This document discusses factors affecting ICT adoption in tertiary institutions in Ghana, using Kwame Nkrumah University of Science and Technology as a case study. It was found that perceived usefulness and ease of use are primary drivers of ICT adoption. However, ICT is not fully integrated into teaching, research and learning at KNUST. Major obstacles include lack of readiness and willingness to embrace ICT, despite awareness of benefits, as well as inadequate infrastructure and ICT skills. Successful ICT adoption requires improving encouraging factors like infrastructure, skills and models of integration, while reducing discouraging factors.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
An e-Readiness Assessment of ICT Integration in Public Primary Schools in Ken...Editor IJCATR
In primary schools, information and communication technologies (ICT) are widely seen as tools for enhancing learning. This expectation increases their rapid diffusion and adoption throughout developing countries. Despite the strong emphasis given to ICTs in education, little has been done to evaluate e-readiness as a factor that influences ICT integration in primary schools in Kenya. This study sought to evaluate e- readiness of ICT integration in public primary schools in Nyeri Central Sub-County, Kenya. The study adopted descriptive survey design. The targeted population was 376 subjects comprising of 375 teachers in the 23 public primary schools in Nyeri Central Sub-county and one Sub-county director of education. 11 schools were sampled through simple random sampling technique. The SCDE and the head-teachers of every school sampled were purposively selected. 66 teachers were randomly sampled, making the sample size of 78 respondents. Data collection was done using questionnaires, interview and observations. There was a response rate of 100%. The results indicated moderate readiness in adopting ICT in public primary school in Nyeri Central Sub-county. This would be enhanced if the government would expedite the process of procurement and installation of the digital hardware and software in the schools and also, plan on how all public primary teachers would be re-trained on ICT application on the primary education curricula.
Challenges in the Adoption and Utilization of Information and Communication...World-Academic Journal
The study sought to determine the challenges that influence adoption and utilization of Information and Communication Technology in public secondary schools in Kenya. The study adopted a descripto-explanatory research design covering a stratified sample of 84 respondents drawn from 30 public secondary schools in Molo Sub-County. Data was collected by use of questionnaires and was later analyzed using descriptive and inferential statistical analysis tools. According to the study findings, financial limitations (91.1%) was found to be the most important factor influencing ICT adoption and utilization with a correlation coefficient of 0.53 at 0.000 significance level. The study recommends that, the Government should allocate specific budget for ICT Integration in schools, initiate liberalization of telecommunications policies, lower taxes as well as encourage multi-partnership that involves donors, private companies (usually ICT based), NGOs and religious bodies to work together to garner resources and set priorities for ICT in education projects.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
An e-Readiness Assessment of ICT Integration in Public Primary Schools in Ken...Editor IJCATR
In primary schools, information and communication technologies (ICT) are widely seen as tools for enhancing learning. This expectation increases their rapid diffusion and adoption throughout developing countries. Despite the strong emphasis given to ICTs in education, little has been done to evaluate e-readiness as a factor that influences ICT integration in primary schools in Kenya. This study sought to evaluate e- readiness of ICT integration in public primary schools in Nyeri Central Sub-County, Kenya. The study adopted descriptive survey design. The targeted population was 376 subjects comprising of 375 teachers in the 23 public primary schools in Nyeri Central Sub-county and one Sub-county director of education. 11 schools were sampled through simple random sampling technique. The SCDE and the head-teachers of every school sampled were purposively selected. 66 teachers were randomly sampled, making the sample size of 78 respondents. Data collection was done using questionnaires, interview and observations. There was a response rate of 100%. The results indicated moderate readiness in adopting ICT in public primary school in Nyeri Central Sub-county. This would be enhanced if the government would expedite the process of procurement and installation of the digital hardware and software in the schools and also, plan on how all public primary teachers would be re-trained on ICT application on the primary education curricula.
