Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 137
Critical Reflections on the Effective Implementation
of ICTs in Moroccan Universities
Hicham Laabidi Sidi Mohamed Ben Abdellah University, Fes, Morocco
e-mail: [email protected]
Abstract: Computers offer several opportunities that encourage the promotion of teaching and
learning experiences. Like many other nations, Morocco has understood the
importance of using computers in schools and universities. For this reason, the
Moroccan government has launched several projects aiming at the diffusion of
Information and Communication Technologies (ICTs) in education system. Actually,
ICTs are useful for both teachers and students in the sense that they help teachers
develop professionally. Also, students can increase their achievements and become
independent learners. This paper aims to examine the various factors that have high
impact on English professors’ use of computer technologies for pedagogical
purposes in Moroccan universities. Descriptive analysis of means, and standard
deviations were used to analyse the collected data. Also, inferential statistics, mainly
Pearson Product Moment Correlation, were employed to account for this
correlation. The findings revealed that lack of institutional support has a big
influence on professors’ decision to utilize or refrain from using ICTs in their
classroom practices.
Keywords: ICTs, education system, computer technologies, pedagogical purposes,
institutional support, classroom practices
ASIAN TEFL Vol. 2 No.2, 2017
www.asian-tefl.com
e-ISSN: 2503-2569, p-ISSN: 2527-5038
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 138
1. Introduction
Molnar (1997) mentioned that there are two fundamental roles of schooling. The
first important function is conveying culture and values to the next generation. The
second significant mission is teaching students the right skills to cope with the real
world. Moreover, without having technologically skilful human resources, our
students cannot participate effectively in this era which is described as the period of
global information (Molnar, 1997). Educational institutions did a magnificent work
at preparing learners for an industrial age but not for the information age. Learners
are in need of group and interpersonal skills, lifelong learning competences and
qualifications to make effective use of technology to access information. A
sophisticated technology-driven world is producing its own education in order to
create the proper kind of citizens to be successful in the information age (Sherritt &
Bason, 1996). Thus, schools and universities are required to prepare students to
compete in today’s technological world (Heflich, 1997). In order to ensure
continuity of education, innovation in teaching and learning is essential (Mansor, et
al., 2017). Indeed, the adoption of technology within our educational systems will
profoundly transform classroom practices. Mckenzie (2000) maintained that the
increasing demand for the workforce which is capable of matching job markets’
needs has compelled different educational institutions to change their classroom
practice and adopt technologically based instruction.
It is apparent that computer technology has become an important part of our daily
lives. “Whether or not we touch a computer, it is almost impossible to escape its
daily influence on us; from speedy information transmittal, printouts, and receipts, to
control of lights and temperature of our workplaces” (Deaton, 1990, p.1). If schools
and universities tend to prepare learners for today’s job market, they should
encourage the integration of computer technologies into the curriculum (Soine,
1996). If these educational institutions are not utilizing ICT, they are neglecting a
significant portion of their learners’ environment (Cummings, 1998). In fact ,“
convergence of the economic necessities called into question the effectiveness of the
educational system to prepare the future workforce with adequate amounts of human
capital ( knowledge, skills, and dispositions) to compete in world markets and
economies” ( Hornbeck & Salamon, 1991,p.65)
Therefore; teachers, in this information technological age, should know both the
subject matter they instruct and the different effective ways this subject matter may
be changed using computer technologies (Misha & Koehler, 2006). They are
required to develop sufficient knowledge about technologies such as computers, the
Internet and digital videos. This knowledge should incorporate how to install and
remove several significant software programmes. In other words, they are required
to master the necessary skills to operate different software tools especially word
processors, Internet browsers, spreadsheets, and email (Misha & Koehler). This is
due to the fact that there has been a shift from a focus on information transmission
through books and chalk to a concentration on information processing via computers
and the internet (Barker, 1994).
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 139
Numerous studies have indicated that there is a strong positive correlation between
students’ achievements and the use of ICT in the classroom. Schacter (1999) carried
out a meta-analysis of more than 700 research studies done within the state of West
Virginia with samples of learners who had access to several kinds of technologies in
their learning. He claimed that the targeted students showed “positive gains in
achievement on research constructed tests, standard tests, and national tests” (p.9).
