Journal articles on the topic 'ICT experience'
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Breitman, Karin, and Mike Hinchey. "ICT Research Experience." Computer 41, no. 6 (June 2008): 58. http://dx.doi.org/10.1109/mc.2008.191.
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Bowonder, B., Nrupesh Mastakar, and K. J. Sharma. "Innovative ICT platforms: the Indian experience." International Journal of Services Technology and Management 6, no. 3/4/5 (2005): 225. http://dx.doi.org/10.1504/ijstm.2005.007409.
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Hilcenko, Slavoljub. "Comment: ICT in Preschool." Journal of Education, Technology and Computer Science 31, no. 1 (2020): 70–78. http://dx.doi.org/10.15584/jetacomps.2020.1.10.
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ICT Tools are not primary, but secondary learning source for teaching abstract mathematical concepts at preschool institution. As a matter of fact, for children ICT Tools don’t have the power of immediate and practical experience or experimental work, which are the primary source of learning such contents. ICT Tools can only be used to revise knowledge after children have acquired it through direct manipulative activities and experiments, which require sensory experiences (eyes, hands). In that way children estimate volume of different liquids and their dishes firstly subjectively and then objectively.
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Kim, Bo-Hyun. "Current Status of Childhood ICT Education by Teacher ICT education experience." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 4 (February 28, 2019): 771–96. http://dx.doi.org/10.22251/jlcci.2019.19.4.771.
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Floria, Kabora. "Analysis of lecturer's experience in the implementation of ICT in teaching economics to undergraduates." Journal of Social Studies (JSS) 12, no. 2 (September 1, 2016): 19–30. http://dx.doi.org/10.21831/jss.v12i2.11632.
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This research aims to reveal: (1) the use of ICT by the economics lecturers in the Faculty of Economics, Yogyakarta State University; (2) the reality of their skill in using ICT in teaching; and (3) the impact of ICT use on teaching. This research used the qualitative phenomenology approach. The goal is to describe a “lived experience” of lecturers in the implementation of ICT in teaching Economics to undergraduate students than to explain their experiences. The result reveals three findings. First, the use of ICT in the Faculty of Economics, Yogyakarta State University is that the Internet is used for browsing, LCD projectors for visualizing materials, and Be-Smart (e-learning) for learning support. Second, the lecturers’ skill in using ICT in teaching is in the average level. It is also noticed that the male lecturers are more competent in ICT than female lecturers. Third, the impacts of ICT use on teaching are the increase of the competence and the confidence of the lecturers to transfer knowledge.
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Kalogiannakis, Michail. "Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience." Education and Information Technologies 15, no. 1 (December 3, 2008): 3–17. http://dx.doi.org/10.1007/s10639-008-9079-3.
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Miller, Vivian, HeeSoon Lee, and Erin Roark. "“For me, it's connection”: Older Adults Experience with Technology during COVID-19." Innovation in Aging 5, Supplement_1 (December 1, 2021): 989–90. http://dx.doi.org/10.1093/geroni/igab046.3555.
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Abstract As a result of COVID-19, older adults have experienced isolation, lost social contacts, and a decrease in connections. A recent study found that “approximately one-quarter of community-dwelling older adults are considered to be socially isolated, and 43% of them report feeling lonely.” Various innovative interventions have emerged, including technology-based interventions as a means to reduce social isolation in older adults, particularly as information communication technology (ICT) use is on the rise among this population. However, it remains to be known how these connections are faring for older adults in the pandemic and whether these ICT connections lead to greater or lesser feelings of social connectedness. Thirty-nine (N=39) in-depth semi-structured interviews were conducted to explore the lived experiences of technology use among older adults during COVID-19. Participants experiences with ICT ranged from illiterate to savvy. Most participants indicated Zoom was the primary means to stay socially connected to family and friends. Participants emphasized that ICT may be a possible solution to deal with loneliness for those older adults who are especially isolated due to COVID-19 restrictions. Barriers and challenges to ICT use included taking too much time to use and needing help to fix any problems that arose. Finally, participants shared essential aspects of ICT use, revealing that it was ‘technology or nothing.’ Findings from this study indicate a need for a simple ICT for the older adult population. Moreover, findings suggest opportunities for peer-support ICT training programs for older adults.
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Jaramillo-Baquerizo, Christian. "Analyzing the transition from face-to-face to remote education: an experience in higher education during the COVID-19 pandemic." Cátedra 4, no. 3 (September 28, 2021): 93–109. http://dx.doi.org/10.29166/catedra.v4i3.3173.
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ICT integration has become one of the most crucial areas of research in education especially during the COVID-19 pandemic. As research suggests, its integration is highly dependent on the level of competence and willingness of usage, for it is the individual who ultimately decides to integrate ICT into their learning activities. The present study focuses on graduate students and teachers’ experiences of integrating ICT during the COVID-19 pandemic. Understanding the experience of these actors can bring insight into better ways to improve the design and implementation of professional development initiatives focused on ICT integration. In this study, the perceptions from students and teachers were collected through questionnaires and interviews analyzing their experience during the drastic transition from face-to-face sessions to remote learning. Results of this study suggest that, while ICT is accepted as the best possible alternative during the first period of the transition, students and teachers perceive a limited level of competence in instructional design. These results and its implications are discussed in view of guidelines for professional development initiatives.
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Kania-Lundholm, Magdalena. "Slow Side of the Divide?" Digital Culture & Society 5, no. 1 (December 1, 2019): 85–104. http://dx.doi.org/10.14361/dcs-2019-0106.
