Maturity models of education information systems and technologies: A systematic literature review <s> IV. RESULTS AND COMPARATION <s> ABSTRACT Developing an initial ICT infrastructure in education institutions is disproportionately expensive in developing countries and sustainable interventions are difficult to achieve. There has been a lack of concrete guidance regarding the stages of development needed to make efficient use of resources and maximise the chances of sustainable investments. To address these needs, an ICT Maturity Model is presented that has been derived from documentary sources and an analysis of selected schools, colleges and universities in Ethiopia. The surveyed institutions include five primary schools, six teacher education colleges, five public universities and a higher education preparatory school. The Model defines the ICT infrastructure resource levels required to achieve primary organisational objectives expressed in the form of student learning outcomes. The Model consists of eight levels, with the focus being on the lowest levels defining the infrastructure required to enable initial computer training. The levels in the Maturity Model show management, teaching and technical staff, as well as donors how to make most efficient use of ICT resources by maximising opportunities for student learning. Although developed and tested in the Ethiopian context, it is hoped that the Model can be replicated across a range of developing countries. Keywords: Information and Communication Technology (ICT); Maturity Model; Stage Model; Educational Institution; College; University; ICT for Development, Educational Development; Ethiopia. INTRODUCTION There has been considerable interest in the use of information and communication technologies (ICTs) in the education sector worldwide. Further, there has been growing interest in the use of ICTs in educational settings in developing countries (Tolani-Brown, McCormac & Zimmermann, 2009). Non-governmental initiatives have included attempts to integrate ICT into rural and lowincome urban schooling (Brewer, et al., 2005) and the much publicized One Laptop Per Child initiative (Kraemer, Dedrick, & Sharma, 2009). Further, in recent years, several countries have attempted donor-led (Unwin, 2004) or government-led initiatives to expand access to ICTs in schools. These initiatives have often been associated with a broader educational quality improvement agenda. Interventions have included investment in new computer classrooms, and schemes to provide teachers with laptops (Gulbahar, 2008). The use of computers in education has realized many benefits. Research shows that ICTs can contribute to enhancing education in a development context in a number of ways: * Increasing the number of qualified teachers by accelerating teacher training (Unwin, 2004), * Improving achievement levels by helping to counter adverse factors such high student:teacher ratios, shortage of basic teaching materials and poor physical infrastructure, * Reducing drop-out rates by making learning more interesting and stimulating (e.g. Light, 2009), * Overcoming geographical obstacles through distance learning (e.g. Rye, 2009) and * Changing pedagogical practices and providing access to educational content and up to date resources (e.g. Webb and Cox, 2004). Other student benefits may include greater opportunities for post-school employment, and greater motivation for ICT-related careers. Despite these benefits, shortcomings have also been found. For example, Wims and Lawler (2007) report teachers having to share computers with other school staff. They show sometimes comparatively little educational use of the ICT resources is made in subjects other than computer skills training. This shortcoming supports other research advocating attention to technical, subject-specific (content) and pedagogical knowledge (Koehler & Mishra, 2009). The Wims and Lawler (ibid) research also demonstrated the need for staff training and staff computer access to encourage the educational mainstreaming of ICT which has been identified in research conducted elsewhere (Shephard, 2004). … <s> BIB001 </s> Maturity models of education information systems and technologies: A systematic literature review <s> IV. RESULTS AND COMPARATION <s> This article describes an ICT-based and capability-driven model for assessing ICT in education capabilities and maturity of schools. The proposed model, called ICTE-MM (ICT in School Education Maturity Model), has three elements supporting educational processes: information criteria, ICT resources, and leverage domains. Changing the traditional and exclusive focus on ICT, five Leverage Domains are defined: Educational Management, Infrastructure, Administrators, Teachers and Students. The Leverage Domains generate a hierarchical structure with a second level named Key Domain Areas. These areas should be measurable and controllable, so they are related to a third hierarchical level, called Critical Variables, allowing the model’s elements to be assessed qualitatively and quantitatively. The capability and maturity of these variables associated with the intersection with the other two elements establish five levels of capability. The proposed model is strongly supported by the international standards and best practices for ICT management. It has been validated through data collection instruments and its associated web–support tool was also refined with a small pilot study. In summary, the proposed ICTE-MM model provides a basis for self-assessment and improvement planning. It is not just a diagnostic tool but has also been found to be useful for guiding the principals in ICT investment. <s> BIB002 </s> Maturity models of education information systems and technologies: A systematic literature review <s> IV. RESULTS AND COMPARATION <s> Introduction Digital technologies that drive social activities enable evolution in several areas, such as medicine, entertainment, industrial automation, and education. Specifically for education, this digital capability has enabled the availability of many products and services, i.e., digital solutions, involving an agile growth of educational ability, especially when it comes to online education. It is possible to verify an expansive development for