Schacter’s feedback reinforced the necessity for instructors to include technology
into the educational environment. Nova (2017) claims that echnology gives positives
impacts to students’ learning attitudes, including their interest, motivation, and
learning styles. Similarly, Waxman, Connell, and Gray (2002) conducted a research
study which reviewed both quantitative and quasi-experimental research
publications from 1997 to 2002 related to the influence of computer technology on
learners’ achievement. They found that the implementation of ICT within classroom
practices has positive effects on students’ learning.
2. Literature Review
2.1. Moroccan Higher Education and Information Technology
The use of computer technology in the teaching and learning processes has been
regarded as one of the main axes of the last educational reforms carried out in
Morocco. Actually, several studies have found there is a strong positive correlation
between the use of information technology and effective acquisition of foreign
languages (Chapelle, 2001). For this reason, integrating information technology in
Moroccan education, specifically in the teaching of foreign languages, has become a
request among decision-makers, educators and other stakeholders.
His majesty king, Mohammed Sixth declared the period 1999-2009 the “education
decade”. So as to ensure the successful integration of IT in Moroccan education, the
government focused on five major themes which make up the foundation of the
national plan aiming at increasing access to various computer infrastructures. These
themes include education, governance, private sector development, e-commerce and
access. As a result of this plan, the Moroccan government launched different
projects intending to expand the infusion of computer technology in schools,
universities and other educational institutions (Hamdy, 2007; Bounahai, 2014).
Morocco Wide Area Network (MARWAN) is considered as one of the most
outstanding projects introduced by the Ministry of Higher Education to spread the
use of computer technology within Moroccan higher institutions. The major goal of
MARWAN project, which was initiated in 1997 and operated in 2002, was to
guarantee professors’ access to both technological instruments and the Internet. It
also intended to help professors develop a logical and satisfactory understanding of
the importance of utilizing information technology in their classrooms. Moreover, it
aimed to enable professors to share resources, encourage the promotion of ICT in
Morocco and increase cooperation between Moroccan professors and their European
counterparts (Hamdy, 2007; Belcadi, 2007).
Another significant project is the Moroccan Virtual Campus (CVM). This project
started in 2002. It aimed at stimulating cooperation between e-learning plans within
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 140
different universities. It also intended to help students have access to different
sources of knowledge, increase the proportion of self-learning and strengthen the
quality of the educational content (Hamdy, 2007).
Computer Assisted Teacher Training (CATT) was launched and activated in 1999 in
collaboration with the United States Agency for International Development
(USAID). The main purpose of this project was to equip teacher training centres
with the necessary technological instruments. Also, it aimed at providing adequate
and appropriate computer training to instructors and creating a community web site
(Hamdy, 2007).
2.2. Factors Influencing Professors’ Use of ICTs in Teaching Practices
There are several factors that affect teachers’ attitudes and their use of computer
technologies in the process of learning and teaching. These factors incorporate age,
gender, teaching experience, access to computers, computer experience, computer
training, computer anxiety and institutional support (Sahin &Thompson, 2006;
Bitner & Bitner, 2002; Dusick & Yildirim, 2000; Broos, 2005; Khaloufi & Laabidi,
2017).
Professors need training on the effective use of educational technologies so as to
help them get rid of the fear which is often associated with their hesitation to make
use of ICT (Javeri, 2003; Laabidi, 2016). In fact, fundamental knowledge of both
hardware and software implementations is required so that teachers can promote the
necessary qualifications to make successful use of the new innovations in their
teaching practices (Hardy, 1998). According to Parish & Necessary (1996), the main
variable that best account for teachers’ computer anxiety is the lack of computer
training.
Previous literature also reveals conflicting findings regarding the influence of
teaching experience upon the use of ICT in the classroom. Some researchers have
reported that the effect of teaching experience is not very significant. For instance,
Becker (1999) concluded that teaching experience should not be regarded as an
important variable affecting the implementation of ICT in schooling. In the same
context, Dusick and Yildrim (2000) stated that there is not any significant
correlation between computer usage and teachers’ teaching experience. In the same
framework, Shegog (1997) conducted a research study to investigate professors’
attitudes regarding computer integration on the basis of their age, gender, teaching
experience, ethnicity, and computer experience. The researcher concluded that
teaching experience should not be a predictor of professors’ attitudes toward the use
of computer technology in the teaching process.