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Abstract Older ICT non-users are often considered vulnerable and potentially socially and digitally excluded group. More recently age-based digital divides have been questioned by scholars aiming to provide a more nuanced understanding of the relationship between old age and technology non-use. Following this path, this article takes the experiences of being an older non- and/or seldom-ICT user and their potential exclusion as point of departure to talk about ideas and understandings of digital technologies and social change. The goal is to empirically explore and understand how the ideas and experiences of ICT nonusage are shared, and negotiated, among older non- and seldom-ICT users. The lived experience of different waves of mediatisation is a specific position in the life course allowing older people to reflect back upon changes prompted by technological development. The empirical data consist of six focus group interviews conducted in Sweden in 2017 with 30 older (65+) non- and seldom-users of ICT between the ages of 68 and 88 years. The results of the analysis show that by describing the ideas and experiences of non- and/or seldom-ICT use, the informants offer a broader reflection on social change and an ambivalent picture of social acceleration. They agree namely that digitalisation is an inevitable process but argue simultaneously that several practices connected to it are not necessarily making our lives easier. Participants experience the socio-technological development in the past 30 years as a very fast one, while adjustment to it deems to occur in a rather slow and weary way. It could be suggested that the nexus of old age on the one hand and non/seldom-ICT usage on the other, as well as their position in life, offer a perspective that can challenge the idea that technological development, ICT access and use are synonymous with efficiency, convenience and inclusion.
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Pečiuliauskienė, Palmira. "APPLYING ICT IN NATURAL SCIENCE EDUCATION WITHIN TEACHING PRACTICE: THE PRESENT SITUATION AND DETERMINING FACTORS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 3 (December 1, 2007): 5–12. http://dx.doi.org/10.48127/gu-nse/07.4.05b.
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Applying ICT in teaching practice is little researched. The studies focusing on the subjective factors of ICT application in educational practice of natural sciences are very rare. The investigation may include motivation for pedagogical work, the need for continuing studies, different experiences of applying ICT etc. The problem of research has been determined by such preconditions as the present situation of applying ICT teaching natural sciences during pedagogical practice and subjective factors determining the latter educational phenomenon. The goal of research is to analyse the use of ICT in natural science education concerning the subjective factors defining this educational phenomenon. The object of research is ICT application in natural science education. The techniques of literature analysis, questioning and mathematical statistics have been applied to conduct research. 300 students carrying on teaching practice in natural sciences have been surveyed. The following subjective factors marking ICT application in educational practice of natural sciences have been established: the sex, learning experience gained in secondary school, the character of entering the university, the outlooks for future studies and motivation for pedagogical job. The number of male rather than female students using ICT in educational practice in natural sciences is gradually increasing. The students having previous experience gained in the last two years of studies in upper secondary school more frequently and efficiently apply ICT in practice. Professional motivation for pedagogical job has no relations with applying computers in educational practice. Key words: educational practice, natural science.
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Naqvi, Samia, and Rahma Al Mahrooqi. "ICT and Language Learning." Journal of Cases on Information Technology 18, no. 1 (January 2016): 49–64. http://dx.doi.org/10.4018/jcit.2016010104.
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Technology-enriched classrooms have been claimed to produce enhanced learning opportunities for foreign language students. These technologies can be integrated into language teaching and learning inside the classroom or used for independent learning by students outside it. This study involves the use of digital-videos in Middle Eastern English as a Foreign Language (EFL) classrooms. It attempts to explore if using technology creatively in language teaching has the potential to enhance communication skills and other sub-skills in EFL classes. Omani EFL students, working in small groups, created commercials for products they chose to design and promote using digital videos. These were then presented to the class while each group was responsible for collaboratively writing a report the presentation of a commercial product and wrote about their experiences. Using data collected mainly from student questionnaires, this article reports on this experience from the points of view of students.
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Lateef, Olori Abiola. "Influence of Digital Divide and Experience on Nigerian University Students’ Attitude Towards the Use of Information Communication Technologies for Learning." Journal of Education in Black Sea Region 5, no. 2 (May 23, 2020): 96–102. http://dx.doi.org/10.31578/jebs.v5i2.202.
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Recent studies have shown that factors influencing technology use include, but are not limited to, accessibility and availability. Several studies in developed countries revealed that digital division and experience significantly influence students’ attitude towards ICT utilization. However, there is lack of empirical evidence to show that such variables do influence ICT utilization by Nigerian students. This study examined the influence of digital divide and experience on Nigerian university students’ utilization of information communication technologies. Two research hypotheses were formulated for the study. A self-constructed and validated twenty-five- item instrument was used to gather information from one thousand and five hundred randomly selected respondents in three public universities in Ogun State, southwestern Nigeria, while t-test statistical method was used to analyze the data collected. Findings revealed that there is a significant difference in the perception of digital native and digital immigrant students in attitude towards ICT utilization (t = 3.25, p<0.05). The findings of this study also showed that there is no significant difference in the perception of digitally experienced and less experienced students in attitude towards ICT utilization(t = 1.16, p>0.05). Based on the findings, it was recommended that postgraduate students in Nigerian universities should be further encouraged not to allow age to influence their perception towards ICT utilization negatively. Also, Nigerian Government should subsidize the cost of ICT devices in order to make them affordable to all students.
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Rafika, Nani Hizriani, and Nor Izzatil Hasanah. "Teaching English for Young Learners by Using ICT: Narrative Inquiry Study." Conference on English Language Teaching 2 (June 8, 2022): 202–19. http://dx.doi.org/10.24090/celti.v2.48.
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In this era, ICT is an essential need for education. Teachers should be aware of ICT’s development. Thus, teachers still struggle with using ICT for teaching and learning. Studying teachers’ view on using ICT for teaching can help teachers solve issues and challenges using ICT. The study’s objectives were to identify the kinds of ICT used by teachers, their view toward the use of ICT, and their suggestions for overcoming issues and challenges in using ICT to teach English to young learners in SDIT Ukhuwah Banjarmasin. This study used narrative inquiry. Two teachers shared their experience of using ICT. The result indicated that these teachers have implemented ICT like Google Classroom, WhatsApp, Google, Microsoft Office, YouTube, Kinemaster, Kahoot!, Mentimeter, Google Forms, Padlet, Quizziz, Zoom, smartphone, computer, laptop, projector, LCD, speaker, audio player, and internet. Teachers have a positive view of using ICT because there are many roles and benefits of ICT. However, teachers experienced some challenges in using ICT such as lack of time and technical problems. Therefore, there is a need to develop teachers’ skills and knowledge of ICT, and give them technical support.
