Integration Of Information Communication Technology Research Articles

Trainers’ Preparedness on the Integration of Information Communication Technology in the Instructional Process of Engineering Courses in National Polytechnics in Kenya

Educational institutions are under increasing pressure to integrate Information Communication Technology (ICT) in the instructional process as they prepare trainees for the job market in the 21st Century and trainers significantly contribute to this as the implementers. This paper reports a study that aimed at investigating trainers’ preparedness on the integration of Information Communication Technology (ICT) in the instructional process of engineering courses in national polytechnics in Kenya. The research objectives were to find out the perception of trainers on ICT integration; and the level of ICT knowledge and skills of trainers. The study was guided by the mixed method research methodology and the descriptive survey research design. Stratified and simple random sampling methods were used to select forty eight trainers from three national polytechnics in Kenya from Mechanical, Electrical, Building and Automotive departments. Purposive sampling was used to select the three principals and three heads of the departments. Data was collected using questionnaires and interview schedules and analyzed using descriptive statistics and thematic analysis techniques respectively. The findings revealed that the trainers were willing to participate actively in integrating ICT in the instructional process and thus had positive perceptions. In addition, over 80 % of trainers were practically competent in the general use of ICT but minimally integrated ICT in the instructional process. The study recommended that national polytechnics should take advantage of the positive perception by trainers and formulate a policy on ICT integration in the instructional process in line with the existing government policies. Another recommendation was that national polytechnics should undertake capacity building for trainers on ICT integration in the instructional process. The findings of this study will be significant in policy formulation on ICT integration in education in Kenya and elsewhere.

Understanding the influence of context in technology integration from teacher educators’ perspective

ABSTRACT The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the understanding of its impact on successful technology integration. This study employs the Technological Pedagogical and Content Knowledge (TPACK) model as a lens in understanding factors influencing teachers’ integration of technology in classrooms. Data were collected using focused interviews of 19 teacher educators of three colleges of education from the southern part of Nigeria. The results reveal that among the level contexts, the meso level presented the most challenges to teachers’ efforts at integrating Information Communication Technology (ICT) in their classrooms. In addition, the benefits of technology integration were expressed more in terms of the significance, practical use and the opportunities that ICT offers.

Process Evaluation and Experience Sharing on Utilizing Information Communication Technologies and Digital Games in a Large Community Family Health Event: Hong Kong Jockey Club SMART Family-Link Project.

Background: Information communication technologies (ICT) are increasingly used in health promotion, but integration is challenging and involves complex processes. Large community health promotion events are often held but the experiences and processes have rarely been evaluated and published. No reports have described and systematically evaluated an ICT-supported health promotion event using digital games.Objective: We evaluated the development and implementation of a large community family health promotion event with ICT integration to promote family happiness with collaboration between academia (The University of Hong Kong) and the social (family) service sector, and collected feedback from participants and social service workers.Methods: We (i) conducted a systematic process evaluation, (ii) administered an on-site questionnaire survey on participant satisfaction and feedback, and (iii) collected post-event qualitative feedback from social workers on using new technologies, digital game design and overall experiences.Results: Fourteen digital games were designed and run in booths at the event by 12 non-governmental social service organizations and academia. Four gaming technologies were utilized: chroma key (green screen), somatosensory (kinect and leap motion techniques), augmented reality and virtual reality. 1,365 participants joined the event, in which 1,257 from 454 families were recruited and pre-registered through 12 NGOs. About 39.3% were male and more than half (53.3%) were aged 18 years and above. About 3,487 game booth headcounts were recorded. Games using virtual reality, kinect motion and green screen technologies were most liked. The average game satisfaction score was high (4.5 out of 5). Social service workers reported positive experiences with using new technologies in health promotion, and interests in future collaborations involving more ICT.Conclusions: Our systematic evaluation showed successful integration of ICT components in the health promotion event. This event, most likely the first of its kind, served as a capacity building and knowledge transfer platform for interdisciplinary co-sharing and co-learning of new technologies. It provided a solid foundation for further academic and social service partnerships and should be a useful model for similar community events and their evaluation. Further development and integration of ICT for health promotion among social service organizations with comprehensive evaluation are warranted.

