Application of Information Communication Technologies for Agricultural Development through Extension Services

This chapter outlines the role that Information Communication Technologies (ICT) play in the global context and in Africa, agricultural extension and Agricultural development. The role of and use of ICT by extension officers, the trends of ICT in agricultural information management, how ICT bridge the digital divide as well as the types of ICT tools used by extension officers such as radio, television, computers and internet. It also gives the perspective about the factors that influences use of ICT by extension officers which are seen as playing an important role human development.

Future School

What learning content, methods and technologies are the most suitable to achieve better learning quality and efficiency? In Lithuania, we believe that there is no correct answer to this question if we don't apply personalised learning approach. We strongly believe that “one size fits all” approach doesn't longer work in education. It means that, first of all, before starting any learning activities, we should identify students' personal needs: their preferred learning styles, knowledge, interests, goals etc. After that, teachers should help students to find their suitable (optimal) learning paths: learning methods, activities, content, tools, mobile applications etc. according to their needs. But, in real schools practice, we can't assign personal teacher for each student. This should be done by intelligent technologies. Therefore, we believe that future school means personalisation plus intelligence. In this chapter, Lithuanian Intelligent Future School project is presented aimed at implementing learning personalisation and educational intelligence.

Doing Classic Grounded Theory Research in Information Systems

Grounded Theory (GT) is a latent pattern recognition research method that was developed by Barney Glaser and Anselm Strauss (1967). GT, which can use either quantitative or qualitative data, is a general research methodology and it produces empirically grounded but modifiable theory. Since the development of GT in 1967, some researchers have attempted to modify the original GT method, and remodelled GT approaches have been widely used in Information Systems (IS) research, often with unfortunate results due to disregard of the basic rules of the original GT. The continued use of remodelled GT methods has caused confusion and has prevented those in the IS research community from stimulating the development of new theory, which is the main benefit of using GT as it was originally outlined. Following publication of the original grounded theory by Glaser and Strauss (1967), Glaser (1978) went on to explain in detail how to operationalize the GT method. Despite this, some researchers mistakenly continued to classify GT as a subset of the qualitative data analysis research methodology. In doing so, they reveal that they have misunderstood both the purpose of GT and how to use it correctly. In this paper the author will concentrate on the authentic approach to GT, which is termed “Classic Ground Theory” (CGT), so as to differentiate it from any misconceived remodelled version of the theory. This paper explains how CGT can be carried out in an IS context by trusting in the emergence from the data of the required information, rather than forcing it.

A Comparative Evaluation of E-Learning Adoption in Private and Public Higher Education Institutions

This paper examines e-learning adoption in Higher Education Institutions (HEIs). The paper examines whether there is a difference between the Private and public HEIs e-learning adoption. The rationale for the examination stands from the fact that scholars are of option that there is different between private and public HEIs e-learning adoption. From an empirical survey conducted in Tanzania, this paper evaluates both staffs and students on the current situations, factors affecting, similarities and differences of e-learning adoption between private and public HEIs. The research reveals that, despite of the government efforts to support e-learning initiative by introducing national ICT polices to boost the level of adoption; very few private HEIs have adopted e-learning compared to public HEIs. The limited initial investment, lack of expertize, lack of guaranteed electrical power, poor strategic change management plans, and lack of innovative ideas are the barriers to e-learning adoption.

A Set of Principles for Doing and Evaluating Classic Grounded Theory Research in Information Systems

Grounded Theory (GT) is a latent pattern recognition research method discovered by Glaser and Strauss (1967). Due to GTs power and transcendence many research papers across several academic disciplines including Information Systems claimed to have used GT when in fact they have used pseudo GT methods. It is argued in this paper that any other research method which adopts the GT label without following orthodoxy of the authentic GT research method should not be called GT. All of the pseudo GT methods make the false assumption that GT is a sub set of Qualitative Data Analysis. This is a false assumption because authentic GT can use either quantitative or qualitative data and it is a general research methodology and produces empirically grounded but modifiable propositions. Within the Information Systems (IS) research community it is therefore not surprising that many, who claim to use GT, have used different types of pseudo GT. They have adopted vocabulary of the GT without following its original tenets. This paper explains how authentic GT can be carried out in an information systems context by trusting in emergence rather than forcing the data.

