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Managing ICT in the transformation of the University of Education in Uganda: Rationale, challenges and way forward

The twentieth century was witness to many technological advances in many areas of society, from the discovery of radio, the airplane, the atomic bomb and the apex was going to the moon. All these technological advances had adverse effects on the lifestyles of communities around the world. But most importantly, is the invention of Internet Intranet and historic achievement of which has a major impact on academic life in many universities around the world. The period of the 1990 marked the beginning of a new world order, the beginnings of the idea of globalization and its immediate effects on the evolution of higher education. Globalization is the international system that is shaping the majority of today's societies including university programs. It is a process that is "super charge" the interaction and integration cultures, politics, business and intellectual elements worldwide.

This article examines the effects of globalization in terms of technological changes in the development of universities. The quest for technological transformation in higher education has become widespread in sub-Saharan Africa to the ubiquity of large global networks such as Internet and Intranet as institutions struggle to prepare students for effective participation in the emerging economy global knowledge. Technologically based education is more seen as a way to cope with increased global demand for tertiary education. University a new week is needed to keep pace with global population growth, but the resources are not available. For example, from the time of registration students overwhelmingly higher in many public universities in Uganda since the mid-1990 onwards, resources and infrastructure have not increased in proportion the same increase in the capacity of students. classrooms and libraries are floods and infrastructure and instructional materials and staff are limited to the alarming increase of the student population. Higher education must develop more profitable so that public resources can be increased and used effectively. Room conference at a public university that is more than 300 students attending a class in economics will not be effective if there is more public address systems are not installed for all and all the benefits that learning from the conference.

Similarly, if a university does not have Internet facility to serve its student population increasing, then it would be very difficult to guarantee the quality of learning and research. Using technology for education, universities can serve the public more cost-effective and, in particular, to better prepare students for a technology-based society. In view of increasing globalization and trade corporations in many fields. In these circumstances, politicians, policy makers and citizens must make demands on education systems to reform. Open learning and distance education are at the forefront of educational responses to the changes that are taking place locally, regionally, nationally and internationally.

Information technology transformation in the universities, however, has significant implications systemic and must be carefully managed. As soon as an organization that takes the first tentative steps from data to information, decision-making processes of management structure and even the way they get their work begin to be transformed. Attempts to introduce any reform will have a significant impact in all its subsystems. The advent of information technology in any large university will be the only impact tremendously on internal operations and outside of the university. This implies that information with the technological advances, universities have to prepare to welcome this development crucial. Systematically relates to the fact that university management has to train or hire labor to operate the technology and the universities themselves must change teaching methods to meet the requirements of the new information technology.

use of technology to expand the global campus will affect all aspects of a university or college, but particularly administrative systems. Similarly when it comes to the need to see innovation in the framework of institutional development. The introduction of e-learning will ask for a thorough re-examination of the basic practices of a university organization, whether advertising, or registration, or design and delivery of materials, or student support or student assessment and research, in order to reach the most efficient way of providing these services in a network environment, multimedia.

The participation of academics in technological reform in universities

Institutions education exist to open minds and challenge established doctrine, but at the same time, the workforce occupying these institutions is very resistant to change. Higher education can be described as largely bureaucratic and bureaucracies, by definition, resist change. I remember an incident in my college life, when my old teacher hated something called a computer and a projector used in teaching. I always told my analysis of the research was based on computer packages which he replied negative "are doomed to failure investigation, please use the formulas I gave in class." Such expression and reaction is an "old-fashioned academic" is not willing to accept the recent global changes in the area of academics in universities. Many other students, in recent times, they face the wrath of those same teachers blind. Due to the wide resistance to changes in the institutions of education, innovation technology has often been implemented as an isolated initiative, top-down university administrators for purposes of efficiency. In this scenario, the larger systems within tertiary education are often not considered and is not affected by innovation.

Technological innovations also have had difficulty making priority educatio headquarters in college. Higher education, similar to other sectors of society, has often responded to applications of new ICTs on the basis of efficiency rather than the use of more strategic considerations. Some IT staff members have resisted defense is the use of legacy systems processing of student work. These methods of old typewriter and record keeping are still in use, creating inefficiencies in management "office of transcription" and the departmental testing office. This traditional approach records management tends to suffocate the operational efficiency. Most changes in education in the twentieth century and twenty first centuries had first-rate changes, aimed at improving efficiency and effectiveness of current practices. One of those first-order changes is the introduction of Internet and computer in the work of management and teaching methodology. Therefore, attempts to oppose such developments worldwide profit of any institution is a path in the wrong direction, because the technology is here to stay.

To ensure ownership of the sound quality of ICT education and e-Learning, it is important that educators and education policy drive and direct transformation of higher education technology. Therefore, the structures supporting technology-based education approach must ensure education and the prominence of education principles and policy of land on the wishes of management and attitude change. The literature on non-traditional ways delivery in higher education using the latest technologies, indicates that extensive use of ICT in education raises issues previously unencountered in pedagogy and andragogy, which are attitudes. Moreover, these problems are mainly to do with the wisdom of those who fear technological change. technology decisions must be preceded by political and educational decisions and highlight the importance of bottom-up approaches and more for organic processing technology in higher education in the developing world.

