International Journal of Advanced Research in Engineering and Technology (IJARET), ISSN INTERNATIONAL JOURNAL OF ADVANCED RESEARCH IN 0976 6480(Print),

, ISSN 0976 6499(Online) Volume 4, Issue 4, May June (2013), IAEME ENGINEERING AND TECHNOLOGY (IJARET) ISSN 0976 - 6480 (Print) ISSN 0976 - 6499 (Online) Volume 4, Issue 4, May June 2013, pp. 134-149 IAEME: www.iaeme.com/ijaret.asp Journal Impact Factor (2013): 5.8376 (Calculated by GISI) www.jifactor.com

IJARET
IAEME

ASSESSING THE EFFECT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON ENHANCING HIGHER EDUCATION SYSTEMS IN THE KINGDOM OF SAUDI ARABIA
Ahood M.A. Al-Sawaha*, Mansour E. Abou Gamila**, Khalid A. Bubshait *** *Arabian Gulf University, Manama, 26671, Kingdom of Bahrain. ** Arabian Gulf University, Manama, 26671, Kingdom of Bahrain, *** Arabian Gulf University, Manama, 26671, Kingdom of Bahrain.

ABSTRACT The use of information and communication technology (ICT) applications in higher education is very vital and essential. Often this process is seen as a change process, relating to both organizational change and educational innovation. ICT has become more enhanced, improved and affordable. Special educational products such as simulations and computer based training have been extensively developed, and other technologies such as the internet are increasingly being used in educational situations. Faculty and students, but also management, administration and ICT support are affected by and affect ICT utilization. To facilitate the change processes the first step is to understand what the perspective of having ICT is, what it will leads to and how it affects the practice. This paper aims to identify the perceptions of ICT implementation on higher education among faculty members of Kingdom of Saudi Arabias universities. A questionnaire was designed and tested, then distributed online to higher education faculty members in KSA universities in order to collect data from the respondents. It focuses on their perceptions of the implementation of ICT in higher education systems in general, and, specifically, on the purpose for ICT implementation, impact on students, and ICT methods and facilities. The survey found that faculty members were generally positive about the use of ICT in higher education. They were found to hold strong beliefs about how it can provide high quality education, create learning and peer interaction, enhance educational content and courses and enable students to learn anytime anywhere. They believe that ICT infrastructure and training can improve teacher efficiency and ICT has an impact on educational organizations, processes, and outcomes in higher education systems. Finally, the study revealed that the impact of ICT tool utilization in KSA universities is very encouraging. The contribution of the faculty as facilitators of Universities tutorials is significant. With the utilization of ICT tools in higher education
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institutions (HEIs), the facilitators can further improve their role in the learning process of the students. This positive attitude is an important indicator of willingness and the first step in effective integration. Key words: Quality of higher education, Higher education system in Saudi Arabia, Perception of ICT Implementation in Higher Education System, Purpose of ICT in higher education, and ICT Facilities. 1. INTRODUCTION

Higher education system HEIs have long played an integral role in national and international development. During the past decade, there has been a flood in applications of ICT in the whole society. It is thus not surprising to see increasing interests and investments being put into the uses of ICT in education throughout the world. The delivery of knowledge using ICT has influenced the design of various curriculum programs nationally and globally in launching different educational programs. The current technology for example, allows learner interaction with the computer screen rather than the teacher. Through the computer network, learners are able to communicate with the instructor on the material and can discuss assignments. Higher Education Institutes (HEIs) are the spearhead of scientific endeavour to train and educate the sons and daughters of our countries on self-learning and methods of searching for information, as well as ways to address emerging problems which may arise in their operation. For this to happen, it must be supported by a clear awareness of the requirements of the time, the place and the community. As a result, the (HES) is a) influenced by the continuous progress in ICT, which b) increases the communication among all industrial enterprises and service, c) encourages finding sources of information which will be used by students and researchers who are able to understand and use many terms to describe this change. ICT is emerging in all of aspects of todays society, including education. ICT can be defined as the tools that comprise electronic devices which are utilized for information and communication needs of institution, organization, students and individuals. Such electronic devices include computer (hard and software), networking, telephone, video, multimedia and internet. Application and utilization of these devices converts information, text messages, sound and motion to common digital font (Adebayo 2007). The 21st century has brought enormous change in Higher Education throughout the world as a result of new information and technological development. The government of Saudi Arabia has recognized the high priority of increasing and deepening ICT to develop the national productivity and global competitiveness. The government of Saudi Arabia emphasizes ICT development as a centrepiece of national policy. The King Abdul Aziz City for Science & Technology (KACST) was established and a comprehensive national ICT plan was promulgated that focuses and prioritizes ICT development. Saudi Arabia aims to become a regional leader in an information society and in the field of ICT (Shalaby, 2002). This will be achieved through the Kingdoms 20-year ICT plan. Economic and Social Commission for Western Asia (ESCWA) (2007) described how the ICT sector in Saudi Arabia is growing fast. They also described the governments continued policies to promote the development and use of ICT in transforming Saudi Arabia into an information and knowledge society. Also, according to the International
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International Journal of Advanced Research in Engineering and Technology (IJARET), ISSN 0976 6480(Print), ISSN 0976 6499(Online) Volume 4, Issue 4, May June (2013), IAEME

