Thematische Bibliographien / Information and communication technology (ICT)

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Zeitschriftenartikel
Dissertationen
Bücher
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Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Information and communication technology (ICT)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 7. September 2023

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Zeitschriftenartikel zum Thema "Information and communication technology (ICT)"

Li, Xiaobin. „Information and Communication Technology in China“. International Journal of Information and Communication Technology Education 5, Nr. 4 (Oktober 2009): 34–43. http://dx.doi.org/10.4018/jicte.2009041004.

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This article provides an overview of the recent development of information and communication technology (ICT) utilized in Chinese elementary and secondary education. Specifically, the article discusses the positive impact ICT has on Chinese education, as well as the existing problems in the application of ICT. The potential for further developing education with ICT in schools is considered. In addition, challenges are discussed, and recommendations are made with regard to providing better education with ICT. The target audience of this article is policy makers, educators, ICT professionals and researchers.

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Ratheeswari, K. „Information Communication Technology in Education“. Journal of Applied and Advanced Research 3, S1 (10.05.2018): 45. http://dx.doi.org/10.21839/jaar.2018.v3is1.169.

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Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information communication technologies. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. ICT improves teaching and learning and its importance for teachers in performing their role of creators of pedagogical environments. ICT helps of a teacher to present his teaching attractively and able to learn for the learners at any level of educational programmes. Today in India teaching training programmes making useful and attractive by the term of ICT. Information and Communication Technologies (ICTs) exemplified by the internet and interactive multimedia are obviously an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in a teacher education institution.

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Li, Xiaobin. „Information and Communication Technology in Education“. International Journal of Information and Communication Technology Education 9, Nr. 1 (Januar 2013): 1–11. http://dx.doi.org/10.4018/jicte.2013010101.

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This article provides an overview of the current development of information and communication technology (ICT) utilized in Chinese education. Specifically, the article describes and discusses the impact contemporary ICT has on Chinese elementary and secondary education, as well as the existing challenges in ICT application. The article also examines ICT’s application in higher education, particularly in distance education, and the issues that have to be dealt with. The article discusses the potential for further developing education with ICT. In addition, it makes recommendations with regard to providing better education with ICT in China.

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Beni Akhy, Khalid, und Weningtyas Parama Iswari. „Information Communication Technology in EFL Classroom“. Journal of English as A Foreign Language Teaching and Research 1, Nr. 1 (30.03.2021): 61–70. http://dx.doi.org/10.31098/jefltr.v1i1.485.

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Information Communication Technology (ICT) has penetrated into the teaching of English as a foreign language (EFL) around the world, not to mention in Morocco. However, due to some obstacles faced in its implementation, its effectiveness needs to be improved. This paper is intended to explore the potentials of ICT to be used in EFL classes in Morocco and how to prepare teachers to be ready in incorporating the ICT in their language teaching. The potentials cover, among others, what multimedia resources are available, how to make use of them and how ICT becomes the tools to develop student's English language skills. As the teachers' role is very significant, they should get professional development training in ICT for education

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Peansupap, Vachara, und Derek H. T. Walker. „Information communication technology (ICT) implementation constraints“. Engineering, Construction and Architectural Management 13, Nr. 4 (Juli 2006): 364–79. http://dx.doi.org/10.1108/09699980610680171.

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Akdemir, Omur, Dincer Bicer und R. Sukru Parmaksiz. „Prospective teachers’ information and communication technology metaphors“. World Journal on Educational Technology 7, Nr. 1 (12.11.2015): 09. http://dx.doi.org/10.18844/wjet.v7i1.19.

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Determination of the perceptions of the prospective teachers about Information and Communication Technology (ICT) terms has a remarkable potential to provide input for technology integration plans and ICT training. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers for ICT terms. Data were gathered from 180 prospective teachers through a survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. The most common conceptual categories are “developing and changing” for technology, “making life easy” for computers and search engines, “limitless and endless” for the Internet, “means of communication” for social networks, and “addictive items” for video games. Future research should concentrate on investigating the match and mismatches between the intended use of the ICT tools and the perception of the prospective teachers. Keywords: metaphors, ICT, information and communication technology, technology integration, pre-service teacher, teacher education, prospective teachers.

