Relevant bibliographies by topics / Faculty of Information Technology

Academic literature on the topic 'Faculty of Information Technology'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Faculty of Information Technology"

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Mitchell, Laura. "The Dental Faculty Information Technology Committee." Bulletin of The Royal College of Surgeons of England 87, no. 5 (May 1, 2005): 173. http://dx.doi.org/10.1308/147363505x45575.

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Lombardo, J., C. White, and R. Wojcik. "Using modern information technology to profile faculty activities." Academic Medicine 73, no. 12 (December 1998): 1267–73. http://dx.doi.org/10.1097/00001888-199812000-00016.

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Fetter, Marilyn S. "Enhancing Baccalaureate Nursing Information Technology Outcomes: Faculty Perspectives." International Journal of Nursing Education Scholarship 5, no. 1 (January 19, 2008): 1–15. http://dx.doi.org/10.2202/1548-923x.1440.

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Buarki, Hanadi J. "Faculty Members’ Information and Communication Technology Skills after a Web 2.0 Tools Activity Course." International Journal of Information and Education Technology 5, no. 9 (2015): 704–9. http://dx.doi.org/10.7763/ijiet.2015.v5.596.

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Bauder, Julia, and Jenny Emanuel. "Being Where Our Faculty Are: Emerging Technology Use and Faculty Information-Seeking Workflows." Internet Reference Services Quarterly 17, no. 2 (April 2012): 65–82. http://dx.doi.org/10.1080/10875301.2012.718316.

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Schoepp, Kevin. "Barriers to Technology Integration in a Technology-Rich Environment." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 1 (June 1, 2005): 56–79. http://dx.doi.org/10.18538/lthe.v2.n1.02.

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This paper reports on one segment of a research project which investigates what faculty members perceive to be acting as barriers in their attempts to integrate [information and communication] technology into their teaching at a laptop university. A web-based questionnaire was used to collect information from 69/288 (24%) faculty members from a small U.A.E. university. From the data gathered, patterns and associations emerged from which the researcher is able provide recommendations as to what type of interventions and programs could be provided to increase current levels of teaching with technology.
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Quigley, Brian D., Gary Mason Church, and Anne Peterson. "Defining the Need for Information Technology Instruction Among Science Faculty." Science & Technology Libraries 20, no. 1 (March 2001): 5–42. http://dx.doi.org/10.1300/j122v20n01_02.

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Meurer, L. N., and D. E. Simpson. "Integrating information technology training into an established faculty development program." Academic Medicine 73, no. 5 (May 1998): 617–8. http://dx.doi.org/10.1097/00001888-199805000-00095.

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Duncan, Doris. "Qualifications of Information Technology College Faculties: The Role of Formal Education and Professional Certification." Journal of Educational Technology Systems 20, no. 2 (December 1991): 115–28. http://dx.doi.org/10.2190/pl4q-81qj-pr8y-ye9c.

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The Institute for Certification of Computer Professionals (ICCP) Education Foundation awarded a grant to the Applied Computer Science Department at Illinois State University to survey the qualifications and certifications held by information technology college faculty. The survey instrument was mailed to a random sample of information technology department chairs at two-year and four-year colleges. The overall response rate was 41 percent. Issues covered include faculty composition and qualifications, ways of certifying information technology faculty, continuing education requirements and recognition of ICCP certification. Survey results show major diversity in faculty composition and qualification requirements.
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Al-Shboul, Muhannad Anwar. "Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)." Modern Applied Science 13, no. 3 (February 26, 2019): 66. http://dx.doi.org/10.5539/mas.v13n3p66.

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The use of Information and Communication Technology (ICT) in the classroom is very important for providing opportunities for students and learners to learn to operate in an information era. Studying the incentives and obstacles to the use of ICT in education may assist instructors to overcome these barriers and become successful technology adopters in the future. Thus, this paper investigates the factors related to the incentives and obstacles that influence the use of ICT in the educational practices as perceived by faculty members in Jordanian universities. Moreover, this article identifies factors that may affect faculty member’ decisions to use ICT in the classroom. These factors are interrelated; the success of the implementation of ICT in teaching and learning process is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. A web-based questionnaire was employed and distributed to all faculty members of four selected universities in Jordan for the Fall Semester 2017/2018. A total of 262 participants from a wide variety of schools have responded and completed the survey. The results of the analysis revealed that the major factors that prevent or affect faculty member’ use of ICT in higher education institutions in Jordan are lack of faculty member ICT skills; lack of faculty member confidence; lack of pedagogical faculty member training; lack of suitable educational software; limited access to ICT tools; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these factors and obstacles affect individuals and institution may help in taking a decision on how to tackle them.
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Dissertations / Theses on the topic "Faculty of Information Technology"

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Lomerson, William L. (William Lough). "Information Technology Needs of Professional Education Faculty with the Implications for the Design of Information Technology Systems." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332783/.

