| The Problem. The purpose of this study was to determine the computing profile of Algerian higher education. In order to meet this objective, the research centered around an investigation of the state of computer readiness of teachers and administrators, and an assessment of computing capabilities.;The Results. The findings of this study indicated low computer experience, but high interest to learn about computers, among administrators and instructors. The computer uses underlying this interest were word processing, programming, and various applications in research and discipline-related issues. The respondents' perceptions toward computer utilization were fairly positive.;The findings of this study showed that the Algerian higher education profile in computing is scattered through three developmental stages. The characteristics found in the less developed stages represent the extent of computer uses and the sizes of computer specialists. This study suggests that in order to promote computing in the Algerian university system, efforts must be made to take advantage of the high level of computer readiness of both administrators and instructors to move to computer utilization. Special emphasis is recommended to improve computer science education and computer initiation. Algerian university as a developing one, is also asked to develop a comprehensive plan and clear guidelines to promote computer utilization.;The Method. A questionnaire survey designed to solicit data about the level of computer awareness, the level of computer interest, and the perception toward computer utilization was administered to individuals employed by the University of Oran, Algeria. Seventy-nine teachers, 23 administrators, and 5 teachers performing administrative tasks, returned the questionnaires. Descriptive statistics and analyses of variance were performed. Nine interviews were carried out, aimed at determining the administrative problems of Algerian universities, the existing number of computers, and the available human capabilities. |