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Afifah, Isna Zahrotun, und Novan Ardy Wiyani. „Information and Communication Technology Based Education Marketing Management“. Al-Idarah : Jurnal Kependidikan Islam 12, Nr. 2 (15.12.2022): 183–94. http://dx.doi.org/10.24042/alidarah.v12i2.12801.

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This study aimed to describe information and communication (ICT)-based education marketing management in MTs Ma’arif NU 1 Jatilawang Banyumas. This study employed qualitative approach by using interview, observation, and documentation for the data collection. The collected data were analyzed by Miles and Huberman model, consisted of data reduction, data presentation and data verification. The results of the study shows that education marketing management in MTs Ma’arif NU 1 Jatilawang Banyumas utilized information and communication technology (ICT), especially in its education marketing. In this study, the education marketing was done by George R. Terry’s theory in management function analysis which were planning, organization, implementation, and evaluation. ICT-based education marketing management in MTs Ma’arif NU 1 Jatilawang Banyumas was done through ICT-based planning of education marketing management, ICT-based organization of education marketing management, ICT-based implementation of education marketing management, and ICT-based evaluation of education marketing management. Keywords: Education, ICT, Management, Marketing.

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Fajri, Nur Sobihatul, und Novan Ardy Wiyani. „Manajemen Marketing Sekolah Berbasis Information and Communication Technology“. J-MPI (Jurnal Manajemen Pendidikan Islam) 4, Nr. 2 (30.12.2019): 107. http://dx.doi.org/10.18860/jmpi.v4i2.7857.

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<pre><em>The purpose of this research is to describe the process of marketing management of an ICT-based school at SMK Citra Bangsa Mandiri Purwokerto. This research uses a qualitative approach with descriptive methods. Data were collected using interview, observation, and documentation techniques. The data collected was then analyzed using Miles and Huberman's model data analysis techniques, namely data reduction, data presentation, and verification. The results of this study indicate that marketing at SMK Citra Bangsa Mandiri Purwokerto is carried out by utilizing ICT especially for school marketing. ICT-based school marketing is carried out through ICT-based school marketing management planning activities, organizing ICT-based school marketing, mobilizing/implementing ICT-based school marketing, supervision of ICT-based school marketing.</em></pre>

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Abdul-Samad, Zulkiflee, und Patrick Pragasam Kulandaisamy. „Cost Management for Information and Communication Technology Projects“. Journal of Engineering, Project, and Production Management 12, Nr. 2 (01.05.2022): 166–78. http://dx.doi.org/10.32738/jeppm-2022-0015.

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Information and communication technology (ICT) is an important sector that contributes to the development of a country. However, the success of this sector depends on the success of the ICT projects. Hence, ICT projects must be managed efficiently and effectively to ensure that they are successfully implemented. The literature review reveals that most of the ICT projects around the globe are in a challenged state, especially in terms of cost. This quantitative research aims to explore the cost influencing factors of the ICT projects in Malaysia and to build a cost influencing factors framework as a knowledge base for project managers. A 5-point Likert scale survey was conducted using the purposive sampling and the snowball sampling method to solicit responses from a large population of ICT project managers. The responses of 194 ICT project managers in Malaysia were analyzed, and the top 15 cost influencing factors were identified at different phases of a project. This result was used to build a cost influencing factors framework as a knowledge base for ICT project management.

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Yazçayir, Nevriye, und Kıymet Selvi. „Information and communication technology competencies of class teachers“. International Journal of Innovative Research in Education 3, Nr. 1 (15.12.2015): 20. http://dx.doi.org/10.18844/ijire.v1i1.120.

