Does Personality Type Affect Teachers’ Information Systems Utilization in Pedagogy? The Makerere University Lecturers’ Experience

International audienceThis article reports on personality types and their influence on lecturers’ information systems utilization in pedagogy in Makerere University. Findings are drawn from analyses of data that was collected from 244 lecturers who were purposively selected from six faculties. A self administered questionnaire, standardized tests, analytical interviews and inferential analyses were done by using Analysis of Variance (ANOVA) and Student –t test techniques. Findings indicate that as lecturers’ personality type preferences change, their attitudes and actual utilisation of information systems also change. Reasons that explain significant variation in both attitude and actual utilisation of specific MISs basing on particular bi-polar personalty type dimensions are given, as the article also suggests appropiate Information system tools and integration strategies that should be adopted in pedagogy by this oldest and biggest university in Uganda

Factors affecting students' and teachers' use of LMS - Towards a holistic framework

Learning management systems (LMS) have been widely used in higher education for enhancing traditional classroom teaching. However, there is not such a model fully explains the interrelationships of the students, the teachers, and the external dimensions of factors affecting students and teachers in LMS adoption and use. This study aims to explore the students' and teachers' use of LMS by reviewing previous literature. Six dimensions of factors (students, teachers, technology, resources, pedagogy, and curriculum) affecting information and communication technology (ICT) use in education were identified and discussed. Finally, a holistic ICT adoption model (HICTAM) comprising all these dimensions is proposed. The implication and contribution of this model is included in the discussion section. The paper is concluded with suggestions for future research study. © 2012 Springer-Verlag.link_to_subscribed_fulltex