Integrating technology into higher education: a case study in Lebanon

The higher education sector in Lebanon has undergone significant changes in the past twenty years, with a rapid increase in the number of higher education institutions that differ greatly in their missions, methodologies, and regulations. One of the remarkable differences between higher education institutions (HEI) in Lebanon is their vision and adaptation of technology into their institutions, with the lack of any government rules that guide HEIs to proper technology implementation strategies. While some institutions use international standards and models for quality assurance and management as a base for technology integration, others implement their own strategies of choosing and applying the technologies they deem appropriate. In this paper, we study the effect of technology adaptation strategies on HEIs in Lebanon and propose a model for technology integration in higher education, based on the current needs and status of the Lebanese higher education system. We build our model on the goals of achieving and assuring high quality in the pedagogy, business, and technology sectors in the HEIPeer Reviewe

Evaluating Educators’ Competency in the Use of Computer Technology Toward Integrating Technology into Libyan Higher Education

The primary purpose of this quantitative survey research with supplemental qualitative data was to evaluate issues related to the integration of technology into Libyan higher education from Libyan educators’ perspectives. All participants were Libyan educators who worked at the main universities in Eastern Libya (Benghazi and Omer Al-Moktar). The study focused on four critical computer technology skill areas: basic computer operation, use of application software, use of the Internet, and use of peripheral technologies (equipment that could be connected to computers such as printers and cameras). A total of 161 Libyan educators participated in this study by completing an Arabic version of the Competency in Using Computer Technology Scale; additional qualitative questions generated data about broader aspects of technology integration in Libya and demographic information. The first objective of this study was to evaluate educators’ competencies in using computer technology in the four areas. The results of a quantitative analysis showed statistically significant differences in educators’ technological competency depending on the competency type. Libyan educators’ perceived levels of competency in the different skill areas ranked in the following order: basic computer operations, use of peripheral technologies, use of Internet resources, and use of software applications. A follow-up analysis determined levels of perceived competency in each skill area differed significantly from perceived competence in each of the other areas. Taken together, the results indicated many Libyan educators had some basic computer skills but they needed to add skills in using Internet resources, software applications, and peripheral technologies for educational purposes. Second, the researcher investigated a Libyan stereotype that implied Libyan educator disciplines would influence the details of efforts to integrate technology into Libyan higher education. Therefore, differences in technological competence in the four areas between technically oriented and nontechnically oriented educators were evaluated. A multivariate analysis of covariance (MANCOVA) showed a statistically significant difference between the discipline groups (technical and nontechnical) in overall competence (across skill areas) in using computer technologies after controlling for gender and educator source of degree (either Arabic university or Western university). In addition, MANCOVA showed there were significant differences between educator groups in basic computer operating skills and in competency in the use of software skills but there were no significant differences between educator groups in the areas of use of Internet resources and use of peripheral technologies. Educators in technical disciplines expressed more competence in the general use of computers and software applications. All in all, this comparison indicated a need to tailor training and implementation efforts to the needs of educators in various disciplines rather than using a standardized approach. Barriers to technology integration in Libya and advantages of using technology in Libyan classrooms from the educators’ perspectives were also key elements the researcher explored. Therefore, the survey included forced-choice and open-ende

Integrating Information Communication and Technology into Classroom in Higher Education

This paper describes the rationale for integrating Information, Communication and Technology (ICT) in a classroom environment of higher education institutions. It argued that effective integration of ICT will depends on the way it is deployed and positioned. ICT would facilitate improved students’ knowledge and promotes positive attitude toward learning. There is urgent need to provide proactive institutional support in the usage ICT and E-learning in delivering educational materials. If Nigerian students are to compete with their counterparts in the developed world, effort must be made to develop their ICT abilities in an integrative teaching and learning environment. Regrettably, many institutions in Nigeria have invested heavily in the use of ICT but its benefits are yet to be manifested. Choosing a sustainable teaching and learning methods is not a passive process and academic communities are expected to provide additional ICT skills given the complex dynamics of the job market and increasing demand by employers for multi-tasking workforce. Various methodological approaches for knowledge dissemination in an integrated ICT environment are necessity for sustainable education development. Personal development and creation of supportive learning environment with the aid of ICT can bring about the urgently needed changes required in the emerging Nigerian economy

Integrating Character Education In Teaching Speaking For Business Administration Students

