Typical hospital setups comprise units such as clinics, inpatient wards, outpatient services, casualty services, operating theatres, laboratories, medical schools (for university hospitals) and out-reach medical camps. Healthcare professionals are required to support these different units hence the need to be constantly mobile in undertaking their duties. These duties require that they frequently consult colleagues, receive handover from previous duty staff or share information on previous work undertaken. Successful use and adoption of handheld devices such as PC tablets, PDAs and smartphones integrated to health information systems can minimize the physical mobility. Information sharing using M-health solutions in complex and diverse healthcare settings draw focus beyond the spatiality gains to the coordination of the teams, processes and shared artefacts in healthcare. CSCW research abounds with various concepts that can be useful in characterizing mobility and communication amongst collaborating health workers. Design for mobile health solutions, therefore, provides an opportunity to further ground theoretical frameworks from exemplary studies on health information systems. The overall objective of the study is to propose design suggestions that target successful information sharing in the deployment and use of M-health solutions. To achieve this objective, the thesis investigates and analyses factors influencing the use and adoption of M-health solutions. A qualitative literature review is used in the study to explore significant factors in the acceptance and use of health information systems. A questionnaire developed from these key factors is used to determine the perceptions of healthcare professionals on M-health solutions based on related literature and on a field study. Finally, the findings are discussed using concepts from CSCW literature namely, mobility, common information spaces, temporality and cognitive and coordinative artefacts. As a result, a conceptual model integrating constructs from the Technology acceptance model (TAM) and IS Success model was developed that can be useful in investigating perceptions in the use of M-health solutions. Design suggestions were proposed for the development of future M-health solutions that aim to achieve successful information sharing amongst healthcare professionals.

Yes / Earlier literature illustrates that the selection of the appropriate theoretical model has always prescribed as a crucial task for the research community in the information systems (IS) field. According to the authors' knowledge, there are few articles aims to review IT acceptance theories and models at the individuals' level. Thus, this paper aims to bridge this gap by presenting a critical review of ten of the most influential models/theories that have been employed in predicting and explaining the human acceptance behavior of different technologies at the individuals' level. This paper also provides a summary of their evolution, pointed out the main constructs, strengths, related fields, and criticisms based on a selected published literature appeared in IS research. This review offers a holistic view for future scholars to select appropriate constructs/models owing to their strengths and criticisms as well explanatory or predictive power. This paper concluded that the well-established and comprehensive theoretical model should consider the parsimony in the term of simplifying the model with the least constructs and the highest predictive power, also the ability to integrate the relevant context's factors (e.g., UTAUT2).

The purpose of this research was to determine how MOOCs (Massive Open Online Courses) can be introduced and implemented in Higher Education institutions in Mauritius. The study explored the perspectives of students, teachers and educational leaders using an exploratory case study approach, and involved the implementation of short MOOC-based courses in three areas of higher education in Mauritius. While much of the existing literature on MOOCs has used quantitative data to explore patterns of enrolment and retention, this study explicitly focused on student experience, and used Garrison, Anderson and Archer’s (2000) Community of Inquiry (COI) model to explore patterns of ‘presence’ and pedagogical preferences and needs of learners. In order to explore how these preferences, together with other contextual factors might affect the adoption of MOOCs in Mauritius, Venkatesh and Davis’s (2000) Technology Acceptance Model2 (TAM2) was used. The COI and TAM2 models were used both as analytical frameworks, but also to develop a new composite model that also can function as a boundary object (Bowker and Star, 1999; Fox, 2011) enabling different stakeholders to understand each other’s needs and expectations and communicate better with each other. For Mauritian learners, teaching presence in online environments is of critical importance: this is reflected in different scenarios of MOOC implementation identified, and in a proposed staged model for MOOC adoption across the HE sector in Mauritius. This involves further pilots and preliminary research (stage 1), integration of MOOCs into practice (stage 2), customisation and development of MOOCs (stage 3) and a MOOC for Mauritius (stage 4), with each stage informing the implementation of subsequent stages as part of a broad action research framework. The original contributions made by the research to the knowledge base of its possible audiences include: providing models of practice for teachers and educational leaders; informing the educational leaders and policy makers about how MOOCs can be successfully implemented in Mauritius; providing detailed case studies on MOOCs to the academic audience interested in MOOCs specifically; and proposing a new composite, pedagogically-informed, technology acceptance model to those academics who are interested in online pedagogy and technology acceptance. The results of this PhD research can also inform the introduction and effective implementation of MOOCs in other less-economically developed countries.