Influence of Teachers’ Characteristics on Their Attitude Towards the Integration of ICT in Mathematics Instruction in Primary Schools Mathematics Instruction in Nakuru East Sub-County – Kenya

There is pressure placed on the Government of Kenya and the private sectors in the country to strive and compete in the digital world in their operations. In particular, the use of Information Communication Technology (ICT) in institutional operations in Kenya is significant, especially in the education sector. Teachers’ lack of ICT skills is the main challenge to integration of ICT in the instructional processes in schools. This study sought to find out whether teachers characteristics influence their attitude towards ICT integration in their classroom practice. Teachers’ characteristics entailed qualification and teachers’ computer competencies, experiences and computer training. The study investigated the influence of teachers’ characteristics on their attitude towards integration of ICT in primary school mathematics instruction in Nakuru Town East Sub-county of Nakuru County, Kenya. In the study, a Correlational research design was applied. A total of 1364 primary school teachers in Nakuru Town East Sub-County, was the target population in the study. The accessible population were all the mathematics teachers from the public primary schools from which a sample size of 140 participated in the study. Simple random sampling was used to select five divisions and proportionate stratified sampling was used to select participating schools and teachers in the study. The head teachers in the participating schools were selected purposefully as part of the teachers to provide information about ICT resources. The data was collected using a self-report questionnaire. The experts in the department of curriculum Instruction and Educational Management validated the instrument. The tool was pilot tested in schools in the neighboring county which had similar characteristics as the study are. The reliability of the research instrument was found to be 0.906 which was within acceptable threshold for social science research. Descriptive (frequency distributions, means, and percentages) and inferential statistics (correlation and regression analysis) were used to analyze the collected data with the help of SPSS program version 26. The hypothesis was tested at 0.05 Alpha (α) level of significance. The study established the existence of a strong statistically significant positive relationship (r = 0.879, p < 0.05) between teacher characteristics and attitude towards the integration of ICT in mathematics instruction. The study established that teacher characteristics (Teaching experience, qualification, and ICT training) were strong predictors of teacher attitude towards integration of ICT in mathematics instruction (b = 0.155, p < 0.05, b = 0.247, p < 0.05 and b = 0.465, p < 0.05) respectively. The findings may help in informing policymakers and teacher trainers to include ICT in both on the job and out of job teacher training programs. Keywords: Attitude, Information Communication Technology, teacher characteristics and integration of ICT, and mathematics instruction DOI: 10.7176/JEP/11-36-11 Publication date: December 31 st 2020

Influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya

The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education.

Teachers' Competency in Integration of Information Communication Technology in Early Learning in Bungoma County, Kenya

Integrating Information Communication Technology into curricula with the intent of positively influencing teaching and learning has been in a state of evolution over the past 20 years. The purpose of the study was to analyse teachers' competency in integration of ICT, into teaching and learning in early learning in Bungoma County, Kenya. The study was guided by Technological Pedagogical Content Knowledge Framework (TPACK) by Punya Mishra and Matthew J. Koehler’s. The study population included Early Childhood Development (ECD) teachers, education officers in charge of ECD in the county and public primary school headteachers. Simple random sampling was used to obtain 177 ECD teachers which is 10% of 1,768 ECD teachers from 884 public primary schools in Bungoma County. The study adopted a descriptive research design. A questionnaire and interview schedule were the main primary data tools for data collection. The findings showed that Integration of ICT in early education is highly related to teachers’ ICT competencies, planning for instruction, teaching methods, teaching and learning materials and how assessment is done. The central issue in the integration of ICT into early learning is pegged on the instructors having the requisite ICT training. ICT integration in early learning is often attributed to the teachers thus, those teachers who competency and higher confidence are expected to integrate ICT in their classes. Teacher's underutilization of ICT in the classroom and their resistance to embedding ICT across the curriculum can be detrimental to attempts to introduce new teaching and learning technologies in education. Therefore, it is crucial to monitor teacher's ICT utilization and examine factors that contribute to their skeptical practices of teaching with technology. Keywords: Integration, Competency, Information Communication Technology DOI: 10.7176/JEP/11-30-11 Publication date: October 31 st 2020

Coordinated Risk Mitigation Strategy For Integrated Energy Systems Under Cyber-Attacks