Access to computer technology means the presence of computers in the school and
at home. It means also the availability of up to date hardware and software (Reilly,
1996). Teachers’ level of computer and internet access is considered as one of the
most significant factors that would shape their attitudes regarding computer usage in
the classroom (Marcus, 1986). Accessibility to reliable technological equipments
that are needed for effective technology integration reflects teachers’ positive
attitudes toward the incorporation of ICTs in the classroom (Guessoum, 2006).
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 141
Actually, most researchers agree that accessibility to technological instruments has
boosted in schools and universities. However, “the capacity of educators to use
technology in classroom instruction has not kept pace with the increased access to
technology” (Sandholtz, 2001, p.349). Also, “the knowledge, beliefs, and attitudes
of teachers have shaped what they choose to do in their classroom and explain the
core of instructional practices that have endured over time” (Cuban, 1993, p.256).
Administrative support is a decisive factor in the effective integration of
instructional technologies (Atkins & Vasu, 2000; Nachmias et al., 2004; Van Melle
et al., 2003). According to Bower (2001), administrative support is a significant
factor which is thought to have a big effect on professors’ attitudes toward the use of
computer technology for teaching purposes. Institutional support such as incentives
for teachers is very significant to the effective adoption of computer technologies
into education. Institutional encouragement incorporates helping teachers develop
the ability to access the Internet and other computer accessories such as the data
projector, printer, digital camera and the scanner. It should also include pedagogical
back up such as recommendations for ways on how to select the most suitable
software (Sife et al., 2007). Thus, administrative support must be provided for
teachers to facilitate their integration of computer technologies in classroom
practices (Bitner & Bitner, 2002).
Many previous studies that were conducted to investigate teachers’ use of the new
innovations in education reported that administrative support affected successful
implementation of ICTs in the classroom. For instance, Cameron & Ulrich (1986)
concluded that insufficient administrative back up represented a significant barrier to
the effective use of computer technologies in Nigerian educational institutions.
Moreover, Sife et al. (2007) found that obstacles discouraging teachers from
embracing the new technologies included inadequate administrative, technical and
financial encouragements. Hsin-Kai et al. (2007) found that most teachers involved
in their study were reluctant to integrate computer technologies in their teaching
practices due to the lack of administrative assistance provided by their educational
institutions.
Bailey & Lumley (1997) reported that effective administrators are those who firmly
believe that computer technology is an efficient instrument which is expected to
change the traditional methods that were used to teach students. So, administrators
should understand that computer “technology integration presents a shift in values in
our views of teaching and learning, and raising the level of awareness of this conflict
is not only necessary, but also a fundamental component to successful change”
(Fullan, 1991).
3. Research Methodology
3.1. Research Question and Hypothesis
The current paper aims to answer the following research question: is there any
correlation between professors’ use of ICTs in teaching and the levels of
institutional support? From the previous research question, the following null
hypothesis was developed: there is no significant correlation between professors’
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 142
integration of computer technologies in their classroom practices and the levels of
support provided by their educational institutions.
3.2. Participants
The participants consisted of professors of English working in public and private
Moroccan higher institutions during the academic year 2015-2016. This included
professors teaching in the faculties of letters and human sciences as well as those
who teach in other higher institutions such as the multidisciplinary faculties. As
shown in figure 1, the total number of participants was 163. The majority of
respondents who completed the survey indicated that their gender was male (n =
114), 69.9 %. Of the remaining respondents, 49 (30.1 %) reported that their gender
was female.
Figure 1: Distribution of participants by gender.
Figure 2 shows that the professors participating in this study were from thirteen
different Moroccan universities. The highest percentage of the respondents 21.5 %
(n =35) taught English language at Moulay Ismail University followed by Sidi
Mohammed BenAbdellah university, 14.1 % (n = 23). Of the 163 participants, 11.7
% (n = 19) taught at Mohammed V. The data showed that the representation of
Mohammed I was somewhat less, 4.3 % (n = 7), equal with both Ibnou Zohr and
Soultane Solimane universities.
