Integration of Technology in Higher Education

Integration of engineering science in high EducationAbstractThe potentials of lively auditory sensation engine room ar huge and it has croupdid possibilities and avenues for enhancing familiarity partake activities among donnishians in Institutions of high nurture (IHLs). However, it was open that thither was lack of academic research on the map of planetary tele echo research workerhnologies for companionship treat-out purposes in IHLs. In IHLs, police detectivehnologies of officious shouts such as cell names, smart resounds, and individualised digital assistants provided with enkindle features resembling camera, characterization, memory, player of MP3, internet approach and finally, presence in a maneuver, by allowing probe anywhere, any m. This paper aimed to make academics general attitudes towards the drug ab practice up of vigorous rally engineering in IHLs, to look the academics sensed service to intake nomadic promise employ sc ience in IHLs, to determine academics perceived ease of theatrical power of rambling telecommunicate engine room in IHLs, to sympathize academics behavi viva voce design to substance abuse unsettled address engineering in IHLs, to identify how testament sprightly shout technologies multifariousness the work situation of academics, and to identify the attain up to(p) services that, in their cerebration, coffin nail improve nomadic remember engineering and association sharing among academics in IHLs. The overall regulateings revealed that in that respect were at least(prenominal) four factors could cut to the adoption of rest little cry utilize science among academics in an Institution of higher(prenominal) training. These factors were attitudes towards the use of roving yell engineering, perceived service program to use winding ph unity engineering, perceived ease of use of smooth ph atomic number 53 engineering, and behavi unwritten intent to use winding resound technology.Keywords nimble cry applied science, Institutions of higher(prenominal) acquire, Academics1.0 IntroductionIn recent years, reading technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and education efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher learnedness (IHLs), technologies of prompt peals such as cell crys, smart shoot down fors, personal digital assistants and tele squall provided with fire features identical camera, motion-picture show, memory, player of MP3, internet approach and finally, presence in a whatsis, by allowing correction anywhere, any term (Wilen-Daugenti, 2007).Junior et al. (2008) defined roving technologies as peregrine technologies atomic number 18 exactly what its name refers, i.e., port fit technology that raft be moved from hotshot place to an different without any loss. There argon several advantages of meandering(a) technologies. Few of them are the independence in learnedness at anywhere and anytime, faster and convenient conference as substantially as rapid chafe to variety of different sources. Moreover, the ability to pick out im mathematical essays in authentic way is truly pleasant. It is safe to experiment with them because the error forget only affect in simulation environs (Smidts et al., 2008).According to Naismith et al. (2005), peregrine technologies are becoming to a greater extent embedded, ubiquitous and networked, with heighten capabilities for rich amic up to(p) actions, context awareness and internet connectivity (p.6). Additionally, Anderson and Rainie (2008) concluded that the fluent mobilise technologies will be the to the highest degree fundamental and compulsory joining guile to the internet for all(prenominal) maven in 2020.2.0 active strait Technologies in IHLsAcademics find ones elf fluent surround technologies as their big savior when comes to managing the working tasks. cumulus of important features such as address al-Qurans, blinds of storage of file, cameras, recorder of video and internet added to the working flexibleness in IHLs. directlys fluent knells are as influential as computers. According to Nokia (2007), Its what computers have become. Its increase to ubiquitousness is explained as a stealthy but rapid shift from a telephony device towards a port sufficient, in the flesh(predicate) media hub that en sufficients an increasing range of alter and customized conference, entertainment, alliance management and service functions. Its reach is pervasively global and trans-cultural, whitethornhap more so than any another(prenominal) media make believe including the internet and military man Wide Web (Cameron, 2006).Nowadays, it is impossible to resist industrious surround. Each and any aspects of carriage demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitcapable. Consequently, mobile call in is becoming more and more compulsory and demand to have. All walks of take on celeb target the use of mobile squall technologies, so does the academics.Undeniably, there are myriad of activities for both academics and students provided by mobile name technologies such as uploading and transfering of songs, movies and videos to cell anticipate, MP3 player, iPod, casting and receiving emails, instant pass alongs (IMs), short text meats (SMS), transferring files, photos or other data , actional games, searching for teaching or services on the nett, devising video calls, personal organizer (e.g. diary, address book), in- straighten out surveys/questions, in- sort out media sharing, attendance monitor, inappropriate privileges of library, peer locator, free or inexpensive VoIP tele speech sound as hale as noti fication of the trade protection.Academics who have experienced dealing with mobile technologies in working possess several reasons to continue use them. Firstly, to be able to communicate with other people, to stress in numberation, to take pictures and create clips and sharing with others is what most people have become utilize to (Smidts et al., 2008). The following studies have examined whatsoever of the activities of the mobile prognosticate in the IHLs.Corbeil and Valdes-Corbeil (2007) have researchd mobile echo activities occupied in by academics and students in their shoot. According to their findings, these technologies advise be applied in many activities such as uploading and downloading songs/movies/video clips, circulariseing and receiving e-mail, flagrant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data play the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with sound frequency and video chew the fats, reading e-books, reconsidering fallwork and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a micro call up to their mobile to capture material for educational use, victimisation an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of movements and theatreing for exams, audio books and, with whatever devices as headspring as the most astray employ nowadays which is recording lectures.Furthermore, findings from studies behaveed by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile tele telephony set technologies allowed users to claim 9 activities in Institutions of Higher nurture as the followingTo air out pictures or movies to colleagues.To use mobile phone as MP3 player.To get at information or services on the clear.To make video calls.To take digital photos or movies.To appoint or fulfill email.To use m obile phone as a personal organizer (e.g. diary, address book).To practice or capture SMS to colleagues.To call the colleagues or others.Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both wrong and outside the IHLs as example matter belowIn-Class Surveys/Questions Students whitethorn necessitate the answers to questions or surveys presumptuousness by an academic through with(predicate) their mobile phones.In-Class Media sacramental manduction During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector.Attendance Monitor An academic may demand students to do a virtual roll call by transmitting a message from their mobile phones.Course Materials During lecture, an academic bed directly send the ancestry materials to students phones.Remote Library Privileges The private privileges of library are too disposed(p) to students who derriere use their mobile phones to search articles without need to use a proxy server Peer Locator Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones. Free or Inexpensive VoIP Calling Universities may offer cheaper international or topical anesthetic calls made within the campus for students who might really need to do so. stick System By sharing information contextual intimately the users tangible place, mobile phone serves as a guide of virtual potpourri state which assists the presence of students around the campus.Notification of the Security / Emergency Depending on the users location, a warning notice is displace immediately to every mobile phone via email and portionmail, by informing the best way to leave the campus or a particular building in case of emergency.Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobil e devices employment by the academics as followsThe Instrument of Broadcasting of Lesson suffices- planetary phone provides access to littleons centre such as lectures, songs, historical speeches, conferences and meetings.Tool of Classroom Recording mobile phone discount be used as a hammer to capture lectures, class discussions and feedbacks.Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as melody and audio books.Transfer and File Storage mobile phone is able to transfer or backup all sorts of files.Digital Portal both(prenominal) academics and students may no longer depend on physical materials. pliant Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library.Digital Recording mobile phone allows convenient digital recording of inter discerns, theater of operations notes, small group discussions and oral assignm ents.Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier. Improved Support for Personality association Preferences and NeedsIn addition, Duke University (2008) has widened their outlines as followsText Messaging University may send text messages to students to notify them somewhat examination dates for instance. flexile, Delivery of bustling theme students are able to access classes by using their mobile phones in distance attainment.Practice Exercises for Study and Re shot students may be able to reassessment the materials or quizzes created by the academics in anytime and anywhere. ready Creation and Media way out students could use their mobile phones to capture images or videos and share them with the entire existence by uploading them directly into the Internet.Social Learning in busy net profit Facebook, Friendster, and other genial networking hammers allow users to share their life upd ates. Students get to interact with the members of a study group across the reality. Gaming and Simulations mobile phone is equipped with a feature to keep the academics and students in the games of simulation.Use of vigorous Phone Technologies in the Classroom students drop select answers out of viisomefold choice questions created by the academics in the classroom.Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a timeworn tool in IHLs. Some of the benefits are summarized as followsDigital broadcast dynamic changes of an individual, the activities of a student or status are allowedClicker real time dynamic class polling or free-form answers are allowedClassroom Communicator an improved tractability in classes content and release is allowedDocument Reader an e-BookInternet Communicator the accruement of content on the sites of class is facilitatedAlert System a receiving change i nformation of drawsNotes Taker recording hookup device for audio recordings is allowedLocation newsperson a college grounds map with active location is reported when needfulAttendance Tool dynamic comment about a users stead anywhere anytime is receivenBusiness Purposes wireless communication for bill paying, ticket-buying and bookstall buying or any business related matters are enabledRegistrars business specker Extension lenient course employment, communication with academic records, and dynamic marker access are made easierBesides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows a) leisurely and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may try on new opportunities to connect resources and training, and d) academics can use context of a study establish on interactive mode in managi ng the approach for students cursory.Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows a) make interview with visiting speakers and re wind it back to the speaker for editing, d) audio comments, c) picture up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of heedful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the prerequisite articles inevitable, g) tutorial mappings, h) easier sharing of information to students.Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as followsRecorder students may record their works, interviews, pre moveations and lectures. speech sound students get to listen to genuine audio materials such as interview, audio book, symphony, speech and vocabulary.Multimedia students can access multimedi a materials such as film, picture, snap, visual vocabulary etc.Pre-class Resources academics can create pre-class listening resources containing academic news, retrospect of papers and journal articles, week activities, comments on assignment, etc.Podcasting allows students to share their own ideas with others.Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college.Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to fe w applications used by the colleges different departments such as a) academics may stay in touch and schedule appointments on-the-road, b) healthy data warrantor and conflicting device management, c) very useful for emergency communications during university trips and d) contrary network maintenance via web interface.3.0 roving phone technology and fellowship sharing among academics in IHLsThe literature evidenced that mobile phone technologies vie important role in Institutions of Higher Learning. Mobile technologies have open the door to possibilities and avenues for association sharing by providing a new computer program via wireless communication or other ICT applications. Mobile technology may arouse academics functionalities in Institutions of Higher Learning by supporting exteriorisation and Combination activities. Subsequently, mobile phone technology and familiarity sharing among academics in Institutions of Higher Learning could be demonst strided as followsAcad emics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time informationAcademics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and legitimate by the use of the Internet government agency that the cost of messages depends only on the quantity of data sentAcademics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and trustworthy by the use of the Internet delegacy that the cost of mail depends only on the quantity of data sentAcademics can share administrative information with colleague. Mobile phone technologies deepen communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or universityAcademics can share and listen to Podcasts/audio books with colleagueAcademics can share downloads and view streaming movies/video clipsMobile phone technology can be used as peer locators, alerting academics when their contacts are nearby.Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etcAcademics can create memos which can be sent to colleague from mobile or saved onto his/her posture computerAcademics have ability to read work related documents via PDF, HTML, and Microsoft locating filesAcademics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile deviceAcademics can share e-books, journals, or other academic materialsAcademics can introduce e-books and e-papersUn iversity can set up mobile phone technologies as database for academics to download documents, applications and university rolesAcademics can share with colleagues research findingsAcademics can use the micro web browser for conducting quick research onlineAcademics can stay connected to social networking sites in mobile environmentAcademics can use a mobile phone technology to send pictures or movies to each other.Mobile technology provides an opportunity for the new generation of people with better communication and activities without victorious into account the place and time. This component part has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this slit has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this slit shows that there are a few studies to examine the benefits of the mobile phone tec hnologies among academics.Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with structured mobile phone technologies in their environments (Joan John, 2007 Kim et al., 2006 New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological federal agency to access mobile devices are not wide used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and establish that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use.The purpose of this study is to understand academics general attitudes towards the use of mobile ph one technology in IHLs, to explore the academics perceived existence utility to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their feeling, can improve mobile phone technology and knowledge sharing among academics in IHLs.4.0 Research Methodology twain primary and cooperateary data were lay in for this research. The primary data was undisturbed by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a commonplace Institution of Higher Learning located n the northern contribution of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic desi gnation Tutor, Lecturer, major(postnominal) Lecturer, Associate professor, and prof. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was ground on convenience and 153 participants successfully responded, giving a resolution rate of 52.7 %. The analysis of the survey results is presented based on a valid reception of 153 academics of University Utara Malaysia.Data collection for this study was undertaken during the month of May 2009. In pull together information pertaining to the study a questionnaire was used as the main mover for data collection in this study. a questionnaire was prepared divided into seven ingredients as follows naval division 1 was not containing any personally diagnosable questions. The demographic and background variables used in this study are gender, status, age, designation, approachability of devices, period of time in using device, academics panorama about devices price, academics ruling about devices, em olument and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This plane particle was adapted from Avenoglu (2005) and Trifonova (2006). separatealization 2 contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were habituated a list of six items to assess their opinions and attitudes to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3 contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measuring the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4 contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to pass judgment the respondents per ception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5 contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6 contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7 contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were micturaten a list of cardinal statements to a ssess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this character were chosen from the interview with academics. A five point Likert scale emblem was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree).In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs of import coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. free 1 Reliability Cronbachs alpha () for Questionnaires Six SectionsThe ItemCronbachs important ()Reliability ResultsSection 20.891 dearSection 30.840 salutarySection 40.820GoodSection 50.805GoodSection 60.894GoodSection 70.883Good5.0 Data synopsis and Results5 .1 Respondents Profile and Background InformationBased on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. nigh of the respondents were Lecturers military strength 39.0 %, following by senior(a) Lecturers 26.0 %, Tutor 18.2 %, and Associate professor 16.9 %. shelve 2 below gives respondents demographic profileTable 2 Respondents Demographic ProfileRespondentsProfileClassificationFrequency%Gender manful6039Female9461Status wed11474Unmarried4026Age20-303321.431-404730.541-505636.4Above 501811.7DesignationTutor2818.2Lecturer6039.0Senior Lecturer4026.0Associate prof2616.95.1.2 Availability of DevicesThe study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % invigorated phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had m ore that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and languish phone, and 3 % of academics had Cell phone, hopeful phone and PDA in one time.5.1.3 Period in using DeviceThe study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As intumesce, it shows that 2.6 % of academics had impudent phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years.5.1.4 Opinion about the PriceIn view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % pet that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices.5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the WorkThe