Telecommunication Union (ITU) (2009), Saudi Arabia has jumped impressively from rank 73 in 2002 to rank 55 in 2007. ICT infrastructure and access has significantly improved during this time period. On the other hand, progress on the skills sub-index has been slow and here the country still has great potential to improve. The objective of this paper is assessing the effect of ICT on enhancing higher education systems and provide a guideline for determining the performance of HEIs through faculty perspectives in KSA. 2. LITERATURE REVIEW

ICT uses modern day technological devices-mostly computers and relevant software package to store and retrieve information needed in institutions, corporations and organizations. In another related concept, ICT is conceptualized as communication in whatever fonts used, accessed, relayed and transmitted to communication or send and received information. Qiang, et al. (2009) described Information as the transformation of an economy and society through the effective deployment of ICTs in business, social and public function. UNESCO (2008a) defined ICT literacy as the sustaining force of a knowledge society. Information literacy is recognized as a basic human right in the digital world as it empowers individuals in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational, and educational goals. The education ministries of several nations have already recognized that ICT must be a core competency for success in a global economy. HEIs are just starting to identify ICT as a core competency. Classroom, faculty and library professionals are working together to integrate technology into the curriculum and create discipline-specific assignments that require critical use of information resources. However, there is still a need to measure the effectiveness of these efforts and to evaluate whether students have obtained the ICT skills they need to be successful in an information-rich, technology-based society (Katz and Macklin 2007). The central role of educational technology is to provide additional strategies that can be used to address the serious environmental and educational challenges faced by educators and students in higher education. The most significant change affecting HEIs may be the continuing revolution in information technology. The central missions of HEIs is to develop lifelong learners by a) ensuring that they have the intellectual abilities of reasoning and critical thinking, and b) by helping them to construct a framework for learning and how to learn. Colleges and universities are providing the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. ICT is seen as a way to promote educational change, improve teaching and learning, improve the skills of learners and prepare them for the global economy and information society (Kozma and Wagner 2006; UNESCO, 2002). Advantages of Using ICT in education were summarized by Czerniewicz et al (2008) as communicate with other students by email, participate in email discussion lists, participate in computer Chat, communicate with other students by sms, use VoIP (e.g. Skype), use shared resources, upload resources onto the web, and publish your own content. Marian (2008) examined ICT evaluation in the Higher Education sector and explained how ICT evaluation in Higher Education is much overlooked, comparative to other sectors. Nyvang (2006) developed a theoretical model of the implementation of ICT in higher education based on activity theory and on a case study in a Danish university. The implementation activity is
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composed of three processes: selection of ICT, adaptation of ICT, and change of practice with ICT. The model and case study suggested a framework of challenges that must be met for an implementation to succeed. The model assured that the most prominent and most difficult challenge was probably the need for a broad ownership of the implementation and its results. An individual who lacks ICT skills has fewer opportunities for personal advancement, and a society that lacks an ICT literate workforce will not compete in the global economy. Gkta and Yldrm (2009) presented teacher survey about ICT integration into education programs, their perceived ICT competencies and their ICT usage in their courses. The results indicated that most of the participants expressed positive perceptions about this integration. The main reasons for positive perceptions revealed that ICT can: increase the quality of instruction, be very supportive and effective for instructors and students, help people succeed in an information society, and increase the quality and ease the process of instructing. Generally, ICT competency was completely sufficient. Valasidou (2008) identified university student and academic perceptions of the impact of ICT on higher education by exploring the understanding among faculty and students of how ICT affects their academic teaching practice and learning strategies. Mehra and Mital (2007) evaluated the perception of management faculty about the impact of instructional technology tools on the teaching process, and the perceived benefits and limitations of the use of instructional technology tools. The instructor planning of learning activities will