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Teacher competencies refer to general information, skills and attitudes required for being an effective and a productive teacher. According to traditional approach, teacher competencies are determined in three main fields: field competencies, pedagogical competencies and cultural competencies. However, nowadays teacher competencies are discussed in broader and different dimensions with regard to reform studies in education, developments in teacher education, scientific results in the fields of education sciences and other sciences. ICT competencies defined as one of the teacher competencies have been one of the most important competencies for all individuals. While ICT competencies are included in some studies of teacher competencies in literature, these competencies are examined under the heading of “general competencies” and in a limited scope. This study aimed at to determine the ICT competencies of class teachers. This research was carried out as a qualitative research. In the research, the data gathered at four stages and with different data collection methods from class teachers and experts by means of using Delphi technique. In the first stage, three written open-ended research questions were given to 40 class teachers and teachers’ responses to these questions were taken in a written form. Teachers’ written opinions were analyzed by researchers and teacher’s ICT competencies were determined. In the second stage, a three-hour face to face brain storming meeting comprised of two rounds was organized and 20 class teachers’ opinions were collected. In the third stage, a list of class teachers’ ICT competencies were made based on the opinions determined at stage 1 and stage 2. The list was given to 20 teachers. It was been asked if they agree with competencies in the list. In the fourth stage, ICT competencies of class teachers was been defined based on the data gathered from the research. ICT competencies of teachers in research; competencies of ICT knowledge acquiring and maintain, competencies of ICT use in teaching design and practices, competencies of teaching and developing ICT skills to students, ICT competencies related to the development of their professional knowledge and skills, competencies of ICT use in student counseling services and competencies of ICT use in e-school applications including consists of six competency areas. Each subcompetencies that should be owned under the area of competence was also determined. Keywords: ICT, class teacher, competency, learning, education

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Dissertationen zum Thema "Information and communication technology (ICT)"

Cetinkaya, Yalcin. „Information And Communication Technology Education In Primary Schools: Students“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.

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Hutchings, Chelsea Elizabeth. „Spousal Connectedness and Information and Communication Technology Use“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3433.

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To meet the purpose of the study, three hypotheses were tested: First, it was predicted there was a relationship between spousal connectedness and personal and spousal ICT (information and communication technology) device usage; second, it was predicted satisfaction with personal or spousal ICT device usage were mediators of the primary relationship between spousal connectedness and ICT device usage; and third, it was expected communication moderated the relationship between spousal connectedness and personal ICT device usage. A representative sample of married adults (n=208) were sampled. Personal and spousal ICT device use, satisfaction with personal and spousal ICT device use, spousal connectedness, and communication were measured and the resulting data analyzed. Regression analyses and path analyses were performed to test the hypotheses. The first and third hypotheses were found to be significant, but the second was not. The negative relationship between personal ICT device use and spousal connectedness indicates that as ICT device use increases, connectedness decreases. Communication, however, was shown to buffer this relationship. Data indicated that the more a person recalled communicating with their spouse, the less prominent was the relationship between their personal ICT device use and spousal connectedness.

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Pazi, Shaban M. „Cost-effective Information and Communication Technology (ICT) infrastructure for Tanziania“. Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6272/.

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The research conducted an Information and Communication Technology (ICT) field survey, the results revealed that Tanzania is still lagging behind in the ICT sector due to the lack of an internationally connected terrestrial ICT infrastructure; Internet connectivity to the rest of the world is via expensive satellite links, thus leaving the majority of the population unable to access the Internet services due to its high cost. Therefore, an ICT backbone infrastructure is designed that exploits optical DWDM network technology, which un-locks bandwidth bottlenecks and provides higher capacity which will provide ICT services such as Internet, voice, videos and other multimedia interactions at an affordable cost to the majority of the people who live in the urban and rural areas of Tanzania. The research analyses and compares the performance, and system impairments, in a DWDM system at data transmission rates of 2.5 Gb/s and 10 Gb/s per wavelength channel. The simulation results show that a data transmission rate of 2.5 Gb/s can be successfully transmitted over a greater distance than 10 Gb/s with minimum system impairments. Also operating at the lower data rate delivers a good system performance for the required ICT services. A forty-channel DWDM system will provide a bandwidth of 100 Gb/s. A cost analysis demonstrates the economic worth of incorporating existing optical fibre installations into an optical DWDM network for the creation of an affordable ICT backbone infrastructure; this approach is compared with building a completely new optical fibre DWDM network or a SONET/SDH network. The results show that the ICT backbone infrastructure built with existing SSMF DWDM network technology is a good investment, in terms of profitability, even if the Internet charges are reduced to half current rates. The case for building a completely new optical fibre DWDM network or a SONET/SDH network is difficult to justify using current financial data.