Cultivating Recognition

The E-learning provision in East Africa including Tanzania, Kenya and Uganda is rapid gaining its way. E-learning providers are all groups tasked with e-learning activities including design, delivery, implementation and others. The e-learning providers are surrounded by issues and challenges (main concerns). The purposed of this study was to identify and examine the main concern amongst e-learning providers in East Africa (Tanzania, Kenya and Uganda). In this study the Classic Grounded Theory Research Methodology was used in order to identify the main concern of e-learning providers. In the course of repeated encounters with e-learning providers, this study found the concept of Cultivating Recognition to emerge as the main concern or core variable amongst these e-learning providers. The core variable within the Classic Grounded Theory research methodology is the main entity that accounts for most of the variation in the data. The core variable of the theory, the basic social psychological process of Cultivating Recognition is characterized by Legitimizing and Credentializing. The process of legitimizing involves convincing the e-learning stakeholders that the e-learning programs and projects will be delivered in a timely, valid and sustainable manner. Legitimizing process is achieved through Collaborating (reciprocal and asymmetric), Referral Networking and Strategic alliancing. Credentializing aims to enhance the stakeholders' belief in the e-learning providers' competence prior to the provision of the e-learning programs and projects. While Credentializing is achieved through Endorsementizing, Result Orienting and Prioritizing Duties, Result Orienting itself is achieved through Visualizing, Professionalizing, Focalizing and Role Delineating. This study will help e-learning providers and other groups to cultivate recognition and pave a way for their success in implementation of e-learning.

The Impact of Web 2.0 on E-Commerce Adoption and Use by Tourism Businesses – Can SMMEs Play the Trick?

The subject of Information Technology (IT) adoption and use has been going on for some time (Jeyaraj & Sabherwal, 2008). In particular, to electronic commerce (e-Commerce) adoption and use, the invention of Web 2.0 presents new technological features for potential and current e-Commerce adopters as well as new challenges. With Web 2.0, customers' perceptions, preferences and decisions are not only based on information presented on e-Commerce websites, but are also influenced by content generated by people on social networks and interactive e-Commerce websites. This poses the following question: how can Small, Medium and Micro-Sized Enterprises in the tourism sector (tourism SMMEs) keep up with these technological advancements given their limited resources? Accordingly, this book chapter proposes a framework that shows challenges and incentives (critical success factors) of e-Commerce, identifies e-Commerce platforms tourism SMMEs should adopt in order to maximise benefits and outlines what tourism SMMEs should expect from their e-Commerce platforms.

Profiling Collaborating Partners in E-Learning in Developing Countries

When Information and Communication Technologies (ICTs) are rapidly revolutionizing, online learning is undergoing dramatic change as powerful new content types, technologies, and services are being adopted for education and training. Traditional learning needs to be supplemented by virtual learning to meet the rapid population growth and counter the lack of traditional higher education institutions. This is particularly true in least developed countries faces critical challenges to meet the new demands in higher education with its ever increasing population, remote and scattered areas, non-availability of resources (including infrastructure, few institutions, few experts or teachers, etc.), and limited funding. While it has been known that developed country are enjoying technology dance for so long time, least developing countries are either not or just joining the dance especially in e-learning. In other hand, there are enough literatures on the e-learning strategic alliances or collaborations/partnerships in developed countries for the purpose of dominating in Education delivery worldwide, and there is no or little literature about existence or non-existence of strategic alliances or collaboration on the e-learning development in the least developed countries. This is why this paper brought forward, enlightening the non-existence or existence of e-learning development strategic alliances, which has been sought to solve dual problem, scarcity of resources and increase the certification and recognition of online degrees in developed countries.

Technology Access and Research Prolificacy

Modern information and communication technologies enable research collaborations that were not conceivable a mere decade ago. Moreover, the diffusion of extant technologies (such as broadband, and cellular communication devices) more fully in both developing and developed nations has afforded more people access to key communications technologies, creating ever increasing networks and communities of researchers and collaborators. The current study seeks to more fully explicate the relationship between technology access, diffusion and research output. The study shall consider the impact of telecommunications tele-density, Broadband penetration, Computer access and ICT investment on research output and patent submissions. Both static and dynamic estimations are conducted, employing the Arellano & Bover systems estimator method. The findings suggest that telecommunications tele-density and ICT investment are key determinants of academic research output. They are however not significant determinants of patent submissions. These findings are robust for both static and dynamic estimations.

Information and Communication Technologies (ICTs) for Industrial Development

Applicability of ICT has gained high research interests in both developed and developing countries due to the perceived social and economic benefits. With increased benefits of ICTs, many governments have invested heavily in the emerged technologies to gain competitive advantange over others in the business. Despite the high investment by many countries around the world, yet there are inadequate documentation about the cost - benefits of the massive ICT investment in developing countries especially Africa. Hence, developing an empirical study to reveal the perceived cost - benefits of ICT investment for the industrial development is critical. This chapter, presents a comprehensive review of various studies conducted in different countries of the world detailing the extent of ICTs, barriers hindering its use and the potential benefits. To date, there is existing empirical evidence to support the role of ICTs for industrial development in the developing countries, while the benefits of ICTs for industrial development in developing countries of Asia and Africa are not well documented.