Challenges in the Adoption and Utilization of Information and Communication...World-Academic Journal
The study sought to determine the challenges that influence adoption and utilization of Information and Communication Technology in public secondary schools in Kenya. The study adopted a descripto-explanatory research design covering a stratified sample of 84 respondents drawn from 30 public secondary schools in Molo Sub-County. Data was collected by use of questionnaires and was later analyzed using descriptive and inferential statistical analysis tools. According to the study findings, financial limitations (91.1%) was found to be the most important factor influencing ICT adoption and utilization with a correlation coefficient of 0.53 at 0.000 significance level. The study recommends that, the Government should allocate specific budget for ICT Integration in schools, initiate liberalization of telecommunications policies, lower taxes as well as encourage multi-partnership that involves donors, private companies (usually ICT based), NGOs and religious bodies to work together to garner resources and set priorities for ICT in education projects.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
The effect of information and communication technology (ICT) in Jordanian lea...IJERA Editor
Information and communication Technology are used of electronic means which involve access storage, processing of electronic technology to handling of information, the various forms of uses it’s in order to improve Jordanian learning. The study aimed to investigate the uses and effect of ICTs for Jordanian learning from their perspective of student of higher school at the north of Jordan. The study method was a descriptive survey which uses questionnaire to collect data, questionnaire was justified and developed by the researcher to measure the effect of ICTs based on previous studies its applied to (548) student of higher school. The study was using SPSS to analyses data. The results indicate that ICTs for higher school at the north of Jordan there were a statistically significant relationship between the higher school at the north of Jordan and Jordanian learning, and seven of hypotheses reported statistically significant in the hypotheses and accepted but three hypotheses reported no a statistically significant and rejected. The study have Conclusion should gives more attention to focus on and beneficial of using ICTs applications.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana’s’ primary education system hardly adopts and use it despite the country’s government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriersassociated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption.The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
The effect of information and communication technology (ICT) in Jordanian lea...IJERA Editor
Information and communication Technology are used of electronic means which involve access storage, processing of electronic technology to handling of information, the various forms of uses it’s in order to improve Jordanian learning. The study aimed to investigate the uses and effect of ICTs for Jordanian learning from their perspective of student of higher school at the north of Jordan. The study method was a descriptive survey which uses questionnaire to collect data, questionnaire was justified and developed by the researcher to measure the effect of ICTs based on previous studies its applied to (548) student of higher school. The study was using SPSS to analyses data. The results indicate that ICTs for higher school at the north of Jordan there were a statistically significant relationship between the higher school at the north of Jordan and Jordanian learning, and seven of hypotheses reported statistically significant in the hypotheses and accepted but three hypotheses reported no a statistically significant and rejected. The study have Conclusion should gives more attention to focus on and beneficial of using ICTs applications.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana’s’ primary education system hardly adopts and use it despite the country’s government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriersassociated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption.The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
EMPLOYEE COMPETENCIES AS THE PREDICTORS OF THE PERFORMANCE MANAGEMENT SYSTEM:...IAEME Publication
The authors report the results of an empirical research study carried out, how the
employee competencies will effect Performance Management System in IT Enabled
Service companies. A survey of 900 employees working in IT Enabled Service
companies around Hyderabad Metro consisting of 550 men and 350 women employees
using a structured questionnaire was carried out. The study empirically measured the
effect of four independent variables, the employee competencies– personal
competencies, knowledge level competencies, job-related competencies and
communication and interpersonal competencies on a dependent variable performance
management system in IT Enabled Services companies
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
Integrating Technology in teaching and learning in universities will ensure collaborative learning, incorporate different style of learning, saves time and effort of faculty members and learners, improves communication and access to information, widens the scope of distance education and helps learners to acquire critical, analytical and creative skills. The Government of Ghana through the Ministry of Education seems to be making progress in integrating technology into the teaching and learning process in tertiary institutions. However, the increasingly vital role of data, especially big data, in many applications, presents the field of statistics with unparalleled challenges and many students have phobia for working with data. This study therefore aims to assess the impact of technology integration and motivation in teaching and learning of statistics in some selected public universites. A survey questionnaire was distributed randomly to a total of 200 faculty members and undergraduate students from some selected Public Universities in Ghana, including Kwane Nkrumah University of Science and Technology, Kumasi Technical University, Akenten Appiah- Menka University of Skill Training and Entrepreneurial Development and University of Education, Winneba. The data for this mixed research method were analyzed quantitatively using IBM SPSS and AMOS (Version 23) software and qualitatively using the responses from respondents through an inductive and deductive process. The outcome indicates great improvement in students’ academic performance in statistics through the integration of technology and motivation in teaching and learning. For future studies, there is the need to consider integrating Technology in all subjects at the tertiary level of education.
Role of ict in education a case of indira college 2IAEME Publication
Latent fingerprints lifted from crime scenes often contain overlapping prints, which are
difficult to separate and match by state-of-the-art fingerprint matchers. The methods that have been
proposed to separate overlapping fingerprints and successful matching previously suffer from limited
accuracy of the estimated orientation field. In this paper, the robustness of overlapping fingerprints
separation is increased, particularly for low quality images. This algorithm reconstructs the
orientation fields of component prints by modeling fingerprint orientation fields. To facilitate this,
orientation cues of component fingerprints are utilized, which are manually marked by fingerprint
examiners. The effectiveness of this model has been evaluated.