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Yaacob, Raja. „Information Communication Technology (ICT) adoption in a Malaysian political party“. Thesis, University of Manchester, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549331.

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Sen, Rumela. „Transformation of humanitarianism the role of information and communication technology [ICT] /“. Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1786804491&sid=3&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Yee, Dianne L. „Leading, learning, and thinking with information and communication technology, ICT, images of principals' ICT leadership“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ47921.pdf.

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Martins, Henrique Manuel Gil. „Use of mobile Information Communication Technology (ICT) devices in clinical settings“. Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614177.

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Alkhawaldeh, Mustafa. „Information and communication technology (ICT) : practice within Jordanian early years education“. Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678628.

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This study investigates the current status of integration and implementation of ICT practice in Jordanian kindergartens, stakeholders' understanding of policy recommendations for ICT integration, obstructions to the implementation of ICT practices in ECE, and the types of ICT practices used in ECE and their effects on children's development.

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Burgan, Owen T. S., und burgan@internode on net. „Helping teachers surf the Information and Communication Technology tsunami“. Deakin University, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040423.163355.

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A range of factors, both internal and external, is creating changes in teaching and teachers professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researchers involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writers involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".

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Mdlongwa, Edward Thabani. „Information and communication technology (ICT) and enhanced learning at Pearson High School“. Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011595.

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The advent of the 21st Century has seen a number of technological developments which affect almost every spectrum or aspect of our lives. Castells (2001) likens the power of ICT to the impact that access to electricity and clean running water in a community have had on human development. In the field of educational, information and communication technology (ICT) has become a core part in helping to improve the efficiency and productivity of both teaching and learning of any particular subject (Fallows and Bhanot, 2002).The aim of this study was to investigate to what extent ICT had enhanced learning at Pearson High School in the Summerstrand area of the Nelson Mandela Bay Municipality (NMBM). The results of the study were compared with similar studies in other schools in NMBM conducted at the same time. The study was qualitative and methods of data collection used were key informant interviews and focus group discussions.

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Bücher zum Thema "Information and communication technology (ICT)"

Chris, Guy, Hrsg. ICT: Information & communication technology. London: Letts Educational, 2003.

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GCSE ICT: Information & communication technology : revision guide. [Place of publication not identified]: Letts Ed, 2010.

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Shafazand, Hassan, und A. Min Tjoa, Hrsg. EurAsia-ICT 2002: Information and Communication Technology. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36087-5.

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McCay, John Declan. Teacher attitude towards ICT (Information Communication Technology). [S.l: The author], 1999.

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Papua New Guinea. Dept. of Communication and Information., Hrsg. National information & communications technology (ICT) policy. [Waigani] Papua New Guinea: Dept. of Communicaton and Information, 2008.

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Mittal, Mamta, und Gopi Battineni, Hrsg. Information and Communication Technology (ICT) Frameworks in Telehealth. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05049-7.

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Equity and information communication technology (ICT) in education. New York: Peter Lang, 2009.

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Richard, Parsons, und Stuart Colin Harber, Hrsg. GCSE ICT: Information communication technology : the revision guide. Kirkby in Furness: Coordination Group Publications, 2004.

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Shortis, Tim. The language of ICT: Information and communication technology. London: Routledge, 2001.

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Buchteile zum Thema "Information and communication technology (ICT)"

van Klaveren, Maarten, Kea Tijdens und Denis Gregory. „Information and Communication Technology (ICT)“. In Multinational Companies and Domestic Firms in Europe, 189–217. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137375926_6.

