2026-09-14T02:35:44Z http://ijedict.dec.uwi.edu/oai/

oai:ojs.ijedict.dec.uwi.edu:article/11 2005-03-26T20:07:04Z issue-3

Evolving spaces in landscape management: Linking spatial information for effective decision-making Rangoori, Ravindranath; Foundation for Ecological Security, Gujarat , India; ravi@fes.org.in Singh, Subrata; Foundation for Ecological Security, Gujarat , India; subrat@fes.org.in Geographical Information Systems Natural Resource Management; landscape planning Community, in the policy context, is defined on the basis of fixed in place socio-political unit having residential proximity to the resource or according to state recognized political units. With the boundaries drawn at the village level and the custodial rights of the common lands vested with various departments of the state, it is difficult on the part of the communities to manage such resources. With the advent of participatory forest management powers have been devolved to the communities for protection and use of the resources. Apart from the institutions at the village level, many of the discussions in recent times have focused on the need for nested institutions at various levels to help conserve and protect large landscapes. The need for nested institutions emerges to resolve conflicts and work towards reshaping the boundaries to establish stable governance of the resource. Despite the regulated use of the resources by community institutions, the resources have tended to get degraded gradually. Conservation of large landscapes requires mechanisms to bring in equilibrium the demand and supply within and among the communities in the larger socio-political setting. These institutions in many circumstances feel incapacitated to understand the entire landscapes and assess the quality and the availability of the resources and therefore take decisions based on the “who is right” and not “what is right”. The protection and use posits a need for “means” to understand the entire resource base to take decisions effectively. Geographical Information System (GIS) technology is one of the widely used tools to assist in the management of larger landscapes in terms of forest conservation, pastures, water resource management and wildlife management. The integration of both spatial and non-spatial data allow users to efficiently and effectively make well-informed decisions using visual aids and three-dimensional models that simulate the environment. This paper discusses a participatory Geographic Information System (GIS) with community forest management groups in India and the importance of ‘putting people before technology’ in order to make GIS a truly participatory process in landscape management. The process of dialogue can lead to better information and more transparency about community needs, strategies and the problems at stake. Community, Geographical Information System, Nested Institution, India Distance Education Centre, The University of the West Indies, West Indies FES 2005-03-26 Non-Refereed Case Study Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=11 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en India; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/12 2005-03-26T20:07:04Z issue-3

Measuring Africa's e-readiness in the global networked economy: A nine-country data analysis Ifinedo, Princely E.; University of Jyväskylä, Finland; premifin@cc.jyu.fi Information Technology digitial divide,developing countries This paper assesses the integration of Africa into the global economy by computing the e-readiness for nine African countries. The measuring tool used is simple and incorporates a variety of indicators used by comparable tools. Overall, the mean e-readiness of Africa is poor in comparison to other economies. Particularly, Sub-Saharan Africa (SSA) - with the exception of South Africa and its neighbours - has poor e-readiness score; on the other hand, Northern African countries fared better than those in SSA. Furthermore, the paper highlights areas of relative strengths where policy makers in the region could exploit as efforts are made towards integrating Africa into the global networked economy. Distance Education Centre, The University of the West Indies, West Indies 2005-03-26 Peer-Reviewed Article Historical Inquiry text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=12 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/13 2005-03-26T20:07:04Z issue-3

Building ICT4D capacity in and by African universities Colle, Royal D; Cornell University, New York, USA; rdc4@cornell.edu Development communication, community informatics, higher education ICTD, ICT4D, developing countries, telecenters, communication and development Universities and community telecenters have somewhat parallel missions in society. These include the generation, storage and diffusion of knowledge and information. Yet, in most developing countries where telecenters strive to be demand-driven, universities are seldom perceived as relevant to telecenters sustainability. Focusing especially on Africa and using the nomenclature of the New Partnership for African Development, this paper examines the mutual benefits that universities and telecenters could gain from a stronger relationship, and lays out the kinds of steps that might be taken to build a partnership. The paper challenges the perception that "universities are irrelevant" and describes a comprehensive ICT development initiative that includes teaching, research and outreach. Distance Education Centre, The University of the West Indies, West Indies Cornell University Institute for African Development, Rockefeller Foundation 2005-03-26 Non-Refereed Case Study Survey resarch text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=13 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/14 2005-03-26T20:07:04Z issue-3

Building community capacities in evaluating rural IT projects: Success strategies from the LEARNERS Project Lennie, June; Queensland University of Technology, Australia; j.lennie@qut.edu.au Hearn, Greg; Queensland University of Technology, Australia; g.hearn@qut.edu.au Simpson, Lyn; Queensland University of Technology, Australia; le.simpson@qut.edu.au Kimber, Megan; Queensland University of Technology, Australia; megan_kimber@hotmail.com Community informatics, community development community capacity building, evaluation of communication technology projects, sustainabile development Given the current emphasis on the benefits of communication and information technologies (C&IT) for sustainable rural community development, effective evaluations of C&IT initiatives are increasingly important. This paper presents outcomes of a project that aimed to build capacities of people in two Australian rural communities to evaluate C&IT initiatives. The project’s participatory action research and participatory evaluation methods were effective in increasing skills and knowledge, and facilitating various forms of empowerment. However, some limitations and disempowering effects and barriers to participation were identified. Based on our critical reflections, we present strategies for successful community capacity building projects and sustainable C&IT initiatives in rural areas. Distance Education Centre, The University of the West Indies, West Indies The Australian Research Council, the Commonwealth Department of Family and Community Services, Learning Network Queensland, the Queensland Department of Natural Resources, Mines and Energy, the Office of Women in the Queensland Department of Local Governm 2005-03-26 Peer-Reviewed Article Participatory action research and participatory evaluation text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=14 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en rural Australia; 2001 - 2004; mostly women in rural community development and educational organisations Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/17 2005-03-26T20:07:04Z issue-3

A culture-based model for strategic implementation of virtual education delivery Burn, Janice M; Edith Cowan University, Australia; j.burn@ecu.edu.au Thongprasert, Nalinee; Chulalongkorn University, Thailand; nthongprasert@hotmail.com Education; Cultural Studies; Information Systems Online Learning; Virtual Communities, Thailand Education Increasingly, universities worldwide are shifting towards Virtual Education Delivery (VED) using information and communication technology to facilitate knowledge sharing and to gain competitive advantage. Little however is known about the way in which different societal cultures will adapt to the use of online instruction both from the teaching and learning communities. This study was designed to examine the critical success factors for implementing VEDs in Thailand, and to identify ways to facilitate such adoption and lead to effective outcomes. The study incorporated an analysis of three specific factors related to Thai culture: high power distance "Bhun Khun", uncertainty avoidance "Kreng Jai" and, collectivism "Kam Lang Jai". This paper reviews the development of the research framework, describes the conceptual underpinning of the cultural model and presents the findings of the study. Implications for worldwide VED are highlighted and future research possibilities explored. Distance Education Centre, The University of the West Indies, West Indies none 2005-03-26 Peer-Reviewed Article Survey/Interviews text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=17 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en Asia; 2001-2003; Students and Staff at University Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/24 2005-03-26T20:07:04Z issue-3

Facilitating the use of ICT for community development through collaborative partnerships between universities, governments and communities Marshall, Stewart; The University of the West Indies, Barbados, West Indies; smarshall@uwichill.edu.bb Taylor, Wal; Cape Peninsula University of Technology, South Africa; waltaylor@cqnet.com.au Community Informatics community engagement; community informatics systems; community networks; inside out; social capital Despite the huge potential of information and communication technology (ICT) to assist communities to increase their overall well-being through community development, there are relatively few examples of sustained community networks built around ICT when compared to commercial applications, even in the developed countries where the technology has been increasingly available for up to 20 years. Researchers report a wide range of potential success factors and impediments. Pre-eminent amongst these is that collaborative partnerships, social network strategies and the building of social capital at the local level are key issues for the successful adoption of ICT for development. In this paper, the authors describe two successful community ICT projects whose success depended on the use of a collaborative methodology involving universities, governments and communities. Central to this approach is the involvement of the community in all parts of the project. By using such an approach, we acknowledge the rich creativity that exists in each local community and that this creativity can be harnessed in the creation of a community network, which in turn empowers the community. Researchers in universities can play a crucial role in facilitating this collaborative approach. Can the authors now facilitate similar projects with equal success in South Africa and in the small island developing states of the Caribbean? Distance Education Centre, The University of the West Indies, West Indies 2005-03-26 Non-Refereed text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=24 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en Asia; Malaysia; Caribbean; Australia; Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/26 2005-04-24T20:01:55Z issue-3

Designing for learning through multimodal production: Film narrative and spectatorship in Director's Cut Deacon, Andrew E; University of Cape Town; adeacon@ched.uct.ac.za Morrison, Andrew; University of Oslo in Norway; Stadler, Jane; University of Cape Town; Education; Information Technology The Director's Cut is a computer-based exercise that challenges students to create their own video sequence from a set of clips we provide. This involves selecting between multiple shot scales, points of view, camera angles and other aspects of cinematography that position the spectator in the screen space. Such choices influence which character the audience identifies with most strongly and represent some of the concepts introduced in film courses that students often struggle to master. We describe this work within the theoretical frames of multimodality and production based learning, offering insights into how we balance constraints and creativity as learning designers. Distance Education Centre, The University of the West Indies, West Indies 2005-04-24 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=26 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/29 2005-10-31T22:26:36Z issue-5

Development of a multi-scaled virtual field trip for the teaching and learning of geospatial science Arrowsmith, Colin A.; RMIT University, Australia; colin.arrowsmith@rmit.edu.au Counihan, Andrew W.; RMIT University, Australia; ACounihan@skm.com.au McGreevy, Dane; RMIT University, Australia; dane.mcgreevy@rmit.edu.au Education Virtual reality; virtual field trip; nested modelling, action learning There has been considerable research and development documented into the use of multimedia in teaching and learning geospatial science. Geospatial science professions like cartography, geomatics and surveying are practiced-based and therefore are heavily reliant upon the application of knowledge to practical situations in the field. Action learning and action research establishes a learning environment in which students are actively engaged in building, testing a refining mental models. This paper discusses the development of a virtual field trip to facilitate action learning and action research to enhance the field experience obtained by undergraduate geospatial science students when preparing for fieldwork. Developing the virtual field trip to encompass field observation for a number of geographic scales is discussed as part of this paper. Preliminary evaluation has been undertaken with results indicating that students are able to obtain a general overview of the area into which they will be working and obtain background information in an interactive three-dimensional model that will enable them to maximise their experience when away on fieldwork. Further work into the development of new localised sites and more tools to assist students with orientation and navigation are required. Distance Education Centre, The University of the West Indies, West Indies RMIT UNiversity - Science, Engineering and Technology Portfolio 2005-10-31 Peer-Reviewed Article Action research; qualitative evaluation; Likert Scale text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=29 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Australia; Second semester 2004; Undergraduate students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/31 2005-03-26T20:07:04Z issue-3

Using informal collaboration to develop quality assurance processes for eLearning in developing countries: The case of the University of Botswana and the University of the West Indies Distance Education Centre Lee, Marilyn; University of Botswana; leemb@mopipi.ub.bw Thurab-Nkhosi, Dianne; Distance Education Centre, The University of the West Indies, Trinidad & Tobago; dthurab@dec.uwi.tt Giannini-Gachago, Daniela; University of Botswana; giannini@mopipi.ub.bw Education online learning; flexible delivery; blended learning; distance education Collaboration among institutions of higher education involves the sharing of financial, administrative and infrastructural resources with others through a formal memorandum of understanding. There are occasions where due to bureaucratic or political barriers, a formal collaborative arrangement may not be possible, however, academic partnerships may foster informal collaboration or cooperation among institutions. This paper examines one such informal collaboration existing between the University of Botswana (UB) and the University of the West Indies Distance Education Centre (UWIDEC). The authors share the informal collaborative model used to develop a quality assurance tool for eLearning and compare approaches in eLearning course development and quality assurance procedures at both institutions. Distance Education Centre, The University of the West Indies, West Indies 2005-03-26 Non-Refereed Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=31 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en Caribbean; Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/35 2005-03-26T20:07:04Z issue-3

Editorial: Collaboration as a critical success factor in using ICT for capacity building and community development Marshall, Stewart; The University of the West Indies, Barbados, West Indies; smarshall@uwichill.edu.bb Taylor, Wal; Cape Peninsula University of Technology, South Africa; Welcome to the first issue of the International Journal of Education and Development using Information and Communication Technology (IJEDICT) - an e-journal that provides free and open access to all of its content. IJEDICT emphasises collaboration across disciplines, across professions, across institutions, across sectors, and across continents in an attempt to freely share and promote best practice and best research. The journal is itself an example of the usefulness of such an approach, being the result of collaboration between two institutions, one in the Caribbean and the other in Cape Town, South Africa. Distance Education Centre, The University of the West Indies, West Indies 2005-03-26 Non-Refereed Artilcle text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=35 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/38 2005-07-30T22:09:46Z issue-4

Access to ICTs for teaching and learning: From single artefact to inter-related resources Czerniewicz, Laura; Centre for Educational Technology, University of Cape Town; lcz@ched.uct.ac.za Brown, Cheryl; Centre for Educational Technology, University of Cape Town; cbrown@ched.uct.ac.za Educational Technology access; digital divide; higher education In the past few years, concepts of the digital divide and theories of access to ICT have evolved beyond a focus on the separation of the 'haves' and the 'have nots' to include more than just physical access to computers. Researchers have started considering the conditions or criteria for access and broadened the concept by including additional components. Terms such as 'real access', 'thick conceptions of access' and 'social inclusion' give some indication as to the change in thinking about access to ICT. These broader views of access are particularly applicable in the Higher Education context. However, in examining the applicability of the existing theories of ICT access, we found that no single model fully encompassed that range of resources required for access to ICTs in Higher Education in South Africa. We therefore combined, simplified and enhanced the existing models to develop a comprehensive framework for ICT access. Our model of access describes what people use, need and draw on in order to gain or acquire access to specific ICT uses and practices in terms of different kinds of resources namely technology resources; resources for personal agency; contextual resources; and online content resources. The applicability of this model has been tested in a survey of academic staff and students in Higher Education Institutions in the Western Cape, South Africa. The aim of this research is to explore access to and use of ICT and how they may support or hinder a range of educational technology practices. Distance Education Centre, The University of the West Indies, West Indies Carnegie Foundation 2005-07-30 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=38 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/41 2005-07-30T22:09:46Z issue-4

Online debating to encourage student participation in online learning environments: A qualitative case study at a South African university Hodgkinson-Williams, Cheryl; Rhodes University, South Africa; c.hodgkinson@ru.ac.za Mostert, Markus; Rhodes University, South Africa; M.Mostert@ru.ac.za Education online discussion, teacher training, debating roles The use of computer-mediated communication in higher education presents opportunities for students to be part of an online learning community irrespective of their geographical location. However, students do not always avail themselves of this opportunity and pedagogic strategies for encouraging participation are therefore constantly being explored. One potential strategy to encourage participation is the use of the structured format of online debating. This paper proposes an underlying epistemological perspective on and an informing learning theory of online debating and its potential as a pedagogic strategy to encourage participation in online learning environments. The paper reports on student and staff perceptions of an online debate used during a BEd (Hons) course at a South African university. The findings underline the importance of providing explicit procedures to pave the way for student participation and highlight the potential value of an online debate as a pedagogic strategy to support the development of argumentation and to encourage reflexivity. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Peer-Reviewed Article interpretivist framework, participant observation, survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=41 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en Southern Africa; ; Postgraduate education students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/42 2005-07-30T22:09:46Z issue-4

Experiences with international online discussions: Participation patterns of Botswana and American students in an Adult Education and Development course at the University of Botswana Giannini-Gachago, Daniela; University of Botswana; GIANNINI@mopipi.ub.bw Seleka, Geoffrey; University of Botswana; SELEKAGG@mopipi.ub.bw Educational Technology gender, online discussions Essential parts of a blended learning environment are online communication tools. An online discussion forum is an asynchronous online communication tool, allowing remote students to discuss topics or course contents using electronic media. This paper will determine variables that influence the utilization and perception of online discussions forums in developing environments. Several studies have been conducted in developed environments but very few studies can be found in developing environments. This study wants to apply criteria found in developed environments to developing environments to define whether these criteria fit or need adoption to be useful for implementation. Two different blended learning courses will be analyzed that have been conducted at the University of Botswana in the second Semester of the Academic Year 2003/2004. These two courses have been selected because of their distinctive differences in student population, maturity level of students, course content and the way the online discussion were integrated into the course structure. Non-probability sampling technique called judgment or purposive sampling will be used. The sample will be composed of 45 students. The study will take the equivalent of 2 months. The period will include the introduction of the research study, literature review, research design, source and collection of data, and finally analysis and presentation of data. This study uses both quantitative and qualitative approaches. The following data procedures will be used: online questionnaire on experiences gained throughout the course for students, focus group discussions with selected students and activity level of students as collected by the eLearning platform used. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Non-Refereed Case Study analysis of log data, focus group, survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=42 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en Botswana; ; University students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/43 2005-07-30T22:09:46Z issue-4

Towards appropriate methodologies to research interactive learning: Using a design experiment to assess a learning programme for complex thinking development Botha, Jean; Rand Afrikaans University; jnbotha@global.co.za van der Westhuizen, Duan; Rand Afrikaans University; dvdw@rau.ac.za De Swardt, Estelle; Rand Afrikaans University; tcarr@mweb.co.za Design experiments, complex thinking, instructional methodologies, online learning, unique criteria In this paper, we contend that the most appropriate way to research the effectiveness of online learning is the use of Design Experiments. We present an exemplar of a recent design experiment that was completed at a university in Johannesburg, South Africa. During this study, the researchers wanted to explore the extent to which Complex Thinking skills can be facilitated in online learning environments. A design experiment was engineered in which a learning programme was designed and developed for Masters students. Specific instructional methodologies were employed in the learning programme, and activities were required that facilitate the use of Complex Thinking skills. The extent to which these skills were evident in student online activities could easily be detected by using comprehensive checklists and rubrics that were generated. A rigorous framework for analysis was developed. The findings were integrated with theoretical perspectives on instructional strategies for Complex Thinking development and new, unique criteria for online learning design were yielded. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Peer-Reviewed Article Design Experiments text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=43 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/44 2005-07-30T22:09:46Z issue-4

Computer-supported development of critical reasoning skills Spurrett, David; University of KwaZulu-Natal; spurrett@ukzn.ac.za This paper describes the early stages of an ongoing curriculum initiative in the teaching of critical reasoning skills in the philosophy curriculum on the Howard College Campus of the University of KwaZulu-Natal (hereafter simply UKZN). The project, intended to make a significant contribution to the challenge of helping students think more effectively, involves the use of Australian-developed software called Reason!Able software usually used in dedicated critical reasoning courses. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=44 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/45 2005-07-30T22:09:46Z issue-4

Border crossings and multimodal composition in the arts Morrison, Andrew; Intermedia University of Oslo; andrew.morrison@intermedia.uio.no Developmental and development-oriented learning with digital media are discussed in relation to the concepts border crossings and multimodal composition. The first concept refers to a transveral of disciplines and recombinations of elements from them. Local-global relations in knowledge building are covered. The second refers to the collaborative construction of multiliteracies across media types and discourse modes. Three case studies relating to Zimbabwe are presented, one in fine arts and two in performing arts. A cultural historical activity theory frame is adopted. Analysis draws on expansive learning. As a whole multimodal discourse and activity theory may be enriched through study of students’ production of mediating artifacts. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=45 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/47 2005-07-30T22:09:46Z issue-4

A Pedagogical and Economic critique of student charges for Internet access Greaves, Duncan; Tertiary Education Network; dbg@tenet.ac.za Information Technology resource allocation, pedagogy, economics Charging students for Internet access is a tactic that is widely deployed in South African institutions of public higher education, either to conserve bandwidth, or as a side-effect of a generalised regime of charging for services. In either case, there is a significant risk that tensions will arise between the educational objectives of maximising Internet access, and the control objectives of restricting it. This paper explores the nature of these tensions and ways in which they might be resolved. Financial crisis has led higher education administrators into reflection on the cost structure of their institutions, and has encouraged them to shift funding burdens wherever possible to the point of consumption. The cost of Internet use however is not easily attributable, since it costs nothing at all to transmit a datagram - the infrastructure costs remain constant whether circuits are full or empty. Charging then becomes either an exercise in pseudo-attribution or a simple mechanism of damping discretionary demand. It works, but is it educationally appropriate? To answer this question I elaborate on a number of analogies with the library, and suggest that charging for Internet access is in fact a disastrous approach. It creates artificial search costs, degrading the quality of information that can be evolved from Internet use; prevents students from developing a fundamental competence in forming judgements, based upon extensive testing, about the quality of information; fails to grasp the ludic nature of the web; amplifies digital divides, and finally is entirely unnecessary as a means of control. Distance Education Centre, The University of the West Indies, West Indies Tertiary Education Network 2005-07-30 Non-Refereed Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=47 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/48 2005-07-30T22:09:46Z issue-4

Changing the landscape of learning: The impact of institutional mergers on blended learning provision in South African higher education Paterson, Andrew; Human Sciences Research Council, South Africa; anmpaterson@hsrc.ac.za Policy Studies Information systems, distance learning, online learning, merger, higher education, knowledge management This article analyses the implications of institutional mergers for information systems development and in particular for the provision of blended and collaborative learning in the South African higher education system. The analysis is undertaken with particular reference to the new institutional shape as envisaged in the higher education merger plan, and with reference to the characteristics of current higher education information systems. This article will draw attention to the key decisions and challenges that can influence the outcome of information systems integration in higher education mergers. Particular emphasis is given to the access, equity, competition and cost outcomes of planning, and implementing online blended and collaborative curriculum modalities in the context of institutional mergers. Distance Education Centre, The University of the West Indies, West Indies HSRC 2005-07-30 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=48 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/49 2005-04-21T16:44:54Z issue-3

The Caribbean Universities Project for Integrated Distance Education (CUPIDE) Marshall, Stewart; The University of the West Indies, Barbados, West Indies; smarshall@uwichill.edu.bb Education; Information Technology; distance education; developing countries; Distance Education Centre, The University of the West Indies, West Indies 2005-04-21 Non-Refereed project description text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=49 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en Caribbean; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/50 2005-04-22T00:20:02Z issue-3

E-Link Americas Watson, Jill; E-Link Americas; jwatson@elinkamericas.net Information Technology; Development Communication communication technology Distance Education Centre, The University of the West Indies, West Indies 2005-04-21 Non-Refereed project description text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=50 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en Americas; Caribbean; South America; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/51 2005-10-31T22:26:36Z issue-5

Wiring sub-Saharan Africa for development Ojo, Tokunbo; Algonquin College, Ottawa, Canada; ojotoks@yahoo.com Communication Studies; Information Technology; Development Communication digital divide; communication technology; developing countries This paper discusses the uses of ICTs, the dimensions of access and the digital divide, and the development of telecentres in the Sub-Saharan African region. It illustrates that the development initiatives perceived technical access to computers and other ICTs as the only prerequisite to economic and social development when in actual fact extremely important social access to literacy, content, housing and health is not given much consideration in the development agenda. Finally, it discusses experiences at one of the telecentres, the Nakaseke Multipurpose Telecentre in Uganda, by drawing on data from the evaluative report of the IDRC-sponsored telecentres in Africa. Distance Education Centre, The University of the West Indies, West Indies 2005-10-31 Peer-Reviewed Article Interpretive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=51 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/52 2005-05-01T20:09:05Z issue-3

Volume 1, Issue 1: Front Pages , ; The University of the West Indies, Barbados, West Indies; smarshall@uwichill.edu.bb Distance Education Centre, The University of the West Indies, West Indies 2005-05-01 Non-Refereed front pages text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=52 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/55 2005-05-02T20:17:34Z issue-3

Volume 1, Issue 1: Complete Issue (3.4 MB) , ; ; smarshall@uwichill.edu.bb Distance Education Centre, The University of the West Indies, West Indies 2005-05-02 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=55 International Journal of Education and Development using ICT; Vol. 1, No. 1 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/57 2005-10-31T22:26:36Z issue-5

ICT provision to disadvantaged urban communities: A study in South Africa and Nigeria Akinsola, Olabode Samuel (OS); Tshwane University of Technology, South Africa; akinsolas@tut.ac.za Herselman, Marlien Elizabeth; Tshwane University of Technology, South Africa; herselmanme@tut.ac.za Jacobs, S. J.; Tshwane University of Technology, South Africa; jacobssj@tut.ac.za Community Informatics sustainability; ICT provision in rural communities, service delivery, infrastructure The focus of this research was to develop a sustainable ICT model in a Nigerian community, by evaluating ICT provision in South Africa?s disadvantaged communities and comparing it with the Nigerian situation; to identify applicable models and service mechanisms; and, to identify pitfalls and risks. This research was conducted by analyzing the problem from four points of view: ICT infrastructure, management, influencing factors and the risks of ICT provision in disadvantaged communities. A literature review was undertaken to discuss those issues. Four ICT centres were involved in the case study. The author argued that bridging the digital divide in disadvantaged communities required adequate knowledge of the underlying causes of the divide, a favourable Government policy, a focus on the benefits of providing ICT, the provision of suitable infrastructure, and a committed management that is prepared to get round the various barriers or risks found in disadvantaged communities. Distance Education Centre, The University of the West Indies, West Indies National research foundation in South Africa 2005-10-31 Peer-Reviewed Article Case study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=57 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Africa; one year; ethicity and income Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/58 2005-10-31T22:26:36Z issue-5

An ICT-hub model for rural communities Jacobs, S. J.; Tshwane University of Technology, South Africa; jacobssj@tut.ac.za Herselman, Marlien Elizabeth; Tshwane University of Technology, South Africa; herselmanme@tut.ac.za Community Informatics Best Practices, Service Delivery, ICT, MPCC and ICT-Hub Information and Communication Technologies (ICT) has the potential to change new and old forms of economic activity. This can result in e-literate groups, low skilled or low paid workers, unemployed people, sole parents, and those with disabilities that do not have access to these ICT?s. However, it is likely therefore that assisting people to improve their access to and skills in ICT will be an important means for a Government to grow an inclusive, innovative economy for the benefit of a country. Therefore the ICT-Hub model or mechanism for integrated service delivery to rural communities may be applied for this purpose. An ICT-Hub can be seen as a sustainable physical centre with the necessary infrastructure to provide generic services like tele-centres, desktop publishing, business support, application development, training and information services to the community.Communities and locations with poor Internet availability are likely to be considered less favourable places for economic investments, thereby limiting enterprise development and job creation and restricting the growth of SMEs, currently seen as a key driver of economic growth. ICT-Hub provides a structure, which enables communities to manage their own development, by providing access to appropriate information, facilities, resources, training and services. Distance Education Centre, The University of the West Indies, West Indies National Research Foundation 2005-10-31 Peer-Reviewed Article Case study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=58 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Africa, South Africa; Second semester; ethnicity Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/67 2005-10-31T22:26:36Z issue-5

MIS sustainability in Sub-Saharan Africa: Three case studies from The Gambia Sander, Jan I; Voluntary Service Overseas (VSO); jan@sander.plus.com Bell, Philip J; Voluntary Service Overseas (VSO); bell_philip_travelling@hotmail.com Rice, Stephen D; Voluntary Service Overseas (VSO); srice01@attglobal.net Information Technology;Development;Information Systems developing countries;information management;management information systems;development issues Many national and international aid agencies, government and non-governmental organisations (NGO), see the introduction of Information and Communication Technology (ICT) as a rapid way of helping the economies and governance of less developed countries (LDC) through improved management and more effective dissemination of information. Attempts to achieve these aims by the introduction of several aid agency funded ICT schemes in The Gambia - a typical LDC - have failed. This paper suggests that such failures stem from two fundamental causes: the aid agencies do not understand the operational - human and physical - environment in which the ICT systems are to operate and, equally, the intended beneficiaries are unaware of how ICT systems can be usefully employed in their day-to-day tasks. Failure to correctly employ ICT systems has resulted in the wastage of scarce development funds and the diverting of scarce local skilled personnel away from other, productive tasks. To achieve real and sustainable benefits from ICT schemes in such LDCs a phased implementation project model is proposed which includes, in addition to the provision of hardware and software solutions, ICT awareness building and training of user personnel as well as ongoing monitoring of the system's impact. Before significant ICT project development starts management must understand and agree that the scheme's introduction will benefit their work. Moreover, they must fully commit to change and adapt their working procedures in ways that will enable them to benefit from the added functionality provided by the ICT system. Distance Education Centre, The University of the West Indies, West Indies Government of The Gambia (specific departments of state) 2005-10-31 Non-Refereed Case Study Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=67 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Africa; Volunteer Terms; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/72 2005-07-30T22:09:46Z issue-4

Guest Editorial - Growing communities of practice among educational technology researchers and practitioners in development-oriented contexts: Linking local and global debates Czerniewicz, Laura; University of Cape Town, South Africa; lcz@ched.uct.ac.za Carr, Tony; University of Cape Town, South Africa; tony4carr@gmail.com Education; Development Studies; Information Technology blended learning; online learning; community networks; communities of practice; online conference; intructional design This editorial starts from the context of disparities in access between the North and the South and within the Southern African region. The authors then explore the origins of the papers in the e/merge 2004 online conference which was designed to support the growth of communities of practice of educational technology researchers and practitioners across Southern Africa. This special issue represents a shift from a timebound community of practice event to publication within an ongoing community focussed on the use of educational technology within and across developing countries. Distance Education Centre, The University of the West Indies, West Indies Tertiary Education Network (http://www.tenet.ac.za); Centre for Educational Technology, University of Cape Town (http://www.cet.uct.ac.za) 2005-07-30 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=72 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en Southern Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/74 2005-12-31T12:44:28Z issue-6

Profiting from empowerment? Investigating dissemination avenues for educational technology content within an emerging market solutions project Arora, Payal; Columbia University, USA; payal@post.harvard.edu Information Technology sustainability The "Stills in Sync" (SIS) venture was initiated by PlanetRead, the implementing non-profit agency, in partnership with Hewlett-Packard (HP), a global information and technology company. It’s multi-media product is designed to enhance literacy in rural India through the revival and proliferation of popular regional folksongs with social awareness themes. This product is an offshoot of the Same Language Subtitling initiative that won the World Bank Development Marketplace Award in 2002 the 'Tech Laureate' honor from the Technology Museum of Innovation in 2003. In this paper, I explore the multiple trajectories for the scaling of this product within HP's inclusive community in Kuppam. HP embraced Kuppam as it’s social and economic laboratory with the idea of creating new markets through the strategic deployment of technologies while "furthering the goal of being a model corporate citizen" (WBCSD, 2005). Of particular concern here is the negotiation between profit generation and social action for sustainable reform. Distance Education Centre, The University of the West Indies, West Indies PlanetRead, Andhra Pradesh Government 2005-12-31 Peer-Reviewed Article action-research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=74 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en India; First Semester; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/76 2005-07-30T22:09:46Z issue-4

The Shongololo Interconnectivity Pilot Project: A work in progress Rosario, Joy; KwaZulu-Natal Department of Education and Culture; joyr@kznedu.kzntl.gov.za Molapo, Lunga; KwaZulu-Natal Department of Education and Culture; nokulungam@kznedu.kzntl.gov.za Education Digital divide, rural schools, library services, developing countries, educational technology rollout The Shongololo project of the KwaZulu-Natal Department of Education and Culture in South Africa aims to endorse the notion that a school can quite effectively cross the digital divide with a single online computer that is accessible to both learners and educators and which is managed by an enthusiastic and committed information specialist/teacher-librarian or IT person. ELITS (Education Libraries and Information Technology Services: a Directorate in the KwaZulu-Natal Department of Education and Culture) believes that a bank of networked computers is not necessarily a pre-requisite for online interaction, indeed this model brings with it attendant complications and expenses that can be prohibitive. The project was designed to run on a similar basis to the Global Teenager project with short relevant topics being set for e-mail discussion for set time periods. The initial plan called for the involvement of sixty schools: 20 developing/disadvantaged schools in deep rural KwaZulu-Natal, 20 technologically developed schools in the same province and 20 schools in and around Manchester in the United Kingdom. The main challenges experienced in the project relate to ongoing lack of capacity, insufficient technical support, problems with use of equipment in developing schools, differences between developed and developing schools and the collapse of the partnership with the UK-based NGO. The degree of success has ranged from a school that is operating on the most basic e-mail correspondence to schools which have had learners visit one another on a face-to-face basis. Many schools are communicating successfully despite problems such as stolen hard drives, unpaid phone accounts and the uninitiated interfering with settings. Distance Education Centre, The University of the West Indies, West Indies KwaZulu-Natal Department of Education and Culture 2005-07-30 Non-Refereed Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=76 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/77 2005-07-30T22:09:46Z issue-4

A response to "A pedagogical and economic critique of student charges for Internet access" Moll, Pippa; Information and Communication Technology Services, University of Cape Town, Sout; pmoll@icts.uct.ac.za Information Technology; Information Systems Bandwidth management, South Africa, university, public goods, Internet This paper is a practitioner response by an IT manager to a paper by Duncan Greaves entitled "A pedagogical and economic critique of student charges for Internet access", which appears in the same issue of IJEDICT. Greaves' article proposes four mechanisms to solve this "public goods problem". The author explores the challenges of Internet service provision in a no-charging low bandwidth environment and specifically considers the implications of Greaves' recommendations to solve this problem: right-sizing the bandwidth; having appropriate policy frameworks; capitalising on community mores and sensibility; and using technology smartly. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Non-Refereed Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=77 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/84 2005-07-30T22:09:46Z issue-4

DITonline: A journalistic experiment in blended, collaborative teaching and learning Turkington, Tara; University of Witwatersrand, South Africa; turks@iafrica.com Frank, Richard; University of Witwatersrand, South Africa; richardf@telkomsa.net Media Studies, Journalism blended; collaborative; online journalism; student publication; WebCT; php DITonline is an independent, daily news website run by students, for students, at the Durban Institute of Technology (DIT) in Durban, South Africa. The website is a collaborative project, emanating from blended teaching and learning environments in the university’s journalism department. DITonline was launched in August 2003, in response to a need for a credible student publication which would be an independent and reliable news source and which would provide a training ground for student journalists. By June 2004 than 100 students had contributed to the site, which now attracts thousands of hits each day. This paper discusses the philosophical underpinnings of the project, and the growth of the site in terms of contributors, content served and its user community. Particular attention is paid to the development of student collaboration in the cyclical context of action research. The paper is mostly narrative, as we seek to document the growth of DITonline as a collaborative teaching and learning environment. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Non-Refereed Case Study Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=84 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/85 2005-07-30T22:09:46Z issue-4

Blended online and face-to-face learning: A pilot project in the Faculty of Education, Eduardo Mondlane University Muianga, Xavier Justino; Eduardo Mondlane University, Mozambique; xavier.muianga@uem.mz Education Course management system; online learning environment; acquisition and participation models; Mozambique; developing country; flexible learning This paper is about the introduction of blended online and face-to-face learning to the Faculty of Education at Eduardo Mondlane University (EMU) in Mozambique. The main objective of the intervention was to explore the use of a course management system (CMS) within a flexible, student-centred teaching and learning strategy. The author selected two courses, developed an implementation plan, and designed blended versions of the courses, which replaced much of the face-to-face contact teaching with online contact via a course management system. This study is a part of a larger project to develop new teaching and learning methods for the new Education faculty and for EMU as a whole. The study includes a cost and benefit assessment and an assessment of the strengths and weaknesses of learning technologies. Project results include quantitative and qualitative information on the use of the CMS such as the access conditions of students and educators; student preferences across a range of activities; barriers to the use of computers; teaching and learning methods; the useability of the CMS as perceived by students; and barriers to the use of a CMS. The conclusion identifies institutional challenges, and offers recommended solutions to provide the human and technological infrastructure needed for effective implementation of a CMS across the university. Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Non-Refereed Case Study Survey and Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=85 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en Mozambique; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/87 2005-10-31T22:26:36Z issue-5

Peer assessment and computer literacy for junior high school students in geography lessons in Hong Kong Wong, Adam K. L.; Hong Kong Polytechnic University, Hong Kong; spklwong@polyu.edu.hk Ng, Helena PY; Wah Yan College, Hong Kong; wyk-pyn@wyk.hkcampus.net Education, Information Technology, Geography Peer assessment, High School, Student Satisfaction, Geography, Computer literacy This is a practical experience of adopting an interdisciplinary approach in teaching geography on junior high school students. Some computer literacy lessons were given to 166 grade eight students for a geography assignment. The students submitted their work onto a central server at school for peer-assessment using an online survey tool. The results revealed that in general, the students were cable of learning the computer literacy skills and applying them in geography assignments. They were also satisfied with the use of online assignment submission and networked peer assessment. Recommendations were made at the end for similar attempts. (97 words) Distance Education Centre, The University of the West Indies, West Indies 2005-10-31 Non-Refereed Case Study Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=87 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Hong Kong, China; Second Semester, 2004/2005 academic year; 13-14 year-olds, Chinese, Male Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/88 2005-07-30T22:09:46Z issue-4

Editorial: ICT for education and development in Southern Africa Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; TaylorW@cput.ac.za Welcome to this very special second issue of the International Journal of Education and Development using Information and Communication Technology (IJEDICT). Distance Education Centre, The University of the West Indies, West Indies 2005-07-30 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=88 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/90 2005-10-31T22:26:36Z issue-5

Capacity building using an online training course Magagula, Cisco M.; University of Swaziland, Swaziland; ciscomag@uniswacc.uniswa.sz Education; online learning This article reports the findings of an evaluation of an online course for policy-makers in Southern Africa. The objectives of the study were to determine (i) appropriateness and effectiveness of the management process leading to the development and implementation of the online course, (ii) the use of the platform and CD for online discussions, (iii) quality of the online course materials, (iv) the user-friendliness of the online system, (v) the worthiness of the different types of support systems, (vi) the learners’ views of the online course. Furthermore, the evaluator was asked to determine (i) the one week face-to-face workshop, (ii) the quality of the workshop structure, (ii) process and materials used, (iii) the integration of the workshop with the online course, (iv) the value of the workshop for the learners, and (v) the appropriateness of the facilitators. The results showed that (i) the design and structured of the online course was appropriate and well managed, (ii) the course delivery modes (Internet, CD-ROM, and face-to-face learning) were efficiently and effectively utilized, (ii) the course materials were challenging, (iii) the introductory activities properly prepared the learners, (iv) the support provided by facilitators was very useful, and (v) the reading materials in the CD were of high quality. Most of the learners viewed the online course worth taking. However, most learners were frustrated by the low bandwidth which made it difficult for them to browse and surf the Internet and download PDF files. Some learners were not necessarily literate in computer use, opening and sending emails, and surfing the Internet. It is recommended that before an online course is offered, course providers should assess the profile of the intended learners, whether or not they have access to computers, Internet, and know how to open and receive emails as well as download files. Distance Education Centre, The University of the West Indies, West Indies Commonwealth of Learning (COL) 2005-10-31 Non-Refereed Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=90 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Swaziland; Southern Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/93 2005-08-11T20:26:38Z issue-4

Volume 1, Issue 2: Front Pages , ; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2005-08-11 Non-Refereed front pages text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=93 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/94 2005-08-11T20:23:42Z issue-4

Volume 1, Issue 2: Complete Issue (2.6 MB) Distance Education Centre, The University of the West Indies, West Indies 2005-08-11 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=94 International Journal of Education and Development using ICT; Vol. 1, No. 2 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/95 2006-03-06T18:44:27Z issue-7

eSagu: An IT based personalized agricultural extension system prototype - analysis of 51 farmers' case studies Bachu, Venkata Ratnam; International Institute of Information Technology, India; ratnabachu@yahoo.com Polepalli, Krishna Reddy; International Institute of Information Technology, India; pkreddy@iiit.ac.in Reddy, G.S.; International Institute of Information Technology, India; Community Informatics; communication Studies Information systems; communication technology An IT based agricultural extension system has been started and worked from June 2004 by the International Institute of Information Technology, Hyderabad, India, with an objective to develop cost-effective, agricultural information dissemination system (AgrIDS) to disseminate expert agriculture knowledge to the farming community to improve the crop productivity. In this system agricultural advice will be delivered based on crop photographs and other farm information provided by a trained educated farmer. The system along with other advantages has an advantage of providing individual farmer’s data arranged chronologically as farm history. The system as a prototype has successfully been tested at Oorugonda, Gudeppad and Oglapur villages in Atmakur mandal of Warangal district in Andhra Pradesh state, India, during Kharif season, 2004 on cotton crop covering one thousand farms. After the pilot project successfully met its designed objectives in delivering agricultural expert advices to all the registered farmers, 51 Individual farmers’ case studies have been made to see the compliance rate of the project. By making factors like climatic and farm management as uniform, individual farm advises for the pest and disease management from the farm history has been taken to see the rate of compliance. Expert advises were scored as positive and negative based their effect on yield and input cost. Study indicates that many farmers have taken up unnecessary sprays, used high cost chemicals for the pest management and on an average only 50 % of the farmers followed the expert advice for the pest and disease management in cotton crop. Out of all the studied farmers, 53 % of the farmers got total positive scores indicating that these farmers followed the practices which increase yield and reduce input cost and rest 43 % secured total negative scores. There was a positive correlation existed between the yields and compliance rate. Input cost of the farmers under negative scores was higher than the farmers with positive scores under the same yield levels. Illiteracy, poor economic condition, lack of awareness about the scientific farming are some of the growth hindering factors identified in the studied farming community. Key words: IT, agricultural expert advice, compliance rate, scores and yield Distance Education Centre, The University of the West Indies, West Indies Ministry of Information & communication Technology (MCIT), New Delhi, India 2006-03-06 Non-Refereed Case Study Survey, and from the database text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=95 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en e-Agriclinic: An it based approach for cost-effective and personalized agricultural extension system http://ijedict.dec.uwi.edu/include/getdoc.php?id=560&public=true e-Sagu, an IT Based Personalized Agricultural Extension System http://ijedict.dec.uwi.edu/include/getdoc.php?id=561&public=true India; June 2004 to March 2005; Farming Community Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/96 2006-03-06T18:44:27Z issue-7

Information Literacy Skills Course delivery through WebCT: The University of Botswana Library experience Lumande, Edward Kampanga; University of Botswana, Botswana, Southern Africa; lumandee@mopipi.ub.bw Ojedokun, Ayo A.; University of Botswana, Botswana, Southern Africa; ojedokun@mopipi.ub.bw Fidzani, Babakisi; University of Botswana, Botswana, Southern Africa; fidzanib@mopipi.ub.bw Information Literacy Skills/Education Online learning, information literacy skills, The use of ICTs and Content Management Systems like WebCT in particular, for teaching information skills is not new. Many libraries in higher education institutions have designed user education programmes using electronic media, WebCT inclusive. The University of Botswana bought into this initiative because of the need to address the problems of large classes, assessment of students in relation to large number of scripts to mark, shortage of staff, timetable clashes, and consistence in delivery of content. The implementation of the pilot by the library however started in 2003 with the first year social science students. This article shares the library’s experiences during implementation. Distance Education Centre, The University of the West Indies, West Indies University of Botswana Center for Academic Development 2006-03-06 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=96 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en Botswana; -; - Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/100 2005-12-31T12:44:28Z issue-6

Business undergraduates learning online: A one semester snapshot Petrova, Krassie D.P.; Auckland University of Technology, New Zealand; krassie.petrova@aut.ac.nz Sinclair, Rowena; Auckland University of Technology, New Zealand; rowena.sinclair@aut.ac.nz Education online learning, e-learning, flexible delivery, New Zealand, business education, student perceptions, online usage Online learning was first introduced into an undergraduate business programme at Auckland University of Technology in 1999 starting with just one single course. Currently online learning is used across the whole programme either to enhance classroom teaching or to reduce class contact time. In the second half of 2004, a broad review of online learning within the programme was undertaken, with the purpose to enhance understanding about online learning and provide recommendations about further development and improvement. The study presented here was carried under the umbrella of the review and was aimed at identifying key characteristics of student perceptions about the two online models implemented, and the actual usage patterns of the online learning platform. It provided information about student perceptions of online learning and a picture of the online platform usage. Distance Education Centre, The University of the West Indies, West Indies n/a 2005-12-31 Peer-Reviewed Article quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=100 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en New Zealand; Second half of 2004; second and third year udergraduate students (business) Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/103 2005-11-02T18:10:35Z issue-5

Existential elements of the online learning experience Carmody, Kevin; University of Maryland, USA; Berge, Zane L; University of Maryland, USA; berge@umbc.edu educaion online learning The following discussion will compare four contemporary methods of online teaching and learning: student-centered, subject-centered, teacher-centered and teaching-centered. This paper argues that the most effective methods are those that engage the six dimensions of human existence: physical, social, emotional, psychological, intellectual, and spiritual. However, there is no Holy Grail, golden rule, or single instructional model that will guarantee effective teaching or learning in every situation. What engages one class may disengage the next. The skill, flexibility, motivation, and orientation of the instructor and student are the guiding factors that lead the learning process. With an understanding of the personal nature of the learning interaction, the most effective teaching methods are those that engage individuals in an intimate way. The objective herein is to present and define four contemporary teaching models, their expressed or applied engagement of the dimensions listed above, and provide foundational concepts which may serve as starting points in the evaluation of one’s own methods, philosophy, and practice. Distance Education Centre, The University of the West Indies, West Indies 2005-11-02 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=103 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en North America; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/107 2005-12-31T12:44:28Z issue-6

Digital Cultural Communication: Enabling new media and co-creation in Asia Russo, Angelina; Queensland University of Technology, Australia; a.russo@qut.edu.au Watkins, Jerry; Queensland University of Technology, Australia; jj.watkins@qut.edu.au Communication Studies; Community Informatics Digital Cultural Communication; community co-creation; new media Digital Cultural Communication (DCC) is a new field of research and design which seeks to build a co-creative relationship between the cultural institution and the community by using new media to produce audience-focused cultural interactive experiences (Author, 2005). By situating the development of cultural communities within DCC, the institution adopts a more representative curatorial practice and benefits through the creation of original community-derived content which can form new digital collections. The community benefits through improved 'information literacy' - the skills required to use digital technologies to engage in both cultural consumption and production (Author, 2004) - and can go beyond being a stakeholder of an institutional exhibition. Information literacy skills enable the community to both produce and consume its own original cultural content, in the form of narratives, wikis, blogs, vlogs or any other medium which is supported by the institution and connects to the audience. The institution ceases to be the sole custodian of cultural experience; instead it provides co-creative infrastructure for the community and distributes original cultural content to the audience via multiple platforms - physical, online and broadcast. This article uses a range of examples from around Asia to demonstrate how individuals and communities can benefit from the economy and immediacy offered by new media to co-create and distribute distinctive cultural content to broader audiences. Distance Education Centre, The University of the West Indies, West Indies 2005-12-31 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=107 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en Asia; Australia; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/108 2006-03-06T18:44:27Z issue-7

Education through multimedia among Agricultural Diploma School Students: An impact study Patel, Ashok Ambalal; Anand Agricultural University, India; aapatel57@rediffmail.com Patel, Dharmendra D; Anand Agricultural University, India; Information Technology Use of multimedia in education The present study was taken up to measure the effectiveness of multimedia of paddy cultivation in education system. There was a substantial net gain in as well as retention of knowledge for seedling raising of paddy crop of the students of selected agricultural diploma schools on viewing the multimedia. The results reflected that the knowledge level before viewing the multimedia was correlated with some of the personal characteristics of the students; while no such correlation was observed with the level of knowledge after viewing the multimedia besides at the level of retention. This it self-express the effectiveness of the multimedia in educational system. Distance Education Centre, The University of the West Indies, West Indies - 2006-03-06 Peer-Reviewed Article Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=108 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en Asia; Second Year; age; educational attainment; Background; Type of Family; Farming Experience; Reading Habit; etc. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/109 2005-11-23T16:01:20Z issue-5

Experimenting e-Learning with a large class Eyitayo, Oduronke Temitope; University of Botswana, Southern Africa; eyitayoo@mopipi.ub.bw Information Technology; Education eLearning; Large Classes; University An experimental use of web based material to supplement the teaching of the course GEC121 – Computing and Information Skills Fundamental I, in the University of Botswana was carried out between August and December 2003 to a class of over 750 students in the Faculty of Social Sciences. The course was taught in a one-hour class, with two-hour lab sessions every week for each student. The face-to-face sessions were supplemented with course outline, lecture notes, laboratory manuals, quizzes and bulletin board on an Learning Management Software called WebCT while the laboratory sessions were purely done using WebCT. This paper looks at the areas of application of eLearning for large classes and how it was applied at the University of Botswana for the GEC121 course, students and tutors view of the course, as well as experiences from its use. Distance Education Centre, The University of the West Indies, West Indies Educational Technology Unit, University of Botswana 2005-11-23 Non-Refereed Case Study exam marks; online visits; qualitative, survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=109 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en Botswana; Africa; First Semester; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/116 2006-03-06T18:44:27Z issue-7

Investigating ethical crimes Morris, Edward J.S.; RMIT University, Australia; ted@cs.rmit.edu.au Zuluaga, Catherine P; RMIT University, Australia; cz@cs.rmit.edu.au Information Technology online learning; blended learning To improve final year I.T. undergraduate students’ ability to analyse ethical issues we devised a 5-step procedure, based on a standard investigative procedure used at crime scenes. The appeal to our students lies in associating the investigation of an ethical issue with the investigation of a crime, as portrayed in popular TV crime shows that add modern forensic science to traditional ‘whodunnit’ mysteries. We evaluated the success of our ethical ‘crime’ investigation procedure by comparison with previous student cohorts given the same issues to analyse. To leverage the strengths of our new approach, we scripted an ethical crime scenario for video production. The video depicts events surrounding a petty theft in a busy open plan office. First students investigate the crime, then the underlying ethical issues. To help online students learn to investigate ethical issues, we used our previously reported object oriented learning methodology (OOL) to design a class of learning objects, or learning object class (LOC). Class Investigator uses our ethical crime investigation procedure and example video. This LOC facilitates dynamic instantiation of an individualised learning object (LO) for, or by, a student during a lesson. This enables a LO lesson to not only be more highly interactive but also far less predetermined in its sequence of activities for each student. Distance Education Centre, The University of the West Indies, West Indies 2006-03-06 Peer-Reviewed Article Action Research; Qualitative; Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=116 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en Australia; 5 years; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/117 2005-10-31T22:26:36Z issue-5

Editorial: ICT for capacity building and knowledge communities Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; TaylorW@cput.ac.za Distance Education Centre, The University of the West Indies, West Indies 2005-10-31 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=117 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/120 2005-12-31T12:44:28Z issue-6

What role can educational multimedia play in narrowing the digital divide? Macleod, Hilary J; Queensland University of Technology, Australia; hilarymacleod@yahoo.com.au Education, ICT developing countries; digital divide; educational multimedia This paper explores the assertion that the development of educational multimedia has a key role to play in effectively reducing the impacts of the digital divide particularly in the context of developing nations. This assertion is based on the premise that the global diffusion of Information Communication Technologies (ICTs) should not be guided by a technologically deterministic approach but situated in the context of an appropriate development and critical theory of technology approach, which takes into account a broad range of social, cultural, political and economic enabling factors. Such an approach is a feature of a social and community informatics framework. Within this context, facilitating the development of electronic literacy, culturally relevant online content and interfaces through the development of educational multimedia can assist the process of social inclusion within developing countries. Before examining the role of educational multimedia in this context, the paper critically analyses the concept of the digital divide and why Information Communication Technologies (ICTs) have come to be seen as the panacea to the problems of global development. Distance Education Centre, The University of the West Indies, West Indies 2005-12-31 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=120 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/124 2005-12-31T12:44:28Z issue-6

Towards a profitable and sustainable future for grain growers: A professional development model for farm partners Murray, Chris; Apsilon, Toowoomba, Australia; cmurray2@bigpond.net.au Condell, Jillian Anne; Apsilon, Toowoomba, Australia; condellj@bigpond.net.au Murray, Peter John; University of Queensland, Australia; peter.murray@uq.edu.au Education; Sociology; Vocational Education and Training; Agriculture; Information Systems communication technology; teleconferencing; group learning; community networks; action learning; learning circles; flexible delivery; sustainability; business management; viability; agriculture; grain growers; Many Australian grain growers need to change their management approach to ensure their continued viability, but do not have the knowledge and skills to do this. Uptake of relevant education and training is poor, despite increasing recognition of the need for change and a positive correlation between learning, change and farm viability. As men are generally occupied with the operational aspects of the farm, much of the management role has been taken on by their partners, despite their lack of relevant formal qualifications. Professional development of farm partners therefore has the potential to improve the viability of grain growers. Distance Education Centre, The University of the West Indies, West Indies Grain Research and Development Corporation partners-in-grain project; Conservation Farmers Incorporated 2005-12-31 Non-Refereed Case Study Action research; participative; qualitative; survey/interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=124 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en Rural and remote regions of Australia; ; gender; educational attainment; farm partners Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/128 2005-12-31T12:44:28Z issue-6

The Information Society and the Digital Divide: some North-South comparisons Martin, Bill; Royal Melbourne Institute of Technology (RMIT) University, Australia; bill.martin@rmit.edu.au Community Informatics information society; ICTs; digital divide; national & international policies; developing world The concepts of the Information Society and the Digital Divide are reviewed in the context of national and international policies, many of which are techno-economic in nature and lacking a genuine social dimension. This criticism applies to programs in both the emerging and developed worlds. This social dimension must include attention to regulatory and access issues and critically, address core issues of poverty and living standards, including information poverty. The role and significance of information and knowledge need to be better understood in a world where intangible value is increasingly dominant and where metrics for knowledge are at best rudimentary. Distance Education Centre, The University of the West Indies, West Indies 2005-12-31 Peer-Reviewed Article Qualitative and in-depth interviews text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=128 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en Asia-Pacific; Europe; North America; Mid 20 century; Policy makers in national & international agencies Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/132 2006-03-06T18:44:27Z issue-7

ICT learning: Is it more valuable for the young? Subramanian, Savithri; UNESCO, India; s.subramanian@unesco.org Development Communication; Information Technology digital divide; community development; community networks; social appropriation of technology The article is based on ethnographic action research undertaken in a rural area of Tamil Nadu, India. Small centres are set up in the houses of women in the villages, in order to create access to ICTs (information and communication technology) for these rural women. While women have learnt to use some of these modern ICTs and make use of them, increasingly it is the young boys and girls of the community who more often access the centres. The article explores some of the socio-cultural factors that may be leading to this subtle but definite change. Distance Education Centre, The University of the West Indies, West Indies UNESCO, New Delhi 2006-03-06 Peer-Reviewed Article Ethnographic Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=132 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en India; Asia; First phase; Women and Youth; Tamil; illiterate and semi-literate; low income; married and single Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/134 2005-12-31T12:44:28Z issue-6

Learning Regions in New Zealand: The role of ICT Toland, Janet; Victoria University of Wellington; Janet.toland@vuw.ac.nz Yoong, Pak; Victoria University of Wellington; Pak.yoong@vuw.ac.nz Information Systems; Economics Learning regions; Regional Innovation Systems; Knowledge Management; Digital Divide A “Learning Region” is characterised by the existence of high quality linkages between different regional stakeholders such as: local businesses; community groups; and education providers. This sharing of information leads to innovation and economic success. Within a regional area interaction and exchange of information is easier and cheaper than in a national or international context. The success of an individual organisation is directly related to the quality of information available locally. Information technology can be an important tool in improving the flow of knowledge between the stakeholders within a region. This paper examines the potential for information and communication technologies to enhance the efforts of regions in New Zealand to achieve sustainable economic success, by improving the flows of knowledge, both within the region itself, and between the region and the outside world. Distance Education Centre, The University of the West Indies, West Indies 2005-12-31 Peer-Reviewed Article Historical Methods text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=134 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en New Zealand; From 1986 onwards; Regions of New Zealand Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/135 2005-12-21T05:57:03Z issue-5

Volume 1, Issue 3: Front Pages , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2005-12-21 Non-Refereed front pages text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=135 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/136 2005-12-26T10:22:19Z issue-5

Volume 1, Issue 3: Complete Issue (6.37 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2005-12-26 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=136 International Journal of Education and Development using ICT; Vol. 1, No. 3 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/138 2005-12-31T12:44:28Z issue-6

Editorial: ICT for development in Asia and the Pacific Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; TaylorW@cput.ac.za Distance Education Centre, The University of the West Indies, West Indies 2005-12-31 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=138 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/140 2006-01-08T08:29:46Z issue-6

The usage of ICT for secondary education in Mongolia Sambuu, Uyanga; National University of Mongolia; uyanga@magicnet.mn Information and Communication Technology; Education; Information and Communication Technology, ICT in education, secondary education, informatics, ICT policy, Mongolia Mongolia is located in the Northern Asia, bordering with China and Russia (landlocked). Mongolia has a territory of 1,564,116 sq km. The population is 2,791,272 (July 2005 est.), the literacy rate is 97.8% (World Fact book, 2005). Education system consists of pre-school education (kindergarten), general education (primary school 1-5, incomplete secondary school 1-9, complete secondary school 10-11), and professional education (universities). Pre-school and general education is free to all by law. In 2004-2005 academic years, 557346 students were reported to be studying at 710 general education schools nationwide. Information and Communication Technology (ICT) were introduced to Mongolian education sector relatively late. The computer training and informatics as a subject has been included in the secondary school curriculum in Mongolia since 1988 and in the university curriculum since 1982. The paper presents current situation of ICT use in secondary education in Mongolia, including national policies, strategies and programs, hardware and software, teaching staffs, informatics curriculum and related projects and initiatives. SWOT analysis and conclusions are also presented. Distance Education Centre, The University of the West Indies, West Indies the Korea Foundation for Advanced Studies, South Korea 2006-01-08 Non-Refereed Case Study Action Research; Survey; Analysis; Qualitative; Quantitative; text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=140 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en Mongolia; current situation; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/144 2006-03-06T18:44:27Z issue-7

eNRICH: Archiving and accessing local information Sharma, Sarita; Datamation Foundation, India; saritachetan@yahoo.com Education; Sociology; Development Communication; Information Technology online learning; community development; sustainability; information systems; information management; communication technology; community networks; social appropriation of technology The article is based on ethnographic action research undertaken in a site in urban north India using information and communication technologies (ICTs) towards development of the local community. It discusses the usage of eNRICH , a web based browser. It includes experiences about how the software can be used in the given field situation and the challenges towards the consistent functionality of such software in an ICT initiative meant to reach the poor and the marginalised. Since the software facilitates recording and archiving of content, the article also briefly touches upon issues of local content development, the cornerstone of ICTs for development. Distance Education Centre, The University of the West Indies, West Indies UNESCO 2006-03-06 Peer-Reviewed Article Ethnographic Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=144 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en India;Asia; Initial and Second phases; Muslim women between 12- 35, both married and unmarried Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/146 2006-03-06T18:44:27Z issue-7

Cultural perceptions: The missing element in the implementation of ICT in developing countries Albirini, Abdulkafi; University of Illinois at Urbana-Champaign, USA; albirini@uiuc.edu Education, information technology developing countries, communication technology, cultural appropriation of technology Given the widely recognized importance of culture for the successful implementation of information and communication technology (ICT), this study explored the cultural perceptions of high school EFL (English as a Foreign Language) teachers in Syria toward ICT. Using both quantitative and qualitative research methods, the study sought to determine the teachers’ overall perceptions of ICT as influenced by their national culture and school culture(s). The findings point to a notable conservatism in participants’ perception of ICT in education and society at large. Teachers were mainly concerned about the morally damaging effect of ICT, its inattentiveness to their cultural and language needs, and its growing primacy at the expense of other societal needs. Hence, participants urged for the creation of local computers and software that would better serve Syrian identity and culture. The implications of the findings are discussed. Distance Education Centre, The University of the West Indies, West Indies Syrian Ministry of Education 2006-03-06 Peer-Reviewed Article Quantitative & Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=146 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en Appendices http://ijedict.dec.uwi.edu/include/getdoc.php?id=840&public=true Middle East; Second Semester; Syrian Teachers Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/154 2006-02-06T21:22:24Z issue-6

Volume 1, Issue 4: Complete Issue (3.02 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-02-06 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=154 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/155 2006-02-06T21:27:27Z issue-6

Volume 1, Issue 4: Front Pages , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-02-06 Non-Refereed front pages text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=155 International Journal of Education and Development using ICT; Vol. 1, No. 4 (2005) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/157 2006-03-06T18:44:27Z issue-7

Commitment or Public Relations? A Review of Empowering Children: Children's Rights Education as a Pathway to Citizenship, R. Brian Howe and Katherine Covell Brandon, Ed; The University of the West Indies, Barbados, West Indies; edbrandon@sunbeach.net Education Children's Rights Distance Education Centre, The University of the West Indies, West Indies 2006-03-06 Non-Refereed Book/Media Review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=157 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/159 2006-11-26T22:29:04Z issue-10

Education and human resource development in post-independent Eritrea: An explanatory note Rena, Ravinder; Eritrea Institute of Technology, Eritrea; ravinder_rena@yahoo.com Economics of Education Keywords: Education, Human Resource, Development, Eritrea, Technical education. Abstract Education is a lifelong process. Twentieth century has witnessed the miracles of Human Resource Development (HRD) activities reflected through increase in GNP and overall productive activities. The Government of Eritrea offering both formal and informal training at different level notably the human resource development programmes. This prosperity in education is obviously a great thing for Eritrea, and the dream to make Eritrea a technological-oriented and advanced nation would become real, because the cumulative effort done so far in the human development is noteworthy. As Human Resource Development Programmes concentrate much on the category of major raw human resource to be processed into the work force and its role in reconstructing the economy. An attempt is made in this paper analyse the educational and human resource development after independence. This paper also provides detailed account of technical and vocation education with special reference to skill development programme. Keywords: Education, Human Resource, Development, Eritrea, Technical education. Distance Education Centre, The University of the West Indies, West Indies Self 2006-11-26 Peer-Reviewed Article Qualitative and Literary Analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=159 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Africa; After independence of Eritrea; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/161 2006-05-31T18:12:32Z issue-8

The utilization and integration of ICT tools in promoting English language Teaching and Learning: Reflections from English Option Teachers in Kuala Langat District, Malaysia Samuel, Robinson Joseph; Retired College Lecturer, Malaysia; robkow@tm.net.my Bakar, Zaitun Abu; University of Malaya, Kuala Lumpur, Malaysia; zabubakar@itc.uob.bh Information Technology ICT integration in teaching and learning English Language The unprecedented advances in interactivity and multimedia capabilities together with a myriad of emerging technologies have enabled the creation of virtual learning environments that could be utilized to boost the development of English language skills among Malaysian primary and secondary school students. English language standards have been deteriorating over the years and basic oral skills have been appalling due to lack of usage and reflective practice. English lessons that incorporate multimedia applications can exert powerful motivation and provide bored students with exciting new ways to learn. The utilization and integration of ICT tools can indeed assist students in acquiring English Language competency as well as enhance the quality of their learning experience. This paper first examines the present scenario of English language teachers as regards ICT integration and tries to determine if ICT skills of English language teachers in the light of existing infrastructure facilities are adequate to promote English language teaching and learning. The researcher next looks at some of the obstacles faced by English language teachers in ICT integration and finally in the concluding part the researchers suggest the use of interactive lessons to speed up the teaching and learning of English. Distance Education Centre, The University of the West Indies, West Indies Kuala Langat District Education Office 2006-05-31 Peer-Reviewed Article Qualitative syudy text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=161 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en Malaysia; Second Semester; Primary and secondary school teachers between 25 - 55 years of age Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/162 2006-05-31T18:12:32Z issue-8

The CTC@NSW Program: Achievements and ongoing challenges De Weaver, Lynne H; Southern Cross University, Australia; lynne.deweaver@scu.edu.au Ellis, Allan; Southern Cross University, Australia; allan.ellis@scu.edu.au De Weaver, Lynne H; Southern Cross University; lynne.deweaver@scu.edu.au Development Communication; Community Informatics; Information Technology; community development; sustainability;community networks; social appropriation of technology) The Australian government funded a variety of Information and Communications Technology (ICT) programs throughout regional Australia through its Networking the Nation (NTN) program. The Community Technology Centre @ New South Wales (CTC@NSW) was one such program. However, it was jointly funded by NTN and the NSW State Government. Although the business planning process was an integral part of what communities had to do when they applied for a CTC@NSW grant, community inputs and outcomes regarding this process were not fully evaluated in the CTC@NSW program’s Final Report. An online survey of 55 CTCs funded through this program was subsequently conducted and revealed that the business plan was a key determinant of the success or failure of the CTCs that responded to this survey. Distance Education Centre, The University of the West Indies, West Indies CTC@NSW 2006-05-31 Peer-Reviewed Article Survey/Interview; text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=162 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en Australia; 1 June 2000 - 30 May 2005; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/163 2006-05-31T18:12:32Z issue-8

Exploring Turkish science education faculties’ understanding of educational technology and use Turkmen, Hakan; ; turkmenhakan@ou.edu educational technology technology knowledge; science education; classrooms applications of technology; Turkish education. This paper reports the results of a survey that determined science education faculty members’ attitude toward computer use. The purpose of this study is to the address the understanding of educational technology faced by science education faculty members in Turkey. Two educational perspective themes concerning the knowledge of science education teachers converge in this study: science education faculty members’ current knowledge and desired knowledge of understanding of educational technologies and use. The questions were “What are Turkish science education faculty members’ current perceptions on using technological tools in science courses?” and “What do Turkish science education faculty members want to know on using technological tools in science courses?” The findings of this study showed that Turkish science education faculty members relatively unfamiliar with the advantages of educational technology and do not maximize its use, but they want to know the advantages of educational technology. Distance Education Centre, The University of the West Indies, West Indies 2006-05-31 Non-Refereed Case Study Action Research, Quantitative,Historical Inquiry; Literary Analysis; Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=163 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en europe; ; gender; educational attainment; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/164 2006-03-06T18:44:27Z issue-7

Editorial: Culture, content and learning for development Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; Cape Peninsula University of Technology, Cape Town, South Africa; TaylorW@cput.ac.za Distance Education Centre, The University of the West Indies, West Indies 2006-03-06 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=164 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/167 2006-05-31T18:12:32Z issue-8

Releasing the pedagogical power of information and communication technology for learners: A case study Knight, Cecily Mary; Central Queensland University, Australia; c.knight@cqu.edu.au Knight, Bruce Allen; Central Queensland University, Australia; b.knight@cqu.edu.au Teghe, Daniel; Central Queensland University, Australia; d.teghe@cqu.edu.au Education communication technology There is currently much debate around how best to incorporate Information and Communication Technologies (ICTs) into teacher education programs (Karsenti, 2001; Snider, 2002; Bain, 2004). Rapid advances in ICTs demand changes to our education systems. Computer technology has been absorbed into our schools but in many instances teachers simply deliver old lessons in a new format, and rarely fully capitalise on this technology in their practice. This paper will explore two issues, firstly, what are the barriers to educators embracing the new technologies, and secondly, what role do teacher education programs play in breaking down the barriers. In discussing these issues, initiatives being undertaken in Queensland will be highlighted. Distance Education Centre, The University of the West Indies, West Indies 2006-05-31 Peer-Reviewed Article position paper text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=167 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en Australia; ; Position paper Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/168 2006-05-31T18:12:32Z issue-8

Long distance design education applied to rural women Perivoliotis-Chryssovergis, Margaret Catherine; Technological Educational Institute of Athens, Greece; perivoliotis@teiath.gr Education Craft production, Design education, Information and communication technologies, Distance learning, Way out of unemployment The paper addresses a distance-learning/e-learning proposal applied to unemployed women in remote/rural areas. It is a pilot study focusing on those women who are professionally or occasionally occupied with the production of artefacts without having any education in design, marketing or management due to their residential location or to their life-style constraints. New education strategies were developed engaging computer and information and communication technology. It is a proposed solution to the exclusion and unemployment that is still rife in many East Mediterranean/Middle-East countries. The overall proposal and the results of the application among selected participating rural women are here presented. Distance Education Centre, The University of the West Indies, West Indies Govermental agencies of Greece, EU agencies 2006-05-31 Non-Refereed Case Study Action research/participative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=168 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en image 1, a, http://ijedict.dec.uwi.edu/include/getdoc.php?id=969&public=true Image 1, b http://ijedict.dec.uwi.edu/include/getdoc.php?id=971&public=true image1, b, c http://ijedict.dec.uwi.edu/include/getdoc.php?id=970&public=true East Mediterranean/Greece/The Balkans; Late 90's up to Febr. 2006; rural women handicrafts, unemployed women of East Mediterranean/Greece/The Balkans Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/169 2006-05-31T18:12:32Z issue-8

Jordanian EFL students’ perceptions of their computer literacy Bataineh, Ruba Fahmi; Yarmouk University, Irbid, Jordan; rubab@yu.edu.jo Baniabdelrahman, Abdallah Ahmad; Yarmouk University, Irbid, Jordan; Education; Information Technology developing Countries; Communication Technology This study investigated 210 Jordanian EFL perceptions of their computer literacy. The findings revealed that the majority of the students reported being fairly proficient to proficient in computer skills such as deleting files (81.43%), copying files (78.57%), formatting a floppy disk (67.15%), and installing a program on a hard disk (64.29%), while most reported being not or a little proficient in computer skills such as using images from a camcorder or digital camera in computers (84.76%), using PowerPoint (80%), and creating databases (78.09%). The results further revealed no significant effect for gender but a significant effect for year of study on students’ perceptions of their computer literacy. Distance Education Centre, The University of the West Indies, West Indies none 2006-05-31 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=169 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en Asia; the Middle East; Second semester; Gender, Year of Study Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/171 2006-05-31T18:12:32Z issue-8

