Limitations Involved in the Utilization of Computer Based Technologies at Universities’ Teaching and Learning in Pakistan

With the advent of 21st century the usage of technology in every field of life made it inevitable to be used in the field of education as well. It is a familiar fact that the current scenario where technology has made advances by leaps, its usage in the field of education is of utmost importance. Like the rest of the world, the educational institutes in Punjab, public and private, are making efforts to adopt and integrate technological advancement in their teaching and learning processes. The universities in Punjab are no exception. However the hurdles and limitations involved in this process are hard to be ignored. Therefore this study will try to highlight those issues that are causing hurdles in use of technology in teaching and learning at universities in Punjab. For this purpose this study has made use of Ely’s conditions model (1999) of technology implementation theory, which is reflected more appropriate for measuring the barriers in technological applications in academics. This research made an extensive and thorough investigation, based on the opinion of 3397 participants. The methodology used was survey research involving teachers, administrators and students from eight public and private universities' faculty of Education and Business. The responses were assessed by applying descriptive and inferential statistics. This study revealed a number of factors responsible for causing hurdles in technology adoption, but the major factor as per the respondents was the unavailability of Resources. There were some other factors mentioned as well such as Commitment, Rewards, Leadership, Participation and Skills. The overall level of involvement of these sub scales barriers is above average; therefore, unfortunately universities are still using the conventional method of education and cannot make as much use of technology as they could have.


Introduction
In order to bring the world on the same page, the need of the hour is to make sure that opportunities and resources are available for teachers and students to adapt themselves with computer based technologies (CBTs) like computers, internet, World Wide Web and laptops. This will not only enhance digitalized teaching and learning but also eliminate digital divide. In this regard, researchers believe that a big contribution in pupils' effective online education is the use of ICTs (information and communication technologies) (Gulek & Demirtas, 2005). A number of countries around the world like USA, Canada, Turkey, India and New Zealand have taken an initiative by introducing various computer based technologies. It is evident from research studies that use of CBTs have made the overall environment of teaching learning more effective and conducive (Ahmed & Rafiq, 2016;Iftakhar, 2016;Payal and Kanvaria, 2018;Silviyanti & Yusuf, 2015). The demands that society has placed on universities in general and faculty in particular is utilization of digital resources in education (Greenhow, Robella & Hughes, 2009;Nicolle, 2005). The world of technology continues to progress with newer and newer digital resources like Internet, facebook, smart classrooms, teacher student web portals, blogs continue to spread in whole world (Muslem, Yusuf & Juliana, 2018). Pakistan is a developing country with its fair share of problems faced by its education system, quite naturally it is difficult to integrate computer based learning in its educational system. With the ever growing digital gap and widening technological differences, the develped countries have left their developing counterparts far behind. According to Taimur-ul-Hassan & Sajid (2012) Pakistan is fragile to the use of CBTs in university education in terms of not only the limited access to these technologies but also its improper usage. Anwar, Hukamdad, and Nawaz (2011), also unveiled different causes of technology's failure in the educational system of Pakistan. These factors are limitations in internet access and speed, poor or no maintenance of digital resources and labs, lack of efforts to motivate teachers and students in use of technologies to its full potential and no inclusion of CBTs in curriculum and instruction. Iftakhar (2016) also analyzed the situations in Pakistan and claims financial constraints, in competencies in utilization of CBTs, no trainings in updated teaching technologies, untrained man power for maintenance of digital resources and lack of interest by management in use of CBTs, as major reasons for this failure. The educational system of Pakistan not only lacks in the skills and knowledge of digital teaching and learning, but also ignoring the educational value of e-learning (Iqbal & Ahmed, 2010). There are many other factors that need to be unleashed and brought into light as these are responsible for the daunting conditions of technology adoption and integration in teaching and learning in Pakistani universities. `

Background
A number of different technological innovation/change models have been used in almost every time period. Educational and managerial scientists have taken keen interest in various models as these models are interdependent. Interestingly, these models are linked with each other, and somehow supports one another. The processes of these models of change, work similarly in both business and educational setups (Bucherer & Uckelmann, 2011;Zott, Amit & Massa, 2011). These similarities between academic theories about change and industry practices, have brought these fields on a common ground.
As per Ely (1999), the dynamics of change is introducing the technological innovations to the society. In order to understand this process we must understand its implementation as it is the most important part of the whole process. (Ely, 1990b;1999). According to Ely, the conditions paving way for a innovation will also enable the implementation of innovation/change. This enforcement of change can have both positive and negative aspects. The positive aspect of this change philosophy highlights the facilitating factors of change whereas the negative aspect highlights the limitations in the implementation of change. Earlier is opposite of later. This study refers to the limitations faced in the implementation of change are argued.