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Verhoeven, Jef C., Dirk Heerwegh, and Kurt De Wit. "ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students." Education and Information Technologies 21, no. 1 (February 2, 2014): 71–103. http://dx.doi.org/10.1007/s10639-014-9310-3.
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Ouedraogo, Boukary. "Model of Information and Communication Technology (ICT) Acceptance and Use for Teaching Staff in Sub-Saharan Africa Public Higher Education Institutions." Higher Education Studies 7, no. 2 (May 22, 2017): 101. http://dx.doi.org/10.5539/hes.v7n2p101.
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This article uses data survey on 82 teachers from the University of Ouagadougou and the model of unified theory of acceptance and use of technology (UTAUT) to assess the determinants of acceptance and educational use of ICT by teachers. The paper’s outcomes show that the construct “performance expectancy” of ICT (expected utility and expected results) positively affects the teachers’ acceptance of ICT. Acceptance of ICT and the Internet experience positively affect the educational use of ICT. However, facilitating conditions have a negative effect on these purposes. The Internet experience of teachers has a positive and significant direct effect on their specific use of ICT. These results could help public powers’ decision makers to develop effective policies for introducing ICTs in Higher Education Institutions.
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Hu, Xinyu (Judy), Larissa K. Barber, YoungAh Park, and Arla Day. "Defrag and reboot? Consolidating information and communication technology research in I-O psychology." Industrial and Organizational Psychology 14, no. 3 (September 2021): 371–96. http://dx.doi.org/10.1017/iop.2021.3.
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AbstractSeveral decades of research have addressed the role of information and communication technologies (ICTs) in industrial-organizational (I-O) psychology. However, segmented research streams with myriad terminologies run the risk of construct proliferation and lack an integrated theoretical justification of the contributions of ICT concepts. Therefore, by identifying important trends and reflecting on key constructs, findings, and theories, our review seeks to determine whether a compelling case can be made for the uniqueness of ICT-related concepts in studying employee and performance in I-O psychology. Two major themes emerge from our review of the ICT literature: (a) a technology behavior perspective and (b) a technology experience perspective. The technology behavior perspective with three subcategories (the “where” of work design, the “when” of work extension, and the “what” of work inattention) explores how individual technology use can be informative for predicting employee well-being and performance. The technology experience perspective theme with two subcategories (the “how” of ICT appraisals and “why” of motives) emphasizes unique psychological (as opposed to behavioral) experiences arising from the technological work context. Based on this review, we outline key challenges of current ICT research perspectives and opportunities for further enhancing our understanding of technological implications for individual workers and organizations.
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Hu, Sheng-Cheng, and Vei-Lin Chan. "Taiwan's Experience in Switching Its Engines of Growth." Asian Economic Papers 1, no. 3 (July 2002): 1–23. http://dx.doi.org/10.1162/153535102320893965.
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Taiwan became a leading worldwide manufacturer of computer hardware in the 1990s. The purpose of this paper is to review the process that led to the birth and growth of Taiwan's information-communication technology (ICT) industries. We further discuss such factors as research and development, high-tech human capital, venture capital, financial liberalization, and telecommunications liberalization, which have contributed to the success of the ICT industries and the shift in the economy from labor-intensive to capital-intensive and technology-intensive production.
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Nair, Pradeep. "ICT based health governance practices the Indian experience." Mass Communicator: International Journal of Communication Studies 7, no. 3 (2013): 33. http://dx.doi.org/10.5958/j.0973-967x.7.3.012.
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Demchenko, Iryna. "Forming of Future Teachers’ ICT-Competence: Canadian Experience." Comparative Professional Pedagogy 6, no. 1 (March 1, 2016): 54–60. http://dx.doi.org/10.1515/rpp-2016-0008.
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AbstractThe article deals with the phenomenon of digital divide in the education in Canada. The domestic and foreign scientific and educational publications have been studied and analyzed. It has been found out that traditional means for training pedagogical specialists are gradually losing their relevance due to lack of educational dialogue between a teacher and a student. Information and communication technologies have entered today’s youth everyday life and become an essential means of communication, receiving and transmitting information. Based on the source study, the essence and reasons of digital divide have been revealed. Canadian researchers consider that it is possible to overcome this problem by revising the approach to teacher training which will focus on the forming of future teachers’ information and communication competence. Various definitions of the terms “information competence”, “ICT competence”, “digital literacy”, “e-literacy” have been described. The model of ICT competence, its structure and the process of its integration into education have been analyzed. The examples of forming future teachers’ ICT competence in universities of Canada have been given. It has been revealed that the problem of effective ICT implementation into educational activities is in the range of many Canadian studies, but in fact the phenomenon of digital divide in education is still topical due to insufficient activity of teachers of pedagogical faculties and students’ ignoring the problem. A number of studies have been examined, the authors of which give practical recommendations aimed at enhancing the role of new technologies in teacher training in Canada.
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Hubackova, Sarka, and Marketa Ruzickova. "Experience in foreign language teaching with ICT support." Procedia Computer Science 3 (2011): 243–47. http://dx.doi.org/10.1016/j.procs.2010.12.041.
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Harbi, Sana, Mariam Amamou, and Alistair R. Anderson. "Establishing high-tech industry: The Tunisian ICT experience." Technovation 29, no. 6-7 (June 2009): 465–80. http://dx.doi.org/10.1016/j.technovation.2008.11.001.
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Anzivino, S., F. Tessarolo, E. Morganti, G. Conti, and G. Nollo. "The uncap experience in developing ICT for health." ACM SIGBioinformatics Record 7, no. 3 (January 29, 2018): 1–7. http://dx.doi.org/10.1145/3183624.3183625.