online education that considers the availability of automated instruction in courses offered in the distance modality and also according to the diversity of learning objects, developed using Information and Communication Technologies (ICT). According to surveys planned in an info graphic about digital education presented by Knewton (2012), 95% of teachers felt that the engagement of students increased when they combined some type of digital technology with instruction transmission. Some projections presented herein estimate that, in 2020, at least 98% of the courses will be constituted of hybrid solutions, i.e., they will consider traditional learning approaches associated with online digital components. According to the Brazilian federal government reports presented by MEC/INEP (2009), a significant increase has been observed in the registration of online courses in distance mode in Brazil. The report shows that 107 courses in online mode were registered in 2004 and that the number of registered courses jumped to 647 in 2008, which represents a high growth rate of courses for this modality, 605% in five years. This growth has required some mechanisms and criteria for evaluating educational products and services based on digital technologies from control associations and from governments, specifically by departments concerned with educational control, at all levels and in all continents. These evaluation mechanisms should meet the requirements of certification or accreditation for such products; however, they should also seek to assess the quality of these products, which implies careful studies to use a method to evaluate the quality of digital educational solutions. For Rekkedal (2006), contemporary society requires better quality from the many products and services offered, besides demanding this for online education, offered in its varied forms. To meet this kind of demand in the educational sector, governments, associations, universities, researchers, and other related groups are increasingly engaged in formalizing mechanisms and criteria to assess the quality of this kind of solutions as shown by some examples available in IHEP (2000), ISO (2009), and MEC/SEED (2007) among others. Thus, for technically observing the quality of such solutions, specific mechanisms should be considered to encourage their construction and subsequent measurement, generating objective results that can be observed uniformly. For constructing and evaluating digital educational products, some specific frameworks can be considered, such as models, standards, processes, and many types of tools, as well as insightful measurement mechanisms to evaluate the products, specifically the entire digital solutions and their related development processes. Therefore, this paper aims to present a quality model for digital educational solutions, called eQETIC (Quality Model for Educational Products based on Information and Communication Technology). The model considers an approach of continuous processes improvement and the subsequent maturity for quality assurance. This approach seeks to favor the desired quality criteria and the mechanisms for quality construction. To meet such objectives, this article is organized as follows: section two presents a literature review focused on digital educational solutions and specific concepts and frameworks for digital education; section three considers works related to this research that also have models directed to the quality of digital educational solutions; section four discusses the criteria used for defining the eQETIC Model; section five analyzes the structural features of the model and its application; lastly, section six presents the conclusion and proposals for further works. … <s> BIB003
As a result of this literature review, it was found that the MM for education IST are developed involving different types of entities, including national and international education companies, research organizations as well as academic experts in this domain. It was also found that there are two approaches: in one hand, the highly specialized models that have focused in one education subsystem and on the other hand, the more comprehensive models, i.e. models representing the educational institution IS as a whole. Also, it was found that most of the analysed MM does not disclose the design process nor the research options for development and validation, thus compromising the researcher work. It appears that CMM  and CMMI  his successor, is the reference model for the design of MM in the education sector. This model has served as inspiration for dozens of MM in the various areas of IST, and the area of education is no exception. Regarding the number of maturity stages, there are models from 3 stages as the case of eQETIC BIB003 up to 8 stages (ICTMMEI-DV BIB001 ). In the literature review mentioned above, the following MM were identified in the educational domain: e-learning (eMM  ,  Within the HEI IST domain, which is the main focus of our research, several MM have been proposed, although these models are still at an early stage of development. These models have an important focus on the management of IS of an educational institution, either in a global perspective or by defining one of its dimensions. Thus, in our literature review we considered 5 MM which are summarized in Table 1 . Besides the identification of each model and its authors, is presented the scope (within the IST domain), number of stages, research method adopted in its development, dimensions considered and the assessment tool and model that was used as reference for its development. They all suggest attributes that the organization should possess to be positioned at each stage. However, most IST MM do not explicitly identify any assessment tool. Only the ICTE-MM provide a tool to assess the fulfilment of requirements, to effectively place an organization in a certain level. Next, a brief description will be made of the MM associated with HEI. BIB002 : The ICTE-MM has three elements supporting educational processes: information criteria, ICT resources, and leverage domains. Changing the traditional and exclusive focus on ICT, five leverage domains are defined: Infrastructure, Educational Management, Administrators, Teachers and Students.