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Foundations for the Future: University ICT
Literacy Programs
Anil Sharma
United Arab Emirates University
Hussain A. Ahmed
United Arab Emirates University
Khalifa Ali Alsuwaidi
United Arab Emirates University
Divya Na
Peel District School Board, Ontario, Canada
ABSTRACT
This paper compares the UGRU foundation program to similar
programs used by universities in the region such as United Arab
Emirates, Kingdom of Saudi Arabia, Qatar, or internationally such
as Australia, New Zealand, Norway, UK, Canada, and USA. The
necessity for ICT curriculum in developmental programs such as
UGRU will be illustrated. Also discussed is a proposed plan for
future ICT program. The customers (students) of this product were
given an opportunity to express their opinions about the teaching
strategies, their overall effectiveness, and the ICT program’s
present and future plans. The impact of these programs on student
learning and achieving educational goals are discussed. We
understand that our program has to be constantly updated in order
to be competitive and prepare the students to succeed in their
college years as well as in their life afterwards. The IT Program
will continue to build and maintain links with the community
through offering and participating in various initiatives (Trainings,
Workshops, and Seminars etc.) that benefit all. This will help to
form partnerships and collaborative endeavors with the local
community and the rest of the university community.
Keywords Foundation Programs; Cognitive Skills Research;
Critical Thinking; ICT; UGRU
1. INTRODUCTION AND RATIONALE
Learning in the United Arab Emirates is witnessing a major
paradigmatic shift, from the traditional rote-learning format to one
in which students are actively engaged in their own learning
process. While core values central to Islamic beliefs are retained,
the methodology now focuses on teaching curriculums based on
thinking, rather than rote memorization. UAE University is leading
the nation in this direction by improving its foundation program
which is backbone of this university.
This research has been carried out by revisiting our own UAE
University’s foundation program. Foundation programs from the
United Arab Emirates, Saudi Arabia, Qatar, Australia, New
Zealand, Norway, UK, Canada, and USA have been studied and
compared with our own. It provides us a confidence level that we
are not providing education in isolation. The importance of
Information Literacy in our daily life has been discussed. This
paper will also focus on the present and future of IT, UGRU
program. The answers of the very important questions about our
present and proposed ICT program come from our customers
(students). This feedback has been collected to find out ground
realities.
1.1 The Context In the UAE there are two main types of universities: government
controlled public universities, and privately funded universities.
This study deals with the public university situated in Al Ain. At
the initiative of the late President His Highness Sheik Zayed Bin
Sultan Al Nahyan, the UAE University was inaugurated in
November 1977. This federal university with Gulf, Arab and
Islamic dimensions is meant to be a fountainhead of knowledge,
culture, and sciences and to contribute to building a modern state
by utilizing all available resources.
The UAE University has about 17,000 students. It consists of the
following colleges: (i) College of Humanities and Social Sciences,
(ii) College of Food Systems, (iii) College of Science, (iv) College
of Education, (v) College of Engineering, (vi) College of Shari’ah
and Law, (vii) College of Business and Economics, (viii) College
of Medicine and Health Sciences, and (ix) College of Information
Technology. In most of the courses the medium of instruction is
English. Over the past nine years, the UAE University has carried
out a fully-fledged review of all its academic programs and plans
to use modern methodology and international criteria suitable for
its circumstances in all its colleges. At present UAE University
ranks 374th in World Universities’ list.
1.2 Literature Review Let us review all the basic theories and concepts used in this
research report. First let us understand and analyze creativity,
communication, collaboration, environment, and the human brain.
Perhaps we should begin with a more basic question: what do we
mean by creativity? The basis of creativity is achieving something
that did not exist previously, breaking down established patterns,
seeing things in a new way. But what drives people to think of
something new? How does the creative process work? The creative
process may manifest itself in different ways. “Chance favors the
prepared mind,” the famous Nobel laureate Louis Pasteur once
said. Pathologist Peyton Rouse spoke likewise of “a prepared mind
making its own chances.” Is UAE University going to prepare its
students for the future using new tools of information technology,
creative and critical thinking, enhancing the value of good
communication, and habits of collaboration or does it simply wait
for the chances[1]?
