By Don Passey (auth.), Arthur Tatnall, Omponye Coach Kereteletswe, Adrie Visscher (eds.)
This e-book constitutes the refereed post-proceedings of the ninth IFIP WG 3.7 convention on info expertise in academic administration, merchandise 2010, held in Kasane, Botswana, in July 2010. The 22 revised complete papers offered have been rigorously reviewed and chosen. The papers disguise quite a lot of issues addressing the usage of ICT at varied degrees of schooling from fundamental schooling to better schooling, comparable to determining and gratifying studying wishes, strategical administration, college administration details platforms, open resource software program, and the connection among ICT and organizational performance.
Read Online or Download Information Technology and Managing Quality Education: 9th IFIP WG 3.7 Conference on Information Technology in Educational Management, ITEM 2010, Kasane, Botswana, July 26-30, 2010, Revised Selected Papers PDF
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Extra info for Information Technology and Managing Quality Education: 9th IFIP WG 3.7 Conference on Information Technology in Educational Management, ITEM 2010, Kasane, Botswana, July 26-30, 2010, Revised Selected Papers
487). This is particularly so in Africa, as is observed by Sebandeke (personal communication, June 23, 2009) to the effect that “whereas knowledge management and all associated best practices have been well received and embraced by the Western World, Africa seems to have a long way to go”. A. C. Kereteletswe, and A. ): ITEM 2010, IFIP AICT 348, pp. 30–42, 2011. g. Agaba, 2003; Makerere University, 2000; Niwe, 2000; Nsobya, 2002). For example, Makerere University (2000) observes that most departments in the University, both academic and administrative, depending on manual systems, with little use being made of computers in admission and registration, examinations, students’ records, finance and accounting, estates, library management, personnel, office systems and so on.
A computer background survey was implemented with the class to obtain information from the fifteen students about their access to computer technology, use of computers both at home and at school, interest and personal assessment of the ease with which they use technology, and regularity of use of the Internet and multimedia programs. 5 Data Collection The 18 month long study was conducted to investigate whether the use of digital media can facilitate higher-order thinking within the learning of secondary ICT students.
05. Thus at the five percent, we accept the null hypothesis to the effect that gender did not affect KMS use by teachers, senior administrators and postgraduate students in Makerere University. 3 Organisational Culture and KMS Use The study wanted to see the influence of organizational culture on KMS use in Makerere, conceptualizing organizational culture as the extent to which the respondent agreed that their unit is change-oriented, innovative, progressive, ensures participation of all, and ensures organisational learning (five items), using a scale ranging from a minimum of one for strongly disagree, to a maximum of five for strongly agree.