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAILijait
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAILijait
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
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Factors affecting ict adoption in tertiary institutions in ghana a case of kwame nkrumah university of science and technology
1. Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol.3, No.6, 2013
13
Factors Affecting ICT Adoption in Tertiary Institutions in Ghana:
A Case of Kwame Nkrumah University of Science and Technology
Kwabena Obiri-Yeboah* Kwame Owusu Kwarteng, Roderick Kyere-Djan
Kwame Nkrumah University of Science and Technology, Private Mail Bag, Kumasi, Ghana
* E-mail of the corresponding author: kyeboa@yahoo.com
Abstract
Ghana as a country has made ICT its cornerstone for development, this is evident from its ICT policy of ICT4D;
part of this policy is to promote ICT in schools in other to turn the country into an information society. This
study is to help understand the factors affecting ICT adoption and use in tertiary institutions in Ghana. This is an
imperial study utilizing both qualitative and quantitative methods of data collection. The study showed that
perceive usefulness and ease of use is a primary factor driving ICT adoption. The study also revealed that ICT is
not fully integrated in teaching, research and learning at KNUST. A major obstacle is that though most users are
aware of the potential benefits they are not ready or unwilling to fully embrace ICT. Several factors were also
identified including inadequate infrastructure and skills to use ICT. The study recommended that management of
Tertiary Institutions in Ghana must have a clear model of integration that will help to increase the adoption and
use of ICT in their institutions. In fact, the integration of ICT is associated with several factors that encourage
and discourage the use of ICT which the researcher termed as enabling forces and restraining forces. Therefore,
to increase the rate of ICT adoption, Tertiary Institutions need to improve the encouraging factors and reduce the
discourage factors to a minimal.
Keywords: ICT Adoption, Tertiary Institutions, Ghana, Model of Integration, ICT4D.
1. Introduction
Information and communication technology (ICT) is playing a major role in shaping 21st
century global
education and making impact on tertiary education. Within the past two decades, the ways people in tertiary
institutions teach, research and learn have been affected by ICT. Bayindir and Inan (2009) were of the view that,
ICT is dramatically affecting the way people teach and learn. Technology can change how people teach,
research and learn in our tertiary institutions if the appropriate factors that affect its adoption and use are
improved and the core functions of the universities are align with it. ICT creates a powerful teaching, research,
learning environment and it transforms the learning and teaching process in which students deal with knowledge
in an active, self directed and constructive way to benefit the people (Volman and Van Eck, 2001). The Vision of
Ghana developing to attain the status of a middle income country by the year 2012, higher usage of ICT in
tertiary institutions may present great opportunities in its achievement.
Technology should be used as a tool to support the educational objectives such as skills for searching and
assessing information, cooperation, communication and problem solving which are important for the preparation
for knowledge (Drent and Meelissen, 2007) and not as substitutes for it. It will be highly difficult if not
impossible to deal away with the traditional method of teaching, research and learning in tertiary education. ICT
is an important instrument to support new ways of teaching, research and learning. With the challenges facing
the conventional education service delivery in Ghana, under the right conditions, ICT can have a significant
impact on education. It can improve the teaching, research and learning process by reforming traditional delivery
systems, enhancing quality of learning and sustaining lifelong learning. ICT is very vital in tertiary education
hence it should be integrated in our educational pedagogy but not as a sole means of teaching especially in our
part of the world where ICT infrastructures are not adequate as study by Becker (1994) on the effect of
technology on education indicated that, ICT facilities are not adequate among private and public universities in
Ghana. The reality is that technology is most often employed to supplement traditional way of teaching, research
and learning and have not been fully integrated into learning activities in Ghana. With the challenges facing the
conventional education service delivery in the country, government is working to breach the technological gap
through improvement in ICT infrastructure and encouraging the use of it in education through its laptop for each
students programme, but its impact will not be felt if the factors that affect its usage are not known. UNESCO
believes that under the right conditions, ICT can have a significant impact on the expansion of teaching and
learning opportunities to wider populations (UNESCO, 2002).
Although ICT may facilitate independent self-paced learning, the potential of ICT may not be optimized if it is
not adopted and use for teaching, research and learning. The competition in educational sectors, a requirement for
many employment and price reduction in ICT facilities have make the use of technology on education a must in
order to sustain and improve on its core function.
Institutional investments in computer-based tools to support teaching, learning, and research are inherently risky.
2. Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol.3, No.6, 2013
14
This is because; end-users are often unwilling to use available technology that, if used, would generate
significant performance gains (Swanson 1988). Because of the persistence and importance of this problem,
explaining factors that influence users to adopt and use ICT has been a long-standing issue in research (Ginzberg,
1981; Swanson, 1988). However, while there is a great deal of knowledge about how ICT is being adopted and
use in tertiary institutions in developed countries, there is not much information on how ICT are being adopted
and used in Ghanaian institutions.
