Impediments for University Teachers and Students in the Usage of Information and Communication Technology
This research was intended to discover the impediments for teachers and students in the usage of information communication technologies (ICT) in public and private sectors universities of Islamabad. Main objectives of the study were to identify the impediments in the usage of ICT in private and public sectors universities and to explore the teachers and students’ demographic variation in their usage of ICT in the private and public sectors universities. Stratified random sample of 40 teachers and 60 students was collected from 2 public and 2 private universities of Islamabad. Results revealed that at present university teachers and students are facing several impediments in their usage of ICT in the teaching and learning process. Study also found that teachers having M. Phil qualification and students studying in PhD programmes are facing more impediments in their usage of ICT. Comparative analysis of ICT impediments in the private and public sector universities revealed that teachers and students of private sector universities are facing more impediments in their usage of ICT as compared with teachers & students of public sectors universities. Findings of the study would be useful for the management of private and public sector universities in order to remove the impediments in the usage of ICTs.
Haliso, Y.( 2011).Factors Affecting Information and Communication Technologies (ICTs) Use by Academic Librarians in Southwestern Nigeria, Library Philosophy & Practice,4, 42
Hennessy, S., Onguko, B., Harrison, D., Ang’ondi, E., Namalefe, S., Naseem, A., & Wamakote, L. (2010).Developing the Use of Information and Communication Technology to Enhance Teaching and Learning in East Africans: Review of Literature. Karachi: Aga Khan University. Retrieved from http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf
Jones, A. (2004). A Review of the research literature on the Barriers to the uptake of ICT by Teachers. British Educational Communications and Technology Agency (Becta). Retrieved from http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf
Jones, A. (2002). ICT and learning theories: Preparing pre-service teachers for the classroom. Paper presented in Annual Conference of the British Educational Research Association. England: University of Exeter. Retrieved from http://www.leeds.ac.uk/educol/documents/00002496.htm
Kumpulainen, K. (2007). Educational Technology Opportunities & Challenges. Oulu: Finland University of Oulu.
Nwankwoala, H. N. L. (2015). An Investigation of Lecturers’ and students’ use of ICTs in Nigerian university education as a panacea for national development Research on Humanities and Social Sciences, 5(2), 167-176. Retrieved from http://www.iiste.org/Journals/index.php/RHSS/article/view/26839/27520
Ougunsola, L.A., & Abuyade, W.A. (2005). Information & communication technology in Nigeria: Revolution or Evolution. Journals of Social Science, 11(1), 7-14.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: result from worldwide educational assessment. Computer & Education, 37(2), 163-178.
Venkatesh, D., Morris, M. & Davis, G.B. (2003). User acceptance of information Technology: Toward a unified view, MIS Quarterly, 27 (3), 425-478.
Watson, D. (2001). Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies, 6(4), 251-266. Retrieved from https://pdfs.semanticscholar.org/8716/a18fc92e7aef2ce58990490f58f89d22c535.pdf
IJITL by Department of Education, IIUI is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.iiu.edu.pk. Permissions beyond the scope of this license may be available at Licensing and Copyright. All articles published by IJITL are licensed under the Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, transmit and adapt the work provided the original work and source is appropriately cited as specified by the Creative Commons Attribution License.The journal allows readers to freely read, download, copy, distribute, print, search, or link to the full texts of its articles and to use them for any other lawful purpose. Once published the copyrights are retained with the Journal.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International