be easier, less time consuming and expanded in scope with the availability of instructional technology, and their skill in drawing from it will improve their teaching ability. Meyer and Xu (2007) examined factors related to technology use in teaching by university faculty. Results from their research confirmed that age and Internet access were important factors related to faculty technology use. The relationship between email and Web use to teaching productivity in particular is intriguing, and may indicate that productive faculty use technology to help them be more productive, or that technology use impacts productivity. Research and service productivity also exhibited distinctive patterns with email and Web use. Glbahar (2008) examined factors that contribute to persevere teacher utilization of technology in a private university and suggested recommendations regarding the effective utilization of technology. He indicated that teacher education programs fail to provide appropriate instructional technologies and computer facilities for both in and out of class activities. Usluel et al. (2008) described how faculty members make use of ICT most as a means of communication and for searching for information about the course through the Internet; and least, for publishing lecture notes and announcements concerning the course assignments and projects-on the Internet. Sife et. al. (2007) discussed the application and delivery of ICT in higher education. The pedagogical and socio-economic forces have driven the HEIs to adopt and incorporate ICTs in teaching and learning included a) greater information access; b) greater communication; c) synchronous and asynchronous learning; d) increased cooperation and collaboration; e) cost-effectiveness and f) pedagogical improvement. However, ICT has not permeated to a great extent in many HEIs in most developing countries due to many socio-economic and technological circumstances. They discussed new learning and training technologies considering their pedagogical, cost and technical implications, as well as challenges for the integrating. According to Kunaefi (2007), ICT can solve problems pertaining to quality, equity, and access to higher education. Kunaefi also mentioned that ICT can promote resource
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sharing and therefore improve efficiency and productivity, while at the same time opening up access to global resource of knowledge and information. The new teaching methodologies aimed at more effective and appropriate learning for professional practices which involve the use of audiovisual, computer and telemetric tools on the part of lecturers. Repiso and Tejedor (2006) presented a study in communication showing that the moderate development of educational activities mediated by ICT, are making lecturers highly motivated. 3. RESEARCH METHODOLOGY Based to the objectives of this work, the research methodology was descriptive using comprehensive survey of the literature. A quantitative research methodology was also used, with a questionnaire presented to and completed by KSA Higher Education Council Faculty members. 3.1 RESEARCH INSTRUMENT AND TOOLS Based on several previous studies related to the utilization of ICT on higher education, a first draft of survey tool "Questionnaire" was developed to gather information from the faculties. To validate the questionnaire, it was e-mailed to a number of academics and experts with experience in ICT. They were asked to evaluate the relevant contents of the questionnaire, its language, accuracy, completeness, clarity and reliability. The final form of questionnaire was distributed online in order to collect data from the respondents. The questionnaire was distributed via emails sent to a range of Faculties mail-lists. The reason for the use of an on-line questionnaire was to enable only the faculties that using ICT tools to be involved. In order to allow a large number of participation to be made, the questionnaire was available for the period of three months, and was able to be viewed and completed online at http://www.freeonlinesurveys.com. Statistical Package for Social Science (SPSS) version 16.0 for windows was used for the statistical analysis of the data collected by questionnaire. Microsoft Excel 2007 software was used to manage, process, and present the data. 3.2 RESEARCH POPULATION The population in this research work was all KSA private and government universities listed with the KSA Ministry of Higher Education Web site (www.mohe.gov.sa). The research sample was required to be compatible with the below conditions: - Universities have a website. - Emails must belong to the university website (e.g. Faculty @university website.edu.sa). - Ease of reach the faculty emails through the university website. 3.3 SAMPLE DISTRIBUTION According to the above conditions, the researchers were able to reach 20 out of 33 private and government universities listed in MOHE. 764 questionnaires were sent via emails to faculties who were accessible and represented their institutions. They were requested to participate by completing the questionnaire. However, the final retrieved number of responses was 104. The collected data was then analyzed and conclusions were delivered.

