What is it about?
Institutions worldwide are adopting ICTs and integrating them in main stream educational pedagogy to enhance learning experiences of students. However, the need to establish the real impact of such initiatives in these institutions and find better ways of implementing ICTs to benefit students at various levels can not be overemphasized.
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Why is it important?
Findings show even though CBU has put in place considerable ICT infrastructure so as harness digital opportunities, a lot more needs to be done as anticipated users have not fully benefited from the available ICT infrastructure or are unaware of its existence. The study posits that quantitative constructs: ‘accessibility to ICTs’ and ‘requisite ICTs skills’ have significant impacts on e-Readiness indicators and the likelihood of integrating ICTs in the University core business activities. The study further argues that institutional ICT policy and working environment are critical factors in reshaping users’ perception of ICTs for teaching, learning and research.
Perspectives
This publication brings to light the contextual strong points and challenges that developing countries face in using ICTs in academia or in personal situations. Developing countries perceive ICTs as tools to improve processes, systems and other aspects that result from using such technologies efficiently and effectively. However, the reality of lack of proper implementation plans, ICTs facilities and perceptions over ICTs at individual level creates varying outcomes.
mr matuka chipembele
Read the Original
This page is a summary of: Assessing e-readiness of the Copperbelt University, Zambia: case study, International Journal of Information and Learning Technology, November 2016, Emerald,
DOI: 10.1108/ijilt-12-2015-0036.
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