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Senkbeil, Martin. "ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement." Education and Information Technologies 27, no. 3 (October 1, 2021): 3595–622. http://dx.doi.org/10.1007/s10639-021-10759-x.
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AbstractThis study examined the incremental validity of different information and communication technologies (ICT)-related person characteristics over and above intelligence and and prior achievement when predicting ICT literacy across a period of three years. Relative weights analyses were performed to determine the relative contribution of each predictor towards explaining variance in ICT literacy. We used data from German NEPS that tracks representative samples of German students across their school careers. The sample consisted of 14,436 fifteen-year-old German students who provided self-reports on several ICT-related variables: self-confidence, usage motives, breadth of usage, access, experience, usage at home and at school. Data were analyzed cross-sectionally and longitudinally with structural equation models and path analyses, respectively. Cross-sectionally, all ICT-related variables incrementally predicted ICT literacy after controlling for intelligenc (explained variance: 0.4%–14.1%). Longitudinally, ICT self-confidence, ICT-related usage motives, breadth of ICT usage, ICT usage at school, and ICT experience incrementally predict ICT literacy after controlling for intelligence and prior achievement.three years later (explained variance: 0.3%–8.1%). Relative weights providing estimates of relative importance of each predictor showed that intelligence (cross-sectional) and prior achievement and intelligence, respectively (longitudinal) explained the largest portion of variance in ICT literacy, followed by ICT self-confidence, and ICT usage motives as the strongest ICT-related variables. These results emphasize that ICT-related motivational constructs play an important role in the development of ICT literacy.
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Pera, Bożena, Agnieszka Hajdukiewicz, and Danijela Ferjanić Hodak. "Digital Competencies among Higher Education Professors and High-School Teachers: Does Teaching Experience matter?" Business Systems Research Journal 13, no. 2 (November 23, 2022): 72–95. http://dx.doi.org/10.2478/bsrj-2022-0016.
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Abstract Background: To provide high-quality education and remain innovative, thus contributing to sustainable development goals, educational institutions use digital tools and implement ICT in the teaching process. In addition to providing technical resources, it requires the appropriate education of teachers who should have the appropriate knowledge and skills to take full advantage of the opportunities provided by ICT. Objectives: The main objective of this article is to identify the current state of ICT knowledge and skills of university professors and high school teachers and to establish if there exists a relationship between their digital competencies and teaching experience. We strive to discover areas where digital competencies are already relatively high and ICT knowledge and skills gaps. Methods/Approach: Survey was conducted on a sample of university and secondary school professors who were asked to estimate their perceived level of knowledge and skills in various ICT domains. Results: The results of our research show that the total self-assessed level of competence is intermediate, with slightly higher values for ICT knowledge than for ICT skills. The results vary depending on the different subcategories of competencies and the years of respondents’ teaching experience. Conclusions: Our research findings, which revealed variations and gaps in digital knowledge and skills among professors and teachers, may have significant policy implications for policymakers and educators committed to ensuring quality education.
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Kim, Gwangjae, and Jee Young Lee. "Digital Trust Gap." Journal of Telecommunications and the Digital Economy 8, no. 2 (June 26, 2020): 94–109. http://dx.doi.org/10.18080/jtde.v8n2.237.
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This study examines the relationship between an information and communication technology (ICT) environment developed by strong national policy and the level of user trust in cyberspace in South Korea, using a secondary data analysis of a national survey dataset. We categorised a subsample into the following types of online activities: ‘content creation’, ‘transaction’ and ‘communication’. Each category was analysed by the types of information and the users’ experience while using the internet. The results revealed that the more internet experience a user had, the less they trusted information in cyberspace. In contrast, less experienced users perceived information in cyberspace to be more trustworthy. This was especially evident during transaction and content creation activities. These results differ from existing studies, which showed that developments to the ICT environment with increased internet usage were strongly correlated with increased trust. We present some suggestions drawn from the results of this study that focus on online trust in relation to the ICT environment.
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Kori, Külli, Margus Pedaste, Äli Leijen, and Eno Tõnisson. "The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement." International Journal of Information and Education Technology 6, no. 5 (2016): 331–37. http://dx.doi.org/10.7763/ijiet.2016.v6.709.
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Abasova, Samira. "Analysis and assessment of ICT innovations impact on competitiveness of foreign economic relations: Azerbaijan's experience." Technology audit and production reserves 5, no. 4(67) (November 30, 2022): 29–36. http://dx.doi.org/10.15587/2706-5448.2022.268042.
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Considering that the modified and improved ICT service becomes a commodity in the domestic and foreign markets, it can be said with complete certainty that the improved service in the domestic market, i. e. as a commodity, meets the demand of domestic consumers. But the updated and improved ICT services’ entering foreign markets necessarily complete with other similar services available in those markets. Thus, the object of the study is new innovative ICT services that join the competition in the field of foreign trade and act as the main criterion for measuring the competitiveness of international economic relations. Different factors affect a competitive economy, which include the innovation activity, investment environment, effective spending, existing infrastructure, business security, human capital, social stability, political stability. World experience demonstrates that the competitiveness indicator of developed countries is based on technological advantages, while the competitiveness indicator of developing countries is based on resource advantages. The study aims to analyze and assess of Azerbaijan's ICT innovations impact on competitiveness of foreign economic relations. In this article are studied: 1) the role of innovations in the ICT sector like as high-tech field of economy; 2) the disclosure of the position of the ICT sector in the foreign economic activity field; 3) analysis and assessment of ICT innovations impact on competitiveness of foreign economic relations in Azerbaijan. In conclusion, author suggested some recommendations for Azerbaijan ICT sector activity improving by innovations in sphere of foreign economic relations. Author used to foreign statistical sources, as well as state statistical collections of Azerbaijan in this article.
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Barr, David. "Students and ICT." IALLT Journal of Language Learning Technologies 36, no. 2 (October 15, 2004): 19–38. http://dx.doi.org/10.17161/iallt.v36i2.8408.