Community radio and emerging information networks Negi, Ruchika R.N.; Social Science Researcher, New Delhi, India; negi_ruchika@rediffmail.com Development Communication Community Radio, Information Networks, Shared Knowledge Platform This article seeks to take a closer look at the workings of five community radio groups operating in the northwestern hills of Uttaranchal in India. Why is there a need for alternative knowledge platforms? What does it mean to work on information networks? Who are these people who comprise these groups? The article seeks tries to introduce and analyse the processes and the experiences of the local volunteers in doing radio amidst their own community members. The article seeks suggests that such initiatives, small and scattered as they may be, help in the creation of knowledge networks that help to form newer, hitherto unexplored spaces of dialogue and discourse. Distance Education Centre, The University of the West Indies, West Indies UNESCO 2006-05-31 Non-Refereed Case Study Ethnographic, Interpretive, Literary Analysis, Interviews text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=171 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en India; Second Semester; Youth Groups from the hill communities of Uttaranchal Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/172 2006-08-10T13:26:27Z issue-9

Analysis of the uses of information communication technology (ICT) for gender empowerment and sustainable poverty alleviation in Nigeria Obayelu, Abiodun Elijah; University of Ibadan,Oyo State, Nigeria; obayelu@yahoo.com Ogunlade, I.; University of Ilorin, Nigeria; Information Technology Information Communication Technology (ICT), Gender, poverty alleviation, sustainable poverty alleviation and Nigeria This study presents ICT as a phenomenon that fits into the globalization project of empowering gender and sustainable poverty alleviation in Nigeria. Poverty amid plenty is the greatest challenge facing Nigeria. Men and women in poverty use diverse coping mechanisms conditioned by their access to various support systems. While women traditionally have access to the family network, the men utilize public and community systems, from which women are excluded. Hence the social dimension of poverty is largely a gender issue and gender is a key issue in ICT profession with the greatest weight of poverty been borne by women household heads and children from poor homes. This paper is a descriptive analysis of the use of ICT for gender empowerment and sustainable poverty alleviation in Nigeria. It describes the roles that ICTs have played in the lives of the poor and the ones yet untapped in Nigeria, and how ICTs can be explore to assist women in addressing the chronic issues of widespread poverty. The result of the study using Likert rank order scale shows unemployment, income inequality, polygamy, business failure, sickness and environmental degradation as the main causes of poverty in Nigeria and sustainable poverty alleviation is unlikely to be achieved without the proper use of ICT. Using ICTs to support poverty reduction is found to be possible, practical and affordable if Nigerian government acknowledges its role as a major employer and user of ICT beginning with a development commitment that targets poverty alleviation. In addition, the development and access to social networks through low-cost ICTs, telecentres will enhance timely access to accurate and reliable information by the poor. ICTs will not only empower the gender but sustain poverty alleviation programmes which in time past have failed in Nigeria through provision of new and enhanced opportunities for participation in the process of self-determination, economic, social, educational and cultural advancement and employment beyond the scope of traditional institutions and any forms of governance. Distance Education Centre, The University of the West Indies, West Indies 2006-08-10 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=172 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/175 2006-11-26T22:29:04Z issue-10

Interactive Child Learning Aid Project (iCLAP): Design and development of an indigenous instructional multimedia model for Nigeria Azi, Joseph Izang; Department of Industrial design, Ahmadu Bello University, Zaria-Nigeria; azijoe86a2000@yahoo.com Education; Development Communication developing countries; communication technology; social appropriation of technology This project is concerned with the design and development of an indigenous Instructional Multimedia prototype for enhancing early child-education in Nigeria, tagged: Interactive Child Learning Aid Project (i-CLAP). It is structured based on a combination of African art, Computer Graphics and Animation, contextualized to accommodate the needs, preferences and styles of the local learner. This paper introduces a new vision that is motivated by the rapid advancements in digital technology and the urge for cultural expressionism, as catalysts for reinforcing early cognitive development and school-readiness among Pre-primary school children in Nigeria. Distance Education Centre, The University of the West Indies, West Indies Fulbright Fellowship 2006-11-26 Non-Refereed article Ethnographic; Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=175 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Africa; (Nigeria); Second Semester; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/177 2007-10-31T00:37:04Z issue-13

E-learning data warehouse maintenance system for collaborative learning availability resources optimization Jalel, Akaichi; University of Tunis, Tunisia; jalel.akaichi@isg.rnu.tn Information Technology Data Warehouse, Maintenance, Collaborative e-learning, Schema changes, Agents. In a learning space populated by a great number of e-learning resources, data warehousing maintenance techniques seem to be a guarantee for any time e-learning informational resources availability and sharing, while minimizing communication costs and fault tolerance. In fact, an e-learning Data Warehouse is constituted by e-learning informational resources collected from heterogeneous, distributed, and autonomous information sources. It has to be regularly updated and maintained, when e-learning information sources change their contents and/or their schemas, in order to ensure integrity, accessibility, availability and the consistency of the afforded information. In this paper, we propose to study the issues of using agents to achieve e-learning data warehouse maintenance under schema changes. We focus on agents’ collaboration leading not only to the availability optimization of e-learning informational resources, but also to the increasing of the system components autonomy, avoiding network saturation and to the decreasing of a variety of costs such as communication and execution times. Distance Education Centre, The University of the West Indies, West Indies 2007-10-30 Peer-Reviewed Article Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=177 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en ; ; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/178 2006-04-03T20:55:50Z issue-7

Volume 2, Issue 1: Complete Issue (2.59 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-04-03 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=178 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/179 2006-06-12T14:27:45Z issue-8

Trends and Challenges of eLearning in National and International Agricultural Development Berge, Zane L; UMBC; berge@umbc.edu Leary, John; Trees for the Future; jleary1@umbc.edu Education; agribusiness elearning; agribusiness; evaluation Compared to other business and management fields, elearning in agriculture-related fields is still in the early phases of adoption. Early pioneers, primarily American and Australian agribusinesses and colleges of agriculture, are now utilizing elearning methods as a major part of both their education and strategic management programs. There are plenty of challenges, involving the faculty and trainers, students and farmers, technology, finances, and other complications, but agricultural instructors absolutely must find ways to overcome these hindrances and aspire toward the plethora of opportunities that elearning presents for the field of agriculture. eLearning is dramatically improving how agricultural education is done. It is allowing greater access to more students, more efficiently, and better information. The evaluation results of the first international elearning projects in agriculture show that much good can be done toward ensuring food security in the world if developed countries assist developing countries to implement elearning methods. This paper explains the major trends in elearning in agriculture, and the challenges of elearning in agriculture. It describes the major developments and uses of elearning in the field of agriculture and investigates the international opportunities with elearning in agriculture. Distance Education Centre, The University of the West Indies, West Indies 2006-06-12 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=179 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en Sub-Saharan Africa; Canada-Barbados; Pakistan; Americas; Australia; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/181 2006-08-10T13:26:27Z issue-9

Technology leveraging change in Hong Kong Schools Fox, Bob; University of Hong Kong, SAR China; bobfox@hku.hk Education Information technology, teacher development The emphasis in teacher development for ICT integration into the curriculum in many countries has concentrated on ‘upskilling’ teachers’ technical competence. Little has been done to assist teachers fully to integrate ICT into classroom practices in pedagogically meaningful ways. This study explores teacher attitudes and perceptions of how ICT is and can be used in classrooms. This study is based teachers’ experiences of ICT, from which representative accounts have been selected to identify common understandings of and attitudes towards ICT in educational settings. The aim of this study is to stimulate debate on various constructions of technology and education and to help teachers Distance Education Centre, The University of the West Indies, West Indies 2006-08-10 Peer-Reviewed Article qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=181 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en SE Asia; ; mature age teachers Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/183 2006-04-07T14:16:18Z issue-7

Volume 2, Issue 1: Front Pages , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-04-07 Non-Refereed front pages text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=183 International Journal of Education and Development using ICT; Vol. 2, No. 1 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/184 2006-05-31T18:12:32Z issue-8

An information technology enabled Poultry Expert System: Perceptions of veterinarians and veterinary students Thammi Raju, D; Sri Venkateswara Veterinary University, India; dtraju@yahoo.com Sudhakar Rao, B; Sri Venkateswara Veterinary University, India; vetyextension@yahoo.com Information Technology Poultry Expert System ; Veterinarians; Students; Design; Utility; Complexity; Technicality; Compatibility; Feasibility The Poultry Expert System (PES) was developed using Visual Basic 6.0 and MS Access on selected dimensions of poultry farming. It’s efficacy was tested among the practicing Veterinarians and students of Veterinary profession. Both the groups expressed that PES had greater utility, less complexity and moderate compatibility. It possessed good technicality, feasibility, designed in a user friendly and aesthetic manner and brought improvement in the user attributes. Both the groups were significantly differing on few items of applicability. The study concludes that PES is an IT enabled tool for faster dissemination of expert advice in multiple locations at the same time. Distance Education Centre, The University of the West Indies, West Indies 2006-05-31 Non-Refereed Case Study Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=184 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en India; ; Veterinarians and students of Veterinary profession Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/185 2006-08-10T13:26:27Z issue-9

Reducing the vulnerability of the youth in terms of employment in Ghana through the ICTsector Braimah, Imoro; Kwame Nkrumah University of Science and Technology, Ghana; ibraimah2002@yahoo.com King, Rudith S.; Kwame Nkrumah University of Science and Technology, Ghana; Youth; Employment; Population; Information and Communication Technology In a growing population like that of Ghana youth placement in education and/or work is very critical. Studies have revealed that youth participation in education and skills training in Ghana are inadequate, hence their vulnerability in terms of employment. In view of these situations the ICT sector which has the potential to generate job opportunities for the youth needs to be promoted. The regulatory body in the sector has to be strengthened and given the necessary independence to provide an enabling environment for private sector participation for the sector to develop and create the much needed jobs for the youth Distance Education Centre, The University of the West Indies, West Indies World Bank 2006-08-10 Peer-Reviewed Article Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=185 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en Ghana; Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/189 2006-08-10T13:26:27Z issue-9

Value-proposition of e-governance services: Bridging rural-urban digital divide in developing countries Narayan, Gyanendra; ; Gyanendra.Narayan@iitb.ac.in Nerurkar, Amrutaunshu Narayan; ; Amrutaunshu N. Nerurkar E-governance time-to-public, time-in-public, e-governance model, digital divide, value proposition Success of the governance goes in tandem with the collaborative participation of the citizens and the government. The role of government can not remain the same in the globalized and highly competitive world. More people perceive it as a source of services rather than just as a regulator. The need is to reach to the section of the society which has remained tangential to the government sphere due to the cost and accessibility reasons. Diffusion of e-governance is much needed to outreach to these peripheral sections in the developing countries. The model proposed in this paper improves upon the “time-to-public” and “time-in-public” of e-governance services. The paper provides a roadmap to bridge the rural-urban digital divide with the observation of successful e-governance projects. It tries to formulate a framework for delivering value-proposition to rural populace and equipping them for the better use of e-governance. Distance Education Centre, The University of the West Indies, West Indies 2006-08-10 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=189 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en India; Implemementation Cycle; Government Agencies Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/194 2006-08-10T13:26:27Z issue-9

Appraising the relationship between ICT usage and integration and the standard of teacher education programs in a developing economy Prince Ololube, Nwachukwu; University of Helsinki, Finland.; nwachukwu.ololube@helsinki.fi Education; Information Technology ICTs; Standard; Teacher education programs; Pre-service teachers; Sustainability; Nigeria In this study, the author presents a relatively detail analysis of a survey research conducted on the impact and uses of ICT and the issues that underlie the integration of ICTs in teacher education programs in Nigeria. The theme (ICT) is one of the variables tested on a study conducted by the researcher on “the relationships between funding, ICT, selection processes, administration and planning and the standard of teacher education in Nigeria.” The data for the study were gathered through a two page questionnaire administered to 180 respondents who were accessible in the Faculties of Education and School of Education of the selected institutions. In total, 154 questionnaires were retrieved which represents 86% return rate. At the same time, the data were analyzed quantitatively using SPSS version 13.5 software program of a computer. The results of the survey carried out amid universities and College of Education staff perception of the impact of ICT on teacher education in Nigeria suggested that the respondents were disgruntled with the sluggish use and integration of ICT in both the states and federal government owned institutions of higher education in general and into teacher education programs in particular. Distance Education Centre, The University of the West Indies, West Indies 2006-08-10 Peer-Reviewed Article Quantitative; Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=194 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en Africa; Sub-Saharan Africa, Developing Economy; ; gender; age; status; qualifications; length of service Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/195 2006-08-10T13:26:27Z issue-9

A survey of Internet access in a large public university in Bangladesh Roknuzzaman, M.; University of Rajshahi, Bangladesh; mrkzaman@yahoo.com Education; Information Technology; Communication Studies Internet access; ICT; Rajshahi University; Bangladesh. The article describes the current state of Internet access and its usage in Rajshahi University, the second largest pubic university in Bangladesh. The study used a questionnaire-based survey method to investigate the infrastructural facilities for Internet access and to know the patterns of Internet use in all the 47 departments of 7 faculties, 5 institutes, computer centre, central library and administrative building of the university. Although the university community is deriving some benefits from internet access, the study revealed that nearly half of the responsible authorities of the various sectors are not satisfied with the existing facilities owing to several constraints. On the basis of the prevailing situation, this article suggests future directions for better Internet access in the common interest of the university community. Distance Education Centre, The University of the West Indies, West Indies 2006-08-10 Peer-Reviewed Article Survey; Quantitaive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=195 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en Rajshahi; Bangladesh; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/196 2006-08-10T13:26:27Z issue-9

Beyond access to ICTs: Measuring capabilities in the information society Alampay, Erwin A.; University of the Philippines; erwin_alampay@yahoo.com Information and Communication Technologies; Development Studies capability approach, digital divide, information and communication technologies This article discusses the development paradigms linked to the idea of an information society and explains how information and communication technologies (ICTs) are seen as a means to development. The article also looks at the concept of a ‘digital divide’ and the universal access to ICT policies that are meant to address the problem. It elaborates on the limitations of how current policies address issues related to how people gain access to and use ICTs. Finally, the article proposes a model for applying Sen’s capability approach to analyze access to ICTs impact on development. Distance Education Centre, The University of the West Indies, West Indies University of Manchester 2006-08-10 Peer-Reviewed Article literature review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=196 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en universal; none; none Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/200 2006-11-26T22:29:04Z issue-10

The role of ICTs in the economic development of Africa: The case of South Africa Langmia, Kehbuma; Bowie State University, USA; klangmia@bowiestate.edu Information Technology developing countries, South Africa, communication technology, digital divide Africa has been hard hit with poverty and diseases and these have had immense effects on the quality of social, cultural and political lives of the people. This has made development to move at a very slow pace in the last decades. But the presence of information and communication technologies (ICTs) have somewhat carved an alternative path to development. Not withstanding the urgency and enthusiasm with using this new medium of effecting social and economic change, the Internet has brought about negative as well as positive contributions to development in Africa. The contributions of scholars in the field of technology in bringing about change in the lives of people in Africa in general and South Africa in particular will be discussed and analyzed. The reviews and analysis of the contributions of the scholars in the field of development will be critical in judging the overall significance of the role of the Internet in promoting social change. Distance Education Centre, The University of the West Indies, West Indies Howard University, Bowie State University 2006-11-26 Non-Refereed article Literature review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=200 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Africa; Second Semester; ethnicity Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/204 2006-05-31T18:12:32Z issue-8

Editorial: Achievements and challenges for ICT in education and development Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; Distance Education Centre, The University of the West Indies, West Indies 2006-05-31 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=204 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/213 2006-08-10T13:26:27Z issue-9

Making agricultural training and education materials accessible Paisley, Courtney; World Agroforestry Centre (ICRAF); c.paisley@cgiar.org Education Agriculture and Education Abstract: The Consultative Group on International Agricultural Research (CGIAR) has developed a platform whereby the extensive research conducted in Agriculture and NRM can reach its partners, clients and those who need it quickly and efficiently. Demand for training within the CGIAR is very high; applications for training far exceed capacity. By making agricultural training and education resources accessible online, educational materials can be disseminated on a much larger scale, reaching more educators in national research institutions and Universities. Up-to-date information is vital for successful educational programs and community development. Distance Education Centre, The University of the West Indies, West Indies World Bank 2006-08-10 Non-Refereed project description text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=213 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en International; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/215 2006-11-26T22:29:04Z issue-10

Educative uses of the ICT, technological skills and academic performance of the Venezuelan university students (Barineses): a causal perspective Godoy Rodríguez, Carlos E.; Universidad Ezequiel Zamora UNELLEZ; datakey@cantv.net Information Technology in Higher Education Educative uses of Internet - Internet and higher education - Internet in Venezuela – e-Literacy - Academic performance - Effectiveness of the use of the ICT. The general objective of the present research was to analyze the relations between the educatives uses of the ICT, levels of skills in the handling of the technology (ICT Skills Index) and academic performance of the Barineses students university, in order to propose a model of causal relations that represents suitably, the effects of the use of the technology with academic aims on the results in the studies. It was a random, cross-sectional and anonymous study that follows the habitual evolution of the research process: it begins being a descriptive research, and finishes as explanatory study. The sampling was by conglomerates and stratified, in three stages. The sample for the study consisted of 410 Barineses students university. A questionnaire applied themselves was used. The statistical analysis was carried out in two phases: descriptive univariado and with structural equations modelling. The proposed causal model during the development of the research, revealed significant influences of several indicators on the scores obtained in the ICT Skills Index; not happening the same in relation to the influence of this one last index on the Academic performance of the Barineses students university. This result seems to support, the often outstanding thing in literature on the subject, in relation to the difficulties found until now by the researchers, to demonstrate the effectiveness of the use of the ICT on the results in the studies; and it again places in centre of the debate the well-known paradox of the non significance (To see Russell, 1999, for a more detailed analysis of this phenomenon). Distance Education Centre, The University of the West Indies, West Indies Ezequiel Zamora University 2006-11-26 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=215 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Cuestionario http://ijedict.dec.uwi.edu/include/getdoc.php?id=1161&public=true Venezuela; 2004-2005; ICT uses Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/217 2006-06-29T05:40:04Z issue-8

Volume 2, Issue 2: Complete Issue (2.83 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-06-29 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=217 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/218 2006-06-29T05:37:35Z issue-8

Volume 2, Issue 2: Front Pages , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-06-29 Non-Refereed front pages text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=218 International Journal of Education and Development using ICT; Vol. 2, No. 2 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/220 2006-11-26T22:29:04Z issue-10

Impact of WebCT on learning: Oman experience Naqvi, Syed Jafar; Sultan Qaboos University, Sultanate of Oman; cce3249@squ.edu.om Education online learning, developing countries The World Wide Web Course Tool (WebCT), Blackboard and Moodle are used for teaching and learning in higher education institutions around the globe. This study investigated the impact of WebCT on students learning taking a course “Introduction to Computers in Business” offered at the College of Commerce and Economics, Sultan Qaboos University in the Sultanate of Oman. The finding showed that though the students have little exposure of WebCT at the beginning of the course but towards the end they have appreciated the importance and the use of WebCT as it is easily accessible from any Internet enabled location at any time. In addition it helps them in better understanding and learning the course material. Distance Education Centre, The University of the West Indies, West Indies 2006-11-26 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=220 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Asia; Second Semester; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/221 2006-08-13T18:10:56Z issue-9

The sustainability of institution capacity development on information and communication technology at State University of Medan Gultom, Syawal; State University of Medan; syawal@unimed.ac.id Information and Communication Technology Institution Capacity Development; State University of Medan; sustainability; bandwidth sharing. As one of the developing countries, GoI realize that in order to improve its national competitiveness, the main assignment is to improve the educational system through the utilization of ICT. To achieve this goal efficiently is to involve all state universities in Indonesia that already have the basic resources for ICT implementation. Through DIKTI-INHERENT project called Institution Capacity Development in Information and Communication Technology, GoI not only can reduce the overall cost but also can share and deliver the responsibility to every state university in Indonesia for maintaining the project sustainability. To maintain the sustainability of the project UNIMED determine two decisions: (1) to maximize the use of cyber cafe that could generate revenue up to 261 million Rupiah (US$ 27,473.68) per year; (2) to implement the e-mail services that could generate revenue up to 815,1 million Rupiah (US$ 85,800) per year. The utilization of ICT at UNIMED not only can improve its academia ability towards ICT, but also can deliver service towards the community or other institution within their area by sharing its bandwidth capacities. Distance Education Centre, The University of the West Indies, West Indies 2006-08-13 Non-Refereed Case Study Interpretive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=221 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en Indonesia; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/223 2006-11-26T22:29:04Z issue-10

Perceptions of information and communication technology among undergraduate management students in Barbados Gay, Glenda; Department of Management Studies, The University of the West Indies, Cave Hill C; glenda.gay@uwichill.edu.bb Mahon, Sonia; The University of the West Indies, Barbados; smahon@uwichill.edu.bb Devonish, Dwayne; The University of the West Indies, Barbados; ddevonish@uwichill.edu.bb Alleyne, Philmore A; The University of the West Indies, Barbados; philmore.alleyne@uwichill.edu.bb Alleyne, Peter G; The University of the West Indies, Barbados; brigadergen@yahoo.com Education; Information Technology Information and communication technology; WebCT; Internet; management students. This exploratory study examined attitudes and usage of ICT among undergraduate management students in Barbados. Of the sample of 166 students, the majority indicated they had access to a computer, and had access and regularly used the Internet. In addition, more females than males had access to a computer off campus. Over 90% used the course-based WebCT, whereas only 30% used the Campus Pipeline. The study showed that students were generally favourable towards ICT. Males were more inclined to incorporate ICT in web-based instruction compared to other teaching activities. Older students were more interested in using ICT only as a supplement to teaching activities. The findings suggest high usage of and positive attitudes toward ICT among tertiary level students. University administrators need to address the gender and age differences regarding ICT usage as well as develop strategies to maintain positive student attitudes and high usage of ICT. Distance Education Centre, The University of the West Indies, West Indies 2006-11-26 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=223 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Caribbean; Second Semester; age; gender Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/224 2006-11-26T22:29:04Z issue-10

A neomillennial learning approach: Helping non-traditional learners studying at a distance Sankey, Michael D; University of Southern Queensland, Australia.; sankey@usq.edu.au Education; Communication Studies; Learning and Teaching Design; Distance education; Transmodal delivery; neomillenial; multimodal design; multimedia; learning styles; Instructional Design; Relying on text-based instruction may be disenfranchising many students, whilst technology enhanced environments can provide significant advantages to a growing market of non-traditional learners. This paper reports on research investigating the perceptions of first year distance education students studying a foundation communications course using a CD-based ‘Transmodal’ learning environment. It demonstrates higher levels of engagement are possible when a neomillennial learning approach is adopted for designing course materials catering for a diverse student body, whilst maintaining a balanced environment for more traditional learners. A strong acceptance was moderated by a desire to still receive some print-based materials. However, students reported a preference to receive a CD-based version when given a choice. Distance Education Centre, The University of the West Indies, West Indies Learning and Teaching Support Unit 2006-11-26 Peer-Reviewed Article qualitative/quantitative survey; text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=224 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Australia; all semesters in 2005; distance education students; non-traditional learners; engagement; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/226 2006-11-26T22:29:04Z issue-10

Applications of computer-aided assessment in the diagnosis of science learning & teaching Muwanga-Zake, Johnnie W.F.; The Centre for the Advancement of Science & Mathematics Education; muwangazakej@ukzn.ac.za Education computer-aided assessment; diagnostic assessment This paper reports on the validation of test items that was necessary to prepare diagnostic items, and on the values teachers and learners attached to Computer-Aided Assessment (CAA). The diagnostic potential of CAA was revealed in evaluations, which included teachers and learners. However, the quality of diagnosis and remediation depended upon teachers' capacity to set diagnostic test items particularly in a multiple-choice format, teachers' ability to interpret data produced by CAA, teachers' skills in remedying their classroom as well as learners' problems, the quality of the test items, and the learning as well as the teaching strategies. Distance Education Centre, The University of the West Indies, West Indies None 2006-11-26 Peer-Reviewed Article Participative; survey; interview; qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=226 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Supplementary information http://ijedict.dec.uwi.edu/include/getdoc.php?id=1202&public=true South Africa; 2000 - 2001; Grade 10, Age 16 years Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/227 2007-06-13T20:47:36Z issue-12

Engagement Theory, WebCT, and academic writing in Australia Marshall, Simone Celine; University of Sydney, Australia; Simone.Marshall@arts.usyd.edu.au Education; Learning Management Systems; Academic Writing Blended Learning; online learning The development of Engagement Theory for technology-based teaching and learning provides guidelines specifically for Information and Communication Technology (ICT). This article is drawn from a case study in which a popular learning management system, WebCT, is used in an academic writing course at the University of Sydney, Australia. The study highlights both the benefits and difficulties of using technology when teaching academic writing, and shows how effective Engagement Theory has been in the design, implementation, and outcomes of the website associated with the course. The website enhances the teaching and learning experiences of the students and the lecturer, students participate actively in the unit, interact and collaborate with each other and with the lecturer, and do so within a safe environment. The students also work together on projects that are meaningful and which are directly relevant to their own disciplines. Significantly, the time associated with the development and maintenance of the site was a problem, an issue not addressed by Engagement Theory. Distance Education Centre, The University of the West Indies, West Indies 2007-06-13 Non-Refereed Case Study quantitative; survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=227 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Australia; Summer School; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/228 2006-08-10T13:26:27Z issue-9

Review of "Private Education and Public Policy in Latin America" Brandon, Ed; The University of the West Indies, Barbados, West Indies; edbrandon@sunbeach.net Education private education; principal/agent analysis None Distance Education Centre, The University of the West Indies, West Indies 2006-08-10 Non-Refereed Book/Media Review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=228 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en South America; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/229 2006-11-26T23:13:59Z issue-10

Rural Schools as Regional Centres of e-Learning and the Management of Digital Knowledge: The Case of Newfoundland and Labrador Stevens, Kenneth J; Memorial University of Newfoundland; stevensk@mun.ca Education, Information Technology Internet, Intranet, open learning, e-learning, rural Small schools in rural Canadian communities have had a special role in the development of e-learning and the management of digital knowledge within customized electronic educational structures. In the provision of education to learners in dispersed sites, particularly for those in small schools in rural communities, the school district digital intranet provides a new educational environment that complements and extends traditional schools. Within this digital structure, new processes, including pedagogical considerations that shape e-teaching, have to be considered. The school district digital intranet challenges the traditional educational practice of teachers and learners interacting in closed learning environments and encourages them to consider the possibilities of engaging in open classrooms that are compatible with a knowledge-based economy. Distance Education Centre, The University of the West Indies, West Indies Memorial University of Newfoundland, Industry Canada 2006-11-26 Peer-Reviewed Article Interpretive, qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=229 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Newfoundland and Labrador, Canada; 1997-2006; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/235 2006-08-10T13:26:27Z issue-9

Editorial: Using ICT to empower marginalised groups Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; Distance Education Centre, The University of the West Indies, West Indies 2006-08-10 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=235 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/239 2006-11-26T22:29:04Z issue-10

Pattern of usage of various electronic media by higher education students Sriram, Arul Chelvan; Lecturer, Dept. of Media Sciences, Anna University, chennai - 600025, Tamilnadu,; arutchelvans@yahoo.com Doraiswamy, Viswanathan; Vice-chancellor, Anna University, Chennai - 600025, Tamilnadu, India.; vc@annauniv.edu Communication Studies; Education; Development Communication; flexible delivery; online learning; digitial divide; communication technology This paper provides a comparative analysis of the different educational media from the perspective of the student users in urban and rural areas of Tamilnadu in India. Points of feedback have been derived on both mass and personalized media namely radio, TV, internet, compact discs and teleconferencing. The various demographic variables are associated with media usage patterns. The main findings of the analysis suggest that the internet reigns supreme among all educational media, though its potential is grossly under utilized due to the constraints of cost and availability of facility. Radio and TV are under utilized because of lack of awareness, non-availability of signal. Distance Education Centre, The University of the West Indies, West Indies 2006-11-26 Peer-Reviewed Article Survey/Interview; Qualitative; Interpretive; Quantitative; text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=239 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Asia; India;; ; age; gender; educational attainment; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/240 2006-11-26T22:29:04Z issue-10

Community Content Sharing: Towards Telecentre's Lab to Land Approach GL, Ganga Prasad; ICT Research and Training Centre, CDAC Bangalore; gpr@ncb.ernet.in Nath, Amitav; ICT Research and Training Centre, CDAC Bangalore; amitavnath@gmail.com Mishra, Rakesh; ICT Research and Training Centre, CDAC Bangalore; rakesh@ncb.ernet.in Community Informatics Information Community Technology (ICT); ICT4D; Content Management System (CMS); Content Sharing; Community Development; ECKO; AFARM; Telecentre Capturing and sharing of local content in accordance to the need of the community is an essential step towards people’s participation in the developmental process. ICT have a tremendous scope to preserve and share indigenous knowledge, which can enhance people’s opportunities and be a major source of empowerment – especially the socially and economically backward. This is an approach paper focussed towards people’s participation by bringing technology closer to them. The methodology of “lab to land” adopted by a farm for using ECKO to make it a success has been explained elaborately which can be replicated elsewhere for telecentre’s approach. Learning, challenges faced and the edge of the technology over other community based management system has also been brought into the picture to draw one’s attention while taking technology to the people. Distance Education Centre, The University of the West Indies, West Indies AFARM 2006-11-26 Non-Refereed Case Study Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=240 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en Asia; India; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/241 2007-03-20T09:23:04Z issue-11

Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya Wims, Padraig; University College Dublin, Ireland; P.Wims@ucd.ie Lawler, Mark; University College Dublin, Ireland; P.Wims@ucd.ie Information and Communication Technology; Education; Developing Countries; ICTs; Developing Countries; Education; The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with their parents were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Distance Education Centre, The University of the West Indies, West Indies 2007-03-20 Peer-Reviewed Article Survey/Interviews; key informant interviews text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=241 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Developing Countries; Kenya; 2005; Key informant interviews with teaching staff; Random sample of current and former students; Random sample of parents; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/242 2007-03-20T09:23:04Z issue-11

Computer-based testing on physical chemistry topic: A case study Bolboacă, Sorana Daniela; Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania; sbolboaca@umfcluj.ro Jäntschi, Lorentz; Technical University of Cluj-Napoca, Romania; lori@academicdirect.org Evaluation Technology auto-calibrated online evaluation, multiple choice questions (MCQS), physical chemistry, first-year undergraduate students According with national trends in objective evaluation of undergraduate students’ knowledge, an auto-calibrated online evaluation system was developed. The aim of the research was to assess the first year students’ knowledge on physical chemistry topic at the Faculty of Materials Science and Engineering, the Technical University of Cluj-Napoca, Romania by the use of the developed auto-calibrated online evaluation system. The multiple-choice questions and the evaluation methodologies are presented. The students performances in terms of number of correct answers and time needed to give a correct answer were collected and analyzed. The future plans of development are highlighted. Distance Education Centre, The University of the West Indies, West Indies Research was partly supported by UEFISCSU Romania through the project ET46/2006. 2007-03-20 Non-Refereed Case Study Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=242 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Romania; end-of-course; first-year undergraduate students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/246 2007-06-13T20:47:36Z issue-12

New technologies for teaching and learning: Challenges for higher learning institutions in developing countries Sife, Alfred S; Sokoine National Library of Agriculture,Tanzania; sifesas@yahoo.com Lwoga, Edda T; Sokoine National Library of Agriculture, Tanzania; t_lwoga@yahoo.co.uk Sanga, Camilius; Sokoine National Library of Agriculture, Tanzania; camiliusanga@yahoo.com Information and Communication Technology information and communication technology, e-learning, teaching and learning technologies, higher learning institutions, developing countries The application of Information and Communication Technologies (ICTs) is already changing the organization and delivery of higher education. The pedagogical and socio-economic forces that have driven the higher learning institutions to adopt and incorporate ICTs in teaching and learning include greater information access; greater communication; synchronous and asynchronous learning; increased cooperation and collaboration, cost-effectiveness and pedagogical improvement. However, ICTs have not permeated to a great extent in many higher learning institutions in most developing countries due to many socio-economic and technological circumstances. This paper discusses new learning and training technologies considering their pedagogical, cost and technical implications. It also discusses challenges for integrating these technologies in higher learning institutions with examples from Tanzania, and giving best practice approaches for addressing each of the challenges. Distance Education Centre, The University of the West Indies, West Indies Sokoine University of Agriculture,Tanzania 2007-06-13 Peer-Reviewed Article Literary analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=246 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Developing countries; ; education technology Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/247 2007-06-13T20:47:36Z issue-12

A sustainable model for use of ICTs in rural Pakistan Sattar, Kashif; University of Arid Agriculture Rawalpindi, Pakistan; kashifsattar@hotmail.com Education;Community Informatics;Information Technology online learning;developing countries;community development;sustainability;communication technology The major part of Pakistan is comprised of rural areas, which are underdeveloped and lack facilities as compared to their urban counterparts. The main reasons for this underdevelopment are; low priority assigned by the government in developing the infrastructure, lack of interest of private sector to exploit the potential of rural areas and inability of private sector to invest in the development of rural sector. Only a marginal percentage of budget is being spent in the development of rural people specially on the education This has in turn become a main hurdle to gain, accept and to implement the new technologies in the agriculture sector as well as other rural sectors (as agriculture is not the only source of development in the rural areas of Pakistan). We must think about that 70 % community to produce good manpower by providing them the latest facilities and up-to-date information. To accomplish this purpose a sustainable Model for use of Information and Communication Technologies (ICTs) for the rural community is proposed. The main components of this model are: ICT-Rural Development Department (ICT-R2D), ICT-Training Centre (ICT-TC) and Rural Kiosk Machines (RKM). So that this major proportion of our population can play its important roll for the development of this country. Distance Education Centre, The University of the West Indies, West Indies 2007-06-13 Non-Refereed article Literary Analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=247 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Pakistan; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/250 2006-11-26T22:29:04Z issue-10

Review of "Taking ICT to every Indian village: Opportunities and challenges" Krishnapillai, Murugan; Tamil Nadu Open University, Chennai, India; rojappoo@yahoo.com Information and Communications Technology ICT for development Distance Education Centre, The University of the West Indies, West Indies 2006-11-26 Non-Refereed Book/Media Review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=250 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en India; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/251 2009-02-08T03:34:14Z issue-19

Tele-collaborative projects in Brazilian Schools Penteado, Miriam Godoy; State University of São Paulo, Brazil; mirgps@rc.unesp.br mathematics education project work; mathematics education; problem-based learning; technology and education; tele-collaborative projects; This paper discusses on the implementation of project work in secondary schools. A main idea of project work is to make students the centre of their learning processes. Project work opens possibilities for students to act in an investigative way. The focus here is on the use of Internet to support the communication among students working with a project in a mathematics classroom. It refers to the design and development of a project involving teachers and students from four Brazilian schools. Finally it makes some consideration on the school organisation, access to information and communication technology and the use of mathematics. Distance Education Centre, The University of the West Indies, West Indies 2009-02-07 Non-Refereed Case Study qualitative research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=251 International Journal of Education and Development using ICT; Vol. 5, No. 1 (2009) en Brazil; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/252 2006-09-17T23:20:00Z issue-9

Volume 2, Issue 3: Front Pages , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-09-17 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=252 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/262 2009-02-08T03:34:14Z issue-19

A learner-centered approach with the student as the producer of digital materials for hybrid courses Illera, Jose Luis Rodríguez; University of Barcelona, Spain; jlrodriguez@ub.edu Escofet, Anna; University of Barcelona, Spain; aescofet@gream.org Education University teaching and learning This article presents a pedagogical design model for a university teaching-learning process that seeks to place the emphasis more squarely on learning opportunities than on the part to be played by teaching. The design places the student center stage - in a role where he or she is called on to play a creative role - in an attempt at motivating the student to the full. Within this framework we devise a teaching process centered on the undertaking of project work that is designed specifically for the students and with the aim of allowing them to develop their skills as learners. The article begins with a description of the theoretical framework that supports the approach adopted in the subjects imparted, and goes on to provide a detailed outline of the activities students undertake. Finally, the article discusses the strengths and weaknesses of the approach as revealed in our experiments with it. Distance Education Centre, The University of the West Indies, West Indies 2009-02-07 Non-Refereed Case Study descriptive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=262 International Journal of Education and Development using ICT; Vol. 5, No. 1 (2009) en Europe; Present; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/265 2007-03-20T09:23:04Z issue-11

Integrating technology into the teaching-learning transaction: Pedagogical and technological perceptions of management faculty Mehra, Payal; Indian Institute of Management, Lucknow, India; monikamittal@jiml.ac.in Mital, Monika; Jaipuria Institute of Management, Lucknow, India; monikamittal@jiml.ac.in Education Blended learning;developing countries Abstract: Despite research and testimony that technology is being used by more faculty, the diffusion of technological innovations for teaching and learning has not been widespread, nor has IT become deeply integrated into the curriculum. Although there is a growing number of faculties who are very enthusiastic about adopting technology because of the potential of newer tools for their students, there is still a large number of faculty who seem hesitant or reluctant to adopt technology for their teaching tasks. Given the size of investment in instructional technology in higher education, the increased demand for distance education in the future, and the demonstrated effectiveness with some educational outcomes, it seems reasonable to investigate why the integration of technology for teaching and learning is so appealing to some faculty, and not to others. . The study examines the faculty perceptions about technology enabled constructivist pedagogy Vs the didactic pedagogy followed even today in most of the management education institutes. The study tries to evaluate the perception of management faculty about the impact of instructional technology tools on the teaching process, the perceived benefits and limitations of use of instructional technology tools. Also the study tries to find out that do factors such as age, experience, time for lecture preparation and academic background of the faculty members have an effect on the extent of use of instructional technology tools ? Distance Education Centre, The University of the West Indies, West Indies 2007-03-20 Non-Refereed Case Study survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=265 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en India; B-schools; age , academic background , experience, gender Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/266 2009-02-08T03:34:14Z issue-19

Multicultural and Creative On-line Learning Soria, Verónica Córdova; Universidad Catolica Boliviana, Bolivia; veronica.cordova@infomedia.uib.no Goodnow, Katherine Judith; University of Bergen, Norway; kate.goodnow@infomedia.uib.no Cultural Studies; Information Technology; Education Multicultural online programs; community; gender; culture; Moo environments This paper is concerned with the use of a text-based environment – a Moo – to run theoretical and creative courses in the area of media studies. Two of the courses were multicultural and multinational while the third was monocultural. The courses were analyzed to understand further the variables that affected the creation or disruption of a sense of community amongst the students. Of particular concern was to identify what variables were due to the “development” aspects of the program and what might likely appear in other multicultural environments. Distance Education Centre, The University of the West Indies, West Indies University of Bergen; Escuela International de Cine y Television; Corporación de Tecnologías Digitales 2009-02-07 Peer-Reviewed Article Ethnographic; Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=266 International Journal of Education and Development using ICT; Vol. 5, No. 1 (2009) en Central and South America, Norway; Master programs; gender; ethnicity Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/267 2009-02-08T03:34:14Z issue-19

Managing the gap between curriculum based and problem based learning: Deployment of multiple learning strategies in design and delivery of online courses in computer science Bygholm, Ann; E-learning lab, Aalborg University; ann@hum.aau.dk Buus, Lillian; E-learning lab, Aalborg University; lillian@hum.aau.dk Education; Development; Community Informatics; E-learning; Problem based Learning; Learning Design; Learning strategies; online courses; multiple learning strategies Traditionally there has been a clear distinction between curriculum based and problem based approaches to accomplish learning. Preferred approaches depend of course on conviction, culture, traditions and also on the specific learning situation. We will argue that it is not a question of either/or but rather both/and. In this paper we describe an approach to design and delivery of online courses in computer science which on the one hand is based on a specified curriculum and on the other hand gives room for different learning strategies, problem based learning being one of them. We discuss the challenges in applying problem based learning strategies in a context where several universities, with different cultures of teaching, collaboratively develop and deliver online courses. We present a pedagogical framework embracing both problem based and curriculum based strategies and show how we used this as a basis for trying out various online learning strategies. Distance Education Centre, The University of the West Indies, West Indies EUMedis 2009-02-07 Peer-Reviewed Article Action research, Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=267 International Journal of Education and Development using ICT; Vol. 5, No. 1 (2009) en Mediterranean; Europe; Undergraduate level; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/272 2007-03-20T09:23:04Z issue-11

Policy networks and the transformation of secondary eucation through ICTs in Africa: The prospects and challenges of the NEPAD e-Schools initiative Evoh, Chijioke Josiah; New School University, USA; Evohc822@newschool.edu ICT in Education Policy Policy networks; ICTs; secondary education; Africa Using the policy network theoretical framework, this paper examines the prospects and challenges of the New Partnership for Africa’s Development (NEPAD) e-schools initiative. The secondary education system is the most strategic education sector and unfortunately the least developed and the least available in Africa. This sector of education is faced with the twin challenges of limited access and low quality. The e-schools initiative aims to tackle the problems of secondary education in Africa through the application of information and communication technologies (ICTs) in teaching and learning. The objective is to expand access to and improve the quality of secondary education in the region. Distance Education Centre, The University of the West Indies, West Indies 2007-03-20 Peer-Reviewed Article Qualitative Method text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=272 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/275 2007-03-20T09:23:04Z issue-11

The use of digital materials for instruction in sport topics at the University of West Hungary Katona, Gyorgy; University of West Hungary; katona@bepf.hu Physical Education; Information Technology digital education materials, ICT, sport recreation his article describes research and development work, in the course of which a digital multimedia course book was produced, and its effectiveness examined in regards to teaching sport subjects at the Faculty of Pedagogy in the University of West Hungary. The purpose of this study was to examine whether applying ICT in teaching Physical Education (PE) increases pedagogical effectiveness. The special e-book on sports was made in CD-ROM format, because of the low rate among our correspondence students who have access to the Internet. The CD-ROM contains theoretical and practical general material used in the course of teaching PE, demonstrates specialized vocabulary through videos and charts and provides the possibility for testing and self-testing. The CD-ROM also contains an audio version of the material for the benefit of sight-impaired students. The experimental group consisted of 133 correspondent students from Sopron who used the digital course book and then were given written examinations on three topics in PE, while a control group of 99 correspondent students from Papa studied with a traditional textbook, and then wrote examinations on the same topics as the experimental group. The results indicated that using ICT increases the effective factor in teaching PE. Distance Education Centre, The University of the West Indies, West Indies 2007-03-20 Non-Refereed Case Study research and development; pedagogical experiment text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=275 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Europe; ; Higher educational students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/276 2007-03-20T09:23:04Z issue-11

Revitalizing architectural design studio teaching using ICT: Reflections on practical implementations Reffat, Rabee M.; KFUPM, Saudi Arabia; rabee@kfupm.edu.sa Design Education; Information Technology Architectural Design Studio Teaching, Paperless Design Studio, Virtual Design Studio, Digital Design Education The advancements in ICT are reshaping the architectural design studio teaching and design practices. The digital-imperative to switch from analogue to digital mode has already begun to manifest itself at the schools of design. This paper introduces two unique approaches representing various dimensions of revitalizing architectural design studio teaching using ICT: paperless design studio and collaborative virtual design studio. The paper reflects on the practical implementations of these two approaches including design process, communication and presentation, studio pedagogy, and students' learning. The next step ahead for architectural design studio teaching in which ICT acts as partner is introduced. Distance Education Centre, The University of the West Indies, West Indies University of Sydney 2007-03-20 Peer-Reviewed Article Action research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=276 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Australia; First and Second Semester; undergraduate studnets Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/281 2006-11-11T03:05:06Z issue-9

Volume 2, Issue 3: Complete Issue (3.63 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2006-11-10 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=281 International Journal of Education and Development using ICT; Vol. 2, No. 3 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/282 2007-03-20T09:23:04Z issue-11

Awareness, access and usage of information and communication technologies between female researchers and extensionists Adebayo, E. L.; Federal University of Technology, Akure , Nigeria; Adesope, Olufemi Martins; Department of Agricultural Economics and Extension, University of PortHarcourt,; omadesope@yahoo.co.uk Agricultural extension; Information Technology; Awareness; access; utilization; ICT; female researchers; female extensionists Information and communications technology (ICT) has become a very important feature in the Nigerian agricultural sector in contemporary times. Even though it is still a new concept, an increasing number of professionals are appreciating its use for development work. This study examines awareness, access and utilization of ICT among female researchers and female extensionists. Data was obtained from 106 female researchers and 27 female extensionists in SouthEastern Nigeria, with the aid of a questionnaire. Information collected showed that female researchers and female extensionists are aware of ICT; both categories of respondents know how to access Internet on their own. respondents do not have adequate access to information technology. Also, 55.7 per cent and 70.4 per cent of female researchers and female extensionists respectively used ICT for between 3 to 5 times a week. The types of ICT needed by female researchers and female extensionists include; World Wide Web, Electronic Mail, Electronic Spreadsheet, Word Processing, CD-ROM, Use of Projector, Use of computer, Web Design, Chatroom. Distance Education Centre, The University of the West Indies, West Indies World Summit on Information Society (WSIS) 2007-03-20 Peer-Reviewed Article Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=282 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Nigeria; ; marital status; age; experience; academic qualification; access, usage, awareness; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/286 2007-06-13T20:47:36Z issue-12

Millennial teachers: Student teachers as users of information and communication technologies Allan, Mary Katherine; University of Canterbury, New Zealand; mary.allan@canterbury.ac.nz Education; Information and Communication Technology Teachers’ Training; ICT; Education Based on Brown and Duguid (1991) notion of interrelatedness of learning and work practices in which learners acquire “embodied ability to behave” in a certain manner, the paper argues that personal usage of information and communication technologies (ICT) within student teachers own learning will form their models of teaching practices. The paper draws on a survey conducted in 2005 at a teachers’ education college in New Zealand. The survey provided an outline of the ways in which students use Web- based learning technology in their initial training. Analysis of the survey revealed students’ perceptions of the use of ICT in their own studies, and provided a snapshot into the current use of Internet technology in teachers’ education. The findings have implication for teachers’ education in the new millennium. Distance Education Centre, The University of the West Indies, West Indies Christchurch College of Education (University of Canterbury) 2007-06-13 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=286 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en new Zealand; Full academic year; primary school student teachers Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/287 2006-11-26T22:29:04Z issue-10

Editorial: ICT for education and training Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; Distance Education Centre, The University of the West Indies, West Indies 2006-11-26 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=287 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/290 2007-03-20T09:23:04Z issue-11

Mobile learning for an online coastal zone management module Ramessur, Roshan T; Associate Professor; r.ramessur@intnet.mu Santally, Mohammad I; Lecturer; m.santally@uom.ac.mu Education;Environment mobile learning A prototype application for an online coastal zone management module has been described that consists of three main components - the web-based interface, the mobile access interface and the adaptation mechanism that is used to provide just-in-time tailored content according to students’ individual preferences. From a pedagogical perspective, this implies a complete re-engineering of courseware in CZM to meet the constraints imposed by an m-learning environment. Alteration of any of the component would cause an ecological imbalance in the system and the blending of the pedagogical approach in CZM to support mobile learners adds more flexibility to the learning process. Distance Education Centre, The University of the West Indies, West Indies 2007-03-20 Non-Refereed Case Study Qualitative;survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=290 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/292 2007-03-20T09:23:04Z issue-11

Students’ perceptions of prehospital web-based examinations Williams, Brett; Monash University, Victoria, Australia; Brett.Williams@med.monash.edu.au Prehospital Education. Prehospital Education; Higher Education; Web-based Examinations, Paper-based Examinations This study examined the attitudes of prehospital undergraduate students undertaking a web-based examination (WBE) as an adjunct to the traditional paper-based examination (PBE). Following the completion of the WBE second year Bachelor of Emergency Health (BEH) undergraduate students at Monash University (n = 94) were asked to complete a questionnaire which was designed to obtain information about students’ attitudes of WBE. Quantitative results produced high student satisfaction and acceptance of WBE as an appropriate teaching and assessment resource in the BEH degree. Generally, students found the WBE experience to be very positive and preferred WBE to PBE. Distance Education Centre, The University of the West Indies, West Indies 2007-03-20 Peer-Reviewed Article Qualitative Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=292 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en ‘Students’ Perceptions of Prehospital Web-based Examinations’. http://ijedict.dec.uwi.edu/include/getdoc.php?id=1571&public=true Australia; Semester 1; Undergraduate students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/296 2007-06-13T20:47:36Z issue-12

Challenges and opportunities in ICT educational development: A Ugandan case study Wells, Ryan S; The University of Iowa; ryan-wells@uiowa.edu Wells, Susan E; Iowa City Community School District; wells.susan@iccsd.k12.ia.us Education; Information Technology; Development Uganda; Computers for Africa; ICT; computer donation; educational development This case study examines an organization which is partnering to provide ICT solutions for secondary schools in Uganda. Based on interviews and observation, we identify nine key transitions in this organization’s development. Each transition is characterized by a challenge that was faced and a solution that was implemented or attempted. We draw broader “lessons learned” from the results to inform similar development organizations. This study intends to contribute to the dialogue concerning ICT, education, and development and aims to expose some ways to build bridges across the so-called digital divide. Distance Education Centre, The University of the West Indies, West Indies The Stanley Foundation 2007-06-13 Non-Refereed Case Study qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=296 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Uganda; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/297 2007-06-13T20:47:36Z issue-12

Effect of personal characteristics of extension managers and supervisors on information technology needs in the Niger Delta area of Nigeria Adesope, Olufemi Martins; University of Port Harcourt, Nigeria; omadesope@yahoo.co.uk Asiabaka, C.C; Federal University of Technology Owerri, Nigeria; Agumagu, A.C.; University of Portharcourt; Information Technology in Agriculture; Agricultural Extension Extension managers;supervisors; information technology needed This paper examines the effect of personal characteristics of Extension managers and supervisors on their information technology needs in the Niger delta area of Nigeria. Data collection was with the aid of a structured questionnaire administered to 87 respondents in the study area. The z-test result showed that there is no significant difference in the Information Technology needs of both categories of respondents. Findings also revealed that number of associations belonged to, educational qualification, training, category of organization were the personal characteristics that significantly influenced information technologies needed by extension managers and supervisors. It is therefore recommended that training in various areas of Information Technology such as use of Internet, sending and receiving e-mails, surfing the web, using chat rooms, and newsgroups, should be enforced to further enhance the performance of extension managers in the discharge of their duties. This is to make the recipients ready to meet challenges in the contemporary global network of Information Technology. Extension Managers and Supervisors should be encouraged to belong to Professional Associations in their various disciplines. This should be made compulsory and possibly a condition for promotions so that it can be adhered to. Allowances should however be made available and regularly too, for such activities. Extension Managers and Supervisors should be given available opportunity to use and apply Information Technologies regularly. This will expose them significantly and encourage a fuse into the global community. Distance Education Centre, The University of the West Indies, West Indies Federal University of Technology, Owerri, Nigeria 2007-06-13 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=297 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Africa; ; number of associations belonged to;educational qualification;training; category of organization Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/298 2007-03-20T09:23:04Z issue-11

Exploring the use of computer technology in a Caribbean context: Views of preservice teachers Junor Clarke, Pier Angeli; Georgia State University, USA; pjunor@gsu.edu Education; Computer Technology; Mathematics Caribbean; preservice teachers; mathematics; computer technology; graphing calculator; computer software This article presents a qualitative study of five preservice secondary school mathematics (PSSM) teachers in an English-speaking Caribbean context. The major goal of this study was to investigate the experiences and perceptions of the PSSM teachers as they explored the use of computer technology (CT) in their mathematics instructional practices, and to identify factors they consider necessary for successful integration of CT in mathematics instruction. These teachers faced similar challenges of developed and other developing countries in their exploration. They suggested that CT use in secondary schools is needed because of its benefits for both students and teachers and to stimulate interest, motivation and improvement in their students’ performance. Distance Education Centre, The University of the West Indies, West Indies Texas Instrument, University of Toronto 2007-03-20 Peer-Reviewed Article qualitative methods, interviews, journalling text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=298 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en Caribbean; third year preservice teachers; below 30 years, male and female, Blacks, teacher preparation Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/304 2007-01-13T11:30:23Z issue-10

Volume 2, Issue 4: Complete Issue (2.71 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2007-01-13 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=304 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/305 2007-01-13T11:39:53Z issue-10

Volume 2, Issue 4: Front Pages , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2007-01-13 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=305 International Journal of Education and Development using ICT; Vol. 2, No. 4 (2006) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/312 2007-06-13T20:47:36Z issue-12

Academic computing at Malaysian colleges Mokhtar, Shamsul Anuar; Universiti Teknologi Malaysia; shamsulanuar@hotmail.com Alias, Rose Alinda; Universiti Teknologi Malaysia; alinda@utm.my Abdul Rahman, Azizah; Universiti Teknologi Malaysia; azizahar@utm.my Education academic computing The paper describes the state of academic computing based on a survey participated by 62 Malaysian colleges. The questionnaire used in the survey was based on the academic computing assessment framework developed by Mokhtar et al. (2006). The survey incorporated 46 indicators encompassing six academic computing areas: 1) ICT Vision, Plan, Policies and Standards; 2) ICT Infrastructure; 3) Teaching and Learning Using ICT; 4) Researching Using ICT; 5) Information Services; and 6) Institutional ICT Support. Overall, 31 colleges (50%) reported having low or very low performance. At 20 colleges (32%), the performance was moderate. Only 11 colleges (18%) successfully achieved high or very high performance. Distance Education Centre, The University of the West Indies, West Indies Ministry of Higher Education, Malaysia 2007-06-13 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=312 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Malaysia; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/320 2007-10-31T00:37:04Z issue-13

The status of Omani women in the ICT sector Elnaggar, Ayman; Sultan Qaboos University, Oman; ayman@squ.edu.om Informaiton Technology; Development Gender Empowerment; Gender Equality; ICT4D Despite the great strides in Information and Communication Technology (ICT) globally and the far-reaching effects of its spread, Women in the Arab Gulf region in general and in Oman in particular are at a higher risk of being marginalized from today’s knowledge-based economy, due to factual findings related to a traditionally male-dominated ICT sector, unequal access to training, the lack of “Arabized” Internet content and training, and the lack of awareness and policy advocacy, among others. In response to the need in more information about the status of Omani women in the ICT space, Sultan Qaboos University (SQU) commissioned a research group to conduct a gender sensitive assessment of the ICT space in Oman and the status of women within it, and to develop the seeds of an information base that provides gender analysis of opportunities and challenges in the ICT space. The analysis and recommendations presented in this research are intended to assist policymakers who are willing and committed to reorienting ICT policy to take account of the needs, aspirations, and constraints of women in the Omani society. Distance Education Centre, The University of the West Indies, West Indies 2007-10-30 Peer-Reviewed Article Survey/Interview; Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=320 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Arab Gulf; Middle East; ; Gender Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/324 2007-06-13T20:47:36Z issue-12

Problems of policy formulation and implementation: The case of ICT use in rural women’s empowerment in Ghana Kwapong, Olivia A. T. F; University of Ghana, Ghana; okwapong@ug.edu.gh information and communication technology empowerment; rural women; information and communication technology; policy This paper sheds some light on the logic of designing a disaggregated ICT policy to empower rural women using information from selected rural areas in Ghana. The study uses survey data from three regions in Ghana to determine the factors influencing rural women’s’ choice of information delivery technology. The three regions are the Upper East, Ashanti, and Greater Accra. The motivating hypothesis in the study was that the wide differences in the socio-economic status of rural women households’ influences their choice of information delivery technology and also their willingness to pay for a selected technology. This basic hypothesis was addressed using data from a survey instrument administered to 100 households from each of the three designated regions. The overriding conclusion that emerges from this study is the need to examine ICT use in empowering rural women within a ‘holistic’ context. The results point to a merit in allocating considerable authority to regional and local authorities in setting priorities and approaches to empowering rural women through the use of ICT. Distance Education Centre, The University of the West Indies, West Indies 2007-06-13 Peer-Reviewed Article survey; quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=324 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Africa; ; gender Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/325 2007-10-31T00:37:04Z issue-13

Teaching history using a Virtual Reality Modelling Language model of Erechtheum Eggarxou, Demetra; Research Academic Computer Technology Institute, Greece; Psycharis, Sarantos; University of the Aegean, Greece; sarpsy@otenet.gr Education virtual communities The aim of this paper is to present a VRML exploration of the Erechtheum in Athens. It addresses the 4th grade students and it constitutes a teaching approach trough the use of various representations created with VRML language. The design principles of the applications are described in detail as well as the technical characteristics of the application. A pilot evaluation of the teaching approach is also presented and the results indicate a strong positive impact on students’ performance. The application also aims to emphasize the significant advantages of VRML as an efficient way of offering ICT course materials to students. Distance Education Centre, The University of the West Indies, West Indies 2007-10-30 Non-Refereed article Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=325 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Europe; Second Semester; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/328 2007-03-20T09:23:04Z issue-11

Editorial: Using ICT to transform education Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; Cape Peninsula University of Technology, Cape Town, South Africa; TaylorW@cput.ac.za Distance Education Centre, The University of the West Indies, West Indies 2007-03-20 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=328 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/332 2007-06-13T20:47:36Z issue-12

E-governance in India: Dream or reality Shah, Mrinalini; NMIMS University; shahmrinalini@gmail.com community studies and information systems e-governance , India , stages of e-governance India is moving towards achieving e-governance. E-governance can be attained in four steps: Information or cataloguing, Transaction, Integration both vertical & horizontal. India has already achieved the first and the second stage of e-governance. And presently the country is at the verge of attaining the third stage, and moving towards the fourth or final stage that is horizontal integration, which is most challenging. Still there are number of issues untouched. Geographical, social, & economical disparities are the biggest barriers for fully fledged e-governance. Illiteracy, lack of infrastructure, security and privacy of personal and financial data are another constraint. The paper discusses the position of India in e-governance environment and issues and challenges ahead Distance Education Centre, The University of the West Indies, West Indies 2007-06-13 Non-Refereed article Qualitative, Literary analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=332 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en India; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/340 2007-06-13T20:47:36Z issue-12

Study of diffusion and adoption of sustainable agricultural practice (Male Annihilation Technique) Mirani, Zaheeruddin; Sindh Agriculture University, Tandojam, Pakistan; zmirani@hotmail.com Education and communication studies community development; sustainability NIA (Nuclear Institute of Agriculture) with the collaboration of IAEA (International Atomic Energy Agency) has introduced “Male Annihilation Technique” (MAT) to control the fruit fly. MAT is economical, non-polluting, non-hazardous, environment friendly, less laborious technology that fulfills the demands of WTO for exporting agricultural commodities. Despite all these advantages offered by MAT, it has failed to reach at the maximum level of adoption among the growers of Pakistan particularly of Sindh province. Therefore, the researchers studied and identified barriers in the rate of adoption of MAT. The study also identified the information sources that have created trust among farmers resulting into dissemination of MAT at larger scale. Distance Education Centre, The University of the West Indies, West Indies 2007-06-13 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=340 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en Asia; ; age, educational attainement, income, farm size Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/349 2007-10-31T00:37:04Z issue-13

Adoption and usage of ICT in developing countries: Case of Ugandan firms Ssewanyana, Joseph K.; Makerere University Business School; jkssewanyana@mubs.ac.ug Busler, Michael; Department of Public Relations, Rowan University, USA; Michael.busler@att.net Information technology, information systems ICT adoption and usage; ICT and Developing countries; ICT in Uganda; ICT and Ugandan firms; ICT usage in Africa Information and Communication Technology (ICT) is regarded as a driver and enabler of economic development is most countries including Uganda. The study examined the extent of adoption and usage of ICT on one hundred and ten firms in Uganda; and established benchmarks that can be utilized in future research and comparison between firms. The results revealed that the adoption and usage of ICT by firms in developing countries follow the same pattern as in developed countries, and they only differ in the level of usage and adoption. Firms do appreciate the contribution of ICT to their performance, but there are various barriers which require governments to adopt appropriate policies to address them. Distance Education Centre, The University of the West Indies, West Indies African Economic Research Consortium (AERC), Nairobi, Kenya. 2007-10-30 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=349 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Uganda, developing countries; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/351 2008-01-30T04:10:52Z issue-15

The Use of Intranet by Omani Organizations in Knowledge Management Al-Gharbi, Khamis Nasser; Sultan Qaboos University; algharbi@squ.edu.om Naqvi, Syed Jafar; Sultan Qaboos University; cce3249@squ.edu.om Information Technology Internet; Intranet; Knowledge management; Information; Information Technology The Intranet has been used by many Omani organisations at various degrees of complexity (Low, Medium and High); however, little is known about the factors that make one organisation use the Intranet on Low while others are High. The purpose of the paper is to study the use of Intranet and examine factors that influence its use in knowledge management especially in Omani organizations. The work reported in this paper is based on survey of thirty-one Omani organisations. A model has been proposed covers many critical issues that can lead to a comprehensive understanding in implementing and using the Intranet in knowledge management. Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=351 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Asia; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/354 2007-10-31T00:37:04Z issue-13

Introducing educational computer programmes through evaluation: A case in South African disadvantaged schools Muwanga-Zake, Johnnie W. F.; University of New England, Australia; jmuwanga@une.edu.au ICT in Education Evaluation of ICT in Education, Curriculum issues in introducing ICT in schools, Ubuntu I report on benefits from teacher-participant evaluation and mode of introducing educational computer programmes (ECPs) in disadvantaged schools in South Africa. 26 teachers from 23 schools participated in evaluating a biology computer game designed to motivate and ease conceptual understanding. The evaluation comprised teachers training, which simultaneously provided a platform for introducing the ECP into the schools. The paper recommends that an evaluation of ECPs that includes the value system of end-users (through social dialogue); curriculum issues (learning theories in the ECP and those the education authorities recommend, as well as ECP-curriculum integration); the concepts which the ECP presents; and the compatibility of the ECP with school computers, can provide useful methods of introducing ECPs into curricula of disadvantaged schools. Distance Education Centre, The University of the West Indies, West Indies National Research Foundation of South Africa. 2007-10-30 Peer-Reviewed Article Qualitative, Action, Interpretive, Participative questionnaires & interviews text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=354 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en South Africa; 2000-2004; Grade 12 Biology teachers Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/358 2007-10-31T00:37:04Z issue-13

The Innovative elements in non-formal education of Bangladesh: Perspective of income generating programmes for poverty alleviation Islam, Md. Rezaul; University of Dhaka, Bangladesh; ttxmri@nottingham.ac.uk Mia, Ahmadullah; Dhaka Ahsania Mission, Bangladesh; ahmadullah_mia@yahoo.com Education Non-foramal education; innovative elements; Income generation activities, poverty alleviation, Non-government organizations (NGOs); Centre for Mass Education in Science; Bangladesh This paper attempts to explore the innovative elements of non-formal education of Bangladesh in terms of its contribution towards poverty alleviation through income generating programmes. A survey of the beneficiaries, focus group discussions, and documentary review are used as research methods. This study selects one NGO through examining relevant NGOs in term of non-formal education linked income generating programmes and then finds out the innovative elements of that NGO by in-depth study. It shows that most of the NGOs have programmes for socio-economic development but a very few of them have innovative elements in non-formal education linked income generating programmes for poverty alleviation. Distance Education Centre, The University of the West Indies, West Indies UNESCO, Bangkok 2007-10-30 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=358 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Bangladesh; Non-formal education; Educational attainment, income Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/359 2007-10-31T00:37:04Z issue-13

Construct validation of ICT Indicators Measurement Scale (ICTIMS) Akbulut, Yavuz; Anadolu University; yavuzakbulut@anadolu.edu.tr Kesim, Mehmet; Anadolu University; mkesim@anadolu.edu.tr Odabasi, Ferhan H.; Anadolu University; fodabasi@anadolu.edu.tr Education; Information Technology ICT indicators; Teacher training This study aims to analyze psychometric features of a scale which was developed to measure indicators of Information and Communication Technologies (ICTs) at an undergraduate institution in Turkey. Issues forming successful ICT integration were identified according to competencies stated by UNESCO (2002). Besides, each competency sheltered further sub-components which were adapted from UNESCO (2002) and Odabasi et al. (2006). Questionnaire items for each factor were prepared and verified through expert panels. The questionnaire was administered to 359 education college students at a Turkish state university. Exploratory factor analysis eliminated 13 of 54 questions in the scale, identified 10 factors accounting for 51.557 % of the variance. The internal consistency was also high (=.888). Then a confirmatory factor analysis was conducted which eliminated three more questions and revealed an ideal model fit. The model summary of the confirmatory factor analysis was provided along with implications and suggestions for further research. Distance Education Centre, The University of the West Indies, West Indies 2007-10-30 Peer-Reviewed Article Quantitative; Survey / Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=359 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Asia; Europe; Turkey; Fall Semester of 2006; 20-24 year-olds; males & females; education faculty students, single Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/360 2008-01-30T04:10:52Z issue-15

The Internet in developing countries: A medium of economic, cultural and political domination Albirini, Abdulkafi; University of Illinois at Urbana-Champaign, USA; albirini@uiuc.edu Education, Cultural Studies, Development Communication developing countries, communication technology, community development, social appropriation of technology The last decade has witnessed an unprecedented diffusion of network technologies into developing countries. The technological discourse attending this diffusion has presented the new media as a utopian, egalitarian and empowering tool with the potential of ushering in a new era of development, democracy, and positive cultural change. This paper examines the economic, cultural, and political effects of the Internet within the historical context of developing countries. The paper traces the politically-inspired evolution of the Internet, its transfer into developing countries, and the economic, cultural, and political consequences of this transfer. Existing data indicates that the implementation of the Internet in most developing countries has served as a drain to the local resources, thus exacerbating their economic dependency on foreign nations. On a cultural level, the Internet’s predominantly Western design, content, and language have facilitated the proliferation of alien cultural patterns at the expense of the social experiences of the local cultures. Lastly, the Internet’s build-in tracking capabilities and its current manipulation for political purposes on international and national levels serves to empower the existing ruling elites in developing countries and perpetuates the disempowerment of the rest of the society. The implications of this paper are discussed. Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Peer-Reviewed Article critical theory, using existing data text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=360 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en developing countries; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/361 2007-10-31T00:37:04Z issue-13

Researching a participatory design for learning process in an intercultural context Joyes, Gordon M; University of Nottingham, UK; gordon.joyes@nottingham.ac.uk Chen, Zehang; Beijing Normal University, China; chenzehang@yahoo.com Education; Infromation Technology Online learning; online tutor training, The School of Education, University of Nottingham (UoN), UK and Beiwai:Online, Beijing Foreign Studies University (BFSU) Beijing, China have been engaged on a collaborative project to develop a generic module for the training of online tutors as part of the eChina-UK programme. Participatory design approaches have been used within this project to allow potential users of the module to play an important role in the design process. Academics, technologists and tutors from China and UK worked together in small groups over nine months to produce the module materials. Reflective accounts, audio recordings of face to face (F2F) group working and interviews have been used to explore the design process. This paper describes the participatory design approach in this project and explores an activity theory based analysis approach that is used to identify some of the factors that affected the design process. Distance Education Centre, The University of the West Indies, West Indies Higher Education Funding Council for England (HEFCE) 2007-10-30 Peer-Reviewed Article Action Research; Participative; Activitity Theory based analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=361 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en China; Europe; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/363 2007-10-31T00:37:04Z issue-13

Effectiveness of video as an instructional medium in teaching rural children agricultural and environmental sciences Isiaka, Babalola Tajudeen; Lagos State University, Nigeria; jemimang@yahoo.co.uk Education; Development Communication; Information Technology. Key words: Video, Instructional Medium; Teaching, Children; Agricultural science and Environmental science. The study was conducted to determine the effectiveness of video in comparison with selected instructional media for teaching primary school pupils Agriculture and Environmental Sciences. It examined also the effect of gender and grade on the performance of the pupils taught with four instructional media. 240 pupils from 3 rural primary schools in Badagry Local government Area of Lagos State, Nigeria, were taught three topics drawn from Agriculture and Environmental sciences. The non-randomized quasi-pretest posttest experimental design was used in finding out which of the pupils in the four experimental groups - video, realia, charts and No instructional media performed best. The study revealed that the pupils taught with the video performed equally as well as those taught with real objects (Realia). While both groups performed significantly better than those taught with chart and without instructional medium. There was no significant difference in performance based on the gender. With regards to grade (Primary 5 and 6), only the group taught without instructional medium had a significant difference. The pupils in Primary 6 did better than those in Primary 5. The study concludes that video is as effective as the traditional teacher in teaching Primary school children Agriculture and Environmental issues. This confirms the assertion of many researchers of the potential of using video as an instructional medium in teaching varying subjects to adults, youths and children in the formal school system. The advantages far outweigh the disadvantages. The four methods that can be used by the teacher were recommended. An organisational structure in each state and video equipment needed for effective take off of the video programme in Primary schools in Nigeria were suggested. Distance Education Centre, The University of the West Indies, West Indies None 2007-10-30 Peer-Reviewed Article Non-randomised Quasi-pretest and posttest experimental Design. text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=363 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Africa;-Nigeria, Lagos State, Badagry Local Government.; Primary School pupils;; 6-13 years, Male and Female; Yoruba; Single; Students. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/368 2008-01-30T04:10:52Z issue-15