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This study identified determinants existing within the academic environment of professional education faculty that influence the development and implementation of an information technology system to support their professional endeavors. Such a system would encourage these faculty to integrate technology into their curriculum and, consequently, produce teacher graduates who could employ information technology effectively in teaching. This study used a field survey research design with a mailed questionnaire. Both institutional and personal demographic factors were examined. The population exhibited a high level of homogeneity. This study indicated that ease of use, reliable operation, and capability to integrate technology into their personal work style were the most important concerns of faculty members. These factors reduce the emotional and intellectual costs of using technology.
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Gilmore, Elizabeth L. (Elizabeth Lee). "Impact of Training on the Information Technology Attitudes of University Faculty." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278150/.

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The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.
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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.

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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.
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Quesinberry, Malora. "An Analysis of Faculty and Staff's Identification of Malware Threats." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3088.

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This document presents findings related to faculty and staff member’s ability to identify malware threats. This study involved discovering the most common incidents of malware threats to higher education systems. From this research, eight categories of malware were identified to be the most common threats to higher education systems. This document also describes the impact of malware intrusions on higher education systems to emphasis the importance of recognizing malware threats. Faculty and staff members at a midsize southeastern university were presented with realistic scenarios to determine the ability to identify malware threats. The results indicate malware categories such as virus, Trojan, browser hijacker, adware, and ransomware were identifiable by faculty and staff. Additionally, the findings demonstrate malware threats in the worm, spyware, and rootkit categories were difficult for faculty and staff members to identify. A recommendation for educating faculty and staff members to better identify malware threats in the less identified categories was proposed to help mitigate future malware intrusions. Future recommendations include investigating new types of malware risks and students’ awareness, or recognition of malware threats and solutions for mitigating these risks.
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Franklin, Barbara L. "Design and implementation of the Information Technology Management Group faculty research catalog." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA304404.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1995.
Thesis advisor(s): T. Hamid, Shu S. Liao. "September 1995." Bibliography: p. 245. Also available online.
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Reilly, Catherine A. "Information and Communication Technology Use in the College Classroom| Adjunct Faculty Perspectives." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618691.

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The role of Information and Communication Technology (ICT) in higher education has increased in recent years, and most university administrators consider ICT important in effective teaching practices. While administrators encourage the use of ICT, many teachers do not use technology. Most studies regarding ICT have been concerned with the practices of full-time faculty. This is problematic, since adjunct faculty members are becoming a growing and influential presence on college campuses, and research suggests that factors unique to adjuncts may create barriers to ICT implementation. A review of the available literature indicates that the body of knowledge regarding adjunct faculty members' perceptions toward ICT implementation is limited. The purpose of this quantitative, non-experimental study was to investigate the degree to which differences or variations in gender, teaching discipline, average number of courses taught per semester, and perceived barriers to ICT use are related to adjunct faculty members' reported ICT integration into teaching and perceptions of ICT use to improve teaching. Data were collected via an anonymous, Internet-based survey administered to a random sample (n = 186) of part-time faculty who were on the contact list of New Faculty Majority: The National Coalition for Adjunct and Contingency Equity. Multiple linear regression analysis was conducted, one for each dependent variable. Statistically significant correlations were found between reported ICT integration into teaching and average number of courses taught per semester, (β = .17, t(141) = 2.12, p = .04), as well as perceived barriers to ICT use (β = -.22, t(141) = -2.72, p =.01). Statistically significant correlations also were found between perceptions of ICT use to improve teaching and perceived barriers to ICT use, (β = .49, t(152) = 7.05, p =.00), as well as teaching discipline, (β = .23, t(152) = 3.32, p = .00). Based on the results, it is recommended that institutions implement mentoring and training policies to encourage best practices in ICT implementation. To expand the results of the study, future research is recommended to replicate the study using a larger sample, compare perceptions of adjunct faculty members with full-time, and examine differences in low-level and high-level ICT use.

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Mudaranthakam, Dinesh pal Indrapal. "International faculty search." Kansas State University, 2011. http://hdl.handle.net/2097/8759.