Ghana is both technologically and economically less developed and this has led to the slow adoption of
information technology. The use of IT has led to major changes in teaching, research and learning. Ghana is
among the countries that are currently attempting to promote IT in schools to turn the country into information
society. The achievement of this goal implies the adoption and use of IT in our schools. Effectively using ICT
into teaching, research and learning is more complicated than providing computers and securing a connection to
the Internet. This is because many factors influence the adoption and use of ICT. Because of the persistence and
importance of this problem, explaining factors that influence users to accept and use ICT has been a long-
standing issue in Management Information System (MIS) research (Ginzberg, 1981; Swanson, 1988).
To better predict, explain, and increase ICT adoption and use, there is the need to better understand what
motivates ICT usage, factors encouraging and discouraging ICT use in tertiary institutions in Ghana. Against this
background, the crucial research questions: What are the factors that encourage the adoption and use of ICT at
KNUST? What are the factors that discourage the adoption and use of ICT at KNUST?
The study serves as a contribution to existing knowledge on the adoption and use of ICT in tertiary institution. In
addition, it is assumed that ICT create the opportunity for governments to provide distance-learning programs
which make it possible for many people, located far from universities to educate themselves. The study is
therefore being carried out to justify the assumptions of the potential of ICT in teaching and learning in tertiary
institutions.
2. Literature Review
2.1 ICT Adoption and Use in Tertiary Institutions
There are many factors identified as hindrances to the adoption of ICT in tertiary institutions. Research literature
on the adoption of ICT in tertiary institution shows that it involves a large number of influencing factors
(Mumtaz, 2000). Rogers (2003) indicates that, “Technological innovations are not always adopted rapidly, even
when the innovation has proven advantages”.
Pelgrum (2001) listed personal ideas about the contribution that ICT can make to the processes of teaching and
learning. He again argued that, teachers’ lack of knowledge and skills; insufficient number of computers and ICT
infrastructure; and difficulty in integrating ICT instruction in classrooms as some of the factors that impede ICT
integration in education. In a similar study, Ely (1993) identified: dissatisfaction with the status quo, existence of
knowledge and skills, and availability of resources as major conditions relevant to ICT integration. In
comparison, the two studies reveal something similar because existence of knowledge and skills relates to factor
relating to teachers lack of knowledge and skills. Also availability of resources is similar to insufficient number
of computers and ICT infrastructure. Finally dissatisfaction with the status quo is somehow related to difficulty
in integrating ICTs instruction in classrooms. Mooij and Smeets (2001) also assert that, if teachers are not
confident in their competence to handle computers, their willingness to use ICT may be affected.
Use of ICT in education for the purpose of teaching, research and learning is a kind of innovation because
Rogers (2003) use innovation and technology interchangeably. Rogers (2003) identified five innovation
characteristics that influence the decision to adopt innovation as: relative advantage, compatibility, complexity,
trialability, and observability. He believed that when an innovation is perceived by users as having greater
relative advantage, compatibility, trialability, observability, and less complexity, the innovation will be adopted
more rapidly. It can therefore be said that, relative advantage, compatibility, complexity, trialability, and
observability have direct relationship with ICT adoption and use while complexity has an inverse relationship
with ICT adoption. This supports Technology Acceptance Theory (TAM) by Davis et al. (1989) that perceived
usefulness, perceived ease of use, attitude toward using ICT and behavior are factors that influence the use of
technology. Usefulness is the same as relative advantage and perceived ease of use is the same as complexity.
Study by Jebeile and Reeve (2003) on teacher adoption of web technology in a secondary college also finds
similar innovation adoption variables but throw more light on it as: relative advantage, compatibility, visibility,
ease of use, results demonstrability, and trialability. They argued that these factors should be considered to
increase the use of ICT within institutions. Jebeile and Reeve’s findings build on Rogers’ (2003) and Davis et al.
(1989) theory. But they focused on web technology (e-learning) and it was limited to secondary schools. This
study will further it by extending it to tertiary institutions.
Study by Askar et al. (2006) to estimate the extent to which perceived innovation characteristics are associated
with the probability of task related ICT use among secondary school teachers. Their results show that,
3. Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol.3, No.6, 2013
15
complexity or ease of use was found to be a common perceived innovation characteristic for teaching delivery,
preparation and managerial tasks in schools. Another study by Martins et al. (2004) also revealed that
observability and trialability were two most significant predictors of adoption ICT. All these studies focus on
observability, relative advantage (perceived usefulness), compatibility, complexity (ease of use) and trialability
but failed to recognize the willingness, attitude and external factors that may influence these variables. As
supported by Bennett and Bennett (2003) that, perceived characteristics of instructional technology may
influence a faculty members’ willingness to integrate ICT in teaching. They have expressed that the most
important barrier that teachers face in using technology is not lack of technology or funds but teachers’ lack of
willingness and their belief that technology is not useful. Despite this, their findings should not be underrated
since it contributes to knowledge on ICT adoption and use.