School-based Technology Coordinators and Other Human Factors in the Implementation of ICT in Primary Schools: A Comparative Study Wong, Kit-pui; kp24wong; wong2002@gmail.com Primary Education; Information and Communications Technology England; Hong Kong; Information and Communications Technology; Heads, Technology Coordinators; Primary Schools; Teachers Among many other factors, competent staff is essential to the successful deployment of Information and Communications Technology (ICT) in a school. In England, school-based ICT coordinators are highly esteemed and often regarded as pedagogical and technological leaders in their schools. However, this is not the case in Hong Kong. A survey described in this paper shows that the contributions of ICT coordinators in Hong Kong are not as highly valued as those of their counterparts in England. This finding suggests that educators and policymakers in Hong Kong may need to review the role and status of their ICT coordinators. Both the pedagogical and technological functions of these staff members should be emphasised in order to bridge the needs of education and technology. With highly proficient ICT coordinators, peer teachers could benefit from working under their direction and learning from their expertise. Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=368 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Hong Kong, England; cross-sectional; School heads in England, School heads in Hong Kong; School teachers in Hong Kong Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/373 2007-06-13T20:47:36Z issue-12

Editorial: Using ICT for rural development Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; Cape Peninsula University of Technology, South Africa; TaylorW@cput.ac.za Distance Education Centre, The University of the West Indies, West Indies 2007-06-13 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=373 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/374 2008-01-30T04:10:52Z issue-15

Teaching using information and communication technology: Do trainee teachers have the confidence? Bakar, Ab. Rahim; ; arb@educ.upm.edu.my Mohamed, Shamsiah; ; shamsiah@fsas.upm.edu.my Information Technology ICT efficacy The respondents comprised 675 trainee teachers at Universiti Putra Malaysia (UPM). All the respondents were final year students in teacher education program. Their confidences were assessed using 12 statements on their ability to integrate information and Communication Technology (ICT) in teaching. The study showed that trainee teachers were quite confident to integrate ICT with teaching. The study also showed a significant difference in the level of confidence between students with teaching experience and students without teaching experience. Older students were more confident to integrate ICT in teaching than younger students No significant correlation was detected between academic performance and the level of confidence to integrate ICT in teaching. Distance Education Centre, The University of the West Indies, West Indies MOSTI 2008-01-30 Peer-Reviewed Article Quantitative research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=374 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Malaysia; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/375 2008-01-30T04:10:52Z issue-15

Drivers For and Obstacles To the Development of Interactive Multimodal Technology-Mediated Distance Higher Education Courses Birch, Dawn; University of Southern Queensland, Australia.; birch@usq.edu.au Sankey, Michael D; University of Southern Queensland, Australia.; sankey@usq.edu.au Education multimodal; ICT; technology; distance education courses; obstacles; motivators. Advances in information and communication technologies, particularly the emergence of the Internet as a major source of global information have encouraged tertiary educators to develop rich, technology-based learning environments. Moreover, ready access to multimedia at the desktop provides the opportunity to develop engaging and interactive learning resources to enhance traditional learning environments. As a consequence, educators of distance education students are now able to move away from traditional, print-based study packages and develop multimodal course materials. This paper provides a qualitative meta-analysis of the issues associated with academics’ adoption and integration of technology for developing distance education courses, emerging from a range of contemporary studies and presents a framework for the investigation of factors influencing academics’ adoption of technology. Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=375 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Australia; Academic staff; Academic staff Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/394 2007-10-31T00:37:04Z issue-13

Can internet in tertiary education in Africa contribute to social and economic development? Bon, Anna; Vrije Universiteit Amsterdam; a.bon@dienst.vu.nl Infromation Technology; Development Studies. Tertiary education; ICT, development; research & education networks; internet. Poor internet connectivity is one of the serious underlying causes of the digital divide between developing and industrialized countries, and is hampering the transition to the global information society. The recent emergence of national and regional research and education data communication networks in parts of the developing world have shown large benefits arising from collaboration amongst tertiary education institutes. Africa is currently the most underserved continent in terms of information and communication technologies. Collaboration amongst tertiary education institutes in Africa is essential to make them key players in the enhancement of information and communication technologies for society. Distance Education Centre, The University of the West Indies, West Indies Centre for International Cooperation, Vrije Universiteit Amsterdam, the Netherlands 2007-10-30 Non-Refereed Case Study Literary Analysis, interpretive study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=394 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Sub-Saharan Africa; 2007; Access to digital information, internet, level of development ICT in education Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/395 2007-10-31T00:37:04Z issue-13

Improving production and accessibility of agricultural information through capacity-building, networking and partnerships in the South Pacific Hunter, Danny Gerald; Secretariat of the Pacific Community (SPC), Fiji; danielgeraldhunter@yahoo.co.uk Agriculture; Rural Development; Development Communication developing countries; networking; capacity building Distance Education Centre, The University of the West Indies, West Indies Secretariat of the Pacific Community 2007-10-30 Non-Refereed project description text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=395 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Pacific; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/397 2008-12-30T23:47:52Z issue-18

Integrating information and communication technologies in the Iranian agricultural research system Abdollahzade, hossein; Mr; abdollahzade1@yahoo.com Sharifzadeh, Aboulqasem; Gorgan University of Agriculture and Natural Resources Sciences, Iran; Abdollahzadeh, Gholam Hossein; University of Tehran, Iran; Sharifi, Mahnoosh; University of Tehran, Iran; Agricultural Extension and Education Iranian agricultural research system, Information and communication technologies, Mechanism, Interview Iranian agricultural research system needs institutional supporting based on designing and implementing strengthening mechanisms. Systemically, integrating the information and communication technologies in agricultural research system of Iran seems as an appropriate strengthening mechanism. However, appropriate application of information and communication technologies and related systems such as national agricultural research information system require systemic and strategic planning based on identification and recognition of associated system-wide organizational implications. Regarding to this comment, this paper explains the implications of integrating information and communication technologies in the Iranian agricultural research system. To this aim, a survey research used based on qualitative interviewing with a selected sample, consisted of agricultural researchers and agricultural faculty members. After designing interview protocol and gathering information by interviewing with selected sample, conceptual analyzing procedure used in order to prepare and present useful mechanisms related to integrating information and communication technologies in the Iranian agricultural research system. Findings of research explained some guidelines, expected outcomes, challenges and barriers of institutionalized integration of ICTs in the Iranian agricultural research system. Also, phases of integrating ICTs in the Iranian agricultural research system were mapped in form of a process diagram. Distance Education Centre, The University of the West Indies, West Indies university of tehran 2008-12-30 Non-Refereed article Interpretive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=397 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Asia; first Semester; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/405 2008-01-30T04:10:52Z issue-15

The use of interactive wireless keypads for interprofessional learning experiences by undergraduate emergency health students Williams, Brett; Monash University, Melbourne, Victoria, Australia; Brett.Williams@med.monash.edu.au Boyle, Malcolm; Monash University, Melbourne, Victoria, Australia; Malcolm.Boyle@med.monash.edu.au Education; Information Technology and Communication Wireless Keypads; Innovative Pedagogy The purpose of the study was to examine the use of interactive wireless keypads for interprofessional learning experiences. This study used a cross-sectional methodology in the form of a questionnaire to elicit responses about learning experiences using wireless keypads from a convenience sample of first year undergraduate emergency health students over one university semester in 2007. The findings in this study showed that students felt educational technology was helpful and important in their learning, with wireless keypad use providing high satisfaction. Class interaction using wireless keypads has assisted students to better appreciate and understand other health care disciplines within an interprofessional education setting. Integration of educational technology such as wireless keypads are considered important elements in undergraduate health care students learning approaches. Students have appreciated the alternative teaching and learning approach that wireless keypads have offered, thus improving engagement, interactivity, and uniquely, providing a broader understanding of other allied health care professions. Distance Education Centre, The University of the West Indies, West Indies Funding was obtained through the Monash University Faculty of Medicine, Nursing and Health Sciences - Learning and Teaching Performance Grant 2008-01-30 Peer-Reviewed Article Descriptive (paper-based survey) text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=405 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Australia; Semester 1; Learning Generation; Learning Preferences; Educational Background Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/408 2008-01-30T04:10:52Z issue-15

Prospects and challenges of an online teacher training project in Oman Sales, Gregory C; Seward Incorporated; gsales@sewardinc.com Al-Barwani, Thuwayba; Sultan Qaboos University; thuwayba@squ.edu.om Miske, Shirley; Miske Witt & Associates, Inc.; smiske@miskewitt.com Education; e-Learning; Online Learning; Professional Development; Active Learning The Sultanate of Oman has undertaken efforts to provide continuing professional development opportunities for its teachers and to modernize both training methods and content. The Oman Online Teacher Training project is one such effort. It involved a limited pilot test of the development and implementation of online professional development. The project was funded by the U.S. Department of State's Middle East Partnership Initiative in partnership with the Omani Ministry of Education. This article describes the project goals and deliverables, the actions taken by partners to achieve the desired outcomes, the challenges partners faced, and the outcomes attained. Distance Education Centre, The University of the West Indies, West Indies U.S. State Department Middle East Partnership Initiative (MEPI); Sultanate of Oman Ministry of Education 2008-01-30 Non-Refereed notes text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=408 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Middle East; Sultanate of Oman; Oman; On-going; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/410 2008-01-30T04:10:52Z issue-15

A survey on the application of computer network technologies and services over heterogeneous environment in higher educational institutes Ismail, Mohd Nazri; Universiti Kuala Lumpur, Malaysia; mnazrii@miit.unikl.edu.my Abdullah, Mohd Zin; Universiti Kuala Lumpur, Malaysia; Information Technology LAN, Heterogeneous Environment, QoS, Ubiquitous, Mobility, WAN This study focuses on heterogeneous services and communication technologies for retrieving and sending information in Malaysian Higher Educational Institutes. It intends to investigate pattern and significant level of various services implementation, convergence of communication technologies, bandwidth capacity for Internet (WAN)/LAN and Quality of Service (QoS). It is designed to determine which communication technologies, services, bandwidth capacity and QoS will achieve the highest level acceptance in Malaysian Higher Educational Institutes. Heterogeneous environment can also generate mobility approaches. A survey method is used to collect data from respondents (System Network Administrator) in Malaysian Higher Educational Institutes. Statistical Analysis using t-test shows that implementation of high speed bandwidth for Internet (WAN) achieved significant level. Frequency test are used to analyze the various services implementation via convergence of communication technologies in heterogeneous environment for retrieving information. The results did not show any significant difference on implementation of various services over convergence of communication technologies and it also shows decreasing of graph in exponential pattern. The most apparent finding of this study is that various services implementation in Higher Educational Institutes can affect convergence of communication technologies usage in accessing information over heterogeneous network environment. From the survey results, it confirms that Malaysia Higher Educational Institutes have not achieved a maximum level of various services implementation via convergence of communication technologies in heterogeneous network environment and QoS implementation. Therefore, low convergence of communication technologies can also produce a low mobility and ubiquitous computing environment in Malaysian Higher Educational Institutes. Recommendation based on the finding for future work is to develop heterogeneous model environment for evaluating convergence of communication technologies and services performance in Higher Educational Institutes. Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Peer-Reviewed Article Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=410 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Malaysia; 5 semester; educational Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/415 2008-01-30T04:10:52Z issue-15

eLearning for international agriculture development: Dealing with challenges Abdon, Buenafe R.; University of Tsukuba, Japan; pipot@affrc.go.jp Raab, Robert T.; UNICEF; rraab@unicef.org Ninomiya, Seishi; University of Tsukuba, Japan; agricultural education; community informatics; information technology eLearning; agricultural education; sustainable development Agriculture, vitally important for most developing countries, must change to meet today’s needs. It must produce sufficient food to feed an ever increasing global population while raising living standards of the poor and preserving the natural resource base. A key element to achieve these is to encourage the adoption of more “knowledge intensive” sustainable farming practices but this would require that farmers become more knowledgeable about the practices they employ and in how they market their production. eLearning is a potentially viable and cost-effective way for farmers to develop this knowledge but eLearning in agriculture is still not widely practiced. Many of the main challenges are known and a number of organizations have made significant progress in overcoming these. This paper focuses on how two non-profit organizations dealt with challenges associated with eLearning for agriculture and offers a number of recommendations for future efforts. Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Peer-Reviewed Article action research; interpretive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=415 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en Asia; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/416 2007-12-24T12:17:10Z issue-14

Costs of information and communication technology in developing country school systems: the experience of Botswana, Namibia and Seychelles Paterson, Andrew; Human Sciences Research Council, South Africa; AndrewP@dbsa.org ICT; Educational Technology ICT in schools Despite the steady decline in the relative cost of acquiring information and communication technology (ICT), the cost of owning and maintaining sustainable computer systems in schools is rising. Simultaneously, Ministries of Education (MoE) in sub-Saharan Africa are under pressure to invest in ICT. However, there is very little evidence upon which decision makers can base their decisions to allocate finances to ICT. This article is based on a survey of total costs of owning computer rooms in 62 schools across Botswana, Namibia and the Seychelles. It reveals that in Botswana and Seychelles, where government provided computer facilities to all post-primary schools, ICT expenditure per school is much higher than in Namibia where school computer facilities are funded from several sources including government, NGO and the community. It is argued that high expenditure is not necessarily associated with efficiency of resource usage, and that internationally benchmarked research is needed in order to support optimal MoE and school level decision making. Distance Education Centre, The University of the West Indies, West Indies HSRC 2007-12-24 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=416 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en Southern Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/417 2007-12-24T12:17:10Z issue-14

Learning from the rhetoric of academics Deacon, Andrew; University of Cape Town, South Africa; andrew.deacon@uct.ac.za WynSculley, Catherine; University of Cape Town, South Africa; catherine.wynsculley@uct.ac.za Education, Rhetoric Tertiary education, communities of practice, presentations Seminar presentations, by academics successfully using educational technology to support their courses, form a visible part of many staff development programmes. These events contribute to developing a community of academics that use educational technology and are sharing experiences on its use in supporting teaching and learning. We draw on classic rhetorical analysis to highlight the epideictic or ceremonial form of these presentations we see as exemplary of these events. These presentations tend to be quite distinct from how educational technology research or best practice is disseminated. We argue that this epideictic form is a vital component in emerging communities of practice and, for example, communicates the value of working collaboratively. While the underlying intuition is widely acknowledged, our analysis offers a framework to view these conscious and stylistic choices across learning communities. Distance Education Centre, The University of the West Indies, West Indies National Research Foundation of South Africa and the Research Council of Norway 2007-12-24 Peer-Reviewed Article observation and rhetorical analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=417 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en Cape Town; ; academics Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/418 2007-12-24T12:17:10Z issue-14

Assessment of the effectiveness of the CAD eLearning Certificate at the University of Botswana Gachago, Daniela; Edinburgh University, United Kingdom; giannini@common-sense.at Mafote, Spoon; University of Botswana; mafote@mopipi.ub.bw Munene-Kabanya, Anne; University of Botswana; angima@hotmail.com Lee, Marilyn; University of North Alabama, USA; Mblee1@una.edu Education; ICT elearning; staff development; educator communities The introduction of eLearning in higher education has brought a challenge for higher education institutions to train their faculty to equip them with the necessary skills needed to embark on eLearning activities. The University of Botswana (UB) is no exception. The UB first introduced eLearning in 2002 to enhance instruction and students’ learning. eLearning at the University of Botswana has been defined as the ‘appropriate organisation of Information and Communication Technologies (ICTs) for advancing student-oriented, active, open, collaborative and life-long teaching-learning processes’ (Educational Technology Unit, n.d.a) The Centre for Academic Development (CAD) eLearning Certificate, introduced in 2003, a workshop series on eLearning related topics, has been designed to cater for the needs of academic staff embarking on eLearning at UB. The purpose of this study was to evaluate the effectiveness of the Centre for Academic Development (CAD) eLearning Certificate and its individual workshops. The study employed both qualitative and quantitative data collection strategies. By August 2006 more than 800 academics and support staff had attended one or more workshops, which were in general very well received. Main reasons for attending the workshops were the acquisition of technical skills, the use of eLearning and the wish to obtain the Certificate. Preferred workshops were a very general workshop on course design, an introduction to PowerPoint and, only in third place, an introduction to eLearning. The majority (74%) of respondents claimed to have applied skills and knowledge acquired in the workshops, mainly technical skills, such as the use of PowerPoint, online information skills and information management techniques. A minority of 17 % of the participants had developed online courses. Alarmingly, about a quarter of the respondents (23%) claimed not to have applied any of the skills and knowledge covered in the trainings. Furthermore, only 16% of respondents managed to complete the Certificate. Respondents indicated that non-application of skills and non-completion of the Certificate was mainly due to time constraints lecturers are facing when balancing demands of teaching, research and administration. The study provides recommendations on ways to improve the CAD eLearning Certificate. The combination of skill-based workshops with online learning seems to be the preferred option in international literature for eLearning staff development, to expose participants to the world of online learning. The participants indicated that parallel development of an online course could facilitate the immediate application of knowledge and skills acquired. A more structured programme approach would help in developing a community of practice between staff active in eLearning at UB. Issues of recognition and reward for lecturers embarking on eLearning also need to be addressed. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=418 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en University of Botswana; ; academics Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/419 2007-12-24T12:17:10Z issue-14

Institutionalising the eLearning Division at the University of the Western Cape (UWC): Lessons Learnt Stoltenkamp, Juliet; University of the Western Cape, South Africa; jstoltenkamp@uwc.ac.za Kies, Carolynne; University of the Western Cape, South Africa; ckies@uwc.ac.za Njenga, James; University of the Western Cape, South Africa; jkariuki@uwc.ac.za ICT, Education, Educational Technology elearning division, support structure, institutionalisation, limited resources, resistance, organisational policies. Universities need to re-align teaching and learning in response to advances in educational technology. The University of the Western Cape (UWC) established an Elearning Division (ED) in May 2005 which has experienced rapid growth. In this paper, we present the role of the elearning Division in the institutionalisation of elearning. We argue that a supportive leadership and effective organisational policies and strategies are key components to the success of the establishment of e-learning. Furthermore, we show that the success is also pegged to the continuous review and updating of the organisational policies in the light of new requirements. Our strategy for staff development involves facilitating changes in the mindsets of UWC’s community towards the use of Information and Communications Technology (ICT) in teaching and learning through empowering them for online course facilitation as well as enhancing their computer literacy skills. Our challenges result from resistance from some of our intended clientele, as well as the challenges of coordinating the Division’s activities with well established divisions and entities within the university. The elearning Division’s success and achievements are based on continuous review and feedback as we strive to improve and enhance our service to meet the needs of UWC educators. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article Critical Reflection on change process text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=419 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en Cape Town, South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/420 2007-12-24T12:17:10Z issue-14

Technology for teaching and learning in higher education contexts: activity theory and actor network theory analytical perspectives Mlitwa, Nhlanhla B W; Cape Peninsula University of Technology, South Africa; MlitwaN@cput.ac.za Education; ICT; Educational Technology activity theory; actor network theory; elearning; learning management systems There is a growing body of literature which argues that technology enhances teaching and learning processes in higher education. The adoption of teaching and learning technology such as elearning and the learning management systems (LMSs) is also on the rise among higher education institutions. The patterns of this growing trend are also incoherent and inconsistent. In addition, there is no general agreement on the meaning of concepts of adoption and use within academia. In the midst of the existing conceptual stampede it remains difficult to adequately explain emerging patterns. This paper explores a possible framework for the analysis of objective (goal)-directed applications of technology in a teaching and learning environments, and implications thereof. The work of Miettinen, of Rajkumar, and as well as Miettinen and Hasu encourages the use of Activity Theory (AT) for this purpose. The paper draws on three case studies from technology usability studies to explore a possible AT analytical framework. AT is found to be helpful for analysis of practical applications of technology, but not without shortcomings. AT tends to advocate an instrumentalist view of technology as a neutral tool. Both AT and Actor Network Theory (ANT) subscribe to the contextual embedded nature of technology but differ on implications and the status of technology in a socio-technical process. ANT supports the critical view of technology as value-laden, thus encouraging the critical engagement with a technology in social environments. Its symmetrical assumptions however, limit its scope in accounting for differences between human cognitive capabilities and the non-cognitive nature of artefacts. Additional studies towards an AT and ANT framework of contextualising e-learning and LMSs are recommended. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=420 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/421 2007-12-24T12:17:10Z issue-14

The role of ICTs in higher education in South Africa: one strategy for addressing teaching and learning challenges Jaffer, Shaheeda; University of Cape Town, South Africa; shaheeda.jaffer@uct.ac.za Ng'ambi, Dick; University of Cape Town, South Africa; dick.ngambi@uct.ac.za Czerniewicz, Laura; University of Cape Town, South Africa; laura.czerniewicz@uct.ac.za Education; ICT; Educational Technology learning design; educational technology One of the most common problems of using Information and Communication Technologies (ICTs) in education is to base choices on technological possibilities rather than educational needs. In developing countries where higher education is fraught with serious challenges at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. This paper argues that a central role of educational technology is to provide additional strategies that can be used to address the serious environmental and educational challenges faced by educators and students in higher education. The educational needs manifest in South African universities include addressing general lack of academic preparedness, multilingual needs in English medium settings, large class sizes and inadequate curriculum design. Using case studies from one higher educational institution, this paper shows how specific and carefully considered interventions using ICTs can be used to address these teaching and learning concerns. These examples serve to demonstrate some ways in which teaching and learning may be enhanced when uses of educational technology are driven by educational needs. The paper concludes that design of educational technology interventions should be driven by educational needs within the context of a broader teaching and learning strategy which requires buy-in of both educators and learners. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=421 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/422 2007-12-24T12:17:10Z issue-14

An analysis of the impact of an authentic assessment strategy on student performance in a technology-mediated constructivist classroom: a study revisited. Scholtz, Andrew; University of Limpopo, South Africa; andrew.scholtz@hct.ac.ae Education; ICT; Educational Technology Assessment; authentic assessment; accountability; validity and reliability; measurement community; constructivist learning environments Assessment performs a number of important and well documented roles in learning environments where it is used as both a formative and a summative tool. However, one of the most contentious roles that assessment plays is its role in high stakes accountability testing. Over the years a degree of standardisation of summative assessment has occurred that appears to satisfy society’s need for certainty about the validity and reliability of summative assessment practices, particularly in the case of high stakes accountability testing. Promotion of competent learners at schools and tertiary institutions depends on the outcome of this assessment, as does the process of warranting learning, while employers rely on these outcomes when deciding on whom to employ. This form of assessment practice has strong roots in the behaviourist paradigm and relies on ‘scientific measurement of ability and achievement’ for its authority. So strong is the hold of the behaviourist approach on summative assessment practices that it is ‘presumed to hold the high ground’ even in constructivist classrooms. In this paper a study undertaken in 2002 that considered the implementation of a computer-mediated, constructivist learning environment is revisited in light of tensions concerning validity and reliability between the behaviourist-informed measurement community and the authentic assessment practices of the social constructivist community. The results of student performance in the assessment that took place in the original study are reassessed and discussed in terms of the behaviourist versus constructivist debate with respect to assessment. Apart from the obvious wider implications, this debate has particular relevance with respect to institutional online learning implementation via staff development programmes. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article Statistical analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=422 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en South Africa; ; students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/423 2007-12-24T12:17:10Z issue-14

Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory. Hardman, Joanne; University of Cape Town, South Africa; joanne.hardman@uct.ac.za Education; ICT; Educational Technology activity theory; learning with computers; evaluative episodes; object-oriented activity. This paper outlines how one can use activity theory (AT) as an analytical framework to understand tool use and its attendant developmental impact in context by selecting object-oriented activity as the unit of analysis. While an understanding of object-oriented activity is central to activity theory, the notion of object is a frequently-debated and often misunderstood one. The conceptual confusion surrounding the object arises both from difficulties related to translating the original Russian conceptualisation of object-oriented activity into English as well as from the different interpretations of the object currently in use within two contemporary approaches in activity theory. Further compounding the understanding of this notion as it relates to pedagogical practices within schools is its use as a predominantly interventionist tool in work settings to understand transformation rather than as a theory to explain activity in classroom settings. This paper sets out to develop a methodology for studying the object of mathematics lessons by exploring notions of object-oriented activity, before discussing the conceptual challenges arising from its use in two contemporary versions of activity theory. To this end, the paper traces the historical development of the object through Leontiev (1975/78; 1981) and Engeström’s (1987) expansion of Vygotsky’s original triadic understanding of object-oriented activity. The paper goes on to elaborate a methodology for using AT to analyse observational data by developing the notion of evaluative episodes as pedagogical events in which the pedagogical object is made visible in computer-based mathematics classrooms. Findings indicate that an evaluative episode can serve as a moment in which the dynamism of an activity system is momentarily frozen, enabling one to model human activity in the system under investigation and, hence, in this study, to understand learning in context. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article Observation and analysis of evaluative episodes text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=423 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en South Africa; ; Primary school teachers Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/424 2007-12-24T12:17:10Z issue-14

The politics of e-learning in South African higher education Ravjee, Neetha; University of the Western Cape, South Africa; nravjee@uwc.ac.za Higher Education, ICT, Educational Technology globalisation; educational change; elearning practices This paper describes recent ICT-related practices emerging in South African universities and compares four approaches that inform their relationship to higher education change. Considering the power dynamics of digital divides, the paper supports a framework that embraces the democratic and pedagogical possibilities offered by online pedagogies but also questions key aspects of the political economy and the cultural politics of e-learning. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article Theorising ICTs in education in a globalised world text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=424 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/426 2007-12-24T12:17:10Z issue-14

Social Presence Awareness for Knowledge Transformation in a Mobile Learning Environment Kekwaletswe, Raymond M.; University of Cape Town, South Africa; raymond.kekwaletswe@uct.ac.za Education; ICT; Educational Technology Knowledge transformation, social presence; social interaction; instant messaging; learning contexts; mobile learning Knowledge sharing occurs between humans, rather than being a human-computer process. Knowledge transformation is an outcome of individuals’ knowledge-sharing experiences. Social interaction is central to both knowledge transformation and to learning. When learners intermingle, there may be a shift in knowledge due to the social interaction. Consequently, knowledge transformation is a social process that occurs when there is an interaction among learners. In a contact university, learners perform tasks in three locations: formal contexts, semi-formal contexts and informal contexts. Learning tasks are presumed to be constant but a mobile learner carries the tasks across different environments. However, as learners move across different contexts, they do not have access to the same social networks for sharing knowledge and learning experiences. The paper conceptualises a mobile learning environment that provides social presence awareness as a learner traverses different learning contexts. It highlights how through synchronous mobile instant messaging, social presence provides learners with continuous awareness of available social support, thus facilitating the on-demand and opportunistic sharing of knowledge. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article Theoretical framework text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=426 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en South Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/427 2007-12-24T12:17:10Z issue-14

RAT Online. The Wheel Spanner: An online self-defence course Yates, Steven; ; kim.steveny@bigpond.com Education; ICT Multimedia, martial arts, knowledge representation, constructivism, development research The task of design, delivery and evaluation of online learning environments is a complex one. There is a multitude of learning approaches, software design tools and evaluation methods from which to choose. This paper focuses on the design, delivery and evaluation of an online course in Rough and Tumble (RAT), a South African martial art (wheel spanner for self-defence). The researcher uses the ‘eclectic-mixed methods-pragmatic paradigm’ as a theoretical framework, which allows researchers to link in other relevant theories. Development research forms the core research methodology, allowing the researcher to carry out both formative and effectiveness evaluation. Learner output, as well as questionnaires, expert reviews, and course interactions indicate that learners gained favourably in knowledge, skills and attitudes. Positive and less positive feedback forms a useful part of the evaluation guiding the researcher in further decision making for other online courses of this nature. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=427 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/435 2008-01-30T04:10:52Z issue-15

Enhancing quality in e-Learning by knowledge-based IT support Sajja, Priti Srinivas; Sardar Patel University; priti_sajja@yahoo.com Information Technology; Education e-Learning; quality parameters; IT support; knowledge base Advancements of technology help in providing effective decision-making and problem solving in many aspects of life. Amongst the available technologies, Information Technology (IT) is one of the leading technologies in effectively utilising the scarce resources to encounter the gap between solutions provided by existing methodologies and demands of society. This paper identifies qualitative parameters and IT support for the parameters. These parameters are used to evaluate the effectiveness that can be enhanced through given IT support to gain maximum advantages of e-Learning methodology. Based on a result of a survey made for the selected parameters, a new knowledge-based e-Learning prototype is implemented. The article also presents the implementation framework, sample screen and results of quality surveys for existing and modified methodologies for e-Learning. Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Non-Refereed Case Study Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=435 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en India; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/436 2007-12-24T12:17:10Z issue-14

Editorial: Emergent Research from Southern Africa Carr, Tony; University of Cape Town, South Africa; tony.carr@uct.ac.za Czerniewicz, Laura; University of Cape Town, South Africa; laura.czerniewicz@uct.ac.za Education; ICT; Educational Technology Developing countries; mixed mode learning This Special Issue of IJEDICT features peer-reviewed papers from the e/merge 2006 online conference on the use of online and mixed mode collaborative learning in Southern African tertiary and secondary education. The papers provide examples of interesting and innovative uses of technologies in difficult circumstances, and the way that these innovations are being conceptualized and understood. Educational technology is being taken up in African countries in difficult conditions, arising from both national infrastructural challenges and specific challenges faced by the education sector itself. There are still huge gaps in connectivity between African countries and developed countries. Furthermore limited access to bandwidth in African schools and universities restricts access to information and communication and the ability to use new media applications, social software and virtual worlds. Effective strategies employed by educators include the harnessing of ubiquitous technologies such as cell phones, clever uses of relatively low-end technologies and the sharing of human capital in the form of collaborative work. Distance Education Centre, The University of the West Indies, West Indies 2007-12-24 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=436 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en Southern Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/445 2007-10-31T00:37:04Z issue-13

Editorial: Participation, collaboration and effective use of ICT Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; Cape Peninsula University of Technology, South Africa; TaylorW@cput.ac.za Distance Education Centre, The University of the West Indies, West Indies 2007-10-30 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=445 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/446 2008-07-05T20:49:29Z issue-16

An E-readiness Assessment of Nigeria’s Premier University (Part 1) Olatokun, Wole Michael; University of Ibadan, Nigeria; woleabbeyolatokun@yahoo.co.uk Opesade, Adeola Omobola; University of Ibadan; woleabbeyolatokun@yahoo.co.uk e-readiness e-readiness; e-readiness assessment; e-readiness indices; e-readiness indicators; information & communication technology; Nigeria; University of Ibadan The study investigated the preparedness of the University of Ibadan to benefit from the adoption and use of ICT in carrying out university functions. Six research questions were evaluated and they centered on eliciting the e-readiness objective of the University as well as assessing five e-readiness indicators namely: infrastructural availability, access to infrastructure, manpower availability, institutional ICT policy and regulatory framework, and ICT deployment in the university activities. An empirical case study research method was adopted. The study population comprised two (2) University of Ibadan ICT project stakeholders, internet infrastructures in thirty departments and two institutes in the university, and six thousand, four hundred and thirty one academic staff and students. Questionnaire and coded sheet were the instruments used for data collection. Findings revealed that the university’s overall e-readiness index was 2.57 while the indicators’ indices were 3.3 for infrastructural availability, 2.2 for access to infrastructure, 1.5 for manpower availability, 2.57 for policy and regulatory framework and 3.3 for ICT deployment in the university’s activities. Based on the findings, some recommendations were made. Distance Education Centre, The University of the West Indies, West Indies None 2008-07-05 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=446 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Nigeria; 8 months; Out of the four hundred and thirty six (436) respondents that responded to the questionnaire, three hundred and ninety (390), which represents 89.4%, were students while forty six representing 10.6% were academic staff. Disparity in the proportion of resp Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/447 2008-07-05T20:49:29Z issue-16

Malaysian Smart Schools: A fruitful case study for analysis to synopsize lessons applicable to the Egyptian context EL-Halawany, Hanan S.; Assuit University, Egypt; hananelhalawany@yahoo.com Huwail, Enas I.; Assuit University, Egypt; Education Smart School, Malaysia, Egypt, ICT In this paper the researchers try to comprehend the ideological framework within which Malaysia has created its ICT mediated education. We look at Malaysia as a rewarding case study as evidence reveals that Malaysia has managed to leapfrog using the opportunities that ICTs can offer. Therefore, this paper tries to distill Malaysia's experience in this arena and extract lessons learned and innovative strategies and practices applicable to the Egyptian context. Distance Education Centre, The University of the West Indies, West Indies 2008-07-05 Non-Refereed Case Study Literary Analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=447 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Egypt and Malaysia; ; Smart School Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/448 2008-07-05T20:49:29Z issue-16

Jordanian physics students' utilization of online instruction and their attitudes towards it Al-Omari, Akram M. A.; Yarmouk University, Jordan; awadakram@yahoo.com Cultural Studies Online Curricula; Developing Countries; Online Education; Online Instruction Given the limited number of currently available resources in Jordan, the ministry of Education is implementing newly developed online physics curriculum and trying it in few experimental public schools. This investment is still regarded with some skepticism among both students and teachers. Consequently, this research seeks to redress this by examining the instructions of online physics curriculum in one of the experimental public schools. Eleventh grade students in their classroom were observed and surveyed. Participants were also interviewed to establish the current uses concerning online curricula in schools in Jordan. The research outlines student responses to questions about their own learning and their assessment of the value of online curricula in helping them to manage their studies. Our results are not surprising, but lead to further insights about how Jordanian teachers can link their efforts to student perceptions of the many initiatives they undertake, especially in using online Technology for teaching and learning. Distance Education Centre, The University of the West Indies, West Indies Jourdanian Discovery schools 2008-07-05 Peer-Reviewed Article Participative;Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=448 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Asia; ; Eleventh grae male students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/450 2008-07-05T20:49:29Z issue-16

The current state of e-learning at universities in Zimbabwe: Opportunities and challenges Chitanana, Lockias; Midlands State University, Zimbabwe; chitanana@yahoo.com Makaza, Daga; National University of Science and Technology, Zimbabwe; Madzima, Kudakwashe; National University of Science and Technology, Zimbabwe; Education Online learning E-learning is gaining some ground in University education throughout the world. Currently, a large number of universities world–wide support e-learning in different forms. Despite this wide spread adoption of e-learning in university education, research on e-learning adoption suggests that it has not reached its full potential. This paper discusses the opportunities that exist and challenges that hinder the successful adoption of e-learning technology as a medium of instruction at selected universities in Zimbabwe. The findings and comments provided are expected to help universities develop their e-learning strategies. The participants of this study are university lecturers who are beginning to use e-learning. The results indicate that e-learning at most of the universities is still at its infant stage. This research exposes a number of reasons for the limited successes, which are related to infrastructural development, support and pedagogical considerations for e-learning. Universities are investing more and promoting administrative software at the expense of Learning Management Systems (LMS) software that supports teaching and learning. This study recommends that professional development programs with emphasis on e-learning pedagogies as well as the establishment of e-learning support structures should be promoted. Distance Education Centre, The University of the West Indies, West Indies Midlands state University Research Board 2008-07-05 Peer-Reviewed Article Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=450 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Zimbabwe; First and Second Semester; Female and male lecturers with at least a Master's degree Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/453 2008-07-05T20:49:29Z issue-16

Information and communication technologies (ICTs) to develop teachers’ global awareness Wang, Shiang-Kwei; New York Institute of Technology, USA; skwang@nyit.edu McPherson, Sarah; New York Institute of Technology, USA; smcphers@nyit.edu Hsu, Hui-YIn; New York Institute of Technology, USA; hhsu02@nyit.edu Tsuei, Mengping; Taipei Municipal University of Education, Taiwan; mptsuei@tmue.edu.tw Teacher Education information communication and technologies, global awareness, wikis, blog, teacher education, distance education This project explored uses of information and communication technologies (ICTs), such as wikis, blogs, and e-mail to facilitate knowledge exchange between pre or in-service teachers in New York City and pre or in-service teachers in Taipei, Taiwan. The project purposes were (1) to increase participants’ awareness of international cultures in an educational context (2) to enhance cross-cultural interaction between the two countries, and (3) to provide participants opportunities to use ICT tools. The findings show that both groups of participants gained important perspectives on global education, increased knowledge of each other’s culture and its impact on education, and increased competence with ICTs. Participants also demonstrate the ability to develop strategies to add global dimensions to the curriculum and instruction. Distance Education Centre, The University of the West Indies, West Indies 2008-07-05 Peer-Reviewed Article Qualitative (Open-ended questions), Quantitative (Survey) text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=453 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Taiwan, USA; First Semester; pre-service teacher, in-service teacher Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/456 2008-10-25T13:48:55Z issue-17

Challenges of managing information and communication technologies for education: Experiences from Sokoine National Agricultural Library Emmanuel, Grace; ; grace.emmanuel@yahoo.co.uk Sife, Alfred S; Sokoine National Agricultural Library, SUA; sifesas@yahoo.com Information and Communication Technology; education ICT; education; challenges; library; electronic information resources Like many other libraries, the Sokoine National Agricultural Library (SNAL) has already computerized most of its services. The library has acquired a number of ICT facilities that contribute positively to provision of information services. However, the new technologies provide new challenges related to acquisition, preservation, maintenance and security issues, training of users, and lack of awareness and commitment among key stakeholders. This paper discusses some of the challenges experienced by SNAL, highlights measures taken to overcome some of these challenges, and proposes strategies for proper management of ICTs in libraries. Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Non-Refereed Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=456 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/457 2008-07-05T20:49:29Z issue-16

An assessment of the effectiveness of radio theatre in promoting good healthy living among rural communities in Osun State, Nigeria Sofowora, Olaniyi Alaba; obafemi awolowo university ile-ife, Nigeria; oasofowora@yahoo.com Education Mediated Self - Interactive Instructional Package,village Health Workers,Growth Monitorin and Promotion,Community Health ,Primary Health Care The main thrust of the study is to assess the effectiveness of radio theatre programme in promoting good healthy living among the rural communities in Osun State, Nigeria. The study adopts the Pre-test, post-test control group research design. The research objectives stated for the study are to: 1. find out the perception of the rural communities about the popular radio theatre programme, 2. investigate the extent to which the radio theatre programme has achieved the objectives for which it was designed and the extent to which it has helped to influence the health habit of the rural communities, and 3. examine whether or not it is an effective method of promoting healthy living among the rural communities. The sample for the study is made up of 240 rural communities in Osun State. They are selected through stratified random sampling technique based on gender, ethnicity and occupation. Seventy-six percent of the sample rated the radio theatre programme as an effective method for promoting healthy living. Seventy-five percent of the sample also said they learned a lot more from the interactive radio programme than from any other programme. This therefore implies that radio theatre programmes are effective for promoting healthy living among the rural communities in Nigeria. Distance Education Centre, The University of the West Indies, West Indies O.A.U ILE-IFE 2008-07-05 Peer-Reviewed Article Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=457 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en NIGERIA IN AFRICA; ; Educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/458 1970-01-01T00:00:00Z issue-11

Volume 3, Issue 1: Complete Issue (1.83 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 1969-12-31 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=458 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/459 1970-01-01T00:00:00Z issue-11

Volume 3, Issue 1: Front Pages , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 1969-12-31 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=459 International Journal of Education and Development using ICT; Vol. 3, No. 1 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/460 1970-01-01T00:00:00Z issue-12

Volume3, Issue 2: Complete issue (2.7 MB) , ; ; stewartmar@gmail.com online learning; flexible delivery; blended learning; distance education; developing countries; digitial divide; community development; sustainability; information systems; information management; communication technology; virtual communities; community n Distance Education Centre, The University of the West Indies, West Indies 1969-12-31 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=460 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/461 1970-01-01T00:00:00Z issue-12

Volume 3, Issue 2: Front Pages , ; ; stewartmar@gmail.com online learning; flexible delivery; blended learning; distance education; developing countries; digitial divide; community development; sustainability; information systems; information management; communication technology; virtual communities; community n Distance Education Centre, The University of the West Indies, West Indies 1969-12-31 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=461 International Journal of Education and Development using ICT; Vol. 3, No. 2 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/465 2008-07-05T20:49:29Z issue-16

Enhancing healthcare delivery through ICTs: A case study of the Ugandan immunisation system Rwashana, Agnes Semwanga; Makerere University, Uganda; asemwanga@cit.mak.ac.ug Williams, Ddembe Willeese; Makerere University, Uganda; d.williams@cit.mak.ac.ug Information Technology Information and communication technologies for rural health The role that Information Communication Technologies (ICT) plays in improving the efficiency and effectiveness of healthcare delivery has been well established. However, the effectiveness on current immunization systems, its political, social, economic and technology challenges have not been investigated fully. This paper investigates the potential role of ICTs in enhancing and improved understanding of immunization health care problems. The paper presents a qualitative model, a causal loop diagram showing the key issues pertaining to the immunisation healthcare system effectiveness. The paper uses the model to present the status of the current immunisation system in Uganda and proposes a framework of how ICT can be used to enhance immunisation coverage. Distance Education Centre, The University of the West Indies, West Indies SIDA SAREC; Makerere University 2008-07-05 Non-Refereed Case Study Survey / Interviews; System Dynamics text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=465 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Uganda (East Africa); ; Female; 15-49; both rural and urban; health centres-health workers; district health officials; national service providers Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/467 2008-07-05T20:49:29Z issue-16

Learning to Research in Second Life: 3D MUVEs as meta-research fields Fragoso, Suely; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; suely@unisinos.br Fischer, Gustavo; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; gfischer@unisinos,br da Silva, Ana Lucia Migowski; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; anamigo@gmail.com Freitas, Henrique; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; Land, Guilherme; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; Loesch, Guilherme; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; Trindade, Lucas; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; Mariani, Pauline; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; Delanhesi, Yentl; Universidade do Vale do Rio do Sinos, Unisinos, Brazil; Communication Studies; Education; Sociology; Cultural Studies; Information Technology Virtual Worlds; Second Life; ethnography; online learning; online research This paper describes an experiment in teaching ethnographic techniques for applied research in consumer behaviour in on-line communities. The activity took place between March and June of 2007 and involved seven final year undergraduate Communications students. A brief contextualization precedes the report of the experiment, which took place in Second Life and was structured in four stages: (a) analysis of documentation; (b) participative observation; (c) semi-structured questionnaires and (d) triangulation. Evaluation of the process seeks to identify benefits and drawbacks in the use of Multi User Virtual Environments (MUVEs) for teaching in general and for the teaching of research techniques in particular. The conditions of access to Second Life in Brazil are also identified and discussed. Finally some possibilities for future teaching and research undertakings in online environments are presented. Distance Education Centre, The University of the West Indies, West Indies CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico 2008-07-05 Peer-Reviewed Article Education for Research; Ethnographic Research; Qualitative Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=467 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Brazil; 2007; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/472 2008-10-25T13:48:55Z issue-17

Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka Andersson, Annika; Örebro university, Sweden; annika.andersson@esi.oru.se Information Technology; Informatics; Education e-learning; challenges, developing countries By using an extensive framework for e-learning enablers and disablers (including 37 factors) this paper sets out to identify which of these challenges are most salient for an e-learning course in Sri Lanka. The study includes 1887 informants and data has been collected from year 2004 to 2007, covering opinions of students and staff. A quantitative approach is taken to identify the most important factors followed by a qualitative analysis to explain why and how they are important. The study identified seven major challenges in the following areas: Student support, Flexibility, Teaching and Learning Activities, Access, Academic confidence, Localization and Attitudes. In this paper these challenges will be discussed and solutions suggested. Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Peer-Reviewed Article Case study; Quantitative; Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=472 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Sri Lanka; Tertiary education; support; flexibility; access; academic confidence; localization; interactivity; attitudes Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/477 2009-03-31T20:36:28Z issue-20

Data Completeness Analysis of Malaysian Educational Management Information System Mohamed, Azlinah; Universiti Teknologi MARA; azlinah@tmsk.uitm.edu.my Nik Abdul Kadir, Nik Abdullah; Ministry of Education; azlinah@tmsk.uitm.edu.my Yap, May-Lin; Universiti Teknologi MARA; maylin@tmsk.uitm.edu.my Abdul Rahman, Shuzlina; Universiti Teknologi MARA; shuzlina@tmsk.uitm.edu.my Arshad, Noor Habibah; Universiti Teknologi MARA; habibah@tmsk.uitm.edu.my Information Technology; Information Systems information systems The Education Management Information System (EMIS) plays a significant role in helping the education policy-makers, decision-makers, and managers in Malaysia to make timely and good decisions. This requires high quality data to be made available to relevant people. However, EMIS has been plagued with data quality problems. The study aims to measure the EMIS data completeness using custom tools and to identify possible causes for EMIS data quality problems. Analysis indicates that EMIS data completeness has achieved the desired level of completeness targeted by its developers. Practical suggestions for improving the quality of EMIS data collection are presented. Distance Education Centre, The University of the West Indies, West Indies Ministry of Education, Malaysia 2009-03-31 Non-Refereed article Literary Analysis; Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=477 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Malaysia; ; schools Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/484 2008-07-05T20:49:29Z issue-16

Catch Me I’m Falling. Using Technology to Assist Educationally Disadvantaged Students: A Case Study on the Western region of Melbourne, Australia. Madden-Hallett, Helen; Victoria University, Melbourne, Australia.; helen.madden-hallett@vu.edu.au Ho, Henry; Swinburne University of Technology, Lilydale, Australia; hho@swin.edu.au Education Technology online learning; WebCT; Educationally Disadvantaged Students This study examines the use of WebCT as a communication and learning facilitation tool in higher education. The case study is based on marketing students’ experience of using WebCT in an undergraduate business degree in Victoria University, Melbourne. A sample of 328 undergraduate students, drawn from four marketing subjects, was selected. Students from non-English speaking backgrounds made up almost half the respondents and they indicated that certain add-on features of WebCT would be of interest to them and assist them in their studies. Age and gender were also measured and the findings indicated that students aged between 18 and 24 were more likely to use WebCT as a learning tool and socialising medium while older students (older than 24) were less likely to do so. Gender differences were also identified with females more likely to use WebCT for communication purposes and that they generally found WebCT easier to use than their male counterparts. It is recommended that further study be undertaken to establish WebCT’s contribution to subject management and students’ ease of use, thereby establishing more fully WebCT’s overall contribution as a teaching and learning resource. Distance Education Centre, The University of the West Indies, West Indies School of Hospitality, Tourism and Marketing, Victoria University, Melbourne, Australia. 2008-07-05 Peer-Reviewed Article Questionnaire survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=484 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en Australia; Second semester; age; gender; ethnicity; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/485 2008-01-30T04:10:52Z issue-15

Editorial: Using ICT in education for development Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; The University of the West Indies, Barbados, West Indies; waltaylor@cqnet.com.au Distance Education Centre, The University of the West Indies, West Indies 2008-01-30 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=485 International Journal of Education and Development using ICT; Vol. 4, No. 1 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/487 2008-10-25T13:48:55Z issue-17

An extended sharing model to provide ICT services to the rural poor Dang, Duc Thi Viet; Japan Advanced Institute of Science and Technology (JAIST), Japan; ducdang@jaist.ac.jp Sultana, Bilkish; Japan Advanced Institute of Science and Technology (JAIST), Japan; sultana@jaist.ac.jp Umemoto, Katsuhiro; Japan Advanced Institute of Technology (JAIST), Japan; ume@jaist.ac.jp Community informatics; Information technology Pro-poor ICT; ICT for development, shared access model, sharing mechanism, Grameen Village Phone The shared access model through telecentres, phone kiosks or multiple community centres has become the standard to cope with financial problems in providing ICT service to the poor in rural areas of many developing countries. By an investigation into the Grameen Village Phone program in Bangladesh from a sharing perspective, this study suggests an extended sharing model. Sharing can be applied not only at the access points, but also can be applied at all stages in the process of ICT services provision, including function sharing and cost sharing at each function. This study also proposes an action framework towards implementation of the extended sharing model for ICT projects for the poor. Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Peer-Reviewed Article Case study; Secondary reseach text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=487 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Bangladesh; Contemporary; the rural poor Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/491 2008-10-25T13:48:55Z issue-17

A policy and planning framework on information and communication technology for basic education in the Philippines Flor, Alexander G.; University of the Philippines, Republic of the Philippines; aflor@upou.net Education communication technology; developing countries; social appropriation of technology Information and communication technology is fast transforming economies and social processes, particularly the Philippine education sector. However, the sector is beset with technical, content, utilization, programmatic, structural and political issues that prevent it from fully tapping the potentials of ICT. The Department of Education needs to address the following policy gaps: Policy Gap 1. An Expanded Definition of ICT. Taking a cue from UN agencies, the ICT for education in the Philippines should adopt an expanded liberal definition of ICT inclusive of both low-end and high-end technologies, digital and analog devices. Policy Gap 2. An Appropriate Use Policy. With the adoption of the above definition, what logically follows is an Appropriate Use Policy that sets efficient and effective utilization guidelines for ICTs with due consideration given to technological, ethical, proprietary and humanistic issues. The Policy should be considerate of the primary, secondary and higher order impact of specific technologies to be employed on individual stakeholder groups as well as communities. The use of technology should be guided by practicality, cost-effectiveness and sustainability. Policy Gap 3. Donor Coordination and Harmonization. With the variety and diversity of ICT for education initiatives and donors, with their attendant interests, a donor coordination and harmonization policy may be in order. This policy begins with the tacit agreement that one unified framework should be adopted and that ICT initiatives in the education sector should be guided and situated accordingly by and within this framework. Policy Gap 4. Public Private Sector Financing. A policy on public-private sector partnerships for the ICT4E movement should be enforced. The private sector should be sensitized to the fact that supporting ICT4E would pump prime the ICT industry. This is based on the assumption that an information literate workforce will stimulate the demand for ICT products and services. This paper addresses these gaps with a comprehensive Appropriate Use Policy on ICT4E for the Philippine educational sector. The proposed Appropriate Use Policy for ICT4E is presented as four policy instruments in the form of draft Department of Education Orders. Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=491 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Asia; 2006-2008; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/492 2008-10-25T13:48:55Z issue-17

A formative assessment of information communication technology in Lebanese schools Nasser, Ramzi N; Qatar University, Qatar; ramzinaimnasser@hotmail.com Education; Sociology; Information Technology developing countries; digitial divide Information Communication Technology (ICT) devices as servers, personal computers (PCs), hubs and other artifacts that make-up these technologies have important role in the educational development in public and private schools. This paper measures the level of ICTs in Lebanese public and private schools for the academic year 2005/2006 and evaluates the effectiveness of ICT on student school performance. The number of PCs, servers, printers, hubs, UPSs, scanners, LCDs, modem/fax, and email access, were measured and ICT indicator values were calculated. No significant differences were found between private and public schools on the aggregate level of ICT or computers per school or per student. The study also evaluated the effectiveness of ICT using the aggregate measure of ICT artifacts and PCs and its effects on student secondary school performance. A two-by-two factorial design using type of school (private/public), level of ICT (high/low) and PCs (high/low) was run on the baccalaureate-passing rate. Mainly, a significant difference between public and private schools was found, but no differences between the two ICT levels (high/low) or PC levels (high/low) per student. ICT levels in private schools did not impact student performance specifically, passing the baccalaureate exams. Although ICT levels were higher in private schools, the differences were not significant at the 0.05 level. Distance Education Centre, The University of the West Indies, West Indies National Center for Scientific Research-- Lebanon 2008-10-25 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=492 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Lebanon; Mediterranean; Public versus Private Schools Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/497 1970-01-01T00:00:00Z issue-13

Volume 3, Issue 3: Complete Issue (1.31 MB) , ; ; stewartmar@gmail.com Education; Sociology; Psychology; Cultural Studies; Communication Studies; Development Communication; Community Informatics; Information Technology; Information Systems online learning; flexible delivery; blended learning; distance education; developing countries; digitial divide; community development; sustainability; information systems; information management; communication technology; virtual communities; community n Distance Education Centre, The University of the West Indies, West Indies 1969-12-31 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=497 International Journal of Education and Development using ICT; Vol. 3, No. 3 (2007) en Asia; India; Sri Lanka; Malaysia; China; Pacific; Americas; Caribbean; South America; Canada; USA; Europe; Australia; New Zealand; Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/498 2008-10-25T13:48:55Z issue-17

Evaluation of an Online Social Constructivist Tool Based on a Secondary School Experience in a Middle East Country kok, ayse; Camp Rumi Technology Literacy Group; ayshe.kok@gmail.com Education, Information Technology “social constructivism”, Moodle, “virtual learning environments”, “online collaboration”, “social artifacts” This paper presents the "Moodling" (Moodle, 2005) experience within a secondary school in a Middle East country, namely Turkey. The study reveals that secondary school teachers are willing to participate in a virtual learning environment in addition to the traditional methods of teaching despite the lack of infrastructure and the inadequate ICT literacy skills of the teachers. Based on a focus discussion group with the foreign language teachers, the author depicts the critical points that need to be taken into consideration so that an effective collaborative online platform for both teachers and students to learn together can exist. Distance Education Centre, The University of the West Indies, West Indies one of the major high schools in Turkey 2008-10-25 Non-Refereed Case Study qualitative, survey/interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=498 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Turkey; Winter term- 2007; grade Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/505 2008-07-05T20:49:29Z issue-16

Prioritizing urban service management initiatives Gharpure, Praful C; Architect-Urban Planner, India; praful.gharpure@gmail.com Information Technology Information & Communication Technology As per Census 2001, the urban areas in India account for 27.8 % of the population. About one-third of Urban India (71 million) lives in metropolitan cities. The number of such cities in India has increased from 23 in 1991 to 35 in 2001. Urbanisation is associated with increased incomes, improved health, higher literacy, improved quality of life and other benefits, at the same time it results in strain on the physical and social infrastructure. The job profiles in the mature urban areas are driving the need for an effective, efficient and economic urban service provider. The Urban Local Bodies(ULB) i.e. Municipal Corporation and Urban Development authorities play this role and use of Information Technology via e-governance initiatives is gaining momentum in the provision of the urban services to the growing number of urban customers. For a user of urban services, there are some basic requirements which are” Critical to Quality” (CTQs) for the service under consideration. These link to “Voice of Customer” (VOCs) in all process improvement initiatives. In the context of the current subject where the final aim is to deliver an improved urban service, the improvement measures for current processes need to be based on the needs of the end user. This paper intends to analyse the needs of the end-user and carryout a comparative analysis of the initiatives implemented to gauge the extent of fulfilment of customer needs across the top Indian cities. Distance Education Centre, The University of the West Indies, West Indies None 2008-07-05 Non-Refereed Case Study Customer perception of service provision - using six sigma tools , suggested IT approach text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=505 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en India; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/506 2008-10-25T13:48:55Z issue-17

A review of the ICT status and development strategy plan in Iran Abbasi, Alireza; Student (Master); abbasi@snu.ac.kr Niaraki, Abolghasem Sadeghi; Inha University, Incheon, Korea; a-sadeqi@inhaian.net Dehkordi, Behzad Mirzaeian; University of Isfahan, Iran; mirzaeian@eng.ui.ac.ir Information Communication Technology; Communication Studies; Development Communication; Information and Communications Technology (ICT); national IT strategy; socio-economic development; developing countries; Iran This article argues that Iran needs to base its national information and communication technology strategy on a much greater consideration of local cultural and social issues. The government has a major role to play if the country wants to stand in the information arena. It is believed that hard technological determinism can only be countered by very real and well thought out national strategies. the national IT strategy will need to address the issues of resistance to change due to cultural, personal and infrastructure factors, be very culturally sensitive and will need to be constructed as an evolving, and learning system. It is important for every developing country to have a national IT strategy as a foundation whereby the great potential of IT can be realized, development be promoted, technology be exploited and communication problems be alleviated. The government must play an important role, not only as a major user, but also through its other role as regulator, promoter and diffuser. Distance Education Centre, The University of the West Indies, West Indies Seoul National University 2008-10-25 Non-Refereed Case Study Survey/Interview; text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=506 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Asia Pacific, South Korea; Fourth Semester; information tehonology development; educational attainment; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/511 1970-01-01T00:00:00Z issue-14

Volume 3, Issue 4: Complete Issue (2.26 MB) , ; ; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 1969-12-31 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=511 International Journal of Education and Development using ICT; Vol. 3, No. 4 (2007) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/522 2008-10-25T13:48:55Z issue-17

Undergraduate students’ adoption of handheld devices and Web 2.0 applications to supplement formal learning experiences: Case studies in Australia, Ethiopia and Malaysia Oliver, Beverley L; Curtin University of Technology; b.oliver@curtin.edu.au Goerke, Veronica M; Curtin University of Technology; v.goerke@curtin.edu.au Education communication technology; online learning; social appropriation of technology; This paper reports research into undergraduates’ adoption of handheld devices as supplementary learning tools. Students enrolled in Engineering and Business in Australia, Africa and Malaysia volunteered to participate in a study of their use of the HP iPAQ from mid-2005 to late-2006. The Business students were located in Perth (Australia) and in Addis Ababa (Ethiopia), and the Engineering students were located in Perth and Miri, Sarawak (Malaysia). Researchers observed and analysed the participants’ commencing levels of technology adoption, and then there subsequent adoption and perceptions of the usefulness of the iPAQ. Students did not recommend the iPAQ for learning because, using Roger’s reasons for adoption, it was trialable and observable but it failed to meet expectations. The Ethiopian students who, despite undeveloped ICT infrastructure, were most open to continue to experiment and persist with the device regardless of trying circumstances. Distance Education Centre, The University of the West Indies, West Indies Hewlett Packard 2008-10-25 Peer-Reviewed Article Quantitative; Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=522 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Africa; Australia; Malaysia; mmd-2005 to late 2006; gender; ethnicity; English as a first language; age Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/534 2008-10-25T13:48:55Z issue-17

Research design in a computer-assisted language learning (CALL) study Zou, Bin; Xi'an Jiaotong-Liverpool University, China; lkzb98@hotmail.com Education blended learning This paper discusses research methods for a study focusing on computer-assisted language learning (CALL) field. Various methods are adopted to investigate how to use computers to develop language learners’ listening and speaking skills in their English as a second language (ESL) learning. I present research questions, various approaches of data collection and analysis taken in this study. I aim to integrate the results from different data to carry out a holistic study. From a variety of research tools, I hope to explore the phenomenon of using computers for language learners to develop their language skills in depth. Key words: research methods, CALL, ESL, listening and speaking Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Non-Refereed article Qualitative;Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=534 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Europe; English courses; ESL learners in universities Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/537 2008-12-30T23:47:52Z issue-18

Analyzing ICT use and access amongst rural women in Kenya Kwake, Alice Kituyi; University of Zululand, Private Bag X1001, Kwadlangezwa, 3886, South Africa; alice_kwake@hotmail.com Adigun, Matthew O; University of Zululand, Private Bag X1001, Kwadlangezwa, 3886, South Africa; madigun@pan.uzulu.ac.za Development Communication; Information Technology : ICT use-Kenya; ICT access-Kenya; ICTs – Kenya; ICTs -Trans-Nzoia District; ICTs and rural women – Kenya; ICTs; Kenya; Transnzoia District The purpose of this study is to explore the current use and access of Information and Communication Technologies (ICT) situation amongst rural women in Kenya, and suggest mitigating solutions. Using survey research, rural women aged 16-60 were sampled. In total, 200 respondents formed the sampling size, randomly selected from Census household data in Kenya. Besides the marked correlation between the respondents’ level of education, type of ICTs accessed and information needs and purposes, it was observed that ICTs alone are insufficient for significant benefits to emerge. Distance Education Centre, The University of the West Indies, West Indies University of Zululand 2008-12-30 Non-Refereed Case Study Survey/Interview; Historical research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=537 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Kenya - Africa; 2007; rural women 16-60 Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/555 2008-10-25T13:48:55Z issue-17

Information System Based Implementation of Semester-to-Semester Progression at University of Botswana Daka, J.S.J.; University of Botswana; dakajsj@mopipi.ub.bw Information Systems; Education semesterisation; semester-to-semester progression; academic regulations; academic warning; academic probation; fail and discontinue; fail and exclude; information systems. The University of Botswana revised its undergraduate semester-to-semester progression regulations to improve the implementation of semesterisation. Although the university introduced semesterisation in 2002, the progression regulations were not fully implemented on the students’ information system mainly due to problems of interpretation. Due to this, a manual system was used. The manual system could not cope in making progression recommendations for all students leading to some regulations not being applied. This paper discusses main aspects of the regulations and their implementation via a computer program. The paper shows that a complete implementation of the progression regulation is possible using a computer program. The author used sample students’ academic results to provide semester recommendations which were found to be in agreement with the expected results. An information system based implementation ensures a uniform application of regulations. Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=555 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/559 2008-10-25T13:48:55Z issue-17

The effectiveness of ‘VELT’ in promoting English language communication skills: A Case Study in Malaysia Samuel, Robinson Joseph; Retired College Lecturer, Malaysia; robinsonsml@yahoo.com Bakar, Dr Zaitun Abu; University of Malaya, Malaysia; zab @ um.edu.my Education online learning Virtual learning environments could be utilized to boost the development of English language skills among Malaysian primary school students. English Language proficiency has been deteriorating over the years and basic oral skills have been appalling due to lack of usage and reflective practice. English lessons that incorporate multimedia applications can exert powerful motivation and provide bored students with exciting new ways to learn. The aim of this paper is to examine if the newly created Virtual English Language Tool (VELT) could be used to improve the listening and speaking skills of primary school pupils in a sub-urban environment in Malaysia. A Year 5 class used VELT for a period of nine months. Donald Kirkpatrick’s four-level model was used to evaluate this e-learning tool. The findings of the case study were quite encouraging. Distance Education Centre, The University of the West Indies, West Indies National schools in Malaysia 2008-10-25 Peer-Reviewed Article Qualitative; text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=559 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Supplementary File on research materials http://ijedict.dec.uwi.edu/include/getdoc.php?id=2724&public=true Malaysia;; ; age; gender; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/560 2009-03-31T20:36:28Z issue-20

Action research practices and media for development Tacchi, Jo; QUT; j.tacchi@qut.edu.au Foth, Marcus; QUT; m.foth@qut.edu.au Hearn, Greg; QUT; g.hearn@qut.edu.au Development Communication; Media Studies; Media Anthropology Action research; New media; Development A number of community-based information and communication technology (ICT) for development initiatives, both within Australia and in South Asia have benefited from the application of a form of action research. This paper describes and discusses the rationale, practice and implications for wider uses of what we term Ethnographic Action Research. Ethnographic Action Research (EAR) is similar to Participatory Action Research (PAR), with three key distinctions or characteristics that we will elaborate upon in this paper as we describe how it is practiced. Firstly the ‘ethnographic’ refers not only to the key tools or methods that are used (none of which are exclusive to EAR), but to the ‘ethnographic approach’ that is a fundamental plank of EAR, and the way it is both integrated into the development of media initiatives and is ongoing. It is designed to build the capacity of media initiatives themselves to monitor and evaluate and consequently to alter practices as part of their ongoing development, with the EAR researcher being a member of the media initiative team, most usually with other roles and responsibilities within the initiative itself. Secondly, it works with the conceptual framework of the ‘communicative ecology’, which involves paying keen attention to the wider context of information and communication flows and channels - formal and informal, technical and social – and, monitoring both opportunities for intervention and the changes that result. Finally, we use media itself as a tool for action research: for exploring issues in a community as well as archiving, managing and collecting data and facilitating online networks of EAR researchers. Distance Education Centre, The University of the West Indies, West Indies UNESCO Australian Research Council 2009-03-31 Peer-Reviewed Article Ethnographic Action Research text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=560 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Asia India Sri Lanka; Last 5 years; n/a Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/562 2008-12-30T23:47:52Z issue-18

Attitudes and skills of Omani teachers of social studies to the use of computers in instruction Al-Rabaani, Ahmed Hamed; Sultan Qaboos University; arabaani@squ.edu.om Education, Information Technology, social studies, Computer skills, attitudes, teachers, social studies This study aimed at examining Omani social studies teachers' knowledge, skills and attitudes toward using computer in instruction. The sample consisted of 622 teachers from four regions and four stages. Data was collected by using a questionnaire. The results showed that social studies teachers lack computer skills but they have positive attitudes towards its application in teaching. Results also showed that they lack knowledge of social studies sites and their benefit of internet in their field was low. Distance Education Centre, The University of the West Indies, West Indies 2008-12-30 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=562 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Biography http://ijedict.dec.uwi.edu/include/getdoc.php?id=2729&public=true Middle East, Oman; Fall 2007; gender, area, stage Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/563 2008-10-25T13:48:55Z issue-17

The computer revolution: struggling for survival in rural Cameroon Palamakumbura, Tamara R; PCDI; tamara@pcdi-cameroon.org Information Technology; Education digital divide; information communication technology; community development PCDI (http://www.pcdi-cameroon.org) is a local CIG (NGO) based in rural Cameroon. This article discusses our efforts to “bridge the digital divide” and the reality behind the technological revolution. We face a battle on two fronts. Firstly, chronic poverty. For most of the population technology and its benefits is a luxury commodity. The necessities are foods and medicines and in a time of rising food prices, the luxuries must be cut down. We offer the only internet access in the entire division of 13 villagers and yet we face a daily battle to survive. The continuation of the internet services is by no means certain. Secondly, computer illiteracy. Much of the community has not and cannot use a computer. Yet when we offer free internet training, they refuse. Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Non-Refereed notes Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=563 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en Cameroon; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/571 2008-12-30T23:47:52Z issue-18

ICT literacies and the curricular conundrum of calling all complex digital technologies “Tools” Arntzen, Jenny; University of British Columbia; jarntzen@interchange.ubc.ca Krug, Don H; University of British Columbia; don.krug@ubc.ca Wen, Zhengyan; University of British Columbia; sunnypony@gmail.com Education, ICT learning, cognition, language, pedagogy, curriculum ICT is widely acknowledged internationally as an emerging and increasingly important area of K-16 education. A curricular conundrum centers on whether calling ICT a tool better enables educators to infuse ICT within their curriculum. We reviewed literature on ICT and technological tools in education from 1995 to 2008 finding an increasing number of articles that substituted tool(s) for more specific terminology. We argue given the need to understand digital technologies within constantly changing social and cultural contexts of local and global societies, it is unfortunate that digital hardware, software, and infrastructure have been reduced to being called a tool. Distance Education Centre, The University of the West Indies, West Indies Social Sciences and Humanities Research Council 2008-12-30 Peer-Reviewed Article conceptual, historical, critical inquiry text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=571 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Canada, North America; 1995-2008; educational Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/573 2008-12-30T23:47:52Z issue-18

Evaluating a participatory approach to information and communication technology development: The case of education in Tanzania Moens, Nicolaas Paul; Athena Institute; npmoens@solcon.nl Broerse, Jacqueline E.W.; Athena Institute; Jacqueline.broerse@falw.vu.nl Bunders, Joske F. G.; Athena Institute; Joske.bunders@falw.vu.nl Education, Information Technology, Technology Management, Policy Studies Developing countries, sustainability, information systems, networks, innovation with ICT, participation ICT projects in Sub Sahara Africa have a high failure rate due to inadequate (participatory) approaches and contextual differences. This study evaluates the outcomes of a participatory and multi-stakeholder approach to develop ICT applications in education in Tanzania, called the Round Table (RT) process. This process is an interpretive approach grounded in Constructive Technology Assessment (CTA). The outcomes are measured in terms of sustainability, scalability of projects and impact on users. Sense making and learning-by- doing are key words in order to ‘grow’ ownership. At sector level it turns out difficult to create a ‘paying’ market and to stimulate relevant policy making. The study compares the outcomes with similar participatory processes in six other countries and against a ‘norm’ on success and failure of ICT projects. Some difficulties with CTA are discussed. Based on this study we conclude that the CTA approach is a promising avenue, but further research is needed. Distance Education Centre, The University of the West Indies, West Indies 2008-12-30 Peer-Reviewed Article Quantitative and Qualitative and Participatory observation text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=573 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en changes made following review http://ijedict.dec.uwi.edu/include/getdoc.php?id=2756&public=true Africa and South America; 2002 -2007; Broad coverage of education sector, including secondary education, rural -urban, poverty Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/575 2008-07-05T20:49:29Z issue-16

Challenges regarding risks and risk management: A review of "Risk, Complexity and ICT" Edwards-Henry, Anna-May; The University of the West Indies, Trinidad, West Indies; stewartmar@gmail.com information systems; risk management Distance Education Centre, The University of the West Indies, West Indies 2008-07-05 Non-Refereed Book/Media Review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=575 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/576 2008-07-05T20:49:29Z issue-16

Review of "The Power of Greed: Collective Action in International Development" Brandon, Ed; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com International development Distance Education Centre, The University of the West Indies, West Indies 2008-07-05 Non-Refereed Book/Media Review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=576 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/577 2008-12-30T23:47:52Z issue-18

Can ICT (Internet) overcome the natural geographical barriers of Bhutan in developing the nation? Tobgay, Sonam; Royal University of Bhutan; stobgay@gmail.com Wangmo, Kencho; ; Information Technology ICT usage in Developing country Information and Communication Technology (ICT) plays a greater role in developing the nation. It has become increasingly indispensable tool in achieving international goals such as in Millennium Development Goals. But the poor connectivity of Internet in the least developed countries is one of the serious underlying factors of the digital divide between developed and least developed nations. This situation becomes worse if the country is landlocked as well as least developed. This paper tries to bring out the realities of ICT usage in Bhutan; being the least developed and landlocked country in southwest Asia. Distance Education Centre, The University of the West Indies, West Indies 2008-12-30 Non-Refereed Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=577 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Bhutan; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/581 2008-07-05T20:49:29Z issue-16

Editorial: ICT in education and in promoting health Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; The University of the West Indies, Barbados, West Indies; waltaylor@gmail.com Development Communication; Community Informatics; Information Technology; online learning; flexible delivery; blended learning; distance education; developing countries; digitial divide; community development; Distance Education Centre, The University of the West Indies, West Indies 2008-07-05 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=581 International Journal of Education and Development using ICT; Vol. 4, No. 2 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/592 2008-12-30T23:47:52Z issue-18

