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In this digital era, it has been proven that the proper of e-learning system implementation provides various advantages and huge benefits. But to achieve the proper implementation is not an easy way since there are many obstacles have to be addressed. Beside the benefits and advantages, such as the other IT based system, e-learning also bring many risks that come from its environment or embedded in. Although many methods or approaches proposed to tackle those obstacles and risks, but the study that tackle those problems from IT Governance view is still limited. The study presents the report of the IT Governance approach to address some of the risks of eLearning system implementation such as: miss alignment with the enterprise goal and strategies, uncomplianceness with the government regulation, and unmatched with the stakeholder needs. The governance of eLearning system proposed has been implemented in the private university situated in Jakarta, Indonesia for two semesters. Based on the general observation, the University can get some benefits such as their succeed in maintaining its institution as the university that comply with government regulatory.

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An E-book entitled “Various Aspects of ICT Integration in Education” focuses on the ICT integration in education has been created.The book has composed of 12 modules created by academicians from 10 different universities. In the design process of the book,both theoretical and application framework has been taken into account and it has been aimed to correlate the relationship between theoretical structure and application.Originally developed in English,the book has been translated into Turkish to reach at wider audiences.

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This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.

Survey of Ict Awareness, Utilization and Challenges in Managing Secondary Sch...

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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online

International Journal of Humanities and Social Science Invention (IJHSSI)

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This study investigated students’ perception towards acceptance of digital transformation in teaching-learning activities studying at different levels in Kathmandu valley (includes 3 districts: Kathmandu, Lalitpur, and Bhaktapur), Nepal. Using the Technology Acceptance Model (TAM) as a research framework to examine the factors affecting how students come to accept and use technology. The literature review indicated that social influence, accessibility, computer self-efficacy, infrastructure, and perceived enjoyment were the most common external factors of TAM. A total of 384 students were participated in the study. Different statistical analyses have been performed in order to test the significance of the considered factors that may affect the digital learning practices of students. The result of the data analysis revealed that social influence, accessibility, computer self-efficacy, infrastructure, and enjoyment have a significant impact on perceived ease of use of the digital learning system. Furthermore, social influence, accessibility, computer self-efficacy, infrastructure, and enjoyment were also found to have a positive influence on the perceived usefulness of the digital learning system. The Digital learning system is changing the traditional practice of learning with technology and innovation. The study support that using digital tools in education makes academic activities more interesting, easy to access, creative, effective, and productive.

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This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.

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To make the best use of information technology, educational institutions need a workable plan to fully integrate it into all aspects of the curriculum so students are taught how, why, and when to use technology. How technology is utilized in the curriculum and managed by teachers will have an important role to play in widening the resource and knowledge base for all students. Previously, the use of ICT was limited to private sector education only but it is no longer restricted to private sector education owing to the government efforts. The Government of Bangladesh in an effort to harness the power of ICT formulated its National ICT Policy in year 2002. To implement its policies, the government of Bangladesh has sought the help of UNDP and USAID to use its access to information (a2i) program for the development of the education sector. Access to information (a2i) program aims to make teaching and learning more effective and enjoyable for both students and teachers using ICTs. The most remarkable transformation was empowerment of teachers who were trained to create multimedia content independently, rather than depending on curriculum and multimedia experts. The government soon sought a2i’s support to design a USD 40 million educational transformation program to establish MMCs in over 23,000 secondary schools, madrassas and junior colleges and train nearly 70,000 teachers by 2014. To better understand how information systems are used in educational institutes, three cases were analyzed. In Adamjee Cantonment College, almost all the aspects of the college are currently under single information system software that ensures all the aspects of the college is going as per schedule. The college makes apt use of biometric identification, communication through text messages and intends to make us of OMR reader, E-payment service and attendance management systems. In the e-learning site Shikkok.com, online tutorials are provided to facilitate free online education and high-quality courses in Bengali language to rural and disadvantaged students in Bangladesh and India. Onnorokom Pathshala, another case considered, is trying to come up with an android app to cater to the mobile internet market. So far they are providing their services through their Youtube channel.