Despite the structural heterogeneity of foundation program
curricula, most universities have embraced self-directed learning,
emphasizing the use of small-group discussion and integration of
the basic medical sciences with clinical problems. Self-directed
learning is but one of the many terms such as discovery method or
study-centered education adopted by authors since Dewey to
describe an educational approach that places the learner in control
of his or her learning. The putative benefits of self-directed
learning include enhanced opportunities to elaborate one’s
knowledge through active involvement and verbalization,
enhanced motivation through an increase in relevance and personal
control, and the practice of skills needed in lifelong learning[2]. In
this educational milieu, the role of the `teacher’ requires revision;
new skills are required of the teaching faculty so that they are
willing and competent to allow students to take an active role in
guiding their own learning[3].
The present ICT curriculum focuses on critical, creative thinking,
and cognition. Perkins notes six basic priorities for lecturers who
actively teach for understanding rather than for memorization.
Cognitive research and theory has changed the way many in the
education system think about educational practice, including
curriculum design, assessment, and learning environments.
Greeno, Collins, and Resnick[4] emphasize that the design of
learning environments can support cognitive or brain-based
learning. Brooks and Brooks[5] describe several of these. For
example, students need to be provided with curriculum holistically,
emphasizing large concepts, rather than the fragments, or basic
skills as building blocks that is typically the current
approach[6][7]. These skills are used very intelligently in the
present and proposed ICT curriculum.
2. UAE UNIVERSITY’S DEVELOPMENTAL
PROGRAM
The UGRU monitors and prepares students for all nine university
colleges. The UGRU program was founded in 1990 as the Basic
University Education Center (BUEC)[4]. That time it provided a
bridge between the Ministry of Education and its schools on the
one hand and the university colleges on the other hand. Now it is a
first year developmental program. Students come with very little
formal computer background. Undeniably the majority of students
entering UGRU IT have, at best, limited technical computing
abilities and even less cognitive skills in terms of problem solving
via the computing medium. The technical aspect of our teaching
attempts to create a common ground between students who come
from smaller Emirates and remote areas where IT practice is
inadequate as well as between the Art and Science students and
those coming from private schools. The authors in the past have
been very much involved in studying status of public and private
school education system and levels of K to 12 students in this
country which are provider of main input to UAEU and other
universities.
It will take long time before our schools will be able to provide the
students who will directly become useful and ready to learn in
existing colleges of universities. UGRU strives to be the most
effective freshman program in the Arab world, coping with the
current international trends, and applying the most up-to-date
concepts and instructional technology. The mission of UGRU is to
provide the University Faculties with students who posses the
knowledge, learning skills, values, and attitude, which are the
necessary underpinnings of a sound and successful university
education.
2.1 Information Technology Program (IT) of UGRU The Information Technology Program is one of four Programs in
the University General Requirements Unit that must be taken by all
entering students to the United Arab Emirates University. As such,
it is a students-centered Program whose mission is to provide
quality education at the same time as it provides a bridge between
the Ministry of Education and its schools on the one hand and the
University Faculties on the other hand. The program consists of
two tracks namely Information and Communication Technology
Level 1 (ICT 1) and Level 2 (ICT 2). Mainly there are six learning
areas which are related to ICT Proficiency: (i) ICT Fundamentals,
(ii) Technology Skills for Problem Solving, (iii) Technology Skills
for Information Management, (iv) Technology Skills for
Communication, (v) Culture and Values for ICT, and (vi) Learning
for Life Skills. The key difference between the two levels is that
while learning “how to” tools are heavier in the first level, these
are de-emphasized in the second level. Instead students will apply
the skills in a variety of ways to solve problems, to improve their
communication skills and to organize information better. The way
of learning/teaching ICT is mostly done through the use of
tasks[9]. For assessment in ICT curriculum we use a new rubric
system.
3. DEVELOPMENTAL PROGRAMS FROM
OTHER COUNTRIES
We made a comparison of our IT courses to the same program at
other leading universities of the world and we found out that ICT,
UGRU program is very much compatible or excelling than other
similar programs. A list of leading Universities with similar to
UGRU (IT) foundation programs in UAE, Kingdom of Saudi
Arabia, Qatar, Australia, New Zealand, Norway, UK, Canada, and
USA is shown in Table 1. This table is not comprehensive, but
rather an abridged list with the sole aim of demonstrating
correlation between UGRU IT and other leading educational
institutions.
Australia for example, has long been an international leader in
such programs, and consequently the table comprises several top
level Australian Universities. The courses offered in such
Universities are typically intensive one-year preparatory courses,
but the time frame can sometimes be altered according to the
student’s needs. Students capable of accelerated learning may be
able to complete programs in nine months. Other courses may be
lengthened to allow students more time to prepare for their
university courses. Foundation courses in Australian Universities
are generally divided into subject streams, such as business or IT
studies, according to the student’s choice of undergraduate course.