A practical ICT for development framework: The ICT Center of Excellence Rabayah, Khalid Said; Arab American University; k.rabayah@gmail.com community informatics, Training, Capacity building, Information technology, community development ICT for Development, Center of Excellence, IT Training and Education Programs, IT for Poverty and Unemployment Reduction This paper describes an initiative to implement a network of competency building centers that can assume a central role in shaping the Information Society in developing countries. The paper describes the business model of the centers and reports on the evaluation of their performance and their impact on national ICT initiatives for development. The main objective of the evaluation is to quantify the degree of success and effectiveness the initiative has contributed to the development of the Palestinian IT sector. In this paper we report on the evaluation of SKITCE Center of Excellence, one of the initiative’s five centers. The initiative involves the establishment of ICT Centers of Excellence in close proximity to Palestinian universities which host academic institution in IT and related fields. The Initiative serves multiple purposes in that it enables IT to act as transformational agent for economic and social development of the Palestinian society. To that end, it works to generate highly qualified IT professionals, badly needed by the IT industry. The center further works to create strong links to the private, public, and to NGOs communities to enhance their roles in the development drive. Among the strategic goals of the initiative is to provide capacity buildings that help entrepreneurs build viable IT businesses, through providing facilities, resources, and tools to develop both a research and development culture and activities in a rich environment for innovation and creativity. The assessment of the activities has exhibited mixed results. The training and capacity building endeavors have shown ample success. The vast majority of the surveyed trainees felt that they gained valuable knowledge and experience in their field of specialization, and believed that the training was critical to their successful job search. On the side of business development and promotion of entrepreneurship, however, the center did not score tangible achievements, and it tended to show a lack of vision and clear route to make a breakthrough in that regards. Distance Education Centre, The University of the West Indies, West Indies American Near East Refugee Aid - ANERA 2008-12-30 Peer-Reviewed Article Qualitative, Survey/Interviews text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=592 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Middle East; on going initiative; training, capacity building Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/593 2008-12-30T23:47:52Z issue-18

Teachers’ perspectives on the integration of information and communication technologies (ICT) in school counseling Masagca, Jimmy T.; De La Salle University-Dasmariñas, Philippines; jtmasagca@dasma.dlsu.edu.ph Londerio, Noel; San Jose Christian College, Philippines; Education; School Counseling; ICT ICT, guidance and counseling, ICT and education, teachers, Philippines This qualitative study presents the different perspectives of teacher-participants in Luzon, Philippines on the use and application of ICT in guidance counseling and the school counselor’s advocacy role. Certain property of story-telling or conversation (kwentuhan or pakikipagkwentuhan) was employed. This ethnographic technique is a naturally occurring phenomenon/process of sharing and telling stories among individuals to figure out or to make sense about their world and their experiences. A snowball sampling technique was used in the study that utilized an open-ended format to investigate the different questions and developed an interview guide rather than pre-determined schedule consisting of the threes topics: (a) uses of ICT [e.g. internet, e-mail], (b) problems/issues/gaps on the use and application of ICT or computer technology, and (c) innovative ways in using/applying ICT in school guidance. Results indicate that the teacher-participants appear to have not fully understood the over-all uses and application of ICT in education/school counseling. However, as to the potential uses, the subjects generated various uses as what they have learned from their graduate courses on technology in education and knowledge management in education. The issues and problems mostly relate to the economic aspects, costs, administrators’ attitudes towards the use of ICT, quality of information and on the issue of commercialism. Innovative programs presented dealt on the individual needs of the pupils and on the career services, but not on the ways to improve the professional capabilities of the guidance counselor. It was recommended that continuous re-training and establishment of a well-defined capacity building programs for guidance counselors focusing on individual skills of the counselors as to the other uses and application of ICT should be undertaken. On future research, accountability of administrators on ICT integration in school counseling can be carried out as well as more empirical studies on the different perspectives of administrators on ICT integration were noted. Furthermore, inquiries related to assessment/evaluation on reliability of information can be done by looking into the research outputs of students and faculty with the online materials cited on the bibliography. School counselors are to be guided through school-based in-service training and DepEd-sponsored programs on capacity building by putting emphases on the benefits of ICT use as well as case presentations of the various experiences of counselors in the Philippines about ICT integration in the implementation of the school guidance programs. Distance Education Centre, The University of the West Indies, West Indies San Jose City Christian College; United Methodist Church 2008-12-30 Peer-Reviewed Article Ethnographic; Qualitative; Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=593 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Asia; Philippines; Second Semester; Educational Attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/594 2008-12-30T23:47:52Z issue-18

Utilization of Intelligent Tutoring System (ITS) in mathematics learning Chen, Tsai Chien; Universiti Putra Malaysia; tsaichenchien@cempaka.edu.my MdYunus, Aida Suraya; Universiti Putra Malaysia; aida@educ.upm.edu.my Wan Ali, Wan Zah; Universiti Putra Malaysia; wanzah@educ.upm.edu.my Bakar, AbRahim; Universiti Putra Malaysia; arb@educ.upm.edu.my Education Intelligent Tutoring System; Computer Assisted Instruction; Technology in Mathematics Education; Information Communication Technology in Education; Tools in Mathematics Learning Intelligent Tutoring Systems (ITS) represents some of the knowledge and reasoning of good one-to-one human tutors, and consequently are able to coach students in a more detailed way as compared to the Computer Assisted Instructions (CAI) packages. Canfield (2001) defines ITS as a system that is able to diagnose and adapt to student's knowledge and skills. According to Canfield, ITS is able to provide precise feedbacks when mistakes are made and able to present new topics when the student is ready to learn. ITS is part of a new breed of instructional computer programs. This paper discusses the benefits of using an ITS as complement to the use CAI materials such as the courseware in promoting the learning of mathematics. Distance Education Centre, The University of the West Indies, West Indies Universiti Putra Malaysia 2008-12-30 Peer-Reviewed Article Literary Analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=594 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en NA; NA; NA Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/598 2008-12-30T23:47:52Z issue-18

Jordanian student teachers' use of computers to develop primary stage pupils' literacy skills Al-Barakat, Ali Ahmad; ; Bataineh, Ruba Fahmi; Yarmouk University, Irbid, Jordan; rubab@yu.edu.jo Education literacy development, computers, primary stage, teacher education, Jordan This study uses semi-structured interviews to investigate 33 Jordanian student teachers' use of computers to develop young children's literacy skills. The data analysis shows that student teachers have a tendency to use the computer to develop young children's literacy skills. It further reveals that even though the time allotted to using computers for developing literacy skills is limited, a high degree of use is evident compared to its use with other skills stated in the school curriculum. The findings further reveal little diversity in the way computers are used to develop young children's literacy skills, with a few student teachers using computers as a resource for playing games, drill and practice, homework, and assessing children’s literacy skills, whereas the majority use them for presenting instructional content and designing instructional media and worksheets. In light of these findings, the authors put forth a number of recommendations for the Teacher Training Program at Yarmouk University, the Jordanian Ministry of Education, student teachers and future researchers. Distance Education Centre, The University of the West Indies, West Indies None 2008-12-30 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=598 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Asia (the Middle East); first semester; none Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/601 2009-03-31T20:36:28Z issue-20

e-Education Systems Implementation Success Model Yahya, Saadiah; associate profesor; saadiah@tmsk.uitm.edu.my Arshad, Noor Habibah; Universiti Teknologi MARA (UiTM), Selangor, Malaysia; Wahab, Nor Zaila; Ministry of Education, Malaysia; Information System and Information Technology e-Education Systems Originally developed for delivering distance learning programs, e-education systems in their current forms are powerful, web-based information systems with capabilities that match enterprise resource planning systems. By carrying out their deployments on an enterprise-level basis, many HEI are able to leverage on their powerful functionalities and ERP-like integrative capabilities to put together academic and administrative systems (Twigg, 2002). Moul (2002) noted that the increasing trend to adopt e-education systems on an enterprise-wide basis is blurring the traditional definitions for what are administrative or academic systems. This paper identifies constructs to measure e-education systems implementation success; investigates the appropriate dependent variable as a proxy for e-education systems implementation success and finally develops and validates a model of e-education systems implementation success. Distance Education Centre, The University of the West Indies, West Indies Ministery of Education Malaysia 2009-03-31 Non-Refereed Case Study Quantitative; text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=601 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Appendices (contains the full list of appendices for the paper) http://ijedict.dec.uwi.edu/include/getdoc.php?id=2853&public=true Malaysia; contemporary; students and management of e-education system organization Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/602 2008-12-30T23:47:52Z issue-18

Remote Sensing Educational Ground Receiving System for interest creation in space science and technology in education Yusoff, Norhan Mat; Kuala Lumpur Infrastructure University College (KLIUC), Malaysia; hzms04@gmail.com Mohd Shafri, Helmi Zulhaidi bin; Universiti Putra Malaysia (UPM), Malaysia; Mohamed, Ahmad Razlan; Bandar Damansara Perdana, Malaysia; Information Technology Information systems; Automated Picture Transmission; Remote sensing; space related technologies Remote sensing educational ground receiving system or the EGRS is a system proposed in creating interest in innovation and scientific environment in space science and technology. EGRS is an Automated Picture Transmission (APT) system which is capable to receive imagery data from the National Oceanic and Atmospheric Administration (NOAA) weather satellite. It can be used as an early part of introducing and understanding remote sensing and also as value added products (VAPs) in education. This effort will help to create awareness in school about the earth and its environment by introducing real time observation of climatic changes from space and to practically relate to the real happening on the ground. In order to create interest in innovation and scientific environment at school level besides providing an affordable system, the gizmo in kits form will be introduced to provide hands-on for teachers and students to set up part of the receiving system. The design of the system is based on the three levels of the system: signal acquisition, conversion and processing. As VAPs, the system is hopeful to complement the existing syllabus and school subjects. Teachers will be provided with remote sensing training and guides to: install and operate the system, teach remote sensing and use the data for applications. In order to assess the effectiveness of the system in creating interest, a pilot study is proposed by having the system installed at selected schools and impact study will be carried out. Finally, the educational system will pave the way for school children to understand the importance of remote sensing and the imaging satellite program of the nation such as the RazakSAT. Thus, by introducing the system, we are creating the future beneficiaries of remote sensing data and ensuring data exploitation to enable sustainability and success in space related technologies and also for future remote sensing satellite program. Distance Education Centre, The University of the West Indies, West Indies Axis Commerce (M) Sdn Bhd 2008-12-30 Non-Refereed article Participative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=602 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en Malaysia; First semester; Secondary educational institutions Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/617 2009-03-31T20:36:28Z issue-20

Brazilian Teachers’ Agency in a Web-based U.S. Reform Project Junqueira, Eduardo S.; Universidade Federal do Ceará; esjrodrigues@yahoo.com Distance Education Centre, The University of the West Indies, West Indies 2009-03-31 Non-Refereed Case Study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=617 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/618 2009-03-31T20:36:28Z issue-20

The conditions and level of ICT integration in Malaysian Smart Schools Wan Ali, Wan Zah; Universiti Putra Malaysia, Malaysia; wanzah@gmail.com Mohd Nor, Hajar; Ministry of Education, Malaysia; hajarmn@ppk.moe.gov.my Hamzah, Azimi; Universiti Putra Malaysia, Malaysia; azimi@ace.upm.edu.my Alwi, Nor Hayati; Universiti Putra Malaysia, Malaysia; yatialwi@putra.edu.my Education implementation of ICT integration in curriculum This qualitative study attempts to describe the conditions that facilitated the implementation of Information Communication Technology (ICT) integration in the Malaysian Smart School and the problems that emerge during the process of integration. A total of twenty-one informants were interviewed. Based on data analysis two sets of conditions were revealed. They were the essential conditions and the supporting conditions. The findings also revealed that teachers in this study employed four levels of approaches in integrating ICT in the schools. Time, course content and technical malfunction were found to be the main problems that the teachers faced during this process. Distance Education Centre, The University of the West Indies, West Indies Universiti Putrs Malaysia 2009-03-31 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=618 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Malaysia; ; teachers, principals, heads of curriculum department and ICT coordinator Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/620 2009-03-31T20:36:28Z issue-20

Effective Technology Integration: Old Topic, New Thoughts Su, Bude; CSU Monterey Bay; bude_su@csumb.edu Education Technology Integration; Systemic Change; Barriers in K-12 Although teachers are aware of the importance of technology integration into daily process of teaching and learning, they tend to face a number of barriers when it comes to effectively integrating technology into their curricula. While some barriers are resource related, others originate from fundamental beliefs and processes of current education system. In this paper, the author first demonstrates why a systemic change is needed for effective technology integration in K-12. Then, by reviewing the relevant literature on barriers to technology integration, she points out the most fundamental barriers. Finally, the stages of change that individuals tend to go through in the context of K-12 technology integration is discussed. Distance Education Centre, The University of the West Indies, West Indies 2009-03-31 Non-Refereed article Interpretive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=620 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en USA; ; K-12 Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/625 2009-03-31T20:36:28Z issue-20

Analyzing the usage patterns and challenges of telecenters among rural communities: experience from four selected telecenters in Tanzania Mtega, Wulystan Pius; Sokoine University of Agriculture; wmtega@yahoo.com Malekani, Andrew Watson; Sokoine University of Agriculture; Malekaniandrew2000@ yahoo.com Information Studies; Communication Studies; Community informatics; Information Systems; Information Technology Telecenter; Tanzania; information service; information source; telecenter catchment area The objective of this study was to examine use patterns, challenges and way forward for telecenters in Tanzania. The study covered the following four telecenters. It was found that many telecenters in Tanzania are still at infancy and most do not offer adequate information to communities living in rural areas. Most are still faced with a number of challenges that make it difficult to meet people’s expectations. It was concluded that so as to meet their objectives, telecenters should provide information relevant to people’s needs, different formats should be used to present information as people have different information searching skills. Moreover; telecenter catchment area is an important factor in building an information rich society. Distance Education Centre, The University of the West Indies, West Indies 2009-03-31 Peer-Reviewed Article Participative; Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=625 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Tanzania; 2007/2008; Ethnicity Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/637 2009-09-13T20:28:40Z issue-21

The effects of information and communication technology on at risk children of low economic status: Make It-Take It Case Study Amiri, Shahram; Stetson University, Florida, USA; samiri@digitalinclusion.net Education online Learning The Institute for the Study of Digital Inclusion’s (ISDI) promotes digital inclusion through dispersion of computers and technological knowledge to at risk children of low economic status within the State of Florida. The goals of this study were to determine: 1) Will providing the children with computer skills and knowledge influence academic performance? 2) Will digital literacy increase student’s commitment and desire to actively participate in the learning processes? Our findings indicate a direct increase in academic performance and more active participation in learning processes by students that completed the Make It-Take It program. Distance Education Centre, The University of the West Indies, West Indies Microsoft 2009-09-13 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=637 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Americas; ; Educational Attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/638 2008-12-30T23:47:52Z issue-18

Review of "Efficient learning for the poor: Insights from the frontier of cognitive neuroscience" Brandon, Ed; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Distance Education Centre, The University of the West Indies, West Indies 2008-12-30 Non-Refereed Book/Media Review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=638 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/651 2008-10-25T13:48:55Z issue-17

Editorial: Planning, policies and strategies for using ICT Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; The University of the West Indies, Barbados, West Indies; waltaylor@gmail.com online learning; flexible delivery; blended learning; distance education; developing countries; Distance Education Centre, The University of the West Indies, West Indies 2008-10-25 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=651 International Journal of Education and Development using ICT; Vol. 4, No. 3 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/658 2009-03-31T20:36:28Z issue-20

A Problem-based approach to accounting education: Pragmatic appraisal of a technologically enabled solution Wilkin, Carla L; Monash University; carla.wilkin@buseco.monash.edu.au Collier, Phillip A; University of Melbourne; carla.wilkin@buseco.monash.edu.au Education; Information Technology Technology; enterprise systems; processes; pedagogy; design science methodology. Following calls for change to enhance accounting education, we describe and justify a ‘new pedagogy’ that centres on realistic business problems in the context of a simulated business and its authentic enterprise system. The aim is to prepare accounting students for a broader role in business decision making by providing them with relevant robust usable knowledge. Using design science methodology we describe three approaches to create artefacts that involve use of an enterprise system which support this proposal. Our contribution is an appraisal of these approaches. Included are examples of applying the pedagogy that demonstrates its feasibility. Distance Education Centre, The University of the West Indies, West Indies 2009-03-31 Peer-Reviewed Article Design science, survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=658 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Australia; 2005-2008; University students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/659 2009-09-13T20:28:40Z issue-21

Designing an information and communication technology system to train private agricultural insurance brokers in Iran Omidi Najafabadi, Maryam; Science and Research Branch Islamic Azad University, Tehran, Iran; maryomidi@gmail.com Farajollah Hosseini, Jamal; Science and Research Branch Islamic Azad University, Tehran, Iran; maryomidi@gmail.com Mirdamadi, Mehdi; Science and Research Branch Islamic Azad University, Tehran, Iran; maryomidi@gmail.com Moghadasi, Reza; Science and Research Branch Islamic Azad University, Tehran, Iran; maryomidi@gmail.com Information and communication technology; Education; information and communication technology (ICT); system; training; brokers; agricultural insurance The Agricultural Insurance Fund (AIF) in Iran has hired private sectors named “brokers” to implement an agricultural insurance scheme. AIF has spent considerable time, effort, and money to train brokers. Unfortunately, many of their investments are met with disappointing results and traditional education is no longer effective. To overcome this challenge, an information and communication technology (ICT)-based training system seems the best solution. This study was conducted to design an ICT system to train agricultural insurance brokers in Iran. To achieve this aim, a theoretical framework is presented, based on previous research. Our results are given using newly developed and sophisticated statistical techniques. Namely, ordinal logistic regression indicated that the factors which affect on designing an ICT-based training system are technical, financial, instructors, and learner factors; while the ordinal factor analysis classified the challenges into four latent variables named organizational, social, human, and technical challenges. Finally a conceptual framework is presented for the ICT training system. Open Campus, The University of the West Indies, West Indies 2009-09-13 Peer-Reviewed Article Survey; Quantitative; http://ijedict.dec.uwi.edu/viewarticle.php?id=659 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Iran; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/664 2009-09-13T20:28:40Z issue-21

New paradigms in the teaching and learning of accounting: Use of educational blogs for reflective thinking Joshi, Mahesh; RMIT University, Melbourne; mahesh.joshi@rmit.edu.au Chugh, Ritesh; C Management Services Pty Ltd. and Central Queensland University, Melbourne, Aus; Accounting education Educational blogs, online learning, blogs, edublogs, reflective learning, accounting education In order to meet the demands and expectations of increasing global competition, contemporary accountants are said to include a range of generic skills such as analytical and problem-solving skills, personal and interpersonal communication skills, management, negotiation and organisational skills, and the ability to apply these skills in a range of unique situations. Teaching, learning and applying these skills in a contemporary environment would mean the involvement of technology in the 21st century. This would rivet adopting teaching and learning strategies that move away from procedural tasks and memorising of professional standards to a more conceptual and analytical form of learning. In recent years, the society has witnessed significant technological innovations most importantly in the form of Internet technology, as a most effective communication tool, that has gained an increasing popularity among individuals, organisations and institutions. This paper primarily focuses on educational blogs as an engagement and reflective tool for accounting students and how blogs can be useful for improving the educational outcomes for accounting students. The first part of the paper discusses pedagogical importance of student engagement and importance of educational technologies in teaching and learning. The second part of the paper will explain the concept of educational blogs and how blogs and be used as a reflective assessment tool in accounting education. The last part of the paper will illustrate and evaluate the role of educational blogs in accounting education. Open Campus, The University of the West Indies, West Indies RMIT University, Melbourne 2009-09-13 Peer-Reviewed Article Literary Analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=664 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/667 2009-03-31T20:36:28Z issue-20

Growth and Improvement of Information Communication Technology in Kenya Kariuki, Gatana G; ; gatanak@gmail.com Information Technology ICT4D For more than a decade, development partners have been advocating the application of Information and Communication Technology (ICT) as a tool for poverty alleviation in developing countries. Various approaches have been suggested and implemented in various countries including Kenya. Using the data from National Small Medium Enterprises Baseline Survey 1999 and Economic Survey of 2002, 2003, 2004 and 2005 among others, this paper examines the performance of the ICT sector against national policy objectives. Open Campus, The University of the West Indies, West Indies 2009-03-31 Non-Refereed article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=667 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Africa; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/674 2009-09-13T20:28:40Z issue-21

Exploring the status of ICT use in adult education: Perspectives from eight European countries - “reflections, insights, and challenges” Demirbilek, Muhammet; Suleyman Demirel University; demirbilek@wisc.edu Information Technology in Adult Education Information and communication technology; ICT; adult education; adult teacher training; lifelong learning; ICT curriculum; ICT policies; European countries This paper reports on the results from a structured survey returned from participants in Bulgaria, Hungary, Italy, Lithuania, Romania, Spain and Turkey (together with an agreed shorter submission from Cyprus). Participant countries’ status of use of information and communication technology (ICT) use in adult education specifically the national or regional policies in place, the curriculum framework ICT use in practice, availability of online learning resources and tools, reflections, insights, and challenges were examined. Furthermore, the paper shed some lights on potential use of mobile phones and games as ICT tools in adult education. The result of the study suggests that although in some of the countries, especially the new member and candidate countries, firmly-conceived national strategies for adult education are only beginning to emerge; the drive to develop in line with EU goals, policies and standards on lifelong learning is now creating opportunities for innovative approaches everywhere. Open Campus, The University of the West Indies, West Indies European Commission’s Grundtvig Program 2009-09-13 Non-Refereed article Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=674 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Europe; Spring semester; Educational ICT policies Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/677 2009-03-31T20:36:28Z issue-20

Development and validation of a computer instructional package on electrochemistry for secondary schools in Nigeria. Oyelekan, Oloyede Solomon; University of Ilorin, Nigeria; soloyfoundation@yahoo.com Olorundare, Adekunle Solomon; University of Ilorin, Nigeria; adeksol@yahoo.com Education ICT in science education The computer has witnessed a wide range of applications in virtually all human endeavours. It has also found its way into the classroom, and educators now look in its way as a panacea to prevalent pedagogical challenges. Researches have indicated that appropriate use of the computer for science instruction facilitates teaching and learning. This research work was carried out to develop and validate a computer instructional package on electrochemistry for secondary schools in Nigeria. Several researches have indicated electrochemistry to be one of the topics responsible for students’ poor performance in School Certificate Chemistry examinations in Nigeria. The package was produced in an html format using Macromedia Dreamweaver as the overall platform. Other computer programs utilized during the development process are: CorelDraw suit 12, Microsoft Word 2003, Macromedia Fireworks 8, and Macromedia Flash 8. The validation of the package was carried out in accordance with the recommendations of Dick, Carey, & Carey (2005). In the end, the package found to produce a very good performance level in the students when used for electrochemistry instruction. Open Campus, The University of the West Indies, West Indies 2009-03-31 Peer-Reviewed Article Instructional media production text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=677 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Nigeria; ; Educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/678 2009-09-13T20:28:40Z issue-21

Making quality education accessible to all through technology: A case study on accelerating quality delivery of the mathematics curriculum by re-tooling mathematics classrooms with only one computer Wintz, Peter Francis; University of Guyana, Guyana; wintzp@hotmail.com Education Computer tehnology in secondary mathematics classroom Computer technology has become an integral part of most educational landscape. In Guyana, like many developing countries, educators are cognizant of the benefits of the integration of computer technology but due to economic constraints have been unable to equip their mathematics classrooms abundantly. Based on this reality, educators were introduced to the one computer classroom that is known to offer a cost-effective way to accelerate high quality delivery of the mathematics curriculum especially to students with average and below average mathematical ability. The main objective of the study was to examine the impact of computer aided instruction on students’ performance. Eight student-teachers from eight secondary schools and 190 secondary school students were involved in the study. The findings revealed that the computer aided instruction did not only improve students’ performance but their level of retention of knowledge was higher. However, females made more significant progress than the males following the computer aided instructions. The most striking result was that the experimental group with students who were below mathematical ability recorded the highest ‘true’ difference mean for both the post-test and the re-test. Open Campus, The University of the West Indies, West Indies University of Guyana 2009-09-13 Peer-Reviewed Article Qualitative,Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=678 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Caribbean; Second Semester 2006/2007; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/679 2008-12-30T23:47:52Z issue-18

Editorial: The role of ICT in the classroom, community and nation building Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; The University of the West Indies, Barbados, West Indies; waltaylor@gmail.com Open Campus, The University of the West Indies, West Indies 2008-12-30 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=679 International Journal of Education and Development using ICT; Vol. 4, No. 4 (2008) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/682 2009-02-08T03:34:14Z issue-19

Innovation of Problem Based Learning through ICT: Linking Local and Global Experiences Dirckinck-Holmfeld, Lone; Aalborg University, Denmark; lone@hum.aau.dk Human Centered Informatics Problem Based Learning; Project Based Learning, social appropriation of technology, ICT4development The editorial provides a background for the special issue on Problem Based Learning and ICT and focuses on three core themes: Problem Based Learning (PBL) and its background and pedagogical principles; learning characteristics of information and communication technology (ICT); and intercultural perspectives. The editorial presents a Danish perspective on PBL based on the long tradition for PBL within university teaching and learning and international collaboration. The editorial is concluded through a short presentation of the articles in this special issue. Open Campus, The University of the West Indies, West Indies Aalborg University 2009-02-07 Non-Refereed Article Historical inquiry and interpretive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=682 International Journal of Education and Development using ICT; Vol. 5, No. 1 (2009) en Europe, South America, Carribean; Mediterranean area; thematic; conceptualising issues Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/684 2009-03-31T20:36:28Z issue-20

The Computers for Education Forum: Working with 57 rural schools (Ngoketunjia, North West Region, Cameroon) Palamakumbura, Tamara R; Partners for Community Development Initiative (PCDI); tamara@pcdi-cameroon.org Education ICT, Education The Computers for Education Forum (COF) is a framework of 3 partners and 57 schools extending across 7 villages in rural Cameroon. The objective of the framework is to bridge the digital divide through education. As its first phase of activities, the program will run 12 monthly seminars for school teachers. Of the participants 51 schools (89%) do not currently teach computing. Of these 42 schools will introduce computing as a subject through the program. To facilitate this, the program will invite 5-10 teachers from each school to participate in the program and as such will be training 200-400 teachers. Open Campus, The University of the West Indies, West Indies PCDI, LUKMEF, International AID Club of the American University of Dubai 2009-03-31 Non-Refereed project description text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=684 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en Cameroon; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/699 2009-02-08T03:34:14Z issue-19

Editorial: Special Issue on Problem Based Learning and ICT Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; The Information Society Institute (TISI), South Africa; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2009-02-07 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=699 International Journal of Education and Development using ICT; Vol. 5, No. 1 (2009) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/700 2009-09-13T20:28:40Z issue-21

Investigating online learning environments in a web-based math course in Jordan Al-Omari, Akram M. A.; ; awadakram@yahoo.com Education; Cultural Studies; Information Technology online learning; blended learning; developing countries; virtual communities Abstract The Ministry of Education of Jordan (Moe) is the first institution introducing an open e-learning platform in the school system of Jordan, and has been deploying the system in 100 experimental (discovery) schools in that region. This study focuses on a web-based learning environment and the integration of uses and gratification approach into the evaluation of the quality of Jordanian tenth grade math students' experiences when interacting with an e-learning platform. This study investigates the learning activities and the relationships created when learners interacting with e-learning platform. This study uses interviews, direct classroom observations and field-notes of classroom practices. The findings suggest that Jordanian students recognized the potential of e-learning platform to support their teaching and learning, but they were uncomfortable and unsatisfied with the learning environment provided (e.g., practiced low interactions with the features of the interface created, low student–student relationships, low student–teacher relationships and low student–media interaction). The reflection activities and technology competence for male participants were higher than female participants. The results of this study highlight the importance of integrating uses and gratifications approach into the evaluation of learning process in online learning environments. Key words: online learning, online environment, web based instruction, e-learning, online education Open Campus, The University of the West Indies, West Indies None 2009-09-13 Peer-Reviewed Article Qualitative; Interview; Observastion text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=700 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Asia;; Second Semester; educational attainment Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/704 2009-09-13T20:28:40Z issue-21

Gender, subject and degree differences in university students’ access, use and attitudes toward information and communication technology (ICT) Mahmood, Khalid; University of the Punjab; khalid@dlis.pu.edu.pk Information technology; Higher education ICT access; ICT use; ICT attitudes; Students This study reports the findings of a questionnaire survey conducted to see the gender, subject and degree differences in access, use and attitudes toward information and communication technology (ICT) of 625 students of the University of the Punjab, Lahore, Pakistan. Open Campus, The University of the West Indies, West Indies 2009-09-13 Non-Refereed Case Study Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=704 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Pakistan; ; University graduate and undergraduate students Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/720 2009-09-13T20:28:40Z issue-21

Diffusion of technology adoption in Cambodia: The test of a theory Richardson, Jayson W.; University of North Carolina Wilmington, USA; richardsonj@uncw.edu Education; Information and Communication Technology technology; information and communication for technology; international development; diffusion of innovations; Cambodia; teacher trainers This study tested the diffusion of innovations theory to determine if it was applicable in describing technology adoption patterns of teacher trainers in Cambodia. Tested were eight perceived characteristics of innovation and four demographic variables. MANOVA results indicated that different types of adopters had significant differences in eight perceptual characteristics and four demographic variables. ANOVA results indicated that seven of the eight characteristics significantly impacted adoption and no demographic variable had a significant influence on adoption rates. Findings for further theoretical development, ICT project planning, and suggestions for future research are included. Open Campus, The University of the West Indies, West Indies UNESCO 2009-09-13 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=720 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Asia; Cambodia; Historical; age; gender; experience; location Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/724 2009-09-13T20:28:40Z issue-21

The potential of using information and communication technology for poverty alleviation and economic empowerment in Osun State, Nigeria Sofowora, Olaniyi Alaba; Obafemi Awolowo University Ile-Ife, Nigeria; oasofowora@yahoo.com information technology impoverished, internet,cyber cafe,telecommunication, mobile divides,economic empowerment,NEEDS,SEEDS The study adopted descriptive survey design.The sample for the study consisted 1,496 unemployed youths selected through stratified sampling techniques base on senatorial districts, gender and status. The study identified the problems of unemployment,poverty and various efforts made by the government at stemming down the poverty level and high rates of unemployment among the youths in Osun State,Nigeria. Some of the efforts made were National Economic Empowerment Development Strategy (NEEDS) at the national level,State Economic Empowerment Development Strategy (SEEDS) at the state level. Other programme include the effort of the private telecommunications and banking industries that encouraged the use of mobile phones and ICT in establishing small scale business ventures. However out of all the efforts , ther impact of the private Telecomunication industries in the area of the use of mobile phones for small scale enterpreneurship affected the poorest families more than anyother.With respect to the use of ICT in employment generation, 29.01% rated it high, 18.98% high, 13% low and 5.01% very low. On the assessment of the impact of the different sector on youth empowerment and their hose hold,mobile phone made the highest impact (90.65%), followed byinternet (5.01%) and lastly those who established computer center for DTP (4.34%). The data collected showed that youths who were hitherto unemployed ater starting the Gsm business made an average profit of between 5oo -3,000 Naira daily. The result also showed that mobile divides and ICT have brought more development and economic benefits to the youths in the state than any other aspect of SEEDS. It has also helped to stem down drastically poverty, high rates of youth unemployment and youth unrest in the state. Open Campus, The University of the West Indies, West Indies Self 2009-09-13 Peer-Reviewed Article survey http://ijedict.dec.uwi.edu/viewarticle.php?id=724 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Africa; sessional; income Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/732 2009-09-13T20:28:40Z issue-21

Confronting challenges to e-learning in Higher Education Institutions Mapuva, Jephias; University of the Western Cape, South Africa; mapuva@coolgoose.com Information technology E-learning, e-pedagogy, e-learning implications for lecturers, delivery of university education, implementation of technology Technological innovations have not only brought benefits to business, but to Higher Education Institutions (HEIs) where an unprecedented demand for tertiary education has seen students enrolling for courses, some doing so through distance education. This has made the internet a very significant and indispensable learning and business tool for information dissemination for both education purposes and business transactions. The Internet is a technological development that has the potential to change not only the way society retains and accesses knowledge but also to transform and restructure traditional models of higher education, particularly the delivery and interaction in and with course materials and associated resources. Utilising the Internet to deliver e-learning initiatives has created expectations both in the business market and in higher education institutions (Singh, O'Donoghue and Worton, 2005:3). Universities have been faced with the daunting task of having to re-adjust and re-organise themselves in preparation for the incorporation of e-learning within their institutions. Institutional leaders have also been faced with the challenge of having to align their institutional objectives to meet the needs and demands of the e-learning dispensation. Indeed, e-learning has enabled universities to expand on their current geographical reach, to capitalise on new prospective students and to establish themselves as global educational providers. This article explores the issues surrounding the implementation of e-learning into higher education, including the structure and delivery of higher education, the implications to both students and lecturers and the global impact on society. Open Campus, The University of the West Indies, West Indies Self an co-author 2009-09-13 Peer-Reviewed Article LITERARY ANALYSIS http://ijedict.dec.uwi.edu/viewarticle.php?id=732 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en South Africa, Africa,; occasional paper; educational research, attainment and development Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/734 2009-03-31T20:36:28Z issue-20

Editorial: Technology integration and adoption in education and the community Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; waltaylor@gmail.com Open Campus, The University of the West Indies, West Indies 2009-03-31 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=734 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/740 2009-04-02T01:32:35Z issue-20

Educational Development in Kenya and the Role of Information and Communication Technology Kinuthia, Wanjira; Georgia State University, USA; wkinuthia@gsu.edu While ICT continues to advance in western countries, African countries still experience a lag in its implementation, and that continues to widen the digital and knowledge divides. This article provides an insight into the state of educational development in Kenya and the role of ICT in narrowing the knowledge divide. It documents the progress made in educational development, while revealing the challenges faced. The article provides an overview of the historical and economic context, social factors, and the organization and state of education. While the context is Kenyan, the strategies discussed are applicable to other African countries with similar challenges. Open Campus, The University of the West Indies, West Indies 2009-04-01 Non-Refereed text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=740 International Journal of Education and Development using ICT; Vol. 5, No. 2 (2009) en ; ; Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/755 2009-09-13T20:28:40Z issue-21

Impact of using agile practice for student software projects in computer science education Perera, Indika U.S.; University of Moratuwa; indikaperera@uom.lk Education; Information Technology; Software Engineering; Computing Agile process; Pair Programming; Computer Science Education; Teaching Programming; Student Software Projects; Learning Development; ICT Learning Computer Science education is becoming a fundamental teaching area with the Information and Communication Technology (ICT) development. It is a known fact that traditional educational and teaching methods have certain limitations for ever changing technology based and software & tools interactive courses such as teaching programming or software development. After years of been practiced in the industry the Agile software development process possesses standard characteristics of a process paradigm. However, it is rare to observe studies on Agile practice used in computer science education with its impact to student learning. This paper describes findings of such study conducted in a university education environment. Open Campus, The University of the West Indies, West Indies Research was conducted at the Dept. of CSE, UOM, Sri Lanka 2009-09-13 Peer-Reviewed Article Quantitative; Survey; Action Research; Participative http://ijedict.dec.uwi.edu/viewarticle.php?id=755 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Sri Lanka; Third year; Education attainment; Knowledge sharing; Knowledge acquisition This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/760 2009-09-13T20:28:40Z issue-21

Effects of integrating digital visual materials with textbook scans in the classroom Panjwani, Saurabh Kumar; Post-Doctoral Researcher; saurabh.panjwani@gmail.com Micallef, Luana; University of Kent; luanamicallef@gmail.com Fenech, Karl; ; karl.fenech@gmail.com Toyama, Kentaro; Assistant Managing Director; kentaro.toyama@microsoft.com Education; Information Technology; education; classroom technology; textbooks; developing countries; This work examines the effects of treating learners in a classroom to digital visual materials on a shared display, while interleaving such materials with scanned copies of relevant textbook pages. Forty-six ninth-grade students in a public school in Bangalore (India) were divided into two groups and given instruction in Science and Literature, the first group (control) being exposed to digital visual materials in both classes while the second (treatment) to the same materials interspersed with digitally-scanned copies of textbook pages. Students in the treatment group outperformed those in the control group on tasks involving recall and recognition of the visual materials (although the gap was significant only for recall-based tasks). Our results suggest that digitized versions of textbooks are useful in improving students’ retention of visual materials utilized during classroom instruction. Open Campus, The University of the West Indies, West Indies Microsoft Research India Pvt. Ltd. 2009-09-13 Peer-Reviewed Article Quantitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=760 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en India; Second Semester 2008; Ages 14-16, Indian lower income class This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/779 2009-09-13T20:28:40Z issue-21

Will ENUM effort in Malaysia be feasible? An academic perspective Yahya, Saadiah; Universiti Teknologi MARA, Malaysia; saadiah@tmsk.uitm.edu.my Communication Technology; Development Communication; Communication Studies; Information Technology; Communication technology; Telecommunication, Convergence Network I ENUM (Electronic Number Mapping) is powerful protocol that maps telephone numbers to Internet Protocol addresses. It allows users with IP-enabled devices to locate and call friends or families across the Internet, bypassing the ordinary telephone system and thereby cost no more than the rental already paid for the Internet connection. Other benefits include unified address offering and easier communications management. The main purpose of this paper is to study the feasibility of ENUM in Malaysia. The roles of academic institutions, ENUM model and way to conduct ENUM closed trial in Malaysia will be highlighted. Issues of ENUM are also discussed. Open Campus, The University of the West Indies, West Indies NA 2009-09-13 Non-Refereed notes Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=779 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Mainly Malaysia. Brief review on Japan and Singapore ENUM cases are also done.; NA; NA This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/780 2009-09-13T20:28:40Z issue-21

Role of information and communication technologies in improving food availability of Iranian rural households Lashgarara, Farhad; Science and Research Branch, Islamic Azad University, Tehran, Iran; f_lashgarara@srbiau.ac.ir Mirdamadi, S. Mehdi; Science and Research Branch, Islamic Azad University, Tehran, Iran; f_lashgarara@srbiau.ac.ir Hosseini, S. Jamal Farajollah; Science and Research Branch, Islamic Azad University, Tehran, Iran; f_lashgarara@srbiau.ac.ir Chizari, Mohammad; Tarbiat Modares University, Tehran, Iran; f_lashgarara@srbiau.ac.ir Development Communication Information and communications technologies, improving, food availability, rural households, Iran Information and communications technologies (ICTs) represent an important strategy that can be used in attaining food security. The main purpose of research is to identify the effectiveness of ICTs in improving the food availability of Iranian rural households. The situation of food security in Iranian rural households was medium, but that ICTs could play an important role in improving the situation. Regressions analysis showed that increasing food production, transferring of new methods and technologies, improving interactions and communications, providing information about cultivation and harvest, facilitators and content of old technologies were determined to account for 71% of the food availability. Open Campus, The University of the West Indies, West Indies 2009-09-13 Non-Refereed article Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=780 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en rural households, Iran; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/785 2010-03-01T03:18:28Z issue-24

The definition and characteristics of ubiquitous learning: A discussion Yahya, Saadiah; Universiti Teknologi MARA, Malaysia; saadiah@tmsk.uitm.edu.my Ahmad, Erny Arniza; Universiti Teknologi MARA, Malaysia; arniza@tmsk.uitm.edu.my Abd Jalil, Kamarularifin; Universiti Teknologi MARA, Malaysia; kamarul@tmsk.uitm.edu.my Information and CommunicationTechnology Ubiquitous Learning This paper describes a new learning paradigm, known as ubiquitous learning or u-learning, which is supported by the ubiquitous computing technologies. Instead of that, the paper also aims at providing particular information related to u-learning for researchers who are interested in venturing this new area of ubiquitous computing. The u-learning definition and characteristics are compared and discussed in proposing a conclusive definition of u-learning together with its characterization. Finally, some of the u-learning applications are explained to further enhance the understanding of u-learning concept. Open Campus, The University of the West Indies, West Indies NA 2010-02-28 Non-Refereed article Literature Review http://ijedict.dec.uwi.edu/viewarticle.php?id=785 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en Asia; NA; NA This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/795 2010-03-01T03:18:28Z issue-24

Defining innovation: Using soft systems methodology to approach the complexity of innovation in educational technology Cox, Glenda Jayne; University of Cape Town, South Africa; Glenda.cox@uct.ac.za Educational technology Innovative approaches to teaching and learning, Higher education This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the ‘situation definition’ in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution. Open Campus, The University of the West Indies, West Indies University research council, University of Cape Town academic start up grant 2010-02-28 Peer-Reviewed Article Soft systems methodology, Qualitative. interviews http://ijedict.dec.uwi.edu/viewarticle.php?id=795 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en South Africa; one year; middle management, educational technologists This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/796 2010-03-01T03:18:28Z issue-24

Blogging at university as a case study in instructional design: Challenges and suggestions towards professional development Muwanga-Zake, Johnnie W. F.; University of New England, Armidale, Australia; jmuwanga@une.edu.au Parkes, Mitchell; University of New England, Armidale, Australia; mparkes2@une.edu.au Gregory, Sue; University of New England, Armidale, Australia; sgregor4@une.edu.au Education; Information Technology; professional development online learning; virtual communities; Although the potentials of ICT such as blogs seem to be obvious, universities find challenges in using them pedagogically. For example, there is dissonance between blogging and pedagogy, or rather a gap between rhetoric about blog potential and blog practice, which has prompted this investigation and professional development in the use of blogs at the University of New England (UNE). Preliminary findings show fundamental implications for professional development in pedagogical uses of Information and Communication Technologies (ICT). Open Campus, The University of the West Indies, West Indies University of New England, Armidale. Australia 2010-02-28 Peer-Reviewed Article Action Research; Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=796 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en Australia; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/813 2010-07-25T18:00:50Z issue-25

Supporting Smart School Teachers’ Continuing Professional Development in and through ICT: A model for change Thang, Siew Ming; The National University of Malaysia; thang@ukm.my Hall, Carol; University of Nottingham, UK; carol.hall@nottingham.ac.uk Azman, Hazita; The National University of Malaysia; hazita@ukm.my Joyes, Gordon; University of Nottingham, UK; gordon.joyes.nottingham.ac.uk Education; Information Technology online learning, virtual communities of practice, teacher professional development The general assumption that once the hardware is introduced in schools, ICT integration will automatically follow is not necessary true. Teachers need to be supported and factors responsible for teachers’ failure to integrate ICT into the classrooms identified and rectified. The paper proposes an online model based on the Improvement Quality Education for All (IQEA) action research framework for school improvement (Hopkins et al., 1996). The ultimate goal is to bring together the school-based cadres to share emerging issues, themes and evaluation and eventually develop expertise in managing change in their own institutions and beyond through the use of ICT. This concept paper provides the background, rationale, framework and the methodology of this research project. Open Campus, The University of the West Indies, West Indies Permission obtained from Malaysian Ministry of Education 2010-07-25 Peer-Reviewed Article action research, qualitative & quantitative (including questionnaires and interviews0 http://ijedict.dec.uwi.edu/viewarticle.php?id=813 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Malaysia; three years' study; teachers of between 30-40 years old, university graduates of three ethnic origins, single and married This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/820 2010-03-01T03:18:28Z issue-24

A comparative evaluation of two interventions for educator training in HIV/AIDS in South Africa Chao, Li-Wei; University of Pennsylvania, USA; chao69@wharton.upenn.edu Gow, Jeff; University of Southern Queensland, Australia; gowj@usq.edu.au Akintola, Olagoke; University of KwaZulu-Natal, South Africa; akintolao@ukzn.ac.za Pauly, Mark; University of Pennsylvania, USA; pauly@wharton.upenn.edu education; Communication Studies blended learning; HIV/AIDS; Sixty educators were selected from eight schools in KwaZulu-Natal Province, South Africa, to undergo HIV/AIDS training using an interactive CD-ROM intervention. Another sixty educators from other schools were selected to undergo a two-day Life Skills Training Programme provided by the Department of Education. The outcomes both before and after the interventions were measured by surveying the educators’ knowledge and attitudes related to HIV/AIDS, as well as their self-efficacy with respect to dealing with HIV/AIDS in the classroom setting. Both interventions resulted in significant changes in knowledge and attitudes as well as in the self-efficacy with respect to ability to teach about HIV/AIDS and to deal with classroom situations involving HIV and blood. The Life Skills Training Programme proved superior in enhancing basic knowledge about HIV, and the CD-ROM was superior in teaching about HIV transmission risks. Open Campus, The University of the West Indies, West Indies Financial support was provided by the University of Pennsylvania Center for AIDS Research and its P30 (NIH P30AI045008) Pilot Grant and by the NIH Fogarty International Center (K01TW06658). 2010-02-28 Peer-Reviewed Article quantitative; survey/interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=820 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en IJED Resubmission Teacher Comparative_Table 2 http://ijedict.dec.uwi.edu/include/getdoc.php?id=3822&public=true IJED Resubmission Teacher Comparative_Table 3 http://ijedict.dec.uwi.edu/include/getdoc.php?id=3823&public=true IJED Resubmission Teacher Comparative_Table 4 http://ijedict.dec.uwi.edu/include/getdoc.php?id=3824&public=true IJED Teacher Comparative_Table 1 http://ijedict.dec.uwi.edu/include/getdoc.php?id=3438&public=true Africa; ; educators; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/824 2009-09-13T20:28:40Z issue-21

Open flexible learning as a strategy for enhancing human security in Nigeria Ambe-Uva, Terhemba Nom; National Open University of Nigeria; mneuter@gmail.com Adegbola, Eunice Abimbola; National Open University of Nigeria; aedegbola@yahoo.com In this paper, an analysis of open flexible learning (OFL) as a means of enhancing Human Security in Nigeria, within the context of HIV/AIDS pandemic was carried out. It is argued that open learning and distance education have the potential benefit of addressing Africa’s challenges of social dislocation, poverty, conflict and marginalisation, and the achievement of the continent’s human development goals. It was also argued that the integration of ICTs in this mode of delivery empowers people in developing countries thereby improving their means of livelihood, and enhancing their human security, particularly, as it addresses threats emanating from the HIV/AIDS pandemic. Open Campus, The University of the West Indies, West Indies 2009-09-13 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=824 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/831 2010-12-31T14:58:59Z issue-27

The readiness of schools of Macao to integrate IT in education and the extent of actual IT integration Fan, Andy c; University of Macau, Taipa, Macau; fan.andy@gmail.com Education Development of Information Technology in Education Abstract: Colonized by the Portuguese in the 16th century, Macao has become the Macao Special Administrative Region of China since 1999. Under the strong economic growth in recent years, the Macao government has invested substantial human, material and financial resources for the implementation of IT in education in Macau since 2001. This paper reviews the development of IT education in Macao, including hardware development, the integration IT into teaching and learning and other informal government’s supports to the development of IT education. Although the development of IT in education in Macao has progressed rapidly in last few years, there still have many shortcomings. The author makes some suggestions based on the shortcomings. Open Campus, The University of the West Indies, West Indies 2010-12-31 Peer-Reviewed Article Interpretive http://ijedict.dec.uwi.edu/viewarticle.php?id=831 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en China, Macau; 2001-2008; primary and secondary schools This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/834 2010-03-01T03:18:28Z issue-24

Computer interest, approval and confidence of secondary school students in three selected local governments of Lagos State (Nigeria): Implications for global computerization Adebowale, Olusegun Fatai; Dept. of Educ. Founds and Couns., Obafemi Awolowo University, Ile-Ife. Nigeria.; oluadefat@yahoo.com Adewale, Israel A.; Dept. of Local Government Studies, Obafemi Awolowo University, Ile-Ife. Nigeria.; srladewale@yahoo.com Oyeniran, Folasade M.; Dept. of Educational Technology, Obafemi Awolowo University, Ile-Ife. Nigeria.; mafob05@yahoo.com Information Technology Secondary school students' computer characterisitics Nigerian secondary school graduates are not normally examined for their proficiency at computer and internet use but are repeatedly required to employ such skills in applying for certification and placement examinations. In 2005, in her bid to develop functional computer competencies among secondary school students as part of the global drive for computerization, the Nigerian Lagos state government equipped 40 secondary schools with microcomputer-fitted laboratories which were also connected to the Internet. Three years on, this study was designed to evaluate the computer characteristics possessed by the students with the aim of encouraging other state governments in the country and other countries of similar development status to take a cue and also to suggest ways of improvement. One hundred students were selected randomly from the Senior Secondary III classes of each of the six schools equipped with computers by the state government in three local government areas to participate in the study. The instrument used was designed to measure students’ interest, approval and confidence at using computers and were administered on the subjects by their ICT subject teachers. Data analyses were by using descriptive, t-test and ANOVA. The results showed that the students possessed high levels of interest, approval and confidence in the use of computer and its other concerns. Female students were found to develop more interest than their male counterparts, while on the basis of field of study, vocational students seem to excel in interest and approval. Students aged 19 to 21 seem to perform better in approval of computer and its concerns, but no age differences were found in interest and confidence. Open Campus, The University of the West Indies, West Indies NIL 2010-02-28 Peer-Reviewed Article Survey research http://ijedict.dec.uwi.edu/viewarticle.php?id=834 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en Lagos state, Nigeria; Second term; Secondary school students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/835 2010-03-01T03:18:28Z issue-24

Development of an educational interactive video-DVD on dairy health management practices Palakkal, Vidya; ; vidyapalakkal@yahoo.co.in Chinnaiyan, Manivannan; ; drcmanivannan@yahoo.co.in Education;development communication;information technology digitial divide;flexible delivery;communication technology;blended learning A study was carried out to design, develop and test an educational interactive video-DVD on dairy health management practices. Design for the provision of menus and sub-menus in the developed video-DVD facilitated interactivity in the video content. A total of 60 dairy farmers owning DVD player and television were selected by means of proportionate random sampling among the farmer members of four milk cooperative societies identified in Kannur block of Kannur district in Kerala State of India, which constituted the sample for the study. The findings of the study revealed significant difference between the mean scores of knowledge level of respondents in pre and post -exposure stages and a high majority of the respondents perceived the various aspects of the video-DVD to be most satisfactory in fulfilling its intended use. Keywords: Educational interactive video-DVD; dairy health Open Campus, The University of the West Indies, West Indies Tamil Nadu Veterinary and Animal Sciences University 2010-02-28 Peer-Reviewed Article Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=835 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en Kerala; dairy farmers; ethnicity This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/836 2009-09-13T22:09:37Z issue-21

Potential and challenges in the use and adoption of ICT Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; waltaylor@cqnet.com.au online learning; flexible delivery; blended learning; distance education; developing countries; Open Campus, The University of the West Indies, West Indies 2009-09-13 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=836 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/845 2009-10-22T02:27:33Z issue-22

E-learning at the Arthur Lok Jack Graduate School of Business - A Survey of Faculty Members Kistow, Balraj; Lok Jack GSB, Trinidad & Tobago; b.kistow@gsb.tt Education Online learning; blended learning; e-learning; faculty perception This paper seeks to examine the views and perceptions of the faculty at the Arthur Lok Jack Graduate School of Business on moving into an environment of blended learning. A survey was administered to a cross-section of faculty members to gain their perceptions on the schools’ move towards blended learning. The results would inform the strategic direction and choices of the school in its thrust towards blended learning. The results indicated that while faculty members generally views blended learning positively, there are some areas of concern that must be addressed in order to ensure successful implementation. Open Campus, The University of the West Indies, West Indies Arthur Lok Jack School of Business 2009-10-21 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=845 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en Caribbean; Semester 2 - 2009; Academics This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/846 2010-03-01T03:18:28Z issue-24

Availability and usage of ICTs and e-resources by livestock researchers in Tanzania: Challenges and ways forward Angello, Consolata; Sokoine University of Agriculture, Tanzania; ckangello@yahoo.com Wema, Evans; University of Dar es Salaam, Tanzania; wemaf@yahoo.com A study was conducted to investigate the accessibility and use of e-resources in Tanzania. The methodology adopted for the study was survey in which questionnaires, interviews and observations were used in collection of the data. A total of 50 respondents participated in the study. The study revealed that livestock research institutes in Tanzania had very few e-resources for their researchers. It was concluded that most livestock researchers were not aware of most of the e-resources available hence they could not access and use them effectively in their research work. The researchers recommended for improvement of internet connectivity to enable efficient information searching from the internet. Open Campus, The University of the West Indies, West Indies 2010-02-28 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=846 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/849 2010-03-01T03:18:28Z issue-24

The status of information and communication technology in a coastal village: A case study Govindaraju, Periyasamy; Manonmaniam Sundaranar University, Tamil Nadu; p_govindaraju@yahoo.com Mabel, Maani Manoharan; Manonmaniam Sundaranar University, Tamil Nadu; maanimabel@gmail.com Development Communication ICT; ICT and Rural Development; ICT and Coastal Village; Information Kiosks; Consequences of ICTs; Village Knowledge Center; and Kiosks and Development. Kovalam is one of the coastal villages at Southern Tamil Nadu, India. A VKC has been initiated by the local Parish Council to serve the villagers with the e-governance, e-agriculture, e-education, e-health and other services at free of cost. The main livelihood for the villagers has been fishing for decades. This paper is aimed to study the consequences of the technological adoption through the intrinsic case study methodology. The study has also included interview and discussion techniques to get the real situation. The users of the Kiosk, the boundary partners and the knowledge worker were contacted to collect data. The study revealed the influence and the role of kiosk in the lives of fishing community. Open Campus, The University of the West Indies, West Indies 2010-02-28 Non-Refereed Case Study Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=849 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en India; ; age This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/850 2009-10-22T02:27:33Z issue-22

myDR: Improving the self-care process for Caribbean patients with Type II Diabetes through Mobile Learning Sultan, Salys Sarah; The University of The West Indies, Trinidad & Tobago; ssultan@gmail.com Mohan, Permanand; The University of The West Indies, Trinidad & Tobago; Permanand.Mohan@sta.uwi.edu Education; Community Informatics; Information Technology; Information Systems developing countries; mobile learning; type II diabetes; diabetes self-management education; mobile telemedicine; personalization Diabetes self-management education plays a vital role in the treatment of people living with diabetes. The paper describes some of the practices in diabetes education delivery in the Caribbean region and some of the challenges currently faced. It focuses on a new channel for the delivery of personalized diabetes education for diabetic patients– the mobile phone. It discusses how mobile learning can be used to improve the self-care practices of patients with diabetes. It presents a mobile application called myDR (short for my daily record) that is used to retrieve and store the blood sugar and blood pressure levels of a diabetic patient. The system is designed to utilize the patient’s current and previous readings along with the patient’s health context to deliver diabetes self-management education using the mobile phone. The results of a usability study on the application are also presented; these indicate that the majority of the participants found this system to be an improvement of their current diabetes education programme. Furthermore, they valued the need for more relevant and timely information which is afforded by this new medium. Open Campus, The University of the West Indies, West Indies Microsoft External Research 2009-10-21 Peer-Reviewed Article Participative; Survey/Interview text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=850 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en Caribbean; ; age=45-70;gender=male and female; residence=Trinidad and Tobago; ethnicity=Indo-Caribbean and Afro-Caribbean This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/851 2009-10-22T02:27:33Z issue-22

MyeLearning as a tool to enhance the writing process in Spanish as a foreign language Mideros, Diego; The University of the West Indies, Trinidad and Tobago; diego.mideros@sta.uwi.edu Foreign language education; elearning environments in foreign language education; This paper describes the experience of a case study in which MyeLearning was implemented as a tool to enhance the writing process in the Spanish as a Foreign Language programme at the University of the West Indies, St. Augustine Campus. The main objective was to produce texts in the target language as part of the grammar and composition class. Three different feedback strategies were mainly used. These strategies served to help students reflect on writing as a process whose main aim is to be read by an audience. This project emerged from the need to change the students’ perception on writing as a final product rather than as a systematic process that requires reflection and careful thinking of the other, the reader, in order to produce coherence and cohesion. Key words: writing process, myeLearning, feedback, peer-feedback, autonomy. Open Campus, The University of the West Indies, West Indies 2009-10-21 Peer-Reviewed Article Qualitative case study text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=851 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en Trinidad & Tobago; Academic year 2008/09; Level II students of the Spanish degree programme at The University of the West Indies This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/852 2009-10-22T02:27:33Z issue-22

Creating Reusable Lesson Plans for E-learning using the IMS Learning Design Specification Ragbir, Diana M; The University of the West Indies, Trinidad & Tobago; diana.ragbir@gmail.com Mohan, Permanand; The University of the West Indies, Trinidad & Tobago; permanand.mohan@sta.uwi.edu Education; Information Technology Instructional Design, E-learning, IMS Learning Design, Reusable learning designs This paper explains how to create reusable, interoperable lesson plans for e-learning using the IMS LD specification. Reusable lesson plans will enable instructors to share learning designs with other instructors and instructional designers and reduce the cost and time spent in designing e-learning material. We explain how to create three Learning Designs that are reusable lesson plans in the fields of information technology, language learning and science. We also discuss the methodology used to create the Learning Designs followed by an analysis of their capability for reuse and the pedagogical expressiveness of the specification. Finally, we discuss current research in improving the specification as well as increasing its adoption in the e-learning community. Open Campus, The University of the West Indies, West Indies 2009-10-21 Peer-Reviewed Article Literary Analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=852 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en International; None; None This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/853 2009-10-22T02:27:33Z issue-22

Burrokeet, an Application for Creating and Publishing Content Packages with support for Multiple Input and Output Formats Bernard, Margaret Ann; The University of the West Indies, Trinidad and Tobago; margaret.bernard@sta.uwi.edu Ramnanan, Anil; Open Campus, The University of the West Indies, Trinidad and Tobago; anil@peppersauce.org Educational Technology;ELearning;Information technology;Computer Science Burrokeet;Content Package;SCORM;Learning Content management System;eLearning;Open Source software This paper describes the design and use of Burrokeet, an e-learning software platform which facilitates the creation of SCORM Content Packages. Burrokeet will accept input content documents in most of the common file formats; it provides the tools to sequence that content into a pedagogically sound ‘unit of learning’ and to generate the IMS Manifest file for the Content Package. Burrokeet also has a publishing engine which can publish Content Packages created within Burrokeet or SCORM-compliant Content Packages generated from external sources. The Publishing engine will generate the output in a unified format, regardless of the input file formats used. Several output formats are supported, including html for website publication, pdf for print and presentation formats for delivery during class time. Open Campus, The University of the West Indies, West Indies The University of the West Indies 2009-10-21 Peer-Reviewed Article Research; Software development text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=853 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en Caribbean; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/858 2009-10-25T03:30:49Z issue-23

“Him and Her” - gender differentials in ICT uptake: A critical literature review and research agenda Nsibirano, Ruth; Makarere University, Uganda; rnsibirano@ss.mak.ac.ug Education; Gender Studies and ICT use; Gendered Digital Divide; university education and ICT; Gender Symbolism; Feminist Stand point Theory Observed gender differences in the use of Information Communication Technology (ICT) constitute a form of digital divide. Differences between male and female ICT users are of increasing interest world wide as the digital divide evolves. This gendered digital divide is more prominent in the developing world and Africa provides a very obvious illustration. The result is an inequitable distribution of benefits that come with the use of ICT. The objective of this paper is to review literature on the gendered digital divide. This paper draws on arguments advanced in feminist standpoint theory and gender symbolism to consider how gender symbolism contributes to a better understanding of differences in ICT use in University education. This includes how understandings and experiences of ICT, influence the decision to use / not use ICT. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article Literature Review and Research Agenda text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=858 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en Uganda; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/859 2009-10-25T03:30:49Z issue-23

Increasing education access through open and distance learning in Tanzania: A critical review of approaches and practices Komba, Willy Lazaro; Mkwawa University College of Education,A Constituent College of the University o; wkombahiro@yahoo.com Education Tanzania, open learning, distance learning, access to education, quality assurance With an area of 943,000 square kilometers, Tanzania has a population of about 34 million comprising more than 120 ethnic groups with diverse cultures and notable income differentials. Over 35 per cent of the people live below the poverty line which makes it difficult for an increasing number of people to access education at secondary, tertiary and higher education levels. The universalization of education and its worldwide acceptance as a continuous or lifelong undertaking, coupled with concerns about educational access and equity, as well as the prevailing level of poverty necessitates the use of various education delivery approaches to enable all citizens to benefit from this public good. The major objective of this paper is to document an discuss the initiatives that Tanzania has taken to expand educational opportunities at various levels using open and distance learning (ODL) approaches. The paper begins by explaining the socio-political context for ODL in Mainland Tanzania and Zanzibar and proceeds to recount the distance education initiatives that have been established over time using both the longstanding traditional technologies and new media media and technology. It then analyzes the opportunities and challenges in these initiatives. It ends with the proposal of how to improve both access and the quality of education using emerging educational technologies. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article Survey and Review text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=859 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en Tanzania; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/860 2009-10-25T03:30:49Z issue-23

Using ICTs in Teaching and Learning: Reflections on Professional Development of Academic Staff Mostert, Markus; Rhodes University, South Africa; M.Mostert@ru.ac.za Quinn, Lynn; Rhodes University, South Africa; L.Quinn@ru.ac.za Adult Education; Professional Development information and communications technology (ICT); learning technologies; professional development; academic development; educational development; curriculum design Focussing on professional development of academic staff as higher education practitioners, this paper reports on the relationship between ICTs and teaching and learning in higher education, and on the way that that relationship plays out in a formal staff development course offered at Rhodes University, South Africa. The Technological Pedagogical Content Knowledge (TPCK) framework developed by Mishra and Koehler (2006) is used as a theoretical lens for demonstrating the undesirability of an unnatural separation of ICTs from teaching and learning in dominant discourses within institutional and national environments. The paper concludes by highlighting some implications of the TPCK framework for staff developers and curriculum design in higher education. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=860 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en South Africa; ; University Eductors This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/861 2009-10-25T03:30:49Z issue-23

Investigating popular Internet applications as supporting e-learning technologies for teaching and learning with Generation Y Halse, Mici; Rhodes University, South Africa; m.halse@ru.ac.za Mallinson, Brenda; Rhodes University, South Africa; B.Mallinson@ru.ac.za Education; Media Studies Generational Theory; Popular Internet Technologies; E-Learning Support Tools This paper introduces generational theory and outlines the characteristics of Generation Y with a particular emphasis on how these relate to their learning styles, and how these characteristics and learning styles differ from previous generations. It then considers a number of common Internet applications popular amongst this generation in terms of their function, relating these to the characteristics of Generation Y as learners. The effectiveness of these technologies as e-learning tools for this generation is examined, and they are found to offer valuable features to assist learning facilitators. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=861 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en South Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/862 2009-10-25T03:30:49Z issue-23

Assessing Cell Phone Usage in a South African Township School Kreutzer, Tino; United Nations Development Programme; tino.kreutzer@gmail.com Education; Media Studies mobile, cell phone, media, Internet, Web, South Africa, youth, media studies, communication, development, technology This paper reports on a pilot study, which surveyed two grade 11 classes (N = 66) at a secondary school located in a very low-income area in Cape Town, South Africa. Detailed activity-based questions indicate that virtually all respondents (97%) were found to have used a cell phone on the previous day for at least one of the measured activities. This study suggests the possibility that the majority of urban South Africans in this age group can and do access the Internet via their phones since 83% of the respondents were found to so on a typical day. This finding has significant implications for mobile media and Internet applications, as well as for future research on technology usage in similar settings. Despite the limitations of the sample size for this pilot study, the results nonetheless provide an illuminating snapshot of school-going youth at a bleak urban township school bordering an informal settlement. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=862 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en South Africa; ; Secondary school students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/863 2009-10-25T03:30:49Z issue-23

Creating an online learning ecology in support of mathematical literacy teachers Verster, Maggie; ICT4Champions, Johannesburg, South Africa; maggie@maggie.co,za Education; Media Studies; Communication Studies teaching mathematics literacy; educator community; online community of practice; technologies for community of practice The introduction of Mathematical Literacy (ML) as a compulsory subject for all learners in the South African Further Education and Training (FET) band who do not take Mathematics, created several challenges for teachers. ML teachers struggle with a variety of issues ranging from lack of adequate training, diverse textbook interpretations, differing philosophical views on the importance of context versus content, negative parent and learner perceptions, assessment, diverse multilingual and multicultural settings and a lack of resources, to name but a few. This paper will give a short background of some of the issues, as well as report on the difficult journey through technology in the quest to establish an online ecology of learning for mathematical literacy teachers. The key research question is how an online space can support learning by Mathematics Literacy teachers. A secondary question relates to the selection of technologies which support rather than hinder this process. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=863 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en South Africa; ; Secondary school teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/864 2009-10-25T03:30:49Z issue-23

Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town Hodgkinson-Williams, Cheryl; University of Cape Town, South Africa; cheryl.hodgkinson-williams@uct.ac.za Gray, Eve; University of Cape Town, South Africa; eve.gray@uct.ac.za Education; Development Communication Open Education, Open Educational Resources, open content, e-learning, open educational processes, Open Pedagogy, degrees of openness, Information and Communication Technologies (ICTs), higher education Information and communication technologies (ICTs) provide a range of opportunities to share educational materials and processes in ways that are not yet fully understood. In an extraordinary development, increasing numbers of traditional and distance universities are using ICTs to make a selection of their teaching resources freely available as ‘open education resources’ (OER). The University of Cape Town recently signed the Cape Town Open Education Declaration signalling some senior level support for the notion of OER. In anticipation of an institution-wide roll-out, lecturers and educational technologists at UCT are grappling with the issues that need to be addressed to meet this intent. This paper suggests that careful analysis of existing educational materials and processes is necessary to provide an indication of what can be done to make them more openly available beyond the confines of an individual teaching and learning space. However, the deceptively simple term “open” hides a reef of complexity. This paper endeavours to unravel the degrees of openness with respect to key attributes of OER, namely social, technical, legal and financial openness in an attempt to make the task of identifying where changes could be made to existing teaching materials or processes a little easier for the lecturer and the educational technologist alike. While acknowledging the potential value of content, we contend, however, that it is the opening up of educational processes, which we are calling Open Pedagogy (OP) enabled by the Web 2.0 technologies that are set to play the more transformational role in the collaboration between students and lecturers. Open Campus, The University of the West Indies, West Indies Shuttleworth Foundation 2009-10-24 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=864 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en South Africa; ; University Educators This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/865 2009-10-25T03:30:49Z issue-23

Scarce resources: Conflict and sharing in discourse around primary school email use Pallitt, Nicola; University of Cape Town, South Africa; mz.pallitt@gmail.com Education; Media Studies primary school; children; email; conversation analysis; discourse; ICTs; context This paper discusses email use in a South African primary school. A conversation analysis of children’s interactions around email activities challenges assumptions about the digital divide. This approach suggests the advantage to be gained by viewing the context of children’s use of technology as a shifting set of communicative possibilities, rather than something that is determined solely by the physical presence or absence of computers. The paper describes how children negotiate and communicate around scarce resources in their environment. These scarce and shared resources are not limited to the physical equipment in the computer lab, but include the communicative possibilities offered by software and other individuals. This paper focuses on children sharing email addresses and using email’s affordances of privacy to gain or avoid individual attention from the teacher. Discourse is treated as ‘talk-in-interaction’ and provides evidence of children managing the limited resources available to them. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article conversation analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=865 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en South Africa; ; Primary school students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/866 2009-10-22T02:27:33Z issue-22

One Size Fits All? – The Case of ECNG 3020 – Special Project Portal Sarjusingh, Wayne; The University of the West Indies, Trinidad & Tobago; wayne.sarjusingh@sta.uwi.edu Mohammed, Crista; The University of the West Indies, Trinidad & Tobago; crista.mohammed@sta.uwi.edu Castellanos, Fernando; The University of the West Indies, Trinidad & Tobago; fernando.castellanos@sta.uwi.edu Information System; Education Customised Course Management System ECNG 3020 - Special Project Portal is a custom-built, course management system. Specific administrative demands of a year-long student-project necessitated an e-solution. The Portal serves as: 1) a central information hub, 2) an administrative and processes management platform and 3) a sharing tool. End-user feedback was positive. Users highly valued the centralisation of course information and scheduling provisions. The Portal’s many facilities and inherent adaptability justify significant initial outlay as it promises to serve the Special Project for the long-term. Its greater potential is its utility in the management of similar courses. Open Campus, The University of the West Indies, West Indies The Department of Electrical and Computer Engineering, Faculty of Engineering, The University of the West Indies, St. Augustine Campus 2009-10-21 Peer-Reviewed Article Insider's Knowledge and User Survey text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=866 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en Caribbean; 2008/2009 Academic Year; Undergraduate Students and Faculty Members This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/867 2010-03-01T03:18:28Z issue-24

On the development of a computer based diagnostic assessment tool to help in teaching and learning process Ahmad, Afaq; Sultan Qaboos University, Oman; afaq@squ.edu.om Al-Mashari, Ahmed; Sultan Qaboos University, Oman; amaashari@squ.edu.om Al-Lawati, Ali; Sultan Qaboos University, Oman; lawati@squ.edu.om This paper presents a computer based diagnostic tool developed to facilitate the learning process. The developed tool is capable of generating possible error syndromes associated with the answers received. The developed tool simulates the error pattern of the test results and then accordingly models the action plan to help in children’s learning process. The built-in tests are designed in such a way to consider the procedural, factual and conceptual knowledge of the learning topic. The tool considers aspects related to both, the learner and the instructor. It generates a diagnostic report to be utilized by the instructor. Moreover, the report suggests remedial advices to enhance process of the learning in cases when the learner experiences severe learning difficulties. Open Campus, The University of the West Indies, West Indies 2010-02-28 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=867 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/870 2009-10-22T02:27:33Z issue-22