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4. RESULTS AND DISCUSSION

Analysis of Responses According To Level Of Expertise In Using Software In Ict Table (1) shows frequency, percentage and Chi-Square of the level of expertise in using software in ICT by survey respondents. These findings reflect that emailing, Internet browsing, using word processing and presentation tools are considered areas of ICT expertise by respondents. The researcher attributes this to the fact that KSA HEIs are making the experience in using these specific tools as one of the main requirements in hiring instructors. Specifically, 76.0% of faculties in KSA universities take advantage of the internet browsing; this is as encouraging finding and reflects the seriousness of faculties in improving their teaching methodologies at the personal level. Results revealed that there are significant differences at =0.05 in the level of expertise in using word processing amongst the faculties of HEIs in KSA with 75.0% of the sample rating their expertise as Excellent" and 20.2% responding with a rating of "Very Good" in using word processor application. In using spreadsheet application, the results also reveal that there are significant differences at =0.05 amongst the faculties. 45.2% rated their expertise as excellent, with 29.8% rating their expertise as "very good" and 13.5% "good" expertise with these applications. There are significant differences at =0.05 in the expertise of using presentation applications among respondents with 69.2% of the sample rating their expertise as excellent and 24.0% of them rating their expertise as very good. Only 6.7% of the sample rated their expertise as "good" at using presentation tools.

4.1

Table (1) the Level of Expertise in Using Software in ICT

Excellent N Word processin g Spreadshe ets Presentati on tools (PowerPoi nt) E-mailing Internet browsing Statistical tools Graphics Web page designing Programm ing Database managem ent Project managem ent Freq 78 47 72 82 79 27 23 16 19 17 23 % 75.0% 45.2% 69.2% 78.8% 76.0% 26.0% 22.1% 15.4% 18.3% 16.3% 22.1% Very Good Freq 21 31 25 19 17 34 35 19 19 19 27 % 20.2% 29.8% 24.0% 18.3% 16.3% 32.7% 33.7% 18.3% 18.3% 18.3% 26.0% Fre q 4 14 7 3 8 27 26 20 20 20 17 Good % 3.8% 13.5% 6.7% 2.9% 7.7% 26.0% 25.0% 19.2% 19.2% 19.2% 16.3% Freq 1 10 0 0 0 12 16 28 12 25 15 Fair % 1.0% 9.6% 0.0% 0.0% 0.0% 11.5% 15.4% 26.9% 11.5% 24.0% 14.4% No Capability Freq 0 2 0 0 0 4 4 21 34 23 22 % 0.0% 1.9% 0.0% 0.0% 0.0% 3.8% 3.8% 20.2% 32.7% 22.1% 21.2% 147.6 62.8 65.0 100.6 86.2 29.4 25.9 3.8 12.4 2.0 4.5 0.01 0.01 0.01 0.01 0.01 0.01 0.01 0.44 0.01 0.74 0.35 Chi2 Sig.

1 2 3 4 5 6 7 8 9 10 11

Results also reveal that there are significant difference at =0.05 in the level of expertise in using emails amongst respondents with 78.8% of the sample rated their expertise as excellent, and 18.3% rated their expertise as very good in this area. In the use of Internet browsing, the results also reveal that 76.0% of the sample rated their expertise as
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International Journal of Advanced Research in Engineering and Technology (IJARET), ISSN 0976 6480(Print), ISSN 0976 6499(Online) Volume 4, Issue 4, May June (2013), IAEME

excellent in this area and 16.3% claimed good" expertise. In using statistical application 32.7% of the study sample rated their expertise as very good, 26.0% said they are excellent, and 26.0% of them said are good at using statistical tools. 33.7% of the sample rated their expertise as very good, 25.0% rated their expertise as good and 22.1% rated their expertise as excellent. In programming, 32.7% of the sample rated their expertise as no competence. 18.3% rated their expertise as excellent in this area, with another 18.3% rated their expertise as very good. Only 16.3% of respondents rated their expertise as "good" at using these applications. However, results show no significant differences at =0.05 in the level of expertise amongst the study sample in the applications of Web page designing, database management and project management. 4.2 Analysis of Responses According To Rate Of Using Ict In University The study raised a question that measures the rate of using ICT by respondents in their university. Table (2) shows frequency, percentage and Chi-Square of the responses according to rate of use of ICT in their university. Table (2) the Rate of Using ICT in University Rate of ICT Usage in University Not used Less than one year 1 - 4 years 5 - 8 years More than eight years Frequency 4 10 42 25 23 Percentage 3.8% 9.6% 40.4% 24.0% 22.1% Chi2 41.9 Sig. 0.001

