ethanporcaro/eric-fulltext-meta huggingface dataset:
Information Systems Education in Kenya: Students' Specialization Choice Trends (A Case Study of Kenya Polytechnic University College)
Author: Ndede-Amadi, Atieno A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Systems,Information Science Education,Specialization,Trend Analysis,Case Studies,Familiarity,Student Educational Objectives,Career Choice,College Students,Systems Analysis,Skill Analysis,Intellectual Disciplines,Student Surveys,Questionnaires,Educational Media,Majors (Students),Training,Capacity Building,Bachelors Degrees,Educational Policy,College Programs,Student Attitudes

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.
The Prospect of Animated Videos in Agriculture and Health: A Case Study in Benin
Author: Bello-Bravo, Julia
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Educational Media,Educational Methods,Handheld Devices,Native Language,Computer Simulation,Animation,Agricultural Education,Agricultural Occupations,Health Education,Access to Information,Community Information Services,Program Effectiveness,Program Evaluation,Community Surveys,User Satisfaction (Information),Video Technology,Semi Structured Interviews,Questionnaires,Health Promotion,Correlation

Cell-phone ready educational videos, translated into local languages, are a recent phenomenon in developing nations. One of the reasons for the emergence of this approach is due to the scarcity of other forms of educational materials with appropriate content for low literate learners. Additionally, the World Wide Web (WWW) has very little to offer in regards to audio-visual training materials that could be used to educate people in their own local languages without the need for literacy. Scientific Animations Without Borders (SAWBO) creates and works with local groups to deploy educational videos in local languages facilitating access to information and knowledge to individuals in the developing world. This paper is based on a survey conducted with 83 individuals on the perception of three SAWBO educational animations--neem extracts for insect control, cholera and malaria prevention; and their potential as training tools for health and agricultural extension in Benin. These animations provide information and knowledge in a simple way, on complex ideas and techniques that could improve livelihoods. The results obtained in this study suggest that animated videos are a well-received approach as a training tool in agriculture and prevention of diseases amongst populations with diverse literacy levels.
&quot;Digital Natives&quot;: An Asian Perspective for Using Learning Technologies
Author: Kennedy, David M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Asians,Mass Media Use,Generational Differences,College Freshmen,Undergraduate Students,Media Literacy,Information Skills,Information Literacy,Program Descriptions,Educational Environment,Student Surveys,Student Attitudes,Foreign Countries

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.
Students' Experiences and Challenges of Blended Learning at the University of Dar Es Salaam, Tanzania
Author: Mtebe, Joel S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Experience,Blended Learning,College Students,Barriers,Program Implementation,Questionnaires,Content Analysis,Student Surveys,Enrollment Rate,Delivery Systems,Teaching Methods,Institutional Characteristics,Graduation Rate,Obsolescence,Educational Resources,Access to Computers,Access to Information,Internet,Teacher Shortage,Technical Support,Usability,Student Attitudes,Educational Technology,Technology Uses in Education,Technology Integration,Foreign Countries

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.
Large-Scale 1:1 Computing Initiatives: An Open Access Database
Author: Richardson, Jayson W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Open Source Technology,Access to Information,Databases,Access to Computers,Literature Reviews,Program Descriptions,Professional Development,Financial Support,Laptop Computers,Children,Database Design,Database Management Systems,Program Content,Statistical Data,Clearinghouses

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.
Using Self-Efficacy to Measure Primary School Teachers' Perception of ICT: Results from Two Studies
Author: Fanni, F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Efficacy,Elementary School Teachers,Technology Uses in Education,Technology Integration,Research Projects,Investigations,Information Technology,Computer Attitudes,Disadvantaged Environment,Influence of Technology,Teacher Effectiveness,Technological Literacy,Case Studies,Teaching Experience,Correlation,Questionnaires,Self Concept Measures,Experimental Groups,Control Groups,Statistical Analysis,Skill Development,Capacity Building,Teacher Competency Testing,Faculty Development,Foreign Countries

