Synthesizing IT Case Studies of Nonprofits Using a Multiple-Level Patterns-Based Framework

BackgroundTechnologies, such as the use of information technology for teaching and learning, e-learning and virtual learning, are commonly used terms in today’s education system. These ever growing and developing modes of teaching and learning have changed the landscape of higher education, in general. As a result, nursing education has equally responded positively to the use of information technology for teaching and learning.AimThe aim of this study was to describe and compare the readiness to use information technology for teaching and learning for both nursing students and nurse educators in the two campuses of a North West public nursing college.SettingThe study was conducted in a multi-campus North West public nursing college in South Africa.MethodsA quantitative approach of a comparative descriptive design was followed in this study. Descriptive statistics was analysed using the Statistical Package for the Social Sciences (SPSS) Version 27.ResultsA total of 285 (254 nursing students and 31 nurse educators) respondents completed the online questionnaires. Both nurse educators and nursing students were in agreement with the information technology use readiness construct (83.9% and 77.9%, respectively). For all the variables with significant (< 0.05) p-values from the Mann–Whitney U test, the mean ranks were higher for the Ngaka Modiri Molema District (NMMD) campus.ConclusionWhen comparing the two campuses, conclusion can be drawn that the campus at NMDD is more ready to use information technology for teaching and learning than the campus at Dr Kenneth Kauda District.ContributionThe results of this study contribute to the body of knowledge on technology use for teaching and learning in nursing education.

&lt;p&gt;This study sought to a) discover the specific factors that influence Information and Communications Technology (ICT) use in higher education teaching and learning in Small Island Developing States (SIDS) such as the Maldives; b) determine how ICT can be used within higher education in SIDS; c) develop a framework / model for ICT adoption in higher education in teaching and learning of SIDS; and d) use UNESCO’s continuum model of ICT development and the TOEG framework to ground these factors to produce a practical roadmap. The Maldives was chosen as a representative case for SIDS in this research. The Maldives consists of 1,192 coral islands with 198 inhabited islands. Due to its small population densities spread over remote islands, distribution of higher education access has been a major impediment in the Maldives, calling for the use of ICT. This research utilised an interpretive paradigm with qualitative research methods (interviews; focus group discussions; qualitative survey and document reviewing). The case research methodology provided a variety of perspectives; enabled multiple data collection techniques; and examined technology integration within a technology rich environment. The research participants were students, teachers, senior academic managers, education and information technology consultants / experts in the Maldives. The findings revealed the specific factors that affect the ICT adoption within higher education teaching and learning in the context of the Maldives. An Extended Technology Acceptance Model (TAM) of ICT use in higher education in SIDS was developed using TAM theory, Diffusion of Innovation (DOI) theory and a TOEG (Technology-Organisational-Environment-Geography) framework. The technology context examined government support for Information Technology, ICT support for teachers, ICT Infrastructure, underutilisation of ICT resources, perception of benefits from the present ICT infrastructure and ICT policies. The organisational context included finance, centralisation, human resources, top management support, ICT confidence among teachers, and research. The environmental context contained social issues (drugs and overcrowding) and cultural issues (gender disparity, cultural homogeneity among students and teachers and no culture of using ICT in academic learning, and a spoon-feeding pedagogical tradition). Finally the geography context identified issues associated with geography, transportation and the digital divide between remote islands. These factors impede the adoption of ICT in the higher education sector in SIDS such as the Maldives. A practical roadmap was formulated by utilising the United Nations Educational, Scientific and Cultural Organization (UNESCO) continuum model of ICT development and the TOEG framework to recommend four broad stages in terms of adoption and use of ICT in higher education. This study contributes to existing knowledge by providing a clear understanding of the present role of ICT as well as information on how ICT can be used in higher education in SIDS such as the Maldives. This research is important to gain a wider understanding of the future directions for adoption of ICT within higher education in SIDS. The research will fill critical gaps in the current research, expand the coverage of relatively neglected research areas in SIDS, contribute to practitioners and the academic community, and stimulate further debate.&lt;/p&gt;