The dramatic increase of cyber-attacks onenergy systems can cause huge losses, which has drawn extensive attention due to the fast integration of information communication technologies (ICTs). This issue is becoming worse with the integration of electricity and gas systems (IEGS), facilitated by gas generation and new coupling technologies. This paper investigates the risk and mitigation strategies for IEGS under false data injection attacks (FDIA) in a hierarchical two-stage framework. The FDIA on both electricity and gas systems are modelled through injecting falsified data by adversaries. To mitigate the adverse impacts, a novel two-stage distributionally robust optimization (DRO) is proposed: i) day-ahead operationto determine initial operationscheme and ii) real-time corrective operation with the realization of FDIA and renewable generation uncertainties. A semidefinite programming is formulated for the original problemand it is then solved by a convex optimization-based algorithm. A typical IEGS is used fordemonstration, which shows that the proposed model is effective in mitigating the risks caused by potential FDIAand renewable uncertainties, by optimal coordinating energy infrastructures and load shedding.This work provides system operators with a powerful toolto operate the IEGS with enhanced security against malicious cyber-attacks while accommodating increasing renewable energy. The method can also be easily extended to operatingIEGS against other natural attacks.

Integration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers

This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.

Influence of level of trainers’ perception on Information Communication Technology Integration in Teaching and Learning of Engineering courses in National polytechnics in Kenya

Understanding trainers’ perceptions of innovation is the key to successful adoption of technology in learning. The purpose of this paper was to examine the level of trainers’ perception on Information Communication Technology (ICT) integration into teaching and learning of engineering courses in National polytechnics in Kenya. This study used mixed method research. The target population in this study was 140 engineering staff and the trainees, Heads of departments and Principals of Kisumu and Eldoret Nationa l Polytechnic and Kenya Technical Trainers College. Primary data was used, which was collected using structured questionnaires and interview schedules. Simple random sampling was used to identify the respondents from the relevant departments to participate in this study, while purposive sampling was used to select the principals to be interviewed. Reliability and validity of data collection instruments were ascertained through pilot testing. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data generated from the interview schedules was organized through content scrutiny. The results indicated that the level of trainers’ perception has a significant effect on ICT integration into teaching and learning. It was concluded that trainers are willing to undergo training to equip them with new knowledge in ICT to improve their productivity. It was recommended that the National Polytechnic management, in partnership with the Ministry of Education, should carry out assessment of skills and needs as far as ICT integration is concerned.

TEACHERS’ ICT LITERACY AND ICT INTEGRATION IN ELT IN THE INDONESIAN HIGHER EDUCATION SETTING

The use of Information Communication Technology (ICT) in English Language Teaching (ELT) in higher education settings in Indonesia is still under research. This is a correlational study that investigates teachers’ knowledge, experiences, ICT literacy levels, and to what extent they integrate ICTs in ELT. Numbers of 280 English lecturers of different universities in Indonesia completed the online questionnaires that are distributed through emails and social media messengers during December 2018. The result shows that more than 60 % of the respondents’ ICT literacy levels are above average and they frequently use ICT in their daily teaching, although they still face problems in internet facility and lack of ICT training. The study also reveals that there is a significant correlation among teachers’ ICT literacy levels with their training experiences, internet frequency usage, and ICTs integration in language teaching. The more frequent teachers implement the ICTs, the more literate they will become. Training experiences surely generate teachers’ ICT literacy. The majority of English lecturers in Indonesia are ICT literate and ready to integrate their ICT skills in their teaching-learning activities. More frequent training and stronger policy support of ICT facilities from the institution and government would be advantageous to encourage greater ICT integration in education, especially in ELT.

The Influence of Information Communication Technology (ICT) integration on teaching and learning in South African Schools

Despite recent emphasis on the quality of education for all in South Africa, the department of education still face major challenges that hinder the progress of implementing quality education, especially in the rural areas. Consequently, this study followed an action qualitative method. The overall purpose of the study was to determine the influence of ICT integration in on the quality of teaching and learning in the classroom and to further examine the benefits of using ICT to enhance personal growth, individual performance, critical thinking skills reading and writing skills. The research questions were semi-structured and open-ended. The researcher interviewed nine (9) learners and seven (7) teachers in a two session focus group, first session involved only teachers and last session had only grade 12 learners. The themes of the sessions were documented separately, however, relationship between the themes were identified. The study also performed observation in the classroom to access situations that would have been almost impossible to identify in an interview or a questionnaire. Results shown that a lot still need to be done by the government to initiate the process of integrating ICT in education or empower teachers with ICT skill and to do away with the traditional teaching method. The study however concluded on the positive influence of ICT integration on teaching and learning practices in the classroom for both teachers and learners. Consequently, the study recommends the following: government must provide training and incentives to encourage personal development in teachers and for young graduates to value teaching; policies about lost equipment must be drafted and understood by all parties; deployments of technology innovation, as well, as the imperatives of following the recommendation of UNESCO’s four stages of ICT integration