Ely's Conditions
Donald P. Ely initiated exploring the environments for the technological innovation, back in 1975. An article on application of technologies in libraries was written by him. Due attention to his work was received, which stimulated him to work intensively in this field. Ely explained in reference of his work that the conditions such as skills and knowledge, commitment, leadership, participation, incentive and rewards and management support lead to the process of change. During 1989, Ely extended his ISSN: 00333077 4653 www.psychologyandeducation.net work in other cultures and concluded that these conditions of change were equally supportive in other cultures (Ely, 1999). Ely's work gained a lot of popularity despite the fact that other researchers had an opposite view. Other researchers opined that the adoption of technology in developed nations cannot be generalized on underdeveloped nation. This difference among developed and underdeveloped nations is due to demands for modern education and training, environment and culture (Porter, 2012). Ely emphasized on the situation, but he was also firm that for actual implementation, the features of innovation cannot be overlooked. An effort is made in this study to unleash the limitations in technology integration in universities with reference to Ely's conditions model for successful application of technology. According to Ely if the conditions for technology implementation are conducive, then the education sector will be able to inculcate advance technology in their education system. Therefore, the limitations in technology proliferation must be controlled and efforts should be made to overcome these.

Research Objectives
Following objectives were planned to be achieved:  Ely' conditions model (1999). Survey method is used to achieve the objectives of this research.

Sample of the Study
In order to select the sample, method of multistage sampling was adopted. The province Punjab was divided into 4 regions i.e. Central Punjab (18 districts), Southern Punjab (07 districts), Western Punjab (07 districts) and Northern Punjab (04 districts). Due to greater percentage of population and the larger numbers of universities, the Central Punjab was chosen. In second stage, the purposive sampling was adopted for sampling purpose. A total of eight universities under the category of general type were chosen based on the following conditions: • Presence of both sector universities in similar geographic boundaries.

• Serving as main campuses • Faculties of Social and Management
Sciences are existing.
In third stage, the census and proportionate sampling were exercised. Census was used for nomination of the faculty members and administrators. Students were nominated on proportionate sampling and among the sampled faculties, from the total students, a 30% were nominated as sample. Likert type scale. The questionnaires further parted into: Demographic information, the limitations in the execution of CBTs in academic activities and the last part of the questionnaire was designed to find out the solutions to the limitations/barriers of technology execution at universities. On basis of Ely's conditions, the limitations were further distributed into six parts, consisting of 23 items. The instrument's reported reliability after the pilot study was 0.814, which was later floated for data collection.

Collection and analysis of data
The survey was managed by the researcher personally, visiting the sampled universities for the data collection. Data were gathered from the teachers, students and academic heads of public and private sector universities in central Punjab.
To achieve the objectives of this study the factor analysis, one sample t-tests, independent samples t-test, one-way ANOVA, Multi Analysis of Variance (MANOVA) and descriptive statistics were used.