Most foundation courses offer a range of compulsory and elective
subjects. Many universities and some other institutions also offer
‘bridging’ courses, which are shorter, intensive courses designed
for students who are about to enter a Degree course but do not
meet assumed knowledge requirements, or who wish to be better
prepared for university study.
It should also be noted that many North American Colleges and
Universities offer programs that prepare students for College and
University studies. They have not been included here for several
reasons. There is not consistent application of course lengths,
content and purpose. For example many of these courses are short
intensive summer programs, while others are intended to bridge
knowledge gaps between potential students and require semester
duration. Other programs are either voluntary or mandatory
depending upon students’ prerequisites. Many of these courses
offered can range from a summer course to over a semester in
duration. This may also depend upon the faculty the student wishes
to enter. The nature of the course may also vary depending upon
the faculty of study. For example an ICT course for an engineering
student may focus more on technical computing rather than report
writing for social science students. CSU Maritime Academy,
Vallejo, California, USA provides an excellent computer literacy
program. Qatar University has a similar to UGRU IT program with
two levels IT1 and IT2. In UAE, Zayed University does not have
any similar program while Higher Colleges of Technologies offer
Computer Literacy program. King Fahad University of Saudi
Arabia offers a Preparatory Computer Science program.
At UGRU, the goal is to prepare students for entry into faculties.
Students have the opportunity to bypass UGRU if they are able to
pass placement and challenge exams. If UGRU students cannot
pass UGRU courses they are unable to continue their studies. It is
the same in North American, European and Australian institutions.
Author found out that ICT, UGRU program is very much
compatible or excelling than other similar programs.
4. PROPOSED ICT PROGRAM
This section discusses and analyzes the basic components of a
proposed future ICT program from the academic session of 2010
and beyond. The proposed program tries to learn and adopt best
practices from other comparable institutions regionally and
internationally[10].
Vision To be a model Information and Communication Technology (ICT)
program within a developmental first year program that is known
for its student focus, innovative curriculum, excellence in
instruction and international standards. Students exiting the IT
program will demonstrate abilities that are critical to function in a
knowledge society.
Goals The proposed ICT program has following goals:
1. Help students develop ICT abilities that are necessary to
successfully function in a knowledge society through a
modular curriculum.
2. Optimize the number of students taking ICT courses in
UGRU.
3. Strengthen linkages with the public schools.
4. Build and strengthen linkages with the UAEU Colleges.
4.1 Priorities There will be following priorities:
1. Modularize the IT curriculum for entry into and exit
from the program.
2. Bring up-to-date admission, retention, assessment,
delivery and exit requirements.
3. Motivate students in the program.
4. Learn and adopt best practices from other comparable
institutions regionally and internationally
Priority 1 To modularize the IT curriculum for entry into and exit from the
ICT program will be priority number one. Table 2 shows proposed
modularized ICT curriculum. It also provides outlines of ICT1,
ICT2 and ICT3 courses.
Priority 2 To bring up-to-date Admission, Retention, Assessment, Delivery
and Exit Requirements will be second priority. Table 3 shows
proposed admission requirements of second priority.
Priority 3 The most difficult task in future will be to motivate students in the
ICT program. Different ways to motivate students will be used.
Besides those the IT program will also provide multiple exit routes
to motivate students who enter. These routes will be as follows: (1)
Through placement exams at the beginning of the semester. (2)
Achievement of baseline scores on the iCritical at beginning of
program. (3) Achievement of baseline scores on the iCritical
during the course at intervals of 4 weeks. (4) Fast tracking
initiatives through any of the ICT1 or ICT2 modules.
Priority 4 It will be very important to find out what other institutions
regionally and internationally are doing in the areas of foundation
program or similar program. Table 2 shows some information
about similar foundation IT/ICT programs from UAE, Kingdom of
Saudi Arabia, Qatar, Australia, New Zealand, Norway, UK,
Canada, and USA.
5. OUR CUSTOMERS’ OPINION ABOUT OUR
FOUNDATION PROGRAMS
It is very important to know the opinion of end-users from time to
time. Considering this fact the author decided to go back to our
students to find their likes and dislikes about our foundation
programs. In students’ liking survey which is not included in this
paper due to size constraint, they have already accepted or
discarded some of the new ideas introduced by IT, UGRU.
