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  • 1.
    Byungura, Jean Claude
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Masengesho, Kamuzinzi
    University of Rwanda, Rwanda.
    An exploratory study on the practices of IT-institutional alignment for effective ICT integration in university services2019In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 15, no 1, p. 76-98Article in journal (Refereed)
    Abstract [en]

    The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy was used on the two largest universities in Rwanda and Mozambique. Document survey and interviews were used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they were classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.

  • 2.
    Byungura, Jean Claude
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ruhinda, Ben
    University of Rwanda, Rwanda.
    Integrated computer-based management information systems: The complexity and diffusion in Rwandan higher education institutions2019In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 15, no 1, p. 55-75Article in journal (Refereed)
    Abstract [en]

    The current trend in universities is marked by integrating information technologies into their service delivery. Particularly in administration and management, processes are being modernized, although not successfully in some institutions. This study aims first to understand the complexity of an integrated educational management information system (UR-IEMIS) at the University of Rwanda and then to evaluate the degree of its diffusion in university services. Complex Adaptive System and Innovation Diffusion theories were used as a conceptual framework for this study. Document survey, observations, and interviews were used for data collection. Findings indicate that complexity features characterize the UR-IEMIS, as it is composed of several different subsystems (Organism, Roles, Objects, Method, and Concept) which emerge, interact, co-evolve, and re-organize to adapt to the disruptive institutional structures. It was also revealed that the UR-IEMIS integration is still at the abstraction level for all subsystems while for only few university functions, the system is diffused at knowledge, persuasion, and decision stages. Concerns related to the current unsatisfactory state of UR-IEMIS integration and proposals for improvement are discussed. Further studies should explore the complexity and diffusion levels for E-learning systems that support pedagogical activities in a similar case study context.

  • 3.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sultana, Sabiha
    Hossain Sarwar, Afzal
    Ahmed, Faruque
    Uddin, Ramiz
    Saha, Pushpita
    Rakibul Islam, G. M.
    Rafiqul Islam, Mohammad
    The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh:: Facilitating nationwide networking and digital multimedia content for 40,000 schools2018In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 14, no 3, p. 113-130Article in journal (Refereed)
    Abstract [en]

    The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and by so doing preparing the young generation with quality education.

  • 4. Hansson, Per-Olof
    et al.
    Jobe, William
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Frontrunners in ICT: Kenyan runners'€™ improvement in training, informal learning and economic opportunities using smartphones2014In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 10, no 4, p. 4-20Article in journal (Refereed)
  • 5.
    Karunaratne, Thashmee
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Colombage, Ranil Peiris
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Implementing small scale ICT projects in developing countries – how challenging is it?: 2018In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 14, no 1, p. 118-140Article in journal (Refereed)
    Abstract [en]

    ICT and development implementations in developing regions depend on many factors. This paper summarises experiences of efforts made by twenty individuals when implementing small-scale ICT development projects in their organizations located in seven developing countries. The main focus of these projects was the use of ICT in educational settings. Challenges encountered and the contributing factors for implementation success of the projects are systematically investigated using interviews and follow up surveys. Results show that the typical limitations of technology and infrastructure were the key obstacles. The commitment of individual project managers in the role of “change agents” and organizational support were the strengths behind the success of the projects. Based on the outcome of this study, professional development of the change agents is a key factor for the success of projects. IT and infrastructure limitations contributed to the failure of the majority of the ICT related projects.

  • 6.
    Muianga, Xavier
    Eduardo Mondlane University, Mozambique.
    Blended online and face-to-face learning: A pilot project in the Faculty of Education, Eduardo Mondlane University2005In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 1, no 2, p. 130-144Article in journal (Refereed)
    Abstract [en]

    This paper is about the introduction of blended online and face-to-face learning to the Faculty of Education at Eduardo Mondlane University (EMU) in Mozambique. The main objective of the intervention was to explore the use of a course management system (CMS) within a flexible, student-centred teaching and learning strategy. The author selected two courses, developed an implementation plan, and designed blended versions of the courses, which replaced much of the face-to-face contact teaching with online contact via a course management system. This study is a part of a larger project to develop new teaching and learning methods for the new Education faculty and for EMU as a whole. The study includes a cost and benefit assessment and an assessment of the strengths and weaknesses of learning technologies. Project results include quantitative and qualitative information on the use of the CMS such as the access conditions of students and educators; student preferences across a range of activities; barriers to the use of computers; teaching and learning methods; the useability of the CMS as perceived by students; and barriers to the use of a CMS. The conclusion identifies institutional challenges, and offers recommended solutions to provide the human and technological infrastructure needed for effective implementation of a CMS across the university.

  • 7.
    Popova, Iskra
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fabre, Gabriela
    Digital inclusion of secondary schools’ subject teachers in Bolivia2017In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 13, no 3, p. 41-56Article in journal (Refereed)
    Abstract [en]

    The government of Bolivia planned to introduce information technology in secondary education through establishing computer labs in schools and through granting each subject teacher a laptop. This initiative was tested for the first time in 2012 with three public schools in La Paz. Most of the subject teachers have never used a computer before. The Swedish Program for ICT in Developing Regions (SPIDER) supported teachers’ training in basic digital skills. This was not sufficient for the teachers to adopt the technology in their daily practice. Within a follow-up research project a constraints driven model for overcoming the barriers teachers faced was developed and applied. The aim of this paper is to provide an overview of the whole process of digital inclusion with focus on the design and implementation of this model. Teachers’ adoption of the technology and changes in their skills, attitudes and beliefs were assessed through the analysis of the qualitative data obtained in focus group discussions and observations, as well as through the quantitative data collected through a longitudinal survey. The results show that the adopted model proved to be a successful complement to the government policy. From persons intimidated by the laptops, the subject teachers became confident users of digital technology capable of creating numerous educational units and interactive teaching tools.

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