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Master of Science
Department of Computing and Information Sciences
Daniel A. Andresen
This application enables users to search the database for International Faculty Members who are currently working at the veterinary department. It also helps the users to know more about the faculty members in detail that is about their specialization, area of expertise, their origin, languages they can speak and teaching experience. The main objective of this project is to develop an online application where the faculty members could be searched based on the three major criteria that is department to which the faculty member belong to or based upon the area of expertise of the faculty member or based upon the country. The application is designed in such a way that a combination of this three drop down list would also give us the results if any such kind exists. The major attraction for this application is that the faculty members are plotted on the world map using the Bing API. A red color dot is placed on the countries to which the faculty members belong, and a mouse over on the dot pops up when the mouse pointer is placed on the red colored dot then it would pop up the names of the faculty who hail from that country. These names are in form of hyper links when clicked on them would direct us to the respective faculties profile. This project is implemented using C#.NET on Microsoft Visual Studio 2008 along with the xml parsing techniques and some XML files which stores the profile of the faculty members. My primary focus is to get familiar with .NET framework and to be able to code in C#.NET. Also learn to use MS Access as database for storing and retrieving the data.
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Roe, Cristie Elaine. "Effects of informational technology on community college faculty." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280246.

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During the 2001-02 academic year, I investigated the impact of information technology on community college faculty at a large, multi-campus community college district in the southwest. My purpose of this study was to determine how technological innovation on their campuses was affecting the working conditions of faculty since these conditions ultimately affect the ability of faculty to provide effective instruction for their students. Using a grounded theory and phenomenological approach, I analyzed data collected through interviewing faculty in three community colleges, examining email communication and online documents from four colleges and the college district, and attending two technology conferences for employees in the college district. While a number of studies have been conducted in recent years on technology's impact on labor, few of these studies have addressed the impact of technology in higher education, with fewer still examining the effects of technology on community college personnel, despite the rapid proliferation of technology on community college campuses. Therefore, drawing on research conducted in business and industry as well as in higher education settings, I sought to ascertain whether technological innovations enskill or deskill faculty (Vallas, 1993), or promote managerial extension of power (Rhoades, 1998), whether each college or the college district rewards or penalizes faculty for their eagerness or reluctance to adopt new technologies (Rogers, 1983), and whether the technologies purchased by community colleges impact faculty working conditions by altering the environments in which the technologies are used (Winner, 1986). The most salient findings of this study included the offsetting advantages and disadvantages to technology usage which result in detriments and benefits to the work of faculty increasing simultaneously, and the impact on the work environment of the technologies themselves due to their intrinsic characteristics. The conclusions are both striking and powerful enough to warrant further investigation into the ramifications of technology proliferation within the community college sector in order to determine whether the anticipated benefits of technological innovation to community college education do, in fact, outweigh the problems connected to technology.
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Al, Senaidi Said Poirot James L. "An investigation of factors affecting Omani faculty members' adoption of information and computing technology." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11063.

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Zhai, Wei. "Connection, Technology, Positionality: An Inside Look at Women Faculty's Positionality toward "Connection" and "Technology"." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/567.

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Women faculty members have been reported rating their level of knowledge and experience in using technologies lower than male faculty members. A closer examination revealed that women faculty members were likely to use technologies that fit into their pedagogy, met students' learning styles and needs, and facilitated their interactions with colleagues and students. So women faculty's choices of particular technologies can be assumed to reflect their particular instructional beliefs and perspectives, represented as a connected approach to learning and teaching. Gender alone is inadequate to explain women faculty's use of technology. The purpose of this study was to explore women faculty's understanding of teacher-student, student-student, and student learning-life connections and how technology affects these connections. A theoretical framework called positionality is used, which approaches women not solely from their biological or psychological attributes but also from the contexts in which they are situated. The results of the study suggested that women faculty members exhibited a positional understanding of the teacher-student, student-student, and student learning-life connections. A positional consciousness was reflected in their use of strategies to promote these connections. Technology played a positional role in women faculty's effort to create connections. Women faculty's views and practices of "connection" and "technology" are better understood by the contexts in which they are situated rather than by their gender. Women faculty often assume multiple identities expressed from different positions within different contexts, which is reflected by the variations in their relationships with students, their different perceptions of their student relationship with each other, their different ways of promoting connections, and their different views and use of technology. Limitations of the current study, recommendations for future research, and practical implications are discussed.
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Books on the topic "Faculty of Information Technology"

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Basiron, Sakdiah Binti. Land information system for the Civil Engineering Faculty, University of Technology, Malaysia. London: PEL, 1991.