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Thispaperdiscussesthereactionofstudentsinthreeuniversitiesto the use of information and communications technology(ICT) in their language learning experience. Although thefindings apply to the language-learning context, there are moregeneric implications for the wider area of computer enhancedlearning. The study uses qualitative and quantitative datacollected as part of a doctoral investigation into computerbasedlanguage-learning environments. The paper considersone main research question: are students resistant, radical orreluctant users of the technology, and why? It examines howand why students use the Web, e-mail and CALL packages toenhance their learning. This study shows that students aregenerally not unsympathetic towards it, although some of thefactors that affectthe level of student use of the technology, suchas course relevance and access of computers, are often outsidetheir control.
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Rizk, Nagla, and Sherif Kamel. "ICT Strategy4Development." International Journal of Strategic Information Technology and Applications 3, no. 2 (April 2012): 72–90. http://dx.doi.org/10.4018/jsita.2012040105.
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In 2011, Egypt’s uprising was realized due to a large number of reasons, including the capitalization on information and communication technology (ICT) as an enabling platform. The experience in Egypt demonstrated the impact of ICT. However, its effect on societal transformation is not yet completed. A need exists to revisit the newly emerging role that ICT can play in the 21st century that goes beyond socioeconomic development and growth. ICT strategy development and implementation must cater to the different needs of the community while realizing universal access in terms of ICT literacy and its effective utilization for developmental purposes. Building the ICT infrastructure and infostructure in the development process must be coupled with concrete projects and initiatives that engage the society at large with its multiple stakeholders from public, private, government, and civil society organizations irrespective of their locations or background. This article describes the evolution of the ICT sector in Egypt with an emphasis on national ICT strategy development and deployment as an integral element of Egypt’s overall development process within the context of a an emerging economy and the various growing potentials ICT offers for its socioeconomic development.
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Trujillo-Torres, Juan-Manuel, Hossein Hossein-Mohand, Melchor Gómez-García, Hassan Hossein-Mohand, and María-Pilar Cáceres-Reche. "Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function." Mathematics 8, no. 12 (December 3, 2020): 2158. http://dx.doi.org/10.3390/math8122158.
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Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.
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Dzhurylo, Alina P., and Oksana M. Shparyk. "ICT COMPETENCE FOR SECONDARY SCHOOL TEACHERS AND STUDENTS IN THE CONTEXT OF EDUCATION INFORMATIZATION: GLOBAL EXPERIENCE AND CHALLENGES FOR UKRAINE." Information Technologies and Learning Tools 70, no. 2 (April 27, 2019): 43. http://dx.doi.org/10.33407/itlt.v70i2.2438.
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The paper is focused on the role of ICT education as a key component in the education systems in EU, USA and Ukraine. The research results show that the use of ICT in education and training has been a priority in most European countries during the last decade. It has been determined that the possession of ICT-competency has been proclaimed an important component of successful schooling and lifelong learning, further professional development, effective management of the learning process, and the use of ICT in learning activities in a modern digital society. It has been revealed that in the European countries, the standards of ICT-competency are developed and implemented at all levels of education, the systems of mandatory monitoring and certification of ICT-competency of students, teachers and heads of general educational institutions are in operation. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. Analysis of foreign experience on modern approaches to the assessment has shown that the assessment of the pupils’ ICT competency in Ukraine is extremely important in the context of modern reforms, since in Ukraine standards for assessing ICT-competency are valid only within the subject “Informatics” at the level of secondary school, while the worldwide tendency is the end-to-end using of assessment tools for students' ICT-competency. Inference should be drawn that building digital competence by embedding and learning ICT should start as early as possible, i.e. in primary education, by learning to use digital tools critically, confidently and creatively, with attention paid to security, safety, and privacy. Teachers need to be equipped with the digital competence themselves, in order to support this process. The authors of the paper made conclusion about the necessity for Ukraine both to study the progressive European experience and to synchronize the education policy in ICT-education with the strategies of the EU and the member states.
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Sadio-Ramos, Fernando José, María Angustias Ortiz-Molina, and María del Mar Bernabé-Villodre. "A biographical experience concerning the role of ICT in Mathematics education." International Journal of New Education, no. 9 (May 18, 2022): 23–41. http://dx.doi.org/10.24310/ijne.9.2022.14239.
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The article starts with the theoretical and empirical introduction, mentioning the role of ICT in teacher training, and proceeds with the methodological presentation of the general research and its design. The next section presents the results obtained, divided in two subsections - the biographical synopsis and the status and use of ICT in Teresa’s teaching and training practice. The conclusion, as allowed by Teresa’s narrative, closes the text.
Objectives: The article belongs to a qualitative biographical-narrative research, which involves obtaining biographical testimonials from teachers/ researchers who train teachers with the help of Information and Communication Technologies (ICT), to promote skills such as critical thinking, creativity, collaboration, cooperation, and communication, understood as essential for the development of comprehensive education, curricular sustainability, and participatory citizenship.
Methodology: The research problem involves the determination of the importance and status associated to the use of ICT in the professional understanding and practice of the participants, according to biographical narratives: What importance and status do the participants associate to the use of ICT, in their understanding and practice of the teaching profession? The teachers’ professional biographies were reconstructed from the collected opinions and perceptions, providing answers to the research question.
Results: Here, we report the biographical narrative of a university teacher/ researcher, under the pseudonym “Teresa”, who is dedicated to Mathematics education in teacher training. From her reconstructed biographical experience, we will highlight a close relationship to the theoretical and empirical contributions presented in the introduction, and to results previously obtained through our research.
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Agayev, F. T., G. A. Mammadova, and R. T. Melikova. "Analysis of ICT education in Azerbaijan: current state, foreign experience, problems and prospects." Open Education 23, no. 2 (May 14, 2019): 50–60. http://dx.doi.org/10.21686/1818-4243-2019-2-50-60.