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students’ motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

E-Readiness Status of Primary Schools Implementing Digital Devices in Kisii County

<p>Delivery of education content to learners in many learning environments has greatly been enhanced by the deployment and implementation of Information Communication Technologies (ICTs) in the world today. Many developing countries are putting in place strategies to ensure their education systems use ICT to improve and diversify learning to meet the global changes in technology. In Kenya, ICT Integration in Primary Education is one of the key flagship programmes that has received keen attention by the government in the past few years through the primary schools Digital Literacy Programme (DLP). This research endeavoured to establish the e-readiness of primary schools implementing use of digital devices in Kisii County. Survey research design was applied in the study. The population of the study constituted of 710 primary school head teachers, 1,420 standard one and two teachers and 71,000 standard one and two pupils. Sample size was determined using the fisher formula and the sample consisted of 249 primary school head teachers, 302 standard one and two teachers and 381 standard one and two pupils. Purposive sampling was used to select schools, head teachers and teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. The research instruments applied in the research included self-administered questionnaires for teachers and head teachers and interview schedules for pupils. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data was analysed qualitatively and quantitatively using descriptive statistics in SPSS.The research established that the main impediment to implementation of the DLP was the psychological and financial readiness within the schools. There should be a well planned training schedule for teachers and a budget be put in place for the primary schools for the DLP.</p>

Analysis of Challenges facing ICT integration in managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya

The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and co-educational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and co-educational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools.

Integration of Information Communication Technology in Journalism Practice: A Survey of Journalists in Ekiti Metropolis, Nigeria

The aim of this study was predicated on the need to ascertain the extent to which Nigerian Journalists, especially those in the state capital of Ekiti state; have integrated the use of information communication technology (ICT) tools in their journalism practice which includes, but not limited to; news gathering, dissemination etc. The objectives among others is to decipher the extent of use and the adoption of new information communication technologies in journalism practise. A total of thirty four (34) TV and radio journalists were sampled with a view to ascertain their use and types ICT tools employed for the achievement of communication efficiency. Despite the perceived importance of the role of ICT in improving communication efficiency (as opined by 97% of the respondents), findings from this study revealed that the use of modern ICT tools were not fully employed for their day to day task execution. Also, only 24% of the respondents agreed to the availability and free access to internet facility in their day to day operations while 64.7% own or have personal access through their owned devices. The challenges enumerated by journalists includes lack of corporate internet access and information, technology hardware and software configurations that are crucial to journalism in new media practice. Hence, it is recommended media proprietors should provide as part of the work environment, modern facilities to enable journalists discharge their duties in line with international best practices.

Challenges and recommended technologies for the industrial internet of things: A comprehensive review

Physical world integration with cyber world opens the opportunity of creating smart environments; this new paradigm is called the Internet of Things (IoT). Communication between humans and objects has been extended into those between objects and objects. Industrial IoT (IIoT) takes benefits of IoT communications in business applications focusing in interoperability between machines (i.e., IIoT is a subset from the IoT). Number of daily life things and objects connected to the Internet has been in increasing fashion, which makes the IoT be the dynamic network of networks. Challenges such as heterogeneity, dynamicity, velocity, and volume of data, make IoT services produce inconsistent, inaccurate, incomplete, and incorrect results, which are critical for many applications especially in IIoT (e.g., health-care, smart transportation, wearable, finance, industry, etc.). Discovering, searching, and sharing data and resources reveal 40% of IoT benefits to cover almost industrial applications. Enabling real-time data analysis, knowledge extraction, and search techniques based on Information Communication Technologies (ICT), such as data fusion, machine learning, big data, cloud computing, blockchain, etc., can reduce and control IoT and leverage its value. This research presents a comprehensive review to study state-of-the-art challenges and recommended technologies for enabling data analysis and search in the future IoT presenting a framework for ICT integration in IoT layers. This paper surveys current IoT search engines (IoTSEs) and presents two case studies to reflect promising enhancements on intelligence and smartness of IoT applications due to ICT integration.