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Drenth, Randy, Lukas Bigler und Pan Theo Große-Ruyken. „Information & Communication Technology (ICT) 4.0“. In Strategie für Industrie 4.0, 49–75. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16752-3_3.

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Halder, Santoshi, und Sanju Saha. „Information Communication Technology (ICT) in Education“. In The Routledge Handbook of Education Technology, 351–62. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-30.

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Ray, Partha. „Information and Communication Technology (ICT) in India“. In Information Systems, 71–83. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge India, 2019. http://dx.doi.org/10.4324/9780429202933-5.

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Al-Rodhan, Nayef R. F. „Information and Communications Technology (ICT)“. In The Politics of Emerging Strategic Technologies, 18–46. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230304949_3.

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Fichman, Pnina, und Madelyn R. Sanfilippo. „Technological Deterministic Approach to Multiculturalism and ICT: ICT as the Independent Variable“. In Multiculturalism and Information and Communication Technology, 51–65. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-031-02331-6_4.

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Berleur, Jacques, Diane Whitehouse, Philippe Goujon und Catherine Flick. „Ethics and ICT Governance“. In IFIP Advances in Information and Communication Technology, 13–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15479-9_2.

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Hilty, Lorenz M., und Magda David Hercheui. „ICT and Sustainable Development“. In IFIP Advances in Information and Communication Technology, 227–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15479-9_22.

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Hepp, Pedro, und Ernesto Laval. „ICT for rural education“. In IFIP Advances in Information and Communication Technology, 115–26. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35668-6_12.

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Nakano, Tadashi, Michael Moore, Akihiro Enomoto und Tatsuya Suda. „Molecular Communication Technology as a Biological ICT“. In Biological Functions for Information and Communication Technologies, 49–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15102-6_2.

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Konferenzberichte zum Thema "Information and communication technology (ICT)"

Vishwa Mohan, Vangari, und Vahideh Zarea Gavgani. „Informing Clients through Information Communication Technology in Health Care Systems“. In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3367.

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Information Communication Technology (ICT) has revolutionized the world communication order. People can be informed in more effective, efficient and convenient ways. Access to media has percolated to the grassroots. In spite of all such remarkable developments, whether ICT facilitates Science communication is a billion dollar question. Though information is freely and widely available by virtue of ICT, yet, there are areas where Science communication through ICT still needs to be developed to deliver critical information to the needy. Objectives: The objectives of the study are to find out: whether patients and care givers have perception of their information needs? What sources of information they usually consult? What type of channels/media they possess to access the information? What sources the patients and care givers prefer to consult? Whether in the opinion of the patients and their care givers, the ICTs are effective in delivering the critical information. Methodology: An exploratory survey was conducted. A semi-structured interview was employed to collect data from a group of 188 patients and care givers in the hospitals and clinics in Hyderabad (India). Results and conclusion: The study determined the patients’ and care givers’ preferences for technologies in keeping informed. It also brought to light the limitations and usefulness of ICTs in Science communication in general and medical information in particular.

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Chakravarty, Kanta. „through Information and Communication Technology: A Case Study“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2983.

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Micro financing through Self Help Group (SHG) has transferred the real economic power to the hands of women and has considerably reduced their dependence on men. Access to Information and Communication Technology (ICT) can empower SHG women by promoting basic literacy and education, providing access to knowledge, banking services, etc. The present paper mainly focuses on the uses of Information and Communication Technology among women members of SHGs and role of distance education. The study was based upon an empirical study carried out two districts namely, Jorhat and Morigaon, of the state of Assam of India. The data shows that distance education can brings positive changes among the members of the SHGs through ICT.

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Tsuchiyama, Mayumi, und Tasuku Miyoshi. „The Adoption of Information Communication Technology (ICT) by Japanese SMEs“. In 2020 9th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2020. http://dx.doi.org/10.1109/iiai-aai50415.2020.00118.

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Dhahri, Mbarek, und Mohamed Koutheair Khribi. „Teachers’ Information and Communication Technology (ICT) Assessment Tools: A Review“. In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00025.

