Academic journal article Canadian Social Science

Factors Effecting the Usage of ICT by the Teaching Members at Jerash University

Academic journal article Canadian Social Science

Factors Effecting the Usage of ICT by the Teaching Members at Jerash University

Article excerpt

Abstract

This study aims at exploring the factors effecting the extent to which information and communication technology (ICT) is used by the teaching members at Jerash University (JU). For this purpose and based on the descriptive approach, a questionnaire was validly and reliably developed and applied to a randomly selected sample of 100 teaching members. A generally high extent of ICT usage was found. Moreover, no statistically significant differences were found in the aforesaid factors due to academic rank; however, they were found to exist in terms of self-efficiency due to faculty. Training courses are necessarily recommended to be held for the teaching members on the usage of ICT within the learning-teaching process.

Key words: ICT; Factors Effecting; ICT Usage

INTRODUCTION

Information and communication technology (ICT) is today an essential tool that directly affects such various aspects of life as economy, science and education. It has helped improve human development and, thus, develop the technological skills of teachers. Universities are also of a vital important role in meeting societal needs and expectations, and-since we live in societies where ICT has become a key part of life-they are required to assume their responsibility by including ICT into the learning-teaching process (Garcia-Valcarcel, 2009). In this respect, Light (2009) adds that, by including the multiple ICT tools, it helps expands student cognitive bases and develop critical and creative thinking skills. He also "dicates that> for teachers become successful in using ICT ^ teachinS Proce8s- ^ have t0 Plan and P1^ wel1 for le880nsmalntaln uPda,ed actlvltles and have a variety of leamin® strategies. Therefore, to use ICT alone does not helP achieve 016 le"n"S ,obJectives as there 8,1011111 be teachers who can effectlvely make u8e of 8uch ICT toolsSeveral factors have been defined t0 affect the usage of ICT by (university) teachers most importantly emotlonal aspect, advantage and self-efficiency.

In context of ICT u8aSe in university teaching, Hue i2013) attemPted to descriptively define the extent to whlch ICT was u8ed by the a 8amPle of 109 teachlnS members at the public universities of Vietnam. It was indicated that the subject teaching members had not been using ICT a lot in spite of their highly positive attitudes toward it in general. Similarly, a sample of teaching members at Ontario University in Canada was selected _ , bY Laronde (2010). Two instruments were applied in this study: a questionnaire (N=55) and personal interview (JV=21). It was found that the teaching members had been often employing ICT in teaching but with some kind of disparity in terms of how confident and how long to use ICT due to several factors such as professional development, lack of time to learn IT skills and technical

Furthermore, Abu Qudais et al. (2010) also found positive attitudes of 251 retired teaching members at the Jordanian universities toward the usage of ICT. He found that they had been then willing to be trained and practice such technology. However, no statistically significant differences were found in the attitudes the subject members due to sex, faculty, experience, university or country of graduation. In the same respect, a model was developed and applied by Usluel et al. (2008) in order to know how ICT had then been used by a sample of 814 teaching members in Turkey. The model was successful as it interpreted 60% of this ICT usage. However, to realize the properties and advantages of using ICT was found not to help predict that it had been really used.

The usage of the Internet as an ICT tool has also been researched in terms of learning. In this respect, the attitudes of 289 postgraduate students in Malaysia toward the computer and the Internet were examined by Abedalaziz et al. (2013). The subject students were found to demonstrate positive attitudes and no statistically significant differences were found due to sex or major. …

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