Technology-oriented or Learning-driven? Waldron, Lisle; The University of the West Indies, Trinidad and Tobago; lisle.waldron@gmail.com Learning Space Design; Education; Strategic Information Systems Planning and Management Learning Space Design; Technologies for Education; Audio/Visual Technologies for Education Using the design of learning environments as a point of engagement, this paper posits – in the Caribbean context – that the primary focus for Colleges and Universities should not be on technology, that is, technological products but rather, on learning as the product. The practice of learning space design in the Republic of Trinidad and Tobago has traditionally installed technology imitatively, reflexively, in a vacuum – that is, without an integration of technology with the learning philosophies of higher education institutions. The result of such an incorporation of technology into the learning space is an illusion of progressiveness instead of the best possible facilitation of teaching and learning. The paper argues for a strategic design process where stakeholders collaborate, space needs are identified, possible solutions are analysed, issues of adaptability and flexibility are considered and technological innovations are creatively and deliberately linked with the goal: learning for today and for the future. Open Campus, The University of the West Indies, West Indies 2009-10-21 Peer-Reviewed Article Survey/Interview; Quantitative; Interpretive text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=870 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en Trinidad and Tobago; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/873 2009-10-22T02:27:33Z issue-22

Guest Editorial: eLearning in the Caribbean Thurab-Nkhosi, Dianne; Open Campus, The University of the West Indies, Trinidad & Tobago; Dianne.Thurab-Nkhosi@open.uwi.edu Open Campus, The University of the West Indies, West Indies 2009-10-21 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=873 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/878 2009-10-25T03:30:49Z issue-23

Educators and the Cape Town Open Learning Declaration: Rhetorically reducing distance Deacon, Andrew; University of Cape Town, South Africa; andrew.deacon@uct.ac.za Wynsculley, Catherine; University of Cape Town; catherine.wynsculley@uct.ac.za Education, Communication Studies rhetoric; hermeneutics; Cape Town Open Education Declaration; Distanciation 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. We rhetorically analyse the Declaration which idealizes the educational process and contrast this with the practical challenges which affect the development and use of open educational resources. We draw on classical rhetoric and hermeneutics as analytical tools of such visionary documents that contain little factual information. Without an initial vision, an enabling environment, complete with policies and funding, means very little. We argue that analysing such vision documents is important part in persuading educators to take further steps towards creating, shaping and evolving their own educational practices. Open Campus, The University of the West Indies, West Indies 2009-10-24 Peer-Reviewed Article Rhetorical analysis text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=878 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en Global; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/879 2009-10-25T03:30:49Z issue-23

e/merge in Africa Carr, Tony; University of Cape Town, South Africa; tony.carr@uct.ac.za Czerniewicz, Laura; University of Cape Town; laura.czerniewicz@uct.ac.za Education, Communication Studies editorial, online conference, African universities, Access, Professional development Editorial to the e/merge in Africa Special Issue from the e/merge 2008 online conference. Open Campus, The University of the West Indies, West Indies Ford Foundation 2009-10-24 Non-Refereed Article Editorial text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=879 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/881 2010-07-25T18:00:50Z issue-25

An empirical survey on domestication of ICT in schools in disadvantaged communities in South Africa Chigona, Agnes; University of Cape Town; a.chigona@uct.ac.za Chigona, Wallace; University of Cape Town; wallace.chigona@uct.ac.za Kausa, Moses; University of Cape Town; mankhwala@gmx.de Kayongo, Patrick; University of Cape Town; mankhwala@gmx.de Information Systems; Education developing countries; appropriation of technology in pedagogy ICTs have the potential to enhance curriculum delivery. However, this can only be realised when the ICT have been well appropriated in the school. In other words, the benefits are enjoyed only when the technology has been well adopted and integrated hence the domestication of the technology in pedagogy. We employed a qualitative research approach to investigate appropriation of ICT in pedagogy. In-depth interviews with educators from randomly sampled schools were the data collection technique. Results show that there is need for sufficient training of educators, more time to get used to the ICTS, more resources, and technical support for effective domestication of the technology. Open Campus, The University of the West Indies, West Indies N/A 2010-07-25 Peer-Reviewed Article qualitative; interpretive http://ijedict.dec.uwi.edu/viewarticle.php?id=881 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en South Africa; present; primary school educators in disadvantaged communities This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/883 2010-03-01T03:18:28Z issue-24

The importance of introducing a course on information and communication technologies for development into the information technology curriculum Al-Ahmad, Walid A.; New York Institute of Technology, Amman Campus, Jordan; Walid.Alahmad@nyit.edu.jo Education; Information Technology developing countries; digital divide; sustainability This paper studies the role and the importance of ICT4D education in Information Technology programs. The research included the students who attended an ICT4D course at NYiT Amman Campus in the academic years of 2006 to 2009. Data was collected through two questionnaires developed by the researcher responsible for teaching the course. The first questionnaire was administered in the first lecture of the academic semester, and the second questionnaire was administered in the last lecture. The study shows that the students have expressed that an ICT4D course was an important ingredient in the IT curriculum. Of the students, 98.8% of the students expressed that ICT4D had an important role in IT practices and education, 97.1% stated that they were satisfied with the course, 96.7% expressed that the course reached the objectives. As a result, it was suggested that the ICT4D course be included in Bachelor of Information Technology curriculum. Open Campus, The University of the West Indies, West Indies 2010-02-28 Peer-Reviewed Article Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=883 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en Asia; Academic years 2006 - 2009; Undergraduate students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/893 2009-10-22T02:27:33Z issue-22

Editorial: Special Issue on eLearning in the Caribbean Marshall, Stewart; Open Campus, The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; TISI, Cape Town, South Africa; stewartmar@gmail.com Open Campus, The University of the West Indies, West Indies 2009-10-21 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=893 International Journal of Education and Development using ICT; Vol. 5, No. 4 (2009) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/894 2010-07-25T18:00:50Z issue-25

Self-concept, computer anxiety, gender and attitude towards interactive computer technologies: A predictive study among Nigerian teachers Agbatogun, Alaba O; University of Edinburgh; alabaagbatogun@yahoo.com Technology in Education Computer-Anxiety, Self-concept, Gender, Teachers, Computer Attitude. Interactive Computer Technologies (ICT) have crept into education industry, thus dramatically causing a tremor of transformation as it is continually integrated into the instructional process. This study examined relative and combined contributions of computer anxiety, self-concept and gender to teachers’ attitude toward the use of Interactive Computer Technologies. 454 secondary school teachers from Ogun-East senatorial district of Ogun-State, Nigeria constituted the sample for the study. Three instruments were used to collect data for the study, while Pearson Product Moment Correlation, Multiple Regression and Analysis of Variance statistical tools were used to investigate the predictive capacity of the independent variables on the dependent. The findings revealed that the combination of the three independent variables significantly predicted the independent variables. Meanwhile, only computer anxiety and self-concept contributed to the prediction of the dependent variable with gender making no significant contribution. In view of the findings, recommendations were made. Open Campus, The University of the West Indies, West Indies 2010-07-25 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=894 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Computer anxiet, self-concept, gender and attitude towards Interactive Computer Technologies: A pred http://ijedict.dec.uwi.edu/include/getdoc.php?id=3895&public=true Nigeria; ; Age; gender This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/898 2009-10-25T03:30:49Z issue-23

Editorial: Special Issue - e/merge in Africa Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; TISI, Cape Town, South Africa; stewartmar@gmail.com Open Campus, The University of the West Indies, West Indies 2009-10-24 Non-Refereed Article text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=898 International Journal of Education and Development using ICT; Vol. 5, No. 5 (2009) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/910 2010-07-25T18:00:50Z issue-25

Closing the digital gap in Cameroonian secondary schools through the CIAC project Nganji, Julius T; University of Hull, UK; J.T.Nganji@2006.hull.ac.uk Kwemain, Roland; ADCOME, Cameroon; rkwemain@adcome.net Taku, Calisus A; ADCOME, Cameroon; candoht@adcome.net Information Technology and Education Access; ADCOME; Cameroon; CIAC; computers; digital divide; ICTs; internet; School Connectivity; rural; urban; NEPAD Although with the overwhelming impact of new technologies globally, numerous factors still account for the setbacks in bridging the digital divide in developing nations. Cameroon has for several years been trailing in the employment of ICTs to facilitate learning and teaching in schools. Nevertheless, a number of ICT projects have been implemented in secondary schools which have helped to reduce this digital gap amongst students. We report on one of the pioneer projects, the Computer and Internet Access Centres (CIAC) project, implemented by the Association for Development, Communication and Environment (ADCOME), a non-governmental organisation with headquarters in the South West Region of Cameroon. We begin by looking at its history, implementation, successes, challenges and possible solutions. Open Campus, The University of the West Indies, West Indies ADCOME 2010-07-25 Non-Refereed Case Study Report, case study http://ijedict.dec.uwi.edu/viewarticle.php?id=910 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Cameroon, Africa, secondary schools; Three academic years; education, computers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/916 2010-07-25T18:00:50Z issue-25

Measuring levels of end-users' acceptance and use of hybrid library services Tibenderana, Prisca K. G.; Kampala International University, Uganda; ptibenderana@gmail.com Ogao, Patrick Job; Makerere University, Uganda; ogao@cit.mak.ac.ug Ikoja-Odongo, J. Robert; Makerere University, Uganda; ikoja@easlis.mak.ac.ug Wokadala, James; Makerere University, Uganda; jwokadala@iace.mak.ac.ug Information Systems Information Systems, Hybrid Libraries, Acceptance and Use, UTAUT, SOUTAUT Abstract This study concerns the adoption of Information Communication Technology (ICT) services in libraries. The study collected 445 usable data from university library end-users using a cross-sectional survey instrument. It develops, applies and tests a research model of acceptance and use of such services based on an existing UTAUT model by Venkatesh, et al. (2003). Results show that ‘relevance’ and ‘social influence’ have significant effects on intentions to use e-library services. Results further show that university communities in Uganda are inclined to use electronic library services due to social demands, relevancy of services, available facilitating conditions and benefits they expect from the services. Most importantly, the Service Oriented Unified Theory of Acceptance and Use of Technology (SOUTAUT) model explains 57% of variance towards acceptance and use of e-library services. Open Campus, The University of the West Indies, West Indies Innovation at Makerere Committee (i@mak.com 2010-07-25 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=916 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Measuring Levels of End-Users' Acceptance and Use of Hybrid Library Services http://ijedict.dec.uwi.edu/include/getdoc.php?id=3753&public=true Measuring Levels of End-Users' Acceptance and Use of Hybrid Library Services http://ijedict.dec.uwi.edu/include/getdoc.php?id=3781&public=true Global, Uganda; current; academic staff and students in university This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/924 2011-08-31T15:26:30Z issue-29

Free, cheap, easy & effective: Case study of knowledge management strategies for building a global community of practice Russell, L. Roxanne; University of Phoenix Online, USA; roxanne@icainstitute.org Parker, Justin; Georgia State University, USA; justin.parker@elesys-na.com Bolden, Nicholas; Georgia State University, USA; nsb07@hotmail.com Sherman, Hilary; Georgia State University, USA; hilary.sherman@gmail.com Community Informatics; Knowledge Management information systems; information management; communication technology; virtual communities; community networks This case study presents the knowledge management activities for building an online community of practice for the India, China & America (ICA) Institute. The ICA Institute is a non-profit organization with the vision of providing a sustainable, non-governmental platform to identify and drive synergies among India, China and America in the areas of emerging markets, commercial growth and alignment of policies for the benefit of the global population. As a non-profit with little funding, the strategies for knowledge management used by the ICA Institute have all been free or cheap, easy to access and implement and have proven to be effective for their mission. To analyze the knowledge management (KM) strategies of the ICA Institute, the following topics will be covered: 1) the needs of the knowledge based community of the ICA Institute; 2) explanation and evaluation of knowledge management strategies in use; and 3) gaining buy-in and maintaining solutions. Open Campus, The University of the West Indies, West Indies India, China & America Institute 2011-08-31 Non-Refereed Case Study http://ijedict.dec.uwi.edu/viewarticle.php?id=924 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/936 1970-01-01T00:00:00Z issue-21

A baseline study on the Internet information search proficiencies of polytechnic students in Singapore Laxman, Kumar; Nanyang Technological University, Singapore; haribol.kumar@gmail.com Education Internet based learning, digital literacy, search strategies The Internet has emerged as a versatile information repository tool that offers immense potential in optimizing the transactional dynamics of teaching and learning. In the context of a developed country such as Singapore, the Internet is an ubiquitous fixture in the ever expanding electronic learning landscape of the educational system. Hardware infrastructures are in place in schools in Singapore to enable them to be seamlessly connected to the Internet to tap the wide array of opportunities the Internet affords in providing a digital context of learning that extends cognitive apprenticeship from theoretical settings to applied, active instructional environments. However, having widespread access to Internet technologies doesn’t translate to automatic positive learning gains. The power of technology needs to be combined with the expertise of pedagogy to form a potent partnership that elevates the quality of instructional delivery. This concern becomes particularly problematic when critical information literacy skills underpinning the success of Internet-based learning initiatives are self or peer taught, as it often happens in Singapore. Information literacy skills are too complex and diverse to be able to be readily learned through self-taught modes of knowledge acquisition by young learners. The baseline study elaborated in this paper attempts to document the Internet information search proficiencies of a sample of polytechnic students in Singapore to underscore the importance of systematic, intentional integration of information literacy skills within formal curriculum in schools. Open Campus, The University of the West Indies, West Indies 1969-12-31 Peer-Reviewed Article Qualitative text/html application/pdf http://ijedict.dec.uwi.edu/viewarticle.php?id=936 International Journal of Education and Development using ICT; Vol. 5, No. 3 (2009) en Biography of author http://ijedict.dec.uwi.edu/include/getdoc.php?id=3775&public=true Singapore; ; first year polytechnic students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/970 2010-07-25T18:00:50Z issue-25

Beyond preservation: New directions for technological innovation through intangible cultural heritage Robbins, Christopher W; Rhode Island School of Design; c@othergreens.com Cultural Studies; Information Technology; Innovation digital preservation; intangible cultural heritage; indigenous culture and ICT; technology innovation and indigenous culture; innovation; social media, indigenous culture, cultural preservation While many digitization projects are currently underway, to help preserve Indigenous traditions, few explore the full potential of the development of digital media and networked technology through Indigenous cultures. This paper outlines the three phases necessary for a robust digital preservation, promotion and growth project: 1) Straightforward documentation of Indigenous traditions 2) Translation of Indigenous traditions into emerging technology and contemporary cultural modes of expression 3) Application of principles of Indigenous traditions to develop new technologies Open Campus, The University of the West Indies, West Indies 2010-07-25 Non-Refereed notes Notes from the Field http://ijedict.dec.uwi.edu/viewarticle.php?id=970 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Oceania; South Pacific; Nauru; South Africa; North America; Canada;; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/971 2010-03-01T03:18:28Z issue-24

Editorial: Innovation, Education and Development Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Open Campus, The University of the West Indies, West Indies 2010-02-28 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=971 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/983 2010-03-14T23:30:55Z issue-24

Modeling computer usage intentions of tertiary students in a developing country through the Technology Acceptance Model Afari, Eben; UG/CSIR, Ghana; eben.afari@gmail.com Achampong, Akwasi Kyere; Methodist University College, Ghana; achbest@gmail.com This study aims to examine the computer usage intentions of Ghanaian Tertiary Students. The Technology Acceptance Model was adopted as the theoretical framework to ascertain whether it could help explain behavioral intentions of individuals to accept and use technology. Factor analysis was used to assess the construct validity of the initial research model and to uncover any additional factors influencing students’ behavioral intentions. Multiple Linear Regression analysis was done to determine the extent to which dependent variables were predicted by independent variables. T-tests were used for test of significance. This study reveals that the age and level/year of tertiary students as well as prior experience of computer usage have no significant influence on perceived usefulness of a computer. Experience however significantly influenced perceived ease of use whilst age and level/year of students did not. The study also indicates that both perceived usefulness and perceived ease of use had a significant effect on the attitude of students towards their computer usage. Interestingly, only perceived usefulness significantly influenced the students’ intention to use the computer. Thus fundamental changes may have to be made to the Technology Acceptance Model if it is to be applied to a developing country such as Ghana. This research was limited to one particular university. The study did not consider data on actual computer usage. Further research would have to consider these factors. The findings of this research and the model developed provide a basis for individuals who have to make a decision concerning computer usage of tertiary students in a developing country. Open Campus, The University of the West Indies, West Indies 2010-03-14 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=983 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/989 2010-07-25T18:00:50Z issue-25

From digital divide to digital equity: Learners’ ICT competence in four primary schools in Cape Town, South Africa Gudmundsdottir, Greta Björk; Institute for Educational Research, University of Oslo, Norway; g.b.gudmundsdottir@ped.uio.no Comparative and International Education Capability approach; ICT competence; school use; home access; home language; digital divide; digital equity This study explores factors influencing the digital divide in four schools in Cape Town, South Africa. Three of the schools are for disadvantaged learners whereas the fourth was previously for whites only. All the schools use ICT in their curriculum delivery and thereby support the emphasis of provincial educational authorities on ICT access for all learners and teachers. Seventh-grade learners (N = 290) as well as their class teachers and principals participated in the study which focused on factors inside and outside of school which affected learners’ ICT competence, and hence the digital divide. Data were collected through interviews, observations and questionnaires. Learners’ ICT competence was compared between and across schools in relation to gender, home access and home language in addition to support and training possibilities for the teachers. The main findings indicate that, despite substantial efforts by educational authorities to increase ICT access for learners and teachers in public schools in Cape Town, when learners’ ICT competence is compared, digital equity has not been reached. In order to increase digital equity and decrease the digital divide, a renewed policy focus is needed which puts greater emphasis on addressing the severe inequalities of the learners within their school environment as well as outside of school, taking their home situation into consideration to a greater extent. Open Campus, The University of the West Indies, West Indies Icelandic International Development Agency, The Icelandic Centre for Research 2010-07-25 Peer-Reviewed Article Mixed methods - survey, interviews, observations http://ijedict.dec.uwi.edu/viewarticle.php?id=989 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en South Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/991 2010-10-28T15:54:00Z issue-26

The utilisation of the Internet by Palestinian English language teachers focusing on uses, practices and barriers and overall contribution to professional development Kabilan, Muhammad Kamarul; School of Educational Studies, Universiti Sains Malaysia; kabilan@usm.my Rajab, Belal Mousa; School of Educational Studies, Universiti Sains Malaysia; Education developing countries, communication technology The paper describes a study designed to investigate the utilization of the Internet by English Language teachers in Gaza focusing on uses, practices and barriers. A questionnaire was developed based on literature (Kabilan, 2003; Kabilan & Mohamed Amin, 2002) and was administered to 274 English language teachers in Gaza schools. Data reveal that 130 teachers are using the Internet for teaching English in classrooms as well as for various activities that enhances their professional development, such as searching for TESL-related information and to share ideas with other teachers. Nevertheless, it was found that English language teachers in Gaza have not fully utilized the Internet because of barriers related to time factor, accessibility and facilities. It is suggested that for the proliferation of Internet practices, there needs to be an increase in funding for technology, an introduction of computer/technology education, provision of pedagogical training for teachers and, a provision of administrational support. Open Campus, The University of the West Indies, West Indies 2010-10-28 Peer-Reviewed Article survey http://ijedict.dec.uwi.edu/viewarticle.php?id=991 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Palestine; new millenium; secondary and primary school English language teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/994 2010-07-25T18:00:50Z issue-25

Rethinking and restructuring an assessment system via effective deployment of technology Okonkwo, Charity Akuadi; National Open University of Nigeria; caeokonkwo@yahoo.co.uk Education (Measurement and Evaluation); Science (Physics) distance education; deployment of technology; assessment system Every instructional process involves a strategic assessment system for a complete teaching – learning circle. Assessment system which is seriously challenged calls for a change in the approach. The National Open University of Nigeria (NOUN) assessment system at present is challenged. The large number of students and numerous courses offered by NOUN as an open and distance learning institution make assessment very cumbersome and an administrative nightmare. This paper has employed descriptive approach in studying the nature and various directions of challenges associated with NOUN assessment. These challenges are related to conduct of examination, question paper, finance, manpower, and collation of results and release of meaningful results. The study explores how technology envisaged to ameliorate these challenges can effectively be employed to restructure assessment in NOUN. Issues relevant for effective deployment of technology in restructuring like question bank, logistic operations, operational processes of technology and formal registration of students for assessment are discussed for ease of implementation. Implications for the use of technology in assessment are presented. Cogent recommendations are made for effectiveness of the system. In sum, the deployment of technology is a viable sustainable strategy open to NOUN to effectively manage the burden of assessment of students learning outcomes. Key words: assessment system; challenged; technology; restructuring; question bank; students registration; sustainability. Open Campus, The University of the West Indies, West Indies None 2010-07-25 Peer-Reviewed Article Descriptive http://ijedict.dec.uwi.edu/viewarticle.php?id=994 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Nigeria; Annual; educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1004 2010-10-28T15:54:00Z issue-26

An assessment of readiness and barriers towards ICT program implementation: Perceptions of agricultural extension officers in Indonesia Purnomo, Sutrisno Hadi; National Central University; sutrisno_hadi@hotmail.com Lee, Yi-Hsuan; National Central University, Taiwan; Information Technology communication technology This study investigates agricultural extension officers’ perception of readiness and barriers toward implementation of ICT program. Data was gathered from 312 extension officers affiliated with public organizations of the Ministry of Agriculture in four regencies of Indonesia. Descriptive statistics, exploratory and confirmatory factor analysis, and one-way ANOVA were applied to analyze the data. In order to provide better insights, this study adopts the assessment model of e-LRS to measure the readiness of ICT program implementation. The first finding reveals that they perceived that three out of the four factors of readiness as positive. The e-LRS assessment revealed that they perceived farmer readiness as lowest and thus considered it as a barrier. The second finding reveals that technological and organizational cultures were also seen as the main barriers of ICT program implementation. The third findings show that they felt that the two demographic variables, regency and age, must also be considered when ICT programs are implemented. The results of this study can provide guidance to the government or relevant organizations when considering readiness and barriers towards implementing ICT programs. In addition, this study advances the theory of adoption behavior and contributes to the foundation for future research aimed at improving our understanding of agricultural extension officers’ behavior. Open Campus, The University of the West Indies, West Indies National Central University 2010-10-28 Peer-Reviewed Article quantitative research http://ijedict.dec.uwi.edu/viewarticle.php?id=1004 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Indonesia; second semester; regency, age, gender, education and job category This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1015 2010-10-28T15:54:00Z issue-26

A research on a student-centred teaching model in an ICT-based English audio-video speaking class Lu, Zhihong; School of Humanities, Beijing University of Posts and Telecommunications, P. R.; zhihonglu2002@yahoo.com.cn Hou, Leijuan; School of Humanities, Beijing University of Posts and Telecommunications, P. R.; houleijuan@yahoo.cn Huang, Xiaohui; School of Humanities, Beijing University of Posts and Telecommunications, P. R.; celinehuang_life@yahoo.com.cn Foreign Language Teaching and Learning ICT; Communicative Language Ability; Computer-assisted language learning The development and application of Information and Communication Technologies (ICT) in the field of Foreign Language Teaching (FLT) have had a considerable impact on the teaching methodologies in China. With an increasing emphasis on strengthening students’ learning initiative and adopting a “student-centered” teaching concept in FLT, language teachers and researchers in China have resolved to explore effective and appropriate teaching models both in theory and practice. A range of reforms of college English teaching in China has demonstrated the shift of the teaching focus from enhancing students’ reading ability to their listening and speaking abilities. This paper aims to examine the feasibility of the student-centered teaching model utilized in an English audio-video speaking class (EAVSC) in computer-assisted language learning (CALL) environments at the authors’ university by carrying out two quantitative longitudinal case studies. The analysis of correlated data shows that this specific teaching model in general is both plausible and effective in improving students’ listening and speaking competence. Open Campus, The University of the West Indies, West Indies Beijing Municipal government 2010-10-28 Peer-Reviewed Article Qualitative; Quantitative; Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1015 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Asia; China; One academic year; two semesters; English listening and speaking abilities This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1026 2010-10-28T15:54:00Z issue-26

Development and formative evaluation of the “Educational Media In-service Teacher Training Curriculum Standards” Yoshida, Hiroki; Tokoha Gakuen University; h-yoshida@tokoha-u.ac.jp Media Education; Teacher Training; Curriculum Development Curriculum Development, In-service Teacher Training, ICT Teacher Training, Formative Evaluation, Training Approaches, Educational Media The first Japanese “curriculum standards” for educational media/ICT in-service teacher training was announced by the Ministry of Education, Science and Culture in April 1973. Since then, the “curriculum standards” has been revised twice. The last revision was made in March 2006, based on the results of a preliminary study that was conducted by the Japan Audio-Visual Education Association from fiscal year 2002 to 2003. This article describes the background, process of the revision, and the features of the new “curriculum standards”. Moreover, the results of the formative evaluation of the “curriculum standards” are explained. The formative evaluation involved 33 teachers’ consultants and social education consultants who took part in the “Media Specialists Training Course” which was held by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in October 2009. As a consequence, most of the subjects reported positive opinions about the new “curriculum standards”. Therefore, it is suggested that the new “curriculum standards” is necessary and useful to enhance teachers’ knowledge and skills, to promote effective use of educational media, to raise media specialists, and to help curriculum planners develop training programs/courses. Open Campus, The University of the West Indies, West Indies none 2010-10-28 Peer-Reviewed Article Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=1026 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Asia; Japan; FY 2002 - present; occupation This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1031 2010-10-28T15:54:00Z issue-26

Extracting and comparing the intricacies of metadiscourse of two written persuasive corpora Chan, Swee Heng; Universiti Putra Malaysia; shchan@fbmk.upm.edu.my Tan, Helen; Universiti Putra Malaysia, Malaysia; education Key words: student writing, concordancing software, metadiscourse, text analysis, BAWE corpus Previous studies (Wu 2007, Hyland and Tse 2004, Intaraprawat and Steffensen 1995, Crismore, Markkanen, and Steffensen 1993, and Vande Kopple 1985) have established the use of metadiscourse as an essential element in writing as it allows for the writer to create a dialogic space with his readers. In recent years, attempts have been made to analyze metadiscourse through the use of text corpus with the help of computer technology especially when the corpus is large. In this investigation, data has been obtained through an electronic means to illustrate the use of metadiscourse in writing samples of a group of Malaysian undergraduates. In order to compare their writing against an established standard, the BAWE corpus, available on line, was used. The metadiscourse features were analysed through the concordancing software, monoConc Pro 2.2, for this research. The paper demonstrates how the software manages the data to reveal patterns for comparative use. The paper concludes on initial insights obtained from the comparison to show the nature and manner of metadiscourse between standard writing (extract from BAWE corpus) and evolving student writing at the tertiary level that would have implications for writing improvement for educational institutions. Open Campus, The University of the West Indies, West Indies 2010-10-28 Peer-Reviewed Article qualitative; quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1031 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Malaysia; first semester, master; university students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1033 2010-07-25T18:00:50Z issue-25

Proposing a web-based tutorial system to teach Malay language braille code to the sighted Lee, Lay Wah; Universiti Sains Malaysia; lwah@usm.my Foo, Kok Keong; Universiti Sains Malaysia; kokkeongfoo@gmail.com Special Education; Education; Educational Technology; ICT in Education online learning; visual impairment; braille; special education; learning technology The e-KodBrailleBM Tutorial System is a web-based tutorial system which is specially designed to teach, facilitate and support the learning of Malay Language Braille Code to individuals who are sighted. The targeted group includes special education teachers, pre-service teachers, and parents. Learning Braille code involves memorisation and repeated practice for mastery; hence an automated tutorial system would be a suitable medium of instruction. Instruction in e-KodBrailleBM consists of three phases: Modelling, Guided Practice and Independent Practice. In addition, an Extended Activity phase provides additional practice. Reusable learning objects such as Self-Learning Tutorials, Braille Simulator, Braille Exercises, Summative Self-Assessments and Braille Games will be developed to support the instructional phases. These learning materials are designed to be interactive, progressive and cumulative. The development of this tutorial system requires expertise from various fields, thus a multi-disciplinary team approach is employed in this project. It is hoped that the use of computer and Internet technology would bring greater advancement and convenience towards the teaching and learning of Malay Braille code to the sighted. Open Campus, The University of the West Indies, West Indies Universiti Sains Malaysia 2010-07-25 Non-Refereed project description Design and Development; Multi-Disciplinary Team Approach; Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1033 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Asia; Malaysia; Malay Archipelago; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1041 2010-07-25T18:00:50Z issue-25

Malaysian Education Index (MEI): An online indexing and repository system Kabilan, Muhammad Kamarul; School of Educational Studies, Universiti Sains Malaysia; kabilan@usm.my Ismail, Hairul Nizam; School of Educational Studies, Universiti Sains Malaysia; hairul@usm.my Yaakub, Rohizani; School of Educational Studies, Universiti Sains Malaysia; rohizani@usm.my Yusof, Najeemah Mohd.; School of Educational Studies, Universiti Sains Malaysia; najineen@usm.my Syed Idros, Sharifah Noraidah; School of Educational Studies, Universiti Sains Malaysia; snsi@usm.my Umar, Irfan Naufal; Center for Instructional Technology and Multimedia, Universiti Sains Malaysia; irfan@usm.my Mohd. Arshad, Muhammad Rafie; School of Computer Science, Universiti Sains Malaysia; rafie@cs.usm.my Idrus, Rosnah; School of Computer Science, Universiti Sains Malaysia; rosnah@cs.usm.my Abdul Rahman, Habsah; Hamzah Sendut Library, Universiti Sains Malaysia; habsah@notes.usm.my Education; Information Systems; Information Technology Information systems; community development; Information Management This ‘Project Sheet’ describes an on-going project that is being carried out by a group of educational researchers, computer science researchers and librarians from Universiti Sains Malaysia, Penang. The Malaysian Education Index (MEI) has two main functions – (1) Online Indexing System, and (2) Online Repository System. In this brief write up, the authors describe the objectives, functions and contents of MEI, as well as its critical role in the process of enhancing the quality of teaching and learning, and research in Malaysia. Also described are some of the rigorous steps taken in ensuring that the proposed MEI system will be efficient, fluid and transparent. Open Campus, The University of the West Indies, West Indies Universiti Sains Malaysia 2010-07-25 Non-Refereed project description http://ijedict.dec.uwi.edu/viewarticle.php?id=1041 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en Malaysia; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1045 2010-07-25T18:00:50Z issue-25

Editorial: ICT in support of school education Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@open.uwi.edu Taylor, Wal; ; waltaylor@gmail.com Please note that articles will be paginated when the issue is complete. Open Campus, The University of the West Indies, West Indies 2010-07-25 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1045 International Journal of Education and Development using ICT; Vol. 6, No. 2 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1047 2010-10-28T15:54:00Z issue-26

Blogging in teacher professional development: Its role in building computer-assisted language teaching skills Murugaiah, Puvaneswary; National University of Malaysia; ampuvam@gmail.com Azman, Hazita; National University of Malaysia; hazita.azman@gmail.com Ya'acob, Azizah; National University of Malaysia; aziey@pkrisc.cc.ukm.my Thang, Siew Ming; National University of Malaysia; tsm.2001uk@gmail.com Education; Community Informatics; Information Technology virtual communities; community networks Teaching in today’s classroom is technology-driven. For language teachers, computer-assisted language learning (CALL) is exciting yet challenging as they are required to possess appropriate skills and knowledge to teach in such an environment. Both technical skills and pedagogical knowledge are crucial for teaching and learning in a technologically-enhanced classroom (Hubbard & Levy (2006). Consequently, teachers must be provided opportunities to learn and develop these skills. Online interactive platforms like blogs and facebook can expose teachers to this. Through interaction with peers, teachers are not only made aware of the skills but also learn how to integrate the skills in their instruction. This paper attempts to demonstrate that teacher involvement in a community of practice can assist them in this endeavour. It is based on a study involving Malaysian Smart School English language teachers who shared their knowledge and experiences with other members in their community of practice through blogging. The findings suggest that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences. Open Campus, The University of the West Indies, West Indies 2010-10-28 Peer-Reviewed Article Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1047 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Malaysia; first term of school; female secondary school teachers; degree holders, mixed ethnicity This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1061 2010-10-28T15:54:00Z issue-26

Assessing the dimensionality of computer self-efficacy among pre-service teachers in Singapore: A structural equation modeling approach Teo, Timothy; Nanyang Technological University, Singapore; timothy.teo@nie.edu.sg Hwee Ling Koh, Joyce; Nanyang Technological University, Singapore; education, ICT, teacher training, statistical modeling computer self-efficacy; pre-service teachers; confirmatory factor analysis; structural equation modeling, model comparison This study examines the computer self-efficacy among pre-service teachers (N=708) at a teacher training institute in Singapore. Data were collected through self-reports on a 7-point Likert-type scale. Exploratory factor analysis was performed on an initial sample (N=354) and the result revealed that pre-service teachers’ computer self-efficacy was explained by three factors: Basic Computer Skills (BCS), Media-Related Skills (MRS), and Web-Based Skills (WBS). Using a separate sample (N=354), a confirmatory factor analysis was performed and this supported the three-factor structure from the initial EFA. A comparison of alternative models revealed that the correlated three-factor and second-order (3-factor) models have the best fits and were adequate representations of pre-service teachers computer self-efficacy. Open Campus, The University of the West Indies, West Indies 2010-10-28 Peer-Reviewed Article quantitative, survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1061 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Asia, Singapore; ; pre-service teachers, university graduates This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1094 2011-04-30T22:47:17Z issue-28

ICT in Universities of the Western Himalayan Region in India: Performance Analysis Sharma, dhirendra; UIIT, HPU,Shimla; dhirendra.sharma@yahoo.com Singh, Vikram; Department of Computer Science and Engg,Ch. Devi Lal University, Sirsa Universit; vikramsinghkuk@yahoo.com ICT Information and Communication Technology (ICT), Initiative, Status, assessment, performance, efficiency, Impact of ICT The paper presents a comparative analysis of a live project study carried out to understand the impact and performance of ICT initiatives taken by the Universities located in the Western Himalayan Region of India. A basic four-tier framework has been used to carry out this study. Accordingly, a pre- structured questionnaire on ICT initiatives, status and accomplishments, 117 questions divided in 18 groups, was prepared and given to the Head of the Department (HOD) of ICT in the Universities, who along with his technical team, supplied the feedback on a five- point scale. In each of the groups, one question was related to performance (as performance indicator) which was identified and thus another special group ‘S’ was created with 18 responses. In order to assess the respective performance and impact, a standard statistical analysis was carried out in terms of the weighted mean and the correlation (Pearson’s) coefficient (CC). The finding of the study are (i) a dynamic academic leadership and a properly trained skilled human resource yield better performance and impact leading to effective problem solving capability, research output and actual placements. This aspect is being implemented in most of the universities effectively and the performance is found to vary from one to another university (ii) For most of the groups the CC, with the ‘S’ group, was found to be significant, indicating a positive ICT- based performance in the universities (iii) The universities, to a greater extent, have been found to act as nuclei towards creating skilled professionals with enhanced core competence. Open Campus, The University of the West Indies, West Indies 2011-04-30 Non-Refereed article Survey, Simple statistical Analysis of Primary Data. http://ijedict.dec.uwi.edu/viewarticle.php?id=1094 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1097 2010-12-31T14:58:59Z issue-27

Multiple factors supporting the transition to ICT-rich learning environments: The Intel® Teach Essentials Course and changing teacher practice in India, Turkey, and Chile Light, Daniel; EDC-Center for Children and Technology; dlight@edc.org Education technology integration; professional development; leadership; pedagogy; systemic reform Research in wealthy countries has explored the factors that support successful integration of ICT into classrooms, the research community is only beginning to explore the process in developing countries. Drawing on successful schools from the Intel Teach Essentials Course in Turkey, India and Chile, the study uses instrumental case studies to examine the explore what contextual factors might facilitate teachers’ ability take what they learn from a professional development program about ICT and innovative teaching strategies and implement it in the school context in three different developing countries. Seven commonly cited factors were explored: pedagogical objectives and goals; leadership; professional development and ongoing support; experimentation, adaptation, and critical reflection; time; infrastructure; and financing and sustainability. In all three countries, we found that the educators we interviewed felt they had been to change their practice after the course. But we found that it was a combination of programs and policies coupled with the motivation and skills of the educators that enabled the schools to innovate with the Essentials program. Open Campus, The University of the West Indies, West Indies Intel 2010-12-31 Peer-Reviewed Article qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1097 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en Turkey; India; Chile; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1103 2010-12-31T14:58:59Z issue-27

Pre-service Teachers’ use of improvised and virtual laboratory experimentation in Science teaching Bhukuvhani, Crispen Erinos; Bindura University of Science Education, Zimbabwe; cebhukuvhani@yahoo.com.mx Kusure, Lovemore; Bindura University of Science Education, Zimbabwe; lvmrkushure@yahoo.co.uk Munodawafa, Violet; Bindura University of Science Education, Zimbabwe; vmunodawafa@yahoo.co.uk Sana, Abel; Bindura University of Science Education, Zimbabwe; afnsana@gmail.com Gwizangwe, Isaac; Bindura University of Science Education, Zimbabwe; gwizangwe@yahoo.com Education virtual experimentation, improvised laboratory experimentation, appropriate technologies, science education, pedagogics course This research surveyed 16 purposely sampled Bindura University of Science Education (Zimbabwe) Bachelor of Science Education Honours Part III pre-service science teachers’ use of improvised and virtual laboratory experimentation in science teaching. Eleven of the pre-service teachers responded to a self-designed four-point Likert scale twenty-item questionnaire whilst five participated in in-depth interviews as a way of triangulation. SPSS Version 10 was utilised in analysing questionnaire data. Frequencies, means, standard deviations and standard error means were used to systematically evaluate variables on pre-service teachers’ use of the technological resources. Most pre-service teachers, (90.9%) made use of improvised laboratory experimentation in their teaching. However, although the pre-service teachers knew the value and benefits of virtual experimentation, they did not use the technology in their teaching. Therefore the methods course (Pedagogics in Science Teaching) for the pre-service teachers should focus more on specific instructional uses of technology and technical skills rather than familiarisation with technology. This will ensure that technology is effectively integrated in teaching that encourages and supports student – centred learning. Open Campus, The University of the West Indies, West Indies n/a 2010-12-31 Peer-Reviewed Article Interpretative, Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1103 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en Zimbabwe; ; Science pre-service teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1119 2010-10-28T15:54:00Z issue-26

Learner autonomy via Asynchronous Online Interactions: A Malaysian perspective Kaur, Ranjit; English Language Department, Teacher Education Institute Malay Language Campus (; ranjitk_kbm@yahoo.com Sidhu, Gurnam Kaur; Faculty of Education, Universiti Teknologi MARA (UiTM),; gurnamsidhu213@yahoo.com IT and resources ; Educational Technology;Education Learner autonomy; computer-mediated communication; asynchronous online interactions; adult learners; learning management system. The integration of information and communication technologies (ICT) in course offerings in institutions of higher learning (IHLs) is the catalyst towards empowering learners to become autonomous lifelong learners. In an effort to produce quality and independent learners, Learning Management Systems (LMS) are seen as a means to assist educators in developing quality online internet based courses and websites as well as to fulfil students’ needs in acquiring information anywhere and anytime. This paper explores Malaysian perspectives in addressing issues and challenges faced by adult learners in IHLs to keep abreast with this latest trend. This research paper is based on a pilot study that investigated learner autonomy via a distance learning programme in a local university in Malaysia. Initial findings indicated that first-year students lacked the confidence needed to learn autonomously. Even though they showed some confidence in planning, results indicated they needed help in organising, monitoring and evaluating their learning. If students are required to participate in asynchronous online learning, necessary steps have to be taken to ensure they are empowered with the necessary skills and tools to help them manage their own learning for their journey to become lifelong autonomous learners. Open Campus, The University of the West Indies, West Indies 2010-10-28 Peer-Reviewed Article Mixed method (qualitative and quantitative) http://ijedict.dec.uwi.edu/viewarticle.php?id=1119 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en Malaysia; Third Year B.Ed (TESL) Adult students; Adult students (35-43 years old), primary school teachers, married This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1128 2010-12-31T14:58:59Z issue-27

Can You Hear Me Now? Student voice: High school & middle school students’ perceptions of teachers, ICT and learning Stefl-Mabry, Joette M; University at Albany, State University of New York, USA; jstefl@albany.edu Radlick, Michael S.; CEO Learning Technology Visions; mradlick@learntechvisions.com Doane, William E.J.; Bennington College, Vermont; wdoane@NetWorkingGroup.com Education, Information Communication Technology, Education Technology, Student Voice middle school and high school education, educational technology, student perceptions, students' technology use, teachers' technology use Information and Communications Technologies have become tightly woven into the fabric of most middle school and high school students’ lives throughout the United States. However this is true, for the most part, only when students step outside the physical and mental confines of school. Today many students find that the technology they have access to outside of school is newer, faster, and far less restrictive than the technology they have access to in school. This dichotomy is creating a situation where, for the first time, students have more access to information and resources out of school then they do in school. This exploratory case study examines the viewpoints of Middle School (MS) and High School (HS) students in a technology-affluent, rural, United States school district relative to Information and Communications Technologies (ICT) use in and out of school. Students in our study 1) perceived technology in school as limited and restrictive, 2) recognized teachers’ ICT skills determined classroom instruction, 3) provided suggestions to help teachers with ICT, 4) articulated the learning environments they prefer, 5) experienced a disconnect between ICT use in school and out of school, and 6) perceived educators as not caring. Open Campus, The University of the West Indies, West Indies 2010-12-31 Peer-Reviewed Article qualitative research, focus groups http://ijedict.dec.uwi.edu/viewarticle.php?id=1128 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en USA; ; Middle School and High School Students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1136 2010-12-31T14:58:59Z issue-27

Effective Use of Assistive Technologies for Inclusive Education in Developing Countries: Issues and challenges from two case studies Grönlund, Åke; Swedish Business School at Örebro University, Sweden; ake.gronlund@oru.se Lim, Nena; Curtin University, Australia; N.Lim@curtin.edu.au Larsson, Hannu; Swedish Business School at Örebro University, Sweden; hannu.larsson@oru.se Information Systems; Education; Information Technology developing countries; inclusive education; assistive technologies Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question, we conducted an in-depth case study of two developing countries, Bangladesh and Tanzania, and thoroughly reviewed existing IE projects around the world and other relevant literature. Three experts in the field and 18 informants of the two selected countries were interviewed in person, by phone or by email. The analysis of findings from interviews and literature review shows that obstacles to effective use of AT for IE come from three different levels – school, national, and network. Because AT is only part of the equation for a country to achieve IE, a high level national perspective is required and other related factors also need to be considered. We recommend governments in developing countries adopt a systematic approach in tackling obstacles at each level and pay attention to five management challenges: establishment and maintenance of professional networks: identification and maintenance of knowledge and expertise; funding management; coordination among ministries, and implementation, maintenance, and monitoring of a national program. Overall, governments are suggested to adopt a “network” approach that includes a constructive view of development drawing on incentives-based cooperation from all stakeholders. The results of this research shed light on the status quo of the use of AT for inclusive education in developing countries and provide useful guidance to parties who are interested in using assistive technologies to achieve inclusive education. Open Campus, The University of the West Indies, West Indies SIDA (Swedish International Development cooperation Agency) 2010-12-31 Peer-Reviewed Article Case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1136 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en Asia; Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1138 2010-12-31T14:58:59Z issue-27

Utilizing JUSUR in an information systems course Zouhair, Jalila Ms; Prince Sultan University, Saudi Arabia; jalilan@hotmail.com Education; Information Technology; Information Systems E-learning; Technology; Learning Management Systems; JUSUR; perceptions The aims of this paper are to report the perceptions of both undergraduate students and the instructor when JUSUR, a web based Learning Management System, is used to supplement the teaching inside and outside the classroom during one academic subject; and to compare the experience of the instructor who had previously taught the same course using a course website to support traditional face-to-face methods with interactive web-based technology. Qualitative online evaluation at the end of the course in which the JUSUR component was employed show that students have positive attitudes about web-based learning management system. This paper discusses the pros and cons of integrating JUSUR into a course and identifies factors that other Instructors may consider before using such an e-learning tool. Open Campus, The University of the West Indies, West Indies 2010-12-31 Non-Refereed Case Study Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1138 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en Asia; First semester; Educational Attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1139 2010-12-31T14:58:59Z issue-27

Using ICT to enhance Knowledge Management in higher education: A conceptual framework and research agenda Omona, Walter; Radboud University Nijmegen, the Netherlands; womona@gmail.com van der Weide, Theo; Radboud University Nijmegen, the Netherlands; tvdw@cs.ru.nl Lubega, Jude T.; Makerere University, Kampala, Uganda; jlubega@cit.ac.ug Education, Information Technology knowledge management, ICT, higher education, conceptual framework, research agenda The adoption and use of ICT to enhance and facilitate KM has brought to focus the urgent need to come out with new methods, tools and techniques in the development of KM systems frameworks, knowledge processes and knowledge technologies to promote effective management of knowledge for improved service deliveries in higher education. To succeed in KM, higher education institutions must endeavor to effectively link KM initiatives and processes with their ever-changing needs to advance their goals. Addressing these challenges call for a new conceptual framework and expanded research agenda to ensure success in the utilization of ICT in KM. Using the synergies from Stankosky’s (2005) KM pillar for enterprise learning together with the task/technology fit theory (Goodhue and Thompson, 1995) to form the basis for defining our approach; this paper proposes a conceptual framework for enhancing KM using ICT in higher education. In addition, the paper identifies several research issues to bridge the gap that currently exists between the requirements of theory building and testing to address the different emerging challenges in KM using ICT in higher education. Open Campus, The University of the West Indies, West Indies Netherlands Organization for International Cooperation in Higher Education (NUFFIC) 2010-12-31 Peer-Reviewed Article Conceptual Framework Development http://ijedict.dec.uwi.edu/viewarticle.php?id=1139 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1145 2010-10-28T15:54:00Z issue-26

Guest Editorial: Impact of ICT on teaching and learning in Asia: Focusing on emerging trends, patterns and practice Thang, Siew Ming; The National University of Malaysia, Malaysia; tsm.2001uk@gmail.com Wong, Su Luan; Universiti Putra Malaysia, Malaysia; wsuluan@gmail.com The rapid proliferation of Information and Communication Technologies (ICT) has significantly changed the educational landscape globally. It is now even impossible to imagine future learning environments that are not supported, in one way or another, by ICT. For example, the Internet and World Wide Web have transformed education and school systems and brought about dramatic changes to various aspects of education including distance and online learning, online interactions between teachers and students, virtual classrooms and other components of teaching, learning and training. The conversion of computer games into learning tools has also revolutionized learning. Such impacts are felt much more strongly in Asia in view of the rapid knowledge-based and technological advancement in this region. Hence, it is essential for Asian learners, educators and material designers at all levels to adapt to the continually changing landscape. Despite the general acceptance that ICT has an important role to play in changing and modernizing educational systems and ways of learning, scientific evidence of the concrete contributions of ICTs to the learning domain, is less evident. In addition to this, publications in this domain have generally focused on Western countries. This special issue attempts to address this gap in knowledge by providing researchers and practitioners in this region a platform to share their concerns and problems in this field. Open Campus, The University of the West Indies, West Indies 2010-10-28 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1145 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1152 2011-04-30T22:47:17Z issue-28

Video as a tool for agricultural extension in Africa: a case study from Ghana David, Soniia; International Institute of Tropical Agriculture, Ghana; s.david@cgiar.org Asamoah, Christopher; International Institute of Tropical Agriculture, Ghana; c.asamoah@cgiar.org Development communication; agricultural extension cocoa, extension, training, video, ICTs, Ghana, women cocoa farmers Abstract The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in farmers’ reported implementation of selected ICPM practices or yield difference in the single year observed one year after the training largely due to methodological limitations, the study demonstrated that VVC training significantly improved farmers’ knowledge of most topics covered. Farmers’ perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers’ appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. Open Campus, The University of the West Indies, West Indies Chocolate Manufacturers' Association, USA, World Cocoa Foundation, United States Agency for International Development 2011-04-30 Peer-Reviewed Article Formal survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1152 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en Ghana, West and Central Africa; 2007; age, gender, educational level, marital status, farm ownership This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1159 2010-12-31T14:58:59Z issue-27

Student teachers’ perceived use of online reading strategies Amer, Aly Anwar; Sultan Qaboos University, Oman; alyamer99@Yahoo.com Al Barwani, Thuwayba Ahmad; Sultan Qaboos University, Oman; athuwayba@hotmail.com Ibrahim, Mahmoud Mohamad; Sultan Qaboos University, Oman; mibrahim@squ.edu.om Education; Psychology; Information Technology online reading strategies Effective use of reading strategies has been recognized as an important means to increase reading comprehension. Many English as a Foreign Language (EFL) or English as a Second Language (ESL) studies have produced lists of paper-reading strategies (e.g. having a purpose for reading; using context clues). In contrast, few studies have investigated online reading (i.e. reading on the internet) strategies. The purpose of the present study was to investigate the Online Reading Strategies of Omani EFL university first-year students and senior student teachers. The Survey of Reading Strategies (SORS) (Sheorey & Mokhtari, 2001) was adapted for use in this study. This Survey classifies reading strategies into three categories: global, problem solving, and support strategies. Results showed a statistically significant difference between fourth-year students and first-year students only in global strategies. This was consistent with findings of other studies, which showed that high-proficient readers use more global strategies than low-proficient readers do. Moreover, first-year students reported using more support strategies than senior students did. Besides, there was no statistically significant difference with reference to gender in either group. Open Campus, The University of the West Indies, West Indies 2010-12-31 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1159 International Journal of Education and Development using ICT; Vol. 6, No. 4 (2010) en Asia; Africa; Pacific; second semester; 19-23 years; males and females; advanced learners of English; university students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1163 2010-10-28T15:54:00Z issue-26

Volume 6, Issue 3: Complete Issue (1.1 MB) , ; The University of the West Indies, Barbados, West Indies; stewart.marshall@open.uwi.edu Open Campus, The University of the West Indies, West Indies 2010-10-28 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=1163 International Journal of Education and Development using ICT; Vol. 6, No. 3 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1184 2011-04-30T22:47:17Z issue-28

Study of satisfaction and usability of the Internet on student’s performance Goyal, Ela; SIES College of Management Studies, India; elagoyal@gmail.com Purohit, Seema; NM Institute of Technology and Development, India; supurohit@gmail.com Bhagat, Manju; BIT, Mesra, India; manju_bhagat1@yahoo.com Education Information and Communication technologies, Internet, Students, Satisfaction, Usage, Performance Using the extended task-technology fit (TTF) model, this paper aims to examine satisfaction and usability of internet usage on students’ assignment completion tasks and their performance. In the extended TTF model, technology resistance and technology usage was also considered. The study was conducted at a management institute in Mumbai and questionnaires were distributed to 200 post-graduate students. The results indicate that technology satisfaction and the internet usage significantly explains the variance on students’ performance. Task-technology fit is the predictor for internet usage, whereas it is not a predictor for technology resistance. Technology Satisfaction is the predictor of Technology resistance, student’s performance and internet usage. Internet usage is the predictor of Technology satisfaction and student’s performance. Since these factors are found to have significant relationship with students’ performance, the management and decision makers in universities and institutes need to give higher importance as to how students could use the internet efficiently and effectively. Open Campus, The University of the West Indies, West Indies 2011-04-30 Non-Refereed article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1184 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en India; First Semester; gender, educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1198 2011-08-31T15:26:30Z issue-29

Students’ preparedness to integrate Information and Communication Technology tools and resources for the learning of Organic Chemistry concepts in the District of Masvingo, Zimbabwe Bhukuvhani, Crispen Erinos; Bindura University of Science Education, Zimbabwe; cebhukuvhani@yahoo.com.mx Zezekwa, Nicholas; Bindura University of Science Education, Zimbabwe; nzezekwa@buse.ac.zw Sunzuma, Gladys; Bindura University of Science Education, Zimbabwe; gsunzuma@buse.ac.zw Education ICT Integration, ICT Tools, Organic Chemistry, Advanced Level Information and Communication Technology (ICT) tools form an important component in the teaching-learning process. The research surveyed 100 A’ Level students’ views on the availability of ICT tools and resources and their preparedness in terms of computer literacy to successfully integrate ICT resources in learning organic chemistry concepts. A self-constructed questionnaire was used to collect data complemented by in-depth interviews and in-situ observations. Data collected was analysed using SPSS Version 15 to find frequencies of commonly held views. The study revealed students had no ready access to computers. Computer usage for learning purposes and other uses was relatively low. Schools had no Computer Aided Instruction (CAI) software. However, the students agreed to a larger extent that integrating ICT in teaching and learning of Chemistry enhances conceptual understanding of Organic Chemistry. The researchers recommend that it must not only be the role of the teacher to encourage for the increased use of ICT tools but all stakeholders (parents, government, industry) to realise fruits from this noble endeavour. Open Campus, The University of the West Indies, West Indies n/a 2011-08-31 Peer-Reviewed Article Descriptive Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1198 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en Zimbabwe; n/a; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1201 2011-08-31T15:26:30Z issue-29

Levels of participation in ICT training programmes, computer anxiety and ICT utilization among selected professionals Olatoye, Rafiu Ademola; Olabisi Onabanjo University, Ago-Iwoye, Nigeria; kingdemola@yahoo.com ICT Education Computer anxiety, ICT training, computer utilization, ICT utilization, professionals, broadcasting. Information and Communication Technology (ICT) no doubt has improved the quality of life in the modern world and it is widely used by many professionals in carrying out their daily activities. Many organizations invest so much in training their workers on ICT applications. It is expected that training programmes will reduce computer anxiety and improve workers’ ICT utilization and productivity. This study therefore assessed the levels of participation in ICT training programmes, computer anxiety and ICT utilization among professionals in Ogun State Nigeria. The relationships among these variables were also investigated. A satisfied random sample technique was used to select four hundred and seventy seven respondents from four different professions in Ogun State, Nigeria namely teaching, broadcasting, medical and banking. Bank workers use ICT most and are also least anxious about computers. There is significant positive relationship between levels of participation in ICT programmes and computer utilization (r=+0.755, p<0.05). Organisations should do more to invest in ICT training so as to enhance productivity. Open Campus, The University of the West Indies, West Indies Nil 2011-08-31 Peer-Reviewed Article Research design that was applied in this study is ex-post facto research design which is a form of systematic empirical inquiry in which the researcher does not have direct control of the independent variables. They are assumed to have alreadThe target po http://ijedict.dec.uwi.edu/viewarticle.php?id=1201 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en Sub-Sharan Africa specifically Nigeria.; First quater of the year; The sample size for the study is 477. The average age of the respondents is 36.7 years. The female and male respondents were 234 and 243 respectively. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1202 2011-04-30T22:47:17Z issue-28

The Development of a Microcomputer-Based Laboratory (MBL) System for Gas Pressure Law Experiment via Open Source Software Tho, Siew Wei; Universiti Pendidikan Sultan Idris (UPSI). Malaysia; thosw@fppm.upsi.edu.my Hussain, Baseri Huddin; Universiti Pendidikan Sultan Idris (UPSI). Malaysia; baseri@fsmt.upsi.edu.my Physics Education Microcomputer-Based Laboratory, Gas Pressure Law Experiment, Physics Education, Open Source Software, Courseware Development The purpose of this research was to develop a Microcomputer-Based Laboratory (MBL) system for gas pressure law experiment used in physics education. The developed system was divided into two major parts; the hardware and courseware. The main hardware of the system was the PHOENIX (Data Logger) which was obtained from Inter-University Accelerator Centre (IUAC), New Delhi. Others hardware used were temperature sensor and pressure sensor. These hardware components were controlled by a computer. The sensors were calibrated according to the standard reference of pressure and temperature. The data and parameters obtained from the calibration were used in the courseware to determine the pressure and temperature based on the voltage of the sensors. While the courseware part was developed to execute data logging, data processing and display the real-time plot on the computer screen. The courseware design for this system was developed based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional model, while the courseware programming was written by using the Python Programming Language (one of the Open Source Software Systems). Thus, this low cost developed package can be used as laboratory exercise and demonstration kit for teaching and learning process. Open Campus, The University of the West Indies, West Indies Universiti Pendidikan Sulatan Idris 2011-04-30 Peer-Reviewed Article Scientific Experimental Research http://ijedict.dec.uwi.edu/viewarticle.php?id=1202 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en Laboratory Manual for Gas Pressure Law http://ijedict.dec.uwi.edu/include/getdoc.php?id=4329&public=true User Manual for MBL Built System http://ijedict.dec.uwi.edu/include/getdoc.php?id=4328&public=true ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1208 2011-04-30T22:47:17Z issue-28

An Early-Stage ICT Maturity Model Derived from Ethiopian Education Institutions Bass, Julian M; Robert Gordon University; j.bass@computer.org Education; Information Technology; Development Studies developing countries; Information Technology Maturity; Schools; Colleges; Universities Developing an initial ICT infrastructure in education institutions is disproportionately expensive in developing countries and sustainable interventions are difficult to achieve. There has been a lack of concrete guidance regarding the stages of development needed to make efficient use of resources and maximise the chances of sustainable investments. To address these needs, an ICT Maturity Model is presented that has been derived from documentary sources and an analysis of selected schools, colleges and universities in Ethiopia. The surveyed institutions include five primary schools, six teacher education colleges, five public universities and a higher education preparatory schohol. The Model defines the ICT infrastructure resource levels required to achieve primary organisational objectives expressed in the form of student learning outcomes. The Model consists of eight levels, with the focus here on the lowest levels defining the infrastructure required to enable initial computer training. The levels in the Maturity Model show management, teaching and technical staff, as well as donors how to make most efficient use of ICT resources by maximising opportunities for student learning. Although developed and tested in the context of one country, it is hoped that the Model will be applicable across a range of developing countries. Open Campus, The University of the West Indies, West Indies voluntary service overseas, higher education strategy centre 2011-04-30 Peer-Reviewed Article Case Study http://ijedict.dec.uwi.edu/viewarticle.php?id=1208 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en Etihopia; 2007-2009; school students; college students; university students; teachers; university teaxchers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1209 2011-05-05T12:06:50Z issue-28

LiveUSB Mediated Education (LUME) Garrote Jurado, Ramon; University of Borås; Ramon.Garrote@hb.se Pettersson, Tomas; University of Borås; Tomas.Pettersson@hb.se Education; Information and Communcation technology E-learning, Learning Management systems, engineering education, developing countries In this article the authors propose LiveUSB Mediated Education (LUME) as a term to describe the packaging of a complete set of course material together with the software necessary to access the material on a portable memory device. It is argued that the method offers a convenient tool to utilize Open Educational Resources (OER) and can significantly improve the availability of education worldwide. The article gives a description of the design and implementation of a course within the project USo+I: Universidad, Sociedad e Innovación financed by the European Union, within the ALFA III program. The course about the use of Learning Management Systems (LMS) in developing countries was designed in 2010. It uses only OER and all material is available from USB-memory sticks to meet any problems of limited access to computers or internet. Open Campus, The University of the West Indies, West Indies University of Borås, Sweden and the European Union, within the ALFA III program 2011-05-05 Non-Refereed notes Case Study; Action Research http://ijedict.dec.uwi.edu/viewarticle.php?id=1209 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en Latin America; contemporary; Teachers in Engineering Education This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1219 2011-04-30T22:47:17Z issue-28

The need for ICT- education for managers or agribusinessman to increasing farm income: Study of Factor Influences On Computer Adoption in East Java On-Farm Agribusiness Sudaryanto, ; University of Jember, East Java, Indonesia; yanto_223@yahoo.com Information Technology agribusiness, ICT-computer, multi-stages sampling, logistic regression, East Java In the present era of globalization ICT plays a vital role to make a produce competitive in global market via all ICT manifestation, such as audio and video, computer and internet technologies. Therefore, ICT subject has to be taught in the tertiary education, including students at agriculture colleges. When graduated students become farmers, they may be become successful managers. The research described in this article has been conducted in East Java. The samples are 178 managers/agribusiness-man. The aim of the research is to investigate what are the factor influences on computer adoption in East Java On-Farm Agribusiness (EJOFA) and what are the implications on sustainable agricultural development. The research had been conducted in EJOFA with the target population are on-farm agribusiness owner managers. Using multi stage sampling method and combination between mail and semi structured interviews, the data had been conducted. The qualitative data on sample characteristics and variable instrumentation had been analyzed using cross tabulation. Three main hypotheses have been tested, namely, H1: business area influence computer adoption, H2: a large company sized influence computer adoption, and H3: gross sales influence computer adoption. To test the hypotheses, logistic regression had been employed. The results of analysis showed that those three hypotheses are accepted. These can be meant as follows: The research produced some research findings; (i). Business area have influenced computer adoption; (ii) The probability on adopting computer for agribusiness has strongest influenced by manager’s ages 41+, education (TAFE and over), and gross sales, (III) The computer mostly has been used for administration purposes. These findings indicate that providing computers and other ICTs for managers or agribusiness-man is important. Considering that most progressive managers or business-man are young graduates tertiary education, there fore, it is suggested the additional subject on ICTs Education is a must. The final main objective is, of course, increasing farm income. Open Campus, The University of the West Indies, West Indies 2011-04-30 Peer-Reviewed Article quantitative research http://ijedict.dec.uwi.edu/viewarticle.php?id=1219 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en Asia; first smester; age and education This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1229 2011-08-31T15:26:30Z issue-29

Development of an Intrusion Detection and Prevention Course Project Using Virtualization Technology Chou, Te-Shun; East Carolina University; chout@ecu.edu Open Campus, The University of the West Indies, West Indies 2011-08-31 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1229 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1240 2011-04-30T22:47:17Z issue-28

Review of Mega-Schools, Technology and Teachers Roberts, Vivienne; The University of the West Indies Open Campus, Barbados; vivienne.roberts@open.uwi.edu Education distance education; developing countries This book presents a macroscopic view of education from a geographical, historical and sociological perspective. It harks back to Adam Smith’s division of labour, specialization and equipment and uses this model to take a bold step forward reaching to the establishment of integrating mega-schools, open schools and mass in-service training of teachers using distance methodologies. It is very well cross referenced internally, fairly engaging and relatively easy to read, with a logical development of its message through successive chapters. Open Campus, The University of the West Indies, West Indies 2011-04-30 Non-Refereed Book/Media Review http://ijedict.dec.uwi.edu/viewarticle.php?id=1240 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1242 2011-08-31T15:26:30Z issue-29

Teacher evaluation of the Principal’s leadership characteristics related to computer studies implementation in Rongo District, Kenya Makewa, Lazarus Ndiku; University of Eastern Africa, Baraton, Kenya; ndikul@gmail.com Role, Elizabeth; University of Eastern Africa, Baraton, Kenya; bethrole@gmail.com Nyamboga, Richard Ombese; University of Eastern Africa, Baraton, Kenya; rombese@gmail.com Educational Communication and Technology Teacher; Evaluation; Principal; Computer studies; Implementation, computer proficiency, attitude, risk-taking. The purpose of this study was to evaluate the principal’s leadership characteristics related to computer studies implementation in selected secondary schools in Rongo district, Kenya. The study investigated the principal’s computer proficiency and attitude towards the computer studies in their schools. This study adopted a comparative descriptive research design which compared the variables influencing the implementation of computer studies in schools that were teaching computer studies and those that were not. Twelve selected secondary schools participated in this study of which six (6) had implemented and six (6) had not implemented computer studies. One hundred and forty three (143) teachers sampled from the 12 secondary schools took part in the principals’ evaluation. The data for the study was collected using questionnaires and were subsequently analyzed using both descriptive and inferential statistics. The analyzed data was presented in form of tables. It was then interpreted and findings were highlighted. The teachers of the schools that have not implemented computer studies have higher evaluation of the risk-taking leadership characteristics of their Principals than the teachers of the schools which have implemented computer studies. However, the Principals of both schools have similar teacher evaluation of their computer proficiency and attitude toward computer studies. These findings imply that computer studies implementation in secondary schools does not necessarily depend on leadership or personal characteristics. Possible further research areas related to technology leadership are suggested: the influence of contextual factors on leadership, technology leadership as viewed from perspectives of different stakeholders, and relationships among various leadership factors. Open Campus, The University of the West Indies, West Indies 2011-08-31 Peer-Reviewed Article Comparative Descriptive http://ijedict.dec.uwi.edu/viewarticle.php?id=1242 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en KENYA; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1246 2011-04-30T22:47:17Z issue-28

Self regulatory behaviour and Minimally Invasive (MIE) Education: A Case study in the Indian context Dangwal, Ritu; Hole-In-the-Wall Education Ltd., India; ritud@niit.com Thounaojam, Minerva; Hole-in-the-Wall Education Ltd., India; minerva.thounaojam@niit.com Education, Psychology, Sociology, Information Technology Shared Cognition, Self-regulatory behaviour, Collaborative learning, Minimally invasive education The current paper provides insight into the self – regulatory learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated that children in the age groups of 8–14 years learn by themselves in groups and construct their own environment. This learning takes place due to self – motivation, intrinsic goal orientation, rehearsal and elaboration which results in school going children learning computer literacy on their own and doing well in academics or out-of-school children joining formal schooling. The paper describes the process of self-regulatory learners. It has been observed that children, if exposed to a situation where learning is not induced, actively construct their own knowledge and develop critical insights into how they think. These traits of self-regulation allows a child to consciously reflect on what might be the most effective way to master the learning goal and chooses an appropriate strategy to accomplish the goal. MIE captures the curiosity and self-organizing behavioural traits of the children which drives their interest towards further education. Hence, schools are not the only privileged sites of learning. Open Campus, The University of the West Indies, West Indies 2011-04-30 Non-Refereed article Qualitative and literary Analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1246 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en underprivileged marginalized children age range 8-14 years living in remote areas all across India; On going research; Age range 8-14 years, Governement school going children and some out of school children, belonging to all various ethnicity/cultural background in india. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1255 2012-01-04T03:11:04Z issue-30

The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences Sankey, Michael D; University of Southern Queensland, Australia; sankey@usq.edu.au Birch, Dawn; University of the Sunshine Coast, Australia; dbirch@usc.edu.au Gardiner, Michael W; University of Southern Queensland, Australia; gardiner@usq.edu.au Multimedia learning multiple representations; interactive multimodal; multimedia; educational technology; learning styles; modal preferences; learning outcomes; learning performance; engagement The innovative use of educational technologies provides valuable opportunities for educators to design an enhanced, interactive, more inclusive and engaging curriculum. Key pedagogical motivations for utilising educational technologies include the desire to improve learning performance and student engagement. In particular access to multimedia has provided an opportunity to present multiple representations of key content areas using a combination of text, video, aural and interaction to cater more effectively for different learning styles and modal preferences. This paper presents the findings of an experiment to measure the impact of multiple representations on learning outcomes, including student learning performance and engagement. While in this pilot study multiple representations of content did not lead to a significant improvement in learning performance (although it did improve slightly), students reported very favourably on their use of the multimodal learning elements and perceived that these had assisted comprehension and retention of the material. Implications for educators, limitations of the experimental methodology and directions for future research are also presented. Open Campus, The University of the West Indies, West Indies The university of Southern Queensland, Australia 2012-01-03 Peer-Reviewed Article Mixed Method Action Research http://ijedict.dec.uwi.edu/viewarticle.php?id=1255 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en Australia; online learning ; undergraduate university students of multiple ethnicity and age This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1259 2011-04-30T22:47:17Z issue-28

Assessment of technology integration in vocational education and training schools Summak, M. Semih; Gaziantep University, Turkey; summak@gantep.edu.tr Samancıoğlu, Mustafa; Gaziantep University, Turkey; msamancioglu@hotmail.com Education Techology Integration; ICT; Vocational Education This paper aims at determining the technology integration level of vocational K-12 teachers and effects of gender and age on teachers’ technology integration level. Quantitative descriptive research method was used. Data were collected through Levels of the Technology Implementation (LoTI) questionnaire, which assesses three dimensions: Level of Technology Implementation (LoTI), Personal Computer Use (PCU) and Current Instructional Practices (CIP). Participants of the study were 232 vocational K-12 teachers. This study revealed that participant teachers had higher LoTI, PCU and CIP Levels. This study also showed that there was a significant difference between gender in LoTI and PCU scores. Male teachers’ LoTI and PCU scores were higher than female ones. And also, a significant difference was found between age and teachers PCU scores. Younger teachers had higher PCU scores than their older counterparts. Some suggestions and recommendations were given in the light of the research findings. Open Campus, The University of the West Indies, West Indies 2011-04-30 Peer-Reviewed Article Qualitative Descriptive http://ijedict.dec.uwi.edu/viewarticle.php?id=1259 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en Turkey; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1262 2011-05-05T14:04:29Z issue-28

Volume 7, Issue 1: Complete Issue Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@open.uwi.edu When all the articles have been added, and all corrections have been made, a PDF of the complete issue will be created. At this time, page numbers also will be to the individual articles. Open Campus, The University of the West Indies, West Indies 2011-05-05 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=1262 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1272 2012-01-04T03:11:04Z issue-30