The Research Objective Some of the reasons for conducting this research are as follows:
(i) There is a gap in present and future ICT programs
because technology changes rapidly.
(ii) Students find traditional classroom lessons boring.
(iii) Traditional IT courses require enormous motivation to
go through the material, let alone learn from it.
(iv) Serious concerns have been raised about usefulness of
ICT program.
(v) Different students have different styles and strategies of
learning which has not yet been addressed by ICT
program.
(vi) UAE University has to become more research oriented in
future.
The author strongly believes that our students are the best persons
to provide us useful direction in this matter. It will help us in future
to effectively counter many of the aforementioned issues.
The Research Design A classroom survey instrument was used as a means of data
collection. The survey instrument was similar to the one used in
the past which was approved by a group of experts in the field of
education.
Data Collection The survey tool was used in the author’s six sections anonymously.
The data analysis has been done by an outsider. Students were not
given any hint in advance. They were told not to write their names
on the survey instruments to keep the survey as much as impartial
as possible.
Data Analysis The data analysis has been done very impartially and honestly.
5.1 Benefits of ICT in Improving Learning Areas To find the benefits of ICT in improving learning areas within the
UGRU Foundation program the following seventeen questions
were asked. These questions are built around six learning areas on
which ICT curriculum contents are designed as discussed earlier.
These questions also take care of the conceptual framework for
ICT literacy. The students’ feedback with data analysis is shown in
Table 4. The graphical analysis is shown in Figure 1.
Name of University Course Time URL Address
Higher Colleges of Technology (HCT) in Abu Dhabi
and Dubai, UAE
Computer
Literacy
1 Year (2 semesters) http://www.hct.ac.ae/programs/aspx/academ
ic_programs.aspx
King Fahd University, Dhahran, Kingdom of Saudi
Arabia
Prep Computer
Science
1 semester (16 weeks) http://www.kfupm.edu.sa/kfupm/academic/
overview.aspx
Qatar University, Doha, Qatar IT Level 1 and
IT Level 2
1 Year (2 semesters) http://www.qu.edu.qa/foundation/
The Foundation Studies Program in Adelaide (at
Eynesbury College) Australia
Introduction &
Computing
1 Year (2 semesters) http://www.foundationstudies.com.au/austra
lia/foundation-adelaide/
University of Tasmania Foundation Year, Australia Computing Skills
and Research
1 Semester of 24 wks http://www.foundationstudies.com.au/progr
ams/tasmania/
Brisbane Queensland Foundation Year, Australia Information Tech 2 semesters. http://www.foundationstudies.com.au/progr
ams/qut/
Melbourne Victoria Foundation Year, Australia Information Tech 2 semesters http://www.foundationstudies.com.au/austra
lia/foundation-melbourne/
University of Sydney Foundation, Australia IT Skills 1 hour per wk for 15
weeks
http://www.usyd.edu.au/fstudent/internation
al/undergrad/apply/foundation.shtml
University of Canberra, Australia IT Courses Semester based http://www.canberra.edu.au
Bond College Foundation Program, Australia Core 110 Info.
Tech1
Semester 2.
14 wk
http://www.bond.edu.au/bondcollege/found
ation/
Murdoch University Foundation Program, Australia Information Tech 9 hrs per WK over 15
WKS trimester (3CH)
http://www.studiesinaustralia.com/
University of Queensland, Australia Information Tech 27-42 wks http://studylink.com/display/course/course-
info.html
Swinburne University of Technology, Australia Information Tech
& Multimedia
9-12 months http://www.studiesinaustralia.com/
Curtin University Foundation Year, Australia Computing Skills 45 Hrs of 1 sem.