Involve academics to assess ICT is an important issue in the management of higher education reform and reform has to be based on the development of 'learning communities'. This means that the current process of reform must engage academics from real learning how to use new technologies and see that this technology is to continue promoting the creation of free enterprise in order to build self-confidence and participation. In most cases, ICT training should be mandatory for all academics and gift. This requires serious bottom-up approaches to stimulate and implement reforms. Top-down efforts to achieve educational reform in the technological perspective have failed and is doomed to failure until they address the cultural and educational traditions and beliefs that underlie current practices and the readiness of the organization. In the technological transformation in higher education, it seems necessary to address the concerns and perceptions of academic staff in the light of the need to change their attitudes and to ensure ownership by academic staff.

The technological change ownership by academic staff is essential, as it requires major changes in professional roles. This points to the need specialized functions and the need for academics to gain the skills and knowledge for effective use of new technologies and the need for extensive training. University staff have to change attitudes towards technological advancement and the need for more complex training session in how to use these technologies and come to appreciate. New technologies in global education point to a new role for the teacher to the student and the course material. It focuses on building knowledge by the student. A teacher becomes a facilitator and promoter and the information becomes something to work, think, discuss, negotiate and debate with partners.

The expertise required to develop a technology based on more learning materials aimed at justifying the use of equipment development. The production of quality technology-based learning materials are needed who can combine teaching practice with a good understanding of the strengths and weaknesses of different media and technologies. Course design teams are the accepted model in distance education and the University Open course development teams used widely. The predominant model in the computer course, distance education and the main advantage of this model is that it works with high professional standards.

technological transformation in higher education, implementation and innovation based on new approaches to organizational processes. An innovation may be described as an idea or behavior that is new to the organization of its adoption. The application and adoption of something new to a culture requires commitment, patience and acceptance of change. Thus, bottom-up innovation in ICT development is important because it encourages the development of the willingness among members and creates the collective participation of the lower boxes in the main decision-making consensus building. It is hard to resist change that comes from the bottom of the consumers. The importance of a bottom-up process for a successful innovation aims at distributing leadership. If you do not intend to shared leadership right from the beginning, at both the technology and is unlikely to be able to establish in the university system.

In addition, there is a need to ensure the diffusion of innovation strongly in higher education systems. The theory of diffusion of innovation provides a general explanation of the manner in which new institutions and ideas such as IT and technology-based education over time, diffuse through social systems in higher education. The theory of diffusion of innovation is essentially a bottom-up approach based on individual responses that can be used as a starting point to describe the technological transformation in higher education. Initially, there is a start-up phase during which an innovation is introduced a social system. A business group called innovators often then taken. During the next phase of the maturation of the "early adopters", who are agents exchange or opinion leaders among the social system, is to enter the process thereby legitimizing innovation and opening up the possibilities of adoption for all members system. The final stage of saturation in the adoption of an innovation is characterized by widespread adoption. Innovation permeates the social system and growth decreases. This process can be plotted as a curve S-shaped growth

We have seen that technology can not be separated from development of the university, because it is transient, with globalization and its intentions. Therefore, there is a need to overcome any resistance from staff and management of technology impossible to take root, especially in the era of computers and the Internet is resisted in the teaching of most of the mainstream, planning and maintenance records. To cause an attempt to allow old vibrant ICT and e-learning to take root, there are several policy directions that should be taken at first hand and are the following:

1. Strategies to promote top-down and bottom up-that promote ICT development and use in universities across diffusion of innovation. The level of resources available to promote the use of ICT would not have been possible without senior management and support staff. When typical political problems as irrational resistance to change is found, senior management is able to step in and run things. The managers and staff, ie, the heads of academic and administrative departments and teachers play an important role in the control of resources and implementation support.
2. The spread can be sustained through the use of a distributed application structure. An e-learning center, for example, must be established to provide central support and coordinate project progress technology promotion in universities. Even strictly learning must adapt to these technologies in teaching methods should acquire strategies ICT and course work are made of ICT facilities.
3. Universities must have time to secure the personal property of technologies, including the more rigid and conservative type of staff should see the benefits of e-learning and ICT in the development of higher education. Ensure ownership by academic the staff is essential in the dissemination of e-Learning strategies that promote effective teaching.
4. To ensure ownership of e-learning in universities by academic staff, it is important for educators and education policies to promote technological change. Staff development can be used as an important strategy for advancing the transformation of higher education.
5. The application of educational technology in the curriculum requires the introduction of a very robust technology infrastructure. All staff must have a Pentium computer, printer or access to a printer, Internet access and email with power outages and the closure of the minimum network. The library also must create a learning environment rich in technology.

In conclusion, the creation a permanent vision and strategic framework for the effective implementation of technological innovations seems fundamental. However, it requires institutional leadership to promote the use of technology in higher education. The most important function of institutional leadership may be the creation of a shared vision includes general admission and support of the faculty and administration, articulates a clear educational purpose, has validity for stakeholders, and reflects the mission more comprehensive institution. If African universities can not take advantage of the information revolution and surf this great wave of technological change, which can be destroyed by it. The capture of this wave will require visionary leadership in most universities in the continent.

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