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 above mentioned 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.
Interactive Whiteboard for Primary Schools in Mauritius: An Effective Tool or Just Another Trend?
Author: Bahadur, Goonesh Kumar
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Technology Integration,Technology Uses in Education,Feasibility Studies,Teacher Attitudes,Student Attitudes,Teaching Methods,Educational Practices,Elementary School Students,Elementary School Teachers,Teacher Competencies,Readiness,Experimental Groups,Control Groups,Teacher Surveys,Instructional Effectiveness,Educational Resources,Pretests Posttests,Academic Achievement,Educational Equipment

Mauritius is among the few African countries where the interactive whiteboard has been implemented in all primary schools. The interactive whiteboard is an important tool in the classroom as it changes the mode of instruction. Many researches have been carried out in many countries to investigate the effectiveness of the interactive whiteboard. This research is based on a feasibility study to determine teachers' and learners' perceptions of the potential benefits and drawbacks of using interactive whiteboards in their teaching and learning environments. In this research project, an educational resource was designed and mounted using XERTE which is an Open Source Authoring tool, to test whether interactive whiteboard can improve learning in schools. Additionally, a survey was carried out among primary school teachers to gather feedbacks on the interactive whiteboard. The outcome showed that using the interactive whiteboard does not necessarily mean getting better results in learners' assessments. Yet learners showed better engagement and enjoyment during the lessons. The survey revealed that few teachers were actually using the digital board. It is still unclear whether these teachers are making effective use of the interactive whiteboard or not. The survey also concluded that most teachers agreed that the interactive whiteboard was an effective tool as it benefited to all types of learners.
A Framework for the Integration of E-Learning in Higher Education Institutions in Developing Countries
Author: Kituyi, Geoffrey
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Developing Nations,Electronic Learning,Technology Integration,Questionnaires,Models,Student Surveys,Teacher Surveys,Statistical Analysis,Projection Equipment,Technology Uses in Education,Teaching Methods,Course Content,Multimedia Instruction,Multimedia Materials,Case Studies,Program Validation,Blended Learning,Design Requirements,Stakeholders,Information Systems,Predictor Variables,Program Implementation,Foreign 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. Data were analyzed using descriptive statistics. The requirements for e-learning integration were identified as: use of projection equipment; use of e-learning methods to teach and face-to-face method to administer tests and exams; harmonization of course content for e-learning and face-to-face during design phase; incorporation of 3D pictures, audio and videos in classrooms among others. The developed framework was validated for applicability using case studies in all the participating universities. Validation results indicate that the proposed framework, if well implemented can help improve e-learning integration in Higher Education Institutions operating in developing countries. This is because the framework provides a step by step approach to be used during e-learning integration and also identifies the key stakeholders and their roles for successful e-learning integration.
Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill
Author: Karami, Mehdi
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Trainees,Pedagogical Content Knowledge,Teaching Skills,Technology Integration,Integrated Activities,Quasiexperimental Design,Elementary School Curriculum,Theory Practice Relationship,Mathematical Concepts,Multivariate Analysis,Pretests Posttests,Scores,Problem Solving,Student Teaching,Achievement Gains,Educational Technology,Student Teachers,Educational Practices,Foreign Countries

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.
ICT in Secondary School Administration in Rural Southern Kenya: An Educator's Eye on Its Importance and Use
Author: Makewa, Lazarus
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,School Administration,Information Technology,Rural Areas,Influence of Technology,Technology Integration,Comparative Analysis,Correlation,Administrator Attitudes,Principals,Department Heads,Teacher Attitudes,Questionnaires,Incidence,Educational Practices

