University-Based Knowledge Product Outsourcing Model

Outsourcing is not new in this ever changing world. It refers to the process of subcontracting a process, such as product design or manufacturing, to a third-party company. Today, the IT outsourcing industry has matured. This paper highlights about outsourcing with emphasis on its scope of operation, importance and impact in the business process and industry in general. This paper describes the unique approach in a university-based knowledge product outsourcing. It presents a discussion on the different resources in the operation and management of the university-based knowledge enterprise. The inception stage in the development of the outsourcing model is also described in this paper. The outsourcing process model presented in this paper highlights the following: faculty and staff as the knowledge provider, infrastructure as the outsourcing facility, business sector as the knowledge seeker, University-based as the business process, and product cost and income as the sharing of limited practice of profession. This paper further describes the features in the development of an online knowledge product outsourcing as a platform for an innovative knowledge enterprise

IT Security in the Higher Education Institutions

This paper investigates the level of prioritization and degree of implementation of IT security in higher education institutions (HEIs) in the Philippines. A total of 95 HEIs in the Philippines were evaluated in the study. The study reveals that the level of prioritization of IT security in the Philippines HEIs is high. This signifies that IT security is prioritized and there is need to be done in the next 3 years in these HEIs. The degree of implementation of IT security in the HEIs is moderately implemented indicating that although this component is in the strategic plan of the HEIs, little or no action has been undertaken in this regard. The study further reveals that the level of prioritization of IT security has a significant correlation at 0.01 level of confidence with the degree of implementation of IT security in the HEIs in the Philippines

FACILITATING AND HINDERING FACTORS OF TECHNOLOGY-ASSISTED TEACHING AND LEARNING: EVIDENCE FROM A DEVELOPING COUNTRY

Information and communication technology (ICT) redefines the landscape of education. It changes the way teachers teach and students learn. However, achieving innovative teaching and learning is not an easy task because technology-assisted teaching and learning are affected by many variables. Teachers are challenged to utilize new teaching strategy to fill in the gap with the millennial learners. This paper presents the experiences of 16 teacher educators from the Philippines who underwent intensive training on the use and integration of ICT in the classroom. Specifically, this article describes the facilitating and hindering factors of innovative teaching and learning as experienced by the respondents. Likewise, this paper articulates the lessons learned of ICT integration as experienced by the respondents. Further, this article presents the recommendations to achieve innovative teaching and learning using ICT. Results reveal that portability, usability, creativity, independent learning, commitment, dedication and administrative support are the facilitating factors in ICT integration in the classroom. On the other hand, time constraint, lack of technical and administrative support, and poor flexibility of the technology are the hindering factors in technology-assisted teaching and learning. Results show that there is a positive change as experienced by participants in using the technology in the classroom, in spite of obstructions which are always present in any classroom integration of technology. The study concludes that innovative teaching and learning are a responsibility not only of teachers but all stakeholders in the teaching and learning processes. Innovative teaching and learning are possible, yet, they need enough time and investments, especially in a developing country like the Philippines

ICT literacy in the community : a service-learning integration in the intership program of the College of Computer Studies, Silliman University

Service-learning (S-L) in Silliman University started since 2002. After more than a decade, S-L is integrated at the College of Computer Studies. This paper describes the pilot program of an S-L integration in the College of Computer Studies (CCS), Silliman University. The program was conducted to strengthen the community extension through S-L integration in On-the-Job training and internship classes of CCS. It is specially designed to offer ICT literacy training to community partners where students serves as service -learners. The project also aimed at exploring the use of Web as a tool in writing S-L reflection and in the evaluation. Most importantly. The project designed to evaluate the extent of success of the program as perceived by the partner community and the service learners. Twenty-nine (29) students were identified as service learners. On the other hand, twenty-two (22) safety personnel of the Silliman University Public Assistance and Safety Office were chosen as the partner community and considered as trainees. The training commenced on July 1, 2013 and ended on September 23, 2013 with a total of 8 laboratory meetings. The literacy training course is designed for learners who have no knowledge in using computers. It covers concepts and skills aimed at providing literacy about computers, office productivity tools, Internet, communication and collaboration tools. Reflections and evaluations are paperless. Students submitted and published their reflection in a blog site which was developed using Weebly. Two evaluation tools were used to measure the extent of success of the S-L activity. Evaluation process is also done on the Web using Google Form. It is concluded that the extent of success of the S-L activity is very high. All service-learners were rated excellent by the partner community. The success levels of the training in terms of the trainees’ behavior, learning, reaction, and results of the training are also excellent. It was recommended that the program must be replicated not only in Silliman University but as well as to the other Computer Studies schools in the Philippines and other neighboring countries