Butler and Sellbom (2002) examined the factors affecting teachers in adopting new teaching technologies and
barriers emerging during adoption. This research concluded, among other things, that trust in technology has
been identified as the most important factor in teachers’ decisions whether or not to adopt ICT. Know-how,
difficulty in learning and time required to learn was also an important factor in adoption. Believing that
technology enriches and improves education, difficulty using technology and management support appears as
other factors affecting adoption.
In a study on the relationship between the characteristics of an innovation and its adoption, Tornatzky and Klein
(1982) find that compatibility, relative advantage, and complexity have the most consistent significant
relationships across a broad range of innovation types. Tornatzky and Klein (1982) also argue that compatibility
and relative advantage have both been dealt with so broadly and inconsistently in the literature on the factors
affection adoption and use of ICT on education.
Surrey and Gustafson (1994) suggested that, compatibility, complexity and relative advantage can be important
considerations when introducing an innovation into instructional settings. It can be concluded that Rogers’ (2003)
and Davis et al. (1989) theory on adoption of technology can be a valuable tool for determining the factors
affecting the adoption and use of technology in tertiary institutions and to increase its utilization though is too
generic. This is because all findings from other studies reviewed were having some similarities with Rogers’ and
Davis et al. theory, only few discrepancies were encountered.
2.2 Factors that Discourage ICT Adoption and Use
A number of studies investigated why teachers do not use ICT in their teaching (Winnans and Brown, 1992;
Dupagne and Krendl, 1992; Hadley and Sheingold, 1993). The following factors were summarized from their
studies as factors that prevent teachers from using technology:
• lack of teaching experience with ICT;
• lack of on-site support for teachers using technology;
• lack of help supervising children when using computers;
• lack of ICT specialist teachers to teach students computer skills;
• lack of computer availability;
• lack of time required to successfully integrate technology into the curriculum;
• lack of financial support.
Evans-Andris (1995) also summarized three styles of computing use among teachers as avoidance, integration
and technical specialization.
Robertson et al. (1996) were also on the view that, teachers’ resistance to computer use was divided into several
broad-based themes:
• resistance to organizational change;
• resistance to outside intervention;
• time management problems;
• lack of support from the administration;
• teachers’ perceptions;
• personal and psychological factors.
These studies contributed knowledge on factors that discourage teachers from adopting ICT in elementary and
second cycle schools, but were not extended to tertiary institutions. It was also conducted in developed countries;
therefore its findings cannot be wholly generalized to include Ghana without empirical support. This study will
build on these theories from tertiary institutions perspective in Ghana.
According to Mereku, et al. (2009) on Ghana’s Report on ICT said, though Ghana’s national curricula for the
various subjects contain policy statements about the use of ICT in teaching and learning, the limitations imposed
by inadequate number of computers in institutions, poorly trained educators and lack of internet connectivity
pose a major challenge to the implementation of the policy to integrate ICT into teaching and learning.
Study by Goyal et al. (2010) also reveals the following as barriers for ICT usage which leads to very low
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satisfaction levels for them. These are: all courses at the institute to have a course website, availability of a
National Government Policy to implement ICT in the institute, providing library reserves electronically, policy
to evaluate the effectiveness of the ICT use, time to upload and download (speed), mandatory technology
courses such as MIS for all students/teachers, technical support to use ICT at the institutional level, better
collaboration among teachers using online discussion boards, availability of resources to promote ICT usage”,
“Financial readiness of the institute to support ICT and improvement in understanding of complex or abstract
concepts. Their studies really contribute to knowledge on factors impeding the high rate of ICT adoption in
tertiary institutions in Ghana, but concentration was not given to tertiary institutions. Policies on education in
Ghana are highly unfavorable for adoption of ICT in lecturing such as students must be present in Lecture
Theater, courses cannot be taken in other institutions and there are no exchange online programmes among
tertiary schools in Ghana.
2.3 Factors that Encourage ICT Adoption and Use
Several studies (Hadley and Sheingold, 1993; Sheingold and Hadley, 1990) used survey data to identify factors
likely to be in evidence in teachers who to some extent have integrated ICT into their teaching practices.
Sheingold and Hadley (1990) conducted a nationwide survey of fourth to twelfth grade teachers in the USA. The
three major factors involved in these ‘accomplished’ teachers’ success were:
• teacher motivation and commitment to their students’ learning and to their own development as
teachers;
• the support they experienced in their schools;
• access to sufficient quantities of technology (Mumtaz, 2000).