Thesis (M.COM. (Business Management)) -- University of Limpopo, 2021 / Increasing consumer demand, customer expectations, and change in technology compel industrial corporations, governments and small medium enterprises (SMEs) to adopt Enterprise Application Architecture (EAA). EAA is a system where the applications and software are connected to each other in such a way that new components can easily be integrated with existing components. This study focused on how internal and external factors impact the adoption of EAA for Supply Chain Management (SCM) in SMEs, located in the Capricorn District Municipality. Data is analysed through a statistical package for the social sciences (SPSS version 25). A quantitative methodology with self-administered questionnaire was used to collect data from SMEs (SMEs owners and managers). In total, 480 questionnaires were distributed and 310 useable were returned. Cronbach’s Alpha was used to measure reliability. Data validity is obtained through the use of Kolmogorov-Sminorv-Test to ensuring that the questionnaire was based on assumptions from accepted theories as set out in the literature review. From the research findings, it was concluded that the adoption of EAA for SCM in SMEs depends on internal factors, external factors and perceived attitudes towards the adoption of EAA. The managerial implications of the study is based on actual results such as; (a) Internal factors on owners’ characteristics were described as assessment of interior dynamics affecting the enterprise, of which the management have a full control over them, such as employees, business culture, norms and ethics, processes and overall functional activities, (b) The Theory of Reasoned Action (TRA) revealed that behavioural measures on Enterprise Resources that depends on speculations about the intensions towards the adoption of EAA for SCM, (c) Compatibility in Diffusion Theory of Innovation ascertains that Technology Acceptance Models need to be linked with relevant Information System Components to have a functional EAA for SCM, (d) The Theory of Planned Behaviour (TPB) encourages apparent behaviour on control for supplementary forecaster on intentions of employees towards the adoption of EAA for SCM in SMEs, (e) The TPB encourages apparent behaviour on control for supplementary forecaster on intentions of employees towards the adoption of EAA for SCM in SMEs, (f) Consultations with government parastatals or legal representatives of the enterprise would save the SMEs against any unforeseen challenges such as product liabilities, legal costs on lawsuit, tax evasion or avoidance penalties so forth, (g) The Diffusion Theory of Innovation (DTI) proposes that the Perceived Attitudes towards the Adoption of EAA have is affected by behaviour challenges from employees’ personal conduct that affect SCM activities within the SMEs, and (h) The DTI on the intention towards the adoption of EAA for SCM provides the competence in limiting some negative thoughts about the integrative phases or steps limiting the adoption of EAA for SCM. Keywords: Enterprise Application Architecture; Supply Chain Management; Internal and External Factors Affecting Adoption; and Technology Acceptance Models

Background: Virtual reality (VR) offers potential for enhancing physical activity and engagement among older adults in long-term care (LTC) facilities. This addresses the need for health maintenance and independence. Yet, limited research exists on VR acceptance and its optimization for promoting physical activity. Older adults' VR gaming experiences and the social and contextual factors affecting acceptance are underexplored. This study aims to investigate these unique experiences to inform the design of inclusive VR technology in LTC, enhancing physical activity and well-being. Objectives: My dissertation has two objectives: (1) to examine the individual and social factors that impact the acceptance of VR games among older adults in LTC facilities and (2) to explore LTC residents’ experience with VR games and the meaning they associate with their gaming experience. Methods: To reach these objectives I conducted two studies: (1) a scoping review of 5 articles to identify evidence on older adults' acceptance of physical activity VR games in LTC facilities, describe research designs used, define key acceptance concepts, and identify knowledge gaps for future research and (2) a mixed-methods study, including a series of gaming sessions with 20 older adults residing in a healthcare center followed by a composite questionnaire and semi-structured interviews with 15 older adults and 4 staff members. Results: The scoping review identified a knowledge gap in VR acceptance among older adults in LTC. Varying acceptance levels and inconsistent concept definitions were found, emphasizing the need for an integrated approach combining qualitative and quantitative methods. Only one study used validated tools for assessing acceptance. The quantitative study involved VR gaming sessions with 20 participants aged 65 and older, revealing significant positive correlations between perceived ease of use and Selective Optimization with compensation (SOC) strategies. No significant relationship was found between Technology Acceptance Model (TAM) and Future Time Perspective (FTP). Prior gaming experience led to higher SOC and socioemotional Selectivity (SST) scores, higher game self-efficacy, and increased hedonic motivation. Age and gender had no impact. Participants viewed VR as user-friendly and useful, with positive attitudes toward aging and physically demanding activities. The qualitative revealed themes related to enjoyment, physical activity, social connection, and individual preferences. Staff perspectives addressed relevance, personalization, training, and organizational barriers. The study highlighted the potential benefits of VR gaming for LTC residents, offering insights for technology development. Conclusion: This study offered a comprehensive understanding of VR gaming acceptance among older adults in LTC settings, highlighting the significance of individual and social factors in technology acceptance. Personalized design, support, education, trust, and safety are crucial. Integrating social theories of aging is essential to understand older adults' needs and preferences. Implications for VR design include user-centered approaches, intuitive interfaces, customization, social interaction, and safety considerations. Addressing limitations and biases in future research can promote effective use of VR as a therapeutic tool for older adults in LTC.

