Copyright © 2012-2013 (ICT), specifically to non-web documents and software.It provides informative guidance (guidance that is not normative and does not set requirements).This transition is highly influenced by the swift developments in information and communication technologies (ICTs) all over the world.The introduction of ICTs in the higher education has profound implications for the whole education process especially in dealing with key issues of access, equity, management, efficiency, pedagogy and quality.
developed by the WCAG2ICT Task Force (“Task Force”) operating under the terms of its Work Statement, and under the coordination and review of the Web Content Accessibility Guidelines Working Group (WCAG WG), which is part of the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C).
century, learning technologies have increasingly become pervasive within various forms of learning environments.
Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended.
Although overall findings suggested that lecturers strongly valued the contribution of learning technologies in enhancing student learning, a number of factors likely to influence the rapid adoption of these technologies were identified.
These included attitude towards technology and perceived usefulness of technology in teaching, the institutional cultural environment, as well as resources available to support uptake.