(1.5CH)
http://www.curtin.edu.au
University of Newcastle, Australia University
Computing Skills
Pre-Semester 1 http://www.newcastle.edu.au/centre/elfsc/br
idging/courses.html
Taylors College Foundation Program, New Zealand Computer
Science
39 weeks
Standard Program
http://www.taylorscollege.edu.au/courses/m
ufy_compare.aspx
HedMark University College, Norway ICT Course by
the Library
1 Year program http://english.hihm.no/eduscience/engelsk-
aarsenhet.pdf
Foundation Year in Informatics at University of
Bradford, UK
Computing 2 semesters http://www.inf.brad.ac.uk/clearing/course.p
hp?id=34&d=cfy&type=d
Liverpool John Moores University, UK IT Courses Semester based http://www.ljmu.ac.uk/
University of Leeds International Foundation Year, UK Computing
course
1 year of computing http://www.leeds.ac.uk/international/founda
tion.htm
Willis College Foundation Program, Canada Info. Tech Skills
1 & 2
2 semesters http://www.williscollege.com/International/
Programs/Lambton/IFY/index.html
University of Ottawa, Canada IT Courses Semester based http://www.uottawa.ca/
University of Waterloo, Canada IT Courses Semester based http://www.uwaterloo.ca/
Lambton College, Canada IT Skills for
Tech
1 semester http://www.lambton.on.ca/Courses/course_
html?Course=ITS+1013
University of Texas, USA IT Courses Semester based http://www.utsystem.edu/
CSU Maritime Academy, Vallejo, California, USA Info. Fluency in
a Dig. World
1 semester (32 Hrs) http://www.csum.edu/academics/index.asp
Table 1: A list of leading Universities with similar to UGRU (IT) programs in UAE, Kingdom of Saudi Arabia, Qatar, Australia, New
Zealand, Norway, UK, Canada, and USA[8].
Title Name Definition Skills Hours Credit (Y/N)
ICT1 Technology Skills for
Communication
Generate information by adapting, applying,
summarizing, designing, inventing or authoring
information.
Communicate, and present information properly in its
context.
Word Processing
Presentation
Keyboarding (Word, PPT,
Keyboarding)
32 (one
Quarter)
NO
ICT2 Technology Skills for
Problem Solving
Record, represent, analyze, compare, contrast data on
spreadsheet software to solve real life problems
Spreadsheet Software
(Excel)
32 (one
Quarter)
NO
ICT3 Technology Skills for
Research
Applications
Define and articulate need for information as it relates
to a specific project.
Select, implement, evaluate organize and synthesize
materials that satisfy research requirements.
Interact effectively and ethically with instructor and
peers through a digital learning environment.
Use of:
Internet
Search Engines
Blackboard
Indexes
Online Databases etc.
32 (one
Quarter)
NO
Table 2: Components of proposed modularized ICT Curriculum for 2010 and beyond.
Admission
Requirement
Either CEPA 170 and above or English Level 2. Students possessing preceding and either ICDL or IC3 in
English will be given credit for ICT1 and ICT2 but still take ICT3 Techno. Skills for Research Applications Placement Exam Scores from a newly developed placement exam will be used to place students into appropriate modules of study.
Delivery Three Quarters of 32 hours each. ICT1 and ICT2 may be taken in any order. However students can only take ICT3 upon meeting
the requirements of ICT1 and ICT2.
No. of Hours 96 hours
Use of Thursdays Independent Study and iCritical prep workshops, research projects (Alice, Robotics, structured programming, etc.)
Use of ICT To integrate knowledge transfer with other programs in UGRU and the colleges, use of Laptops in IT should be implemented.
Banding Placement Exam score first, followed by English level or CEPA scores
Independent/ Self
Access/Fast Track
A student enrolled in ICT1 or ICT2 who achieves an “A” score at the midterm exams will be able to enter into a Fast Track
program for the other module in order to challenge it at the end of the quarter.
Benchmarks/
Challenge
A student achieving a baseline score in the iCritical exam may exit the program at any time during the quarters. Challenge exams
will be available for all modules for students achieving “A” grades.
Attendance Policies Only 2-F grades allowed.
