whiteboard for Primary Schools in Mauritius: An Effective Tool or Just Another Trend?.

Abstract: Mauritius is among the few African countries where the interactive whiteboard has been implemented in all primary schools. The interactive whiteboard is an important tool in the classroom as it changes the mode of instruction. Many researches have been carried out in many countries to investigate the effectiveness of the interactive whiteboard. This research is based on a feasibility study to determine teachers’ and learners’ perceptions of the potential benefits and drawbacks of using interactive whiteboards in their teaching and learning environments. In this research project, an educational resource was designed and mounted using XERTE which is an Open Source Authoring tool, to test whether interactive whiteboard can improve learning in schools. Additionally, a survey was carried out among primary school teachers to gather feedbacks on the interactive whiteboard. The outcome showed that using the interactive whiteboard does not necessarily mean getting better results in learners’ assessments. Yet learners showed better engagement and enjoyment during the lessons. The survey revealed that few teachers were actually using the digital board. It is still unclear whether these teachers are making effective use of the interactive whiteboard or not. The survey also concluded that most teachers agreed that the interactive whiteboard was an effective tool as it benefited to all types of learners.

Persistence and decay of web citations used in theses and dissertations available at the Sokoine National Agricultural Library, Tanzania

Abstract: A study was conducted to examine the persistence and decay of web citations in theses and dissertations available at the Sokoine National Agricultural Library. Specifically, the study assessed the accessibility status of cited URLs, identified error messages and top level domains of inaccessible URLs, and calculated the half-life of web citations. Eighty-three theses and dissertations that were dated between 2007 and 2011 were stratified according to their years of publication and randomly selected for the study. These gave a total of 15,468 citations of which 1,487 (9.6%) were web citations. The findings show that a total of 862 (58%) web citations were inaccessible. The 404 File Not Found error message was the most (92.7%) encountered and the .com domain had the greatest number (28.2%) of missing URLs. The average half-life for the URLs cited in theses and dissertations was 2.5 years. The study findings therefore indicate that many web resources cited in theses and dissertations available at SNAL had disappeared from their original locations. Collaborative efforts are thus required from various stakeholders in order to reduce the problem of URL decay.

E-Social Astuteness Skills for ICT-Supported Equitable Prosperity and a Capable Developmental State in South Africa.

Abstract: Over 350 national and international delegates at the 2 nd e-Skills Summit and the International Telecommunication Union (ITU) Global ICT Forum on Human Capital Development have agreed that the e-skilling agenda in South Africa is making a “profound difference” but still not sufficient to build a capable developmental state. The delegates suggested that for positive impact in addressing inequality, poverty and joblessness - a new approach to e-skilling was needed. It was generally agreed that some “soft” skills were needed to help people successfully apply e-skills to benefit their everyday life. These skills were identified as e-astuteness and e-social astuteness. The objective of this study is to provide the conceptual clarity of these two terms, i.e. the general aim of this study is a theory building around these two concepts. The findings of this study confirmed that concepts of e-astuteness and e-social astuteness, together with e-skills, can be useful in addressing the South Africa’s major developmental agenda as articulated in the national developmental strategies.

Information Systems Education in Kenya: Students' Specialization Choice Trends (A Case Study of Kenya Polytechnic University College).

Abstract: The objective of this study was to determine the time and level of Information Systems (IS) awareness among Kenyan university students and the choice of IS as a field of specialization. The study posited that the choice of a field of specialization is dependent upon a student’s awareness of its existence, its utilization in the real world, its career opportunities, and its strategic importance to the country’s economic development agenda. It posited further that early IS awareness could have a positive impact on the choice of IS as a field of specialization. The underlying assumptions were that the time of IS awareness as a field of specialization among Kenyan university business students was late and levels low, leading to possible low levels of choice of IS as a field of specialization. Using the survey method, the case study found late and low levels of IS awareness as a field of specialization among university business students. Future studies linking time and levels of IS awareness with choice of IS as a filed of specialization and with existence of requisite IS skills in the country (or lack thereof) are suggested.

A Study of the Tablet Computer's Application in K-12 Schools in China.

Abstract: As an emerging mobile terminal, the tablet computer has begun to enter into the educational system. With the aim of having a better understanding of the application and people's perspectives on the new technology in K-12 schools in China, a survey was conducted to investigate the tablet computer's application, user's perspectives and requirements among K-12 students, teachers and educational administrators in developed areas in China. The findings of the study showed that K-12 students, teachers, and educational administrators, still need deeper understanding of the new technology's application in K-12 education. In addition, this study indicated that in order to introduce tablet computers into K-12 education in China and other developing areas, more attention should be paid to the comprehensive design of the whole educational system, including the design of the learning support system and instructional strategies, as well as the design and development of educational software and resources.Keywords: tablet computer; mobile learning; K-12 school; survey; educational eco-systemINTRODUCTIONWith the developing technology, the modes of learning have evolved from learning solely in the classroom to distance learning and the virtual classroom, and from being exclusive for the elite to being accessible to everyone (Nordin, Embi & Yunus 2010). Mobile learning has been defined as "learning that happens without being limited at a fixed location" and "learning that takes advantage of mobile technologies"(Sharples 2000, p. 183), such as PDAs, cellular phones, tablet computers, iPods or ultra notebook computers, which make learning more flexible so that students can learn from anywhere and at anytime. With mobile technology, the educational environment is becoming more ubiquitous and better in instant connectivity, personalization, and forming self-directed learning-communities (Kwon & Lee 2010).For the advantages of flexibility and triggering learners' learning motivations, mobile learning has developed rapidly all over the world. According to a report from Ambient Insight (Adkins 2011), the worldwide mobile learning market reached $3.2 billion in 2010, and will reach $9.1 billion by 2015. The five-year compound annual growth rate (CAGR) is a robust 21.9%.The concept of mobile learning was introduced in China in 2000 via Desmond Keegan's presentation Distance Education, Digital Education, Mobile Learning at the 40th anniversary of Shanghai Radio and Television University (Ye, Xu & Xu 2004). Since then, the offering of mobile learning services appears to be a new marketing strategy for mobile manufacturers to attract customers and to generate new revenue (Ye, Xu & Xu 2004; Sun 2008). Since 2010, China has become one of the countries with the highest mobile learning growth rate (over 60%) (Adkins 2011). Ambient Insight (Adkins 2011) also predicted that by 2015, China would be the second largest buying country of mobile learning products after the US.As one of many kinds of mobile devices, tablet computers received particular attention at the International Electronic Consumer Electronics Show (CES 2011, Las Vegas, USA) in February 2011. In May 2011, Los Angeles Times reported that a big change has been taking place across the computer industry since 2011 (Sarno 2011). The PC era, which began three decades ago, has been giving way to what Apple's late CEO Steve Jobs called "the post-PC era". The new era is all about mobile devices such as tablet computers and smartphones.With the development of the Internet and theoretical studies on mobile learning, tablet computers have been proven to be very useful in education because of their portability, ease of note taking (EL-Gayar, Moran & Hawkes 2011), the convenient wireless access, and multiple applications (Ifenthaler & Schweinbenz 2013; Sullivan 2013). Many countries are also trying to introduce tablet computers into education. …

Exploring Students Acceptance of Technology in Jordanian Universities

Abstract: Today’s rapid changing world highlights the influence and impact of technology in all aspects of learning life. Higher Education institutions in developed Western countries believe that these devel ...