Results
The Cronbach's a coefficient of the instrument was 0.848. In this study, the sample comprised of students (with majority, 87.4%), academic heads and teaching faculty. Majority of respondents were from PU, Lahore (36.9%). The age brackets used were as 21-30 years (85.9%), 31-40 years (8.6%), 41-50 years (3.8%), 51-60 years (2.2%) and above 61 years (0.6%). Discipline wise management sciences (60.1%) and social sciences (39.9%). Respondents from public sector were (64.8%) from private sector were (35.2%). Female respondents were in majority (59.1%) than male (40.7%). Factor analysis was run to extract the 6 factors model of limitations involved in technology utilization in university education in the Punjab . Factor analysis was applied to extract the six Model of technology limitations recognized as the budding factors (Resources, Rewards, Skills, Participation, Commitment and Leadership) in CBTs' utilization for teaching and learning activities at universities. As per the Kaiser criterion, eigenvalues greater than 1 were taken. . Principal Component Analysis was the method of extraction. Direct Oblimin was the rotation method. Nelson (2005, p. 24) suggested that "items with loading value more than 0.3 should be retained in a factor". That is why, the items with 0.30 and more and the items with minimum 0.30 on its own factor and less than 0.30 on any other factor were also reserved. The "Percentage Variance" row informed that 61.91% of the total variance resulted by these six factors. The findings of Table 7 show that the respondents have shown agreement about the limitations in use of CBTs in university education as in most cases the mean score in above the cut point 3.0. The most prominent barrier in CBTs' integration in university instruction is the knowledge to use these technologies with highest mean score (M=3.83) whereas the respondents disagree with one of the limitation as the ability to use these technologies. The factor analysis explored 6 factors of limitations namely: leadership, resources, participation, rewards, commitment and skills. Using the mean scores and standard deviation, the limitations are ranked. In limitations, the resources is the most bulging limitation with highest scores (M= 3.35*, SD=0.72) referring that the respondents agree the most with the resources as major limitation in CBTs in universities. It is followed by commitment, rewards, leadership, skills and participation. Within the limitations, the students significantly show higher degree of agreement than the administrators regarding resources as a limitation/barrier. Eta square was used for computing the effect size which was .01. This refers that the real difference in the mean scores was small. --- CBTs are more beneficial for university students 'use rather than college students. CBTs for effective teaching and learning is a must and not an option.
------------80 11.4 80 10.9 The utilization of computer technologies should be at all educational levels. The major challenge in use of CBTs is the leakage of personal information which needs to be controlled.
Training and assistance of CBTs' use may be provided to university teachers. It is evident from findings that most of the administrators (51%) have marked 'training and assistance of CBTs' use may be provided to university teachers', majority of the teachers (58.7%) found 'the utilization of computer technologies should be at all educational levels', whereas most of the students (26.3%) have mentioned 'govt. may provide internet and laptop to every university student irrespective of CGPAs, as the most desirable feedbacks for CBTs utilization in universities of Pakistan.

Discussion
This research was organized to achieve three basic objectives. The first research question was, "What are the limitations that restrain the utilization of computer based technologies by the teachers and students in university's teaching and learning according to Ely's Conditions for Change model?" As per our findings, the respondents are in a mutual agreement about the eighteen identified barriers with respect to Ely's conditions model in the use of CBTs in university teaching and learning. There are other research studies which show that the resources are the major factor that limit the use of CBTs in university education (Ahmed & Rafiq 2016;Iftakhar, 2016;Payal & Kanvaria, 2018). The most prominent factor in CBTs' integration in university instruction is the knowledge to use these technologies with highest mean score. Ghavifek and Rosdy, (2015) also confirm in their study that the knowledge to use the computer based technologies is always mistreated by the universities as these universities have never made an effort to make CBTs as part of university curriculum.
The respondents disagree with one of the limitation as the ability to use these technologies. The skills, as a limitation in this research included: knowledge to use it, training in CBTs and ability to use it. Through this study, it has been revealed that the major factor that limits our use of technology is the lack of ISSN: 00333077 4660 www.psychologyandeducation.net knowledge to use it. The reason might be that respondents feel deprived of possessing the up dated and professional awareness to apply these digital resources in universities.
The next goal to be achieved through this study was, "What is the need to improve the application of CBTs in university's teaching and learning with respect to determinants of Ely's Conditions for Change model?" referring to the findings of this research the majority of respondents have recognized that the limitations preventing the use of CBTs in universities by respondents include; leadership, participation, rewards, skills commitment and resources. According to this study's findings, resources are the most prominent barrier in the use of technology at universities' teaching and learning, followed by Commitment, Rewards, Leadership, Participation and Leadership. In other research studies also, lack of required resources is held accountable for the inadequate use of technology for teaching and learning. Technology application is an expensive process which not only requires computers but many other equipment, software programs, and gadgets etc. The ever evolving and progressing technology needs to be monitored quite closely and frequently. The in availability of updated resources is not only because of scarcity of hardware and software but also the result of other factors such as poor accessibility to digital devices by the teachers, deficiency and poor management of resources and outdated soft wares. The limitations associated to the availability of latest digital resources for faculty members are prevalent. Other limitations to these digital resources are inadequate access to internet, limited and outdated soft wares, slow speed of internet and inadequate units for use (Asnawi, Yusuf & Rena, 2017;Payal & Kanvaria, 2018). Through this study, we have also found out that undoubtedly resources do play a major role in evolving a technology oriented culture in universities. The respondents of our study believed that all they have are the computers, but that is not sufficient to cultivate a technology oriented culture in our institutions.
The third research objective of the study was, "What are the suggestions of administrators, teachers and students for improving the conditions of CBTs utilization in teaching and learning at universities?" according to the results of this research, the recommendations made by the three groups of respondents are as follows: the most of the administrators (51%) have recommended to provide 'training and assistance of CBTs' use may be provided to university teachers, most of the teachers (58.7%) have recommended that 'the utilization of digital resources should be at all levels of academics, while most of the students (26.3%) have marked 'govt may provide internet and laptop to every university student irrespective of CGPAs. The most recommended solution by the administrators for the effective integration of technology that is training and assistance in these technologies is also recommended by the research findings of Hariadi, Dewiyani, and Sudarmaningtyas (2016) as these researchers suggested that incorporation of computer based technologies into classrooms may enhance the educational process. Bulfin, Johnson, Nemorin and Selwyn, (2016) also emphasize on working on developing the skills of teachers and students to prevail the maximum benefits out of these technologies in teaching and learning. The most mentioned recommendation by the students for the effective integration of computer based technologies was the provision of free laptops and internet facility for each and every student despite their CGPAs. This argument of free laptop initiative by the government has been supported by an extensive research (Ahmed & Rafiq 2016; Ballew, 2017; Binbin Zheng, Mark Warschauer, Chin-Hsi Lin, & Chi Chang, 2016) Research also supports this recommendation that the ease and accessibility of the free laptops initiative by the concern authorities have increased the use of CBTs in academics (Ahmed & Rafiq, 2016). Teachers in this study recommended the use of ISSN: 00333077 4661 www.psychologyandeducation.net these technologies not only at university level but also at schools levels. The reason being that acquiring the skills of using technology and putting it to practice from early levels of education will not only make the students comfortable with its use but also polish their skills. Bagdasarov, Yupeng and Wuet, (2017) also recommend in their study that CBTs may be used in classroom teaching at school levels to make lectures vivid and interesting.