In the contemporary period, Information and Communication Technologies (ICTs) are used in all educational fields. The present research aims to analyze the effect of Information and Communication Technology (ICT) in ESL learning at college level in Pakistani context. The population of this experimental research was the students of government gradate college for women Marghazar Lahore. For this experimental research researcher selected 60 ESL undergraduate students for sampling their level of education were same. These students were divided in two equal groups each group was equally contained on 30 students; named as control and experimental groups. In pre-test the score of both groups was almost same. After that control-group was taught in traditional method while the experimental-group was treated by using Information and Communication Technology (ICT) approach. The two months treatment period was given by the same teacher. The post-test results show that the students of the experimental-group performed better than the students of control- group. The results disclosed that Information and Communication Technology (ICT) is better approach for ESL learning than the traditional method.

The rapid development of information technology today requires teaching staff or teachers to be able to achieve successful learning based on skills in using information technology and media. In addition to mastering information technology in learning, there needs to be organizational support that will later convince them in teaching, and meet the learning achievement standards set. This study aims to analyze and explain the role of digital literacy and organizational support in determining self-efficacy, as well as their effect on teacher performance at Lentera Kasih School. This study employs a quantitative methodology and polls all of the 109 instructors that work at Lentera Kasih Schools in Bali, Jakarta, and Makassar. While the study's samples were all drawn from the general community. The SEM-PLS study demonstrates that the rise in teachers' self-efficacy is influenced by both organizational support and digital literacy. While digital literacy does not directly affect teacher performance, both organizational support and self-efficacy have a direct positive and considerable impact. Digital literacy can significantly affect teachers' performance if self-efficacy is used as a mediator.

The study was conducted to assess the usage of Information Communication and Technology (ICT) in teaching and learning in primary schools within the OLA Circuit of the Cape Coast Metropolis. Again, the study was done to find out the availability of ICT facilities, efficient and accessible this infrastructure and challenges of integration. The study was carried out in five Government (Public) schools within the OLA Circuit in Cape Coast, Ghana. Descriptive survey was conducted using questionnaires to collect data on 50 teachers. Descriptive and inferential statistical tools such as frequency, correlation and linear regression were used to analyse the data. The findings indicated that teachers teaching in the primary schools were willing to use ICT for their teaching but due to some challenges of inadequate facilities such as computer laboratory, electricity, projectors, scanners, printers and inadequate computer technicians hindering seamless integration of ICT in their teaching and learning. Also, the study showed that teachers had positive perceptions on the benefit of ICT on their teaching. Furthermore, most teachers requested for training in ICT, support services for technology, sufficient software to help sustain their interest in teaching and learning of the subject. It was recommended that technology and technical support unit should be instituted in the various schools to handle technology integration challenges and provide rapid responses to teachers’ technological needs. Keywords: Digital divide, E-learning, ICT, ICT Competence, ICT Technology DOI: 10.7176/JEP/11-33-18 Publication date: November 30 th 2020

Learning in the classroom is the beginning of the learning process carried out by the teacher or lecturer. Subsequent learning can be done directly both in class and outside the classroom. The interactive digital learning process can improve the quality of learning so that it can make it easier for students or students and also make it easier for teachers or lecturers to interact in the learning process. This research was completed by using a descriptive qualitative research type obtained from students who took lectures on Special Teaching Methods or better known as Micro Teaching. The data collection instrument was obtained from a questionnaire from a predetermined sample. Learning with digital processes can be done with information technology-based learning, and technology-based learning can develop conducive and dynamic learning. One of the concepts that can be applied in learning is a learning strategy that is carried out by applying information technology-based pedagogy. To be able to realize conducive and dynamic learning, there are three learning strategies that must be realized: (1) proper and correct pedagogic interpretation by a teacher or lecturer; (2) increasing the collaboration of teachers/lecturers with students/students; (3) the application of information technology in learning.

