Main Article Content
Abstract
Purpose: The objectives of the study are to analyze ways through which technology introduced in Sohar University is helping the lectures teaching in the University and improves their research activities and to analyze the methods of administrative works of lectures in the University.
Design/methodology/approach: To carry out this research study, 133 samples were collected from academic staff working in all the faculties of Sohar University using a questionnaire. The questionnaire was containing the personal details, teaching, research and administration related factors. The data obtained was analyzed, and interpreted to obtain the result.
Main Findings: The study reveals that the academic staff feels the technology implementation has improved the teaching pattern and standards of the university and hence their teaching style also has changed. It is also proven that the academic staff feels the technology implementation has helped to improve their research career. It is shown that the academic staff feels the technology implementation has helped to reduce their administrative work.
Research limitations/Implications: It was reported that the technology implementation would be successful only when adequate training is given beforehand and most time is wasted for rectifying the technical bugs arising due to technological implementation.
Social implications: The study suggests that technology implementation is successful only if technical staff regularly maintains computers. They also suggested that there is a need for software skills training though it is time-consuming.
Originality/Value: Only a very few have examined the perception of the academic staff of all the faculties at University level in Oman, and it is a first-hand study of its kind, and the results will be useful to IT departments.
Keywords
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References
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References
Agnew, D.W. (2011). Administrative Obstacles to Technology Use in West Virginia Public Schools: A Survey of West Virginia Principals. Retrieved from https://eric.ed.gov/id=ED533627
Amirian, S. (2007). Digital Backpacks Facilitating Faculty Implementation of Technologies for Teaching and Learning. Computers in the Schools, 24(1-2), pp. 5-14, Retrieved from https://eric.ed.gov/?id=EJ783490v DOI: https://doi.org/10.1300/J025v24n01_02
Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers’ technology competency. Computers & Education, 45(4), pp. 383-398 Retrieved from https://eric.edu.gov/?id=EJ723850 DOI: https://doi.org/10.1016/j.compedu.2004.06.002
Anthony, A. B. (2011). Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration. Journal of Research on Technology in Education,44(4), pp. 335-356, Retrieved from https://eric.ed.gov/?id=EJ976472 DOI: https://doi.org/10.1080/15391523.2012.10782594
Bauer, J. & Kenton, J. (2005). Toward Technology Integration in the Schools: Why It Isn’t Happening. Journal of Technology and Teacher Education, 13(4), pp. 519-546, Retrieved from https://eric.ed.gov/?id=EJ723724
Cole, K., Simkins, M. & Penuel, W. R. (2002). Learning to Teach with Technology: Strategies for Inservice Professional Development. Journal of Technology and Teacher Education, 10(3), pp. 431-455, Retrieved from https://eric.ed.gov/?id=EJ823042
Cooper, R. B. & Zmud, R. W. (1990). Information Technology Implementation Research: A Technological Diffusion Approach. Management Science, 36(2), pp. 123 - 139, doi: https://doi.org/10.1287/mnsc.36.2.123 DOI: https://doi.org/10.1287/mnsc.36.2.123
Dodds, T. (2007). Information technology: A contributor to innovation in higher education. New Directions for Higher Education, 2007(137), pp.85-95, doi:https://doi.org/10.1002/he.247 DOI: https://doi.org/10.1002/he.247
Economist Intelligence Unit (2008). How technology sectors grow: Benchmarking IT industry competitiveness, London. Available online:https://a330.g.akamai.net/7/330/25828/20080910172933/graphics.eiu.com/upload/BSA_2008.pdf
Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to policymakers. International Education Journal, 6(4), 467–483. Retrieved fromhttps://ehlt.flinders.edu.au/education/iej/articles/v6n4/jhurree/paper.pdf
Kandiri, J.M. (2014). EffectiveImplementationofTechnologyInnovationsinHigherEducationInstitutions:ASurveyofSelectedProjectsinAfricanUniversities, ThesisSubmittedtotheSchoolofBusiness, DoctorofPhilosophyinManagement InformationSystemsofKenyattaUniversity, January 2014. Available online:http://www.saide.org.za/documents/KANDIRI_PhD_Thesis_Verion_4__27_1_14_SAIDE.pdf
Khan, F.R., Al-Balushi, H.Y., Algaithi, A.D, Al-shihi, A.A. (2017). Impact of Social Media On Customers Satisfaction: Bank Muscat – A Case Study. Ahead International Journal of Recent Research Review, 1(11), May 2017, pp.54-163.
Khatib, M.E. & Khan, F.R., (2017). Implications of Social Media Networks Technology in Interpersonal Skills and Academic Performances. International Journal of Management, Innovation and Entrepreneurial Research, 3(2), Sep.2017, pp.99-110, doi: https://doi.org/10.18510/ijmier.2017.326 DOI: https://doi.org/10.18510/ijmier.2017.326
Lai, V. S. & Mahapatra, R. K.(1997). Exploring the research in Information Technology Implementation.Information & Management, 32(4), pp. 187-201, doi: https://doi.org/10.1016/S0378-7206(97)00022-0 DOI: https://doi.org/10.1016/S0378-7206(97)00022-0
Matriano, M.T. & Khan, F.R. (2017). Technology Platforms for Social Entrepreneurship and Community Engagement. International Journal of Management, Innovation and Entrepreneurial Research, 3(1), Apr. 2017, pp.40-47, doi: https://doi.org/10.18510/ijmier.2017.315 DOI: https://doi.org/10.18510/ijmier.2017.315
Statnikova, K. (2005). Information Technology Implementation. Thesis submitted to the Graduate School of Vanderbilt University, May 2005, available at http://etd.library.vanderbilt.edu/available/etd-04012005-210048/unrestricted/statnikova.pdf
Wagner, D., Day, B., and Sun, J.S. (2004). Information Technologies and Education for the Poor in Africa (ITEPA): Recommendation for a pro-poor ICT4D non-formal education policy. Technical Report, Philadelphia, P.A. National Center on Adult Literacy and International Literacy Institute, University of Pennsylvania, pp.1-80, Retrieved from http://www.literacy.org/sites/literacy.org/files/publications/itepa_webrep_may26_jcs5.pdf
Weston, T. J. (2005). Why faculty did and did not integrate instructional software in their undergraduate classrooms. Innovative Higher Education, 30(2), 99-115, doi: https://doi.org/10.1007/s10755-005-5013-4 DOI: https://doi.org/10.1007/s10755-005-5013-4