Figure 2: Distribution of participants by university of affiliation.
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 143
As shown in Figure 3, more than half of the participants (n = 87; 53.4%) reported
that they possessed an average level regarding the degree of their computer skills.
Also, a quarter of the respondents (n=42; 25.8%) stated that they were advanced
when using computer technologies. Only nine professors (5.5%) announced that
their computer skills level was very low.
Figure 3: Distribution of participants by their computer skills.
3.3. Data Analysis Procedures
Inferential statistical analysis was used to answer the main research question: is
there any correlation between professors’ use of computer technology and the level
of institutional support? Pearson Product Moment correlation was utilized to explore
the strength of the relationship between two continuous variables which were
professors’ use of computer technology (the dependent variable) and the level of
institutional support (the independent variable). Pearson’s correlation was utilized to
investigate if any significant relationship exists between the previously mentioned
variables.
4. Findings and Discussion
It is clear from Table 1 that there is a strong positive correlation between the two
variables,
r = 0.59, p < .01. In other words, as the level of institutional support increases, the
use of computer technologies increases as well. Furthermore, the p value (p=0.000)
is less than the significant level set at 0.01 (2-tailed). Therefore, the null hypothesis
stating that there is no significant correlation between professors’ use of ICT in
teaching and the level of institutional support can be rejected.
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 144
Table 1: Correlation between professors’ use of ICT and the level of institutional support
Correlation
Professors’ Use of
ICT in Teaching
The Level of
Institutional
Support
Professors’ Use of ICT
in Teaching
Pearson
Correlation 1 ,598
**
Sig. (2-tailed) ,000
N 163 163
The Level of
Institutional Support
Pearson
Correlation ,598
** 1
Sig. (2-tailed) ,000
N 163 163
**. Correlation is significant at the 0.01 level (2-tailed).
To further explore the relationship between the use of ICT and the degree of
institutional support, a scatter plot was created (Figure 4). It is apparent from the
scatter plot that the two variables strongly and positively correlate. Also, it is clear
that the relationship between the variables is strong because the data points are
moderately clustered around the straight line. The coefficient of determination (r2 =
0.35) indicates a 35% of shared variance between professors’ use of ICTs and the
level of institutional support. That means that 35 % of the variability in professors’
use of ICTs in instruction is accounted for by the level of support provided by their
institutions. This suggests that there are other independent variables that explain
teachers’ adoption of ICTs in teaching processes.
Figure 4: Means plot for professors’ use of ICT and the level of institutional support
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 145
Correlation analysis showed that there is a significant positive correlation between
the dependent variable (ICT use) and the independent variable (institutional
support). The findings from the survey revealed that professors who tend to integrate
computer technology in their teaching have received high levels of institutional back
up. The results of the present study supported the findings of previous research
studies. For instance, Bower (2001) found that the level of institutional assistance
would have a positive association with teachers’ attitudes towards the adoption of
the modern technological tools in the classrooms. Additionally, Marcus (1986)
reported that the degree of administrative support correlated with the
implementation of computer technology in education. Pajo & Wallace (2001) found
similar results.
5. Conclusion
In this study, it was found that lack of institutional support had high impacts on
professors’ willingness to integrate ICT in universities. Therefore, support for
computer technology implementation should be widely available. Actually,
administrators are recommended to offer support to instructors through helping them
overcome the challenges they face while utilizing information technology in the
classrooms. Support may take the form of materials, technological equipments,
professional development courses, and training to learn how to integrate ICT
effectively into the curriculum. Accordingly, administrators of institutions of higher
learning could provide different incentives such as workload reduction and
compensation for those offering technological support to others. To guarantee
successful and effective ICT implementation, universities should provide professors
with specific technological training in the form of extensive workshops that focus on
how to make effective use of modern technological tools in their teaching. This
simply means that training programs which only offer basic computer skills are
inadequate to help professors make successful use of ICT in the classrooms.