Globalization along with the advancement of information and communication technology has brought tremendous effects on students' character. Education field as a place of community has to contribute in developing students' character traits. Integrating character education in curriculum is the key for qualified education. This research aimed to describe the way to integrate character education in teaching speaking for Business Administration students. The data was obtained from teaching and learning process upon Business Administration students of higher education in the first semester of academic year 2015/2016 in Sidoarjo, Indonesia. The research results are expected to be a reference for further educators who are interested in integrating character education into curriculum

The information and communication technologies in tourism degree courses: the Iberian Peninsula evolution

With the rapid expansion of Information and Communication Technologies (ICT) throughout almost all aspects of tourism and hospitality industries, the task of integrating technology into higher education curriculum is a need. This paper analyzes the relevance given by the various Portuguese and Spanish institutions of higher education to ICT in their degrees. The analysis carried out was done in degree courses operating in academic year 2018/2019, in Portuguese and Spanish universities and polytechnics. A comparison was also made with the reality of 2012/2013.UNIAG, R&D unit funded by the FCT – Portuguese Foundation for the Development of Science and Technology, Ministry of Science, Technology and Higher Education. UIDB/04752/2020.info:eu-repo/semantics/publishedVersio

INTEGRATING CHARACTER EDUCATION IN TEACHING SPEAKING FOR BUSINESS ADMINISTRATION STUDENTS

Globalization along with the advancement of information and communication technology has brought tremendous effects on students’ character. Education field as a place of community has to contribute in developing students’ character traits. Integrating character education in curriculum is the key for qualified education. This research aimed to describe the way to integrate character education in teaching speaking for Business Administration students. The data was obtained from teaching and learning process upon Business Administration students of higher education in the first semester of academic year 2015/2016 in Sidoarjo, Indonesia. The research results are expected to be a reference for further educators who are interested in integrating character education into curriculum

Technology-enhanced learning

Published ArticleThe aim of the paper is, firstly, to deal with the reasons for the sudden increase in interest in the use of technology in higher education. The main focus of the paper will be on 18 issues that must be taken into account in successfully integrating technology into the curriculum. These include, among others, the impact of pedagogy on the integration of technology and the needs of the learners. The limitations of certain forms of technology in the South African situation will be discussed

Generational Differences in Faculty and Student Comfort With Technology Use.

BackgroundNavigating through online education courses continues to be a struggle for some nursing students. At the same time, integrating technology into online courses can be difficult for nursing faculty.PurposeThe purpose of this study was to assess faculty technology integration practices, student attitudes about technology use, and generational differences related to faculty and student technology use.MethodsA descriptive cross-sectional survey design was used to obtain data for this study.ResultsIntegration of technology into online courses and student attitudes about technology use were not significantly different by generation. Faculty and students from the Baby Boomer and Generation X reported less comfort using technology and higher levels of anxiety using technology than did individuals from Generation Y.ConclusionSignificant generational variations were not noted in relation to technology integration into courses and overall student attitudes about technology in this study, but differences were noted in relation to comfort with use of technology and anxiety when using technology. Student learning outcomes and satisfaction with learning may be influenced by the student's comfort using technology and faculty's confidence in integrating and using technology to provide online instruction

AN EXAMINATION OF AGRICULTURAL EDUCATION INSTRUCTORS’ PERSPECTIVES OF THE CASE STUDY INSTRUCTIONAL TECHNIQUE

In an effort to evaluate the current use of case studies as a teaching technique across postsecondary agricultural education, a qualitative study was conducted to explore the current use of case studies to determine the effectiveness of the technique, and to understand technology skills of the instructor in order to develop a model for integrating technologies into the case study technique (CST). Study findings revealed benefits and limitations to the use of CST within postsecondary agricultural education as well as methods for integrating technology into the process. Benefits of CST included a) preparing students for real world application, b) developing higher-order thinking skills, and c) improving communication skills. Limitations of CST included a) students’ lack of prior experience, b) difficulty for instructors to find quality cases, and c) the need for skilled facilitators. Several methods of integrating technology to address the limitations were identified through the research. Research findings provided a foundation for the development of a model in which technology can be integrated with CST. While further research is needed to confirm effectiveness of the model, implications exist that the use of the resulting model could increase the use of CST and also improve effectiveness through a technology-integrated approach