Another study by Mereku, et al. (2009) on Ghana’s Report on ICT reveals that, availability of ICT
syllabuses/manuals, ICT teachers who are willing to provide educators and availability of computers and
computer laboratories that can be accessed periodically are some of the factors that encourage the usage of ICT
in tertiary institutions. Study by Goyal, et al. (2010) also revealed that, ease of availability of ICT, upgrading
teacher’s ICT skills, convenience (time and place), time to upload and download (speed), improving
communication between students and teachers, reliability of ICT, data security, availability of specialized IT
teachers, availability of educational software, improving the presentation of the subject, providing
encouragement to teachers to use technology in their teaching more often, ease of navigation of the course
content through an ICT device, financial readiness of the institute to support ICT and learners with training are
other factors that encourage the use of ICT.
Mereku, et al. (2009) and Goyal, et al. (2010) studies have some similarities despite the fact that they were
conducted in different settings. When all these factors are improved, it will provide encouragement to teachers to
use technology in their teaching more often. All these studies have contributed toward the knowledge on factors
that prevent ICT usage and this study will throw more light into it. Shaikh and Khoja (2011) recommendation on
how to improve ICT usage in tertiary institutions include: (i) provision of ongoing staff training in developing
ICT skills; (ii) generating consistent finances to support ICT use over the long-run; (iii) developing a systemic
and politically committed method of implementation of robust, effective, and target-oriented ICT policy; (iv)
adequate provision of technological resources; (v) modifications in current higher education ICT curricula while
emphasizing both theoretical and practical uses of ICT; (vi) piloting the chosen ICT-based higher education
model; and (vii) careful examination of the current state of HES, including pedagogy, curriculum, infrastructure,
capacity building, educational content, and ICT financing.
Though there have been a lot of studies as seen in the literature to identify measures that are linked to factors
influencing adoption and use of technology, there have not been any consensus on the determinants. This makes
user reactions toward technology use and acceptance complex and multifaceted. But Davis (1989) argues that,
cultivating better and better measures and critically examining alternative theoretical models, sustainable
progress is within reach. Therefore, this study is needed to gain further insight into ICT adoption and use.
3. Methodology
The purpose of the research is to conduct a descriptive and exploratory research to gather more information
concerning the trend of ICT adoption and use in tertiary institutions in Ghana. This study adopted mixed method
approach, thus both qualitative and quantitative approach were used. Combining qualitative and quantitative
approaches within the same piece of research ensures the overall effectiveness of the research process as one can
enhance the findings of the other. The study adopted a case study strategy to explore the factors that affect the
adoption and use of ICT in Tertiary Institutions in Ghana.
Questionnaires and semi-structured interviews were the instrument used to collect data from respondents, who
comprised of two hundred and twelve (212) respondents. The respondents were thirty (30) lecturers, ten (10)
from each three (3) colleges, one hundred and fifty (150) students twenty five (25) from six (6) colleges and
three (3) ICT Officers from three (3) Colleges at KNUST, Kumasi. Purposive sampling was used to select IT
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officers because we needed officers who could provide accurate and detailed technical information on IT
adoption and use. It is also useful for situations where there is a need to reach a targeted sample quickly.
Convenience (Haphazard) sampling technique was used to select students and lecturers. This is because both
students and lecturers come to campus on time/hourly bases. So a number of visits were made to them until a
total number of respondents were reached to respond to the questionnaire. Statistical Package for Social Sciences
(SPSS version 20) was used to analyze the data collected.
Total of one hundred and eighty (180) questionnaires were distributed, and each of the responses received was
screened properly for error. However, those responses that had more than 20% of the questions left unanswered
or incorrectly answered were deducted from the analysis to ensure reliability and validity.
4. RESULTS AND DISCUSSION
4.1 Factors that Encourage the Adoption and Use of ICT
Table 1 shows factors that encourage the adoption and use of ICT at KNUST.
Table 1 Factors that Encourage the Use of ICT (N = 150)
Factors that Encourage the Use of ICT N Mean Std. Deviation
Management support in using ICT 150 2.57 1.206
Willingness to use ICT 150 4.00 1.141
Reliability/Trust in using ICT 150 3.51 1.145
Results/Outcome of using ICT 150 3.83 1.203
Scale: 1= Very Low, 2 = Low 3 = Moderate, 4 = High and 5 = Very High
Source: Field Study, 2012
From the table 1, it can be observed that respondents perceived that, the criteria used really encourage them to
adopt and use ICT except management support in using ICT (Mean=2.57).