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Purpose of the study. The aim of the study is to develop recommendations for improving educational curricula for ICT specialties taught to students in universities of the Azerbaijan Republic.The urgency of the problems outlined in this article is determined by the urgency of the transition to the modernization of the national education system and its integration into the global and world educational space, the requirements of creating an information society in Azerbaijan.Modern society needs qualified personnel who own new information technologies and are able to apply them in various fields of activity. Therefore, the process of modernization of the ICT education system is necessary; curricula should comply with international standards and specialization profile.Materials and research methods. The article provides a comparative analysis of higher professional ICT education in the developed countries of the world, shows the similarities and differences of the educational systems of the United States, European countries, Russia and Azerbaijan, analyzes the trends and features of the educational systems of developed countries, provides a list of IT specialties in demand today and in the near future. . The article also outlines the problems facing higher education institutions that train IT profile specialists.As research materials are used:policy documents of the governing bodies of the Republic of Azerbaijan in the field of higher vocational education;training programs of ICT specialties of universities of the Azerbaijan Republic;study programs of ICT specialties of leading foreign universities;scientific works of domestic and foreign authors in the field of ICT education;recommendations of international organizations ACM (The Association for Computing Machinery) and IEEE (The Institute of Electrical and Electronics Engineers) on the development of curricula for various areas of IT profile.Results. Taking into account the analysis of the curriculum of the IT profile of foreign universities, recommendations of international organizations of standardization, monitoring of the labor market, methodical recommendations were developed to improve ICT education in Azerbaijan. The necessity of modernization of the education system and bringing it into line with modern requirements is shown.Conclusion. In modern conditions of the formation of the information society in Azerbaijan, the educational program of the university should take into account the results of monitoring the labor market and the dynamics of macroeconomic changes, the disappearance of old and the emergence of new activities related to the use of ICT. Therefore, an important task is to prepare highly professional specialists in the country who are able to use and implement the advanced development of information technologies in practice.The recommendations outlined in the article can be used by university professors to improve the educational programs of ICT specialties in Azerbaijan.
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Hatlevik, Ove Edvard, and Hans Christian Arnseth. "ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders?" Nordic Journal of Digital Literacy 7, no. 01 (March 22, 2012): 55–69. http://dx.doi.org/10.18261/issn1891-943x-2012-01-05.
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Борисенко, Ірина Василівна, Оксана Павлівна Биконя, Ольга Олександрівна Рембач, Лариса Петрівна Шумна, Олександр Іванович Олійник, and Вікторія Олександрівна Аніщенко. "EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND." Information Technologies and Learning Tools 75, no. 1 (February 24, 2020): 42–55. http://dx.doi.org/10.33407/itlt.v75i1.3151.
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The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation.
The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage.
Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.
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Shahbaz Ahmad. "The Degree of Relationships and Differences Among Level of ICT Utilization in Instruction and Lectures’ Demographic Factors in Selected Universities of Pakistan." International Journal of Distance Education and E-Learning 6, no. 2 (July 1, 2021): 74–84. http://dx.doi.org/10.36261/ijdeel.v6i2.1863.
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The ICT (Information & Communications Technology) utilization in instruction among university and college lecturers is gaining prominence in many countries in the world, including Pakistan, for the purpose of globalization and enhancing the quality of instruction and learning. The purpose of the study was to examine the benefits of ICT utilization, the extent of success factors, problems and constraints encountered in ICT utilization in instruction among lecturers in universities of Islamabad. A cross-sectional questionnaire survey was used to find out the level and extent of ICT utilization in universities of Islamabad. The sample from the study consisted of 260 lecturers drawn from the 14 universities of Islamabad. The data were analyzed using descriptive statistics and inferential statistics such as Pearson correlation, and chi square. Results of the study showed that there were significant relationships among the 14 areas of ICT utilization, significant relationships between ICT utilization and lecturers’ characteristics, and significant relationships between ICT utilization and university demography. There were positive correlations between ICT utilization and some demographics such as lecturers’ age, working experience, experience in computer use, frequency of ICT use, computer use at home, ICT training duration, extent of ICT knowledge, awareness of ICT and ICT written / published in university. The findings of this study could be used for improving instruction among lecturers and for designing a training model for instruction among lecturers in the pursuit of enhancing excellence and quality of education in universities. This study was subjected to several limitations that include online assessment, incorporating audio video conferencing tools, giving more sophistication to educational management software.
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Hrbáček, Jiří, Martin Kučera, Zdeněk Hodis, and Martin Dosedla. "ICT in Technical Subjects." International Journal of Information and Communication Technologies in Education 3, no. 1 (June 1, 2014): 5–16. http://dx.doi.org/10.1515/ijicte-2014-0001.
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Abstract ICT have currently spread almost into all areas of human interests. These technologies accompany us during our rest and entertainment and enable fast and easy communication across vast distances. Moreover, they are used in education and science and control systems around us allowing easier design and construction of these systems. However, they cannot be taken as the only one perfect and best technology. Our research and experience in education of technical subjects shows that they cannot replace the work with real systems and models. In fact, no simulation or animation, even the most perfect one, can fully replace reality. Nevertheless, reality properly completed with animations or simulations offers many possibilities that were previously unthinkable. It is very important in education to show proper interdisciplinary relationships which are the true image of the real world. Also, it is essential for pupils and students to acquaint themselves with the practical problems from their practice. They have accustomed to computer design and project and assembly documentation and they understand technical documentation. Further, they have realized that these are direct images of real systems and they have learned to create and use them. At our department, we have focused on those issues. Students profit from acquired knowledge and skills in one subject that can be used in other subjects. This contribution aims to summarize up to now experience and show some practical results of research that have been conducted.
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Gaete, Adriane Elizabeth Gamarra, and Maria José Soares de Mendonça de Gois. "A Terapia Comunitária Integrativa na abordagem da saúde mental na atenção primária: um relato de experiência." Temas em Educação e Saúde 16, esp. 1 (September 30, 2020): 483–97. http://dx.doi.org/10.26673/tes.v16iesp.1.14314.
