Adoption or perhaps Integration

Lubega, J. T., Annet, M. K. & Muyinda, P. B. (2014). Adoption of the SAMAR Model to Assess ICT Pedagogical Adoption: A Case of Makerere University. International Journal of e-Education, e-Business, e-Management and e-Learning, 4(2), 106-115. 

Information, Communications and Technology (ICT) as a tool to enhance pedagogical processes has been slow to consider by a low number of staff for teaching and learning purposes. There have been multiple studies on how e-learning has been implemented at the university but no empirical evidence exists to explain the lack of integrated ICT adoption within the university. That lack has influenced the nonexistence of intervention methods to enhance teaching and learning in general. As such a new research approach is implemented to discover actual causes of slow pedagogical integration and suggested interventions with the use of ICT via the SAMR model. The results provide potential methods for institutes to adopt should they be in the same situation.

The methodology consists of four main activities: dialogue with stakeholders on ICT in education; situation analysis of pedagogical ICT use and identifying interventions and drawing strategies for their implementation. The quantitative and qualitative approaches were employed across four colleges of Makerere University. Data collection was achieved with the use of a questionnaire, interviews, focus groups, observations, project blog and documentary analysis via the SAMR model. Data analysis was achieved using the SPSS to obtain statistical data. The sample size of 600 was defined across the four colleges where each provided 150 academic staff and 100 students.

Results

A.      Response Rate: It should be noted that not all participants responded. The implication is that the colleges that were accustomed to using ICTs in teaching and learning participated  more because they understood more of what was being asked from them. 

B.       General Characteristics of Respondents were noted for their responses across the four colleges where college 1 was Education…, college 2 was Computing…, college 3 was Business… and college 4 was Humanities… which implied that one specific area of a college responded alone. For example college 2 obviously exhibited the highest frequency of response compared to the other colleges because of their specific relationship to ICT via Computing. Add Note 1 for potential project proposal viable college 2.

C.       The significance of Gender responses with 32.7% female and 63.7% were males where they were more involved with ICT than their counterparts. Interestingly, females were quantified as techno-phobic especially those from non-ICT colleges. For example colleges 3 and 4 exhibited the lowest responses in relation to ICT. What is implied is the distribution of more women in the colleges. Add Note 2 for potential project proposal viable mentoring staff depends on qualification and/or personal interest.

D.      In the case of Age results presented the age range of 26 to 30 featured as having the most affinity for ICT adoption than age ranges greater than 31. The information is seen as a viable strategic position for consideration in policy planning. A surprising factor was the age range greater than 41 who as professors held ICT skills obtained through prior experience.  For example by the fact of professorship obtained training abroad or in research activities. Add Note 3 for potential project proposal viable management structure of potential staff.

E.       From an educational perspective the majority of respondents were PhD holders, 19.2% were masters’ holders and 20.2% were degree holders. A meaning of the information is confirmation of the age group greater than 41 as being PhD. For example as PhD holders they used ICTs in their teaching and learning. As confirmation of the perspective they are deemed a source of ICT knowledge. Add Note 4 for potential project proposal viable PhD holders confirmed for strategic and operational staff.

F.        ICT Literacy: The majority of respondents were ICT literate at 92.2%, for basic ICT literacy at 6.7% and 1.0% as being completely ICT illiterate. Given the results a general assumption could be that outwardly there would not be an issue converting the converted to mentor those that required knowledge. For example staff development across the colleges as an initial project with long term goals. Add Note 5 for potential project proposal a viable mentorship programme.

G.      ICT Use in Pedagogical Processes as a means to gain staff responses in appropriate areas. This means an appropriate range of educational process that could potentially utilise an ICT tool. For example a disturbing visual factor of the rated responses for ‘Never, Sometimes and Always’ across ICT usage for Pedagogical gain is the high percentage of staff that ‘Never’ used an ICT initiative 9 out of 13 times. Obviously an area to address in project planning. Add Note 6 for potential project proposal a viable audience for the mentorship programme.

H.      Instigation of an Educational Technology Policy that has been implemented for the pedagogical processes is very critical and needs to be done. It should be mandatory as a practice and failure to integrate should initiate staff development and rewards for those that do integrate ICT in pedagogy as leaders in ways to improve on teaching and learning. For example Non-monetary incentives, e.g. attending conferences, ICT devices, certificates of recognition, employee of year awards should be put in place to recognize staff that are innovatively using educational technologies. Add Note 7 for potential project proposal staff incentive and a recognition process to enhance performance.

 

In conclusion revealing results of non-use of multiple ICTs in pedagogical processes in institutions is caused mainly by: 1) lack of leadership by units that may instigate implementation of educational technologies; 2) lack of knowledge and training as per ICT use; 3) lack of relevant ICT infrastructure, and 4) the lack of leadership in implementation of educational technology policies. The relevance of the results implies that if any institution of teaching and learning intends to excel in pedagogical integration then the four main issues must be considered. In essence, a top-down management strategic position to implementation at an institute’s operational level that fosters student successful outcomes at its core. Therefore the first stage of managed change is a triggered policy update on the freedom to use or not to use educational technologies within institutions.  As a result of institutional change to enforce developed policies, positive change shall be registered in ICT pedagogical integration and therefore  ICT shall be a key focus in lecture room(s) and foster authentic learning and hence bridge the gap between the digital native and migrants.