As perceived from the table “willingness to use ICT” (mean=4.00) was the most important factor encouraging
lecturers and students to adopt and use ICT and “management support to use ICT” (mean=2.57) was the least
important factor encouraging students and lecturers to adopt and use ICT. This is clear that management does not
support the use of ICT in the Institutions. This is consistent with findings by Mereku et al (2009), Sheingold and
Hadley (1990), and Mumtaz (2000) which revealed that, willingness to use ICT, reliability/trust in using ICT and
results/outcome of ICT are some of the factors that encourage the usage of ICT in tertiary institutions.
Factors that encourage the adoption and use of ICT at KNUST from the interviews and questionnaires can be
summarized as: Willingness to use ICT, Reliability/Trust in using ICT, Results/Outcome of ICT, Perceive
usefulness, Perceive ease of use, Attitude, Behavior and Self-efficacy, Accessibility of ICT infrastructure and
other factors which are very diverse base on the environment. This supports Technological Acceptance Model
(TAM) proposed by Davis et al. (1989), Rogers (2003) and Davis (1989), which suggests a prominent role of
perceived ease of use (complexity) and perceive usefulness (relative advantage) and self-efficacy theory by
Bandura (1982) which states how well one can integrate ICT in teaching, research and learning. It should be
noted that, factors that determine the ICT adoption and use cannot be limited to these factors, but varies. It is
clear that, for any Institution to increase the adoption of ICT there should be measure to increase this factors that
motivate the use of ICT (enabling forces).
4.2 Factors that Discourage the Adoption and use of ICT
The table 2 indicates factors that discourage the adoption and use of ICT at KNUST.
Table 2 Factors that Discourage the Adoption and use of ICT (N = 150)
Factors that Discourage the Adoption and use of ICT N Mean Std. Deviation
Lack of knowledge and skills in using ICT 150 2.31 1.147
Insufficient ICT infrastructure 150 3.66 1.315
Difficulty in using ICT in class 150 3.13 1.244
Unwillingness to change 150 2.47 1.257
Difficulty in linking ICT to the curriculum 150 2.88 1.187
Inadequate IT facilities in lecture theatres 150 3.96 1.310
Expensive to buy ICT facilities 150 3.67 1.168
Difficulty in learning and time required to learn 150 2.95 1.273
Scale: 1= Very Low, 2 = Low 3 = Moderate, 4 = High and 5 = Very High
Source: Field Study, 2012
From table 2, it can be observed that respondents perceived that, the criteria used really discourage them to adopt
and use ICT. According to the results, inadequate IT facilities in lecture theatres (mean=3.96), insufficient ICT
infrastructure (mean=3.66) and expensive to buy ICT facilities (mean=3.67) were the most important factors
discouraging lecturers and students to adopt and use ICT and lack of knowledge and skills in using ICT
(mean=2.31), unwillingness to change and difficulty in linking ICT to the curriculum were the least important
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factors discouraging students and lecturers to adopt and use ICT. This is because; there is no adequate time for
training and learning ICT in the institution.
This supports the findings from researchers (Winnans and Brown, 1992; Dupagne and Krendl, 1992; Hadley and
Sheingold, 1993; Robertson et al., 1996; Mereku, et al., 2009 and Goyal et al., 2010) that, inadequate IT facilities
in lecture theatres, insufficient ICT infrastructure, difficulty in using ICT in class, expensive to buy ICT facilities
and difficulty in learning and time required to learn discourage the adoption and use of ICT. The study did not
supports the findings that; teachers’ lack of knowledge and skills; unwillingness to change, and difficulty in
integrating ICT instruction as some of the factors that impede ICT integration in tertiary institution (Pelgrum,
2001).
From the interview and the questionnaires, consistent breakdown of ICT facilities (faulty computers), inadequate
sitting place for wireless (WI-FI) services, inconsistency in power supply, unreliability of the internet (speed of
the internet is slow, high rate of down times), limited time given for the usage of ICT facilities (one hour per day
is very insufficient), lack of personal computers to enable the use of ICT facilities, lack of knowledge and skills
and inadequate accessibility of ICT facilities.
Factors that discourage ICT adoption may be summarized as: Unreliability of ICT infrastructure, Inadequate
provision of ICT facilities, Inadequate IT facilities in lecture theatres, Expensive to buy ICT facilities,
Inadequate access to ICT facilities, Inadequate sitting place for wireless services, Inconsistency in power supply,
Attitude, Behavior and lack of knowledge and skills in using ICT facilities. This also supports the assertion by
Bagozzi (2007) that the use of technology is determined by several factors which cannot be limited by only two
or three factors. Therefore, factors that discourage the use of ICT are innumerable and individualistic. This
makes researching before implementing any ICT initiative very pertinent to receive the necessary outcome. In
the nutshell, for any Institution to increase the adoption of ICT there should be measure to decrease this factors
that discourage the use of ICT (restraining forces).
5. Conclusion
Factors that affect the adoption and use of ICT has been examines by different researchers as shown in the
literature review. This research also confirms the importance of the study of factors that affect the adoption and
use of ICT.