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The Integrative Community Therapy (ICT), in addition to being a therapeutic method, is considered a community space to user embracement, where people can share their sufferings, life experiences, knowledge, problems, tough situations, victories and overcoming stories. The objective of this work is to report the experience and present the process of an ICT group’s insertion in a primary care unit located in Curitiba-PR. The themes and achievements presented by the participants are discussed, as well as the role of the primary care professional as a therapist in an ICT circle, and its reverberations in the workplace and clinical practice. It is concluded that ICT has great value because it can be understood as a technology for mental health, as well as a collaborative practice of social intervention, given the greatness of its possibilities since it empowers the community in solving their problems, and humanizes the work of the health team.
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Umar Abdullahi and Musa Sirajo. "ICT and Learning of Mathematics in Nigeria." Journal of Mathematics Instruction, Social Research and Opinion 1, no. 3 (December 1, 2022): 143–52. http://dx.doi.org/10.58421/misro.v1i3.40.
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This study empirically reviews ICT and mathematics learning in Nigeria through a systematic literature review. Relevant articles and journals were identified to examine international students' teaching and learning experiences. Research shows that even if teachers believe that students need to understand mathematics or that the use of ICT improves students' development, students still need to solve problems. It may indicate that They do not incorporate her ICT into math classes or use it in traditional ways to impart knowledge. Her effective use of ICT in mathematics education may lead to more learner-centered classroom practices. These changes are widely believed to impact mathematics teaching and to learn positively. For example, ICT can enrich students' mathematics learning experience, increase their interest in mathematics, and change their attitudes toward mathematics. With the proliferation of online e-teaching, flipped classrooms are becoming a new trend in digital learning. The study recommends that ICT tools be made available by all parties to teachers and students with appropriate Internet access to achieve solid academic performance in mathematics. Governments at all levels need to increase their budgets for education and ensure that the money allocated for education is entirely spent.
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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjeily. "Lebanese Secondary Physics Teachers’ Attitudes Towards the Use of ICT." International Journal of Learning and Teaching 11, no. 1 (January 30, 2019): 8–27. http://dx.doi.org/10.18844/ijlt.v11i1.3891.
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ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ effect towards ICT, aware of usefulness and their confidence to use ICT. This research paper discussed the overall profile of physics teachers’ attitude towards ICT implementation and the difference in teachers’ attitude towards ICT among teachers’ gender, years of experience and age. The results of both descriptive and inferential statistics showed a positive attitude towards ICT and no gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.
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Kwon, Jaeyoon, Kyong-Keun Choi, and Il-Hyung Jo. "Analysis of ICT-Based Smart Fitness Service User Experience." Korean Journal of Sports Science 30, no. 4 (August 31, 2021): 289–309. http://dx.doi.org/10.35159/kjss.2021.8.30.4.289.
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JIBOKU, Joseph O. "ICT AND SOCIO-ECONOMIC TRANSFORMATION: THE EXPERIENCE OF NIGERIA." Journal of International Social Research 11, no. 55 (February 28, 2018): 498–511. http://dx.doi.org/10.17719/jisr.20185537223.
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Kawooya, Dick. "Universal access to ICT and lifelong learning: Uganda's experience." New Library World 105, no. 11/12 (November 2004): 423–28. http://dx.doi.org/10.1108/03074800410568761.
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Et. al., Hira Saeed,. "INFORMATION AND COMMUNICATION TECHNOLOGY IN HIGHER EDUCATION: ONLINE EXPERIENCE OF FACULTY." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 2 (April 13, 2021): 1117–22. http://dx.doi.org/10.17762/itii.v9i2.460.
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Online teaching is a major concern in today's teaching process, and it is necessary to determine the impact of Information and Communication Technology (ICT) on online teaching. Currently, online teaching plays a vital role in guiding educators; students must be updated about the use innovation in the right way. Teachers must teach students about the correct use of technology. The purpose of the research were to study the on line experience of faculty with ICT to overcome the challenges in teaching learning process. The research was quantitative in nature whereas survey methods and quantitative questionnaire were utilized in current research. The random sampling technique was used to target the sample. The target population were the teachers who had experienced online courses and sample size (n=100) teachers. Descriptive analysis were utilized by the researchers to analyze the collected data. The results of the research depicted that there is major role played in online teaching with Information and Communication Technology. Moreover online teaching, increase the use ICT for online courses, which relieved the teacher. The advantage of online teaching in this way is that students were not bound to place and time. COVID-19 stipulates that all instruction frameworks must be converted to online mode. It is recommended that appropriate training for teachers is mandatory, which will help them to implement ICT.
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Kirby, Simon, and Rebecca Riley. "ICT and the Returns to Schooling and Job-Specific Experience." National Institute Economic Review 201 (July 2007): 76–85. http://dx.doi.org/10.1177/0027950107083052.
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We use the United Kingdom Labour Force Survey to estimate the returns to schooling and job-specific experience in sixteen different industry sectors over the period 1994-2001. Next, assuming skill levels are fixed, we assess the marginal effect on these returns of the capital intensity of production and the ICT intensity of capital. Our results indicate that in the UK, over the period 1994-2001, the rising ICT intensity of capital was associated with a rise in the return to schooling, and a reduction in the return to job-specific experience.
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Dubey, Akash D. "ICT in Education." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 37–50. http://dx.doi.org/10.4018/ijicte.2016100104.
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In recent times, most of the developing countries have concentrated themselves on evolving with the help of Information and Communication Technologies, Republic of Fiji being one of them. Fiji National University, one of the leading universities in Fiji has been playing a very important role for the development of the country. In this paper, the author has evaluated and analyzed the concerns of the in-service students who are studying in Fiji National University. This paper follows the Concern-Based Adoption Model (CBAM) model to evaluate the stages of concern of 109 in-service students who are pursuing Bachelor of Education degree and also teach in primary and secondary schools in Fiji. The results showed that the in-service students have high concerns on the self-oriented levels. The results also exhibited a pattern between teaching experience of these in-service students and their stages of concern. Based on the analysis of results, the necessary steps have been recommended for the development of ICT in education.