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Porozovs, Juris, Anita Migleniece, Daina Voita und Alvis Valdemiers. „THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOLS OF LATVIA“. In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.80.

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Modern education is closely connected with implementation and using of information and communication technologies (ICT) in the teaching process. The questionnaire of teachers and directors of Latvia schools was carried out in order to evaluate the situation of ICT in schools and the attitude of school pedagogues toward this process. The results of the questionnaire showed that supply of schools with modern ICT in Latvia is not sufficient. The respondents expressed their views: what are the main obstacles of effective implementation of ICT in the study process and what are the priority challenges in the implementation of ICT in schools. Key words: information and communication technologies, schools, implementation, teachers, directors.

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Smith, Edward, und Mauro Ugolini. „Building information and communication technology (ICT) value-propositions for the post-information age“. In 2017 56th FITCE Congress. IEEE, 2017. http://dx.doi.org/10.1109/fitce.2017.8092999.

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Musil, Bojan, Smiljana Gartner, Igor Pesek und Marjan Krasna. „ICT competences assessment through ICT escape room“. In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2019. http://dx.doi.org/10.23919/mipro.2019.8757043.

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Shahverdiyeva, R. O. „Issues of management of ICT-technology parks“. In 2011 5th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2011. http://dx.doi.org/10.1109/icaict.2011.6110905.

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Kamba, Manir Abdullahi, und Yushiana Mansor. „From information-poverty to information-rich: ICT as enabler“. In 2010 International Conference on Information and Communication Technology for the Muslim World 2010 (ICT4M). IEEE, 2010. http://dx.doi.org/10.1109/ict4m.2010.5971926.

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Ariestyani, Arleen, Ulani Yunus und Mariko Rizkiansyah. „ICT (Information and Communication Technology) Access to the Agricultural Farmers in Manado“. In 2021 International Conference on Information Management and Technology (ICIMTech). IEEE, 2021. http://dx.doi.org/10.1109/icimtech53080.2021.9535042.

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Berichte der Organisationen zum Thema "Information and communication technology (ICT)"

Quinn, Stephen. Information and Communications Technology (ICT) Risk Outcomes:. Gaithersburg, MD: National Institute of Standards and Technology, 2022. http://dx.doi.org/10.6028/nist.sp.800-221a.ipd.

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Miller, John, Lori Bird, Jenny Heeter und Bethany Gorham. Renewable Electricity Use by the U.S. Information and Communication Technology (ICT) Industry. Office of Scientific and Technical Information (OSTI), Juli 2015. http://dx.doi.org/10.2172/1215195.

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Spielman, David J., Els Lecoutere, Simrin Makhija und Bjorn Van Campenhout, Hrsg. Information and Communications Technology (ICT) and agricultural extension in developing countries. Washington, DC: International Food Policy Research Institute, 2021. http://dx.doi.org/10.2499/p15738coll2.134865.

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Anderson, David M., Michael G. Hoffman, Jackie M. Niemeyer und Todd J. Samuel. Economic and Physical Linkages of the Information and Communication Technology (ICT) Service Industry to Key Industries of the Economy: An Ad Hoc Report. Office of Scientific and Technical Information (OSTI), Januar 2017. http://dx.doi.org/10.2172/1344050.

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Roland-Holst, David, Kamalbek Karymshakov, Burulcha Sulaimanova und Kadyrbek Sultakeev. ICT, Online Search Behavior, and Remittances: Evidence from the Kyrgyz Republic. Asian Development Bank Institute, Dezember 2022. http://dx.doi.org/10.56506/fepw3647.

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Infrastructure has always been a fundamental driver of long-term economic growth, but in recent decades information and communication technology (ICT) has supported and accelerated the growth of the global economy in ways beyond the imagining of our ancestors. We examine the role of ICT infrastructure in facilitating labor markets' access and remittance flows for workers from the Kyrgyz Republic. Using a combination of traditional high frequency macroeconomic data and real time internet search information from Google Trends, we take a novel approach to explaining the inflow of remittances to a developing country. In the first attempt to model remittance behavior with GTI data in this context, we use a gravity model. We also attempt to account for both origin and destination labor market conditions, using Kyrgyz language search words to identify both push and pull factors affecting migrant decisions.