Results show that 40.4% of respondents have been using ICT for one to four years, while 24.0% of them have been using ICT for five to eight years. 22.1% have been using ICT for more than eight years, and 9.6% saying they have used ICT for less than one year. Only 3.8% of the sample said they never use ICT in their university. Results show there are significant differences at =0.05 in the sample according to their rate of using ICT in their universities. Use of ICT for one to four years is a good indicator that the new policy taken up by the government of KSA is being taken very seriously with regard to the implementation of ICT in HES in order to move towards an information society. 4.3 Analysis of Responses According To Maintaining A Personal Web Page As A Teaching Tool The study raised a question about maintaining a personal web page as a teaching tool in the university. Table (3) shows the Frequency, percentage and Chi-Square for the responses. Table (3) Maintaining a Personal Web Page as Teaching Tool Maintain a Personal Web Page as a Teaching Tool Yes No Frequency 50 54 Percentage 48.1% 51.9% Chi2 0.21 Sig. 0.695

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Web-page design is an important component of higher education, particularly for posting lecture notes, homework, quizzes and other appropriate materials, however; results shows that 51.9% of the respondents do not maintain a personal web page as a teaching tool and 48.1% of them maintain web pages. From the researchers point of view, the reasons might be: lack of time, lack of expertise, lack of training, and support. However, calculating ChiSquare showed no significant differences at =0.05 in the sample according to maintaining a personal web page as a teaching tool in the university. 4.4 Analysis of Responses According To Purposes for Using Ict Tools Table (4) shows the frequency, percentage and Chi-Square of responses about the purposes for which they use the ICT tools. It can be inferred from the table that there are significant differences in the level of using ICT tools in "Teaching-learning for specific subjects" of survey participants. 50.0% of the sample said they use ICT tools "everyday", with 32.7% of them use it "twice or more a week", and 15.4% using ICT tools "a few times a month". Table (4) Purposes for Using ICT Tools
Very often (everyday) Freq 1 2 3 Teaching-learning for specific subjects Teaching computer skills Finding/accessing information and educational materials Making presentations/lectures Preparing lessons Communicating with students Communicating with other teachers Monitoring and evaluating students' progress or keeping track of student's performance Preparing reports Further personal development Publishing the lecture notes and the announcement concerning the course Preparing exam questions Statistical analysis for exams results Others 52 27 64 % 50.0% 26.0% 61.5% Often (twice or more a week) Freq 34 35 27 % 32.7% 33.7% 26.0% Seldom (a few times a month) Freq 16 26 12 % 15.4% 25.0% 11.5% Never Freq 2 16 1 % 1.9% 15.4% 1.0% 54.5 7.0 87.2 0.001 0.072 0.001 Chi2 Sig.