The integration of ICT in Ghanaian school systems in Ghana is a major step in promoting technology. However,
the proliferation of technologies has complicated the teaching, research and learning. Finding the best ways of
integrating technology into tertiary institutions is one of the challenges Institutions encounters. Some of the
problems enumerated are: lack of adequate infrastructure, internet and other ICT facilities, poor internet
connectivity, lack of adequate resources, accessibility etc. Effectively integrating ICT into learning systems is
much more complicated than providing ICT facilities such as computers and securing a connection to the
Internet everywhere.
The study showed that; perceive usefulness and ease of use drive ICT adoption more than the other factors.
Despite this, ICT is not fully integrated in teaching, research and learning at KNUST. This is mainly because of
attitude and behavior of users. Users are not ready to use it, though they are aware of its usefulness. The
institution also does not create the right environment to encourage ICT adoption (management support). It also
came out that, trust and willingness to use ICT is not encouraging. Several factors were also identified as
discouraging the use of ICT; key to these factors are inadequate infrastructure and skills to use ICT. In fact, the
integration of ICT is associated with several factors that encourage and discourage the use of ICT which the
researcher termed as enabling forces and restraining forces. Therefore, to increase the rate of ICT adoption, there
is the need to improve the encouraging factors (table 1) and reduce the discouraging (table 2) factors to a
minimal.
This means that, technology integration takes time: time to learn about the facility, time to learn its usefulness,
time to be adequately prepared to use it and time to change attitude, behavior etc. In Ghana for example, to really
increase the adoption and use of ICT does not only rely on investing in ICT infrastructure. As revealed in the
study, that the Institutions has a lot of infrastructure that are not use. Education on its usefulness and how to use
it is as importance as investing in the infrastructure. The right environment should be created to increase ICT
adoption.
The extent of this restraining force and enabling force determine the extent of ICT adoption and use. If the
enabling forces (encouraging force) are very high, it means the rate of ICT adoption and use will be very high, if
the restraining force (discouraging force) are very high, it means the rate of ICT adoption and use will be very
low. When these forces have kept at moderate level, ICT adoption and use will be at optimum state. Therefore,
for us to increase the rate of ICT adoption and use, we need to improve the encouraging factors and reduce the
discourage factors to a minimal. This model is represented in the figure below (Figure 5.1).
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Figure 5.1 Model for Increasing ICT Adoption and Use
Author’s own Construct, (2012)
In conclusion, the introduction of ICT in tertiary institutions in Ghana had demonstrated many benefits for
teaching, research and learning, through the acquisition of both technology and academic skills.
This study has demonstrated that the progress being made in the adoption and diffusion of ICT in education in
Ghana, particularly in this 21st
century, is remarkable. However, in terms of broad impact on teaching and
learning, the process is just beginning. For the educational system to leap frog in its quest of ICT integration,
what follows are some suggestions and comments regarding actions in key areas of ICT in education that will be
important to attend to as the adoption process continues.
It would be useful to monitor the implementation of policies in selected countries in order to investigate the
processes used to determine if there are lessons to be learned. Investment in ICT infrastructure itself does not
foster human development, but must be accompanied by investment in education and health as well.
6. Recommendations
Extension of time student spends in using ICT facilities: The time given to each student per day is not enough to
do any meaningful research and the time the lab is close is not favourable for the use of the facilities. The closing
time for the ICT lab needs to be review to encourage users.
There should be ICT training for students and lecturers: There should be more education on how to use ICT
facilities and be made aware of ICT facilities provided by the university. The training should be made more
practical, there should be an ICT course at all (level 100 - 400), especially programmes that helps in research and
analysis, there should be a synergy between ICT course taught in class and what is taught at the ICT lab. The
training should not only be limited to students alone but lecturers also need to be included. If lecturers are
computer literate, there is a high tendency that they will encourage students to use ICT like sending assignment
on line, communicating to students through emails etc. This will help for the use of ICT facilities like course
website; multimedia facilities etc. that are provided by the university but people do not use it.
There should be adequate technical support for users at the ICT lab: The people in charge at the ICT centre
should go round and help people to do their research. When users receive the support that they need it will
encourage the use of ICT as ease of use encourage the use of ICT.
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First A. Author Kwabena Obiri-Yeboah is a lecturer in Management Information Systems at Kwame Nkrumah
University of Science and Technology, Ghana.
Second A. Author Kwame Owusu Kwarteng is a lecturer in Management Information Systems at Kwame
Nkrumah University of Science and Technology, Ghana.
Third A. Author Roderick Kyere-Djan is a researcher at Kwame Nkrumah University of Science and
Technology, Ghana.
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