Conclusions
On the basis of this study, the crux of the matter is that the limitations involved in effective technology adoption and integration in teaching and learning at universities of Punjab includes resources, commitment, rewards, leadership, skills and participation. The findings showed that the deficient resources which include the financial, infrastructural and informational resources are responsible for lingering the adoption of technology process. The respondents gave their recommendations to improve the current scenario of technology in teaching and learning at Universities of Punjab. These recommendations included the trainings and skill building of the respondents in CBTs effective use in instruction, free internet and laptop initiatives by the concerned authorities, use of CBTs at initial levels of education, maintenance and up gradation of these technologies, breaking the status quo of conventional teaching and learning and many others.

Recommendations
Based on results obtained, the following recommendations are suggested; • In order to improve the limitations in use of CBTs in universities' teaching and learning, the limitations may be evaluated in terms of "state-of-the-actual" instead of "state-of-the-art" so that respondents' perceptions on the "state-of-the-actual" or the limitations may increase the use of CBTs in teaching and learning • One of the major limitation in proliferation of digitalized academics is unavailability of resources. Therefore it is suggested to the government, HEC and other concerned authorities to focus their energies on obtainability of resources and address it on priority. The authorities may provide high speed internet, latest and updated computer labs, updated soft wares, sufficient CBTs units, maintenance force and an easy access of teachers to digital resources. • The teachers who lack the skills to use CBTs in the classroom are causing to be a major hurdle in the smooth running of the whole process. Therefore it is of utmost importance to enable them to use the technology based learning and be able to instill it among their students. • Another limitation revealed is the documentation of CBTs' policies, it is suggested that such policies and strategic planning on CBTs' use in universities may be dispersed among the stakeholders in a documented form. A constant reminder will promote the use of these technologies among the teachers and students. Such polices may be exhibited inside schoolrooms, bill boards, lecture theaters, cafeterias and libraries. • Another recommendation is that the concerned establishments may provide incentives with the application of CBTs in universities and communicate it with the faculty members and pupils over the flier's and notices, so that they may get motivated. • There is a need to establish a CBTs' oriented culture in universities. It is recommended that HEC, concerned establishments, faculty and student groups and IT oriented companies like MS, IBM and Google may team up their efforts to