This thesis examines the effects of Culture, the Unified Theory of Acceptance and Use of Technology (UTAUT), Expectation Confirmation Theory (ECT) and Technology Readiness (TR) on the satisfaction and usage continuance intention of Internet banking customers within the Saudi Arabian context. The aim is to develop and test a new framework for use in determining the factors that affect Internet banking customers’ actual usage behaviours, with a special focus on the role of cognitive processes, and cultural and personal psychological traits. This research uses cross-sectional survey questionnaire methods within a quantitative approach. 261 valid responses were received. Structural Equation Modelling (SEM) was used to test the hypothesised relationships within the research model in Analysis of Moment Structures (AMOS 20) software. ECT is well established in conventional marketing literature and explains how cognitive beliefs and affects lead to customers’ repurchasing behaviour. It was first adopted for the Information Systems (IS) context and then customised to explain IS continuance intention behaviour. However, previous ECT customisations in the IS context present a significant knowledge gap because technology-based services are sensitive to individuals’ psychological traits, which ECT does not account for. This research integrates psychological traits and culture into the ECT framework to explain customer satisfaction and continuance intentions in the context of Internet banking usage. It combines ECT with the UTAUT in order to expand ECT to include more cognitive beliefs. Then it integrates TR and Culture to account for psychological and sociological traits. The results present a new contribution to the body of knowledge by validating a theoretically backed integration of the above models into one structural model. This model broadens the understanding of the factors that influence IS satisfaction and usage continuance intention. Compared to previous studies, the explanatory power of this model is a major improvement, with an R2 of (0.61) for usage continuance intention.

This thesis builds on previous work on an Institute of Roads FAST VUT dealing with modifications of road I/43 Brno – Svitavy. A conversion of the existing temporary three leg single lane roundabout to egg turbo roundabout with four legs, is proposed there, in accordance with local plan of Lipůvka. The intersection of road I/43 and II/379 can be characterized by large congestions in the morning peak hours during weekdays and afternoon peak hours on Saturday and Sunday. That is the reason for implementation of capacity assessment of designed turbo roundabout and comparison with current situation. Construction of fourth leg is motivated by the planned expansion of residential area and the development of industrial zone on the south-western outskirts of the village and rerouting of the county road II/379 out of built-up area as well. Road I/43 is an important thoroughfare north of Brno, so it is obvious effort to eliminate the bottlenecks on the route. The thesis also includes a theoretical introduction dealing with the design of turbo roundabouts abroad.