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P, Mackey Thomas, and Jacobson Trudi, eds. Using technology to teach information literacy. New York: Neal-Schuman Publishers, 2008.

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G, Brown David, ed. Developing faculty to use technology: Programs and strategies to enhance teaching. Bolton, Mass: Anker Pub., 2003.

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Kansai Daigaku. Sōgō Jōhō Gakubu. Sōgō jōhōgaku - jōhōka shakai no mirai: Kansai Daigaku Sōgō Jōhō Gakubu kansei oyobi Daigakuin Sōgō Jōhōgaku Kenkyūka kaisetsu kinen kokusai shinpojiūmu hōkoku ronshū = Informatics - the future of information society : memoirs 1998, faculty & Graduate School of Informatics, Kansai University. Ōsaka-fu Takatsuki-shi: Kansai Daigaku Sōgō Jōhō Gakubu, 1998.

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Parker, Vera. A database approach to maintaining the Information Technology Management Group faculty research catalog on the World Wide Web. Monterey, Calif: Naval Postgraduate School, 1996.

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Agriculture, University of Ruhuna) Joint National Conference on Information Technology in Agriculture (3rd 2011 Faculty of. Proceedings of third Joint National Conference on Information Technology in Agriculture: Faculty of Agriculture, University of Ruhuna, 2011. Sri Lanka: Information Technology Research Unit, Faculty of Information Technology, University of Moratuwa, 2011.

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Sechrist, Scott R. Risks and rewards: Good citizenship and technologically proficient faculty. Hershey, PA: Idea Group Pub., 2000.

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Rutgers University. School of Communication, Information and Library Studies. Symposium. Information ethics: Concerns for librarianship and the information industry : proceedings of the Twenty-seventh annual symposium of the graduate alumni and faculty of the Rutgers School of Communication, Information and Library studies, 14 April 1989. Jefferson, N.C: McFarland, 1990.

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Elaine, Magusin, ed. Exploring the digital library: A guide for online teaching and learning. San Francisco, CA: Jossey-Bass, 2005.

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Security, Illinois Department of Employment. Information technology. Springfield, Ill.]: Illinois Dept. of Employment Security, 2007.

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Book chapters on the topic "Faculty of Information Technology"

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Morgan, Becka, Gregory W. Hislop, and Heidi J. C. Ellis. "Faculty Development for FLOSS Education." In IFIP Advances in Information and Communication Technology, 165–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20883-7_15.

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Lu, Jie. "Obituary in the Newsletter of Faculty of Engineering and Information Technology, University of Technology, Sydney." In A Tribute to Prof. Dr. Da Ruan, 29–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30307-4_9.

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Unterrainer, Karl. "DIE FAKULTÄT FÜR ELEKTROTECHNIK UND INFORMATIONSTECHNIK / THE FACULTY OF ELECTRICAL ENGINEERING AND INFORMATION TECHNOLOGY." In Die Fakultät für Elektrotechnik und Informationstechnik, 34–48. Wien: Böhlau Verlag, 2016. http://dx.doi.org/10.7767/9783205202240-004.

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Awuzie, Bankole. "Sustainability Competences and Pedagogical Approaches at the Central University of Technology (Faculty of Engineering, Built Environment, and Information Technology)." In Developing Sustainability Competences Through Pedagogical Approaches, 207–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64965-4_14.

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Al-Abrat, Nayef Ali Saleh, and Mohammed Hasan Ali Al-Abyadh. "The Extent of Awareness of Faculty Members at Albaydha University About the Concept of Educational Technology and Their Attitudes Towards It." In Communications in Computer and Information Science, 189–207. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-93417-0_13.

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Chang, Shanton, Martina von Imhoff, and Rikke Ilona Ustrup. "Engineering and Information Technology." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 300–324. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch012.

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Students in the Engineering and Information Technology (IT) field are statistically less mobile than in many other disciplines. This has been documented across Australia, Europe and North America. While studies have shown the benefits of going abroad for a period of time, these messages seem to be lost on many Engineering and IT students. Using comparative case studies between/among various Universities, this chapter outlines and explores the challenges of trying to encourage more of such students to go abroad. Challenges include: (1) student concerns; (2) degree structure and program limitations; and (3) faculty buy-in. This chapter outlines three cases where strategic and operational actions have been taken to mitigate identified challenges. Best practices include the identification and introduction of ‘mobility windows' in curricula in cooperation with faculty, having a clear management framework and performance indicators and achieving faculty buy-in.
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Nightingale, Jennifer P. "Changing a Business School Corporate Culture." In Computing Information Technology, 191–200. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-752-0.ch012.