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Shulska, Nataliia M., Nataliia M. Matviichuk, Yuriy V. Hromyk, Nataliia V. Kolenda, and Nataliia Yu Rymar. "ORGANIZING ICT-SUPPORTED WORKSHOPS AT UNIVERSITIES." Information Technologies and Learning Tools 61, no. 5 (October 31, 2017): 175. http://dx.doi.org/10.33407/itlt.v61i5.1814.
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The article systematizes theoretical and practical experience of organizing classes in the format of dynamic training using the technology of the workshop in higher educational institutions. The emphasis is placed on the peculiarities of the use of integrated workshops with technical (computer) support during classes, as well as remote workshops for the organization of students’ independent work. The practical experience of organizing dynamic training in the form of the workshop for students of Journalism with the use of both an integrated «training workshop» and the possibilities of a free training platform «Prometheus» is presented. Based on the questionnaire of the participants in the training group, the advantages of using the technology of the workshop in the educational process are determined.
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Alzahrani, Majed Gharmallah. "Student Satisfaction with Using Online Discussion Forums at Saudi Universities." World Journal of Education 7, no. 2 (February 28, 2017): 1. http://dx.doi.org/10.5430/wje.v7n2p1.
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This study aims to investigate student satisfaction with using online discussion forums (ODFs). It also aims toexamine the relationships between student satisfaction with using ODFs and student demographics as well as withtheir experience with ICT and online education. Data are collected from 2171 students from four leading universitiesat Saudi Arabia through using an online survey. Overall, the results indicate that students are satisfied with usingODFs in their learning. In addition, student satisfaction with using ODFs had significant relationships with themajority of student demographics and experience with ICT variables. Interestingly, all student experience withonline education variables had significant and positive relationships with student satisfaction with using ODFs.However, factors such the availability of the Internet, preference of traditional learning, life commitments, andexperience with ICT and online education may affect student satisfaction with using ODFs.
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Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "LITHUANIAN UNIVERSITY STUDENTS’ EXPERIENCE IN USING INFORMATION COMMUNICATION TECHNOLOGIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (December 5, 2010): 14–27. http://dx.doi.org/10.48127/gu-nse/10.7.14b.
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Using of ICT in the process of University studies is becoming very meaningful. On the one hand, the newest ICT are changing rapidly, on the other hand, we cannot deny that using them is inevitable. In the latter years, students better prepared in ICT field fill Lithuanian uni-versities. However, such assertion is conditional. After graduating from comprehensive schools, students have quite good skills in ICT field. However, the ability of using computers or other computer equipment, devices and instruments is not the same as directly applying them for learning or study needs. University studies differ, in fact, from education process in comprehensive school. Student must constantly work with different information, be able to find it, analyse and so on. Moreover, all this requires self- independence. Quite often students encounter with serious information management difficulties: are not able to find necessary information, cannot use scientific information data basis, search systems and so on. There-fore, fixation of a current state, analysing in different sections and ways, is inevitably very important. It is necessary to constantly watch, research student and teachers’ demands in ICT appliance field. Thus, the object of our research is the ability of the first and fourth-year undergradu-ates to use information and communication technologies. The aim of research is to gain in-formation concerning the first and fourth-year students’ opinion on the application of ICT in the process of studies. The research A Student and Information and Communication Technol-ogies was conducted in January – March, 2010. Research sample consisted of 663 respond-ents who were 1st year university students and of 322 respondents who were 4th year univer-sity students. In total – 985 respondents. To collect the required data, an anonymous questionnaire including four main blocks was prepared. Questionnaire arranged by Australian researchers was used as a research in-strument (Kennedy, Judd, Churchward, Gray, Kerri-Lee Krause, 2008). Questionnaire com-prises four main blocks: demographic information (5 items), access to hardware and the In-ternet (13 items), use of abilities and skills with technology based tools (Computer: 11 items; Web: 18 items; Mobile phones: 8 items) and preferences for the use of technology based tools in University studies (19 items). Mentioned instrument was partially modified taking into ac-count the study specifics of Lithuanian universities. To analyze research data, the measures of descriptive statistics (absolute and relative frequencies, popularity/usefulness/necessity indexes) have been applied. Generalizing the research Student and information communication technologies re-sults, we can claim, that: • Respondents have practically unlimited possibilities for using mobile phone, com-puter, internet and USB memory stick. • Relatively new and rather expensive digital technologies, such as iPod touch, e-library, palm computer, GPS navigator and other are still slightly used. • Computer has become the means of everyday necessity. It is intensively used both for studies and for leisure. Boys use more complex computer functions than girls do. • Respondents usually use the internet for communication, information search and for e-mail services. Boys use the internet more variously than girls. • Computer technology usage possibility analysis in the aspect of courses showed that statistically significant difference having existed between first year students, who have graduated from city and region schools, disappeared in the fourth course. • The fourth year students comparing to the first year students are becoming more conscious and are using computer more for learning purposes, however, using computer for leisure (playing games, watching films, listening to music on the inter-net) is more characteristic to the first year students. Key words: ICT, study process, analysis of experience, science education.
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Manimozhi, G., and P. Srinivasan. "Web Tools for Teachers: Current ICT Trends for Professional Development." Shanlax International Journal of Education 10, no. 3 (June 1, 2022): 41–47. http://dx.doi.org/10.34293/education.v10i3.4122.
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In the 21st century classroom, teachers are facilitator of student knowledge and creators of dynamic classroom environment. Teaching in the 21st century is a general different experience; website is an easiest way of sharing and exchanging knowledge and experiences for teachers. In this article the authors will introduce the professional development web tools for teachers. It is creating a professional development for teachers and make learning is easiest way for students.