Teachers’ perceptions about ICTs for teaching, professional development, administration and personal use Mwalongo, Alcuin Ivor; Dar es Salaam University College of Education, Tanzania; mwalongoa@duce.ac.tz Education; Information Technology teachers' perceptions; information and communication technologies (ICTs) Tanzania has been investing in the integration of ICTs in education. However, little is known about teachers’ perceptions about ICTs integration in education. This study examined teachers’ perceptions about the use of ICTs for teaching, administration, professional development and personal use. Seventy four teachers were involved in the study. Data were collected through an online survey using SurveyMonkey and postings generated from the researcher’s blog. Qualitative data were downloaded from the blog and from SurveyMonkey; read word for word; and analysed using Wft QDA where themes related to the research questions were coded while quantitative data from SurveyMonkey were analysed online in the form of percentages. Results indicate that while the frequency of use of ICTs was influenced by access, the competence of ICTs use was influenced by training; teachers used ICTs in a wide range for teaching, administration, professional development and personal use. However, teachers did not use ICTs to radically change their pedagogical practices, but rather to sustain their traditional practices. Future research could focus on classroom observations to ascertain the actual use of ICTs as data for this study have solely depended on self-reports; and the role of school leadership for integration of ICTs in the teaching-learning process. Open Campus, The University of the West Indies, West Indies 2012-01-03 Peer-Reviewed Article Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1272 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en Africa; Tanzania; ; educational technology use This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1275 2012-01-04T03:11:04Z issue-30

Indian adaptation of Motivated Strategy Learning Questionnaire in the context of Hole-in-the-wall Dangwal, Ritu; Hole-In-The-Wall-Education Limited, New Delhi, India.; ritud@niit.com Gope, Suman Kumar; Hole-In-The-Wall-Education Limited, New Delhi, India.; sumankumargope@gmail.com Educational Psychology Elementary Education, Self regulation, Collaboration, Out of school, Minimally Invasive Education,ICT, Rural, Social Right to education is a fundamental right and all the efforts should be made to provide the same. There are many challenges present in the current formal educational system that has made this fundamental right a distant dream for children, especially those in remote and rural areas. This paper tries to highlight how an ICT based educational model like Hole-in-the-wall Education ltd (HiWEL) can deliver quality elementary education and how it influences a trait like ‘self Regulatory’ behavior among children. In this paper, due acknowledgement is given to ‘Motivated Strategy Learning Questionnaire’ (MSLQ) which has been adapted in the context of HiWEL Learning stations to measure the self regulation among children in the age range of 8-14 years. Open Campus, The University of the West Indies, West Indies 2012-01-03 Non-Refereed Case Study Action reseach with literatrure review. After Survey, qualitative and quantitative analysis was done. http://ijedict.dec.uwi.edu/viewarticle.php?id=1275 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en India; ; Age 9 to 14 years, Indian, School going and out of school children (grade 5 to 8), below poverty line and loew middle class, Unmarried. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1279 2011-08-31T15:26:30Z issue-29

The effect of webBlog based instruction on the metacognition levels of preservice teachers Akpunar, Bürhan; Firat University, Turkey; bakpinar@firat.edu.tr Education;Information Technology Online learning;communication technology;information systems The aim of this study is to determine the effect of webBlog based instruction on the metacognition levels of preservice student teachers. The study was carried out on 152 (76 being the experimental group, 76 control group) student teacher candidates having pedagogical formation education at Fırat University Faculty of Education in 2010-2011 academic year. The pretest posttest control group design was used in the study, which was carried out using experimental method. Experimental and control groups were formed without bias prior to the experiment. The experiment lasted for four weeks. Throughout the experiment, the experimental group was taught using webBlog-based instruction and control group was taught using traditional method (explanation, question-answer). The data for the study were obtained via “Metacognitive Awareness Inventory” developed by Schraw and Dennison (1994). As aresult of the analysis of the data, it was found that webBlog based instruction had a significant efffect on the metacognition levels of student teacher candidates. Keywords: WebBlog based instruction; Web-based instruction; WebBlog and metacognition; Metacognition and internet; Preservice teachers. Open Campus, The University of the West Indies, West Indies 2011-08-31 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1279 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en Europe; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1289 2011-08-31T15:26:30Z issue-29

Busuu.com vs. Lang-8: Evaluating the acquisition of the writing skills Pino James, Nicolás; University of Warwick, UK; pinojames@gmail.com SLA; Language; ICT Busuu; Lang-8; writing skills; CALL; evaluation This report seeks to critically evaluate and compare the websites Busuu.com (www.busuu.com) and Lang-8 (www.lang-8.com) with the aim of unveiling how they operate as Internet-based distance learning providers in the acquisition of writing skills. This task will be performed under diverse sections whereby the major features, potential advantages and setbacks will be briefly exposed with special focus of attention on Lang-8. Additionally, examples of their application will be given as means of further understanding of the websites. Finally, an overall conclusion will set out the hypothesis for this report. Open Campus, The University of the West Indies, West Indies 2011-08-31 Non-Refereed notes Report http://ijedict.dec.uwi.edu/viewarticle.php?id=1289 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1298 2011-08-31T15:26:30Z issue-29

A case study on awareness, willingness and utilization of resources by students at HBCU Miah, Muhammed Z; Southern University at New Orleans; mmiah@suno.edu Omar, Adnan; Southern University at New Orleans; aomar@suno.edu Information Systems Education and Information Technology Even though historically black colleges and universities (HBCUs) play a crucial role in ensuring higher education for black students, traditionally they are equipped with inferior technology, fewer resources, and lower budgets than other universities. Students at HBCUs should, therefore, try to optimize the use of these minimal resources in order to compete with others. In reality, however, this is not the case. Using a case study on the online student course registration system at an HBCU where only about 10% students use the online system available to them, this paper investigates the students’ awareness and willingness to use available technology at HBCUs. A survey was conducted to determine the reasons for the inadequate use by students of the available resources, their awareness, and their depth of understanding of the resources. The paper also provides recommendations to maximize the use of available resources in order to improve overall efficiency and productivity at the university. Open Campus, The University of the West Indies, West Indies 2011-08-31 Peer-Reviewed Article Survey and Analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1298 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en USA; ; educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1303 2012-01-04T03:11:04Z issue-30

Developing an online Malay Language Word Corpus for primary schools Lee, Lay Wah; Universiti Sains Malaysia; lwah@usm.my Low, Hui Min; Universiti Sains Malaysia; lowhm@usm.my Education; Information Technology; Information Systems; System Development information systems; word corpus; vocabulary; Malay language This paper reports the development of an online Malay Language Word Corpus for Primary Schools. This online system contains the common words that occur in the Malay language textbooks used in Malaysian schools and the related linguistic information. The targeted users include regular teachers, special education teachers, pre-service teachers, parents, researchers and interventionists. Users could conduct word search according to six primary linguistic features, which include frequency of occurrence, word length, phoneme length, number of syllable, type of syllable and word category. The listing of words according to these linguistic features allow the users to choose linguistically appropriate and culturally relevant words for the purpose of education and research involving young Malay-speaking children in Malaysia. This word corpus is also potentially useful for the broader Asia Pacific context which includes Singapore, Brunei and Indonesia. Open Campus, The University of the West Indies, West Indies Universiti Sains Malaysia, Penang (Malaysia) 2012-01-03 Non-Refereed project description Development of an online system http://ijedict.dec.uwi.edu/viewarticle.php?id=1303 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en Asia Pacific: Malaysia; Singapore; Brunei; Indonesia; Contemporary; Nil This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1310 2012-01-04T03:11:04Z issue-30

Reviewing the literature of computer-supported collaborative learning (CSCL) to determine its usefulness in Omani education development Porcaro, David S; Seward Incorporated, Minneapolis, USA; dporcaro@sewardinc.com Education; Cultural Studies; Information Technology computer-supported collaborative learning; knowledge building; developing countries As a way to develop twenty-first century skills and link education with work, researchers and international agencies have promoted collaborative problem solving for knowledge building. However, there has been little guidance about how students, teachers, and institutions from traditionally instructivist cultures—where lecture, memorization and high stakes assessment are the norm—will react to these innovations. This review is focused on how CSCL and knowledge-building pedagogies contribute to global knowledge economies, and more specifically how this applies to Omani education. The role CSCL plays in knowledge building and the limited applications of CSCL in the Arab Middle East and specifically Oman are reviewed. This article concludes with a brief overview of an educational design research study to introduce CSCL into a pre-service education technology course at Sultan Qaboos University (SQU) in Muscat, Oman, of which this literature review plays a part. Open Campus, The University of the West Indies, West Indies US Dept of State, Fulbright Fellowship 2012-01-03 Non-Refereed article Literature Review http://ijedict.dec.uwi.edu/viewarticle.php?id=1310 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en Oman; ; Pre-service Teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1318 2012-01-04T03:11:04Z issue-30

The usage of technology among education students in University Utara Malaysia: An application of extended Technology Acceptance Model Arumugam, Raman AL; University Utara Malaysia; arumugam@uum.edu.my Education Technology integration This paper reports the findings of perceived usefulness and perceived ease of use on the extent of computer usage among a group of undergraduates at the College of Arts and Sciences, Division of Education. This study based on Technology Acceptance Model (TAM) and also looks at the moderating role of gender in the above relationship. Structured questionnaires were used to collect data. A total of 120 students responded to the survey. Results from the study shows that perceived usefulness (ß=0.29, p<0.01), perceived ease of use (ß=0.25, p<0.01), and subjective norm was (ß=0.15, p<0.05) was positively related to computer usage. The findings also revealed that gender was not a moderator in the mentioned relationship but can be considered as significant independent predictor of usage. Male students exhibited higher usage of the computer compared to the female students. Open Campus, The University of the West Indies, West Indies 2012-01-03 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1318 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en Malaysia; ; gender This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1329 1970-01-01T00:00:00Z issue-28

Editorial: Evaluation of ICT in education for development Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; The University of the West Indies, Barbados, West Indies; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 1969-12-31 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1329 International Journal of Education and Development using ICT; Vol. 7, No. 1 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1334 2012-01-04T03:11:04Z issue-30

An approach to modeling ICT educational policies in African countries Zlotnikova, Irina Y.; Kigali Institute of Science and Technology, Rwanda; i_zlot@yahoo.com van der Weide, Theo P.; Radboud University, Nijmegen, the Netherlands; tvdw@cs.ru.nl ICT Policies Modeling; Information Technology; Education; Policies; Developing Countries This paper aims at creating a model of ICT educational policies. The geographic scope of the study includes countries of sub-Saharan Africa. First, the components of a successful ICT educational policy have been identified. Second, country-related parameters have been identified based on available sources of the statistical information. Third, the links between the components of ICT educational policy and the country-related influential parameters have been established. These components, the influential parameters and the links established make the model of successful ICT educational policy. Then the proposed model has been elaborated using the data-mining technique called Formal Concept Analysis. Finally, the proposed model has been validated by establishing a taxonomy of sub-Saharan African countries. This research provides a framework for developing and improving ICT educational policies in these countries, as well as a tool for evaluation of ongoing ICT educational projects and success forecasting of future projects. Potential users of the results of this research include policymakers and practitioners involved in ICT educational projects. Open Campus, The University of the West Indies, West Indies 2012-01-03 Peer-Reviewed Article Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1334 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en Sub-Saharan Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1337 2012-04-30T12:53:28Z issue-31

Computer model analysis of the performance of ICT in Nigerian universities Iwasokun, Gabriel Babatunde; Federal University of Technology, Akure, Nigeria; maxtunde@yahoo.com Alese, Kayode Boniface; Federal University of Technology, Akure, Nigeria; kaalfad@yahoo.com Thompson, Aderonke Betty; Federal University of Technology, Akure, Nigeria; ronkeniran@yahoo.com Aranuwa, Felix Ola; Adekunle Ajasin University, Akungba, Nigeria; felixaranuwa@gmail.com Information and Communication Technology Factor Analysis This paper proposes twenty-four performance indices contained in the questionnaire that was used for the evaluation of the contributions of some factors to the current performance of Information and Communication Technology (ICT) in Nigerian universities. The researchers surveyed forty five out of sixty three public universities that cut across the six geo-political zones of Nigeria by administering copies of the questionnaire at meetings with staff and students. The indices, through the responses, were subjected to factor analysis by principal components using Statistical Package for Social Scientists (SPSS). From this analysis, four factors; namely communication and feedback, study aid, processing and administration and management and relationship were extracted and the percentage contribution of each factor to the current performance of ICT in the university system in Nigeria was estimated. It was discovered that the total sum of the percentage contributions was less than 100. This showed that the performance indices of some extraneous factors which contribute in no small measure to the current performance of ICT in Nigerian universities were not given consideration in the research instrument. Such extraneous factors include but not limited to staff training, security of lives and properties, discipline among staff and student, curriculum and government policy on ICT. Moreover, a factor scores coefficient matrix was generated and used to estimate and rank the contribution of each respondent to the performance figure. Open Campus, The University of the West Indies, West Indies 2012-04-30 Non-Refereed article Survey and Analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1337 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en Nigeria; ; factor Contribution This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1353 2012-04-30T12:53:28Z issue-31

Implementing e-learning in the Jordanian Higher Education System: Factors Affecting Impact Al-Adwan, Ahmad samed; Information Technology Management ; ahmad_samed85@yahoo.com Smedley, Jo. K.; knowledge management and learning using technology; jo.smedley@newport.ac.uk Education e-learning; technology; culture; learning; higher education; Jordan The increased involvement of technology in all aspects of our lives places educational institutions under pressure to include these aspects at the heart of their learning services. These are additional pressures in ensuring that they continue to be competitive in a constantly changing market. This study explores the factors that influenced the development of learning through technology approaches and implementation at a Jordanian university, focusing on full-time staff and students. It investigates the general attitude towards engaging in learning through technology. The outcomes demonstrate that further training and development is required prior to implementation to adequately support the learning transition with the organisational infrastructure presenting the greatest barrier to such developments. Informed by the outcomes of the study, a training and development programme has been designed to support the cultural change and increase the impact of implementation. Open Campus, The University of the West Indies, West Indies 2012-04-30 Non-Refereed article qualitayive; Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1353 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en Jordan; Second Semester; age ; gender, This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1355 2012-04-30T12:53:28Z issue-31

A Preliminary Study of School Administrators’ Use of Information & Communication Technologies: Bruneian Perspective Seyal, Afzaal H; Institute of Technology Brunei; afzaal.seyal@itb.edu.bn Education,Information Technology information management The study surveyed 96 Bruneian primary schools administrators (principals) in using the Information and Communication Technologies. Out of the five subscales used to assess the ICT usage, only two curriculum integration and need assessment were found to be significant towards the use of the ICT. The results further indicate that majority of the school administrators have intermediate level of computer expertise and possess an adequate computer literacy. The school administrators use ICT for administrative purposes; however, the use of technology across the curriculum is still at infancy stage. The study has found some major reasons for the lack of use of ICT across curriculum. The statistical significance t- tests, ANOVA and post-hoc comparison have found a difference in the mean of novice classification and of advanced level of computer expertise. Based upon the analysis some recommendations are made for the relevant authorities of the Ministry of Education, Brunei Darussalam. Open Campus, The University of the West Indies, West Indies 2012-04-30 Peer-Reviewed Article Quantitative, survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1355 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en South-east Asia; 2010; school leaders and use of ICT This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1356 2012-04-30T12:53:28Z issue-31

Students’ Perceptions on Incorporating E-Learning into Teaching and Learning at the University of Ghana Tagoe, Michael A; Institute of Continuing and Distance Education, University of Ghana, P.O. Box 31; mchltagoe@yahoo.co.uk Information Technology online learning Technological advancement has led to significant changes in the way university education is being provided in the developed countries. Whilst their universities have made great strides in addressing issues of access, cost of higher education and quality through e-learning, Africans are in the 21st century still grappling with these issues. Although the University of Ghana has as one of its strategic directions, the introduction of e-learning, very little information has been provided on its policy direction. In addition, not a lot of research has been conducted on the benefits and barriers to e-learning at University of Ghana. This paper discusses the perceptions of students who may be directly and indirectly affected by the programme, yet ignored in most studies on e-learning. The paper examines the policy environment and infrastructure needs critical to effective e-learning take-off, as well as the benefits and the barriers to implementation. The paper also makes recommendations for the future. Open Campus, The University of the West Indies, West Indies none 2012-04-30 Peer-Reviewed Article Survey/interview http://ijedict.dec.uwi.edu/viewarticle.php?id=1356 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en Africa; Third semester; age, gender, educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1357 2012-04-30T12:53:28Z issue-31

Use of Mobile Phones for Project Based Learning by Undergraduate Students of Nigerian Private Universities Utulu, Samuel Chiedu; Redeemer's University (RUN), Ogun State, Nigeria; yavehmaria@yahoo.com Alonge, Ayodele John; KPMG Nigeria; Information Technology Mobile Phones A university’s objective is to educate its students using information and communication technologies (ICTs) and teaching techniques that would enable its graduates become flexible and life-long learners that can easily adapt to the changes eminent in the information society. Achieving this aim requires among other factors, the adoption of appropriate teaching model such as the project based learning (PBL) which supports the inculcation of collaborative and lifelong learning skills, technology use skills, knowledge sharing skills and social networking skills into students. Consequently, this study was carried out to evaluate the use of mobile phones as knowledge sharing tools by students involved in PBL in three randomly selected private universities in Nigeria. The questionnaire was used as the instrument for data collection from 532 undergraduates students distributed across the three selected private universities situated in the three of the six southwestern Nigerian states that were randomly selected. The population of three universities was estimated to be about 6000 students, that is, about 2000 students each. Stratified sampling technique was used to select 750 students that were in their second, third and fourth year in the universities and were presumed to have acquired required university curriculum experiences. This is to say that 250 students were sampled from each of the participating private universities. The result showed that a significant percentage of the students studied had mobile phones and that they used their mobile phones for communication, interactions, getting information, browsing the Internet, and sharing knowledge anytime they were involved in PBL. It was also revealed that mobiles phones can be used to strengthen PBL in higher institutions and can be used to implement information services provided for by university libraries. Although private universities in southwestern Nigeria amounts to about 43.9% of private universities in Nigeria, a percentage that make them a sizable representation of private universities in Nigeria, the fact that the study sampled population was drawn from only southwestern Nigerian that have its own peculiar mobile use readiness characteristics made generalizing the results of this study as the situation in Nigeria impossible. Open Campus, The University of the West Indies, West Indies none, self sponsored research 2012-04-30 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1357 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en NIgeria; second semester, 2010; university students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1361 2012-04-30T12:53:28Z issue-31

Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature Buabeng-Andoh, Charles ; Pentecost University College; cbandoh@hotmail.com ICT adoption, ICT integration, characteristics Global investment in ICT to improve teaching and learning in schools have been initiated by many governments. Despite all these investments on ICT infrastructure, equipments and professional development to improve education in many countries, ICT adoption and integration in teaching and learning have been limited. This article reviews personal, institutional and technological factors that encourage teachers’ use of computer technology in teaching and learning processes. Also teacher-level, school-level and system-level factors that prevent teachers from ICT use are reviewed. These barriers include lack of teacher ICT skills; lack of teacher confidence; lack of pedagogical teacher training; l lack of suitable educational software; limited access to ICT; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these barriers affect individuals and institutions may help in taking a decision on how to tackle them. Open Campus, The University of the West Indies, West Indies 2012-04-30 Non-Refereed article http://ijedict.dec.uwi.edu/viewarticle.php?id=1361 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1367 2012-08-31T18:19:19Z issue-32

Information and communication technology Integration into teaching and learning: Opportunities and challenges for commerce educators in South Africa Assan, Thomas E.B.; North West University, South Africa; thomas.assan@nwu.ac.za Thomas , Raju; Barolong High School, Mafikeng South Africa; rajvtom@yahoo.co.in Education;Information Technology; flexibible delivery, blended learning, e-learning The study examined the opportunities available and challenges experienced by Commerce subjects’ educators using ICT. Quantitative and qualitative descriptive research was used. Six high schools were purposely selected for the study because they are all equipped with computer laboratories. A purposive sample consisted of 138 school-based commerce educators, 6 School governing Bodies (SGB) members, and 6 school managers from one particular Area Office (AO) in the North West Province, of South Africa. Questionnaires, interviews and observations were tools used to collect the data. The findings of the study identified some major opportunities and challenges in integrating ICT into teaching and learning activities. The study recommends relevant and appropriate management and use of ICT by teachers and resource to empower schools with ICT infrastructure – physical and human resources, as well as ICT training which will empower commerce educators to transform their traditional modes of delivery into new modes of delivery. Open Campus, The University of the West Indies, West Indies North West University, Mafikeng Campus 2012-08-31 Peer-Reviewed Article Qauntitative;qualitative;survey/interview http://ijedict.dec.uwi.edu/viewarticle.php?id=1367 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Africa; first Semester, second semester; gender, educators, school managers, school board members This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1368 2011-11-26T03:14:32Z issue-29

Editorial: Adoption, utilisation and evaluation of knowledge tools and resources Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2011-11-25 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1368 International Journal of Education and Development using ICT; Vol. 7, No. 2 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1376 2012-08-31T18:19:19Z issue-32

Using educational webcasts in small multigrade schools of isolated islands Giannakos, Michail N.; Ionian University; mgiannak@ionio.gr Vlamos, Panayiotis; Ionian University; vlamos@ionio.gr Technology Enhanced Learning Video Enhanced Learning The purpose of this study is to present the primary schools’ educational system in small and isolated islands of Greece. These areas, are characterized by inaccessibility and isolation used to have multigrade schools. For facing the difficulties of multigrade schooling, curriculums should be engaged with different learning strategies. In this case study, we conducted a research in order to investigate the effectiveness of educational webcast as an auxiliary manner under multigrade schooling conditions. The research was carried out in six small and isolated schools in Greece. The field study compared mulitigrade traditional teaching and webcast enhanced multigrade teaching. The educational webcast was deployed to 22 primary school students. The results of the study indicated that educational webcasts can valuable contribute into multigrade primary schools students. The implications of the findings are discussed for practice and research. Open Campus, The University of the West Indies, West Indies CULT (MC-ERG-2008-230894) is a Marie Curie European Reintegration Grants (ERG) project funded by the European Commission (EC) under the 7th Framework Program (FP7). http://cult.di.ionio.gr/ 2012-08-31 Non-Refereed Case Study Quantitative, Within Group Experiment http://ijedict.dec.uwi.edu/viewarticle.php?id=1376 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Europe, Mediterranean.; First Semester; Primary Education-10 Years old This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1377 1970-01-01T00:00:00Z issue-24

Volume 6, Issue 1: Front Pages , ; ; stewartmar@gmail.com Open Campus, The University of the West Indies, West Indies 1969-12-31 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=1377 International Journal of Education and Development using ICT; Vol. 6, No. 1 (2010) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1383 2012-04-30T12:53:28Z issue-31

Effects of electronic information resources skills training for lecturers on pedagogical practices and research productivity Bhukuvhani, Crispen Erinos; Bindura University of Science Education, Zimbabwe; cebhukuvhani@yahoo.com.mx Chiparausha, Blessing; Bindura University of Science Education; bchiparausha@yahoo.co.uk Zuvalinyenga, Dorcas; Bindura University of Science Education; zuvalinyengabanda@yahoo.com Education electronic information resources, information literacy, pedagogical practices, research productivity Lecturers use various electronic resources at different frequencies. The university library’s information literacy skills workshops and seminars are the main sources of knowledge of accessing electronic resources. The use of electronic resources can be said to have positively affected lecturers’ pedagogical practices and their work in general. The aim of this study was? to reference an investigation of 30 lecturers’ use of electronic resources in an effort to uncover correlations between library information literacy training and increased use of web based resources (for example, library journal databases, web search engines, open access journals, and so on), increased use of web resources and improved pedagogy as well as increased use of web resources and higher publication rates. Results indicated lecturers attended the Electronic Information Resources Skills Training and that they (86.7%) used at least one or more electronic information resources to find information for use for their teaching and/or research. 13.3% lecturers indicated non-usage of electronic information sources. Most of the lecturers (53.3%) indicated that they learnt about electronic resources through the workshops and seminars. The majority of the lecturers were motivated (motivate=86.7%; 66.7%=very motivated and 20%= somewhat motivated) to learn how to use electronic resources. Lecturers mostly got information for their research papers through the Internet (83.3%) and 10% through electronic resources. The use of electronic information resources by lecturers proved to have positively affected their work as evidenced by the results. However, there is need to mount more and frequent electronic information resources training workshops. Open Campus, The University of the West Indies, West Indies n/a 2012-04-30 Peer-Reviewed Article Mixed methods: Qualitative/Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1383 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en Africa: Zimbabwe; n/a; Educational Attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1397 2012-01-04T03:11:04Z issue-30

Editorial: Reviewing models, policies and practices Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; waltaylor@cqnet.com.au Education online learning; flexible delivery; blended learning; distance education; developing countries; Open Campus, The University of the West Indies, West Indies 2012-01-03 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1397 International Journal of Education and Development using ICT; Vol. 7, No. 3 (2011) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1400 2012-04-30T12:53:28Z issue-31

A Delphi study on Technology Enhanced Learning (TEL) applied on Computer Science (CS) skills Porta , Marcela; Institut National Telecom, Paris, France; marcela.morales@it-sudparis.eu Mas-Machuca, Marta; Universitat Politècnica de Catalunya, Spain; marta.mas-machuca@upc.edu Martinez-Costa, Carme; Universitat Politècnica de Catalunya, Spain; mcarme.martinez@upc.edu Maillet, Katherine; Institut National Telecom, Paris, France; katherine.maillet@it-sudparis.eu Education, Technology Enhanced Learning CS studies, Technology Enhanced Learning, learning methods, teaching methods. TEL is a new pedagogical domain which main purpose is to study how information and communication technologies can be used to support teaching and learning. The following study investigated how TEL is used to increase technical skills in CS. A Delphi method was applied, using three-rounds of online survey questions, given to 17 TEL experts from different European countries. The results showed that these experts consider that TEL represents an effective alternative to acquire CS skills. Furthermore, the findings revealed the five best tools in TEL to acquire necessary CS knowledge. Future research can provide a guideline to implement effective TEL tools in CS studies. This manuscript investigates how Technology Enhanced Learning (TEL) systems can be applied to Computer Science (CS) curriculum to improve the student’s skills. As general content the results of a Delphi study that identifies the benefits of TEL while teaching are highlighted. Open Campus, The University of the West Indies, West Indies Stellar (Sustaining Technology Enhanced Learning at a LARge scale) and from EaTEL (European Association of Technology Enhanced Learning). 2012-04-30 Peer-Reviewed Article Delphi method http://ijedict.dec.uwi.edu/viewarticle.php?id=1400 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en France, UK, Belgium, Spail, Estonia, Germany, Lithuania, Sw. ; Last stage; Experts in TEL and computer scientists currently working in TEL development. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1406 2012-08-31T18:19:19Z issue-32

A needs assessment to identify the reality of two rural school cases in South Africa: potential for ICT4D or not? Pade-Khene, Caroline; Rhodes University; c.khene@ru.ac.za Education; Information Systems developing countries, community development; information systems Understanding the potential or need for ICT support in education within developing countries, requires an in-depth needs assessment to comprehend, elaborate and set the desired priorities of rural schools. A Needs Assessment was conducted as part of an on-going comprehensive evaluation process of an ICT for development project, the Siyakhula Living Lab. The needs assessment focused on an elaboration of a high level need, ‘access to education and knowledge’, identified in a Baseline Study of the community. The needs identified were based on an understanding of the existing operation of local schools, from the perspectives of local representatives who are more familiar with their environment and its challenges. This paper presents a report on the findings of the Needs Assessment, which include: 1) the elaborated needs and priorities for developing access to education and knowledge in a rural area, and 2) proposed solutions to address these development needs. Examining these elaborated needs indicate that potential solutions to address them are beyond the scope of computer science and information systems, and should also include other development solutions, such as, education, government, sociology, etc. The Siyakhula Living Lab still needs to build on the expertise available, in order to propose diverse solutions that can support the integration of the technology within the schools. A description of the contribution of the needs assessment for subsequent or future evaluations of the Siyakhula Living concludes the report. Open Campus, The University of the West Indies, West Indies 2012-08-31 Peer-Reviewed Article Qualitative Research http://ijedict.dec.uwi.edu/viewarticle.php?id=1406 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1408 2012-04-30T12:53:28Z issue-31

The impact of computer assisted grammar teaching on EFL pupils’ performance in Jordan Abunabah, Abdallah Matar; Al-Imam university- Riyadh- Saudi aArabia; abunabah52@hotmail.com This study aimed at investigating the impact of using computer assisted grammar teaching on the performance of Jordanian pupils studying English as a foreign language . The sample of the study consisted of (212) secondary pupils distributed randomly on four experimental groups and four control groups. To find out the impact of a software program on students performance in grammar, the researcher designed an achievement test and used it as a pre-test and a post test for the experimental and the control groups . An Analysis of Covariance (ANCOVA) was used to find out the effect of the instructional program on the pupils’ achievement in the passive voice. The findings of the study revealed that: 1. There were statistically significant differences (a < 0.05) between the pupils' achievement mean scores in grammar attributed to the instructional method of teaching. This difference is in favor of the students in the experimental group. 2. There were statistically significant differences (a < 0.05) between the pupils' achievement mean scores in grammar attributed to stream of study. This difference is in favor of the scientific stream students. In light of the findings of the study, it was recommended that English language teachers use computer assisted instruction in their teaching. Open Campus, The University of the West Indies, West Indies 2012-04-30 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1408 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1430 2012-08-31T18:19:19Z issue-32

Educator discourses on ICT in education: A critical analysis Bladergroen, Moira Catherina; University of Cape Town; moira.bladergroen@uct.ac.za Chigona, Wallace; University of Cape Town; wallace.chigona@uct.ac.za Bytheway, Andy; Cape Peninsula University of Technology; andy.bytheway@cput.ac.za Cox, Sanet; Cape Peninsula University of Technology; coxs@cput.ac.za Dumas, Chris; Cape Peninsula University of Technology; dumasc@cput.ac.za Van Zyl, Izak; Università della Svizzera italiana, Lugano, Switzerland; izak.jakobus.van.zyl@usi.ch Education, Information systems Information Communication Technology, education, discourse, under-resourced areas This paper discusses a Critical Discourse Analyses (CDA) of Primary School Educators dialogue on the use of ICT in a disadvantaged schooling context. Considering the pivotal role educators play in the education system, it is expected that Information and Communication Technology (ICT) interventions in schools will be effective only if educators are willing and able to appropriate the intervention to their actual needs, and derive real benefits. One of the barriers to the meaningful integration of ICTs in education in developing countries is the lack of alignment between what funders and project implementers intended (on the one hand) and the social meanings educators assign to the technology (on the other). The aim of the study reported here was to understand the discourses around education and technology, as articulated by educators in disadvantaged contexts in South Africa. Data for the study was collected through in-depth interviews with teachers from under-resourced schools in Cape Town, in the Western Cape in South Africa. The results show that teachers appreciate the value of ICT in education and are willing to adopt it. However, at the same time, they feel they lack capacity and support to effectively achieve that goal. The study also shows that global discourses on ICT may deny teachers in disadvantaged communities the power to voice the challenges they face when integrating ICTs in their teaching processes. Open Campus, The University of the West Indies, West Indies Universita della Svizzera, Lugano, Switzerland 2012-08-31 Non-Refereed article Discourse Analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1430 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Disadvantage schools in the Western Cape, South Africa; Three year project (final year); Qualified teachers working at disadvantaged schools This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1432 2012-08-31T18:19:19Z issue-32

Bandwidth management in Universities in Zimbabwe: Towards a responsible user base through effective policy implementation Chitanana, Lockias; Midlands State University, Zimbabwe; chitanana@yahoo.com Information Communication Technology Bandwidth Management This research was undertaken to investigate the issue of how to make more bandwidth available, in particular the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences Results show that successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing wiring or installed devices. The results provided in this paper should help universities to develop and refine usage and access polices as well as plans for network resource allocation. Open Campus, The University of the West Indies, West Indies 2012-08-31 Peer-Reviewed Article Mixed methods http://ijedict.dec.uwi.edu/viewarticle.php?id=1432 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Zimbabwe; First Semester; $0years and above This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1433 2012-08-31T18:19:19Z issue-32

The impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. text Bagarukayo, Emily; Makerere University, Uganda; ebagarukayo@gmail.com Weide, Theo P van der; Radboud University, Netherlands; tvdw@cs.ru.nl Mbarika, Victor w; Southern University & A&M College, USA; victor@mbarika.com Kim, Min Su; Southern University & A&M College, USA; drminsukim@gmail.com information technology, education Perceived Higher Order Cognitive Skills, Multimedia, Case study, Instructional methods. The study aims at determining the impact of learning driven constructs on Perceived Higher Order Cognitive Skills (HOCS) improvement when using multimedia and text materials. Perceived HOCS improvement is the attainment of HOCS based on the students’ perceptions. The research experiment undertaken using a case study was conducted on 223 students split into two groups who used multimedia and text book instructional methods respectively, to determine the impact of exposure to technology on HOCS improvement of such skills as: decision-making, problem-solving, critical thinking, analysis, synthesis, interpretation. The data collected was analyzed using the independent sample t-test to examine the effects of Learning Driven constructs of multimedia and textbook on students perceived HOCS. The findings from the study suggest that multimedia materials had no measurable effect on HOCS as compared to the traditional text book approach. The study therefore concludes that there was no significant difference in the students’ attitudes, learning interest, learned from others, self reported learning, and HOCS of decision making, problem solving, critical thinking, and other skills when multimedia and text book materials were used. Open Campus, The University of the West Indies, West Indies university 2012-08-31 Non-Refereed article quantitative, case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1433 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Africa; Second semester; gender, perceived HOCS improvement,work experience This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1439 2012-08-31T18:19:19Z issue-32

Pre-service teacher training in Malawi: Findings and recommendations of a pilot on use of media players for teacher development Carrier, Carol Anne; University of Minnesota, USA; carrier@umn.edu Finholt-Daniel, Matthew Mark; Seward Inc., USA; mfinholt@sewardinc.com Sales, Gregory Colin; Seward Inc., USA; gsales@sewardinc.com Education; Teacher Education; Information Technology Distance Education As part of the USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student/teachers, was launched in the spring of 2011 using a low-cost portable MP3 multimedia player. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the effectiveness of instruction, ease of use, and potential for long-term scalability. The evaluation results demonstrated that the device can effectively deliver instruction and that, with a small amount if initial training, they were easy to use. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. Open Campus, The University of the West Indies, West Indies USAID 2012-08-31 Peer-Reviewed Article Alternative Technology Pilot http://ijedict.dec.uwi.edu/viewarticle.php?id=1439 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Africa; Spring 2011; Male and Female Teachers in Malawi This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1452 2012-08-31T18:19:19Z issue-32

Adoption of Web 2.0 technology in higher education: A case study of universities in the National Capital Region, India Tyagi, Sunil; Indian Pharmacopoeia Commission; suniltyagi1979@gmail.com Education Online Learning Purpose: The present study was conducted in six (6) Indian Universities at NCR (National Capital Region) of India to explore the usage analysis of Web 2.0 technologies in learning environment by faculty members. Design/methodology/approach: The investigator conducted a survey with the help of structured questionnaire on 300 respondents. A total of 300 self-administered questionnaires (out of total population 693) were distributed among Professors, Associate Professors, and Assistant Professors of different streams and departments (Agriculture, Arts, Education, Engineering, Management and Science) by adopting stratified random sampling, 147 valid samples were collected and analyzed. Findings: Web 2.0 is especially useful and creative when knowledge is digitized, modular and allowed to be used and distributed in a flexible way. It realize that application of the Web 2.0 tools in Indian higher education is still marginal and will have to overcome a lot of obstacles in order to hold its ground as in higher education of developed countries. The adoption of Web 2.0 tools at universities is associated with important challenges (potential risks, institutional fears) and an effective strategy to deal with implementation problems may therefore include learning from (others’) experience, as well as open access to content and reliance on open platforms for knowledge sharing and creation. Majority of the faculty members have been using Web 2.0 tools for the three major purposes; for Web based teaching & research; for interactive learning features; and to keep themselves up to date on related topic of interest. The results indicate that the faculty attitude and their perceived behavioral control are strong predictors to their intention to use Web 2.0. Originality/value: This article reports on study that attempted to find out the usage of Web 2.0 tools (wiki's, blogs, RSS feed, collaborative writing, video sharing, social networks, etc.) by Indian faculties to support teaching and learning in higher education at NCR of India. Keywords: Web 2.0, Blogs, Wikis, RSS Feed, Podcasting and Social Bookmarking. Open Campus, The University of the West Indies, West Indies Indian Pharmacopoeia Commission 2012-08-31 Peer-Reviewed Article Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=1452 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Title Page http://ijedict.dec.uwi.edu/include/getdoc.php?id=5024&public=true India; ; Faculties This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1471 2012-04-30T12:53:28Z issue-31

Editorial: Surveying perceptions, uses and usage of ICT in education Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2012-04-30 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1471 International Journal of Education and Development using ICT; Vol. 8, No. 1 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1479 2013-01-01T10:41:51Z issue-33

Developing an eLearning strategy to implement medical competency based curricula: experiences from Muhimbili University of Health and Allied Sciences Nagunwa, Thomas P.; Institute of Finance Management, Tanzania; nagunwa@ifm.ac.tz Lwoga, Edda T; Muhimbii University of Health and Allied Sciences, Tanzania; tlwoga@muhas.ac.tz educational technology eLearning This paper explores the development of eLearning technologies as a new tool to implement competency-based curricula in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences (MUHAS). The paper provides the background of eLearning aspects and the early attempt of adopting eLearning in 2006 at MUHAS and its challenges leading to failure, next it presents the strategic re-establishment of eLearning to support the new competency-based curricula introduced in 2009. Finally, the paper discusses the challenges faced along the implementation process and provides an overview of lessons learnt. The paper suggests that in order to improve the quality of medical education under limited resource settings, universities in developing countries should effectively make use of innovative and emerging technologies which are relevant to their respective environments. A successful implementation of eLearning requires a strategic approach which should be embedded by the university management, academic staff and students. The approach should at least take into account significant issues including pedagogy, ICT infrastructure, appropriate technologies, human resources, eLearning policy, training of faculty and students, integration of eLearning and information literacy into university’s curricula and partnerships. Open Campus, The University of the West Indies, West Indies Muhimbili University of Health and Allied Sciences, University of California San Francisco 2013-01-01 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1479 International Journal of Education and Development using ICT; Vol. 8, No. 3 (2012) en Africa, Asa, India, South America, Carribean; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1492 2013-01-01T10:41:51Z issue-33

Teachers’ implementation of computer technologies in classroom: A Ghanaian perspective Buabeng-Andoh, Charles ; Pentecost University College; cbandoh@hotmail.com Totimeh, Fred; Pentecost University College; ftotimeh@yahoo.com This study was conducted to explore secondary school teachers’ implementation of computer technologies in classroom. Questionnaires were distributed to 273 teachers in fourteen schools comprising 5 urban schools, 5 semi-urban schools and 4 rural schools. , 241 were returned, and 231 were valid for data analysis, representing a response rate of 85%. Descriptive statistics, multivariate analyzes of variances, independent samples t-tests and correlation were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. The study reveals that the most teaching method use by teachers is demonstrations, followed by problem-solving method. Further, the study found that male teachers have more access to computers than the female teachers, but female teachers use ICT in classroom more than male teachers. Also a correlation analysis revealed high positive correlation between teachers’ computer skills, computer experience and computer access (r = .59, p < .001; r = .65, p < .001). Also, there was a high positive correlation between teachers’ computer skills and computer access (r = .65, p < .001). This explains that, as teachers’ computer experiences increase, their computer skills improve. Also as teachers access to computer improves, their computer skills improves and as they have access to computer, their computer experience improves. Finally, it was revealed that computer access (β = .42) was the strongest determinant of teachers’ computer skills. Open Campus, The University of the West Indies, West Indies 2013-01-01 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1492 International Journal of Education and Development using ICT; Vol. 8, No. 3 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1497 2012-08-31T18:19:19Z issue-32

Science practical work instructional technologies and open distance learning in science teacher training: A case study in Zimbabwe Bhukuvhani, Crispen Erinos; Bindura University of Science Education, Zimbabwe; cebhukuvhani@yahoo.com.mx Mupa, Mathew; Bindura University of Science Education; mathewmupa@yahoo.co.uk Mhishi, Misheck; Bindura University of Science Education; mhishimisheck@yahoo.com Dziva, Daimond; Bindura University of Science Education; daimond.dziva@gmail.com Education, ICT Science practical work, Science Education, Open and Distance Learning, Instructional Technologies The practical work component offers unique challenges for university science courses. This is even more pertinent in an Open and Distance Learning (ODL) environment like the Bindura University of Science Education’s Virtual and Open Distance Learning (VODL) programme. Effective ODL education should be flexible enough to accommodate science disciplines with practical components. The main challenges with practical work in ODL are that students are geographically scattered and that they come from very different educational backgrounds. In spite of these constraints, there is an equivalence motive as justification for compulsory practical work as a means to put degrees and diplomas in science education awarded through ODL programmes on the same level of achievement as those offered conventionally as they should equally develop practical scientific inquiry and problem solving skills. This Case Study evaluates the use of instructional technologies for science practical work, adopting Kumar et al (2005)’s five-stage model. The research revealed that although lecturers place great value on practical work, in practice they prefer using lecture notes and internet downloads more than other instructional technologies. Research participants do not use online tutoring at all though the philosophy of VODL requires the use of such technologies that support student-centred learning. Open Campus, The University of the West Indies, West Indies N/A 2012-08-31 Peer-Reviewed Article Interpretative, Case Study http://ijedict.dec.uwi.edu/viewarticle.php?id=1497 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en Zimbabwe; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1528 2013-04-20T03:18:23Z issue-34

Using Self-Efficacy to measure primary school teachers’ perception of ICT: results from two studies Fanni, Francesca; Università della Svizzera italiana; francesca.fanni@usi.ch Rega, Isabella; Università della Svizzera italiana; isabella.rega@usi.ch Cantoni, Lorenzo; Università della Svizzera italiana; lorenzo.cantoni@usi.ch Education; Psychology; Community Informatics Teacher Self-Efficacy; Computer Self-Efficacy; Teacher Training; Information and Communication Technology; Impact; Case study The aim of this article is twofold. First, the final results of two research projects, which investigated the impact of Information and Communication Technology (ICT) on primary schools teachers in disadvantaged areas in Brazil (BET k-12) and South Africa (MELISSA), are presented and discussed. Second, the Self-Efficacy construct is proposed as a tool to measure how teachers’ perception of being able to use technology (CSE - Computer Self-Efficacy) affects teachers’ perception of being an effective teacher (TSE - Teacher Self-Efficacy). This article intends to provide data gathered from two case studies in which the Self-Efficacy construct has been applied to measure the impact of ICT in teaching experiences. One out of four surveys confirmed the hypotheses of the abovementioned projects, namely, an increased CSE caused by the improvement of technological skills and a correlation between CSE and TSE. Hence, the authors considered the possibility of creating a new tool to better understand the impact of ICT on teacher training through Self-Efficacy. Open Campus, The University of the West Indies, West Indies Swiss National Science Foundation; Swiss Agency for Development and Cooperation; Swiss Secretariat for Education and Research; University of Cape Town; Cape Peninsula University of Technology; Universidade Federal de Bahia; CEAP – Centro de Estudo e Ass 2013-04-19 Non-Refereed Case Study Quantitative; Survey; Explanatory case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1528 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Brazil; South Africa; 2005-2011; Use of technology; Age; Educational attainment; Teaching experience This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1530 2013-04-20T03:18:23Z issue-34

Building agricultural extension services system supported by ICTs in Tanzania: Progress made, Challenges remain Sanga, Camilius A.; Department of Informatics,Sokoine University of Agriculture; sanga@suanet.ac.tz Kalungwizi, V. J.; Department of Agricultural Education and Extension,Sokoine University of Agricul; vitucekalungwizi@yahoo.com Msuya, C. P.; Department of Agricultural Education and Extension,Sokoine University of Agricul; cat_msuya@yahoo.com Community Informatics radio based system, extension service, ICT, farmer radio voice, Farmer Voice Radio, radio farmer This paper presents the results of the project which aim at building a radio based impact driven small farner extension service system. Early studies show that without fully farmers participation from the initial stage of developing the radio programs up to the final stage of radio programs presentation - they tend to shy away from adopting the good innovations, practices and initiatives (Banjade, 2006).Thus, the research methodology adopted for this research was participatory action research with a triangulation approach. The results shows that small farmers have started playing an effective role in content packaging and presenting in some community radios. This brings a new finding how indigenous knowledge and the knowledge from researchers can be mixed in a harmonously way to improve the livehood of the radio farmers. Open Campus, The University of the West Indies, West Indies the Government of Republic of Tanzania ,Farmer Voice Radio (FVR), Bill and Melinda Gates Foundation ,American Institutes for Research 2013-04-19 Non-Refereed Case Study Participative http://ijedict.dec.uwi.edu/viewarticle.php?id=1530 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Tanzania; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1537 2012-08-31T18:19:19Z issue-32

Shifting pedagogical space: Egyptian educators use of Moodle Richardson, Jayson W.; University of Kentucky, USA; jayson.richardson@uky.edu Finholt-Daniel, Matt; Seward Incorporated, USA; mfinholt@sewardinc.com Sales, Greg; Seward Incorporated, USA; gsales@sewardinc.com Flora, Kevin; University of Kentucky, USA; kevin.flora@uky.edu Education, Information Technology Online Learning This article focuses on exploring the outcomes of an e-learning initiative in Egypt. Researchers conducted training with 17 Egyptian educators on how to build, maintain, and teach using Moodle, an online content management system. The researchers evaluated the outputs of the training using the Technology Adoption Model (TAM) in an effort to assess perceived usefulness and perceived ease of use of this innovation in this particular context. Analysis revealed that trainees were neutral with regard to the ease of learning and using the new skills around Moodle, but perceived long-term usefulness of the training negatively. The lessons learned from this project and suggestions for e-learning in less developed countries are also explored. Open Campus, The University of the West Indies, West Indies 2012-08-31 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1537 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1538 2012-08-31T18:19:19Z issue-32

Editorial: ICT integration and effective use in education Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2012-08-31 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1538 International Journal of Education and Development using ICT; Vol. 8, No. 2 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1541 2013-04-20T03:18:23Z issue-34

Complexity of ICT in education: A critical literature review and its implications Fu, Jo Shan ; National Institute of Education, Singapore; jo-shan@yahoo.com.tw Education; Information Technology ICT; Technology Integration; Barriers and Solutions of ICT use; Teachers’ attitudes and belief on ICT use This review summarizes relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon: (a) the merits of ICT integration in schools; (b) barriers or challenges encountered in the use of ICT; (c) factors influencing successful ICT integration; (d) in-service and pre-service teachers’ attitudes, perceptions, and confidence in the use of ICT; and (e) the importance of school culture on the use of ICT. This review discusses gaps in the literature and the directions in which the future studies may address these gaps. Open Campus, The University of the West Indies, West Indies 2013-04-19 Non-Refereed article http://ijedict.dec.uwi.edu/viewarticle.php?id=1541 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Asia; USA; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1555 2013-12-28T01:18:22Z issue-36

Information systems education in Kenya: Students’ specialization choice trends (a case study of Kenya Polytechnic University College) Ndede-Amadi, Atieno A; Technical University of Kenya, Nairobi, Kenya; anamadi@kekobi.or.ke Information Systems; Education; Information Technology. Specialization, Awareness, Systems Analytical Skills, Joint Admissions Board, Public Universities, University Colleges, Parallel Programmes. 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. Open Campus, The University of the West Indies, West Indies Technical University of Kenya 2013-12-27 Non-Refereed article Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=1555 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Kenya, Africa; First Semester; First year degree male and female students between 18 and 24 years of age. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1558 2013-04-20T03:18:23Z issue-34

‘Digital natives’: An Asian perspective for using learning technologies Kennedy, D.M.; James Cook University Australia, Singapore Campus; david.kennedy@jcu.edu.au Fox, R.; The University of Hong Kong; bobfox@hku.hk Higher Education flexible delivery; blended learning; digital natives; appropriation of technology for learning 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. Open Campus, The University of the West Indies, West Indies University of Hong Kong Research Grant 2013-04-19 Peer-Reviewed Article Quantitative; Survey; Focus groups http://ijedict.dec.uwi.edu/viewarticle.php?id=1558 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Asia; 2010 onwards; University students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1559 2013-04-20T03:18:23Z issue-34

Interactive whiteboard for primary schools in Mauritius: An effective tool or just another trend? Bahadur, Goonesh Kumar Asvin; University of Mauritius, Mauritius; g.bahadur@uom.ac.mu Oogarah, Deorani; Primary School, Mauritius; devioogarah@hotmail.com Education interactive whiteboard, educational learning tool, primary schools, XERTE, authoring tool Mauritius is among the few African countries where the interactive whiteboard has been implemented in all primary schools. This has been possible thanks to the Sankoré project, an initiative of Franco-British Summit and the Government of Mauritius. The interactive whiteboard is an important tool in the classroom as it changes the mode of instruction. Many researches were 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 learning tool 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 information on the interactive whiteboard. The outcome showed that using the interactive whiteboard does not necessarily mean getting better results in assessments. Yet pupils 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. Open Campus, The University of the West Indies, West Indies 2013-04-19 Peer-Reviewed Article action research http://ijedict.dec.uwi.edu/viewarticle.php?id=1559 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Africa; second semester; Professions This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1561 2013-04-20T03:18:23Z issue-34

Doctors online: learning using an internet based content management system Pullen, Darren; University of Tasmania, Australia; Darren.Pullen@utas.edu.au Education; medical education; web-based learning web-based learning, continuin medical education; content management systems The past century has seen spectacular gains in the breadth and depth of medical knowledge, but the potential of these gains has been hampered by a slow system of disseminating knowledge. Over the course of medical education numerous technologies and methods have been used to deliver continuing medical education (CME) to health care professionals (HCPs). These methods have included postal correspondence, two-way radio conferencing, video conferencing and in the last decade the Internet. The emergence of the World Wide Web (WWW) in the early 1990s, coupled with increasing computer processing power, reduced computing costs and more creative content management systems have led to more CME materials and resources going 'online' which has greatly sped up the dissemination of medical knowledge. This study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online CME courses offered by one large Australasian continuing education provider. Open Campus, The University of the West Indies, West Indies self-funded 2013-04-19 Peer-Reviewed Article mixed method action research; case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1561 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Australasian ; second decade of twenty-first century; 41+; male/female; health care profesionals; doctors This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1563 2013-01-01T10:41:51Z issue-33

An approach to learning by construction Bagarukayo, Emily; Makerere University, Uganda; ebagarukayo@yahoo.com Weide, Theo van der ; Radboud University Nijmegen, The Netherlands; tvdw@cs.ru.nl Meijden, Henny van der; Radboud University Nijmegen, The Netherlands; h.vandermeijden@pwo.ru.nl information technology, education Higher Order Cognitive Skills, capacity, infrastructure, learning, constuction This paper proposes an innovative idea for providing affordable, sustainable, and meaningful education for students in Least Developed Countries (LDCs). The authors show how a Digital Learning Environment (DLE) can play a central role in community development. The authors develop and validate an approach for introduction of an ICT education program for HOCS improvement, building capacity and infrastructure in a LDC using the DLE tool. The proposed “Learning by construction” approach, as a mechanism for the effective integration of ICT in the educational process following Bloom’s Taxonomy as a general framework for learning using the DLE is described. It combines sound educational approaches such as cognitive apprenticeship and situated learning with industrial design models to create an interdisciplinary solution that potentially results in job creators, not job seekers. Since there are many infrastructure-deprived educational institutions, financially struggling students, especially in LDCs, the proposed approach is a viable way to provide systematic training in HOCS and KSA for these students. The authors discuss how education itself also plays a role in the introduction of DLE. The overall learning system has not yet been extensively validated by data since there is no learning environment working accordingly. The validity of this approach and its soundness is discussed by describing an introduction plan. Open Campus, The University of the West Indies, West Indies university 2013-01-01 Non-Refereed article qualitative, literary analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1563 International Journal of Education and Development using ICT; Vol. 8, No. 3 (2012) en Africa; LDCs; HOCS improvement, capacity and infrastructure This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1565 2013-01-01T10:41:51Z issue-33

Guest Editorial - Distance Learning Across Continents: What is a 'Traditional Learner' Anyway? Mathew, David; University of Bedfordshire, England; David.Mathew@beds.ac.uk Raiker, Andrea; University of Bedfordshire, England; Andrea.Raiker@beds.ac.uk Open Campus, The University of the West Indies, West Indies 2013-01-01 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1565 International Journal of Education and Development using ICT; Vol. 8, No. 3 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1578 2013-04-20T03:18:23Z issue-34

Integrating problem-based learning with ICT for developing student-teachers’ content knowledge and teaching skill Karami, Mehdi; Shahid Madani University of Azerbaijan, Iran; karami_m58@yahoo.com Karami, Zohreh ; Farhangian University of Hamadan, Iran; karami_z@yahoo.com Attaran, Mohammad ; University of Malaya, Kuala Lumpur, Malaysia; attaran_m@yahoo.com Teacher Education; Information Technology Information and Communication Technology (ICT), Problem-Based Learning (PBL), Content Knowledge, Teaching Skill Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problem-based learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT. Open Campus, The University of the West Indies, West Indies 2013-04-19 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1578 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Iran; Hamadan; Farhangian (Teachers) University; 2011; Second Semester; 20-22 years old; female; Iranian; BA in Elementary Education; single This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1584 2013-04-20T03:18:23Z issue-34

Large-Scale 1:1 Computing Initiatives: An Open Access Database Richardson, Jayson W.; University of Kentucky; jayson.richardson@uky.edu Mcleod, Scott; University of Kentucky; dr.scott.mcleod@gmail.com Flora, Kevin; University of Kentucky; kevinflorauk@gmail.com Sauers, Nick; University of Kentucky; nck0208@gmail.com Kannan, Sathiamoorthy ; University of Malaya; kajohsa@yahoo.com Sincar, Mehmet; University of Gaziantep; mehmetsincar@yahoo.com Education 1-1, laptops, digital divide This article details the spread and scope of large-scale 1:1 computing initiatives around the world. What follows is a review of the existing literature around 1:1 programs followed by a description of the large-scale 1:1 database. Main findings include: 1) the XO and the Classmate PC dominate large-scale 1:1 initiatives; 2) if professional development was conducted within a 1:1 initiatives, it was done at the onset of the project by venders of the hardware; 3) funding for 1:1 initiatives appears to be provided initially but not as a reoccurring expense. Open Campus, The University of the West Indies, West Indies None 2013-04-19 Peer-Reviewed Article Historical and Present Inquiry http://ijedict.dec.uwi.edu/viewarticle.php?id=1584 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en Global; Present day; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1585 2013-01-01T10:41:51Z issue-33

Open content for elearning: Cross-institutional collaboration for education and training in a digital environment Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Kinuthia, Wanjira; Georgia State University, USA; wkinuthia@gsu.edu Richards, Griff; Simon Fraser University, Canada; griff@sfu.ca The University of the West Indies Open Campus and Athabasca University conducted a pilot workshop to see if open educational resources (OER) could be used to construct curricula. UWIOC was interested in increasing distance education offerings and Athabasca University was interested in expanding programming to offer an online graduate program in Instructional Design. A workshop brought a team together to: come to a consensus on the format of module specifications, select appropriate resources, and to report on the feasibility of the approach. The team produced course outlines and specifications for modules using OER. The following were noted: Use of OER sped the aggregation of content; OER are not available for every topic; OER differ from the desired scope and academic level; they vary in media and content quality; and OER that lack clarity of authorship and copyright are difficult to include in courses. Open Campus, The University of the West Indies, West Indies 2013-01-01 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1585 International Journal of Education and Development using ICT; Vol. 8, No. 3 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1586 2013-01-01T10:41:51Z issue-33

Editorial: eLearning technologies and resources in the classroom Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; The University of the West Indies, Barbados, West Indies; waltaylor@cqnet.com.au Welcome to Volume 8 Issue 3 of the International Journal of Education and Development using Information and Communication Technology (IJEDICT) – the final issue for 2012. IJEDICT concentrates on articles concerned with the adoption and evaluation of knowledge tools and resources, especially in developing contexts. This issue brings articles from or about Barbados, Canada, Ghana, Tanzania, and UK. Open Campus, The University of the West Indies, West Indies 2013-01-01 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1586 International Journal of Education and Development using ICT; Vol. 8, No. 3 (2012) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1590 2013-08-28T22:33:45Z issue-35

Exploring the factors influencing the adoption of Open Source Software in Western Cape schools Johnston, Kevin A; University of Cape Town, South Africa; kevin.johnston@uct.ac.za Begg, Shameemah; University of Cape Town, South Africa; Tanner, Maureen; University of Cape Town, South Africa; maureen.tanner@uct.ac.za education, information Systems Open Source Software (OSS); adoption; schools environment; Western Cape; positive influences; negative influences Open Source Software (OSS) presents many benefits to both the private and 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, 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 to 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. Open Campus, The University of the West Indies, West Indies University of Cape Town 2013-08-28 Peer-Reviewed Article Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1590 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1593 2013-08-28T22:33:45Z issue-35

ICT in secondary school administration in rural southern Kenya: An educator’s eye on its importance and use Makewa, Lazarus Ndiku; University of Eastern Africa, Baraton, Kenya; ndikul@gmail.com Meremo, Jackson; University of Eastern Africa, Baraton, Kenya; mejagi@googlemail.com Role, Elizabeth; University of Eastern Africa, Baraton, Kenya; bethrole@gmail.com Role, Jesse ; University of Eastern Africa, Baraton; drjrole@yahoo.com Education; Information Communication Technology Information; Communication; technology; educators; administrators Our intention in this study was to investigate if there was significant difference between the teachers’ and administrators’ perceptions on the importance of ICT in secondary school administration and evaluation of the extent of administrators’ use of ICT in secondary school administration. The researchers used descriptive-comparative research design to obtain information on the current status of the phenomenon to describe ‘‘what existed’’ with respect to variables or conditions under consideration. 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 the extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important and moderately important. Teachers viewed the use of ICT in student administration as important just like administrators. Administrators rated the importance of using ICT in supervision of instruction and in student administration higher. 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. Open Campus, The University of the West Indies, West Indies 2013-08-28 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1593 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1597 2014-05-06T19:07:46Z issue-37

Blended learning in distance education: Sri Lankan perspective Liyanagunawardena, Tharindu R; University of Reading, UK; t.r.liyanagunawardena@reading.ac.uk Adams, Andrew A; Meiji University, Japan; aaa@meiji.ac.jp Rassool, Naz; University of Reading, UK; n.rassool@reading.ac.uk Williams, Shirley A; University of Reading, UK; shirley.williams@reading.ac.uk Education; Information Technology online learning; blended learning;distance education; developing countries The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online for distance education in Sri Lanka was guided by the expectation of cost reduction and the implementation was financed under the Distance Education Modernization Project. The paper presents one case study of a larger multiple case study research that employed an ethnographic research approach in investigating the impact of ICT on distance education in Sri Lanka. Documents, questionnaires and qualitative interviews were used for data collection. There was a significant positive relationship between ownership of computers and students’ ability to use computer for word processing, emailing and Web searching. The lack of access to computers and the Internet, the lack of infrastructure, low levels of computer literacy, the lack of local language content, and the lack of formal student support services at the University were found to be major barriers to implementing compulsory online activities at the University Open Campus, The University of the West Indies, West Indies 2014-05-06 Peer-Reviewed Article Mixed method http://ijedict.dec.uwi.edu/viewarticle.php?id=1597 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en Sri Lanka; ; Undergraduates; sri lankan This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1606 2013-08-28T22:33:45Z issue-35

Persistence and decay of web citations used in theses and dissertations available at the Sokoine National Agricultural Library, Tanzania Sife, Alfred Said; Sokoine University of Agriculture; sifesas@yahoo.com Bernard, Ronald; Sokoine University of Agriculture; berota@suanet.ac.tz Communication Studies; Development Communication; Community Informatics; Information Technology; Information Systems web citations, persistence, decay, theses, dissertations, Tanzania A study was conducted to examine the persistence and decay of web citations in theses and dissertations available at the Sokoine National Agricultural Library. The study focused on those theses and dissertations dated between 2007 and 2011. The study assessed the accessibility status of cited URLs, identified error messages and top domain levels of inaccessible URLs, and calculated the half-life of web citations. Eighty-three theses and dissertations were randomly selected for the study giving a total of 15,468 citations.The findings indicate that there were 1,487 (9.6%) web citations, of which only 625 (42%) citations were accessible. The 404 File Not Found error messages was the most (92.7%) encountered. The top-level domain .com (28.2%) had the greatest number of missing URLs followed by.org (18.9%). The average half-life for the cited URLs in theses and dissertations was 2.5 years. The study findings indicate that although the use of web citations in scholarly writing is increasing, the decay of web citations is also becoming a serious problem. This prevents authors from retrieving the cited information and also raises questions on the long term availability of online information resources. Collaborative efforts are thus required from various actors in order to overcome this problem. Open Campus, The University of the West Indies, West Indies 2013-08-28 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1606 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1609 2014-12-31T14:04:57Z issue-40

Exploring cultural capital in the instructional design process: A case study Russell, Roxanne; University of Phoenix, USA; rockirussell@gmail.com Instructional Design; Cultural Studies multicultural learning; software training; developing countries In this case study, we are able to take a close look at a situation not often encountered in the literature on ICTs in emerging economies: a private company from an emerging economy providing much-needed funding for a consortium in the US non-profit sector. This case study examines this training program by asking: How does cultural capital interact with the instructional design process, as defined by Young’s Culture-Based Model (CBM) framework, in this case of a cross-sector, cross-border training program? Researchers and practitioners concerned with education in a globalized context may consult findings here related to the bi-directional flows of cultural capital and misconceptions about cultural capital across borders and across sectors in this case. Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article Qualitative Case Study http://ijedict.dec.uwi.edu/viewarticle.php?id=1609 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en Asia; India; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1612 2013-12-28T01:18:22Z issue-36

The usage and impact of internet enabled phones on academic concentration among students of tertiary institutions: A study of University of Ibadan, Nigeria. Ezemenaka, Emeka K; Institut Français de Recherche en Afrique (IFRA), Nigeria; emefido85@hotmail.com Education; Sociology;communication studies; Information Technology; Internet enabled phones; The usage of Internet enabled phones has been a 21st century phenomenon that spreads for different purposes and functions. This study looks into the usage and perceived effect implications internet enabled phones have on the academic performance of the tertiary students using University of Ibadan students in Nigeria as a case study. The study was carried out in order to understand and bring to fore if the students’ academic performance is affected due to the time channelled to the phone during class hours which has a general perception as a medium of distractions to students. The retrieval of the information gotten from this study was done with structured questionnaires administered to 200 students to obtain their personal opinions, while 15 in-depth interviews were conducted to have a grounded knowledge opinions of the students simultaneously with the data gathered during the course of this study. The analysis of the students’ perception showed that the internet enabled phone usage does not affect the academic performance of the students but distractions by the usage of phone were notably admitted. Open Campus, The University of the West Indies, West Indies 2013-12-27 Non-Refereed Case Study Qualitative; Interpretive; Quantitaive; Survey/Interview; http://ijedict.dec.uwi.edu/viewarticle.php?id=1612 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Changes and revisions list made by reviewers http://ijedict.dec.uwi.edu/include/getdoc.php?id=5364&public=true Questionnaire http://ijedict.dec.uwi.edu/include/getdoc.php?id=5363&public=true Africa;Asia; India; Sri Lanka; Malaysia; China; Pacific; Americas; Caribbean; South America; Canada; USA; Europe; Australia; New Zealand; ; educational attainment; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1613 2013-12-28T01:18:22Z issue-36

Technology, teachers, and training: Combining theory with Macedonia’s experience Hosman, Laura; Illinois Institute of Technology, USA; laurahosman@gmail.com Cvetanoska, Maja Jagev; YES Network Project, EDC/USAID Macedonia; majcvet@gmail.com Education, Educational Psychology, Development Communication, Information and Communications Technology Computer aided instruction; educational technology; technology teacher training; developing nations; ICT; technology social factors; Macedonia; CBAM Model Numerous developing countries are currently planning or executing projects that introduce technology into their educational systems. This article asserts that such projects will have limited long-term success or impact until they are reconceptualized to incorporate three transformative concepts: teachers play the key role in determining the success or failure of such projects; change is a years-long process and not a one-time event; and teachers need ongoing support to adopt the technology and should be treated as stakeholders in the innovation-adoption process. In the Macedonian nationwide computers-in-schools project herein described, teachers received extremely comprehensive advance training in both computer use and methods of actively incorporating technology into their curriculum and teaching. Still, the majority of teachers were not successfully employing technology in the classroom three years after the training and deployment were carried out. This article applies the Concerns-Based Adoption Model (or CBAM, which describes how individuals’ concerns evolve as they undergo the process of change and how these concerns may be addressed over time) to Macedonia’s experience. CBAM serves as a lens through which to examine ICT-in-education efforts and determine whether they effectively match up with how teachers experience change and where there is room for improvement in such efforts. Open Campus, The University of the West Indies, West Indies The fieldwork informing this paper was supported in part by NSF award IIS-0713074 and by a research grant from the McDowell Center for Global IT Management at the University of North Carolina at Greensboro. 2013-12-27 Peer-Reviewed Article Qualitative, Quantitative; Survey/Interview; Focus Group Discussions http://ijedict.dec.uwi.edu/viewarticle.php?id=1613 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Macedonia; former Yugoslavia; ; primary school teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1614 2013-08-28T22:33:45Z issue-35

Screen reading habits among university students Vandenhoek, Tim; University of Limerick, Ireland; tim.vandenhoek@gmail.com Education; English as a Second/Foreign Language Reading; Screen Reading; English for Academic Purposes Among the numerous areas of education which have been impacted by technology, the growth of reading texts from computer screens is one of the most widespread. This trend is perhaps most evident at universities with academic journal articles increasing being stored and accessed in this format. As with any technological changes, the spread of screen reading presents educators and students with a range of challenges and opportunities. This paper seeks to examine the general preferences and habits of university students when reading academic articles, specifically their use of annotations and other means of interacting with a text. An on-line survey was conducted and the views of 630 students analyzed. The data reveals several tensions in the preferences and habits of these students and suggests that a knowledge gap may exist which could hamper their ability to interact with digital texts. The article ends with a syllabus outline for an academic reading course for non-native speakers (NNS) and suggestions for further research in the area. Open Campus, The University of the West Indies, West Indies 2013-08-28 Peer-Reviewed Article Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1614 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en ; ; University students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1617 2013-08-28T22:33:45Z issue-35

Exploring students acceptance of e-learning using Technology Acceptance Model in Jordanian universities Al-Adwan, Amer samed; Translation and Intercultural Studies; amersamed2004@yahoo.com Al-Adwan, Ahmad samed; IT management; ahmad_samed85@yahoo.com Smedley, Jo; knowledge management and learning using technology; jo.smedley@newport.ac.uk INFORMATION TECHNOLOGY INFORMATION SYSTEMS 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 (often termed e-learning) 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 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 (TAM). 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. Open Campus, The University of the West Indies, West Indies The Applied Science University - JORDAN 2013-08-28 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1617 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en Jordan ; SECOND SEMESTER; educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1623 2013-08-28T22:33:45Z issue-35

A framework for the integration of e-learning in higher education institutions in developing countries Kituyi, Geoffrey Mayoka; Makerere University Business School, Uganda; kimayoka@gmail.com Tusubira, Irene Philper; Makerere University Business School, Uganda; philpertu@yahoo.co.uk Information Technology e-learning integration; e-learning framework; e-learning; blended learning; developing countries 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 and analyzed. In addition, different e-learning frameworks and models were studied and used as benchmarks for purposes of designing the proposed framework. The applicability of the proposed framework was validated with 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 since it 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. 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 in face-to-face lectures; use of videos and audio tapes to play lectures in face-face classes to improve students’ learning experiences; use of guest lecturers on topics covered by students online; provision of textbooks and other reading materials to learners in advance before they start online lectures; training of learners before they start using e-learning systems. Open Campus, The University of the West Indies, West Indies 2013-08-28 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1623 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en table of corrections http://ijedict.dec.uwi.edu/include/getdoc.php?id=5438&public=true Africa; Africa; Male and female students and staff of universities in Uganda This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1626 2013-08-28T22:33:45Z issue-35

Quantity and quality of computer use and academic achievement: Evidence from a large-scale international test program Cheema, Jehanzeb R.; University of Illinois at Urbana-Champaign; jrcheema@illinois.edu Zhang, Bo; University of Wisconsin-Milwaukee; boz@uwm.edu Education; Information Communication Technology Information communication technology; ICT; PISA; OECD; computer use; achievement 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. A weighted 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. Open Campus, The University of the West Indies, West Indies 2013-08-28 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1626 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en USA; Secondary education; age; gender; SES; ICT use This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1629 2013-04-20T03:18:23Z issue-34

Editorial: Learning systems and technologies Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewartmar@gmail.com Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2013-04-19 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1629 International Journal of Education and Development using ICT; Vol. 9, No. 1 (2013) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1637 2013-12-28T01:18:22Z issue-36

A study of the tablet computer’s application in K-12 schools in China Long, Taotao; The University of Tennessee, USA; tlong11@utk.edu Liang, Wexin; Center for Distance Education, Beijing Institute of Education, China; liangwenxin2013@163.com Yu, Shengquan; College of Educational Technology, Beijing Normal University, China; ysqetc@163.com Education mobile learning; developing countries 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. Open Campus, The University of the West Indies, West Indies 2013-12-27 Peer-Reviewed Article Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1637 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en China; half a year; Chinese; K-12 school This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1644 2013-12-28T01:18:22Z issue-36

