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Does Personality Type Affect Teachers’ IS Utilization in Pedagogy? 157 System (LIBIS), streamlining and improving on students’ teaching, learning and assessment by using a number of Learning Management Information Systems for instance Blackboard http://blackboard2.mak.ac.ug KEWL http://nextgen.mak.ac.ug Moodle http://muele.mak.ac.ug and the implementation of an integrated Academic Records Information System (ARIS). The uiversity is also set to streamline its financial management processes through the use of an integrated Financial Information System (FINIS) and to improve on the the human resource management and administrative activities through the implementation of a Human Resource Information System (HURIS). The University Directorate for ICT is charged to ensure the efficiency and effectiveness of all the above management systems and is tasked with the responsibility of carrying out training and providing technical and end-user support to all university staff in their respective faculties in the use of these information systems and to give general training in the use of generic office computer applications to promote office computing all over campus. Baryamureeba (2004) emphasizes that training in the use of ICT and the use of modern MISs has been given a high priority in the Makerere University ICT policy. In fact, the ICT Master Plan Policy Phase II of Makerere University clearly states that all the academic staff should be trained on a continuing basis to equip them with ICT requisite skills to the level that before appointment to Assistant Lecturer position or any further, academic staff are required to demonstrate the prescribed level of competence in technology enhanced interactive teaching techniques (Makerere University ICT policy master plan 2004). Today, it is also required that each faculty, school or institute has at least 1 computer per 5 students enrolled for undergraduate degree and postgraduate diploma courses, and 1 computer per Masters or PhD student enrolled. Consequently, Makerere University and the government of Uganda have injected in a lot of finances to ensure successful utilization of these information systems by anually committing close to shs 1 billion in addition to development partner funds (Tusuubira, 2002). However, Baryamureeba (2003) reports that this amount has been growing from year to year. Regrettably to note on the other side is that despite the time investment and the enormous funds set aside by the university to train and facilitate its academic staff to incorporate technology as an integral tool in the teaching and learning processes, very few lecturers at Makerere University actually use available LMISs in teaching (Tusuubira, 2008). 2 Addressing the MISs – User Mindset and Personality Type Predispositions Tusuubira (2008) acknowledges that addressing the ICT users’ mindset is probably the greatest challenge to the integration of MISs in Education. Implementation of MISs is not simply an introduction of new technology and training of its users, but a complete re-thinking of how the institution’s activities are achieved. Nicolle (2005) also has the view that successful usage of ICTs in institutions only comes when users are able and willing to change their working habits and thinking processes. This partly explains why even up to now with the continued trainings and extended ICT
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