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ICT SKILLS AUDIT OF THE COLLEGE OF BASIC EDUCATION FACULTY IN KUWAIT

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Hanadi Buarki

on 2 June 2014

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Transcript of ICT SKILLS AUDIT OF THE COLLEGE OF BASIC EDUCATION FACULTY IN KUWAIT

ICT SKILLS AUDIT OF THE COLLEGE OF BASIC EDUCATION FACULTY IN KUWAIT:
Preliminary Findings
ICT skills definition
It is essential to educate faculty members in using ICT (Information and Communication Technology) in their courses and for them to encourage students through their coursework to use ICT, since, in its use students will improve their technological skills.
Research Purpose
The purpose of the research is to present findings of the current ICT skills level of the faculty members at the College of Basic Education (CBE) PAAET, in order to find out what ICT skills level they perceive themselves.
The overall intention in this process is to assess what, if any, factors there are which are hindering their skills improvement.
Research Objectives
To assess the ICT skills level of CBE faculty members.
To generate a comprehensive list of ICT skills required to become an ICT skilled faculty member.
To identify factors affecting faculty ICT skills improvement.
ICT education in Kuwait
Research in Kuwait indicated the importance of evaluating the faculty ICT skills.
PAAET has established a training and development center. It aims at equipping its faculty with the latest educational and teaching skills to support the curricula.
In Kuwait, however, ICT implementation was found to be very limited, where there was a lack of qualified teaching faculty.
Factors indicating ICT deterioration
The reviewed literature recommended training to improve the faculty's ICT skills and knowledge (Al-Ansari, 2006, Abdel-Motey & Al-Anzi, 2003, Buarki, Hepworth, & Murray, 2010, Tasie G. O., 2011).
These ICT skills include:
Using office applications (Word, Excel and others.);
ICT skills definition
Skills needed "to access, evaluate, communicate information, and to produce documents electronically by the use of computers and communication technologies". ” (Buarki, Hepworth, & Murray, 2011a)
Using and managing library automated systems (acquisition, catalogs, circulation and current awareness);







Maintaining in-house databases;
Designing and constructing web pages;
There are several factors which indicated Jamaica’s current status on ICT in terms of the level of education in the industry, outsourcing and export readiness as well as technological advancement. Business Process Outsourcing (BPO) and Exporting of the ICT services are among some of the key areas which have influenced the performance of the industry (ICT, 2009).
Research Design
Databases, online and internet searching to retrieve information.;








Additional sections and qualitative questions were added.
The questionnaire was translated to Arabic. The two versions of the questionnaire were reworded and corrected.
A covering letter was written as an introduction to the research.
The use of web 2.0 technologies (blogs, podcasts,wikis, social networks and others).






Data Collection Method
Questionnaire:
The questionnaire was structured based on the following:
The review of related literature;
The researcher personal experience in ICT skills education;
The use of the Delphi technique.
Population
Questionnaires returned
A total of 236 questionnaire were returned of which 49 were discarded for they were incomplete and/or incorrectly filled out. A number of 186 (44%), out of 423, completed questionnaires were correctly filled out and ready for analysis.
Analysis of Results
1) What is the current ICT skills level of the CBE within the faculty?
2) What ICT skills should a faculty member possess?
3) What are the negative factors affecting faculty ICT skills improvement?
Conclusion
Recommendations
Accessing the information from the various ICT companies .
Since the survey was distributed to the teaching and training faculty during the day, some could not participate due to their busy schedule timings, while others were not interested.
The faculty have had a good level of ICT skills, however, the environment at PAAET does not encourage ICT use. ICT application should be encouraged and obliged to be used.
Worldwide successful ICT training providers should be consulted by PAAET for training.
The development of more specialized educational centers to provide ICT skills training at PAAET.
PD policies aimed at the faculty ICT skills development within PAAET should be made.
Results reached will be supported by further data analysis. This will be reported in a subsequent publication.
The faculty ICT skills level was revealed from their self-rating.
The majority (76%) self-rated their ICT skills as "average" and above.