This study investigated whether there was a significant difference between teachers' and administrators' perceptions on the importance of Information and Communications Technologies (ICT) in secondary school administration and evaluated the extent to which it was used by administrators. In this study, administrators are those involved in the day to day running of secondary school duties such as: the principal, deputy principal and heads of departments. The researchers used a descriptive-comparative research design to obtain information on the current status of ICT. The t-test was used to establish whether there was any significant difference in perceptions while a Pearson product-moment correlation coefficient was used to find whether there was any significant relationship between educators' perceptions of the importance and extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important. Teachers and administrators viewed the use of ICT in student administration as equally important. Administrators rated the importance of using ICT in supervision of instruction and in student administration more highly. There was a significant difference between the perceptions of teachers and administrators on the importance of ICT use in the following areas of secondary school administration: student administration, general administration and supervision of instruction.
Persistence and Decay of Web Citations Used in Theses and Dissertations Available at the Sokoine National Agricultural Library, Tanzania
Author: Sife, Alfred S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Theses,Agricultural Education,Special Libraries,Citation Indexes,Citations (References),Usability,Navigation (Information Systems),Electronic Publishing,Electronic Libraries,Error Patterns,Library Research,Library Materials,Bibliometrics,Citation Analysis,Foreign Countries

A study was conducted to examine the persistence and decay of web citations in theses and dissertations available at the Sokoine National Agricultural Library. Specifically, the study assessed the accessibility status of cited URLs, identified error messages and top level domains of inaccessible URLs, and calculated the half-life of web citations. Eighty-three theses and dissertations that were dated between 2007 and 2011 were stratified according to their years of publication and randomly selected for the study. These gave a total of 15,468 citations of which 1,487 (9.6%) were web citations. The findings show that a total of 862 (58%) web citations were inaccessible. The &quot;404 File Not Found&quot; error message was the most (92.7%) encountered and the &quot;.com&quot; domain had the greatest number (28.2%) of missing URLs. The average half-life for the URLs cited in theses and dissertations was 2.5 years. The study findings therefore indicate that many web resources cited in theses and dissertations available at SNAL had disappeared from their original locations. Collaborative efforts are thus required from various stakeholders in order to reduce the problem of URL decay.
Screen Reading Habits among University Students
Author: Vandenhoek, Tim
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Habits,College Students,Preferences,Journal Articles,Online Surveys,Navigation (Information Systems),Usability,Electronic Learning,Media Literacy,Electronic Publishing,Layout (Publications),Computer Interfaces,Student Surveys,Student Attitudes,Foreign Countries

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 teaching implications and opportunities as well as suggestions for further research in the area.
Exploring the Factors Influencing the Adoption of Open Source Software in Western Cape Schools
Author: Johnston, Kevin
Date: 2013-00-00
Type: Journal Articles
Subjects: Open Source Technology,Technology Integration,Technology Uses in Education,Performance Factors,Program Implementation,Adoption (Ideas),Administrator Attitudes,Employee Attitudes,Semi Structured Interviews,Educational Assessment,Educational Indicators,Contracts,Influence of Technology,Usability,Institutional Characteristics,Educational Environment,Individual Characteristics,Environmental Influences,Resistance to Change,Higher Education,Foreign Countries

Open Source Software (OSS) presents many benefits to both the private and the public sectors, and has proven to be a viable solution in schools. Although a policy mandating the use of OSS exists in the Western Cape province of South Africa, very few schools in the province have adopted OSS. The education system in South Africa is currently facing a crisis because of its inability to provide quality education, and its lack of funds. The Western Cape recently signed a Microsoft Schools Agreement. This study aimed at gaining insights into the factors influencing or inhibiting OSS adoption within the Western Cape Schools Environment. In-depth interviews were conducted with senior staff in the Department of the Premier, and the Department of Education, as well as users at school level. The Technology-Organisation-Environment (TOE) framework was employed to organise the data, while thematic analysis was used to uncover themes and patterns in the data. Significant factors that emerged as positive influences on the adoption of OSS included cost, performance and positive attitudes. The negative influences that emerged included compatibility, lack of resources and time, and lack of support. Recommendations for the negative influences were highlighted, and include research and development, employment of additional resources, on-going support, and training. The study contributes to existing knowledge, by extending the TOE framework through the inclusion of the &quot;Individual&quot; element.
Factors Enabling the Use of Technology in Subject Teaching
Author: Cubukcuoglu, Begum
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Qualitative Research,Semi Structured Interviews,Foreign Countries,Access to Computers,Teaching Methods,Secondary Education,Case Studies,Interviews,Secondary School Teachers,Teacher Attitudes

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.