This study was aimed to know the e-learning training implementation which involved the lecturers’ perspective, the barriers and its solution. This study involved 50 postgraduate lecturers, however only 9 Master of English education lecturers who participated in this training. The research design of this study was qualitative research which applied observation checklist, interview and note taking as the instruments to collect the data. The data analysis of this study used qualitatively which comprise several steps, such as collect the data, think about the data, code the data, did reflection on data, organizing the data, and interpreting the data. The findings showed that the implementation of e-learning has been done by the trainer, however, there were problems that occurred during the implementation of this training, such as discipline of time, the understanding of the material, electricity, internet connection, module and the age. These problems had been solved by the trainer. The trainer provided the assistant to help them in handling this training. Another finding was most the lecturers had positive perspective about e-learning training because this e-learning training could assist them in teaching, but there were still two until four participants who gave negative perspective about the training.

ICT is tools or medias that facilitate teaching and learning process in the classroom. ICT includes software application, computers, radio, television, telephony, CD ROM, audio or video clips, computer, and internet. Utilizing this technology is not improve students’ achievement but also their character, especially language ethic. Students’ language ethic has relationship to linguistics aspects. In semantics, the study tells about how polite language used to communicate with other people in the real context. In pragmatics, the study tells about how polite language used to communicate with older and younger people based on the situation. There were some words and expressions can be used and can be not used to communicate with other people. One way to teach semantics and pragmatics was used ICT in the calssroom. Using ICT that input islamic value can develop the students’ character indirectly. Hopefully, all of the English Lecturer using ICT as English Teaching Media at Islamic University.

In today’s digital world, technology has contributed to an expanded understanding of literacy. Besides having literacy skills, today’s students – millennials - also need technology skills for communicating, investigating, accessing, and using information, thinking critically about messages inherent in new media. Teachers and staff development need to learn the use of technology as well as guiding and opening the students’ perspective where the technology will help them to support the Muslim world. The use of ICT is not only to create the generation with the advanced knowledge in technology but also to have the Islamic character in the future. It is bringing about new opportunity for educators, because it can provide powerful support to educational innovation in creating future generation with Islamic characters. In short, this article is mainly about how the convergence of both literacy instruction and ICT in staff development can help in promoting future generation with Islamic characters. Keywords: Students and teachers, ICT literacy, Islamic Characteremotion