A list of ICT skills required to become a 21st century faculty member was developed, at least for CBE.
The data proved that the critical internet infrastructure and ICT resources are available at the CBE, however, these resources are available only at some departments.

In addition, while a variety of ICT courses are offered by PAAET, advanced and specialized ones are not offered.

Sample
Two methodologies were employed. First, a three round Delphi was carried out. It aimed at composing a questionnaire, the second method.
While the survey was distributed to the teaching and training faculty during the day, some did not participate due to their busy schedule.
In Kuwait ICT practice has been emphasized by the government to be operated in schools and universities.
At the higher education level smart classes are being used;
also the teaching faculty is increasingly relying on ICT in instructing (United Nations, 2007).
Limitations
Stage 1
1.3 Participants selection
1.1 Define ICT skills
1.2 Compose questionnaire
Stage 2
2.2 Initial analysis
of “stage 1”.
2.1 Results of stage 1 were summarized
and then evaluated
2.3 Questionnaire
was re-composed
2.4
Suggestions received
from participants and analysed "stage 3".
3.1 Questionnaire developed using the “stage 2” responses.
Stage 3
3.2 Additional suggestions and questions were added
1. Questionnaire developed
2. Questionnaire pilot-tested
3. Questionnaire distributed for data collection
Delphi outcome
Receive suggestions from participants and analyse for "stage 2"
Questionnaire ready
for distribution
Based on literature review


The
questionnaire sample
consisted of 423 teaching and training faculty
members working at the twenty different departments of the CBE.
Data Analysis
The research was carried out on the teaching and training faculty at the CBE, PAAET. PAAET consists of five colleges and ten institutes. The CBE, established in 1962, is the largest consisting of twenty different departments.
Data collected was analyzed using the Statistical Package for the Social Sciences (SPSS), version 17. Descriptive analysis, frequency, percentages, cross-tabulation and other significant tests were used to obtain relevant results.
Methodology
Results of Delphi analysis
Respondents' personal & academic information
Level of ICT skills

Technophobia (Sipila, 2011).
lack of technical support;
poor internet connectivity (Sharma & Singh, 2011);
lack of time;
lack of required software and hardware;
lack of training;
lack of administrative support;
lack of facilities;
networking problems;
lack of support;
lack of confidence and skills to use ICT (Al Senaidi, 2009) .
The
Delphi experts
were eight from the Department of Library and Information Science (DLIS) chosen to possess the following criteria:
1. Be a faculty member currently employed the DLIS;
2.has taught ICT courses at the DLIS;
4. wishes to participate in the two or three rounds of the Delphi.
Delphi sample
Computer troubleshooting
Use of subject spacial software
Use of smartphones applications
Searching information (search engines and databases)
Web page design
Database creation and design
Learn English terminology to use programs and software
Data analysis tools and statistics (SPSS and Excel)
Use of web 2.0 (social media, blogs and wikis)
Using electronic information resources
List of ICT skills of a faculty member
Analysis of documents content and of the qualitative data revealed a number of skills that a faculty member should possess to teach and train students on ICT use and applications . These are listed as follows:
Research studies illustrated the factors that have deterred ICT skills improvement in different regions of the world. Among these were:
E-design questionnaires and other research methodologies
Use of citation builders and reference tools
Producing lessons using multimedia
Photo editing
Designing presentations
Drawing by the use of technology (AutoCad, Photoshop and Paint)
Computer programming (HTML and PHP)
ICDL, IT, IC3 qualification.
Factors hindering faculty ICT skills improvement at CBE
Thank you for your time.
I would love to listen to your comments
hj.buarki@paaet.edu.kw
The research preliminary findings have interpreted the objectives of the research.
First objective: To assess the ICT skills level of the CBE faculty members.
Second objective: to generate a comprehensive list of ICT skills required to become an ICT skilled faculty member.
Third objective: to identify factors affecting faculty ICT skills improvement.
More ICT courses are needed to be added as part of the faculty PD, especially those that rated their skills to be "low".
Integrate training courses on Web 2.0 tools and the ICDL.
Full transcript