A Critical Reflection on Relationship between ICT and Change Management in Enhancing Teaching and Learning Performances

Abstract Numerous studies have pointed out direct positive impacts of Information Communication Technology (ICT) on education quality. From just tool, ICT is being viewed in itself as quality or as catalyst for quality improvement. These findings have led universities worldwide to adopt ICT regardless of uncertainties. Consequently, not all of them succeeded. Proofs from cases around the world show that ICT produces positive impact only in the environment that fits. Such environment is fostered by an effective change management approach. The main aim of this paper is therefore to present the symbiotic relationship between ICT and change management, zeroing on how changes are managed to attain a proper ICT ecosystem for education quality improvement. It also aims to understand, through the conducts of extensive bibliographical research, along with critical content analyses, the roles of ICT in education, its design and impacts, and what constitutes effective change management approach for ICT inclusion. Key findings include: that the integration of ICT alone does not necessarily produce direct positive impact on teaching and learning, but its design; that a good design requires a proper change management process, driven by ICT, and that the involvement of all stakeholders, particularly functional managers, is critical to attain better performances.

E-Tourism Adoption of the Travel Agencies in Cebu City, Philippines

Information Communication Technology (ICT) plays an active role in the tourism industry. The application and integration of ICT are essential for the success of a tourism enterprise. ICT assists the individual in an enterprise to access information on the World Wide Web in a single click which changes the traditional brick and mortar travel agency operations. Even with the emergence of Technology 50 years ago, Small Medium Enterprises are reluctant to operate and adopt Technology Applications for Technological and Non-Technological Reasons. The study used an adapted research instrument from Davis (1989) and Turban et al. (2008). Principal respondents are the accredited travel agencies in Cebu City as of 2017. Using Technology Acceptance Model (TAM) of Davis (1989), respondents perceived that ICT is useful regarding accomplishing the task quickly, increase productivity and effectiveness and it is easy to use regarding operating and interacting ICT. Respondents would probably use the technology in the workplace for sales and marketing and to recommend the technology to others for Business Operations. However, there is no significant relationship on the ease of use (PEOU) and usefulness to the in the Intention to use. This means that the respondents may or may not adopt ICT because of Non Technological and Technological Reasons.

SHORTFALL OF CURRENT GLOBAL EDUCATION SYSTEMS

The permeation of information communication technology (ICT) in the educational sector cannot be underestimated. Currently, ICT integration in education is moving away from the traditional use of computers for administrative work and typing assignments to mobile learning, collaborative learning, fast sharing of information and gamification. In ideal educational set-ups at either elementary or tertiary levels, the benefits that come with ICT integration are enormous. On the other hand, the traditional challenges to quality education have never been dealt with in many educational institutions all over the world. The persistent challenge of teacher shortages, capacity and infrastructural inadequacies have ensured some educational institutions the world over churn out students who are illiterate or unable to favorably compete in the global job markets with those whose institutions are better endowed.The argument is that the above challenges can easily be solved by respective countries through public-private-people partnerships so long as there is political good will for the concerned governments. The single most current shortfall to education and the innovation in education is the lack of information ethics. This paper strives to highlight the issues surrounding this challenge as well as some suggestions on how it can be solved.

Perspectives of lecturers’ beliefs on integrating information communication technology into e-learning system

This study aims to explore how lecturers’ perceptions about technology integration into online teaching and learning differ depending on their differences in age, gender, teaching experience and IT level in the context of the e-learning system of Hochiminh City Open University. An online questionnaire was delivered to individual emails of 101 lecturers operating at least one online subject. The results showed all the university online lecturers strongly consent that computers outweigh traditional face-to-face teaching methods. Nevertheless, insufficient guidance on how to properly and productively combine IT into lectures is their greatest of concern. Next, teaching seniority and gender – two personal attributes – are so useful indicators for selecting most appropriate online instructors, however IT certificates. Those all intensively credit for the university management to properly build-up IT capacity for their teaching staff within their online learning system. Accordingly, some useful and practical implications in starting-up a technology love culture in the institutional environment are proposed.