Using multimedia technology to build a community of practice: pre-service teachers’ and digital storytelling in South Africa Chigona, Agnes; Cape Peninsula University of Technology; chigonaa@cput.ac.za Education; Information technology multimedia technology; digital storytelling; community of practice; pre-service teachers Employing the theory of Community of Practice (CoP), this paper shows how the use of multimedia led a group of pre-service teachers to build a community of practice in the process of completing their individual digital stories for assessment. The paper is focused on a group of diverse pre-service teachers doing their final year at a teacher education institution in Cape Town. The study used a qualitative research approach to collect and analyse data to answer the question: How can the use of multimedia in a diverse classroom lead to building a community of practice. The data were gathered using focus group interviews with the pre-service teachers and also their written reflections on their experience on using multimedia tools to produce digital stories. Analysis of the data collected shows that the use of the multimedia tools in the diverse classroom to develop digital stories and the stories themselves led to the building of a community. The pre-service teachers were able to understand one another hence building the respect and understanding one another’s culture. The pre-service teachers stated that the exposure to the project skilled them somehow to be able to handle multicultural classrooms which they are most likely to be teaching. Open Campus, The University of the West Indies, West Indies 2013-12-27 Peer-Reviewed Article qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1644 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en South Africa; ; pre-service teachers from a diverse backgrounds, both male and female This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1645 2013-12-28T01:18:22Z issue-36

Gifting computers to a poor school in Nepal: Beyond the Bling Raven, John M; Higher Colleges of Technology, United Arab Emirates; jraven@hct.ac.ae Education, Information Technology, Cultural Studies developing countries, digital divide, social appropriation of technology Donating computers to schools in poorer communities with the altruistic hope of bridging some kind of “digital-divide” by providing access to modern technologies may seem commendable. Critics, however, would argue that these actions are ineffective, primarily serving the interests of the donators and may even damage the community. This paper reflects upon this controversy using, as a case study, one charitable project in Nepal that involved the donation of a set of computers to a remote high school that the author has been involved with. Open Campus, The University of the West Indies, West Indies Children of the Mountain Charity 2013-12-27 Non-Refereed Case Study Qualitative, Participative http://ijedict.dec.uwi.edu/viewarticle.php?id=1645 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Asia, Nepal, Africa, Americas, Europe; 2010 - 2013; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1648 2013-12-28T01:18:22Z issue-36

Factors enabling the use of technology in subject teaching Cubukcuoglu, Begum; Eastern Mediterranean University, North Cyprus; begum.cubukcuoglu@emu.edu.tr Education; Information and Communication Technologies;Secondary Education Teachers ICT use; ICT in teaching; enablers in ICT integration; improving classroom teaching 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. Open Campus, The University of the West Indies, West Indies 2013-12-27 Peer-Reviewed Article Case Study; Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1648 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en ; First and Second Semester; volunteer subjecct teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution 3.0 License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1669 2014-05-06T19:07:46Z issue-37

Critical success factors for adoption of web-based learning management systems in Tanzania Lwoga, Edda T; Muhimbili University of Health and Allied Sciences, Tanzania; tlwoga@gmail.com Education; Information Technology; Information Systems; Web-based learning management system, e-learning systems, IS success model, Tanzania, Africa This paper examines factors that predict students' continual usage intention of web-based learning content management systems in Tanzania, with a specific focus at Muhimbili University of Health and Allied Science (MUHAS). This study sent a questionnaire surveys to 408 first year undergraduate students, with a rate of return of 66.7This study adapted the information system success (ISS) model, and it used structural equation modelling (SEM) for data analysis. The results show that quality-related factors (instructor and system) were a key predictor of perceived usefulness and user satisfaction, and that information quality was found to significantly affect perceived usefulness. Further, perceived usefulness was a key determinant of user satisfaction, which in turn predicted continual usage intention of students within the e-learning system under the analysis. The researcher’s paper is among the few exploratory studies that examines constructs of IS success model in the e-learning systems in sub-Saharan Africa, and Tanzania in particular, and presents e-learning success factors that should be of value to higher learning institutions management, e-learning systems designers and providers, and instructors when planning and implementing e-learning projects in the region and beyond. Open Campus, The University of the West Indies, West Indies 2014-05-06 Peer-Reviewed Article case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1669 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en Africa; Second semester; Among the 272 respondents, 58.8% (n=160) were male and 41.2% (n=112) were female. The average age was 24 years old, with most respondents aged between 18 and 26 years (81.2%, n=221). More than half of students were registered for doctor of medicine progra This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1678 2014-05-06T19:07:46Z issue-37

The impact of computer and mathematics software usage on performance of school leavers in the Western Cape Province of South Africa: a comparative analysis. Spencer-Smith, Garth; University of Cape Town, South Africa; gspsmith@gmail.com Hardman, Joanne C; University of Cape Town, South Africa; joanne.hardman@uct.ac.za education computer assisted learning In this study the impact of computer immersion on performance of school leavers Senior Certificate mathematics scores was investigated across 31 schools in the EMDC East education district of Cape Town, South Africa by comparing performance between two groups: a control and an experimental group. The experimental group (14 high schools) had access to computers since 2001 while the control schools received computers between 2006 and early 2007. That is, the experimental schools could be expected to be more immersed in computer technology than the control schools. Findings indicated that there was no significant difference between the final Senior Certificate mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Senior Certificate Mathematics; and no significant change in Higher Grade Maths enrolment rates. This finding points to the need for caution in the implementation of ICT’s into schools as a potential panacea for mathematical failure in our context. Recommendations for further, qualitative work to provide a more nuanced picture of computer usage, should be made. Open Campus, The University of the West Indies, West Indies 2014-05-06 Peer-Reviewed Article quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1678 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en South Africa; entire year; 31 high schools in EMDC east region of Cape Town, RSA This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1683 2013-08-28T22:33:45Z issue-35

Editorial: ICT and e-learning in secondary and tertiary education Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; The University of the West Indies, Barbados, West Indies; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2013-08-28 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1683 International Journal of Education and Development using ICT; Vol. 9, No. 2 (2013) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1684 2014-05-06T19:07:46Z issue-37

Prevalence of online reading among high school students in Qatar: Evidence from the Programme for International Student Assessment 2009 Cheema, Jehanzeb R.; University of Illinois at Urbana-Champaign, USA; jrcheema@illinois.edu Education; Information Communication Technology Online reading; Qatar; PISA; analysis of covariance; ICT; computer use Recent research has suggested presence of a significant relationship between prevalence of online reading and reading literacy. In this study we examined the prevalence of online reading among 15-year old students in Qatar using a nationally representative sample of 8,089 students. Bivariate and multivariate analyses were conducted at the item and scale levels in order to understand the relationship of online reading activities with computer use for schoolwork and entertainment, and demographic differences such as gender, grade and socioeconomic status. Our results suggest small but significant differences in mean online reading between boys and girls. Online reading was found to be strongly associated with both entertainment- and schoolwork-related use of computers at home but weakly associated with computer use at school. Implications were discussed. Open Campus, The University of the West Indies, West Indies 2014-05-06 Peer-Reviewed Article Survey; Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1684 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en Qatar; High school; Gender; SES; computer use; online reading This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1687 2013-12-28T01:18:22Z issue-36

The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana Thomas, Troy Devon; University of Guyana, Guyana; troy.thomas@uog.edu.gy Singh, Lenandlar; University of Guyana, Guyana; lenandlar.singh@uog.edu.gy Gaffar, Kemuel; University of Guyana, Guyana; kemuel.gaffar@uog.edu.gy Mobile Learning; Educational Technology; Learning Technology mobile learning; UTAUT; higher education; technology adoption 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. Open Campus, The University of the West Indies, West Indies University of Guyana 2013-12-27 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1687 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Response to the Reviewers' Comments http://ijedict.dec.uwi.edu/include/getdoc.php?id=5538&public=true Caribbean; Second Semester; University Students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1689 2013-12-28T01:18:22Z issue-36

The prospect of animated videos in agriculture and health: A case study in Benin Bello-Bravo, Julia; University of Illinois at Urbana-Champaign, USA; juliabb@illinois.edu Dannon, Elie; International Institute for Tropical Agriculture, Benin; E.Dannon@cgiar.org Agunbiade, Tolulope Adebimpe; University of Illinois at Urbana Champaign, USA; agunbia1@illinois.edu Tamo, Manuele; International Institute for Tropical Agriculture, Benin; m.tamo@cgiar.org Pittendrigh, Barry Robert; University of Illinois at Urbana Champaign, USA; pittendr@illinois.edu Education; Development Communication; Information Technology Animated Videos, Cell-Phones, Benin, Neem, Cholera, Malaria Prevention Cell-phone ready educational videos, translated into local languages, are a very 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. Open Campus, The University of the West Indies, West Indies 2013-12-27 Peer-Reviewed Article Action Research; Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1689 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Rebuttal to reviewers' comments http://ijedict.dec.uwi.edu/include/getdoc.php?id=5541&public=true Africa; Benin; 2012; age; gender; educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1690 2013-12-28T01:18:22Z issue-36

Students’ experiences and challenges of blended learning at the University of Dar es Salaam, Tanzania Mtebe, Joel S; University of Dar Es Salaam, Tanzania; jmtebe@gmail.com Raphael, Christina; University of Dar Es Salaam, Tanzania; christin.raphael@gmail.com Blended learning; Education; ICT in Education Blended Learning; eLearning; elearning in Tanzania; distance learning Recent developments in Information and Communication Technologies (ICTs), especially eLearning, have heightened the need for University of Dar es Salaam (UDSM) to supplement on-campus 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. Open Campus, The University of the West Indies, West Indies University of Dar es Salaam, Tanzania and University of Tampere, Finland 2013-12-27 Peer-Reviewed Article Qualitative;Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1690 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Tanzania;Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1694 2014-05-06T19:07:46Z issue-37

ICT-based, cross-cultural communication - a methodological perspective Larsen, Niels; Kijani Institute, Denmark; niladk5@gmail.com Bruselius-Jensen, Maria; Steno Health Promotion Center, Gentofte, Denmark; mbuj@steno.dk Danielsen, Dina; Steno Health Promotion Center, Gentofte, Denmark; ddil@steno.dk Nyamai, Rachael Kaki; Parliament of Kenya, The National Assembly; rkakinya@yahoo.com Otiende, James Elijah; Kenyatta University; didaxisfriends@yahoo.co.uk Aagaard-Hansen, Jens; Steno Health Promotion Center, Gentofte, Denmark; jxah@steno.dk Communication, cross-cultural studies, health promotion, education, ICT Co-learning, cross-cultural communication, health promotion, ICT, participation, self-reflection, social learning. The article discusses how cross-cultural communication based on information and communication technologies (ICT) may be used in participatory health promotion as well as in education in general. The analysis draws on experiences from a health education research project with grade 6 (approx. 12 years) pupils in Nairobi (Kenya) and Copenhagen (Denmark) addressing the topic of physical activity in everyday life. The article outlines a sequence of educational events (the Cross-Cultural Communication (3C) model) comprising exchange of letters, recording and exchange of films and Skype communication sessions interchanging with reflection sessions in the classes. The educational rationale for using cross-cultural communication is that meeting the unfamiliar (different children, cultures, schools and contexts) leads to curiosity and reflection about one’s own situation; and subsequently that reflectivity builds action competence. In the present case study, 3C was used as a means of health promotion, but the approach may be used in relation to almost any topic. The 3C model is discussed in relation to theories of co-learning, knowledge guiding and sharing and genuine participation. The article discusses methodological potentials and challenges. Open Campus, The University of the West Indies, West Indies Steno Health Promotion Center is supported by Novo Nordisk. However, the work is not influenced by commercial interests. Thus, the authors declare no conflicts of interest. 2014-05-06 Non-Refereed Case Study Action research, Participatory research, Qualitative research, Reflectivity http://ijedict.dec.uwi.edu/viewarticle.php?id=1694 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en Kenya, Denmark, Africa, Europe; presence; children, culture, education, methodology, ICT, This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1699 2013-12-28T01:18:22Z issue-36

Can e-learning promote participation of female students in STEM disciplines in higher learning institutions of Tanzania? Sanga, Camilius A; Sokoine University of Agriculture, Tanzania; camiliusanga@yahoo.com Magesa, M; Sokoine University of Agriculture; Chingonikaya, E E; Sokoine University of Agriculture; Kayunze, K K; Sokoine University of Agriculture; community informatics,information technology higher education institution, female students, promotion, participation, science, technology, mathematics, e-learning 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. Open Campus, The University of the West Indies, West Indies FAWE 2013-12-27 Peer-Reviewed Article qualitative and quantitative (i.e. mixed) http://ijedict.dec.uwi.edu/viewarticle.php?id=1699 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en Tanzania; ; gender, educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1716 2014-08-31T02:46:07Z issue-39

Anakuran: A Path to Education for Children of Migrant Construction Workers Pal, Satarupa Dutta; Tata Institute of Social Sciences, Mumbai, India; datta.satarupa@gmail.com Education ICT; education; children; construction workers; innovation ‘If you cannot go to school, the school comes to you.’ Project Anakuran is an innovative design which seeks to provide formal education through Information and Communication Technology (ICT) to the children of migrant construction labourers based at medium and large construction sites in urban locale. The study addresses right to free and compulsory education for children in the age-group of 6 to 14 years in purview of the implementation of the Right to Education Act 2010. It is also an initiative to promote public-private partnership to fulfil the second Millennium Development Goal aiming to achieve universal primary education by the year 2015. Open Campus, The University of the West Indies, West Indies 2014-08-30 Non-Refereed Case Study Innovative Framework http://ijedict.dec.uwi.edu/viewarticle.php?id=1716 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en India; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1731 2014-05-06T19:07:46Z issue-37

Determining distance education students’ readiness for mobile learning at University of Ghana using the Theory of Planned Behaviour Tagoe, Michael Ayitey; University of Ghana, Ghana; mchltgoe@yahoo.co.uk Abakah, Ellen ; University of Ghana, Ghana; papellen@yahoo.com Distance Education; Information Technology; Social Change m-learning; m-readiness; higher education; m-learning adoption; technology The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. This study investigated University of Ghana Distance Education students’ perceptions toward mobile learning. The paper using the theory of planned behaviour (TPB) explained how students’ beliefs influenced students’ intention to adopt m-learning. Findings from the study showed that most of the students had mobile phones, and used them for conversation and texting. Young students were more likely to have smart phones that their older colleagues. Factor analysis was further conducted which showed strong loadings of factors such as intentions and perceived behavioural control confirming that the TPB explained the students’ m-learning readiness very well. Thus, attitude, subjective norm and behavioural control influenced students’ intention to adopt m-learning. The results provide valuable information on ways to implement m-learning programmes incorporating the voice and needs of students. Open Campus, The University of the West Indies, West Indies 2014-05-06 Peer-Reviewed Article quantitative; survey/interview http://ijedict.dec.uwi.edu/viewarticle.php?id=1731 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en Africa; Ghana; Second semester; age, gender, educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1735 2013-12-28T01:18:22Z issue-36

E-social Astuteness skills for ICT-supported equitable prosperity and a capable developmental state in South Africa Mitrovic, Zoran; University of the Western Cape; zmitrovic@uwc.ac.za Taylor, Wallace J; The Information Society Institute; wallace.j.taylor@gmail.com Sharif, Mymoena; e-Skills Institute; Mymoena@doc.gov.za Claassen, Walter T; Research Network for e-Skills; walterclaassen@gmail.com Wesso, Harold; e-Skills Institute; Harolda@doc.gov.za Education; Information and CommunicationTechnologies; Sociology; ICT4D; Information and communication technologies (ICT), information management, decision making, equitable prosperity, e-skills, e-astuteness, e-social astuteness. Over 350 national and international delegates at the 2nd 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. Open Campus, The University of the West Indies, West Indies 2013-12-27 Peer-Reviewed Article Theory development http://ijedict.dec.uwi.edu/viewarticle.php?id=1735 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en South Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1744 2014-05-06T19:07:46Z issue-37

Promoting proper education for sustainability: An exploratory study of ICT enhanced Problem Based Learning in a developing country Roy, Amit; University of Eastern Finland; amitroy.mailbox@gmail.com Kihoza, Patrick D.; Nelson Mandela African Institution of Science and Technology, Arusha-Tanzania.; pdkihoza@gmail.com Suhonen, Jarkko; University of Eastern Finland; jarkko.suhonen@uef.fi Vesisenaho, Mikko; University of Jyväskylä, Finland; mikko.vesisenaho@jyu.fi Tukiainen, Markku ; University of Eastern Finland; markku.tukiainen@uef.fi Education; Information Technology in education; Pedagogical framework social appropriation of technology; blended learning One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and grows the skills needed to pro-actively search for possible solutions. Through this study, we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework Children as Agents of Social Change (CASC) as a possible vehicle to facilitate proper education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not being done. We created a locally contextualized video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to environmental education. Open Campus, The University of the West Indies, West Indies 2014-05-06 Peer-Reviewed Article Design research; Mixed-method; http://ijedict.dec.uwi.edu/viewarticle.php?id=1744 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en Response to Reviewers Comments http://ijedict.dec.uwi.edu/include/getdoc.php?id=5827&public=true Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1747 2014-08-31T02:46:07Z issue-39

Different modes of digital learning object use in school settings: Do we design for individual or collaborative learning? Akpinar, Yavuz; Boğaziçi University, Turkey; Akpinar@boun.edu.tr educational technology; Information Technology Learning object, Collaboration object, Learning environment, Instructional design The aim of the studies reported in this paper is to gain classroom based empirical evidence on the learning effectiveness of learning objects used in two types of study settings: Collaborative and individual. A total of 127 seventh and ninth grade students participated in the experiments. They were assigned into one of the study modes and worked with one of the four learning objects. The pretest and post test measures and observation data showed that though the learning objects were primarily developed for individual use, they may also help students working in peers. The comparison among different study modes did not strongly favor any of the study modes. However, the study provided evidence that using the learning objects in different modes is possible and designing and developing learning objects for the use of multiple modes is crucial. Implications on collaborative learning objects are discussed. Open Campus, The University of the West Indies, West Indies Boğaziçi university 2014-08-30 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1747 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en Asia; 2011-12; grade 7, and grade 9, suburban samples This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1748 2014-08-31T02:46:07Z issue-39

A model for integrating ICT into teacher training programs in Bangladesh based on TPCK Khan, Shahadat Hossain; University of Sydney, Australia; skha8285@uni.sydney.edu.au Education and ICT ICT integration; Teacher-training; knowledge-content-technology. The discovery of modern technology is compelled teachers to encounter new challenges in their teaching. Therefore, there is an increasing demand for professional development programs to include ICT along with pedagogy and substantial (content) knowledge into teaching-learning context. In this paper, the author presents a model for integrating ICT for teacher training programs in Bangladesh, which is based on Technology Pedagogy Content knowledge (TPCK) model. Firstly, this study shows that how teachers can undertake three different phases for improving their use of technology to facilitate effective instruction. This proposed model investigates pedagogical and contextual (specific subject content) issues that are required to consider for effective use of ICT into teacher training programs. It focuses on the challenges of using ICT in professional development programs in Bangladesh. This study secondly, concentrates on conclusive suggestions to implement the proposed model. It is expected that this article might be beneficial for the teachers, trainers, policymakers and other educators who are directly and indirectly accountable for teachers’ professional development programs for introducing ICT in Bangladesh. Finally it concludes with emerging research issues and offers pertinent guidelines in the context of Bangladesh. Open Campus, The University of the West Indies, West Indies 2014-08-30 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1748 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en Asia; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1749 2013-12-28T01:18:22Z issue-36

Editorial: Integrating technology in teaching Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; The Information Society Institute, South Africa; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2013-12-27 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1749 International Journal of Education and Development using ICT; Vol. 9, No. 3 (2013) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1752 2014-08-31T02:46:07Z issue-39

Disposition of students to Online counselling: The Obafemi Awolowo University, Nigerian experience. Adebowale, Olusegun Fatai; Obafemi Awolowo University, Ile-Ife, Nigeria; oluadefat@yahoo.com Information Technology, Education , Psychology. An online guidance and counselling services was established at the Obafemi Awolowo University in December, 2010. This study was designed to examine the undergraduates’ disposition to the online counselling services after 24 months. It also investigated the prevalent disposition, dispositional types and distribution of students across the types. 1200 undergraduates of the University participated in the study comprising 900 students who made use of the site during the period and 300 students who were selected by proportionate stratified random sampling from the students’ hostels and two clusters off campus. The instruments for the study were the OAU online counsellors software purposefully developed for this study, an online feedback questionnaire and a self-constructed questionnaire. Data collected were analysed using simple percentages, RSI, ANOVA, Factor, cluster and discriminant analyses. The results showd that students were mostly (94.9%) favourably disposed to online counselling services in OAU, particularly in form of trust (44.4%), curiosity (31.9%) and enthusiasm (13.9%). Although, the students’ disposition was not affected by their age and level in the university, sex and their awareness of the weblink significantly influenced their disposition to online counselling. Open Campus, The University of the West Indies, West Indies Nil 2014-08-30 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1752 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en Questionnaire on OAU undergraduates dispostition to online counselling http://ijedict.dec.uwi.edu/include/getdoc.php?id=5696&public=true ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1755 2014-06-14T19:49:23Z issue-38

Ten Guiding Principles for Designing Online Modules that Involve International Collaborations Porcaro, David S; Seward Incorporated; dporcaro@sewardinc.com Carrier, Carol; University of Minnesota; carrier@umn.edu Education Collaborative Design; Culture; Guiding Principles; Instructional Design; International; Project Management As ideas and personnel flow across borders, there are many opportunities for instructional designers to collaboratively design online modules with international teams. These collaborations can take many shapes, as varying levels of localization and within-team communication are employed. This paper looks at ten guiding principles that are shaping the work of an online module development project for training inservice teachers in Jordan. These principles can be effectively applied to a variety of cross-national collaborations for a wide range of settings. Open Campus, The University of the West Indies, West Indies USAID Cooperative Agreement No. 278-A-00-09-00305 2014-06-14 Non-Refereed notes Participative http://ijedict.dec.uwi.edu/viewarticle.php?id=1755 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en Ten Guiding Principles (APA version) http://ijedict.dec.uwi.edu/include/getdoc.php?id=5707&public=true Jordan; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1758 2014-12-31T14:04:57Z issue-40

Technology-supported classroom for collaborative learning: Blogging in the foreign language classroom Domalewska, Dorota; Rangsit University, Thailand; dorota@outlook.co.th Education blog; collaborative learning; technology-supported learning; Foreign Language Learning; web 2.0 This study examined the phenomenon of blogging as a technologically enhanced support to develop interaction and interrelatedness among learners in a foreign language course. A corpus of 62 blog entries and 30 comments the bloggers left on each other’s blogs were analyzed to find out whether blog may be used to promote connectivity and collaboration among students. The findings of the study revealed interaction between bloggers was limited; thus, the study indicates the restricted use of blog as a tool promoting collaboration in the foreign language classroom. Furthermore, the results identified some of the problems related to technology-based learning and teaching. Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article Content Analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1758 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en Thailand; 5-week Foundation Course; content analysis of blog entries This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1764 2014-06-14T19:49:23Z issue-38

Unsystematic Technology Adoption in Cambodia: Students’ Perceptions of Computer and Internet Use Richardson, Jayson W.; University of Kentucky; jayson.richardson@uky.edu Nash, John; University of Kentucky; john.nash@uky.edu Flora, Kevin L; University of Kentucky; kevin.flora@uky.edu Education Student Use; Survey; Cambodia; Internet; Computers; Perceptions This study was designed to understand how upper secondary school students in Cambodia perceive the use of computers and the Internet. Data were collected from students in three urban upper secondary schools (n=1,137) in Cambodia using questionnaires. The data indicate that the more exposure a Cambodian student had to computers and the Internet the more favorable their attitudes were toward these technologies. Additionally, students with limited exposure to these technologies were more likely to have increased anxiety about using such technologies. The findings are discussed using Rogers’ conceptualization of the Diffusion of Innovations theory. This study is the first of its kind aimed at understanding the perceptions and use of digital technology by Cambodian upper secondary students. Open Campus, The University of the West Indies, West Indies 2014-06-14 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1764 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en Cambodia; Current; 1000+ high school students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1766 2014-06-14T19:49:23Z issue-38

Increasing Student Engagement in Math: The use of Khan Academy in Chilean Classrooms Light, Daniel; Education Development Center: Center for Children and Technology; dlight@edc.org Pierson, Elizabeth; Education Development Center: Center for Children and Technology; epierson@edc.org Education and ICT Blended learning; Khan Academy; Mathematics Khan Academy, an online platform offering educational videos and exercises in different content areas, has awakened intense interest among foundations, multilateral organizations, policy makers, and educators about how this tool can help meet the educational challenges facing countries around the world. With support from Intel, Education Development Center (EDC) researchers sought to understand how this technology fits into the complex realities of schools in a developing country. In August of 2013, researchers traveled to Santiago, Chile to conduct research in five schools where teachers are using Khan Academy. We found that the way Khan Academy functions as a digital learning environment changes the ways and the degree to which students engage with and are engaged by the math content; it also changes the way teachers and students interact with each other. Even though the use of Khan Academy may plant the seeds of deeper pedagogical changes such as mastery learning or differentiated instruction, teachers did not need to change their entire teaching model to start using it. Khan Academy’s straightforward approach of providing an endless bank of practice exercises makes it an inviting and universally adaptable tool across different types of teachers, classrooms, and countries. Open Campus, The University of the West Indies, West Indies Intel 2014-06-14 Peer-Reviewed Article Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1766 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en South America; Chile; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1768 2014-06-14T19:49:23Z issue-38

Planning and Evaluating ICT in Education Programs Using the Four Dimensions of Sustainability: A Program Evaluation from Egypt Pouezevara, Sarah R.; RTI International; spouez@rti.org Mekhael, Sabry W.; RTI International; sabry_w@yahoo.com Darcy, Niamh M.; RTI International; ndarcy@rti.org Education; Information Technology Egypt; ICT in Education; Hardware; Infrastructure; Maintenance and Support This paper presents the findings from a program evaluation of an ICT in education project within the USAID-funded Girls Improved Learning Outcomes (GILO) program. The evaluation uses a framework of four dimensions of ICT sustainability to examine the appropriateness of the design and implementation of the project, which provided simple, relevant technology to 166 schools in Upper Egypt. Project implementation, as described in this article, was carried out with a view towards both rapid and efficient rollout and long-term sustainability. The evaluation study aimed to determine the extent to which the ICT component inputs were still in place and being used by the school and community one year after direct project support had ended. The findings suggest that ICT in education projects must favor neither the hardware nor the pedagogical aspects of the technology. Instead they layer the pedagogical use of technology on top of a deliberate technology infrastructure. The technical and pedagogical aspects of the program should be treated as two distinct efforts with separate, but complementary goals. Paying attention to social, political, economic, and technological dimensions during the process can make a difference in sustainability and, ultimately, success of the initiative. Open Campus, The University of the West Indies, West Indies USAID; RTI International 2014-06-14 Peer-Reviewed Article Qualitative and Quantitative; Survey; Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=1768 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en Egypt; 2008-2013; project beneficiaries This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1771 2014-06-14T19:49:23Z issue-38

Sustaining a Nepali Telecenter: An Ethnographic Study Using Activity Theory Lee, Jeffrey Chih-Yih; Azusa Pacific University; jeff003@msn.com Sparks, Paul; Pepperdine University; Paul.Sparks@pepperdine.edu Education; Technology; Anthropology Telecenter; Nepal; ICT; Ethnography; Activity Theory; Tensions While advances have made it possible for the average Nepali to access mobile phones, computers, and digital cameras, barriers continue to impede access. Like other governments, Nepal responded in 2004 by creating about 80 telecenters to push sustainable technology to its people. Five years later, most telecenters struggle with sustainability. This ethnographic study explores tensions youth face when using a telecenter located in Sankhu, Nepal, a Newari village 20 kilometers southeast of Kathmandu. To understand the complex tensions, an ethnographic approach was adopted as the method for data collection. Given the nature of the problem, Activity Theory was used as a framework for analyzing and understanding the tensions. Tensions are categorized in order of frequency as they appeared in the data. Major tensions included gender norms, generational distrust, lack of awareness, and funding. Moderate tensions included lack of training and time. Minor tensions were location, power, and connectivity. Open Campus, The University of the West Indies, West Indies 2014-06-14 Peer-Reviewed Article Ethnographic; qualitative; Activity Theory http://ijedict.dec.uwi.edu/viewarticle.php?id=1771 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en Asia; ongoing; age, gender, ethnicity, culture, caste This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1775 2014-06-14T19:49:23Z issue-38

Revisioning Information and Communication Technology (ICT4D) at Comparative & International Education Society (CIES): A five-year account (2009 ~ 2013) Kang, Haijun; Kansas State University, USA; hjkang@ksu.edu Education, Information Communication Technology, Comparative Education ICT; ICT4D SIG; Development Trend; CIES; Educational Technology; Comparative Education; International The purpose of this paper is to provide an account of how Information and Communication Technology (ICT) has evolved as a key topic and research area at the Comparative and International Education Society (CIES) conference. The past five years’ CIES conference papers with an ICT component are reviewed for common development trends, opportunities, and challenges. The findings include: 1) ICT has a strong presence at CIES; 2) Countries from Asia, Africa and Northern America regions have been the major contributors to CIES; 3) Educational institutions, private and professional organizations and companies have been the key ICT4D players at CIES; 4) The interaction between ICT and other areas has been established; 5) ICT4D SIG is suggested to further claim its role of connecting, building, and strengthening ICT4D community of practice at CIES. Recommendations are also made for the development of a broad research agenda for the field to grow and mature in this connected global ICT context. Open Campus, The University of the West Indies, West Indies 2014-06-14 Peer-Reviewed Article Content Analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1775 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en Africa; Asia; Europe; Latin America and the Caribbean; Northern America; and Oceania; 2009 ~2013; Comparative & International Education Society (CIES) This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1776 2014-06-14T19:49:23Z issue-38

ICT and Instructional Innovation: The Case of Crescent Girls’ School in Singapore Shear, Linda; SRI International; linda.shear@sri.com Tan, Chen Kee; Crescent Girls' School; tan_chen_kee@crescent.edu.sg Patel, Deepa; SRI International; deepa.patel@sri.com Trinidad, Gucci; SRI International, USA; gucci.trinidad@sri.com Koh, Richard; Crescent Girls' School; Richard_koh@crescent.edu.sg Png, Stephanie; Crescent Girls' School; Png_Xiufang_Stephanie@crescent.edu.sg Education; Information Technology 21st Century Learning; Lesson Design; ICT for Learning; Teacher Professional Development; School Support Structures; Distributed Leadership This paper describes a global professional development program called 21st Century Learning Design (21CLD), which helps teachers design academic lessons that integrate opportunities for students to develop 21st Century competencies in a variety of dimensions such as collaboration, knowledge construction, and the powerful use of ICT for learning. The framework and tools of 21CLD are grounded in learning science research, promoting aspects of these dimensions that have been shown to tie to deeper learning. The paper highlights the example of Crescent Girls’ School in Singapore, which is implementing this program school-wide as a next step on its longstanding journey to leverage ICT for instructional innovation. Critical aspects of the school’s supportive ecosystem include a clear and consistent vision for teaching and learning, strong teacher ownership and a common language of discourse, distributed leadership, and the use of ICT to support teacher professional development and lesson design. The paper describes results for teaching and learning through a Communicative Arts lesson that leverages place-based ICT tools for student knowledge construction. Although Crescent Girls’ School is unusually well resourced and has a strong history of ICT use for learning, this case offers lessons that apply equally well for earlier-stage explorations into ICT. Open Campus, The University of the West Indies, West Indies Crescent Girls' School; Microsoft 2014-06-14 Peer-Reviewed Article Action Research; Qualitative; Case Study http://ijedict.dec.uwi.edu/viewarticle.php?id=1776 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en Singapore; ; Secondary school; girls This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1777 2014-06-14T19:49:23Z issue-38

ICT Oriented Toward Nyaya: Community Computing in India’s Slums Byker, Erik Jon; Stephen F. Austin State University; bykerej@sfasu.edu Education; Sociology; Information Technology; Social and Technological Studies Bangalore; community computing; concientization; educational technology; Freire; India; nyaya; Sen; Social Construction of Technology Theory (SCOT) In many schools across India, access to information and communication technology (ICT) is still a rare privilege. While the Annual Status of Education Report in India (2013) showed a marginal uptick in the amount of computers, the opportunities for children to use those computers has remained stagnant. The lack of access to ICT is especially common in India’s urban slum areas, which is privy to the “Matthew Effect” where the poor become poorer based in part on the scarcity of high-tech resources. This article’s purpose is to describe and report on ICT program interventions that target young people living in India’s slums. Specifically, the article examines a case study of a grassroots effort, called the community computing model, in Bangalore, India. Using Amartya Sen’s work on nyaya and Paulo Freire’s work on concientization, the article explains how this model of community computing infused and developed a social justice oriented and deeper “critical consciousness” of the slum community where this computer center was situated. Open Campus, The University of the West Indies, West Indies Michigan State University's Graduate School; Michigan State University's International Programs 2014-06-14 Peer-Reviewed Article Case Study Research; Ethnographic http://ijedict.dec.uwi.edu/viewarticle.php?id=1777 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en India; Current; modern day Inida; The study’s child participant sample is 13 elementary aged kids, who are at the fifth grade age range (10 and 11 years old). The study’s educator participant sample is 5 educators, who all live in the same community as the students, and range in age This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1779 2014-06-14T19:49:23Z issue-38

Sociotechnical Narratives in Rural, High-Poverty Elementary Schools: Comparative Findings from East Texas and South India Byker, Erik Jon; Stephen F. Austin State University; bykerej@sfasu.edu Education; Sociology; Information Technology; Social and Technological Studies comparative research; elementary schooling; ICT; India; poverty; rural schools; sociotechnical narratives; Social Construction of Technology Theory (SCOT) The article’s purpose is to compare case studies of computer technology use at two rural elementary schools across two international settings. This study uses the Social Construction of Technology (SCOT) theory to guide this comparative investigation of how elementary school teachers and students in East Texas and South Asia construct meaning for computer technology. Building off of SCOT theory, the article also introduces the term, “sociotechnical narratives” as part of the analysis of the meaningful descriptions of ways that social groups use tools in relationship to their wider social context. The article found that even though the two settings, East Texas and Rural Karnataka, are about as far apart geographically as they are culturally, similar sociotechnical narrative emerged. The sociotechnical narrative includes: (1) A shared hope in the opportunity and possibilities with computer technology, (2) the development of literacy skills, and (3) similarity in knowledge tasks for the future. The study’s comparative research design provides greater depth in analyzing the meaning and uses for computer technology among students and teachers in rural, high-poverty areas across international contexts. Open Campus, The University of the West Indies, West Indies Michigan State University's Graduate School; Michigan State University's International Programs; James I. Perkins College of Education; Marylyn Perkins Buie Research Associate Grant 2014-06-14 Peer-Reviewed Article Case Study Research; Ethnographic http://ijedict.dec.uwi.edu/viewarticle.php?id=1779 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en India, United States; Current; modern day India and the United States; Grade 5 students and teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1793 2014-12-31T14:04:57Z issue-40

Synchronous e-learning: Reflections and design considerations Tabak, Filiz; Towson University, USA; tabak@towson.edu Rampal, Rohit ; State University of New York, USA; rramp001@plattsburgh.edu Management Education Collaboration, Synchronous, Online Learning, Teaching with Technology This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In particular, the paper asserts that instructors should take into account relative advantage, compatibility, complexity, and risk attributes of new technologies before incorporating them to their courses. Further, it is important to evaluate organizational support availability such as financial resources and managerial support. In realizing team work for course projects that require group interactions, synchronous online conferencing can be very valuable, and even preferable, for students since it overcomes limitations of space, time, and distance. Future research should explore benefits, challenges, and outcomes of synchronous online discussions. Comparisons to implementation and design considerations of “asynchronous” virtual learning environments such as discussion board forums could be beneficial as asynchronous virtual discussions seem to be more commonly used in supplementing traditional course designs. Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article Qualitative, http://ijedict.dec.uwi.edu/viewarticle.php?id=1793 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en USA; ; 18-21 year olds, 65 percent male This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1807 2014-08-31T02:46:07Z issue-39

Investigating students’ behavioural intention to adopt and use mobile learning in higher education in East Africa Mtebe, Joel S; University of Dar es Salaam, Tanzania; jmtebe@gmail.com Raisamo, Roope; University of Tampere, Finland; roope.raisamo@uta.fi eLearning; education;Mobile learning; Mobile learning acceptance; technology adoption Mobile learning; Mobile learning acceptance; technology adoption Recent penetration of mobile technologies and its services in East Africa has provided a new platform for institutions to widen access to education through mobile learning. Mobile technologies provide learners with flexibility and ubiquity to learn anytime and anywhere via wireless Internet. However, far too little research has been conducted to investigate factors that contribute towards students' adoption and use of mobile learning in East Africa. We applied the Unified Theory of Acceptance and Use of Technology (UTAUT) model to investigate students’ behavioural intention to adopt and use mobile learning in higher education in East Africa. A sample of 823 students selected from five higher learning institutions was collected and tested against the research model using regression analysis. The results showed that, four factors: performance expectancy, effort expectancy, social influence, and facilitating conditions had significant positive effects on students’ mobile learning acceptance with performance expectancy being the strongest predictor. These findings will enable those who are involved in the implementation of mobile learning to develop mobile services that are relevant and acceptable to learners in higher education in East Africa. Open Campus, The University of the West Indies, West Indies University of Dar es Salaam, University of Tampere 2014-08-30 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1807 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en East africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1809 2014-08-31T02:46:07Z issue-39

E-counselling implementation: Students’ life stories and counselling technologies in perspective Kolog, Emmanuel Awuni; University of Eastern Finland; emmanex1063@yahoo.com Sutinen, Erkki; University of Eastern Finland; erkki.sutinen@uef.fi Vanhalakka-Ruoho, Marjatta ; ; marjatta.vanhalakka-ruoho@uef.fi Information Technology e-counselling implementation Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The purpose is to use the findings as a basis to develop a digital counselling platform in our next study. Again, the study is intended to serve as a reference guide for researchers when designing a digital counselling platforms for senior high schools. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write their own life stories subjectively. The content of the data was qualitatively analyzed. After that, students’ financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. Nevertheless, students were optimistic about the intended idea of a digital counselling game. The study also showed that students have little knowledge about the use of ICT in counselling and only uses email as a digital tool for counselling delivery. Open Campus, The University of the West Indies, West Indies 2014-08-30 Peer-Reviewed Article Qualitative content analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=1809 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en Africa; ; Students' life stories and counselling technologies This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1816 2014-05-06T19:07:46Z issue-37

Editorial: Critical success factors for ICT usage in learning Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; The Information Society Institute (TISI), South Africa; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2014-05-06 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1816 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1826 2014-05-11T06:16:57Z issue-37

Volume 10, Issue 1: Front Pages , ; ; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2014-05-11 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=1826 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1827 2014-05-11T06:52:47Z issue-37

Volume 10, Issue 1: Complete Issue (5.5 MB) , ; ; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2014-05-11 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=1827 International Journal of Education and Development using ICT; Vol. 10, No. 1 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1828 2014-06-14T19:49:23Z issue-38

The Effect of Using XO Computers on Students’ Mathematics and Reading Abilities: Evidences from Learning Achievement Tests Conducted in Primary Education Schools in Mongolia Yamaguchi, Shinobu; Tokyo Institute of Technology; yumeyume@tkb.att.ne.jp Sukhbaatar, Javzan; Institute of Finance and Economics; jsukhbaatar8@hotmail.com Takada, Jun-ichi; Tokyo Institute of Technology; takada@ide.titech.ac.jp Dayan-Ochir, Khishigbuyan; World Bank Mongolia; khishid@gmail.com Education; Information Technology; Educational Development OLPC; Primary Education; National Assessment Test; Math Skills; Reading Skills In 2008, Mongolia took part in One Laptop per Child (OLPC) project. Since that time, over 10,000 students in grades 2-5 in 43 primary education schools are using XO computers. This paper presents the findings of a study conducted in 2012 to evaluate the impact of the OLPC initiatives on students’ literacy and math skills. This study covered 14 primary schools, of which 7 received XO computers and other 7 did not receive XOs. The schools were located in four provinces and two districts of Ulaanbaatar city of Mongolia. Over 2,000 5th grade students in these 14 schools were tested on Math and Reading skills, based on items from the 2008 National Primary Education Assessment. In addition to these tests, students were asked to respond to a questionnaire, which consisted of demographic and ICT-related questions and computer attitude measure for young student instrument. The findings of the study indicate that the use of XO may have enhanced students reading skills controlling for students gender, math scores, and hours spent for watching TV, doing homework and earning money. Open Campus, The University of the West Indies, West Indies 2014-06-14 Peer-Reviewed Article quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1828 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en Asia; 2008-2012; educational atainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1833 2014-06-14T19:49:23Z issue-38

Guest Editorial: Special Issue of Comparative & International Education Society (CIES) ICT4D Special Interest Group Richardson, Jayson W.; University of Kentucky; jayson.richardson@uky.edu Lee, Jeffrey; ; jeff003@msn.com Open Campus, The University of the West Indies, West Indies 2014-06-14 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1833 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1834 2014-12-31T14:04:57Z issue-40

Creation of audiovisual presentations as a tool to develop key competences in secondary-school students: A case study in science class Ezquerra, Ángel; Complutense University of Madrid, Spain; angel.ezquerra@edu.ucm.es Manso , Javier; Complutense University of Madrid, Spain; jmansolorenzo@gmail.com Burgos, Mª Esther; Complutense University of Madrid, Spain; esther.bur.j@gmail.com Hallabrin, Carla; Complutense University of Madrid, Spain; ccheyenne.hz@gmail.com New curricular plans based on key competences create the need for new educational proposals that allow their development. This article describes a proposal to develop key competences through project-based learning. The project's objective is the creation of a digital video. The following study was carried out with students in their final two years of non-mandatory secondary-school, in the subject of “Physics and Chemistry”. The students created didactic documentary videos describing different aspects of kinematics. The planning of the project focused on to involve the students in all steps of the process, in order to be able to evaluate the competences developed during each part of the project. The results showed an important improvement in both the digital and science competences. It was also shown that the necessary stages to create an audiovisual presentation involve the use of the competences related to communication, personal initiative or learning to learn; this provides an opportunity for the student to develop said capacities. Open Campus, The University of the West Indies, West Indies 2014-12-31 Non-Refereed article http://ijedict.dec.uwi.edu/viewarticle.php?id=1834 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1837 2014-12-31T14:04:57Z issue-40

Measurement invariance of the UTAUT constructs in the Caribbean Thomas, Troy Devon; Univerity of Guyana; troy.thomas@uog.edu.gy Singh, Lenandlar; Univerity of Guyana; lenandlar.singh@uog.edu.gy Gaffar, Kemuel; Univerity of Guyana; kemuel.gaffar@uog.edu.gy Thakur, Dhanaraj; University of the West Indies, Mona Campus, Jamaica; dhanaraj.thakur@uwimona.edu.jm Jackman, Grace-Ann; University of the West Indies, Cave Hill Campus, Barbados; grace-anne.jackman@cavehill.uwi.edu Thomas, Michael; University of the West Indies, Open Campus; michael.thomas@open.uwi.edu Gajraj, Roger; University of the West Indies, St. Augustine Campus, Trinidad; roger.gajraj@gmail.com Allen, Claudine; University of Technology, Jamaica; claudine.alicia.allen@gmail.com Tooma, Keron; Northern Caribbean University; keron.tooma@ncu.edu.jm Education; Psychology; Methodology; Measurement Error UTAUT; measurement invariance; Caribbean; mobile learning; technology adoption; higher education This article employs confirmatory factor analysis to evaluate the factorial validity and the cross-national comparability of the UTAUT constructs with respect to mobile learning in higher education in four Caribbean countries. Except for the measurement of one factor, the UTAUT constructs exhibit adequate reliability and validity. Though full metric invariance is not achieved, cross-national comparisons of the regression relationships among the factors are still possible. In addition, non-invariant item intercepts also affect the comparisons of the factor means. Partial scalar invariance is required. Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article Web Survey; Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1837 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en Caribbean; ; Students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1843 2015-05-01T03:17:58Z issue-41

Constructing categories for educational technology professionals Woo, David James; University of Hong Kong, Pokfulam, Hong Kong; wootangnd@yahoo.com Education; Comparative and International Education; Educational Technology higher education; technologists; technology coordinators; educational technology professionals, IT workers This literature review highlights the tension between cohesiveness and incoherence in operationalizing categories of educational technology professionals. Literature on learning technologists, educational technologists, e-learning technologists, information and communications technology coordinators and information technology coordinators was analyzed through a multilevel model of comparative education to address to what degree these educational technology professionals are similar units of analysis. Cohesiveness and incoherence within and between these categories by geographical and organizational levels, non-locational demographic groups and aspects of education and society was teased out. A degree of cohesiveness in operationalizing educational technology professionals was illustrated when the categories were framed as technologists and technology coordinators. However, ambiguity and incoherence were demonstrated particularly when attempting to locate an educational technology professional at a precise intersection of geographical and organizational levels, non-locational demographic groups and aspects of education and society. Researchers and practitioners can operationalize new categories of educational technology professionals by addressing ambiguity and incoherence within these educational technology professional categories. The review raises methodological implications and the need to establish valid constructs. It also raises the question of whether such categorization is necessary and worthwhile in an age of technological and professional change. Open Campus, The University of the West Indies, West Indies 2015-04-30 Non-Refereed article Literature review; multilevel model of comparative education http://ijedict.dec.uwi.edu/viewarticle.php?id=1843 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en United Kingdom, Australia, North America, Denmark, Singapore, Hong Kong, South Africa; ; Geographical/organizational levels; non-locational demographic groups; aspects of education and society This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1844 2014-06-14T19:49:23Z issue-38

Editorial: Special Issue of Comparative & International Education Society ICT4D Special Interest Group Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2014-06-14 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1844 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1845 2014-12-31T14:04:57Z issue-40

Students’ experiences of learning in a virtual classroom: An Activity Theory perspective Gedera, Dilani S. P.; University of Waikato, New Zealand; Dilani.Gedera@wintec.ac.nz Education; E-learning; Tertiary education E-learning; online learning; ICT Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, current practices of e-learning are not without constraints and criticisms. This paper seeks to develop an understanding of students’ experiences and their perspectives of learning with the specific online learning technology of Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This paper includes some of the findings of the research and a discussion on how the synchronous technology— Adobe Connect virtual classroom, used in an online learning environment affected students’ active participation in e-learning activities. Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1845 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en New Zealand; 2012 first semester; local and international This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1848 2014-06-14T19:49:23Z issue-38

Volume 10, Issue 2: Front Pages , ; ; Open Campus, The University of the West Indies, West Indies 2014-06-14 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=1848 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1849 2014-06-14T19:49:23Z issue-38

Volume 10, Issue 2: Complete Issue (3.9 MB) Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2014-06-14 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=1849 International Journal of Education and Development using ICT; Vol. 10, No. 2 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1860 2014-12-31T14:04:57Z issue-40

Frontrunners in ICT: Kenyan runners’ improvement in training, informal learning and economic opportunities using smartphones Hansson, Per Olof; Linköping University, Sweden; per-olof.hansson@liu.se Jobe, William; Stockholm University, Sweden; william@dsv.su.se Information Technology Mobile learning; informal learning; smartphones; Kenyan runners; ICT4D; M4D The primary aim of this research was to study how mobile technology shapes, changes, and develops informal learning outside the classroom and school environment. In this study we provided each of the 30 Kenyan elite runners with a simple Android smartphone and free Internet for one year. This research project was a developmental intervention with a participatory action research approach, and aimed to facilitate innovation and examine how the runners developed their training, informal learning, and economic opportunities using a smartphone. Logs and tracking of smartphone usage recorded quantitative data, and interviews and participatory observations gathered qualitative data. Key findings were that the smartphone improved the runners’ training and race performance and created business opportunities. Second, a smartphone with an Internet connection empowered marginalized groups and augmented informal learning opportunities. Third, that a smartphone was not a significant technological hurdle for impoverished or uneducated individuals. Fourth, the participants were able to learn with little or no guidance or scaffolding. Fifth, the tracking log data indicated both a breadth and depth to individual learning. This participatory action research made a significant impact on the participants’ lives and the most common statement from the interviews was the statement “it helps us a lot”. Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1860 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1866 2014-12-31T14:04:57Z issue-40

Evaluation of a pilot project on information and communication technology for rural education development: A Cofimvaba case study on the educational use of tablets Phiri, Acheson Charles AC; Council for Scientific Industrial Research (CSIR) in Southern Africa, South Afri; cphiri@csir.co.za foko, Thato; CSIR Meraka Institute of Technology, South Africa; Tfoko@csir.co.za Mahwai, Nare; CSIR Meraka Institute of Technology, South Africa; nmhwai@csir.co.za Keywords: Information and Communication Technology, ICT for development, rural development, technology acceptance model, Education, Learning, interpretivism In an endeavour to find solutions to the country’s improving but ailing education the South African government through some of its department is attempting to find out if the introduction of technology in the class room has the promised potential to improve teaching and learning. The paper is based on a pilot study currently underway in Cofimvaba in Eastern Cape Province where tablets have been introduced in a number of schools to teachers. The paper used Cofimvaba ICT4RED initiative as a case study. The main research methodology is qualitative multiple case study research with interpretivism as philosophy. Results were gathered though the use of questionnaires which were handed out to teachers. The respondents have accepted the technology and started using it in their professional and personal circumstances. This is another important step towards improvement of education in poorly resourced schools. Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1866 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1868 2015-05-01T03:17:58Z issue-41

Information and communication technologies to raise quality of teaching and learning in higher education institutions Njoku, Chris Prince Udochukwu; University of Nigeria, Enugu State, Nigeria; udochukwu.njoku@unn.edu.ng Education; Information and Communication Technology information and communition technology; e-learning; educational technology; technology enhhanced learning; teaching; learning; ict in education; instructional aids This paper aims to help higher education teachers know, and be able to deploy, certain information and communication technologies (ICTs) towards shifting from teacher-centred pedagogy to learner-centred instruction for increased quality of teaching and learning. Theories and many practices have emerged that have faulted teacher-centred classrooms common in educational institutions, especially in developing countries. The argument is that teacher-centred approach to delivering subject contents does not produce the calibre of school leavers and graduates the twenty-first century society needs. This argument has necessitated a longstanding call for a shift to student-centred teaching and collaborative learning. Many ICTs play a critical role in this direction, but are either unknown for the role or unutilized. The paper highlights many benefits of integrating these technologies into teaching and learning, as proved by projects in elementary and high schools. It then lists ICTs that can be used successfully in higher education, explains what they are, and shows how and evidence of use. They include Web-blogs, wikis, e-mail, social networking Web sites, social bookmarking Web sites, mobile phones, presentation software and digital cameras. The paper concludes with suggestions of what can be done to implement their use as integral to the entire higher education effort. Open Campus, The University of the West Indies, West Indies 2015-04-30 Non-Refereed Case Study http://ijedict.dec.uwi.edu/viewarticle.php?id=1868 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en Developing countries; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1874 2014-12-31T14:04:57Z issue-40

Effectiveness of Web Quest Strategy in acquiring geographic concepts among Eighth Grade Students in Jordan AL-Edwan, Zaid Suleiman; Al-Balqa Applied University, Jordan; z_aludwan@yahoo.com education Web Quest Strategy;Geographic concepts; Eighth Basic Grade This study aimed at identifying the Effectiveness of using Web Quest Strategy in acquiring the geographic concepts among eighth grade students in Jordan. The study individuals consisted of (119) students in the scholastic year 2013-2014. Four sections were randomly selected from two schools divided into experimental and control groups. They were distributed to the experimental group that consisted of (58) male and female students taught by Web Quest Strategy, and a control group that consisted of (61) male and female students taught by the traditional method. To achieve the study objectives, teaching plans were prepared according to the Web Quest Strategy and testing the acquisition of the geographic concepts. The study results showed the presence of differences with statistical significance at significance level (α =0.05) between the means of the students’ scores on the test acquiring the geographic concepts’ attributed to the teaching method in favor of the experimental group. But the results did not reveal the presence of differences with statistical significance between the means of the students’ scores on the test acquiring the geographic concepts’ by the eighth basic grade students attribute to the gender variable or to the interaction between the teaching method and gender Open Campus, The University of the West Indies, West Indies Al- Balqa Applied University (BAU) during the academic year 2013-2014 2014-12-31 Peer-Reviewed Article semi - experimental method http://ijedict.dec.uwi.edu/viewarticle.php?id=1874 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en Effectiveness of Web Quest Strategy in Acquiring the Geographic Concepts among Eighth Grade Students http://ijedict.dec.uwi.edu/include/getdoc.php?id=6071&public=true jordan; the academic year 2013-2014; gender This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1894 2014-12-31T14:04:57Z issue-40

The effect of computer based instructional technique for the learning of elementary level mathematics among high, average and low achievers Afzal, Muhammad Tanveer; Allama Iqbal Open University, Islamabad, Pakistan; mtapk@hotmail.com Gondal, Bashir Muhammad; Punjab Examination Commission, Pakistan; Fatima, Nuzhat; IMCG Korang Town, Islamabad, Pakistan; Educational Technology Mathematics Education, Teaching Technologies, High and Low Achievers, Teacher facilitated Software Technique and Computer Based Teaching The major objective of the study was to elicit the effect of three instructional methods for teaching of mathematics on low, average and high achiever elementary school students. Three methods: traditional instructional method, computer assisted instruction (CAI) and teacher facilitated mathematics learning software were employed for the teaching of three chapters of six class mathematics textbook (Integers, Algebra and Geometry). Interactive software was developed, using the contents of these three chapters. Two urban and two rural schools were selected containing a male and a female school. Seventy eight students from each of the four randomly selected schools were randomly selected and assigned in to three groups. On the basis of pre-test the students were identified as low, average and high achievers. After the treatment a post test was conducted. The score of the students were analyzed that revealed teacher facilitated mathematics instructional method produced better score when compared with CAI and traditional instructional methods of teaching mathematics for low and average achievers, but no significant difference was observed between instructional techniques for high achievers. It raises the questions; why instructional techniques not affected the high achievers scores? What kind of provisions may be added in the next version of the instructional software? Open Campus, The University of the West Indies, West Indies 2014-12-31 Peer-Reviewed Article Experimental http://ijedict.dec.uwi.edu/viewarticle.php?id=1894 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en Pakistan; Elementary Level; 11-13 Years students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1895 2014-08-31T02:46:07Z issue-39

Using the UTAUT model to analyze students’ ICT adoption Attuquayefio, Samuel NiiBoi; Methodist University College, Ghana; samuel_Attuquayefio@yahoo.com Addo, Hillar; University of Professional Studies, Ghana; Education;Information Technology Effort Expectancy; Performance Expectancy Social Influence; Facilitating Conditions; Behavioural Intentions; Use Behaviour This paper seeks to provide further understanding of issues surrounding acceptance of information and communication technology (ICT) by students of tertiary institutions. The Unified Theory of Acceptance and Use of Technology (UTAUT) model Venkatesh et al (2003) was employed by the researchers to determine the strength of predictors for students’ intention to accept and use ICT for learning and research. Questionnaires were administered to 400 students in the Social Studies and Business Administration Faculties of Methodist University College, Ghana, with 345 returned, a 86% return rate. Analysis of Moments Structures (AMOS) 20 and Statistical Package for the Social Sciences (SPSS) 16 were used to analyze the data collected. The measurement and structure model was appraised using Structural Equation Modeling. Effort Expectancy (EE) (0.4, p <.05) significantly predicted Behavioural Intention(BI) to use ICT, while Social influence (SI) and Performance Expectancy (PE) were statistically insignificant, as was Behavioural Intention (BI) on Use Behaviour (UB). However, Facilitating Conditions (FC) (β=.26, p <.01) significantly influenced UB. We recommend that future studies should include students from other faculties and multiple universities for more reliable results and conclusions Open Campus, The University of the West Indies, West Indies Methodist University College Ghana 2014-08-30 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1895 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1898 2014-08-31T02:46:07Z issue-39

Editorial: ICT adoption and use in training, learning and counselling Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2014-08-30 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1898 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1899 2014-08-31T02:46:07Z issue-39

Volume 10, Issue 3: Front Pages , ; ; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2014-08-30 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=1899 International Journal of Education and Development using ICT; Vol. 10, No. 3 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1906 2015-05-01T03:17:58Z issue-41

Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students Albugami, Sultan Saad; Salford University, UK; me_vip_1@hotmail.com Ahmed, Vian; Salford University, UK; v.ahmed@salford.ac.uk Information Communication and Technology (ICT) in Education Head Teachers’ Perceptions, Saudi Arabia Secondary schools, ICT in Education The role of Information Communication and Technology (ICT) in education is undisputed globally. However, although Saudi Arabia government has invested heavily in the ICT sector in education, the progression has often been disappointing. The barriers hindering the successful implementation of ICT in Saudi Arabia remain serious questions for decision-makers and educators alike. The purpose of this study is to determine the barriers and examine factors affecting the successful implementation of ICT in Saudi secondary schools. A sample of 11 participants from three secondary schools in Jeddah city were selected through purposeful techniques comprising of headmasters, teachers, students and some directors of ICT in the Ministry of Education. Using questionnaire guide, participants were interviewed. To analyse the obtained results from the in-depth interviews, interpretive and thematic techniques are used. The results show that ICT was perceived as an important tool in improving performance, collaboration, learning experience and learning outcomes. However, various challenges affect the application of ICT in Saudi secondary schools. The barriers included lack of space, resources, maintenance, and lack of teachers and head-teachers’ skills in ICT. Furthermore, the level of teacher competency, training, and lack of clear ICT policies showed a negative impact on integration of ICT in schools. This study recognized aspects that sustain and obstruct ICT application in learning. Therefore, this data will notify decision-makers in Saudi Arabia about the current situation affecting implementation of ICT in secondary schools. Open Campus, The University of the West Indies, West Indies Saudi cultural bureau in UK and King Abdulaziz University 2015-04-30 Peer-Reviewed Article a cross sectional, case study strategy, combining qualitative mono-method choices and in-depth interview techniques http://ijedict.dec.uwi.edu/viewarticle.php?id=1906 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en Saudi Arabia Secondary school, Jeddah city. ; Third year; The sample are: headteachers, teachers and students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1916 2015-05-01T03:17:58Z issue-41

Community outreach projects as a sustainable way of introducing information technology in developing countries Zlotnikova, Irina I.Y.; Botswana International University of Science and Technology, Botswana; i_zlot@yahoo.com van der Weide, Theo Th.P.; Radboud University, Nijmegen, Netherlands; tvdw@cs.ru.nl Education, Information Technology Community Outreach Project; knowledge bridge; e-readers; sustainability; information technology; developing country The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania. Open Campus, The University of the West Indies, West Indies 2015-04-30 Peer-Reviewed Article Case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1916 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en Change Log http://ijedict.dec.uwi.edu/include/getdoc.php?id=6109&public=true Tanzania; Second Semester; Students from the Nelson Mandela African Institution of Science and Technology (NM-AIST) Arusha, Tanzania; Students from Radboud University Nijmegen, The Netherlands This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1921 2015-05-01T03:17:58Z issue-41

Blended learning innovations: Leadership and change in one Australian institution Mirriahi, Negin; University of New South Wales, Australia; negin.mirriahi@unsw.edu.au Alonzo, Dennis; University of New South Wales, Australia; d.alonzo@unsw.edu.au McIntyre, Simon ; University of New South Wales, Australia; s.mcintyre@unsw.edu.au Kligyte, Giedre; University of New South Wales, Australia; g.kligyte@unsw.edu.au Fox, Bob; University of New South Wales, Australia; bobfox@unsw.edu.au Education academic development; professional development, course design; blended learning; online learning; MOOC This paper reports on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complimentary academic development initiatives that can inform strategies undertaken by other institutions internationally. First, an academic development program was redesigned and delivered in blended mode to provide academics with the experience of learning in a blended environment to raise awareness of effective strategies. Second, an accredited postgraduate course for academic staff on the subject of educational design was redesigned to focus on strategies for online and blended course design and delivered fully online to raise awareness of online learning benefits. Third, a Massive Open Online Course (MOOC), titled Learning to Teach Online (LTTO), was developed to offer professional development opportunities to teaching staff at the higher education institution, as well as to a wider international audience of educators. The tri-fold professional development strategies reported in this paper provide academics with an opportunity to interact, mentor, and share knowledge with one another, alongside experiencing online and blended learning to better meet the challenge of improving academics’ digital literacy and enhancing effective online and blended learning opportunities for students. Open Campus, The University of the West Indies, West Indies 2015-04-30 Peer-Reviewed Article Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1921 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en Australia; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1931 2015-05-01T03:17:58Z issue-41

MLCMS actual use, perceived use, and experiences of use Asiimwe, Edgar Napoleon; Örebro University; ena@du.se Grönlund, Åke; Örebro University; ake.gronlund@oru.se Information Systems; Information Technology; Education Mobile learning; LCMS; MUELE; TAM; Mobile phones Mobile learning involves use of mobile devices to participate in learning activities. Most e-learning activities are available to participants through learning systems such as learning content management systems (LCMS). Due to certain challenges, LCMS are not equally accessible on all mobile devices. This study investigates LCMS actual use, perceived use and user experiences of LCMS use on mobile phones at Makerere University in Uganda. The study identifies challenges pertaining to use and discusses how to improve LCMS use on mobile phones. Such solutions are a cornerstone in enabling and improving mobile learning. Data was collected by means of focus group discussions, an online survey designed based on the Technology Acceptance Model (TAM), and LCMS log files of users’ activities. Data was collected from two courses where Moodle was used as a learning platform. The results indicate positive attitudes towards use of LCMS on phones but also huge challenges which are technical in nature. Open Campus, The University of the West Indies, West Indies Örebro University 2015-04-30 Peer-Reviewed Article Qualitative; Quantitative; Survey/Interview; Interpretive http://ijedict.dec.uwi.edu/viewarticle.php?id=1931 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en Africa; one semester; Mobile technology use; Learning management systems use This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1933 2015-05-01T03:17:58Z issue-41

Students’ perception of blended learning environment: A case study of the University of Education, Winneba, Kumasi-Campus, Ghana Gyamfi, Samuel Adu; University of Education, Winneba, Ghana; sagyamfi@uew.edu.gh Gyaase, Patrick Ohemeng; Catholic University College of Ghana, Fiapre, Ghana; pkog@cug.edu.gh Education; Information and Communications Technology; Blended Learning Blended learning environment, formative experiment, intervention, perception The increasing utilization of Information and Communications Technology (ICT) in addressing various societal needs has catalysed the need to deploy this all important tools in education in developing countries to address the need of the increasing student enrolment in universities. This study was conducted to assess students’ perception of blended learning environment. The blended learning environment was designed on a Moodle platform using an adaptation of the practical enquiry model. This intervention was designed to ensure that the benefits of both online and face-to-face learning environment were harnessed for the achievement of set pedagogical goals. The study used formative experiment with 75 first year university students who were studying Communication Skills (CS) and their lecturers as the participants. The experiment was carried out over two semesters at the University of Education, Winneba Kumasi Campus. The findings showed positive perceptions of student on the blended learning environment. However, the problem of slow Internet connectivity and lack of Internet access for some of the students outside the university campus hindered the effectiveness of the blended learning environment for a few students. Open Campus, The University of the West Indies, West Indies 2015-04-30 Peer-Reviewed Article Formative Experiment; Mixed Methods http://ijedict.dec.uwi.edu/viewarticle.php?id=1933 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en Africa; Ghana; First and Second Semesters; 18-50 years; male and female; undergraduates; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1935 2014-12-31T14:04:57Z issue-40

Agro-students’ appraisal of online registration of academic courses in the Federal University of Agriculture Abeokuta, Ogun State Nigeria Lawal-Adebowale, Okanlade Adesokan; Federal University of Agriculture, Ogun State, Nigeria; deboakals@yahoo.com Oyekunle, Olalekan; Federal University of Agriculture, Ogun State, Nigeria; lekbidoye@yahoo.com Education and ICT Online registration tool, course registration, appraisal of eduportal, agro-students, With integration of information technology tool for academic course registration in the Federal University of Agriculture, Abeokuta, the study assessed the agro-students’ appraisal of the online tool for course registration. A simple random sampling technique was used to select 325 agro-students; and validated and reliable questionnaire was used for collection of data on the study objectives. Results of the analysis data showed that the use of online registration tool was appraised valuable for convenient course for registration (× ̅ = 4.47; SD = 0.682), reduction of attendant stress/rigour of manual course registration (× ̅ = 4.59; SD = 0.573), guaranteed eligibility to write examination on registered courses (× ̅ = 4.06; SD = 0.992) and creation of database for students’ record of registered courses (× ̅ = 4.03; SD = 0.993). The Spearman’s rho correlation analysis of the study hypothesis showed a significant and positive association between the agro-students’ appraisal of online registration of academic courses and their academic performance (r = 0.155, p < 0.05); educational background (r = 0.128, p < 0.05); mode of entry into FUNAAB (r = 0.127, p < 0.05). The linear regression analysis showed that the students’ appraisal of the online tool for registration of courses was significantly determined by their frequency of usage of the eduportal (β = 2.185, p < 0.01). It was thus concluded that online registration of academic courses in FUNAAB is a worthwhile development, and recommended that it should be sustained; and the students should be well trained on usage of the eduportal in order to develop skilful and efficient use of the online tool for registration of their academic courses. Open Campus, The University of the West Indies, West Indies None 2014-12-31 Peer-Reviewed Article Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1935 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en Africa, Nigeria; second semester; Agricultural students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1955 2015-01-24T09:35:14Z issue-40

Editorial: ICT in education: Reflections, evaluation and design Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; The Information Society Institute (TISI), South Africa; Open Campus, The University of the West Indies, West Indies 2015-01-24 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1955 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1956 2015-01-24T11:47:49Z issue-40

Volume 10, Issue 4: Front Pages , ; ; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2015-01-24 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=1956 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1957 2015-01-24T12:40:32Z issue-40

Volume 10, Issue 4: Complete Issue (4.6 MB) , ; ; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2015-01-24 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=1957 International Journal of Education and Development using ICT; Vol. 10, No. 4 (2014) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1958 2015-09-01T02:57:37Z issue-42

Exploring the use of ICTs in learning and disseminating livestock husbandry knowledge to urban and peri-urban communities in Tanzania Angello, Consolata; Sokoine University of Agriculture, Tanzania; ckangello@yahoo.com Community informatics; information studies ICTs; developing countries; Tanzania; community development; livestock husbandry; This paper discusses the importance of various Information and Communication Technologies (ICTs) in learning and disseminating relevant information on livestock husbandry in Tanzania. The paper is part of a study that investigated the extent of use of ICTs by urban and peri-urban livestock keepers and how access and dissemination of livestock information could be improved through use of ICTs. Mixed method approach was the methodology used in the study whereby quantitative and qualitative data were gathered. The findings of this study revealed that different types of ICTs were used by urban livestock keepers to learn and disseminate livestock information though some ICTs e.g. mobile phones were used more (92.1%) than other ICTs e.g. radio (21.7%) and television (24.6%). Internet was used by very few livestock keepers (2.4%) due computer illiteracy. It was concluded that ICTs are important tools for learning and dissemination livestock husbandry knowledge, but their use is hindered by several factors including unawareness of the radio and television programmes and lack of computer skills. Policy implications of the study include improvement of the telecommunications services and ICT infrastructure by the government through relevant bodies in order to facilitate more access and dissemination of information through mobile phones, radio, television and the Internet. Open Campus, The University of the West Indies, West Indies The German Academic Exchange Programme (DAAD): Sokoine University of Agriculture 2015-08-31 Peer-Reviewed Article Survey; qualitative; quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1958 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Africa; Tanzania; ; Urban Livestock keepers; peri-urban livestock keepers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1966 2015-09-01T02:57:37Z issue-42

A narrative approach to studying the diversification of inquiry learning across instructional settings Rutten, Nico; University of Utrecht, the Netherlands; n.p.g.rutten@uu.nl van Joolingen, Wouter R.; University of Utrecht, the Netherlands; w.r.vanjoolingen@uu.nl Haverkamp-Hermans, Gerdi G.N.; University of Bayreuth, Germany; gerdi.haverkamp-hermans@uni-bayreuth.de Bogner, Franz X.; University of Bayreuth, Germany; franz.bogner@uni-bayreuth.de Kretschmer, Thomas; University of Duisburg-Essen, Germany; thomas.kretschmer@icb.uni-due.de Stracke, Christian M.; University of Duisburg‐Essen, Germany; christian.stracke@uni-due.de Lameras, Petros; Coventry University, UK; plameras@cad.coventry.ac.uk Chioccariello, Augusto; Consiglio Nazionale Delle Ricerche, Italy; augusto@itd.cnr.it Doran, Rosa; Nucleo Interactivo de Astronomia, Portugal; rosa.doran@nuclio.pt Tiemann, Rüdiger; Humboldt-Universität zu Berlin, Germany; ruediger.tiemann@chemie.hu-berlin.de Kastrinogiannis, Timotheos; VELTI, Greece; tkastrinogiannis@velti.com Maravic, Jasminka; Croatian Academic and Research Network, Croatia; jasminka.maravic@carnet.hr Crotty, Yvonne; Dublin City University, Ireland; yvonnecrotty@me.com Kelly, Claire; Dublin City University, Ireland; claire.m.kelly@dcu.ie Markaki, Vassiliki; Ellinogermaniki Agogi, Greece; vmarkaki@ea.gr Lazoudis, Angelos; Ellinogermaniki Agogi, Greece; angelos@ea.gr Koivula, Jani; University of Helsinki, Finland; jani.koivula@heureka.fi Polymatidis, Dimitris; SETApps, Greece; d-pol@otenet.gr Education; Information Technology educational technology; inquiry learning; narrative; science education; teaching In this study we followed a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived as 'talking through' a lesson in which a teacher supports inquiry with technology. By subsequently coding these narratives we studied the functions that tools can fulfill related to certain learning activities and instructional settings. We have created a template by distilling the coded functions of these tools. This template can be used to find alternative functions for tools, alternative learning activities to support with a tool, and alternative instructional settings for use of the tool as educational support. Open Campus, The University of the West Indies, West Indies Inspiring Science Education project: http://inspiringscience.eu 2015-08-31 Non-Refereed Case Study Narrative http://ijedict.dec.uwi.edu/viewarticle.php?id=1966 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Europe; various; secundary education STEM students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1970 2015-09-01T02:57:37Z issue-42