Training programs should go beyond the mastery of the basics. Indeed, specialized
training courses should aim at the acquisition of other significant educational
techniques associated with planning instruction, designing teaching activities, and
evaluating technology implementations. By providing quality training for professors,
policy-makers would aid the expansion of technologically integrated instruction and
thus prepare students to face the challenges of the twenty-first century.
References
Atkins, N. E., & Storey-Vasu, E. (2000). Measuring knowledge of technology usage
and stages of concern about computing; A study of middle school teachers.
Journal of Technology and Teacher Education, 8(4), 279-302.
Bailey, G., & Lumley, D. (1997). Technology staff development program—A
leadership sourcebook for school administrator's. Bloomington Ind: National
Educational Service.
Barker, F. (1994). Integrating computer usage in the classroom curriculum through
teacher training. (ERIC Document Reproduction Service No. ED 372 751)
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 146
Becker, H. J. (1999). Internet use by teachers: Conditions of professional use and
teacher-directed student use. Teaching, Learning, and Computing: 1998
National Survey. Report #
Belcadi, S. 52007). Governments are the main stakeholders of NRENs: Moroccan
experience. Retrieved December 2Oth, 2014, from
https://www.terena.org/activities/development-
support/eumedevent/gfx/Belcadi-eumedevent.pdf
Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys
to success. Journal of Technology and Teacher Education, 10(1), 95–100.
Bounahai,S. (2014). Higher education in Morocco. University of Essex. Retrieved
27 10, 2016, from
https://www.essex.ac.uk/economics/documents/eesj/bounahai.pdf
Bower, B. (2001). Distance education: Facing the faculty challenge. Online Journal
of Distance Learning Administration, 4(2). Retrieved January 11th
, 2015, from
http://www.westga.edu/~distance/ojdla/summer42/bower42.html
Broos, A. (2005). Gender and information and communication technologies (ICT)
anxiety: Male self-assurance and female hesitation. Cyber Psychology &
Behavior, 8(1), 21-31.
Cameron K. S., and Ulrich, D. O. (1986). Transformational leadership in colleges
and universities. Higher education: Handbook of Theory and Research. New
York: Agathon Press, 2 (1), 1-42.
Chapelle, C. A. (2001). Computers applications in second language acquisition:
Foundations for teaching, testing and research. Cambridge: Cambridge
University Press.
Cuban, L. (1993). How teachers taught: Constancy and change in American
classrooms 1890-1990 (2nd ed.). New York, NY: Teachers College Press.
Cumminngs, C. A. (1998). Teacher attitudes and effective computer integration.
(ERIC Document Reproduction Services No. ED 419 512).
Deaton, M. P. (1990). Computer integration in the primary grades. (ERIC Document
Reproduction Services No. ED 337 137).
Dusick, D. M., & Yildirim, S. (2000). Faculty computer use and training:
Identifying distinct needs for different populations. Community College
Review, 27(4), 33-45.
Fullan, M. G. (1991). The new meaning of educational change (2nd ed.). New York:
Teachers College Press.
Guessoum, N. (2006). Online learning in the Arab world. Elearn Magazine.
Retrieved February 15th
, 2015, from
http://www.elearnmag.org/subpage.cfm?section=articles&article=40-1
Hamdy, A. ( 2007). ICT in education in Morocco. Retrieved October 12th
, 2014
from http://www.infodev.org/infodev-
files/resource/InfodevDocuments_418.pdf
Hardy, J. V. (1998). Teacher attitudes toward and the knowledge of computer
technology. Computers in the Schools, 14(3/4), 119-136.
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 147
Heflich, D. A. (1997). The impact of online technology on teaching and learning:
Attitudes and ideas of educators in the field. Birmingham, AL: University of
Alabama.
Hornbeck, David A. & Salamon, Lester M. (1991). Human capital andamerica's
future. Baltimore, MA: Johns Hopkins University Press.
Hsin-Kai, W., Ying-Shao, H. and Fu-Kwun, H. (2007). Factors affecting teachers‟
adoption of technology in classrooms: Does school size matter? International
Journal of Science and Mathematics Education, 6: 63-85
Javeri, M. (2003). Technology integration: Best practices in higher education.