Table 3: Bring up-to-date Admission, Retention, Assessment, Delivery and Exit Requirements
No. Benefits in the classroom Class Total Yes No No Comment
ICT1 37 36 1 0
ICT2 53 42 5 6 1 Learnt to work in a group and cooperate with others
Total 90 78 6 6
ICT1 37 25 11 1
ICT2 53 31 11 11 2 Learnt how to draw Mind Map
Total 90 56 22 12
ICT1 37 29 4 4
ICT2 53 37 10 6 3 Improved my reasoning
Total 90 66 14 10
ICT1 37 30 4 3
ICT2 53 44 4 5 4 Increased my creativity. Now I can handle new problems easily
Total 90 74 8 8
ICT1 37 25 6 6
ICT2 53 31 12 10 5 Learnt how to use internet for search (Use search engines)
Total 90 56 18 16
ICT1 37 31 3 3
ICT2 53 41 6 6 6 Learnt to format documents
Total 90 72 9 9
ICT1 37 32 2 3
ICT2 53 43 7 3 7 Learn to use (i) graphics (ii) Charts (iii) Tables
Total 90 75 9 6
ICT1 37 25 5 7
ICT2 53 35 10 8 8 Learnt to use necessary information and avoid unnecessary information
Total 90 60 15 15
ICT1 37 30 5 2
ICT2 53 29 15 9 9 Learnt to collect research information
Total 90 59 20 11
ICT1 37 34 1 2
ICT2 53 45 4 4 10 Learnt to organize and analyze information
Total 90 79 5 6
ICT1 37 26 4 7
ICT2 53 31 13 9 11 Learnt to produce complete research document
Total 90 57 17 16
ICT1 37 30 4 3
ICT2 53 37 8 8 12 It improved my participation in class
Total 90 67 12 11
ICT1 37 30 3 4
ICT2 53 39 5 9 13 It increased my confidence level
Total 90 69 8 13
ICT1 37 27 7 3
ICT2 53 36 10 7 14 I can solve problems (mathematical) easily (using Excel) now
Total 90 63 17 10
ICT1 37 26 4 7
ICT2 53 28 14 11 15 ICT is helping me in solving day-to-day problems
Total 90 54 18 18
ICT1 37 31 1 5
ICT2 53 33 10 10 16 ICT is helping in my daily communication (Word and PowerPoint)
Total 90 64 11 15
ICT1 37 19 14 4
ICT2 53 28 16 9 17 “Learning for Life” material is very useful for my future
Total 90 47 30 13
Table 4: questions on ICT conceptual framework & learning areas and students’ responses.
Figure 1: Graphical analysis of students’ responses about ICT learning areas.
6. FINDINGS AND DISCUSSIONS
In general, the results of the study indicated that students believed
that our curriculum is better than the traditional curriculum. They
are not completely satisfied with present and proposed future ICT
programs. They want certain modifications which they have shown
in their opinion survey. It is clear from the tables 1-4 and figure 1
that the students were not satisfied because proper guidelines were
not provided. They were also not happy with some new changes
made to their programs. The students in general felt that this course
would have an influence on their future career and in higher
education.
7. CONCLUSIONS
The IT UGRU foundation program was compared to those
counterparts that exist in leading Universities such as in UAE,
Kingdom of Saudi Arabia, Qatar, Australia, New Zealand,
Norway, UK, Canada, and USA. Other educational institutions in
the UAE were also investigated. The author is of the opinion that
ICT UGRU foundation program should continue to be part of UAE
university curriculum. Without IT, UGRU many of these students
are ill-equipped to deal with both faculty requirements and
employment expectations. Other universities in the world also have
foundation programs in one form or other. Some areas of the ICT
foundation program need improvement, but the current trend is one
that will be consistent with guiding our students to become better
learners, able to search out, understand, analyze, and synthesize the
information they will need to become world citizens and world
leaders.
9. REFERENCES
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Exhibition of the Nobel Prize”, Science History Publications,
USA, 2000.
[2] Schmidt, H.G. (1983) Problem-based learning: rationale and
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[3] Barrows, H.S. & Tamblyn, R. (1980) Problem-Based Learning:
An Approach to Medical Education (New York, Springer).
[4] Greeno, J.G., Collins, A., and Resnick, L.B., “Cognition and
Learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook
of educational psychology,” Macmillan, New York, 1996.
[5] Brooks, J.G., and Brooks, M.G., “In search of understanding:
The case for constructivist classrooms,” ASCD Publications,
Alexandria, VA, USA, 1993.
[6] Sharma, A., Alsuwaidi, K.A., Hussein, C., and Boylan, S., “A
Unique Learning Approach in Information Technology,” 16th
Information Resources Management Association International
Conference, San Diego, California, USA, 2005.
[7] Sharma, A., Alsuwaidi, K.A., and Boylan, S., “Teaching
Information And Communication Technology In The Arab
World: An Examination Of Curriculum,” 17th Information
Resources Management Association International Conference,
Washington, D.C., USA, 2006.
[8] Hussain A. A., “The Importance of Information Literacy & ICT
in Foundation Programs in Australia and North America:
Relevance to UGRU Context,” August 25, 2008.
[9] Ranginya, T., and McKenzie, P., “Integrating Critical
Cognitive Skills in the IT Curriculum of the First Year
Developmental Program of UAE University: Issues,
Experiences and Challenges,” First Annual Conference for
Middle East Teachers of Science, Mathematics and
Computing, Abu Dhabi, UAE, 2005.
[10] Ranginya, T.,”Goals And Priorities Of The Ugru-It Program
From 2010 And Beyond,” UGRU IT Team, 12/23/2009.