Use ICT tools

4 5 6 7

54 55 53 50

51.9% 52.9% 51.0% 48.1%

36 34 37 37

34.6% 32.7% 35.6% 35.6%

11 13 7 13

10.6% 12.5% 6.7% 12.5%

3 2 7 4

2.9% 1.9% 6.7% 3.8%

63.0 63.5 60.5 51.9

0.001 0.001 0.001 0.001

31

29.8%

42

40.4%

24

23.1%

6.7%

24.8

0.001

9 10

47 56

45.2% 53.8%

37 33

35.6% 31.7%

17 12

16.3% 11.5%

3 3

2.9% 2.9%

45.1 64.4

0.001 0.001

11 12 13 14

35 47 34 37

33.7% 45.2% 32.7% 35.6%

38 37 28 30

36.5% 35.6% 26.9% 28.8%

19 13 29 21

18.3% 12.5% 27.9% 20.2%

12 7 13 16

11.5% 6.7% 12.5% 15.4%

18.1 42.0 9.5 10.1

0.001 0.001 0.024 0.018

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There are significant differences in the level of using ICT tools in "Finding/accessing information and educational materials" by respondents. A majority, 61.5% of the sample said they use these tools "everyday", 26.0% said they use them "twice or more a week" and 11.5% of the sample use ICT tools" a few times a month". There are significant differences in the level of using ICT tools in "Making presentations/lectures" by respondents. 51.9% of the sample said they use these tools "everyday", 34.6% use them "twice or more a week" and 10.6% of the sample use ICT tools "a few times a month". 52.9% of the sample indicated that they use ICT tools everyday in preparing lessons, while 32.7% said they prepare their lessons using ICT twice or more a week. 12.5% said they use ICT a few times a month to prepare for their lessons. There are significant differences in the level of using ICT tools in "Communicating with students" by respondents. 51.0% of the sample said they use these tools "everyday" for the purpose of communicating with students, 35.6% said they use them "twice or more a week". 6.7% of the sample use ICT tools a few times a month for the same purpose. 48.1% of the sample said that they use ICT tools everyday in Communicating with other teachers, while 35.6% said they communicate with other teachers using ICT twice or more a week. The calculated Chi-Square showed significant differences in the level of using ICT tools in communication with other teachers by the responding faculties of Higher Education in KSA. There are significant differences in level of using ICT tools in monitoring and evaluating students progress or keeping track of student performance by respondents. 40.4% of the sample explained that they use ICT tools twice or more a week in monitoring and evaluating students progress or keeping track of student performance. 29.8% said they monitor and evaluate student progress or keep track of student performance through ICT everyday. There are significant differences in the level of using ICT tools in preparing reports by respondents. 45.2% said they use ICT tools everyday for the purpose of preparing reports, while 35.6% use them twice or more a week. There are significant differences in the level of using ICT tools for the purpose of achieving further personal development by respondents. 53.8% of the sample said they try to develop themselves through the everyday use of ICT tools, while 31.7% said they use them twice or more a week. 36.5% of the sample said that they use ICT tools twice or more a week in publishing the lecture notes and the announcement concerning the course. 33.7% said they publish their notes and announcements through ICT every day. The calculated Chi-Square showed significant differences in the level of using ICT tools in publishing the lecture notes and the announcement concerning the course by respondent faculty of Higher Education in KSA. The results also show that, there are a significant differences in the level of using ICT tools for Preparing exam questions with 45.2% of the sample said they use ICT everyday to prepare exam questions, and 35.6% said they use them twice or more a week. There are significant differences in the level of using ICT tools in doing statistical analysis for exams results by respondents. 32.7% of the sample use these tools everyday, while 26.9% use them twice or more a week and 27.9% use ICT tools a few times a month. However, results show that, there is no significant differences at (=0.05) in the level of using ICT tools in teaching computer skills by the responding faculties of higher education in KSA (Chi2=7.0, =0.072), with 33.7% said they use ICT twice or more a week, 26.0% of them said that they use them everyday. 25.0% of the sample said that they use them few times a month for the purpose of teaching computer skills The respondents seem to use ICT every day for Finding/accessing information and educational materials, Further personal development, Preparing lessons, making
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presentations/ lectures and preparing lessons, and Teaching-learning for specific subjects. The researchers consider these results as a motive from the faculties to persuade students to use computers by writing assignments or searching the internet for information for their studies. 4.5 Analysis of Sample According To Perceptions of Ict Implementation In Higher Education System Participants were asked about their perceptions about ICT implementation in Higher Education System in KSA. Results in table (5) show that the majority of respondents hold positive perceptions about ICT implementation in HES with percentage 80.58%. This indicates that the perception of ICT implementation in HES as positive is "high degree". Results reveal that the most positively perceived element is that ICT infrastructure and training improve teacher efficiency with a percentage of 83.08%. A large percent of respondents think that implementing ICT in the universities of the KSA can create learning and peer interaction in HES with percentage of 82.30% and they said that ICT could help teachers in realizing the good teaching or Best Practice beliefs with percentage 81.92%. Table (5) Perceptions of ICT Implementation in Higher Education System
N 1 2 3 4 5 6 7 8 9 10 Phrase Help teachers in realizing the good teaching or Best Practice beliefs Infrastructure and training improve teachers efficiency Innovate practices which may offer new educational practitioners Create learning and peer interaction Introduction changes the dynamic of the lecture room Have a relation with the curriculum development Will encourage teachers to change their teaching approach Enhance achievement due to the support and practice that ICT afford Impact on educational organizations, processes, and outcomes in HES Adoption and implementation in HES considered as an important foundation of education in the information society Facilitate the implementation of objectives that universities are intending to realize Total Means 4.096 4.154 4.077 4.115 4.019 3.962 3.923 3.942 4.038 4.086 standard deviation 1.273 1.147 1.172 1.249 1.174 1.165 1.212 1.156 1.105 1.119 Percentage 81.92% 83.08% 81.54% 82.30% 80.38% 79.24% 78.46% 78.84% 80.76% 81.72% Standings 3 1 5 2 7 8 10 9 6 4