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Vakaliuk, Tetiana A., Dmytro S. Antoniuk und Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.

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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, Evgeniy Lavrov, Svitlana Shevchenko und Valeriia Aksakovska. ICT for training and evaluation of the solar impact on aviation safety. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.33407/lib.naes.722580.

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The paper discusses information and communication technology use for studying reasons of aviation accidents because of the aviation operator errors as result of internal and external influence. The model and technique are proposed and include integrated ICT united previously developed (initial professional selection and day-to-day pre-shift check), open access cloud-based (NASA and ICAO) and real-time operative (air traffic controllers and pilots control) ICTs, which data are stored in one database. Proposed ICT has been checked to study effect of the solar wind parameters (speed and density) on appearance of aviation incidents and accidents during one year observation. Results of that study were compared with corresponding results of another period of solar activity, as well as with data obtained in laboratory conditions to study cognitive tests performance under effect of the solar wind.

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Bayudan-Dacuycuy, Connie, und Lawrence B. Dacuycuy. Harnessing the Potential of Online Marketplaces in the Philippines: Insights from the National Information and Communications Technology Household Survey. Asian Development Bank Institute, Oktober 2022. http://dx.doi.org/10.56506/wird8686.

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Using the Philippines’ first-ever nationally representative survey designed for characterizing digital commercial and noncommercial engagements, including ICT use, digital economy, and technology-enabled incidents, we investigate the presence of gendered disparities in online marketplaces. Doing this is consistent with the spirit of a gender and development approach that aims for equal and equitable outcomes between men and women. We verify whether the observed participation of women in online marketplaces results in higher online sales. To establish the determinants of participation and incomes in online marketplaces, we use a Heckman estimator in cognizance of the nonrandom choices people make when they enter online marketspaces. The negative selection indicates that those likely to sell have unobserved attributes negatively correlated with online income. Based on our model’s income predictions, men outperform women in online sales. Men still hold the advantage, replicating a trend observed in traditional marketplaces. Results also highlight the importance of skills, digital awareness and habits, selling platforms, and ICT infrastructures. The paper also identifies potential initiatives for online marketplaces.

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Vijay, Modi, Jack Bott, Simone Fobi Nsutezo, Roberto Aiello, Michelle Hallack und Carolina Anclan. How Information and Communications Technology (ICT) is Poised to Transform the Delivery of Energy Services - See more at: https://publications.iadb.org/handle/11319/8785#sthash.h0rJN5ac.dpuf. Inter-American Development Bank, Dezember 2017. http://dx.doi.org/10.18235/0001010.

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Jefferson, Brian. Reviewing Information Technology, Surveillance, and Race in the US. Just Tech, Social Science Research Council, Mai 2022. http://dx.doi.org/10.35650/jt.3033.d.2022.

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The past decade has been marked by a growing awareness of the potential harms of personal computing. This recent development was spurred by a surge of news reports, films, and studies on the unforeseen side effects of constantly using networked devices. As a result, the public has become increasingly aware of the cognitive, ideological, and psychological effects associated with the constant use of personal computing devices. Alongside these revelations, a growing chorus of activists, journalists, organizers, and scholars have turned attention to surveillance technology-related matters of a different kind—those related to the carceral state and border patrol. These efforts have sparked a shift in the public consciousness, from individual experiences of technology users to how technology is used to maintain social divisions. These studies show how the explosion of network devices not only changes society but also maintains longstanding divisions between social groups. This field review highlights key concepts and discussions on information technology, surveillance, carceral governance, and border patrol. Specifically, it explores the evolution of information communication technology and racial surveillance from the late nineteenth century until the present. The review concludes by exploring avenues for bringing these conversations into a transnational dialogue on surveillance, technology, and social inequality moving forward.

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