Elearning is the implementation of information technology in learning. Elearning was used in courses in Introduction to Business and Management, Business Process Management and Ebusiness. This study aims to use the Technology Acceptance model (TAM) to measure the level of user satisfaction. TAM method is used to determine the relationship between content, accuracy, format, ease of use, timelines, organizational support, user attitudes towards the information system (user attitude towards information). system) and perceived attitude of top management on the level of satisfaction of using e-learning on learning business courses and management at the Faculty of Computer Science, Duta Bangsa University Surakarta. This research is a descriptive study using the modified End User Computing Satisfaction (EUCS) approach method. The results of the evaluation study show that the 5 variables (content), the level of accuracy of the system, format, easy of use, and timeliness significantly influence user satisfaction. While organizational support variables have a significant effect on user satifaction but variable usser attitude toward information system and perceived attitude of top management has an effect but not significant to the support organization.&#x0D; &#x0D; Key words : elearning, user satisfaction, technology acceptance model, end user computing satisfaction.

The use of information technology in learning can certainly be done with various educational programs. As is the case in learning Islamic Religious Education, where in this case the role of media technology is also needed to get new learning and insights for students. However, this also needs to be juxtaposed with the participation of teachers or lecturers who assist students in using information technology media as an effective learning medium. Especially with the increasing ease of obtaining information and communicating which will have an impact on religious differences that can trigger differences in understanding for every world community. Thus, the role of teachers or lecturers has an important role in the use of information technology for learning activities. Where the abilities and expertise of a teacher or lecturer need to be optimized in the use of information technology as an effective learning medium for students. In this regard, the author would like to elaborate a discussion related to the optimal use of information technology in Islamic Religious Education learning activities through the approach of literature study research methods and descriptive methods. With research that discusses this matter, it is hoped that it can help and make it easier for teachers to direct students in achieving learning goals.

To make teacher to be more professional workforce, it needs coaching in form of continuous and sustainable supervision. In additions, their professional performance is also need to be paid attention, respected, and acknowledged. In creating the educator’s competency, it needs academic supervision which is aimed to give service and assistance to develop a situation of teaching learning in a classroom. The essence of academic supervision is to coach the teacher to increase the quality of learning process. Therefore teacher is the core in learning which consists of lessons/materials, syllabus, choosing the strategy/method/technique of learning, the use of media and information technology in learning, assessing the process and the result of learning and class action research. Academic supervision in each school is inevitably needed to increase the quality of learning, result of students’ learning, and curriculum in Madrasah Aliyah Negeri Tanah Jambo Aye.

Teacher professionalism is essential in fostering students' collaborative skills and integrating information technology in learning. At SMA Negeri 1 Kabila, teachers face challenges in designing effective teaching modules and utilizing digital tools for hybrid learning. This study explores how teachers manage these challenges and enhance their professional competence. This qualitative research employs a phenomenological approach, with data collected through observations, interviews, and documentation. The study examines teachers' strategies in implementing collaborative learning and digital technology integration, particularly in Project-Based Learning (P5). Findings indicate that teacher professionalism is evident in collaborative teaching approaches and the use of digital platforms. Teachers work with colleagues to improve instructional methods and develop students’ character. Despite this, they encounter difficulties in designing hybrid learning modules and effectively using digital tools. To address these issues, teachers engage in guided and independent training, receive mentoring, and utilize tools like Flip PDF Professional for content development and data management. While teachers make efforts to enhance their competencies, ongoing challenges in hybrid learning persist. Training programs and digital tool adoption help bridge these gaps, improving both teaching effectiveness and student learning outcomes. Future research should explore the long-term impact of these strategies on student performance. Teacher professionalism plays a crucial role in adapting to modern educational demands. Continuous professional development and digital literacy training are essential for optimizing collaborative learning and technology integration in hybrid education.