11

3.894 4.029

1.198 1.054

77.88% 80.58%

11

Responses showed that adoption and implementation in HES considered an important foundation of education in the information society with percentage 81.72%, and they believed that this implementation innovates practices which may offer new educational practitioners with percentage 81.54%. Similarly, the results showed that ICT has an impact on educational organizations, processes, and outcomes in HES with percentage 80.76%. Results revealed
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that the study sample thinks that implementing ICT in the universities of the KSA helped in introduce changes to the dynamic of the lecture room with a percentage of 80.38%. According to these results, all the previous phrases are classified within the rank "high degree". The researchers believe that the faculties high degree of positive perceptions results are encouraging, indicating that faculties are visualizing themselves in the future and not distancing themselves from it. This is important because faculties role will demand a great deal of motivation and willingness to change. A faculty who considers him/herself as part of the change will be motivated to go through the process of change and actively engage with it, whereas one who distances by viewing the change but believing that it is not going to involve him/her will resist change. Analysis of Sample According To Purposes of Ict Implementation In University Respondents were asked about the purposes of ICT implementation in KSA universities according their opinions. Results in table (6) show that there are multiple purposes to the implementation of ICT at their university, with percentage 77.22%. Results show that the study sample thinks that the first purpose of ICT implementation in KSA universities is providing high quality with percentage 83.08% and this statement is classified within the rank "high degree". Enhancing educational contents and courses using ICT is the second purpose of ICT implementation with percent 82.70%. Adapting to various learning formats come the third with percent 81.92%. Providing students with effective education and provide efficient education came fourth and fifth with a percentage of 81.54% and 80.00% respectively. Table (6) Purpose of ICT Implementation in University
N 1 2 3 4 5 6 7 8 9 10 Phrase Provide high quality education Encourage human resources for education using ICT Enhance of educational contents & courses using ICT Provide students with effective education Adapt to various learning formats Improve handwriting and language skills through the use of word processor Provide efficient education Rationalize education and administration Attract new students Reduce costs Total Means 4.154 3.981 4.135 4.077 4.096 3.413 4.000 3.721 3.663 3.365 3.861 standard deviation 1.197 1.061 1.005 1.031 1.010 1.334 1.141 1.170 1.228 1.293 0.946 Percentage 83.08% 79.62% 82.70% 81.54% 81.92% 68.26% 80.00% 74.42% 73.26% 67.30% 77.22% Standings 1 6 2 4 3 9 5 7 8 10

4.6

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According to respondents, the sixth purpose of implementing ICT is encouraging human resources for education using ICT with percent 79.62%, followed by rationalizing education and administration and attract new students with a percentage of 74.42% and 73.26% respectively. According to these results, all the previous statements are classified within the rank "high degree". The researchers believe that attracting new student 73.26% is compatible with the major developments lines in KSA education system, through opening opportunities to competent students and enables them to continue their studies in higher institutes and universities of all specialties. Encouraging human resources for education using ICT 79.62% will be compatible with Beebe (2004) in his study regarding suggestion for technology development stages, and how HEIs teach students to use the technology in the entry stage and develop an entirely new learning environments that use technology as a flexible tool; which will make learning becomes collaborative, interactive, and customized in the Invention stage. 4.7 Analysis of Sample According To Facilities and Methods Used By Ksa Universities The study investigated the ICT facilities and methods used by KSA universities according to the opinion of the sample. Results in Table (7) show that KSA universities provide "medium degree" of facilities and methods regarding using ICT With percentage 70.46%. The researchers believe that these results are promising showing that there has been an importance given to ICT physical facilities in KSA universities to provide academic and student services. Table (7) Facilities and methods used by KSA universities
N 1 Phrase Equipped with large screens or multiple displays enabling education using ICT Able to upload teaching materials to the internet, students can look at them on their computers Discussions between students are held on electronic bulletin boards Short tests are conducted over PCs and mobile terminals Students can send reports via PCs and mobile terminals Total Means 3.625 standard deviation 1.240 Percentage 72.50% Standings 2

3.817

1.305

76.34%

3 4 5

3.385 3.163 3.605 3.523

1.317 1.293 1.301 1.088

67.70% 63.26% 72.10% 70.46%

4 5 3

It can be inferred from the results that the most important ICT facilities and method used by KSA universities according to the opinion of the sample is that the universities are able to upload teaching materials to the internet so that student can look at them on their computers with percentage 76.34%. The second is that universities are equipped with large screens or multiple displays enabling education using ICT with percentage 72.50%.

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Students can send reports via PCs and mobile terminals, and Discussions between students are held on electronic bulletin boards came the third and fourth with a percentage of 72.10%, and 67.70% respectively. Short tests are conducted over PCs and mobile terminals were also seen as important by a large number of respondents with percentage 63.26%. 4.8 ANALYSIS OF VARIANCE

Analysis of variance was carried out to identify any significant differences at =0.05 in the role of ICT in enhancing HESs considering the five independent variables namely gender, age, Type of university, experience in education, and training in ICT. The results assured that, there are no significant differences in the role of ICT in enhancing higher education systems in the KSA according to the study variables gender, age, Type of university, experience in education, and training in ICT. They are greater than 0.05 and the effect is considered to be no significant. The researchers attribute that to the freedom of having information, and that the kingdom emphasizes on ICT literacy for all. However, King Abdullah University of Science and Technology (KAUST) represent this through promoting Science research on the basis of equality, without regard to gender differences. Also, all private universities in the kingdom were established recently, which means ICT was part of their infrastructure, and the government universities are working hard to modify their infrastructure for more ICT adoption. 5. CONCLUSION AND RECOMMENDATIONS

The major objective of this research is to investigate, bring out and discuss the role of information and communication technology in enhancing HEIs in the Kingdom of Saudi Arabia. Based on literature and interviews with a number of experts, a model was developed, questionnaires were designed and distributed, the data were collected and analyzed. The results from this research are promising and indicating that ICT is potentially a useful tool both for managing and for teaching. Use in managing educational institutions should be encouraged, as should use by instructors to gain access to educational materials. The study revealed that ICT utilization in KSA Universities is very encouraging. The contribution of the faculties as facilitators of Universities tutorials is significant. The conclusions are summarized in the following points: I. II. III. Emailing, Internet browsing, using word processing and presentation tools are considered areas of ICT expertise by respondents. The respondents seem to use ICT every day for Finding/accessing information and educational materials, personal development, Preparing lessons, making presentations/ lectures, and Teaching-learning for specific subjects. A large number of respondents 82.30% think that implementing ICT in the universities of the KSA can create learning and peer interaction in HES and 81.92% of them said that ICT could help teachers in realizing the good teaching or Best Practice beliefs. 81.54% of respondents believe that ICT implementation innovates practices which may offer new educational practitioners. The study sample thinks that the first purpose of ICT implementation in KSA universities is providing high quality, followed by Enhancing educational contents and courses using ICT.
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Therefore in order to have an effective utilization of ICT in KSA higher education system, there is a need for the following: I. II. III. IV. V. VI. 6. Professional development programs where faculties could be shown and develop a conception of their teaching subjects with respect to ICT. Learners should be equipped with skills they require to be able to use the computers in their universities for learning. University management should encourage and motivate all faculties to use the technologies available in their institutions. Updating of infrastructure, bandwidth, and equipments reliability, accessibility of logins or permissions need to be done. Solving the problems associated with blocking / filtering of Internet content with the consideration of our religion and culture. Literate the interest in e-Learning within the university. REFERENCES

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