Dissertation Abstracts International, 64(11), 4019. (UMI No. 3110919)
Khaloufi, Az-eddine & Laabidi, Hicham. (2017). An Examination of the Impact of
Computer Skills on the Effective Use of ICT in the Classroom. Indonesian
Journal of EFL and Linguistics, 2(1), 2017
Laabidi, Hicham. (2016). The Effect of Age on English Professors’ Integration of
the New Technologies in Teaching. IJELTAL (Indonesian Journal of English
Language Teaching and Applied Linguistics), 1(1), 2016
Mansor, NS., et al. (2017). Students’ Perspectives towards Innovation of
Technology in Teaching and Learning of Language. Indonesian Journal of
EFL and Linguistics, 2(2), 2017
Marcus, J. A. (1986). Diffusion of innovations and social learning theory: Adoption
of the context text-processing system at Stanford University. Dissertation
Abstracts International, A 46/12, 3553 (University Microfilms No. AAT
8602506).
McKenzie, J. (2000). Beyond technology: Making a difference in student
performance. Retrieved May 4th
, 2015, from,
http://www.electronicschool.com/2000/03/ 0300f1.html
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge:
A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-
1054.
Molnar, A. R. (1997). Computers in education: A brief history. T.H.E. Journal,
24(11), 63-69.
Nachmias, R., Mioduser, D., Cohen, A., Tubin, D., & Forkosh-Baruch, A.(2004).
Factors involved in the implementation of the pedogogical innovations using
technology. Educational and Information technologies, 9(3), 291-308.
Nova, Muhamad. (2017). Utilizing Video for Technology Integration Support in
Indonesian EFL Classroom: Usages and Obstacles. Indonesian Journal of EFL
and Linguistics, 2(1), 2017
Pajo, K. & Wallace, C. (2001). Barriers to the uptake of web based technology by
university teachers. Journal of Distance Education, 16(1), 70-84.
Parish, T. S., & Necessary, J. R. (1996). An examination of cognitive dissonance
and computer attitudes. Education Chula Vista, 116(4), 565.
Reilly, B. (1996). New technologies, new literacies, new problems. In C. Fisher, D.
C. Dwyer, & K. Yocam (Eds.), Education & technology: Reflections on
computing in classrooms. San Francisco: Jossey-Bass.
Critical Reflections on the Effective Implementation of ICTs
ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 148
Sahin, I., & Thompson, A. (2006). Using Rogers’ theory to interpret instructional
computer use by COE faculty. Journal of Research on Technology in
Education, 39(1), 81–104.
Sandholtz, J. H. (2001). Learning to teach with technology: A comparison of teacher
development programs. Journal of Technology and Teacher Education, 9(3),
349–374.
Schacter, J. (1999). The impact of education technology on student achievement:
What the most current research has to say. Retrieved June 3rd
, 2014 from
http://www.mff.org/pbs/ME 161.pdf
Shegog, B. F. (1997). A case study of teachers’ perceptions about the factors which
promote and inhibit the integration of technology into middle school
instructional practices. University of Georgia. Dissertation Abstracts
International, 59 (09A).
Sherritt, C., & Basom, M. ( 1996). A good case for educational change. The
Clearing House, 69(5), 287-289.
Sife, A. S., Lwoga, E. T. and Sanga, C. (2007). New technologies for teaching and
learning: Challenges for higher learning institutions in developing countries.
International Journal of Education and Development using Information and
Communication Technology, 3 (2), 57-67
Soine, R. M. (1996). Require students to gain computer skills – now what? Teaching
for Success, 8(2), 7.
Van Melle, E., Cimellaro, L.,& Shulha, L.(2003). A dynamic framework to guide
the implementation and evaluation of educational technologies. Education and
Information Technologies, 8(3), 267-285.
Waxman, H., Connell, M., & Gray, J. (2002, December). A quantitative synthesis of
recent research. Retrieved December 23rd
, 2014 from
http://www.coe.ufl.edu/Courses/eme5054/Foundations/ Articles/waxman.pdf