Technology Innovation Diffusion at the University of Botswana: A Comparative Literature Survey

Autor/in	Dintoe, Seitebaleng Susan
Titel	Technology Innovation Diffusion at the University of Botswana: A Comparative Literature Survey
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 15 (2019) 1, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Foreign Countries; Higher Education; Institutional Characteristics; School Policy; Faculty Development; College Administration; Planning; Administrator Role; Educational Needs; Innovation; Online Courses; Blended Learning; Barriers; Technological Literacy; Developing Nations; Influences; College Faculty; Botswana + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulpolitik; College administrators; Hochschulverwaltung; Ablaufplanung; Planungsprozess; Educational need; Bildungsbedarf; Online course; Online-Kurs; Technisches Wissen; Developing country; Developing countries; Entwicklungsland; Influence; Einfluss; Einflussfaktor; Fakultät
Abstract	The purpose of this study was to identify factors that influence adoption and diffusion of information and communication technology in developing countries through a thorough review of past and current literature, focusing on the case of University of Botswana. Despite the value in adoption and diffusion of technology innovation in the developing world, universities are faced with problems, and studies show that generally, use of accessible and available technology implementation is not successful. The Rogers (2003) concepts of social systems, compatibility of technology, early adopters and factors, are complex. This includes organizational characteristics focusing on policies, faculty support through professional development and training, time, beliefs, and workload. The article concluded that (a) the social system (university administration) develops policies, which accounts for little when the technology plan is not concrete for implementation, (b) technology is not compatible with faculty traditional teaching practices, and (c) university administration does not consider understanding the faculty (early adopters) in context. The study suggests that developing countries need to understand the faculty as early adopters from a bottom-up approach instead of top-down, and should not base success on outcomes, but rather, strategies based on the context. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01