Using information technology in learning is more frequent and common, but some students encounter difficulties dealing with the new learning environment. Regarding the negative emotional feelings associated with the computer, the teacher's role is essential. The teacher can offer a model of learning organization through computer-based learning environments, but some teachers have negative attitudes toward computers. They rarely or never use the computers in their classroom, so the development of positive attitudes toward computers is a goal for pedagogical training. A sample of students enrolled to the pedagogical module was included in the present research. The aim of this study is to analyze the relationship between computer anxiety and learning motivation. Several dimensions were assessed: anxiety, learning motivation and their relationships with age, gender, and familiarity with the use of computer. Computer Anxiety Rating Scale (Heinssen, Glass, &amp; Knight, 1987) and Achievement Motivation Scale (Elliot et al., 2008) were used. We anticipate that anxiety is lower for the participants who used computer for many years. We also expect that women present a higher level of anxiety towards computer use comparing to men. This result can be worrying or challenging, giving the current situation regarding the increasing feminization of education. Other differences can occur between people who studied computer systematically during formal education and those who learned through their own experience, during informal or non-formal education. The results can be used in the organization of a learning environment which can reduce anxiety towards computer use for the future teachers. This can have a double impact: a direct impact for the future teachers and indirect, but as important as the direct one, for their students.

Online learning is one of the ways in which the Internet can be used as a learning tool which can provide support to educators in a classroom. The purpose of this study was to investigate the use of a Learning Management System LMS to support teaching and learning in a Grade 10 Information Technology (IT) class. The emphasis was on the attitudes and experiences of learners in relation to implementation of the LMS as a teaching and learning tool in the classroom. This study employed a mixed-methods approach (a combination of quantitative and qualitative approaches). The quantitative approach included an attitudinal survey in the form of a questionnaire which used Likert scales to assess responses to various statements. The qualitative approach concerned itself with production of in-depth data. Focus group interviews were conducted with Grade 10 IT learners. These instruments generated data that were used to answer the main research question: What are learners’ experiences and attitudes when using a LMS? In terms of analysis of the data thematic analysis was used, with texts representing qualitative data and tables and statistics representing quantitative data. In order to discuss the findings the characteristics (attributes) of an innovation, as explained in the Diffusion of Innovations Theory were used. The research findings indicated that the learners had a positive attitude towards the use of the LMS to support teaching and learning and they were keen for it to be implemented in other subjects. DOI: 10.5901/mjss.2014.v5n8p377

As directed by the ACM Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC) is finalizing its curricular guidance for associate-degree Information Technology (IT) programs, consisting of core IT learning outcomes with associated assessment metrics. The competency model, influenced by international perspectives, is available from www.capspace.org, and waits Ed Board approval in Q3 2014.

Knowledge of the concepts of online learning and teacher skills in the use of information technology, is an important factor of online learning in the pandemic covid-19. Facts show that teachers’ knowledge and skills in online learning and the use of information and communication technology are still low. On the other hand students are prohibited from bringing mobile devices to school, with the reason to interfere with the lesson. Teachers and schools need to get help and guidance, so they can maximize learning even in the pandemic. The problem raised is how to improve the skills of teachers in online learning during the co-19 pandemic? The purpose of this activity is to provide skills as well as an understanding of how to use information technology for effective, efficient and safe learning from negative stigma that has been feared by schools and teachers. This activity using the guided training method and was carried out in four stages namely observation, training, mentoring and evaluation. The results of the activities showed that the training and technical guidance of online learning based on google application improve the skills of teachers in online learning

This study aims to describe the role of information and communication technology in Indonesian language learning in tertiary institutions. The research method is in the form of literature review or literature study. This research examines critically and deeply the theoretical sources associated with the problems in research. Based on the research results, the following conclusions can be drawn. (1) Information and communication technology is related to communication and information, computers, and a set of other technology-based tools that are experiencing rapid development and affecting education in Indonesia, especially in Indonesian language learning in tertiary institutions. Information and communication technology can be used as a means for compiling data and so on relating to education, especially in learning; (2) Learning has a meaning as a process to gain an experience in accordance with the purpose of a lesson, in learning Indonesian, an attractive medium is needed so that students are more interested in learning. Information and communication technology can be used as a means to increase student interest in learning Indonesian; (3) information and communication technology can be utilized in the four competencies that exist in Indonesian, namely writing, speaking, listening, and reading. Through the use of information and communication technology, it can improve the quality of lessons, student quality, student interest, and at the same time improve the quality of lecturers in technology. Keywords: Information and Communication Technology, Indonesian Language Learning, Higher Education