L’objectif général de cette recherche doctorale est l’étude des déterminants de l’intégration pédagogique des technologies de l’information et de la communication (TIC) par les professeurs à l’Université de Ouagadougou (UO). Cela nous a conduit à étudier respectivement les compétences technologiques des professeurs, les facteurs de résistance contraignant l’intégration pédagogique des TIC par ces professeurs, l’acceptation et les usages spécifiques des TIC par les professeurs. Ce travail s’est bâti autour des concepts théoriques sur les usages éducatifs des TIC, les compétences technopédagogiques, les facteurs de résistance, l’acceptation des TIC et l’intégration pédagogique des TIC. Ces concepts se sont inscrits dans les cadres d’analyses des modèles d’intégration des TIC par les professeurs et des modèles d’acceptation et d’utilisation d’une nouvelle technologie. La stratégie d’analyse des données s’est construite autour des approches descriptives et analytiques notamment au moyen de l’utilisation de la psychométrie et/ou de l’économétrie des modèles à variables dépendantes limitées. Utilisant la recherche quantitative, le recrutement de 82 professeurs par avis de consentement à participer, a permis de collecter les données sur la base de questionnaires dont la majeure partie est bâtie autour de questions à échelle de Likert. L’étude des compétences technologiques des professeurs a permis d’une part, de dresser un portrait des usages des TIC par les professeurs. En effet, les usages les plus répandus des TIC dans cette université sont les logiciels de bureautique, les logiciels de messagerie électronique et de navigation dans Internet. Elle a aussi permis de faire un portrait des compétences technologiques des professeurs. Ceux-ci utilisent à la fois plusieurs logiciels et reconnaissent l’importance des TIC pour leurs tâches pédagogiques et de recherche même si leur degré de maîtrise perçue sur certaines des applications télématiques reste à des niveaux très bas. Par rapport à certaines compétences comme celles destinées à exploiter les TIC dans des situations de communication et de collaboration et celles destinée à rechercher et à traiter des informations à l’aide des TIC, les niveaux de maîtrise par les professeurs de ces compétences ont été très élevés. Les professeurs ont eu des niveaux de maîtrise très faibles sur les compétences destinées à créer des situations d’apprentissage à l’aide des TIC et sur celles destinées à développer et à diffuser des ressources d’apprentissage à l’aide des TIC malgré la grande importance que ceux-ci ont accordée à ces compétences avancées essentielles pour une intégration efficace et efficiente des TIC à leurs pratiques pédagogiques. L’étude des facteurs de résistance a permis d’ériger une typologie de ces facteurs. Ces facteurs vont des contraintes matérielles et infrastructurelles à celles liées aux compétences informatiques et à des contraintes liées à la motivation et à l’engagement personnel des professeurs, facteurs pouvant susciter des comportements de refus de la technologie. Ces facteurs sont entre autres, la compatibilité des TIC d’avec les tâches pédagogiques et de recherche des professeurs, l’utilité perçue des TIC pour les activités pédagogiques et de recherche, les facilités d’utilisation des TIC et la motivation ou l’engagement personnel des professeurs aux usages des TIC. Il y a aussi les coûts engendrés par l’accès aux TIC et le manque de soutien et d’assistance technique au plan institutionnel qui se sont révelés enfreindre le développement de ces usages parmi les professeurs. Les estimations des déterminants de l’acceptation et des usages éducatifs des TIC par les professeurs ont montré que c’est surtout « l’intention comportementale » d’aller aux TIC des professeurs, « l’expérience d’Internet » qui affectent positivement les usages éducatifs des TIC. Les « conditions de facilitation » qui représentent non seulement la qualité de l’infrastructure technologique, mais aussi l’existence d’un soutien institutionnel aux usages des TIC, ont affecté négativement ces usages. Des éléments de recommandation issus de ce travail s’orientent vers la formation des professeurs sur des compétences précises identifiées, l’amélioration de la qualité de l’infrastructure technologique existante, la création d’un logithèque, la mise en œuvre d’incitations institutionnelles adéquates telles que l’assistance technique régulière aux professeurs, l’allègement des volumes horaires statutaires des professeurs novateurs, la reconnaissance des efforts déjà réalisés par ces novateurs en matière d’usages éducatifs des TIC dans leur institution. / The general objective of this doctoral research is the study of the determinants of the pedagogical integration of information and communication technology (ICT) by teachers at the University of Ouagadougou (UO). This led us to study respectively the technological skills of teachers, the resistance factors forcing the integration of ICT by these teachers together with the driving forces of ICT acceptance and ICT educational uses by teachers at this university. This work is built around theoretical concepts of educational uses of ICT, techno pedagogical competences, factors of resistance to ICT use, acceptance and use of ICT and pedagogical integration of ICT. These concepts are included in frameworks for analysis of ICT integration models by teachers and acceptance and use of new technology models. The strategy of data analysis is built around descriptive and analytical approaches, including the use of psychometrics and / or econometrics models with limited dependent variables. Using quantitative research, the recruitment of 82 professors of this university by a notice of consent to participate to the survey, has allowed collecting data on the basis of questionnaires, most of which being built around Likert scale questions. The study of teachers’ technological skills enables on the one hand, to portray a picture of ICT use by teachers. The most common ICT uses at the University of Ouagadougou are the office software, software for email and Internet browsing. On the other hand, it allows a portrait of teachers’ technological skills. They use many softwares and most of them recognize the importance of ICT to their teaching duties and research, but their degree of perceived control on some of ICT applications remains at very low levels. The teachers presented very high control over the skills to exploit ICT in situations of communication and collaboration and also those intended to seek and process information using ICT. These skills reflect their use of electronic means of communication and search engines and the importance that teachers attach to these ICT applications. Moreover, despite the great importance that teachers give to some advanced skills in ICT, they were found at very low levels of mastery of these skills which are those to create learning situations in using ICT and those intended to develop and disseminate learning resources using ICT. Although teachers already use and combine several applications of ICT, their current level of technology skills and teaching does not allow them to effectively use these technologies in their teaching practices. They must necessarily acquire these essential advanced skills. The study of resistance factors helped to establish a typology of these factors. They range from material and infrastructural constraints to those related to computer skills and the availability of support and technical assistance at the institutional level to promote the use of ICT applications in education. It also assessed the compatibility of ICT with teaching duties and research faculty, the perceived usefulness of ICT for educational activities and research facilities, the motivation and / or personal commitment of teachers to use ICT and the influence of social conditions on such uses. There are also the costs of ICT access (Internet and computer equipment), which have shown a negative influence on teachers and violating the development of these educational uses of ICT. The empirical assessment of determinants of acceptance and educational uses of ICT by teachers reveals that, it is mainly the teachers’ "behavioural intention" to go to ICT and "the Internet experience" that affect positively these uses. The "facilitation conditions" that represent not only the quality of the technological infrastructure, but also the existence of institutional support to use ICT, have negatively affected these practices. The elements that can improve educational uses of ICT in the university have been identified from the results of this research: these recommend the teachers’ training on specific identified skills, the improvement of the quality of the existing technological infrastructure, the creation a software library, the implementation of adequate institutional incentives such as regular technical assistance to teachers, the reduction of statutory hourly volumes to innovative teachers, the recognition of the efforts already made by these innovative educational uses of ICT within their institution.

L’objectif général de cette recherche doctorale est l’étude des déterminants de l’intégration pédagogique des technologies de l’information et de la communication (TIC) par les professeurs à l’Université de Ouagadougou (UO). Cela nous a conduit à étudier respectivement les compétences technologiques des professeurs, les facteurs de résistance contraignant l’intégration pédagogique des TIC par ces professeurs, l’acceptation et les usages spécifiques des TIC par les professeurs. Ce travail s’est bâti autour des concepts théoriques sur les usages éducatifs des TIC, les compétences technopédagogiques, les facteurs de résistance, l’acceptation des TIC et l’intégration pédagogique des TIC. Ces concepts se sont inscrits dans les cadres d’analyses des modèles d’intégration des TIC par les professeurs et des modèles d’acceptation et d’utilisation d’une nouvelle technologie. La stratégie d’analyse des données s’est construite autour des approches descriptives et analytiques notamment au moyen de l’utilisation de la psychométrie et/ou de l’économétrie des modèles à variables dépendantes limitées. Utilisant la recherche quantitative, le recrutement de 82 professeurs par avis de consentement à participer, a permis de collecter les données sur la base de questionnaires dont la majeure partie est bâtie autour de questions à échelle de Likert. L’étude des compétences technologiques des professeurs a permis d’une part, de dresser un portrait des usages des TIC par les professeurs. En effet, les usages les plus répandus des TIC dans cette université sont les logiciels de bureautique, les logiciels de messagerie électronique et de navigation dans Internet. Elle a aussi permis de faire un portrait des compétences technologiques des professeurs. Ceux-ci utilisent à la fois plusieurs logiciels et reconnaissent l’importance des TIC pour leurs tâches pédagogiques et de recherche même si leur degré de maîtrise perçue sur certaines des applications télématiques reste à des niveaux très bas. Par rapport à certaines compétences comme celles destinées à exploiter les TIC dans des situations de communication et de collaboration et celles destinée à rechercher et à traiter des informations à l’aide des TIC, les niveaux de maîtrise par les professeurs de ces compétences ont été très élevés. Les professeurs ont eu des niveaux de maîtrise très faibles sur les compétences destinées à créer des situations d’apprentissage à l’aide des TIC et sur celles destinées à développer et à diffuser des ressources d’apprentissage à l’aide des TIC malgré la grande importance que ceux-ci ont accordée à ces compétences avancées essentielles pour une intégration efficace et efficiente des TIC à leurs pratiques pédagogiques. L’étude des facteurs de résistance a permis d’ériger une typologie de ces facteurs. Ces facteurs vont des contraintes matérielles et infrastructurelles à celles liées aux compétences informatiques et à des contraintes liées à la motivation et à l’engagement personnel des professeurs, facteurs pouvant susciter des comportements