A Framework for Enhancing ICT Competency of Universities in Sri Lanka

Abstract

Abstract-In the current information society, the need for securing human resources acquired with ICT competency is becoming a significant factor. Information Communication Technology (ICT) competency describes more than awareness or driving license level of using computing facilities and networking services to carry out different tasks. Undergraduates of a university will become knowledge workers in the society and they should acquire the knowledge, skills and attitudes using the modern ICT technology to carry out their job tasks effectively. This paper presents the current status of ICT Competency in Sri Lankan Universities with respect to both the knowledge and skill requirements of knowledge workers in the job market. However, there are several obstacles are affecting this development and the paper discuss the qualitative assessment of these obstacles in detail. In this study, we propose a new framework for enhancing the ICT Competency among a large number of undergraduates in the University system. This framework consists of two main components namely Infrastructure Development and Virtual Learning Environment. In the component, Infrastructure Development new facilities are provided such as computers, networks and Internet facilities, human resource management and other support services in order to solve the problems identified. Under the Virtual Learning Environment, we propose three levels for undergraduates to address the curriculums of ICT competency. The first two levels are declared with respect to the common ICT Competency Certification and level 3 is declared considering special requirements of curriculum or subject streams.

ICT Competency of Mathematics Teachers at Secondary Schools of Nepal

“…Overall, the ICT competency level is found to be better in the fundamental concept of computers and the use of the Internet than the use of software and hardware. This result supports previous studies in Sri Lanka at the university level (Hewagamage & Hewagamage, 2015) and in Malaysia among school teachers (Kong et al, 2005;Sim & Theng, 2007;Tasir et al, 2012). However, the competency level is found to be poor in New Zealand among school leaders (Stuart et al, 2009) as well as in Nigeria among school teachers (Sakiyo et al, 2013) according to a study based on classroom practice of ICT.…”

“…To mention a few works on ICT competency, Hewagamage and Hewagamage (2015) appropriated computing and network services, while Stuart et al (2009) took ICT knowledge and experiences, and Akarawang et al (2015) took cognitive ability, skills, and attitude under ICT competency. In this context, UNESCO (2008) categorized ICT competencies under three layers--technology literacy, knowledge deepening, and knowledge creation.…”

“…Therefore, the study of teachers' ICT competency has diverse models, methods, and terminologies. For example, digital literacy (Krumsvik, 2008), ICT competency (Akarawang et al, 2015;Briones, 2018;Dagiene, 2011;Hewagamage & Hewagamage, 2015;Marcial & Rama, 2015;Tasir et al, 2012;UNESCO, 2018;Wang, 2013), digital skills (Kelentrić et al, 2017), digital competency (Dagiene, 2011;Hatlevik & Christophersen, 2013;Tomte, 2013) and Internet skills (Mrkauskaite, 2007) that are some studies related to the ICT competency of teachers.…”

Requirements for information technology application competence for Vietnam agro-forestry students in the time of the 4th technology revolution

“…The proposal of measures to improve the students' IT application competence has been carried out in many studies. According to Champa and Priyantha (2015) it is necessary to invest in IT infrastructure, improve the quality of Internet connection, integrate IT tools in the teaching and learning process, establish help centers and fix computer problems, and create a virtual learning environment to teach IT topics. According to Vázquez-Cano, León Urrutia, Parra-González, and López Meneses (2020) it is necessary to redesign the training matrix in the direction of promoting socially-digital meaningful learning and design the learning environment in an effective, interactive, flexible, and reflective way.…”

Competence framework of information technology for students of Thai Nguyen University of Agriculture and Forestry

“…For each specific field, besides general competencies, there are also specific competencies related to the characteristics and level of IT application of work in that field. There have been a number of studies conducted in a number of areas, such as: education [3], [4], accounting [5], general workers in developing countries [6], librarians [7], and students [8], [9]. Building a competence framework of IT application is necessary.…”