BARRIERS AND FACILITATION FOR THE ACCEPTANCE OF INTERNET OF THINGS AMONG TEACHERS IN HIGHER EDUCATION SECTOR IN KARACHI

Abstract

Nobody can deny the change that technology has brought to the world of education. Technology has completely changed how we live our lives, from the innovative ways open universities teaching to the use of smartphones and tablets in the classroom. The Internet of Things also alters how individuals live and learn, in addition to how they go about their daily lives at work. (Tianbo, Z. 2012). Therefore, the teachers in the twenty-first century need to be efficient at integrating new technologies into curriculum and classroom practice as well as instructional strategies and technology use (Eisenberg & Johnson, 1996). Challenges and Opportunities are enormous with IOT in higher education. In addition to advancing the essential principles of teaching and research, the fascinating developments in ubiquitous computing, and with the advent of Artificial Intelligence, IOT technologies like cloud computing, machine learning are also beneficial in establishing a new, highly developed IOT centered education society. IOT deployment in educational institutions, however, can be compared to a new wave of change that has created new opportunities and prospects for improving both the physical infrastructure of educational institutions and the teaching-learning process. The purpose of this study was to assess the potential of IOT in higher education, factors affecting its acceptance among higher education teachers and explore ways to maximize its benefits while resolving its drawbacks and reducing its hazard. This study aimed to increase knowledge, awareness and understanding surrounding their unique perspectives in order to gain an insight into how this immersive technology could be used to improve the integration and deployment of IOT in the Higher Education Sector.