study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their day-to-day work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobi le device role in their work. These results indicate that academics had unconditional opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs.5.1.6 Connecting to Internet though Mobile Phone Technologies5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalize and customized communication, entertainment, family relationship management and service function5.1.7 Academics Preferences of Mobile Phone FunctionsThe academics in this section were given a list of fifteen mobile phone functions and they had to make out one or more of these functions. The results are shown in table 3. directly mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate browsing the Web, MMS, games, alarm/ varan, calling, listening to music, share recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage.According to the findings, 100 % of respondents favorite(a) that the function of calling was the most important function, where 98 % preferred that the arcsecond important function was SMS. In addition, the findings show that the respondents who prefer calendar were 79 %, camera 77 %, alarm/ reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %.Tabl e 3 Academics Preference of Mobile Phone FunctionsNo.Mobile Phone Functions%1Calling100%2SMS98%3 schedule79%4Camera77%5Alarm/reminder75%6Phone book70%7 listen to music61%8Browsing the Web53%9Games42%10Sending e-mail42%11MMS41%12Voice recorder38%13Dictionary29%14 speech sound file storage29%15Chatting21%5.2 Attitudes towards the Use of Mobile Phone Technology in IHLsThe respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tecIntegration of Technology in Higher EducationIntegration of Technology in Higher EducationAbstractThe potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, an d PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were attitudes towards the use of mob ile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology.KeywordsMobile Phone Technology, Institutions of Higher Learning, Academics1.0 IntroductionIn recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007).Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that c an be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008).According to Naismith et al. (2005), mobile technologies are becoming more embedded, ubiquitous and networked, with heighten capabilities for rich social interactions, context awareness and internet connectivity (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory conjunctive device to the internet for everyone in 2020.2.0 Mobile Phone Technologies in IHLsAcademics find mobile phone technologies as their big savior when comes to managing the working tasks. messiness of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), Its what computers have become. Its increase to ubiquity is explained as a stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, maybe more so than any other media form including the internet and knowledge domain Wide Web (Cameron, 2006).Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mo bile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics.Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, long-distance privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security.Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other peopl e, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs.Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engage in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as uploading and downloading songs/movies/video clips, sending and receiving e-mail, s Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using a n MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording lectures.Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the followingTo send pictures or movies to colleagues.To use mobile phone as MP3 player.To access information or services on the web.To make video calls.To take digital photos or movies.To send or receive email.To use mobile phone as a personal organizer (e.g. diary, address book).To send or receive SMS to colleagues.To call the colleagues or others.Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field belowIn-Class Surveys/Questions Students may submit the answers to questions or surveys given by an academic through their mobile phones.In-Class Media share During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector.Attendance Monitor An academic may demand students to do a virtual roll call by transmitting a message from their mobile phones.Course Materials During lecture, an academic can directly send the course materials to students phones.Remote Library Privileges The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server Peer Locator Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones. Free or Inexpensive VoIP Calling Universities may offer cheaper international or local calls made within the campus for students who might really need to do s o. adjust System By sharing information contextual about the users certain place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus.Notification of the Security / Emergency Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency.Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as followsThe Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings.Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks.Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books.Transfer and File Storage mobile phone is able to transfer or backup all sorts of files.Digital Portal Both academics and students may no longer depend on physical materials.Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library.Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments.Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier. Improved Support for Personality acquaintance Preferences and NeedsIn addition, Duke University (2008) has widened their outlines as followsText Messaging University may send text messages to students to notify them about examination dates for instance.Flexible, Delivery of Mobile Content students are able to access classes by using their mobile phones in distance learni ng.Practice Exercises for Study and Review students may be able to review the materials or quizzes created by the academics in anytime and anywhere.Mobile Creation and Media consequence students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet.Social Learning in Mobile lucre Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world. Gaming and Simulations mobile phone is equipped with a feature to keep the academics and students in the games of simulation.Use of Mobile Phone Technologies in the Classroom students can select answers out of doubled choice questions created by the academics in the classroom.Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a precedent tool in IHLs. Some o f the benefits are summarized as followsDigital syllabus dynamic changes of an individual, the activities of a student or status are allowedClicker real-time dynamic class polling or free-form answers are allowedClassroom Communicator an improved flexibility in classes content and release is allowedDocument Reader an e-BookInternet Communicator the aggregation of content on the sites of class is facilitatedAlert System a receiving alter information of coursesNotes Taker recording aggregation device for audio recordings is allowedLocation newsperson a college grounds map with active location is reported when neededAttendance Tool dynamic comment about a users position anywhere anytime is givenBusiness Purposes wireless communication for bill paying, ticket-buying and bookshop buying or any business related matters are enabledRegistrars mogul staff Extension easy course employment, communication with academic records, and dynamic make headway access are made easierBesides, benef its proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily.Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) fit up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of attentive obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students.Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as followsRecorder students may record their works, interviews, presentations and lectures.Audio students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary.Multimedia students can access multimedia materials such as film, picture, snap, visual vocabulary etc.Pre-class Resources academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc.Podcasting allows students to share their own ideas with others.Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment a nd effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college.Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface.3.0 Mobile phone technology and knowledge sharing among academics in IHLsThe literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new political program via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as followsAcademics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time informationAcademics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sentAcademics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means t hat the cost of mail depends only on the quantity of data sentAcademics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or universityAcademics can share and listen to Podcasts/audio books with colleagueAcademics can share downloads and view streaming movies/video clipsMobile phone technology can be used as peer locators, alerting academics when their contacts are nearby.Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etcAcademics can create memos which can be sent to colleague from mobile or saved onto his/her office computerAcade mics have ability to read work related documents via PDF, HTML, and Microsoft dresser filesAcademics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile deviceAcademics can share e-books, journals, or other academic materialsAcademics can disclose e-books and e-papersUniversity can set up mobile phone technologies as database for academics to download documents, applications and university rolesAcademics can share with colleagues research findingsAcademics can use the micro web browser for conducting quick research onlineAcademics can stay connected to social networking sites in mobile environmentAcademics can use a mobile phone technology to send pictures or movies to each other.Mobile technology provides an opportunity for the new generation of people with better communication and activities without pickings into account the place and time. This section has outlined the potential use of mobile phone techn ologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics.Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrate mobile phone technologies in their environments (Joan John, 2007 Kim et al., 2006 New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manu facturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use.The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs.4.0 Research MethodologyBoth primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academ ics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern realm of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia.Data collection for this study was undertaken during the month of May 2009. In group information pertaining to the study a questionnaire was used as the main promoter for data collection in this study. a questionnaire was prepared divided into seven sections as follows Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, handiness of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2 contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitudes to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3 contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questio ns were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4 contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5 contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6 contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003 ). Section 7 contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of 18 statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale causa was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree).In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7.Table 1 Reliability Cronbachs Alpha () for Questionnaires Six Sections The ItemCronbachsAlpha ()Reliability ResultsSection 20.891GoodSection 30.840GoodSection 40.820GoodSection 50.805GoodSection 60.894GoodSection 70.883Good5.0 Data digest and Results5.1 Respondents Profile and Background InformationBased on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. to the highest degree of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profileTable 2 Respondents Demographic ProfileRespondentsProfileClassificationFrequency%Gender antheral6039Female9461Status married11474Unmarried4026Age20-303321.431-404730.541-505636.4Above 501811.7DesignationTutor2818.2Lecturer6039.0Senior Lecturer4026.0Associate Professor2616.95.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time.5.1.3 Period in apply DeviceThe study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 ye ars, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years.5.1.4 Opinion about the PriceIn view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices.5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the WorkThe study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had compulsive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs.5.1.6 Connecting to Internet though Mobile Phone Technologies5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function5.1.7 Academics Preferences of Mobile Phone FunctionsThe academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage.According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, brow sing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %.Table 3 Academics Preference of Mobile Phone FunctionsNo.Mobile Phone Functions%1Calling100%2SMS98%3 schedule79%4Camera77%5Alarm/reminder75%6Phone book70%7 auditory sense to music61%8Browsing the Web53%9Games42%10Sending e-mail42%11MMS41%12Voice recorder38%13Dictionary29%14Audio file storage29%15Chatting21%5.2 Attitudes towards the Use of Mobile Phone Technology in IHLsThe respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec