ICT Usage Survey of Angola University

Adelina Aleksieva-Petrova1, Amoussou Dorothee2 and Milen Petrov3
1Technical University of Sofia, Faculty of Computer Systems and Technologies, Sofia, Bulgaria
2ЕSPU - High Polytechnical School of Uige, Uige, Angola
3Sofia University “St. Kl. Ohridski”, Faculty of Mathematics and Informatics, Sofia, Bulgaria
A SURVEY ON ICT USAGE IN EDUCATION IN ANGOLA
HIGH POLYTECHNICAL SCHOOL OF UIGE

ABSTRACT
The main objective of the paper is to conduct a survey and analyze the results
for usage and understanding of Information and Communication Technologies
(ICT), clustered in different target groups of users in Angola High Polytechnic
School. To achieve that goal there are selected the most widely known ICT
tools are selected and distributed into seven main categories: learning
management systems, blogging, social networks, e-book tools, file sharing
tools, wiki tools and video tutorial tools. The results of the survey based on
441 answers from teachers, administrative staff and university/undergraduate
and graduate students. The main hardware tools used to access to Internet are
divided to mobile devices and desktop computers. As result the widest used
ICT tools are web-based, grouped in two separated categories: social networks
and file sharing tools.
KEYWORDS
Education, ICT, ICT tools, learning systems

1. INTRODUCTION
Information and Communication Technology (ICT) is the main factor for
the most of the new developments and is driving force of new industry. It is
also a prerequisite for its high productivity and competitiveness. Without
ICT, there is no innovation and when the activity is more innovative and
oriented towards the right use of ICT, the more likely it is to be competitive
(Slavinski & Benkova, 2013).
The changes in society as a consequence of the emergence of ICT have
also changed the way we learn and the way we teach. Teachers and students
are aware of that most of the conventional learning methods have been
obsolete due to the fact it failed to adapt to the new conditions imposed by
ICT. In that reason, learning and teaching are still challenging today. The
education is one of most important areas in our society and is obliged to
respond positively to that challenge.

In the last decade, great efforts have been made to integrate ICT in the
educational process. That is the main reason for many problems to rise in
the implementation of ICT technologies in education such as: insufficient
training of the teachers and lack of the desire and motivation to follow
and introduce the latest technologies and methodologies in learning.
In order to address those problems current paper aims to discover and
define the level of the adoption and understanding of different ICT tools
by different target groups with users in the particular school - Uige -
ESPU, Angola High Polytechnic School, in order to contribute to their
effective implementation in the learning process. The paper is structured
as follows. The next section contains an overview of the main trends in
the field of eLearning. Section 3 defines, explains and conducts of the
study, and last but not least, section 4 analyzes the results from the
collected data. In the last section conclusion and future work are defined.

2. RELATED WORK
With the flourishing of ICT more educational institutions are integrating
it into their learning systems to support and enhance the learning process
(Proserpio & Gioia, 2007). Realization of the potential of ICT and its
implementation into teaching is associated not only with the physical
equipment of the educational institutions and universities, but also with
precise formulation of objectives and as a matter of a corresponding
philosophically and psychologically based, and pedagogically and
didactically elaboration of teaching material (Semradova & Hubackova,
2013). Some research studied the effect of integration of ICT in
classroom and define four effective functions for integration: dynamic
content presentation, information access, creation and sharing, interaction
and reflection (Pheeraphan , 2013).

Other researchers has analyzed prospective teachers’
perceptions about their professional development regarding the
use of ICT for in offering an educational response to students
with specific support needs and how the use of these tools in an
inclusive school context fosters reflexive teaching practice,
generating new communication channels and teamwork,
methodological updating and improvements in digital
competence (Palomino, 2017). On the other side other research
tries to define and find out how the perceptions of students,
motivations and their success rate those study with ICT based
technology supported environments.

The conclusion is that it has improved the motivation and
success of students (Sari, 2014). The student activities are very
important in order to indicate the motivation and success of
students. The study focuses on a method for improving
interaction in the classroom by monitoring students’ activities
and there is proposed system where all the activities are stored
and interaction of the students in the class through which the
level of interaction of the student can be made (Choudhury, et
al., 2016). In recent years Internet innovations are more closely
related to Web 2.0 which represents free or very low-cost
interactive Web services, designed to facilitate real-time
collaboration and information sharing.

Web 2.0 changes the environment in which modern learning
takes place and creates prerequisites for a new model for its
implementation. The teachers challenge is to implement and
experiment strategies for integrating Web 2.0 technologies and
tools into the learning process. The usage of ICT in learning
process stimulate teachers' creative abilities both in creating
content and combining different channels and sources of
knowledge. The students have the opportunity to have personal
learning spaces, to participate in the creation of learning content
and to train themselves and others by using the Internet as
repository of educational resources and as accessible
communication environment.

The tools like eRubrics, concept maps, project-based learning,
ePortfolios, and virtual learning environments are used as ICT-based
tools to promote students’ active learning and awareness in their
learning processes. The combination of all of these strategies foster
the student’s active participation in the way that students become
involved in their learning through a reflexive process to acquire a
high level of competencies (Gámiz-Sánchez, 2017).

3. IMPLEMENTATION OF THE STUDY
The study here is done by designing a questionnaire survey
which evaluates the degree of the usage of the ICT by the various
participants in the learning processes at the High Polytechnic
School Uige - ESPU, Angola. To achieve that goal, we have used
a method of questions, where answering and collecting the
answers allows us to apply the necessary analysis and
conclusions.

The survey includes three main groups of stakeholders:
teachers, administrative staff and students. The first part of the
questionnaire relates to personal information and consists of the
following variables: name (optional), age, gender and education
(secondary, bachelor, master or doctor). The academic staff
(trainee assistant, assistant, senior assistant, associate professor
or professor) is assigned to the group of teachers. Students are
from 5 year graduate education and from following specialties:
Computer Engineering, Accounting and Management,
Nursing, and finally Agronomy.

The second part of the questionnaire aims to define which
hardware devices are used to connect to the Internet, the main
purpose being to determine the types of devices that are most
commonly used. The third part is related to the use and
knowledge of ICT tools in the learning process. The first
question is to list the names of the ICT tools it uses in the
learning process. The second question provides a list of ICT tools
that are categorized and the participants are asked to point out the
well-known ones. The last question to the participants is whether
they believe in the educational potential of ICT tools.

ICT tools are divided into seven main categories: learning
management systems, blogging, social networks, e-book creation
tools, file sharing tools, wiki tools and video tutorial tools. In each
categories are selected the most widely used tools such as choise is
based from the ranking of systems (Hart, 2017). Learning
Мanagement Systems (LMS) include various technologies to
provide communication, delivery of learning contents and
management of the learning process. The list of learning tools is:
Moodle, dotLRN, Caroline, Dokeos, Atutor, Telduc, WebCT,
DeskEaD. Blogs are web2.0 tools that can be used in a learning
process. Platforms like Blogger and WordPress have become popular
with their versatility of use. All selected blogs are free of cost, some
of which are open source. Only Live Journal has an extra charge.

Social networks are structures made up of people or
organizations linked to one or more kinds of relationships that
share common values and goals. One of the main features of the
definition of networks is their openness, allowing for horizontal
and non-hierarchical relations between the participants. The most
popular social networks are selected: Facebook, Google+,
Instagram, LinkedIn, WhatsApp, Myspace.
File Sharing is the activity of providing files that are accessible
to other users by downloading over the Internet as well as into
smaller networks. This category also includes open source and
freeware tools (Dropbox, Google Drive, Slide Share, YouTube,
4Shared, Zoho, Flickr).

Wiki is a collection of web pages that are created and edited by
users with authorized access to them. The individual pages are linked
by hyperlinks, and thus all can be considered as a single project.
They are suitable for collaborative work between lecturers and
students. Wikis can be used to create learning content by several
lecturers and teamwork of students on a common task. This is a tool
for increasing the activity of the trainees. Students can work on a
joint project and publish their materials and results through Wikis
tools. E-books means a book in digital format. It may be an
electronic version of a book that has been printed or made only in
digital format.
Video tutorial tools provide the ability to record and process video.

4. ANALYSIS OF THE RESULTS
The survey was attended by 441 participants, of whom 22 were
teachers, 26 were administrative staff and 393 were students.
Students showed the highest interest in the study and represented
89% of the target group.
In researching for the Internet access devices used in a teacher
category, the most used for the access to the internet device – in
the first place that is laptop, and then the mobile phones come on
second place. The third place is for desktop, the fourth is for
tablet, and finally iPads device.

The fact that desktop computers are not among the top three
most commonly used Internet access devices shows the
widespread penetration of mobile devices within that category.
There are two possible reasons for that fact. The first one is the
institution does not have an Internet access in suitable areas of
the school. The second reason is that the study maybe is done at a
time when there was an interruption in the delivery of an Internet
and teachers and administrators are unable to use other devices
than personal mobile Internet access.
Among the most commonly used devices for Internet access in
the category of students were mobile phones, then laptops,
tablets, iPads and finally we have desktops (Fig. 1).

Teachers
Admin. Workers
Students
0
50
100
150
200
250
300
Laptop Desktop Mobile Phone Tablet Ipad
Frequencyofcitation
Internet access devices
Teachers Admin. Workers Students
Figure 1: The frequency of devices used for access to the Internet

In conclusion, at ESPU, the three most commonly used devices
for Internet access are mobile phones, laptops and tablets. Last
but not least, there are iPad computers as Internet access devices
of the same institution. Finally, there are desktop computers as
devices to access the Internet in the same institution.
The second question, "What are the ICT tools that the
interviewee has already used?" Aims to determine the effective
use of ICT tools by respondents in the learning process. The
percentage of respondents to this question for different groups of
participants is different: 82% for teachers, 57.7% for
administrative staff and 64% for students.

Social networks (Facebook, Instagram and WhatsApp) and file
sharing tools are the most widely used tools among teachers,
followed by wiki tools and blogs. There is no mention of the use
of learning management systems and video lesson tools.
For administrative workers, the percentage of social network
users is higher than teachers, followed by file sharing tools,
blogging, and learning management systems. Among tools for
creating books, video tutorials, and wiki tools, there are no
answers (Fig. 2).

0
2
4
6
8
10
12
14
16
18
Learning Management
Systems
Blog Social networks E-book creation tools File Sharing Tools WIKI Tools Video-lesson authoring tools
Frequencyofcitation
ICT tools already known
Teachers Admin. Workers
Figure 2: ICT tools used in the learning process by categories of teachers and
administrative workers

Among the students most widely used are social networks,
followed by file-sharing tools, wiki tools, learning management
systems, and blogging (Fig. 3)
0
50
100
150
200
250
Learning
Management
Systems
Blog Social networks E-book creation
tools
File Sharing
Tools
WIKI Tools Video-lesson
authoring tools
Frequencyofcitation
ICT tools already known
Figure 3: ICT tools used in the learning process by categories of students

When providing a list of tools, all 26 surveyed administrative
workers and all 393 students surveyed were able to identify at
least one tool. In the side of the teachers, 96% had at least one
tool.
Teachers and administrators have listed Moodle and Caroline as
tools they know, with the Moodle (60%) percentage highest than
the other tools. The teachers also mentioned the Telduc and
DeskEaD tools with about 14% recognizable, which do not
appear in the replies of the administrative workers. They in turn
have named Atutor, dotLRN, Dokeos and WebCT as familiar
learning management systems.

Students on the other side have identified all content
management platforms as familiar but the highest is Moodle's
percentage (63%), which is significantly higher than the Atutor
second-ranked system (9%). Other systems have significantly
lower percentages of 2% to 5% of recognition. The summary
graph of results in this category is shown in Figure 4.

0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Moodle dotLRN Caroline Dokeos Atutor Telduc WebCT DeskEaD
Students Teachers Administrators
Figure 4: Percentages of LMS awareness among the various participants in the study

From blogging tools, teachers and administrative workers have first
mentioned WordPress (38%), followed by Live Journal (19%) in
Teachers and Blogger (23%) in administrative workers, followed by
Blog, BlogSpot, and Tumblr. In the group of students, the highest
recognition rate is the Blog tool (29.70%), followed by WordPress
(21.12%), Blogger (15.51%) and BlogSpot (15.18%).
The widespread overlap of social networks in our daily lives can be
seen in the reporting of social networking results. In the social
networking category, there is no system that is not known to be familiar,
both by the teachers and the administrative staff, and by the students
(Figure 5a, b, c). The most popular social network remains Facebook,
followed by Google+, Instagram and WhatsApp. Among the teachers,
the reference to the professional social network LinkedIn is significantly
higher.

0
2
4
6
8
10
12
14
16
Facebook Google+ Instagram Linkedln WhatsApp MySpace
16
15
10
8
15
5
Frequencia
Teachers
0
5
10
15
20
25
Frequencia
Admin. workers
0
50
100
150
200
250
300
350
400
361
298
228
43
310
46
Frequencia
StudentsFigure 5a Social networks familiar to teachers Figure 5bSocial networks familiar to admin. staff
Fig. 5c Social networks familiar to students

From the wiki category tools, teachers have indicated Wikipedia in
the first place with the highest percentage - 80%. The percentage of
the wikispaces (13.33%) and Wetpaint (6.67%) is significantly lower.
Similarly, students share similarly distributed wiki tools: Wikipedia
(82.55%), wikispaces (12.76%), and Wetpaint (3.65%).
In the eBooks category, teachers have listed My E-book Builder,
Papyrus, 3D Pack, Youblisher, and Book Builder, and Camtasia,
Camstudio, Koyote, Screen Flow. Administrative workers have
considerably less recognition of e-book creation tools, which can be
explained by the fact that this is not an inherent feature of their
professional activity, as opposed to teachers. Of the six listed tools,
they listed only three of them: My Ebook Maker, 3Dpack, and Book
Builder

Only a small number of students have identified the following
e-book creation tools: My Ebook Maker, 3D Pack, Youblisher,
and Book Builder. In the category of video tutorial tools, these
are: Camtasia (35%), Camtasia Studio (30%), Camstudio (20%).
The other tools are also mentioned, but they are within 3 to 5
percent cognition.

About File sharing tools, teachers and administrators are often
referred to as YouTube, Google Doc / Drive, Dropbox, and Slide
Share as familiar platforms. Half of the administrative workers
have indicated YouTube, while they are about 28% for teachers.
However, teachers have significantly higher recognition rates for
Google Doc / Drive (25%) and Dropbox (21%). The 4-Shared
(10%) and Flicky (3%) tools are the other listed systems that are
known but with a significantly lower recognition rate.
More than half of the students said they knew YouTube
(54.41%), compared with Google Doc / Drive and Slide Share by
13%. Dropbox is indicated by 12% and 4-Shared by only 5.73%.

In order to determine the effective use of ICT tools during
educational activities, we summarize the data obtained in the
software tools group (Fig. 6).
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
Learning
Mamagement
Systems
Blog platforms Social networks Tools for e-book Share files tools Wiki tools Tools for video
lessons
Teachers Administrators Students
Figure 6: Percentage of recognition of ICT tools by category for all participants

The last responded question is "Do you believe in the educational
potential of ICT tools?". For teachers, 82% believe strongly and 18%
have abstained from expressing their opinion on the issue. Of the
surveyed 26 administrative workers, 25 believe in their educational
potential (96%) and one abstained (4%). For 393 students surveyed,
14% refrained from giving their clear opinion, 3% said they did not
believe, and 83% believed. By comparing the three groups of
participants for this issue, the greatest trust in the educational potential
of ICT tools showed the administrative workers, which they may have
explained with the fact that they are indirect participants in the training
processes. Teachers and students who are directly involved in these
processes show approximately the same belief (82%) in the educational
potential of ICT tools. The latter is also the highest percentage of
abstentions to answer this question.

5. CONCLUSION AND FUTURE WORK
The latest ICT trends in education are closely related to the
existing variety of web and internet tools. There is huge
challenge for teachers and students to overcome technical gap
and integrate them into the learning process to improve the
quality of learning by using benefits of the tools. The paper
examines a study conducted by 441 participants among teachers,
administrative stuff and students at the Uige - ESPU Higher
Polytechnic School, Angola. The main objective is to determine
the level of use and knowledge of different ICT tools by
different actors in the learning process.

Unlike the low participation of teachers and administrative
workers in this study with their low levels of participation,
students demonstrated greater interest and placement with 89%
participation. Despite this fact, the processing and analysis of the
data from this study allowed us to reach the following
conclusions regarding the use to make some basic conclusions
about ICT in teaching and learning at ESPU. The main hardware
tools used to access the Internet are mobile devices that are also
personal devices. Among the software tools, the most widely
used and recognized devices are web-based in social networking
and file sharing categories.

This requires consideration of the integration of this type of
tools into the learning process in order to increase the efficiency
of learning and motivating students. Wiki tools and blogs are the
other two categories that can help in learning.
Software desktop tools are mainly used in the video lessons
category. This is understandable due to the fact that video
processing requires a lot of resources and is not as good for the
web. The topic of extracting text from a variety of sources such
as documents and images is also up-to-date to allow editing and
setting up a presentation using learning. As future work we will
investigate usage of ICT tools enabling the ability to generate
audio speech and audio playlists as learning materials.

ACKNOWLEDGEMENT
Paper was partially supported by the FNI-SU-2017/128 project -
Sofia University “St. Kliment Ohridski” (Bulgaria).

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