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The widespread use of computers in schools renders accessibility and preparedness in these technologies necessary. It is critical to understand whether mathematics teachers are accessible to computers and have the necessary attitudes regarding computer integration into their classrooms. The purpose of the study was to establish the influence of teacher accessibility and attitude towards integration of computers in mathematics instruction in secondary schools in Kenya. A descriptive survey design was adopted for this study. 147 mathematics teachers in 25 public secondary schools of Kakamega South were selected through urposive, stratified and simple random procedures. The instruments for data collection were the questionnaire and interview schedule. Reliability of the data collection instruments was determined by split –half method. The data collected was analyzed using descriptive statistics. The findings had implications on integration of computers in secondary school mathematics.

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Information and communication technologies (ICT) have affected all area in a society. Human can learn quickly and accurately from the internet. The aim of this study was to investigate what the problematic internet usage of ICT teachers. Therefore, the present study investigated the problematic internet usage, who worked as an ICT teacher in secondary schools in Turkey. The data collection tools of the study are “Personal Information Form” designed by the researcher, and Problematic Internet Usage Scale. Descriptive statistics, t-test, ANOVA and Pearson correlation test were used for the statistical analysis of the data. The sample group of this study comprised of 119 ICT teachers. At the end of the research, it was found that male ICT teachers received higher scores in problematic internet usage scale when compared to the female ICT teachers. Participants who had been serving as an ICT teacher for six years and more received higher scores in problematic internet usage level when compared to the other groups.

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This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning. (PeDTICE: http://www.usherbrooke.ca/pedtice/) (Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)

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This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.

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International Journal of Science and Research (IJSR)

Nowadays E-learning become new way of learning and teaching in higher education. The modern technologies particularly Information and communication technologies, Web 2.0 and the Internet, made higher education no longer limited to the classroom. The purpose of this paper is to investigate lecturers' attitudes toward ICT and integration of E-learning system in higher education. Also the study examine the factors influencing lecturers' attitudes towards ICT and e-learning system. The study was conducted at University of Tetovo, one of the largest public universities of the Republic of Macedonia, where the language of study is the Albanian language. The research developed an extended Technology Acceptance Model (TAM) model for predicting the integration of E-Learning. Statistical analysis was conducted to assess lecturers' attitudes towards integration of e-learning, and to analyses the relationships between their attitudes and their demographic characteristics, perception of usefulness of technology, perception of ease of use of the technology, skills abut technology and previous experience and usage the technology that predict the integration of e-learning system. The findings of the study show that there existed positive relationship between these factors and prediction of the integration e-learning. The findings of this study reveal that the lecturers have a positive attitude towards elearning as well lecturers who are familiar about computer and information and communication technology differ in their attitude towards e-learning when compared to the lecturers who are not familiar with technology. Attitude plays a vital role in using technology as a strong tool for a positive change. Questionnaire was used to collect data from a sample of 49 lecturers from different program studies. Statistical techniques are used for the analyses of data. The findings indicate that lecturers have an important role in prediction of the integration of E-Learning system in University of Tetovo. The reported findings might be of interest to academics, administrators, and decision-makers involved in planning, developing and implementation of e-learning in University of Tetovo and similar universities in developing countries.

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The use of information and communications technology (ICT) in education is a relatively new phenomenon and it has been the educational researchers' focus of attention for more than two decades. Educators and researchers examine the challenges of using ICT and think of new ways to integrate ICT into the curriculum. However, there are some barriers for the teachers that prevent them to use ICT in the classroom and develop supporting materials through ICT. The purpose of this study is to examine the high school English teachersÃ¢â‚¬â„¢ perceptions of the factors discouraging teachers to use ICT in the classroom.

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Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.

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The use of information and communication technology is very beneficial in the education sector because it can enhance the quality of education. However, the implementation of ICT in the education sector of developed and developing countries is a challenging task. This paper explains the comparative study of ICT issues in the education sector of developed and developing countries. In particular, we compare issues between Pakistan and high-tech countries. Our study reveals the fact that the education sector is facing numerous ICT problems that are based on culture, finance, management, infrastructure, lack of training, lack of equipment, teacher’s refusal, and ethical issues. At the end of this paper, various issues faced by the implementation of ICT in the education sector of Pakistan have been categorized into various types, namely, infrastructure, lack of IT professionals, lack of high-speed internet and equipment. Our research is based on five key research questions related to ICT issues. We used a mixed approach where the results of this study can be used as a set of guidelines to help make the learning environment technology-oriented, fast, planned, and productive. Future directions are also given at the end of this paper.

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English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.

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