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This chapter introduces the concept of an Academic Management System, which is designed to enhance communication among faculty, staff, students, and administration. Using an Academic Management System, built within a Course Management System, has the potential to improve communication, reduce administrative costs, and allow 24-hour access to information. The experience of one university that integrated these technologies has had a positive effect throughout campus and, as a result, several other programs are now developing similar sites for their faculty, staff, students and administration.
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Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." In Advancing Education with Information Communication Technologies, 102–11. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch009.

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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.
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Graham, John, and George W. Semich. "A Model for Effectively Integrating Technology Across the Curriculum." In Information Communication Technologies, 1234–43. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch085.

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Technology training for college faculty has become an important part of the mission of colleges and universities today. Funding is allocated toward not only purchasing new technologies but also training faculty to use these technologies with their students in the classroom to better prepare them for the information workplace. Our interest at Robert Morris University was to develop a sequential staff development model that would not only help train faculty, but also help them apply and eventually integrate technology with their students across all of the academic disciplines. This model looks at three key phases of staff development: the training phase, the application or use phase, and the final phase of integration that involves a transformation from the teacher-centered to the learner centered classroom.
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Keengwe, Jared, David Georgina, and Patrick Wachira. "Faculty Training Strategies to Enhance Pedagogy-Technology Integration." In Advancing Education with Information Communication Technologies, 192–202. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch016.

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One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison & Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.
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Conference papers on the topic "Faculty of Information Technology"

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Suchan, William K., Jean R. S. Blair, Duane Fairfax, Bryan S. Goda, Kevin L. Huggins, and Mike J. Lemanski. "Faculty development in information technology education." In the 7th conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1168812.1168818.

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Martin, Jerry. "What does faculty really want from information technology?" In the 29th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500956.501019.

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Cheng, Xiufeng, and Zhu Song. "An automatic assignation application for faculty members." In Mechanical Engineering and Information Technology (EMEIT). IEEE, 2011. http://dx.doi.org/10.1109/emeit.2011.6023988.

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Noranita, Beta, Ragil Saputra, Satriyo Adhy, and Rizal Muhammad. "Capability Level at Faculty Information Technology Unit Using COBIT 5." In 2018 2nd International Conference on Informatics and Computational Sciences (ICICoS). IEEE, 2018. http://dx.doi.org/10.1109/icicos.2018.8621738.

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Ollis, David, and John Krupczak. "Teaching Technology Literacy: An Opportunity for Design Faculty?" In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASME, 2006. http://dx.doi.org/10.1115/detc2006-99528.

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Nogo, Srđan, Nikola Davidović, and Radmilo Borovina. "Information Technology impact level perception of Students at Electrical Engineering Faculty in East Sarajevo." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.283n.

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The paper investigates status of Information Technology (IT) impact level perception of students studying at the Faculty of Electrical Engineering in East Sarajevo. Competitiveness on the labour market of the future graduated engineers are narrowly related to their level of competences and possible adoption of skills in teaching process. This paper includes the results of a research involving all students in the Computer Science and Informatics program at our university, starting from first year of studies up to fourth year. Three areas have been identified as additional value for the students during the teaching process at the faculty. The focus was on the student’s perception of professional IT skills that they have to adopt before their first employment. Based on the research results, amending of current curriculum of the Computer Science and Informatics program at the Faculty of Electrical Engineering in East Sarajevo has been proposed.
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Pitocchelli, Jay, Bruce Chakrin, and Tom Murphy. "How faculty use information technology at a small liberal arts college." In the 28th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/354908.354962.

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Fidoten, Hannah, and Jaime Spacco. "Do faculty recognize the difference between computer science and information technology?" In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157369.

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Hendra Dedi Kriswanto, Hendra, Hendra Dedi Kriswanto, Mu’arifuddin Mu’arifuddin, and Dania Ayu Wulandari. "Development of Android-Based Information Systems Faculty of Education." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.85.

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Burić Mutavči, Bojana, Jelena Dumanjić, and Marija Bajić. "Evaluation of On-Line Courses Developed at the Faculty of Business Studies and Law and Faculty of Information Technology." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.9.