Technology Adoption of Computer-Aided Instruction in Healthcare: A Structured Review

Computer-Aided Instruction (CAI) is one of the interactive teaching methods that electronically presents instructional resources and enhances learner performance. In health settings, using CAI is one of the important ways to improve learners\u27 knowledge and usefulness in their healthcare specialization yet there is still a lack of research that offers a comprehensive synthesis of investigating into the adoption of CAI in healthcare. This research aims to provide a comprehensive review of related literatures on the enablers and barriers for technology adoption of CAI in healthcare. 31 journals were analyzed and revealed that several studies were utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT). The researchers then conducted qualitative coding for thematic analysis and categorized the qualitative data to find themes and patterns. Enablers as well as barriers to CAI adoption in healthcare were then discussed along with the common conclusions, limitations and recommendations for future studies. Results shows that key enablers were perceived ease of use, ease of usefulness, performance expectancy, social influence, user experience, and effort expectancy while identified key barriers were government support, funding constraints, and interactivity. The majority of the research articles highlighted the benefits of CAI in healthcare education as an innovative method for boosting the effectiveness of both teaching and learning

Technology Adoption of Computer-Aided Instruction in Healthcare: A Structured Review

Computer-Aided Instruction (CAI) is one of the interactive teaching methods that electronically presents instructional resources and enhances learner performance. In health settings, using CAI is one of the important ways to improve learners’ knowledge and usefulness in their healthcare specialization yet there is still a lack of research that offers a comprehensive synthesis of investigating into the adoption of CAI in healthcare. This research aims to provide a comprehensive review of related literatures on the enablers and barriers for technology adoption of CAI in healthcare. 31 journals were analyzed and revealed that several studies were utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT). The researchers then conducted qualitative coding for thematic analysis and categorized the qualitative data to find themes and patterns. Enablers as well as barriers to CAI adoption in healthcare were then discussed along with the common conclusions, limitations and recommendations for future studies. Results shows that key enablers were perceived ease of use, ease of usefulness, performance expectancy, social influence, user experience, and effort expectancy while identified key barriers were government support, funding constraints, and interactivity. The majority of the research articles highlighted the benefits of CAI in healthcare education as an innovative method for boosting the effectiveness of both teaching and learning

Teacher Education Perceptions of a Proposed Mobile Classroom Manager

In a knowledge-driven enterprise, mobile learning introduces new ways for students to learn and educators to teach. This paper investigates the acceptability of a mobile classroom manager among teacher educators in Central Visayas, Philippines. Specifically, this paper presents findings from an empirical investigation on the level of perceived usefulness and ease of use of the mobile classroom manager. A total of 383 responses from 76 private and public higher education institutions were included in the analysis. The instrument used in data gathering was a survey questionnaire adopted from the first Technology Acceptance Model by Davis (1989). The study reveals that a mobile class record application is highly useful as perceived by the respondents (x̄ = 5.48). A mobile class record application is also perceived to be good in terms of its ease of use (x̄ = 5.32). The result implies that the respondents will assuredly accept and use the mobile tool in their classroom. It can be concluded that teacher educators will strongly adopt the proposed instructional tool and integrate it into their teaching and learning activities. It is highly recommended that the mobile classroom manager application will be developed in accordance with the teaching practices of the teacher educators

ICT SOCIAL AND ETHICAL COMPETENCY AMONG TEACHER EDUCATORS IN THE PHILIPPINES

This paper presents findings from an empirical investigation of the competency level of social and ethical use of ICT among teacher educators in Central Visayas, Philippines. The study used a survey questionnaire based on the Philippine’s National ICT Competency Standard for Teachers. A total of 383 responses from 76 private and public higher education institutions were included in the analysis. The study reveals that the level of ICT competence in social and ethical domains among the teacher educators is “good.” The result implies that the respondents have the ability to explain and discuss the task but have not experienced the actual social and ethical practices in ICT. Moreover, there is a significant relationship between the level of ICT competence in terms of social and ethical aspects and the respondent’s age, status, type of institution, number of years in teaching, Internet accessibility, and desktop, smartphone and laptop ownership