de refus de la technologie. Ces facteurs sont entre autres, la compatibilité des TIC d’avec les tâches pédagogiques et de recherche des professeurs, l’utilité perçue des TIC pour les activités pédagogiques et de recherche, les facilités d’utilisation des TIC et la motivation ou l’engagement personnel des professeurs aux usages des TIC. Il y a aussi les coûts engendrés par l’accès aux TIC et le manque de soutien et d’assistance technique au plan institutionnel qui se sont révelés enfreindre le développement de ces usages parmi les professeurs. Les estimations des déterminants de l’acceptation et des usages éducatifs des TIC par les professeurs ont montré que c’est surtout « l’intention comportementale » d’aller aux TIC des professeurs, « l’expérience d’Internet » qui affectent positivement les usages éducatifs des TIC. Les « conditions de facilitation » qui représentent non seulement la qualité de l’infrastructure technologique, mais aussi l’existence d’un soutien institutionnel aux usages des TIC, ont affecté négativement ces usages. Des éléments de recommandation issus de ce travail s’orientent vers la formation des professeurs sur des compétences précises identifiées, l’amélioration de la qualité de l’infrastructure technologique existante, la création d’un logithèque, la mise en œuvre d’incitations institutionnelles adéquates telles que l’assistance technique régulière aux professeurs, l’allègement des volumes horaires statutaires des professeurs novateurs, la reconnaissance des efforts déjà réalisés par ces novateurs en matière d’usages éducatifs des TIC dans leur institution. / The general objective of this doctoral research is the study of the determinants of the pedagogical integration of information and communication technology (ICT) by teachers at the University of Ouagadougou (UO). This led us to study respectively the technological skills of teachers, the resistance factors forcing the integration of ICT by these teachers together with the driving forces of ICT acceptance and ICT educational uses by teachers at this university. This work is built around theoretical concepts of educational uses of ICT, techno pedagogical competences, factors of resistance to ICT use, acceptance and use of ICT and pedagogical integration of ICT. These concepts are included in frameworks for analysis of ICT integration models by teachers and acceptance and use of new technology models. The strategy of data analysis is built around descriptive and analytical approaches, including the use of psychometrics and / or econometrics models with limited dependent variables. Using quantitative research, the recruitment of 82 professors of this university by a notice of consent to participate to the survey, has allowed collecting data on the basis of questionnaires, most of which being built around Likert scale questions. The study of teachers’ technological skills enables on the one hand, to portray a picture of ICT use by teachers. The most common ICT uses at the University of Ouagadougou are the office software, software for email and Internet browsing. On the other hand, it allows a portrait of teachers’ technological skills. They use many softwares and most of them recognize the importance of ICT to their teaching duties and research, but their degree of perceived control on some of ICT applications remains at very low levels. The teachers presented very high control over the skills to exploit ICT in situations of communication and collaboration and also those intended to seek and process information using ICT. These skills reflect their use of electronic means of communication and search engines and the importance that teachers attach to these ICT applications. Moreover, despite the great importance that teachers give to some advanced skills in ICT, they were found at very low levels of mastery of these skills which are those to create learning situations in using ICT and those intended to develop and disseminate learning resources using ICT. Although teachers already use and combine several applications of ICT, their current level of technology skills and teaching does not allow them to effectively use these technologies in their teaching practices. They must necessarily acquire these essential advanced skills. The study of resistance factors helped to establish a typology of these factors. They range from material and infrastructural constraints to those related to computer skills and the availability of support and technical assistance at the institutional level to promote the use of ICT applications in education. It also assessed the compatibility of ICT with teaching duties and research faculty, the perceived usefulness of ICT for educational activities and research facilities, the motivation and / or personal commitment of teachers to use ICT and the influence of social conditions on such uses. There are also the costs of ICT access (Internet and computer equipment), which have shown a negative influence on teachers and violating the development of these educational uses of ICT. The empirical assessment of determinants of acceptance and educational uses of ICT by teachers reveals that, it is mainly the teachers’ "behavioural intention" to go to ICT and "the Internet experience" that affect positively these uses. The "facilitation conditions" that represent not only the quality of the technological infrastructure, but also the existence of institutional support to use ICT, have negatively affected these practices. The elements that can improve educational uses of ICT in the university have been identified from the results of this research: these recommend the teachers’ training on specific identified skills, the improvement of the quality of the existing technological infrastructure, the creation a software library, the implementation of adequate institutional incentives such as regular technical assistance to teachers, the reduction of statutory hourly volumes to innovative teachers, the recognition of the efforts already made by these innovative educational uses of ICT within their institution.