ICT impact assessment in education

Technology penetration in LDCs has been observed to be driven by the promises inherent in technologies however, evaluating its impact have been evasive (Adedokun-Shittu & Shittu, 2011; Unwin & Day, 2005).This illusive perception of technology has beclouded the specific and local impacts technology has on education in LDCs. This has consequently led educators in LDCs to entirely refer to technology impacts derived by evaluation tools designed in developed countries (DC) rather than create local tools that derive specific and local impacts.Ashraf, Swatman and Hanisch (2008) argue that applying indicators for measuring ICT impact which are designed in one context and then applied in another has led to many failures of ICT4D projects.Researches by InfoDev (2006) emphasized that the aims of any impact evaluations are to see how far the intervention has reached its desired audience, to identify effects and to measure impacts considering different quantifiable local indicators. Heeks (2005) maintains that improved ICT4D interventions must be associated with local data content and ICT skills for sustainable impacts to be feasible

ICT impact assessment model: An extension of the CIPP and Kirkpatrick models

Studies on ICT impact assessment in teaching and learning in higher education provide the rationale behind the model being presented as in an impact study, it is imperative to employ a theoretical framework to guide it.Thus, Stufflebeam’s CIPP and Kirkpatrick’s four- level models are merged to form a blended model.The ICT impact assessment model extends the blended model by adding an important new element: “challenges”.The reaction/ impact and learning/effectiveness of both the Kirkpatrick and CIPP models intermix as positive effect, behavior and transportability in the blended model transform to incentives while result and sustainability is rendered as integration in the new model

IT outsourcing in the face of global and technology challenges

Outsourcing is complex, time-consuming, and at times even a career-killer.There is no single approach to outsourcing that will guarantee success. Every situation is unique in one way or another (Pepple, 2011).This complexity seems responsible for numerous project failures recorded. Therefore, one must understand the seven deadly sins underlying most failed outsourcing efforts, of which is outsourcing activities that should not be outsourced (Barthélemy, 2003). Though ITO has experienced a rapid growth since early 1990s in developed countries, this growth did not come by without any challenge.The continous drive for greater efficiencies and cost reductions has forced several organisations to increasingly specialise in a limited number of key areas, thereby outsourcing the potential problematic and challenging areas.A critical analysis of these challenges redirects this research to Refocusing, Re-analysing, Re-engineering and Re-assessing (4Rs).The sluggish and nose-diving economic growth of some developed countries, which has cumulated into industrial layouts at an accelerating speed, has brought several transnational corporations (TNCs) to be increasingly “refocusing, re-analysing, re-assessing and probably re-engineer their operations (Shittu, et al., 2012, Jing & Jian, 2010). These 4Rs measures are equally applicable to public and private information technology outsourcing practises.Previous studies had shown that some developing countries such as India, China and Mexico are experiencing economic buoyancy due to effect of ITO (Jiang, 2009; Shittu & Adedokun-Shittu, 2011). Across organizations, ITO has been identified as one of the best practices for the management paradigm shift (Lin et al., 2011; Shittu et al., 2011; Ahlan & Shittu, 2006). It is one the matured business strategies used for more competence in the new organization system (Archstone, 2011).ITO can equally minimize the costs and increase efficiency and flexibility of organizational business operations. However, vendors need to focus on services level target but equally the cost, security, arrangement and of course quality of service (Anderson, 2011). This means that vendors need to view ITO from wider perspectives such as Business operation, and Logistics system. This holistic view of ITO can be achieved through a strategic outsourcing where companies outsource everything except those core activities in which they could achieve a unique competitive edge (Franceschini et al., 2003). Either the outsourcing activities are executed by the client ”Capacity Outsourcing” or the outsourcing activities are no longer pursued by the client ”Non-capacity Outsourcing” the ability of the organisation to correctly apply 4Rs would determine the outcome of outsourcing arrangements (Fill & Visser, 2000)

The deployment of ICT facilities in teaching and learning in Higher Education: a mixed method study of its impact on lecturers and students

This study employed mixed method consisting qualitative and quantitative procedures to examine the impact of ICT in teaching and learning at a University in Nigeria.The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression.For the qualitative part, one-on-one and focus group interviews were conducted among 7students and 8lecturers to seek their varying opinion on ICT impact on teaching and learning.Lecture-room observations were conducted across 3classes to see how ICT is integrated.These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated 4 similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on impact assessment

The deployment of ICT facilities in teaching and learning in Higher Education: a mixed method study of its impact on lecturers and students = A implantação de instalações de tic no ensino e aprendizagem no ensino superior: um estudo de método misto de seu impacto sobre professores e alunos

This study employed mixed method consisting qualitative and quantitative procedures to exa- mine the impact of ICT in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among 7 students and 8 lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across 3classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated 4 similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on impact assessment

The deployment of ICT facilities in teaching and learning in higher education: a mixed method study of its impact on lecturers and students

This study employed mixed method consisting qualitative and quantitative procedures to examine the impact of ICT in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among 7students and 8lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across 3classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated 4 similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on impact assessment

Experts Evaluation of Flex Billboard On Study Technology for Teaching and Learning

There is a need for a method that will shift the attention to the learners, while the lecturers play the role of facilitator of learning. One of the methods that can promote this learning style is Study Technology. Study technology is a student-centered learning technique that helps the learner to study successfully by providing solutions to all barriers encountered in the process of studying. This study investigated experts’ Evaluation of flex billboard on study technology for teaching and learning. The findings established that the flex billboard is efficient to create an awareness on study technology and it can be operated without the use of electric power supply. It was however recommended that curriculum planner should include in its curriculum, orientation programmer for the pupils on study technology as this will aid or enhance learning process

Effect of Cisco-Packet-tracer Simulator on Senior School Students’ Comprehension and Skill Acquisition in Computer Network Topology in Nigeria

Excellent performance in network topology cannot be achieved without adequate comprehension of the concept and experimenting with real-life or simulated environment. Cisco packet tracer simulator as a tool for teaching and learning computer science concepts, provides simulation, visualization, authoring, collaboration capabilities, and assessment experiences for both teachers and students. Thus, this study determined the effect of using CISCO-packet-tracer on senior school students’ skill acquisition and comprehension of network topology designing, configuration and troubleshooting skills when taught using CISCO-packet-tracer simulator. A quasi-experimental research design was adopted with a purposively-sampled intact class of 26 computer studies students’ in a senior secondary school in Ilorin.. Three research questions were answered with the use of validated research instruments (an adopted software (CISCO-packet-tracer simulator; a network topology skill acquisition observation checklist; and an adopted standardized network topology comprehension test (NTCT). It was found that there is a significantly positive effect of CISCO-packet-tracer simulator on students’ skill acquisition (95.2%) and comprehension (61.5%) of network topology, (95.2%) of the students acquired a substantial level of skills (software initiation skill - 98.5%; configuration skill - 93.1%; redirection skill - 92.3%; simulation skill - 98.7%; and connection skill 94.2- %) and students’ comprehension of network topology concept was averagely high (61.5%). The study concluded that the CISCO-packet-tracer simulator is an effective tool for fostering students’ skills acquisition and comprehension of computer science concepts, while also recommending that educators should use the Cisco packet tracer to allow students gain practical and cognitive skills in computer science concept

Academic Domains as Political Battlegrounds: A Global Enquiry by 99 Academics in the Fields of Education and Technology

This article theorizes the functional relationship between the human components (i.e., scholars) and nonhuman components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain

Academic Domains As Political Battlegrounds: A Global Enquiry By 99 Academics in The Fields of Education and Technology

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.Wo