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Systematic evaluation of computer-based education (CBE) in all its various forms, including integrated learning systems, interactive multimedia, interactive learning environments and microworlds, often lags behind current development. Th erefore, an evaluation of on-line courses developed at the Faculty of Business Studies and Law and at the Faculty of Information Tehnology has been conducted. The sorses which were intended as a supplement to lectures and seminars were developed as a project using Citrix platform. The evaluation criteria used were based on the experience of the staff at the Instructional Media and Design department at Grant MacEwan College, Edmonton, Alberta, Canada and their eleven referential points. Considering the fact shat the courses evaluated are still in their trial period it was not suprising when the outcome showed substantial space for improvements.
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Reports on the topic "Faculty of Information Technology"

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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Amzeri, Achmad, Kaswan Badami, and Gita Pawana. Inheritance of resistance to downy mildew (Peronosclerospora maydis) in crossing of Madura Maize Plant (Zea mays L.). Innovative Scientific Information & Services Network, May 2019. http://dx.doi.org/10.21107/amzeri.2019.1.

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Hybridization of Back cross is one method to get varieties that are resistant to downy mildew. The purpose of this study was to obtain information on inheritance characteristics of downy mildew resistance. This research was conducted at the experiment center of Agro-Technology Study Program of Agriculture Faculty, University of Trunojoyo Madura. Research of Assessment of resistance to Downy Mildew used a randomized block design with 18 treatments (P1, P2, F1, F2, BC1P1 and BC1P2 in three sets of crosses, namely LGL x Mdr-3, T12 x Mdr-1 and E02 x Mdr-2) and three replications so there were 54 experimental units. Identification of polymorphic RAPD markers for endurance to downy mildew through Bulk Segregant Analysis (BSA) was done by amplifying the DNA in the resistant pool and susceptible pool. The random primers used were 120 primers from 6 operon groups, namely OPA, OPB, OPC, OPD, OPF and OPG. The results showed that the inheritance pattern of maize genetic resistance to downy mildew followed a segregation pattern of 3:1 with a degree of dominance between -1 and 0, and was controlled by incomplete partially negative dominant gene. OPC-07 was a marker that was linkage close to the resistance to downy mildew with a genetic distance of 1.9 cM.
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Lyon, Gordon E. Information technology :. Gaithersburg, MD: National Institute of Standards and Technology, 2002. http://dx.doi.org/10.6028/nist.sp.500-241.

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McCabe, R. Michael, and Elaine M. Newton. Information technology :. Gaithersburg, MD: National Institute of Standards and Technology, 2007. http://dx.doi.org/10.6028/nist.sp.500-271.

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Wing, Brad. Information technology :. Gaithersburg, MD: National Institute of Standards and Technology, 2011. http://dx.doi.org/10.6028/nist.sp.500-290.

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Baird, Aaron, Corey Angst, and Eivor Oborn. Health Information Technology. MIS Quarterly, June 2018. http://dx.doi.org/10.25300/misq/2019/curations/06212018.

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Moncarz, Howard T., Craig Schlenoff, Michael Gruninger, Michael Duffey, and Amy Knutilla. Process information technology:. Gaithersburg, MD: National Institute of Standards and Technology, 1998. http://dx.doi.org/10.6028/nist.ir.6206.

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Bartoszek, Thomas, Barry Gay, John Huddleston, James Mitchell, Alejandra Rodriguez, Vicky Sain, Christopher Scrabis, and Kathryn Truex. Information Technology Management: Management of Information Technology Resources Within DoD. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada432557.

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Upton, Jaki F., Ann M. Lesperance, and Steven L. Stein. Information Technology and Community Restoration Studies/Task 1: Information Technology. Office of Scientific and Technical Information (OSTI), November 2009. http://dx.doi.org/10.2172/971111.

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Brody, Fern, Judith Brink, Anne Koenig, Dan Przybylak, and Berenika M. Webster. Library Impact Research Report: Discovery of Published Information by Early-Career Science Faculty. Association of Research Libraries, November 2022. http://dx.doi.org/10.29242/report.pitt2022a.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System conducted a study to understand the information-seeking behavior of early-career faculty in the hard sciences. The team sought to learn how those faculty discover published content and if they use library-purchased commercial databases in the process. Additionally, the team wished to understand how much time and effort researchers invest when looking for content and what pain points they experience. Another objective of this project was to develop and evaluate a methodology for collecting and analyzing information about the library’s role in the research discovery process, for any part of the research life cycle. Thus, the results will guide library services, as well as shed light on ways libraries can support researchers in research discovery.
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