Uncovering reading habits of university students in Uganda: Does ICT matter? Mlay, Samali Violet; Makerere University Business School, Uganda; samalimlay@yahoo.com Sabi, Humphrey M.; ICT University, USA; sabihm@yahoo.co.uk Tsuma, Clive Katiba; Walden University, USA; cktsuma@yahoo.com Langmia, Kehbuma; Howard University, USA; klangmia@rocketmail.com Community Informatics, Cultural studies Reading Habits, Information and Communication Technology, Home culture, School culture, Disposable income This paper investigates how Information and Communication Technology (ICT) can improve reading habits among university students. We also investigated the influence of home culture, school culture and disposable income on reading habit. Our main objective was to assess the effect of ICT on the reading habit of particularly university students in Uganda. We adopted a qualitative phenomenological paradigm for the study in order to get an in-depth understanding of how the ICT phenomenon impacts reading habits. Participants from four universities in Uganda were interviewed. Major findings indicate that most of the students find the use of ICT a necessity that lends a helping hand in accessing reading sources. The school culture, home culture and disposable income also impact the reading habit of students and particularly have an influence on ICT and reading. We also found that most participants were initiated into reading by use of force at home. This study provided a unique contribution through empirical evidence that ICT indeed impacts one’s reading habit and thereafter propose policy implications that may improve the reading habit of students through ICT interventions. Open Campus, The University of the West Indies, West Indies 2015-08-31 Peer-Reviewed Article Qualitative hermeneutical phenomenological approach http://ijedict.dec.uwi.edu/viewarticle.php?id=1970 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Uganda; ; Educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1972 2015-09-01T02:57:37Z issue-42

Poem Generator: A comparative quantitative evaluation of a microworlds-based learning approach for teaching English Jenkins, Craig W; University of South Wales, UK; craig.jenkins@southwales.ac.uk Education; Information Technology microworlds; constructionism; computational thinking; english; byob This paper is a comparative quantitative evaluation of an approach to teaching poetry in English that employs a ‘guided discovery’ pedagogy using computer-based microworlds. It uses an experimental design in order to measure performance gains in computational thinking and poetic thinking following a microworld-based intervention in English lessons. Preliminary findings reveal a distinct increase in computational thinking and poetic thinking performance for learners who participated in the intervention. There is also some evidence, though this requires further research, to suggest a relationship between high performance in computational thinking and high performance in poetic thinking. Open Campus, The University of the West Indies, West Indies 2015-08-31 Non-Refereed article Quantiative http://ijedict.dec.uwi.edu/viewarticle.php?id=1972 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Wales; 2014; 11-13; mixed gender This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1982 2015-05-01T03:17:58Z issue-41

EmergingEdTech’s 2013 Free Education Technology Resources eBook (Book Review) Cacho, Reynald Maravilla; Philippine Normal University, Philippines; cacho.rm@pnu.edu.ph Information and Communication Technology online learning, community networks; communication technology; This 2013 digital booklet edited and, in part, written by Kelly Walsh of the College of Westchester in White Plain, New York presents a compilation of 15 chapters, mostly contributed and/or originally published as blog posts by teachers, education bloggers (via guest posting) and technology enthusiasts on EmergingEDTech.com. This free eBook provides an overview and access links to many incredibly free and nonfree applications and resources on the internet for teachers and students to use inside and outside the classroom for teaching, management and productivity purposes. Open Campus, The University of the West Indies, West Indies None 2015-04-30 Non-Refereed Book/Media Review not applicable this is a book review http://ijedict.dec.uwi.edu/viewarticle.php?id=1982 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en not applicable this is a book review; not applicable this is a book review; not applicable this is a book review This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1986 2015-09-01T02:57:37Z issue-42

Interactive-GIS-Tutor (IGIST) integration: Creating a digital space gateway within a textbook-bound South African Geography class Fleischmann, Elfrieda M-L; Cedar College of Education, South Africa; elfie.f@gmail.com Van der Westhuizen, Christo Petrus; North West Univeristy (NWU), South Africa; christo.vanderwesthuizen@nwu.ac.za Cilliers, Dirk; North West University (NWU), South Africa; Dirk.cilliers@nwu.ac.za Education GIS, geography education, multimedia, instructional technology, case study, secondary education, South Africa Currently there is a global drive among political and educational institutions to implement geographic information system (GIS) practice in secondary schools. However, Geography teachers worldwide, including in South Africa, face significant practical challenges in this regard. Lack of curriculum aligned GIS resources, funds and teacher GIS pedagogical knowledge have been documented as key GIS practice integration challenges. Evidently, GIS development and GIS curriculum incorporation have outpaced GIS educational research. This article documents the development and tentative assessment of a GIS plug-and-play tutor application in South Africa. The Interactive GIS Tutor (IGIST) aims to create a gateway towards GIS practice, so that learning can move from textbook-oriented learning to exploring the globe through GIS software, procedures and applications. Results found within this case study indicate that IGIST is a feasible option, and fosters a positive GIS attitude among learners and teachers. Future IGIST recommendations include multiple languages and more exploratory activities. Open Campus, The University of the West Indies, West Indies 2015-08-31 Peer-Reviewed Article Mixed method case study http://ijedict.dec.uwi.edu/viewarticle.php?id=1986 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Africa; Second Semester; High School Geography learners This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1987 2015-05-01T03:17:58Z issue-41

Evaluating the implementation of international computing curricular in African universities: A design-reality gap approach Dasuki, Salihu I; Baze University, Abuja, Nigeria; salihu-ibrahim.dasuki@bazeuniversity.edu.ng Ogedebe, Peter; Baze University, Abuja, Nigeria; peter.ogedebe@bazeuniversity.edu.ng Kanya, Rislana A; Baze University, Abuja, Nigeria; Rislan.Kanya@bazeuniversity.edu.ng Ndume, Hauwa A; Baze University, Abuja, Nigeria; Hauwa.Ndume@bazeuniversity.edu.ng Makinde, Julius; Baze University, Abuja, Nigeria; julius.makinde@bazeuniversity.edu.ng ICT, Education ICT4D, Education, Developing Countries Efforts are been made by Universities in developing countries to ensure that it’s graduate are not left behind in the competitive global information society; thus have adopted international computing curricular for their computing degree programs. However, adopting these international curricula seem to be very challenging for developing countries having in mind that they were developed for developed rather than developing countries realities. In this paper, we use Heeks (2002) design-reality gap as an evaluative space for an international computing curricula assessment. We employed the OPTIMISM concepts of the design reality gap framework to focus on the match or mismatch of implementing such curricula in a developing country setting. We based our evaluation on the design and implementation of an international (British) computing degree programs in a private university in Nigeria. Our analysis shows that significant progress has been made, but that important gaps between design and reality exist, hence, challenges persist. The study concludes with some recommendations for policy makers advancing an agenda for “ICTs for Development” in the education sector. Open Campus, The University of the West Indies, West Indies Baze University 2015-04-30 Peer-Reviewed Article Ethnographic; Qualitative; Interpretive http://ijedict.dec.uwi.edu/viewarticle.php?id=1987 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en Africa, West Africa, Nigeria; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1992 2015-09-01T02:57:37Z issue-42

Teaching faculty’s perception about implementing elearning practices at the University of Guyana Livingstone, Kerwin A.; University of Guyana, Guyana; profesordelenguasmodernas@yahoo.es Education; Technology and Education; Educational Technology; Instructional Technology; E-Learning. elearning; elearning practices; technology; ICT/ICTs; teaching faculty; technology-based education; higher education In this modern era, the traditional approach to learning and teaching, which may engage students, does not lend itself to diversity. Since this approach is viewed as a barrier to significant learning experiences, teachers, educators, and other stakeholders have been calling for improved pedagogical practices in educational institutions. Since the dawn of technology, the continued use of information and communication technologies (ICTs) has created the path for elearning. Elearning facilitates the learning-teaching process with an array of channels and technologies, and has the potential to revolutionise instructional practices in educational institutions in both developed and developing countries, including the University of Guyana. Considering the aforesaid, this study surrounds teaching faculty’s perception about implementing elearning practices at the University of Guyana. Through a mixed methods approach, teaching faculty from the University was sampled purposively, facilitated by the design and implementation of an online survey, with the objective of finding out their perception about the adoption of elearning practices at the institution. By means of empirical analysis, the results show that teaching faculty is generally prepared to upgrade their teaching methods and embrace elearning as a viable alternative. It is recommended that elearning practices be integrated into the pedagogical practices of the University’s teaching faculty. Open Campus, The University of the West Indies, West Indies University of Guyana, Guyana. 2015-08-31 Peer-Reviewed Article Mixed Method (Qualitative/Quantitative); Purposive Sampling. http://ijedict.dec.uwi.edu/viewarticle.php?id=1992 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Caribbean; South America; Second Semester 2014; University teacing faculty This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1993 2015-05-01T04:01:42Z issue-41

Editorial: ICT in education: Innovation, implementation, perceptions and experiences Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; The Information Society Institute, South Africa; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2015-05-01 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=1993 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1994 2015-09-01T02:57:37Z issue-42

When going hybrid is not enough: Statistical analysis of effectiveness of blended courses piloted within Tempus BLATT Project Jovanovic, Aleksandar N.; University of Pristina, Kosovska Mitrovica, Serbia; aleksandar.nenad.jovanovic@GMAIL.COM Jankovic, Anita; University of Pristina, Kosovska Mitrovica, Serbia; anita.jankovic@pr.ac.rs Markovic Jovanovic, Snezana; University of Pristina, Kosovska Mitrovica, Serbia; snezana1969@yahoo.com Peric, Vladan ; University of Pristina, Kosovska Mitrovica, Serbia; pericvladan@yahoo.com Vitosevic, Biljana; University of Pristina, Kosovska Mitrovica, Serbia; home.vitosevic@gmail.com Pavlovic, Milos; University of Pristina, Kosovska Mitrovica, Serbia; milospavlovic84@hotmail.com education, hybrid learning, statistical analysis, learning objectives, constructive alignment The paper describes the delivery of the courses in the framework of the project implementation and presents the effect the change in the methodology had on student performance as measured by final grade. Methodology: University of Pristina piloted blended courses in 2013 under the framework of the Tempus BLATT project. The blended learning approach was tackled through a supplemental model where online component was added to unreduced seat time of the courses. A total of 791 students were observed. Student performance and attainment of learning objectives in traditional vs. blended courses were compared. Results: Notwithstanding the improved students’ performance in some of the courses, the overall grades were not significantly higher with the introduction of blended approach (p>0.05). Despite the divergence from the Gaussian curve, showing the prevailing low grades, teachers tend to estimate the attainment of the learning objectives favorable. The differences between final grades and learning objectives score ranks were highly significant. Open Campus, The University of the West Indies, West Indies 2015-08-31 Peer-Reviewed Article qualitative, quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=1994 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Serbia, Western Balkans, Europe; ; education This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/1999 2015-09-01T02:57:37Z issue-42

Promoting teaching and learning in Ghanaian Basic Schools through ICT Natia, James Adam; Zonzongili Development Associates, Ghana; jamestia83@gmail.com Al-hassan, Seidu ; University for Development Studies, Ghana; zodaseidu@yahoo.com Education; Information Technology Education, Gender, ICT, Policy, and Region The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in Ghana. Expert interviews on ICT policy implementation were also conducted with ten District and four Regional Directors of Education. The findings show that there are relatively low computers at Primary Schools (4%) compared to the Junior High Schools (10%). In the Primary Schools, 69% of female teachers and 50% of male teachers use ICT tools to teach. The ability of teachers to use computer to teach and research is weak due to lack of access to internet, electricity/power problem, inadequate number of computers and technical know-how. The study recommends a strong and sustainable Public-Private-Partnership between the government, private sector and civil society organizations to map out plans and strategies in order to minimize the problems associated with the integration of ICT in the education system. Open Campus, The University of the West Indies, West Indies Zonzongili Development Associates 2015-08-31 Peer-Reviewed Article Cross-sectional survey http://ijedict.dec.uwi.edu/viewarticle.php?id=1999 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Ghana; Northern, Upper East, Upper West and Volta regions; Pupils enrolment, number of teachers, status of teachers, number of computers in schools, proportion of computers available for pedagogical and administrative purposes, learners-to-computer ratio for pedagogical purposes, This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2003 2015-09-01T02:57:37Z issue-42

Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: Lessons for adopters Kisanga, Dalton H.; Nottingham Trent University, UK; dalton.kisanga2011@my.ntu.ac.uk Ireson, Gren; Nottingham Trent University, UK; gren.ireson@ntu.ac.uk Education E-learning Tanzanian Higher learning institutions (HLIs) are faced with challenges of adopting e-learning in education. This study involved experts in e-learning to examine barriers of adopting e-learning and the best strategies to address them. Five major barriers were identified: poor infrastructure; financial constraints; inadequate support; lack of e-learning knowledge and teachers’ resistance to change. The study further describes best practice approaches used by the two HLIs to address each of the challenges. It is recommended that training in e-learning needs to be provided to teachers and administrators; provide financial, technical and managerial support geared towards adoption. Successful adoption of e-learning requires a strategic approach that factors out barriers identified in this study and, which involve all education stakeholders. Open Campus, The University of the West Indies, West Indies Nottingham Trent University 2015-08-31 Peer-Reviewed Article Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2003 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Africa; ; E-learning experts This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2005 2015-09-01T02:57:37Z issue-42

Learning Management System success: Increasing Learning Management System usage in higher education in sub-Saharan Africa Mtebe, Joel S; University of Dar es Salaam, Tanzania; jmtebe@gmail.com Information Technology; Information Systems; information systems; information management Learning Management Systems (LMS) have been widely adopted by higher education institutions globally for over a decade. Institutions in sub-Saharan Africa now spend a significant proportion of their limited resources on installing and maintaining LMS. This expenditure continues to increase, raising questions as to whether LMS in these institutions are fulfilling their potential. The article investigates this question by analyzing the literature published on LMS usage from across the region. The article concludes by proposing strategies that can help institutions make more effective use of their LMS. The aim is to help institutions to identify effective strategies for supporting increased and cost-effective LMS usage. Open Campus, The University of the West Indies, West Indies 2015-08-31 Peer-Reviewed Article Qualitative; Interpretive; http://ijedict.dec.uwi.edu/viewarticle.php?id=2005 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2009 2015-12-31T08:42:46Z issue-43

Investigating the impact of Concept Mapping Software on Greek students with Attention Deficit (AD) Riga, Asimina; University of Thessaly, Greece; mina_riga@yahoo.gr Papayiannis, Nikolaos; Secondary Schools, Greece; NPAPATZON@YAHOO.GR Education; Information Technology language teaching The present study investigates if there is a positive effect of the use of concept mapping software on students with Attention Deficit (AD) when learning descriptive writing in the secondary level of education. It also examines what kind of difficulties AD students may have come across during this learning procedure. Sample students were selected and assessed in their use of a combination of distinct educational tools, namely a questionnaire for teachers following the Greek Evaluation Scale (ADHD), the Stroop Test and the Trail Making Test. The students involved in this case study learned by implementing computer-based tools and then answered a number of questions regarding the perceived benefits of technology, accomplishing, in this way, the main purpose of this paper. Results arisen in this case study confirmed that the majority of the students believe they learn better when using computers and that particularly the concept mapping software presents the subject matter in an easier, more interesting and pleasant way, despite some difficulties throughout the learning procedure. Open Campus, The University of the West Indies, West Indies 2015-12-31 Peer-Reviewed Article Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=2009 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en Europe; 2012-13; age; learning profile This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2019 2015-12-31T08:42:46Z issue-43

The effect of college students' self-generated computerized mind mapping on their reading achievement Sabbah, Sabah Salman; Community College of Qatar; superiorpedagogy@gmail.com Education; information technology ,teaching reading blended learning, ABSTRACT This study explored the potential effect of college students’ self-generated computerized mind-maps on their reading comprehension. It also investigated the subjects’ attitudes toward generating computerized mind maps for reading comprehension. The study was conducted in response to the inability of the foundation-level students, who were learning English as a second language, ESL, in the Community College of Qatar, to achieve the general and specific goals of learning reading. Quasi-experimental pre-posttest design was used. Purposeful sampling was used to choose two ESL classes from a sum of five level 3 classes. The experimental group (n=14) was taught reading texts via students' self-generated computerized mind maps, and the control group (n=8) was taught by teacher-generated whiteboard maps. ANCOVA was used to analyze students’ scores on the post test. The results revealed significant differences in favor of the experimental group. To identify the experimental group attitude toward the intervention, a 40-item four-domain questionnaire was designed and administered. The analysis of means, modes and standard deviations revealed that the domains were ranked statistically from the most positive to the least positive opinions as follows: educational benefits, mental benefits, usability, and enjoyment. Open Campus, The University of the West Indies, West Indies Community College of Qatar 2015-12-31 Peer-Reviewed Article Quasiexperimental method; mixed method approach-quantitative and qualitative;questionnaire, pre-post test; intervention http://ijedict.dec.uwi.edu/viewarticle.php?id=2019 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en Appendix 2: five Likert questionnaire http://ijedict.dec.uwi.edu/include/getdoc.php?id=6375&public=true pre-post test http://ijedict.dec.uwi.edu/include/getdoc.php?id=6376&public=true Samples of students' self generated manual and electronic mind maps http://ijedict.dec.uwi.edu/include/getdoc.php?id=6377&public=true Doha; Qatar; Asia, the Gulf countries; second semester, 2015; College students; age ranges from 20-25, single and married This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2023 2015-09-01T02:57:37Z issue-42

Administration’s perception about the feasibility of elearning practices at the University of Guyana Livingstone, Kerwin A.; University of Guyana ; profesordelenguasmodernas@yahoo.es Education; Technology and Education; Educational Technology; Instructional Technology; E-Learning. elearning; elearning practices; technology; ICT/ICTs; administrators; administration; technology-based education; higher education Since the genesis of technology, some decades ago, the use of information and communication technologies in educational practices has been steadily increasing. In educational institutions, some form of elearning has been adopted. All over the world, in both developed and developing countries, many universities have embraced this alternative and exciting form of education delivery to enhance the pedagogical practices of their institutions, in order to cater for student learning diversity, and to bridge the geographical gap, making education accessible to all. Since elearning seems to be the catalyst to promote revolutionary instructional practices, the University of Guyana, still largely adopting a traditional approach to learning and teaching, finds itself in a peculiar situation. Taking into consideration the afore-mentioned, this study is based on the perception of the University of Guyana’s administrative body about the feasibility of elearning practices at that institution. Using a mixed methods approach, the University’s administrators were sampled purposively, by means of an online survey. The data were analysed empirically and the results show that while there is room for development, regarding educational practices, the University’s administration generally believes that elearning practices are feasible and should be embraced, once key issues for their adoption are addressed. Recommendation is made for university-wide incorporation of elearning practices. Open Campus, The University of the West Indies, West Indies University of Guyana, Guyana. 2015-08-31 Peer-Reviewed Article Case Study; Mixed Method (Qualitative/Quantitative); Purposive Sampling. http://ijedict.dec.uwi.edu/viewarticle.php?id=2023 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en Caribbean; South America; Second Semester 2014; University administration/administrators This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2024 2015-09-01T02:57:37Z issue-42

Evaluation of elearning usage in South African universities: A critical review Bagarukayo, Emily; Makerere University, Uganda; ebagarukayo@gmail.com Kalema, Billy Mathias; Tshwane University of Technology, South Africa; kalemaBM@tut.ac.za Education, ICT eLearning, eLearning Challenges, Learning Management Software, Social Software Although eLearning is the use of technology for teaching, learning and assessment, there is no common approach to it across South African Higher Education Institutions. There is therefore a concern that the full potential of eLearning approach is not utilised. This paper examines the nature and the extent of eLearning activities in South African (SA) universities. The research method employed in this paper was informed by a literature review; sources from the last decade include journals, conferences, books and websites. The findings show that the level of eLearning usage and adoption varies in different universities due to several challenges such as those of technology and institutions. We give an overview of studies conducted in eLearning in SA universities, highlighting challenges and best practices. We recommend management involvement of faculties in policy decisions and investment in technological innovations to address these challenges issues. Open Campus, The University of the West Indies, West Indies University 2015-08-31 Non-Refereed article Literary Analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=2024 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en African; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2025 2015-12-31T08:42:46Z issue-43

Digital channels in teacher-parent communication: The case of Estonia Palts, Karmen; University of Tartu; karmen@palts.ee Kalmus, Veronika; University of Tartu; veronika.kalmus@ut.ee Communication Studies; Sociology; Education digital communication channels; parent-teacher communication; academic progress; socialisation; overlapping spheres of influence The aim of this paper is to analyse the attitudes of Estonian primary school teachers and parents regarding the role of mutual digital communication in socialising the child and in the child’s academic progress, their communication channel preferences, and related experiences and opinions. The main starting points are Bronfenbrenner’s (1979) ecological systems’ theory and Epstein’s (2011) theory of overlapping spheres of influence. The empirical basis is 12 focus group interviews conducted in 2012 in six Estonian schools with teachers (n=44) and parents (n=39). The focus groups indicated the consensus among teachers and parents regarding the necessity of overlapping interests and spheres of influence of home and school for the development of the child. The research highlights differences in channel preferences by types of school and between teachers and parents of the same school, indicating the need to find ways to harmonise communication conventions. In addition to the opportunities and benefits of written digital interaction, digital channels incur problems and communication failures (e.g. misunderstandings, digital footprint, and insufficient digital competence). Open Campus, The University of the West Indies, West Indies The Estonian Research Council (ETF 8527) and the Estonian Ministry of Education and Research (IUT 20-38). 2015-12-31 Peer-Reviewed Article Qualitative (focus groups) http://ijedict.dec.uwi.edu/viewarticle.php?id=2025 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en Europe; ; Estonian primary school teachers (n=44; women aged 23-69) and parents (n=39; 35 women and 4 men aged 25-55) This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2027 2016-04-29T13:17:47Z issue-44

Developing technology needs assessments for educational programs: An analysis of eight key indicators O'Reilly, Erin N; University of Illinois at Urbana-Champaign, USA; eoreilly@illinois.edu Education Educational Technology; Needs Assessment; Professional Development; Technology Survey; Program Administration As access to information and communication technology grows, educators have increasing opportunities to experiment with and to adapt both hardware and software to their current practice. Technology's integration, however, can vary widely between teachers within the same program for numerous reasons. Understanding the challenges practitioners face with technology integration is a critical first step to successful adoption and sustained use. This paper looked at eight indicators commonly found in technology needs assessment survey tools. Indicators included: self-assessed skill level, technology use and integration, teacher beliefs, barriers to access, professional development resources, leadership, needs and wants, and demographics. These core indicators were used to create a technology needs assessment survey for pre- and in-service language teachers within a US higher education setting, but the indicators are both relevant and applicable to a wide range of educational programs and teacher backgrounds. Recommendations are made for adapting the indicators and the specific survey items depending on context. Open Campus, The University of the West Indies, West Indies 2016-04-29 Non-Refereed Case Study Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=2027 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en USA; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2030 2015-09-01T02:57:37Z issue-42

Teachers’ ICT usage in second-cycle institutions in Ghana: A qualitative study Buabeng-Andoh, Charles ; Pentecost University College, Ghana; cbandoh@hotmail.com Yidana, Issifu; University of Education, Winneba, Ghana; iyidana@uew.edu.gh The purpose of this study was to investigate teachers’ use of ICT and the factors that affect their ICT use in secondary schools in Ghana. A focus group interview was used to gather data from participants. Ten groups of six students each from urban, semi-urban and rural schools were chosen for the focus group interviews. The results of this study have shown that teachers’ way of teaching is still teacher-centred. They mainly use ICT for organizational and informative purposes. Teachers’ limited use of ICT in teaching is attributed to lack of technological resources (i.e. hardware, software and the internet) and school leadership support for the teachers in schools. Open Campus, The University of the West Indies, West Indies 2015-08-31 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=2030 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2032 2015-12-31T08:42:46Z issue-43

Using Moodle in secondary education: A case study of the course “Research Project” in Greece Stasinakis, Panagiotis; 4th High School of Zografou, Greece; stasinakis@biologia.gr Kalogiannakis, Michail; University of Crete, Greece; mkalogian@hotmail.com Education Moodle; “Research Project”; ICT; Secondary Education; Education; Greece “Research Project” is a new addition to the Greek educational system established in the 1st and 2nd year of high school, as a distinct course of the Curriculum. In this paper we study the use of the platform Moodle, in order to organize and implement this course. This use took place in the 2nd four-month period of the academic year 2012-2013. The students, apart from the weekly 2 hour long classes, had the chance to implement different parts of their project on Moodle. The main use of Moodle comprised the submission of written projects, the receipt of relevant feedback, the planning of the collaboration among students, the participation in open discussions for a better implementation of the course, and the registration of various data from the students total input to the group project. Using quantity and quality evaluation methods it was found that the students are able to familiarize with the platform and benefit from its incorporation to the educational process. The platform is still in use with improvements from the educational and technological point of view. Open Campus, The University of the West Indies, West Indies 2015-12-31 Peer-Reviewed Article Qualitative; Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2032 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en Greece; Seconce Semester; Students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2035 2016-04-29T13:17:47Z issue-44

Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models Kihoza, Patrick D; Nelson Mandela African Institution of Science and Technology, Tanzania; kihozap@nm-aist.ac.tz Zlotnikova, Irina ; Botswana International University of Science and Technology, Botswana; zlotnikovai@biust.ac.bw Bada, Joseph Kizito ; Makerere University Business School, Uganda; jbada@mubs.ac.ug Kalegele, Khamisi ; Nelson Mandela African Institution of Science and Technology, Tanzania; khamisi.kalegele@nm-aist.ac.tz Education; Information Technology; Classroom ICT; ICT Pedagogy; Tanzania; Teacher trainees, Teacher Training; TPACK; SAMR With the education systems demand of contemporary technologies, teacher trainees should be imparted with competencies and skills to integrate information and communication technology (ICT) into their future teaching and learning practices. This study assessed classroom ICTs integration opportunities and the challenges in relation to Technological Pedagogical and Content Knowledge (TPACK) and SAMR (Substitute, Augmentation, Modification, and Redefinition) models. The case study involved tutors and teacher trainees (N=206) from teacher training colleges. Results indicated that, majority of respondents have low pedagogical ICT competencies. However, tutors exhibited good knowledge level in all TPACK and SAMR constructs that we assessed, teacher trainees’ revealed poor skills and inefficient support on the use of basic ICTs (hardware, software, and associated peripherals). The impacts of TPACK and SAMR models characteristics related to the technology use planning and redesign of learning tasks was evident. Most of the challenges identified were associated to the lack of infrastructures, readiness to change and lack of competencies on pedagogical ICTs applications. Among others, we recommend the government to work on a harmonized ICT in education integration framework; that consider the existing opportunities and challenges facing Tanzania teacher training systems. Further work should focus on carrying out an experimental research design to unlock the existing ICT use realities. Open Campus, The University of the West Indies, West Indies The Nelson Mandela African Institution of Science and Technology,Arusha,Tanzania 2016-04-29 Non-Refereed article Survey/Questionnaire;Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2035 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Tanzania;Developing Countries; Second Semester; Tutors;Teacher trainees This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2037 2015-12-31T08:42:46Z issue-43

Digital examination in higher education: Experiences from three different perspectives Berggren, Björn; The Royal Institute of Technology, Sweden; bber@abe.kth.se Fili, Andreas; The Royal Institute of Technology, Sweden; andreas.fili@abe.kth.se Nordberg, Olle; The Royal Institute of Technology, Sweden; olle.nordberg@abe.kth.se Education; Information Technology Digital examination; change; assessment; incentives; efficiency in education. Assessment through new technology has gained a firm foothold within the university system in the last decade. This paper summarizes the experiences that have been made during the introduction of digital examination over the past two years at the Royal Institute of Technology in Stockholm, Sweden. The experiences are divided between three different perspectives; the teachers, the students and the administrators. From the teachers perspective the experiences have been very positive – less time have been allocated to grading written exams, the grades are perceived as more just and the saved time can be spent on increasing the quality on other parts of the courses. From a student perspective the experiences have been very positive as well – most students are enjoying the fact that they get the results much quicker, that they can edit their answers on the exam easier and that the grades are more just. The experiences from the final perspective – that from the administrators’ point of view – are far more complex. Some parts of the administrative system encouraged the introduction of digital examination, whereas other parts tried to stop it, using different measures. The paper concludes with some advice on implementing changes in written exams, based on the experiences from the Swedish case. Open Campus, The University of the West Indies, West Indies 2015-12-31 Peer-Reviewed Article Interviews; Qualitative; Survey; Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2037 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en Sweden; Bachelor programme; Students; Teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2041 2015-12-31T08:42:46Z issue-43

The Cyberculture Theories and Teacher Preparation at the LIFE-UFC Project in Brazil Junqueira, Eduardo S; Universidade Federal do Ceará, Brazil; eduardoj@virtual.ufc.br Education; Sociology Teacher Preparation; Cyberculture; Connectivism This paper analyses the experience of pre-service teachers enrolled in a course at a Brazilian university that was guided by three Cyberculture Laws formulated by Lemos (2004) – which entail "transmitting connecting and reconfigurating" information and practices – and by Connectivism's concept of "relevance" (Siemens, 2004). They interacted with a high school class as they collaborated to develop networked learning materials based on quality resources gathered on the internet on a topic of the students' choice. Pre-service teachers worked in teams and searched, selected and customized online resources and developed related technology-based learning materials and activities. These materials were made available on a online web interface. Instructor facilitation was a key element of the process as it helped pre-service teachers develop a better understanding about cyberculture as they applied it to teaching and learning guided also by the interests and feedback provided by school students. This experience indicated the importance of instructor's explicit guidance to help pre-service teachers incorporate cyberculture laws in their teaching in meaningful ways, i.e. how to engage in dialogue with their students, how to select quality learning resources from the internet and how to transform them to develop learning materials that are appealing to the students. Open Campus, The University of the West Indies, West Indies 2015-12-31 Non-Refereed notes Participative http://ijedict.dec.uwi.edu/viewarticle.php?id=2041 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en South America; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2043 2016-04-29T13:17:47Z issue-44

Improving institutional report card indicators McGowan, Veronica F; Oklahoma University Supercomputing Center for Education & Research, USA; vmcg9598@gmail.com Education Accountablity Institutional report cards are increasingly being used by higher educational institutions to present academic outcomes to external audiences of prospective students and parents, as well as program and institutional evaluators. While some prospective students are served by national transparency measures most users mine information from the institutional web site, so even institutions at the bottom of the comparison spectrum need to manage their information dissemination to fulfill audience needs. An analysis of the Web-published institutional report cards and transparency reports of a representative sample of 82 American higher educational institutions yielded results which influenced the development of a taxonomy for institutional report cards for higher educational institutions. Keywords: institutional report card, accountability indicators Open Campus, The University of the West Indies, West Indies 2016-04-29 Peer-Reviewed Article content analysis http://ijedict.dec.uwi.edu/viewarticle.php?id=2043 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Improving institutional report card indicators http://ijedict.dec.uwi.edu/include/getdoc.php?id=6453&public=true USA; ; stratified sample This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2044 2015-09-01T21:32:20Z issue-42

Editorial: Exploring adoption and use of ICT in learning Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2015-09-01 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=2044 International Journal of Education and Development using ICT; Vol. 11, No. 2 (2015) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2046 2016-04-29T13:17:47Z issue-44

The state of Integration of the Virtual Learning Environment and ICT into the pedagogy of the Royal University of Bhutan: A descriptive study Choeda, ; Royal University of Bhutan; choeda.sce@rub.edu.bt Penjor, Tandin; Royal University of Bhutan; tpenjor.sce@rub.edu.bt Dupka, Dorji; Royal University of Bhutan; ddukpa.sce@rub.edu.bt Zander, Pär-Ola; Aalborg University, Denmark; poz@hum.aau.dk Education Higher Education, Virtual Learning Environments, ICT integration This paper reports a descriptive research study on the integration of ICT and pedagogy in the colleges of the Royal University of Bhutan. It investigates whether ICT is integrated into the pedagogy and, if so, in what way. The study identifies the use of a Virtual Learning Environment (VLE) as the key technology, which is used as part of ICT-integrated pedagogy. However, the VLE has been found to be confined to be a platform where sharing of items such as work plans, module descriptors and uploading assignments have been done. The actual interactive teaching/learning via VLE is considerably low. Besides the aforementioned use, only a few of the lecturers are found to be using the VLE for discussion, class tests and quizzes. The concepts and application of learning design or instructional design are confined to a few lecturers. The status of ICT-integrated pedagogy in higher education in Bhutan is at an early stage and is affected by low-speed Internet connectivity and a lack of adequate resources as well as training in ICT-integrated pedagogy. However, lecturers become motivated by the perceived potential of technology. Open Campus, The University of the West Indies, West Indies Danida 2016-04-29 Peer-Reviewed Article Mixed methods http://ijedict.dec.uwi.edu/viewarticle.php?id=2046 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Survey http://ijedict.dec.uwi.edu/include/getdoc.php?id=6474&public=true Asia, South Asia, Bhutan; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2055 1970-01-01T00:00:00Z issue-41

Volume 11, Issue 1: Front Pages , ; ; Open Campus, The University of the West Indies, West Indies 1969-12-31 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=2055 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2058 2015-12-31T08:42:46Z issue-43

Using Technology in Foreign Language Teaching (Book Review) Mulyono, Herri ; University of Muhammadiyah Prof. Dr. Hamka, Indonesia; herrimulyono@gmail.com Halim, Nurhasanah ; STKIP Kusuma Negara Jakarta, Indonesia; kuliah.anna@gmail.com education; language teaching; information technology online learning; blended learning; digital learning The integration of information and communication technology (ICT) into foreign language (FL) learning classroom not only suggests learners’ positive attitude towards learning (e.g. see Li, Chu, & Ki, 2014) but also transform the language learning and literacy acquisition atmosphere as well as the dynamic of language learning settings (Young, 2003). The book entitled Using Technology in Foreign Language Learning aims to explore underwhich conditions technologies used in the learning environment can best be utilized. To achieve this objective, this 13-chapter book with an introductory chapter by the book editors examines the ICT integration into FL classroom learning from the perspectives of actual users and professionals from different countries namely the United Arab Emirates, Saudi Arabia, Oman, Iran, and Malaysia Open Campus, The University of the West Indies, West Indies 2015-12-31 Non-Refereed Book/Media Review http://ijedict.dec.uwi.edu/viewarticle.php?id=2058 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en Asia; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2062 2015-12-31T08:42:46Z issue-43

Prospective English language teachers’ experiences in Facebook: Adoption, use and educational use in Turkish context Balcikanli, Cem CB; Gazi University, Turkey; balcikanli@gmail.com Education Online learning and social networking There has been an increasing attention given to the role of social networking in educational settings. Teacher education is not an exception to this, for teacher education is approaching social media on two fronts: a) application to enhance learning in the process of teacher preparation or professional development b) applications in classrooms where teachers are expected to use social media with learners. The study set out to investigate whether Prospective English Language Teachers’ (PELTs) Facebook adoption processes had an impact on their educational use of Facebook and whether PELTs’ purposes of Facebook use had an impact on the educational use of Facebook. The findings revealed that there was a significant and positive relationship between “Facebook adoption” and “educational use of Facebook”. Likewise, “purposes of Facebook users” were found to be positively associated with “educational use of Facebook”. “Facebook adoption” had a relatively significant effect on “educational use of Facebook”, while “Purposes of Facebook usage” had a relatively low effect on “the educational use of Facebook”. Subsequent to a one semester-experience on Facebook, the student teachers seemed to feel that social networking should be employed in their learning contexts because it offers more interesting learning experiences. Open Campus, The University of the West Indies, West Indies 2015-12-31 Peer-Reviewed Article Quantitative and Qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2062 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en Europe; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2064 1970-01-01T00:00:00Z issue-41

Volume 11, Issue 1: Complete Issue (9.5 MB) Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 1969-12-31 Non-Refereed PDF of Issue http://ijedict.dec.uwi.edu/viewarticle.php?id=2064 International Journal of Education and Development using ICT; Vol. 11, No. 1 (2015) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2065 2016-08-17T14:55:13Z issue-45

Virtual educational model for remote communities in Chocó, Colombia Buitrango Sanabria, Oscar Armando; Universidad Autonoma de Bucaramanga, Colombia; iris.eligio@tecvirtual.mx Pintor Chavez, María Manuela; Tecnologico de Monterrey, Mexico; maria.pintor@itesm.mx Gómez Zermeño, Marcela Georgina; Tecnologico de Monterrey, Mexico; marcela.gomez@itesm.mx Education; technology Community; rural This research seeks to propose an analysis and solution to support classroom-based teaching in Colombia in the Department of Chocó, which is located in a rural area and has been subject of many social projects for the development of its population. Due to the disparities in the different regions in the country, the education sector is forced to look for work environments that show a greater benefit and favor isolated communities with delayed development. For this reason, a Virtual Learning Community is proposed in the area of study to improve the educational conditions and how the use of technology and Open Educational Resources could contribute to it. The participant of this study were the teachers, students, parents, and educational figures of the school. Results show that teacher training is essential so that they can act as leaders in their community Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=2065 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en South America; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2069 2016-04-29T13:17:47Z issue-44

Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration Berty Nsolly, Ngajie; Zhejiang Normal University; 2230472460@qq.com Marie Charlotte, Ngo Mback ; Zhejiang Normal University; mariecharlotte1@yahoo.fr education; information technology; developing country; communication technology Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country’s education system, and outlines the various initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration. Key words: ICT integration；curriculum； primary and secondary schools； barriers； strategies； Cameroon Open Campus, The University of the West Indies, West Indies 2016-04-29 Non-Refereed article http://ijedict.dec.uwi.edu/viewarticle.php?id=2069 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Africa , China, America; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2073 2016-04-29T13:17:47Z issue-44

Student perception on a student response system formed by combining mobile phone and a polling website Wong, Adam KL; SPEED, Hong Kong Polytechnic University; spklwong@speed-polyu.edu.hk Education; Information Technology; Information Systems; Learning; Teaching Student Engagement; Real-time Feedback; Student Acceptance of Technology; Active Learning Every teacher understands the importance of getting timely student feedback for effective and efficient teaching and learning. However, students are not always keen to answer. There is a need for an efficient method to engage all the students in a classroom and quickly evaluate the progress of their learning. Student response systems (SRS) are effective increasing student engagement, even in a large lecture hall. In a traditional SRS, the students use a small portal device, called a clicker, to choose their answers. Then proprietary hardware and software will collect and display the results to the class. With the widespread use of mobile phones, it is possible to replace the clickers with mobile phones, and the proprietary software with commercially available polling web site. This study used a polling website and combine it with the mobile phones of students to form an SRS. The SRS was for 6 weeks and 1,155 answers were received. A survey afterwards showed that the students have very positive attitude towards the SRS. The majority of the students indicated that it SRS made the lessons more interesting and helped them to maintain their attention. They also indicate that they were willing to use SRS in future. Open Campus, The University of the West Indies, West Indies 2016-04-29 Non-Refereed Case Study Action Research; Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2073 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Student Perception on a Student Response System Formed By Combining Mobile Phone and a Polling Web S http://ijedict.dec.uwi.edu/include/getdoc.php?id=6541&public=true Hong Kong; China; ; Age 21 to 22; Undergraduates This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2079 2016-04-29T13:17:47Z issue-44

An analysis of the use of Cloud Computing among University Lecturers a case study in Zimbabwe Musungwini, Samuel; Midlands State University; musungwinis5@gmail.com Mugoniwa, Beauty; Midlands State University; mugoniwab@msu.ac.zw Furusa, Samuel S; Midlands State University; mubaiwa40@gmail.com Rebanowako, Taurai George; Midlands State University; tauraigeorge@gmail.com Information Technology in Education Cloud Computing, Google docs Cloud computing is a novel model of computing that may bring extensive benefits to users, institutions, businesses and academics, while at the same time also give rise to new risks and challenges. This study looks at the benefits of using Google docs by researchers and academics and analysing the factors affecting the adoption and use of the technology by Lecturers at a university in Zimbabwe. Interviews were used to get an insight into the issues affecting the adoption and use of this novel technology. The information elicited from interviews helped in the design of the questionnaire that was used to draw out information from the subjects. The findings indicated the knowledge gap and the need to carry out workshops to try and enlighten the Lecturers on the value of this technology. Open Campus, The University of the West Indies, West Indies Self 2016-04-29 Peer-Reviewed Article Literature review, Interviews and Survey questionnaires. http://ijedict.dec.uwi.edu/viewarticle.php?id=2079 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Africa, Zimbabwe; ; Lecturers, PhD Holders, Masters,, Professors, 25 Years to 64+ Years age group. Both Male and Female. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2080 2016-08-17T14:55:13Z issue-45

Raising awareness and promoting informal learning on World Heritage in Southern Africa: The case of WHACY, a gamified ICT-enhanced tool Adukaite, Asta; Università della Svizzera italiana, Lugano, Switzerland; asta.adukaite@usi.ch Cantoni, Lorenzo; Università della Svizzera italiana, Lugano, Switzerland; lorenzo.cantoni@usi.ch Communication Studies gamified learning Diffusion of digital games and the trend of gamification in various fields have increased scholars’ attention on how digital games or their elements can be introduced into formal and informal learning practices. Majority of the research in this field has been conducted in economically developed regions and not so much in emerging economies. With this study the researchers focused on developing region of Southern African Development Community (SADC). World Heritage Awareness Campaign for Youth (WHACY) in SADC is a campaign dedicated to raise awareness and foster informal learning among Southern African youth about the heritage and sustainable tourism in the region. The campaign employed an online and offline gamified learning platform, which was supported by a dedicated website, Facebook page, wiki and offline materials. In one year of operation the campaign reached more than 100K audience. The purpose of this paper is to present the development, implementation, and evaluation of the campaign. The goals of the evaluation were dedicated to assess user experience in terms of engagement and conduciveness to learning as well as exploring the possibility of a gamified applications to be integrated into the regular high school tourism curriculum. South African tourism students’ and tourism teachers’ perspectives were taken into consideration. Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article focus groups, interviews http://ijedict.dec.uwi.edu/viewarticle.php?id=2080 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en South Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2087 2016-04-29T13:17:47Z issue-44

Test of e-Learning Related Attitudes (TeLRA) scale: Development, reliability and validity study Kisanga, Dalton H.; Nottingham Trent University, UK; dalton.kisanga2011@my.ntu.ac.uk Ireson, Gren; Nottingham Trent University, UK; gren.ireson@ntu.ac.uk Educationnal Technology e-learning The Tanzanian education system is in transition from face-to-face classroom learning to e-learning. E-learning is a new learning approach in Tanzanian Higher Learning Institutions [HLIs] and with teachers being the key stakeholders of all formal education, investigating their attitude towards e-learning is essential. So far, however, there has been little consideration given to research that examines teachers’ attitudes towards e-learning in Tanzanian HLIs and consequently, there is no standard attitude scale that has been developed to measure this. This paper presents the development and validation of a scale of teachers’ attitude to e-learning. Whilst being initially developed to assess the attitude of teachers in HLIs the authors belief, having piloted with pre-service trainee teachers in England that the scale transfers across national boundaries. The final instrument contains 36 items with a Cronbach alpha score of 0.857. Although the developed attitude scale was intended for use in HLIs, it can also be of interest to researchers investigating attitudes on other sectors Open Campus, The University of the West Indies, West Indies None 2016-04-29 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2087 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Africa; ; Teachers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2090 2016-08-17T14:55:13Z issue-45

Identifying Ghanaian pre-service teachers’ readiness for computer use: A Technology Acceptance Model approach. Adu Gyamfi, Stephen; University of Lincoln, UK; stevol2013@yahoo.com Education, Information Technology Pedagogical Beliefs, Pre-service teachers, Technology Acceptance Model, Regression Analysis This study extends the technology acceptance model to identify factors that influence technology acceptance among pre-service teachers in Ghana. Data from 380 usable questionnaires were tested against the research model. Utilizing the extended technology acceptance model (TAM) as a research framework, the study found that pre-service teachers’ pedagogical beliefs, perceived ease of use, perceived usefulness (PU) of computer technology and attitude towards computer use to be significant determinants of actual use of computer technology. Results obtained employing multiple stepwise regression analysis revealed that: (1) pre-service teachers’ pedagogical beliefs significantly influenced both perceived ease of use and perceived usefulness, (2) both perceived ease of use and perceived usefulness influence attitude towards computer use and attitude towards computer use significantly influences pre-service teachers’ actual use of computers. However, statistically, perceived ease of use did not significantly influence perceived usefulness. The findings contribute to the literature by validating the TAM in the Ghanaian context and provide several prominent implications for the research and practice of technology integration development. Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article survey http://ijedict.dec.uwi.edu/viewarticle.php?id=2090 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Africa; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2091 2016-08-17T14:55:13Z issue-45

Teachers' perceptions on the effectiveness of using Arabic language teaching software in Omani basic education Al-Busaidi, Fatma yousuf; Sultan Qaboos University, Oman; fbusaidi@squ.edu.om Al Hashmi, Abdullah ; Sultan Qaboos University, Oman; abuanas@squ.edu.om Al Musawi, Ali; Sultan Qaboos University, Oman; asmusawi@squ.edu.om Kazem, Ali Mahdi; Sultan Qaboos University, Oman; amkazem@squ.edu.om Information Technology Software use, Arabic teaching, Language learning, Teachers perceptions. Basic education, Oman. This study is part of a 3-year strategic research project that aimed to assess the effectiveness of the design and use of new software for learning Arabic language. However, the focus of the current paper is to understand Arabic teacher’s perceptions on how they view the effectiveness of the software that was designed purposely by the project’s team to facilitate learning of Arabic language at the Omani basic education schools. More specifically, this qualitative study by using two qualitative methods; focus groups interview and semi-structured interview attempted to reflect on the ways in which using software technology is changing the profession of Arabic language teaching and learning by listening to the Arabic teachers voices. Study sample of the focus groups interview consisted of 12 Arabic language female teachers teaching in Muscat basic education cycle's schools. Nine of them have participated in semi-structured interviews. These interviews investigated the effectiveness and obstacles of using the Arabic language teaching software in teaching Arabic language along with the teachers’ perceptions for increasing its effectiveness. Overall findings indicated that teachers perceived the designed software as an effective tool to promote students’ learning that deal with their learning difficulties. However, some factors and obstacles that seemed to effect the implementation of this software and some improvement elements were suggested by these teachers to increase the level of the effectiveness of this software. Open Campus, The University of the West Indies, West Indies Non 2016-08-17 Peer-Reviewed Article qualitative study by using two qualitative methods; focus groups interview and semi-structured interview http://ijedict.dec.uwi.edu/viewarticle.php?id=2091 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Oman; second semester; educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2094 2016-04-29T13:17:47Z issue-44

Investigating the available ICT infrastructure for collaborative web technologies in a blended learning in Tanzania: A mixed methods research Pima, John Marco; Institute of Accountancy Arusha, Tanzania ; pimajohnk@gmail.com Odetayo, Michael; Coventry University, UK; m.odetayo@coventry.ac.uk Iqbal, Rahat; Coventry University, UK; r.iqbal@coventry.ac.uk Sedoyeka, Eliamani; Institute of Finance Management, Tanzania; sedoyeka@gmail.com Educational Learning Technology Collaborative Web Technologies; Blended Learning; Higher Education; Mixed Methods Approach; Tanzania This paper is about an investigation that sought to assess the available ICT infrastructure capable of supporting Collaborative Web Technologies (CWTs) in a Blended Learning environment in Tanzanian Higher Education Institutions. A Mixed Methods Research was adopted in which we first used questionnaires to collect information about available ICT infrastructure from a sample of 1,068 respondents in six different higher institutions in Tanzania. The sample was made up of students, academic and ICT staff in these institutions. Interviews were then used to either clarify some points from the completed questionnaires or to seek in-depth information. Data were also collected from observations and review of documents from the Government of Tanzania. We present the results of our investigation, which suggest strongly the availability of good and growing ICT infrastructure capable of supporting the use of CWTs BL in HEIs in Tanzania. Open Campus, The University of the West Indies, West Indies none 2016-04-29 Peer-Reviewed Article Mixed Methods Approach http://ijedict.dec.uwi.edu/viewarticle.php?id=2094 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en Africa; Two Semeters; Higher Education Institutions This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2095 2016-02-03T00:44:33Z issue-43

Editorial: Using technology in teaching and learning Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; The Information Society Institute, South Africa; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2016-02-02 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=2095 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2096 2016-02-03T00:54:38Z issue-43

Volume 11, Issue 3: Front Pages Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2016-02-02 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=2096 International Journal of Education and Development using ICT; Vol. 11, No. 3 (2015) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2099 2016-08-17T14:55:13Z issue-45

Instructor support services: An inevitable critical success factor in blended learning in higher education in Tanzania Raphael, Christina; Dr; christin.raphael@gmail.com Mtebe, Joel S; Dr; jmtebe@gmail.com The adoption of blended learning to widen access, reduce cost, and improve the quality of education is becoming prevalent in higher education in sub-Saharan Africa and Tanzania in particular. University of Dar es Salaam and the Open University of Tanzania offer various blended learning courses using Moodle system via regional centres scattered across the country. Despite the success of these courses, instructors’ support has been unsatisfactory and habitually ignored regardless of the fact that institutions have established IT Units to provide such services. This study investigated the effectiveness of instructors’ support services as a major success factor to the delivery of blended courses using mixed method design using questionnaire and semi-structured interviews from 65 instructors teaching blended learning courses at the University of Dar es Salaam and the Open University of Tanzania. The study revealed that lack of both technical and pedagogical support has been critical factors inhibiting instructors from facilitating blended courses effectively via the LMS. The findings from this study have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in sub-Saharan Africa. Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=2099 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2105 2016-08-17T14:55:13Z issue-45

Analysis of the implementation of a Webquest for learning English in a secondary school in Spain Renau, Maria Luisa; Universitat Jaume I, Castellón, Spain; renau@uji.es Pesudo, Marta; Universitat Jaume I, Castellón, Spain; al117412@uji.es Education communication technology In this technological era we live in, the educative scenario is changing rapidly and significantly due to the incorporation of the Internet. Therefore, education should pay special attention to society needs considering the information and communication technologies (TICs) essentially in the teaching process in order to make students ready for this changing society. This paper is focused on the implementation, assessment and analysis of a computer-based approach, a WebQuest, in a third year of compulsory secondary education. The didactic unit implemented deals with the different English-speaking countries and their particularities. The new approach has been carried out using in-class sessions together with autonomous work and group work. The purpose of this study is to analyse and discuss students' opinions and reactions towards the use of this new teaching and learning strategy in an English as a Second Language class. In this sense, the study aims at showing whether students 1) gain a higher motivation in learning English, 2) have improved their digital competence and 3) have acquired cultural competence. The results show that the use of new technologies have motivated students towards the teaching and learning of the English subject, improving their digital competence as well as their cultural competence. Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article action research http://ijedict.dec.uwi.edu/viewarticle.php?id=2105 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Spain; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2118 2016-08-17T14:55:13Z issue-45

Designing online conferences to promote professional development in Africa Carr, Tony; University of Cape Town, South Africa and University of Oslo, Norway; tony.carr@uct.ac.za ICT in Education; Education; Communication Studies online conferences; online professional development; online networks; online learning Online conferences have become an increasingly well accepted mode of delivery and interaction for professional development processes. This is partly driven by changing online conference designs, improved bandwidth and increasing takeup of internet services globally. The growth of online conferences is also in part a response to the travel costs, security fears, and ecological impacts related to traditional face to face conferences.. The e/merge online conference series on the use of educational technology in Africa is an example of how online conferences can enhance professional networking and development of practitioners and researchers. Such conferences can bring together professionals with shared practices, facilitate learning at the boundaries of overlapping communities of practice and bring African and global experiences into a shared conversation about new opportunities and local contexts. Open Campus, The University of the West Indies, West Indies Ford Foundation; Carnegie Corporation of New York; University of Oslo 2016-08-17 Peer-Reviewed Article Literature Review; Content Analysis; Survey; Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=2118 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Africa; higher education; ; 2004 - 2012; educational technology researchers and practitioners in African Higher Education This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2136 2016-12-31T12:04:26Z issue-46

Information technologies as a tool for agricultural extension and farmer-to-farmer exchange: Mobile-phone video use in Mali and Burkina Faso Sousa, Fernando; FiBL - Research Institute of Organic Agriculture; fernando.sousa@fibl.org Nicolay, Gian ; FiBL - Research Institute of Organic Agriculture; gian.nicolay@fibl.org Home, Robert; FiBL - Research Institute of Organic Agriculture; robert.home@fibl.org Information and communication technology; Agricultural Extension; Rural Development; Knowledge Transfer information and Communication Technology; Mobile Phone; Educational Videos; Farmer-to-farmer Exchange Mobile phones are widespread in the rural areas of Mali and Burkina Faso, but their potential as a tool for knowledge transfer by extension services in the region remains largely unexplored. The aim of this contribution is to evaluate the potential of video on mobile phones as a tool for farmer-to-farmer exchange and agricultural extension in Western Africa’s rural reality. This aim was addressed by interviewing 460 farmers in Mali and Burkina Faso. Third generation mobile phones (3rdMP) with video and Bluetooth technology were found to be widespread in the study area. Furthermore, videos on 3rdMP were found to have a high frequency of contact and a high information utility. The participating farmers reported a high degree of access to 3rdMP, including people who previously had limited access to information sources, such as young women. Video based information is particularly advantageous to illiterate farmers, and has potential to transform the typically top-down nature of information flow from extension agents to farmers. The farmers, in this case, hold ownership of video based information, which thereby extends its outreach. These findings allow the conclusions that video on mobile phones has tremendous potential as a tool for agricultural extension and farmer-to-farmer exchange in developing countries. The use of video on mobile phones is a novel approach to farmer-to-farmer exchange, which could contribute to transforming and amplifying extension efforts and thereby enabling the necessary intensification of land use, while also enabling more resilient, inclusive and democratic farming systems. Open Campus, The University of the West Indies, West Indies EuropeAid (EU) 2016-12-31 Peer-Reviewed Article Quantitative; Qualitative; Action Research; Survey/Interview http://ijedict.dec.uwi.edu/viewarticle.php?id=2136 International Journal of Education and Development using ICT; Vol. 12, No. 3 (2016) en West Africa; 2014; rural population, mostly farmers This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2138 2016-08-17T14:55:13Z issue-45

2015 Global Information Technology Report: Consequences on knowledge management in higher education institutions in Nigeria Ololube, Nwachukwu Prince; University of Education, Port Harcourt, Rivers State, Nigeria.; ololubeprince@yahoo.com Agbor, Comfort Nkogho ; Department of Environmental Education, Faculty of Education, University of Calab; commyspaco@yahoo.com Major, Nanighe Baldwin; Department of Educational Foundations, Faculty of Education, Niger Delta Univers; major@yahoo.com Agabi, Chinyere O.; Department of Educational Foundations and Management Faculty of Education, Ignat; chinyereagabi@yahoo.com Wali, Worlu I.; Department of Educational Foundations and Management Faculty of Education, Ignat; worluwali@yahoo.com Education, Information Technology, Information Systrms NRI, IT, Higher Education, Policies, Administration and Management, Knowledge Integration, Management, National Development, Nigeria. This research is a continuation of a theoretical review that evaluated ICT Policy Outcomes for National Development in relation to Networked Readiness Index (NRI) and the impact it has on knowledge integration and management in Higher Education Institutions in Nigeria. A new down in information technology (IT) has initiated new trends in educational processes and have deeply changed traditional methods of doing research, teaching and learning experiences of both faculty and students in higher education institutions (HEIs) around the world. A survey research method was adopted and a questionnaire was structured along the 2015 Global Information Technology Report. The items were adapted and modified to shape into the purpose of this study. The study found that the eagerness and passion for IT and the role it plays in knowledge management (KM) are thwarted because Nigeria is faced with insufficiency in critical IT policies, infrastructures, usage, personnel, deficit in funding and essential services. This study recommends that higher education in Nigeria must become proactive, liberal, constructive and down to the business of research, teaching and learning using components of IT to enhance KM. This learned academic discourse has implication for higher education management and administration, policy making, and the government. Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article Quantitative Research http://ijedict.dec.uwi.edu/viewarticle.php?id=2138 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Africa, Europe, USA; ; Gender, age, faculty, academic rank This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2139 2016-04-29T13:17:47Z issue-44

Adoption, integration and use of ICT in teaching Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Taylor, Wal; ; waltaylor@cqnet.com.au Open Campus, The University of the West Indies, West Indies 2016-04-29 Non-Refereed Article http://ijedict.dec.uwi.edu/viewarticle.php?id=2139 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2140 2016-04-29T13:17:47Z issue-44

Volume 12, Issue 1: Front Pages Marshall, Stewart; The University of the West Indies, Barbados, West Indies; stewart.marshall@dec.uwi.edu Open Campus, The University of the West Indies, West Indies 2016-04-29 Non-Refereed front pages http://ijedict.dec.uwi.edu/viewarticle.php?id=2140 International Journal of Education and Development using ICT; Vol. 12, No. 1 (2016) en ; ; This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2149 2016-08-17T14:55:13Z issue-45

Usability assessment of educational software by students: Case of Ọpón-Ìmọ̀ in Osun State, Nigeria Tijani, Olawale Kazeem; University of Ilorin, Nigeria; tijanio48@gmail.com Education; Educational Technology; E-learning; Empirical Usability Evaluation This study investigated usability of educational software: case of Ọpón-Ìmọ̀ in Osun state, Nigeria. Specifically, the study investigated influences of gender and school locations on students’ evaluation of Ọpón-Ìmọ̀ based on selected usability parameters. 701 students were selected from six secondary schools across the three Senatorial districts of the state. A researcher-developed instrument: Educational Software Usability Assessment Questionnaire (ESUAQ) was used for data collection. Using Pearsons Product Moment Correlation statistics, the instrument yielded reliability value of 0.87. t-test and ANOVA were used to test hypotheses one to five and six to ten respectively. Scheffe’s post-hoc test was used to locate the direction of difference established in ANOVA. The study revealed that gender and school location had no significant influence on students’ satisfaction with Ọpón-Ìmọ̀ (t (666) = 1.21, p>.05., F (2, 665) = 0.436, p>0.05); efficiency (t (666) = 0.68, p>.05, F (2, 665) = 2.420, p>0.05); retentiveness (t (666) = 1.22, p>.05, F (2, 665) = 2.792, p>0.05) and error prevention (t (666) = 0.15, p>.05,). School location had significant influence on learnability of the software, F (2, 665) = 10.87, p<0.05. The study recommends that Osun state government may take into account students’ location when teaching them how to use the software. Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=2149 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Africa; Second Term; 17-19 years; Senior secondary school 3 This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2157 2016-12-31T12:04:26Z issue-46

The effects of pre-service training on ICT implementation in the classroom Zyad, Hicham; Hassan II University, the Faculty of Letters and Humanities, Ben M'Sik, Morocco; Zyadhicham@ymail.com Education ICT integration in education; pre-service training This paper aims to explore practicing teachers’ perceptions of the approach adopted in their pre-service training programs with regard to educational technology. The paper also investigates the extent to which the teachers employ technology to accomplish pedagogical goals as well as the instructional methodology they embrace when they use ICT in the classroom. The thrust of the argument in the current study is that the way practicing teachers use educational technology is reflective of the inadequacy of the pre-service training programs that still insist on disentangling ICT from pedagogy and content. Informed by TPACK, a four-section, five-point Likert scale questionnaire was administered to 56 ELT practitioners in middle and secondary education in the province of El-Jadida. It was found that the integration of technology, pedagogy and content was left to the discretion of the teachers. This approach resulted in limited ICT implementation for instructional purposes and inconsistent interpretations of how ICT can best be used in the classroom. Although the teachers reported that they embraced a student-centered methodology while using ICT, they also fell back on teacher-centered instructional principles. On the basis of the results obtained, a number of implications will be offered for an effective ICT-oriented ELT teacher education. Keywords: ELT; TPACK; Pre-service teacher education; ICT; Middle and secondary education. Open Campus, The University of the West Indies, West Indies 2016-12-31 Peer-Reviewed Article Exploratory; Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=2157 International Journal of Education and Development using ICT; Vol. 12, No. 3 (2016) en Africa; first semester; age; gender; experience This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2158 2016-08-17T14:55:13Z issue-45

Promoting pro-environmental printing behavior: The role of ICT barriers and sustainable values Suleri, Javed; Stenden University of Applied Sciences, The Netherlands; jisuleri@yahoo.com Cavagnaro, Elena; Stenden University of Applied Sciences, The Netherlands; elena.cavagnaro@stenden.com Education; Information Technology ICT integration; onscreen reading; Green printing; Pro-environmental behavior; Sustainability and ICT This study aims to explore how to reduce printing at elementary schools through strengthening both the effective use of ICT and pro-environmental values. Literature review is presented in themes – ICT barriers (fears, knowledge, skills and time), demographic, printing behavior and sustainable values (egoistic, hedonic, prosocial & biospheric). A quantitative method is applied in this study, 108 questionnaires were sent and 82 were answered and returned from seven elementary schools at three different regions in Northwest Friesland, The Netherlands. The value scale by De Groot and Steg (2008) is applied for sustainable values while for ICT barriers and printing behavior, questions are developed by the author and validated by Cronbach. The main findings illustrate that lower ICT fears and higher biospheric values have a positive effect on the pro-environmental printing behavior. To minimize teachers’ ICT fears and printing, directors of the schools should train teachers in the use of ICT and enhance their biospheric values. This study is one of the first to explore ICT barriers with the combination of pro-environmental values orientation contributing pragmatic evidence to reducing financial and environmental costs. Open Campus, The University of the West Indies, West Indies 2016-08-17 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2158 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Netherlands; ; Educational attainment This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2165 2016-08-17T14:55:13Z issue-45

Benefits and challenges of introducing a blended project-based approach in higher education: Experiences from a Kenyan university Munezero, Myriam D; University of Eastern Finland; mmunez@uef.fi Bekuta, Balozi K; University of Eldoret; balozibk@hotmail.com Forestry, Information and Communication Technology project-based; problem-based; participatory design; higher education; ICT; forestry This article investigates a blended project-based approach that was introduced to forestry and ICT undergraduates as an extracurricular activity at the University of Eldoret, Kenya. The approach blends problem-based learning and participatory design to solve real-life forestry problems. Even though the use of the approach itself is not novel, in this article, we explore its introduction as an extracurricular activity at a university that currently follows a more traditional teaching paradigm. Using a multiple case study, the study explores the project implementation activities and student experiences in order to identify the benefits gained and challenges faced. The findings show that the used blended project-based approach results in solutions that are more contextually relevant and also equips the participating students with technical, interdisciplinary and interpersonal skills that are essential to entering the workplace which they may otherwise have not acquired from their curricula. Open Campus, The University of the West Indies, West Indies Ministry of Foreign Affairs of Finland, Finland 2016-08-17 Non-Refereed Case Study Case study, qualitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2165 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Kenya; 2013-2015; higher education This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2172 2016-12-31T12:04:26Z issue-46

Cyberbullying and self-perceptions of students associated with their academic performance Muzamil, Maham; University of Lahore, Pakistan; obstinatepearl12@gmail.com Shah, Gulzar H; Jiann-Ping Hsu College of Public Health, Georgia Southern University, USA; gshah@georgiasouthern.edu Education; Information Systems social media; cyberbullying; self-perception; socioeconomic status; secondary education; academic achievement The aim of this study is to explore the factors influencing students’ academic achievements in secondary school level (grades 09 and 10). Those factors include students’ self-reported psychological and issues (e.g. being bullied through social media) as well as socioeconomic status. Study participants included610 students at senior secondary level (237 male and 363 female) randomly selected from ten different government schools. The schools were randomly selected from the lists provided by their respective Education District Officer (EDO). The data were collected by researchers with the help of teachers. Participants’ were offered as incentives a drawing for a gift certificate. Bivariate statistics and multinomial logistic regression analyses were used for data analysis. Our study shows that traditional as well as cyberbullying may have a significant negative impact on students’ academic performance when socioeconomic status is not considered in the model. The effect of cyber as well as traditional bullying is offset by socioeconomic status. The findings from this research study show that socioeconomic status (i.e. household income, parents’ education) and low self-efficacy are the factors responsible for students’ low performance. Policies and interventions addressing these issues may be instrumental in improving overall student performance at the secondary school level. Open Campus, The University of the West Indies, West Indies None 2016-12-31 Peer-Reviewed Article Quantitative Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=2172 International Journal of Education and Development using ICT; Vol. 12, No. 3 (2016) en Pakistan; ; academic performance This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2174 2016-08-17T14:55:13Z issue-45

Technology-enhanced learning in sports education using clickers: Satisfaction, performance and immediacy Constantinou, Vaso; Cyprus University of Technology ; vaso@cyprusinteractionlab.com Ioannou, Andri; Cyprus University of Technology ; andri.ioannou@gmail.com Information Technology; Education clickers; classroom response systems; sports education; physical education, training; technology-enhanced learning; ICT in education The article addresses ICT in Education by describing an empirical investigation of technology-enhanced sports education. The study examines the use of clickers by 162 Judo athletes during seminars on the rules and regulations of the sport. Results are based on quantitative data collected on athletes’ performances and attitudes and qualitative data from a focus group with the trainers. Findings suggest that the use of clickers is linked to athletes’ better satisfaction and performance and enables the feedback loop between athletes and trainers. More importantly, the implementation with the use of clickers can simulate the fast reaction time and decision making required during a Judo battle, which is difficult to achieve without the means of technology. Research of technology in the field of sport/physical education is limited. This study provides an interesting presentation of the potential of clickers to improve training quality for both athletes and trainers. Open Campus, The University of the West Indies, West Indies none 2016-08-17 Peer-Reviewed Article mix-method http://ijedict.dec.uwi.edu/viewarticle.php?id=2174 International Journal of Education and Development using ICT; Vol. 12, No. 2 (2016) en Europe; n/a; N=162 athletes 7-50 years old This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2179 2016-12-31T12:04:26Z issue-46

A cross-cohort exploratory study of a student perceptions on mobile phone-based student response system using a polling website Wong, Adam KL; SPEED, Hong Kong Polytechnic University; spklwong@speed-polyu.edu.hk Wong, Simon; HKCC, Hong Kong Polytechnic University; ccswong@hkcc-polyu.edu.hk Education; Information Technology; Information Systems; Learning; Teaching Mobile Learning; Clickers, Student Response Systems, Polling, Cross-cohort In a Student Response System (SRS) , students answer the teacher’s questions using handheld devices, called “clickers”, or more recently, their own mobile phones via the Internet. The SRS gives the teacher an immediate assessment of the understanding of the students collectively and individually. A literature survey in ERIC, an education-focused academic database, showed that there is relatively little research on mobile phone-based SRS using the Internet. Furthermore, the research on student perceptions using a across-cohort approach was non-existent. In this exploratory study, 274 students, who were at different stages of study at a university, were taught using a mobile phone-based SRS and a polling web site. A subsequent online survey based on the Technology Acceptance Model was conducted. It was found that the students showed high perceived usefulness and high perceived ease of use on the SRS, despite their differences in their stages of study. The female students had marginally less positive perceptions on the SRS than the male students. Open Campus, The University of the West Indies, West Indies 2016-12-31 Peer-Reviewed Article Quantitative http://ijedict.dec.uwi.edu/viewarticle.php?id=2179 International Journal of Education and Development using ICT; Vol. 12, No. 3 (2016) en Hong Kong; China; Year One, Year Two, Year Four; Chinese, Associate Degree, Top-up Degree, Full-time Students This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

oai:ojs.ijedict.dec.uwi.edu:article/2182 2017-04-30T19:51:47Z issue-47

Pre-service teachers’ attitude towards information and communication technology usage: A Ghanaian survey Adu Gyamfi, Stephen; Catholic University College of Ghana; stevol2013@yahoo.com Pre-service Teacher Education; Information Technology Pre-service teacher, attitude, pre-service teacher education, technology acceptance model. This study sets out to validate and test the Technology Acceptance Model in the context of Ghanaian pre-service teachers’ attitude towards Information and Communication Technology in teaching and learning. To achieve this aim, the study extended the TAM framework by adding leadership support and job relevance as exogenous variables. Data were randomly collected from 380 pre-service teachers who were studying a 3-year Diploma in Education programme in Ghana. Based on a multiple stepwise regression analysis, the findings suggested the following: (1) leadership support significantly influenced perceived ease of use; (2) job relevance significantly influenced perceived usefulness; (3) perceived usefulness significantly influenced attitude towards use; (4) perceived ease of use significantly influenced attitude towards use (5) the TAM is significant for pre-service teacher education context except the relationship between PEU and PU. The findings of this study contribute to the literature by validating the Technology Acceptance Model in the Ghanaian pre-service teacher education context and provide several implications for the research and practice of ICT adoption development. Open Campus, The University of the West Indies, West Indies Non 2017-04-30 Peer-Reviewed Article Survey http://ijedict.dec.uwi.edu/viewarticle.php?id=2182 International Journal of Education and Development using ICT; Vol. 13, No. 1 (2017) en Ghana, Africa; First Semester; Pre-service teachers in Colleges of Education This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. 83182449383dad34645c0ea7f1410d3c