Information and Communication Technology (ICT) Use by Lecturers at the National University of Lesotho

Olatokun, Wole Michael; Ntemana, Tšoenyo Julia

doi:10.21088/ijlis.0973.9548.9115.1

Cited by 4 publications

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“…Although a few studies have been conducted in Lesotho on the subject of ICT integration (Chere-Masopha, 2011; Kalanda & De Villiers, 2013;Ntoi, 2007;Olatokun & Ntemana, 2015), there are gaps in terms of their focus and/or approaches. For instance Chere-Masopha (2011), explored ICT integration by secondary level teachers in general with no specific subject focus.…”

Section: Introductionmentioning

confidence: 99%

“…The focus on physical science, specifically, is thus important in the context of the country's curriculum framework that specifically advocates for such integration. Similarly, Olatokun and Ntemana (2015) studied ICT integration by university lecturers, but neither focused on specific subjects nor on the prescribed secondary school curriculum. Methodologically, Kalanda and De Villiers (2013) approached their study through a participatory action research design while Ntoi (2007) conducted a qualitative case study.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the integration of modern technologies in the teaching of physical science in Lesotho

Lisene¹,

Jita²

2018

PiE

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The aim of the paper is to explore the knowledge base of high school physical science teachers, from selected high schools in Lesotho, regarding the integration of information and communication technologies (ICTs) into the curriculum. The new physical science curriculum in Lesotho requires the use of ICTs for teaching. The teachers' use of ICTs was explored through a questionnaire based on the technological pedagogical content knowledge model (TPACK). Data were analysed using the statistical analysis software (SAS) and the results showed that 77% of the teachers used ICTs for teaching, while 80% used them for non-teaching activities. The mean score for teachers' TPACK was 2.88. This score is below the average of three for the Likert points of the items on teachers' TPACK, which was set as the acceptable level for this paper. Therefore, the study concludes that Lesotho teachers do use ICTs for teaching physical science even though their TPACK may be below average. Their low TPACK may be an indication that they used ICTs to get more information about the content, rather than for delivering the lessons. There is thus an urgent need to increase the support for teachers to maximise the use of ICTs for teaching.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the integration of modern technologies in the teaching of physical science in Lesotho

Lisene¹,

Jita²

2018

PiE

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“…Unwin et al (2010) also identified barriers to Web 2.0 usage to include lack of infrastructure and the cost of implementation. Olasina (2011); Okonedo, Azubuike, & Adeyoyin (2013) and Olatokun & Ntemana, (2015) identified the following challenges to Web 2.0 use namely, inadequate access to the Internet, poor ICT infrastructure and limited technological skills.…”

Section: Organisational Factorsmentioning

confidence: 99%

Factors Influencing Web 2.0 Technology Usage Among Academics

Padayachee

Moodley

2022

International Journal of Technology and Human Interaction

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The usage of Web 2.0 tools in education affords many benefits, which include increased access to educational resources, and the ability to collaboratively create and use content. Despite the benefits of Web 2.0 tools in higher education, the technology has not been widely used by academics in South Africa. Thus, the purpose of this research is to investigate the extent of usage and the factors that play a role in the usage of Web 2.0 tools among academics at two South African higher education institutions. A case study research strategy was adopted to fulfil the objectives of the study. This paper reports on the quantitative approach used to conduct the study. A questionnaire was administered to collect data from the target population. The results revealed that individual factors, organisational factors, perceived usefulness and perceived quality characteristics are significant predictors to the usage of Web 2.0 tools. The study has practical implications for academic stakeholders in private higher education for the integration of Web 2.0 technology into their teaching practice.

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“…Despite the various advantages of e-government, studies have shown that the level of use of e-government services in Nigeria is low (Tiamiyu and Ogunsola, 2008;Mohamed, Hussin and Hussein, 2009;Oni, Okunoye and Mbarika, 2016). Although, Nigeria laid the foundation for e-government in 2001 by providing the National IT policy for its implementation (Olatokun, 2006), yet Nigeria is still in the early stages of e-government adoption (Amagoh, 2016). Also, Nigeria's e-readiness is low (Adeyemo, 20011;United Nations, 2008, United Nations, 2010Oni, Okunoye and Mbarika, 2016).…”

Section: Introductionmentioning

confidence: 99%

Predicting Customers Use of Electronic Government Services in Nigeria

Ogunsola

Tiamiyu

2021

International Journal of Public Administration in the Digital Age

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This study examined how customers’ use of electronic government services in Nigeria were being predicted by supply- and demand-side variables such as; ICT deployment, customer readiness, perceived quality of e-government services, perceived satisfaction with e-government services, web readiness, and web presence quality. The results showed that for business organizations, only web presence quality of government websites, perceived satisfaction with the use of e-government services, and perceived quality of e-government services had predictive relationships with the use of e-government services. For the citizens, all the independent variables significantly predicted the use of e-government services, although ICT deployment predicted negatively citizens’ use of e-government services. The study recommends among others that government agencies should deploy e-government services and channels that will improve the satisfaction to customers rather than providing only sophisticated services.

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Information and Communication Technology (ICT) Use by Lecturers at the National University of Lesotho

Cited by 4 publications

References 0 publications

Exploring the integration of modern technologies in the teaching of physical science in Lesotho

Exploring the integration of modern technologies in the teaching of physical science in Lesotho

Factors Influencing Web 2.0 Technology Usage Among Academics

Predicting Customers Use of Electronic Government Services in Nigeria

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