Relevant bibliographies by topics / ICT Practices

Academic literature on the topic 'ICT Practices'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "ICT Practices"

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Buabeng-Andoh, Charles. "ICT Implementation and Practices." International Journal of Information and Communication Technology Education 11, no. 2 (April 2015): 1–13. http://dx.doi.org/10.4018/ijicte.2015040101.

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The purpose of this study was to investigate students' pedagogical use of Information and Communication Technology (ICT) and the soft and hard factors that influence their use. The participants were 3380 randomly selected students from 24 public and private schools. A quantitative method was used in this study with Likert five-point scale questionnaires to collect data. The study revealed that students' pedagogical use of ICT was low. Most students reported that they were competent in the use of smart phones for educational purposes. The study found that soft and hard factors are interrelated and play a crucial part in students' pedagogical use of ICT. It was interesting to note that ICT competence, access to computers, and the programs students were enrolled in had impact on the results.
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Hero, Jesson L., Ma Cristina E. Zulueta, Daianne S. Gloria, Jose Carlo L. Tongol, Aaron C. Dela Cruz, Sr Angelita T. Sagun, Fr Gil V. Cajurao, and Wendell C. Cabrera. "Mastering Innovations in the Lens of Information and Communications Technology (ICT) Competence and Practices of 21stCentury Filipino Teachers: A Comparison among Thailand, Vietnam, and the Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 4 (April 12, 2021): 285–95. http://dx.doi.org/10.11594/ijmaber.02.04.02.

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In the advent of Information and Communications Technology in education, competence and skills for technology-based instruction are essential for teachers. With this, there is a need to continually train and equip teachers with understanding and capabilities that will enable them to maximize the utilization of ICT in their instructional practices. Hence, this research determined the correlation of teachers' level of ICT competence towards their ICT integration practices and corroborated it to existing findings in Thailand and Vietnam. Using a descriptive-correlational design, the researchers found a link between and among variables. The chosen respondents for the study consisted of onehundred and nineteen (119) teachers from private institutions in a district in Bulacan. Results showed that teachers exhibited competence towards ICT integration. More so, teachers highly practiced ICT integration as part of their instructional practices and strategies in teaching. Results of regression analysis of the data revealed that the six dimensions of ICT competence significantly correlated to the teachers' ICT integration practices. The pedagogical practices and competence of Filipino teachers are the same as the Thai and Vietnamese teachers towards ICT Integration. It is recommended that schools maintain teachers' competence and confidence towards ICT integration thru enhancement or faculty development programs.
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Bostan, Atila. "Impact of education on security practices in ICT." Tehnicki vjesnik - Technical Gazette 22, no. 1 (2015): 161–68. http://dx.doi.org/10.17559/tv-20140403122930.

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Nair, Pradeep. "ICT Based Health Governance Practices." Journal of Health Management 16, no. 1 (March 2014): 25–40. http://dx.doi.org/10.1177/0972063413518678.

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P. Patel, Rajanikant. "ICT based best practices in library." IP Indian Journal of Library Science and Information Technology 3, no. 2 (January 15, 2019): 101–5. http://dx.doi.org/10.18231/2456-9623.2018.0022.

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Kwong, Nui Sim. "Exploring ICT practices through Echo 360." International Journal of Learning, Teaching and Educational Research 17, no. 1 (January 31, 2018): 26–35. http://dx.doi.org/10.26803/ijlter.17.1.2.

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Ylipulli, Johanna, and Tiina Suopajärvi. "Contesting ubicomp visions through ICT practices." International Communication Gazette 75, no. 5-6 (July 11, 2013): 538–54. http://dx.doi.org/10.1177/1748048513491911.

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Bhandari, Bhim Lal. "English Teachers’ Perceptions And Practices of Integrating ICT in ELT." Butwal Campus Journal 3, no. 1 (July 1, 2020): 87–102. http://dx.doi.org/10.3126/bcj.v3i1.36509.

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This study explores the English language teachers’ perceptions and practices of information and communications technology (ICT) in ELT incorporating key skills. Furthermore, it investigates the benefits and challenges of integrating ICT. The study was carried out within the theoretical framework of constructivism theory. The study adopted the interpretive research paradigm to bring lived experiences of the participants. To achieve the purpose of the study, four teachers were purposively selected as the participants. In-depth interview was used as major technique for collecting information. The study reveals that the English language teachers have good and positive perception of integrating ICT skills as they involve students in cognitive engagement through ICT tools and devices. The study contributes to enhance students’ creativity and better language proficiency in English. Moreover, lack of sufficient ICT knowledge and skills of teachers, limited resources and infrastructure in schools, lack of ICT trainings have been realized as challenges for effective integration of ICT in English.
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AlMarwani, Manal. "Information and Communication Technologies in A Postgraduate TESOL Program: A Human Capital Investment." Arab World English Journal 7, no. 1 (July 15, 2021): 113–25. http://dx.doi.org/10.24093/awej/call7.8.

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With the global advancements in Information and Communication Technology (ICT) and the national and international demand for well-developed ICT skills and competencies, academic programs at higher education institutions need to make necessary adjustments to content and processes. This study reports on the current ICT integration practices in a TESOL postgraduate program at a Saudi Arabian university, addressing viewpoints at administrative, faculty, and postgraduate student levels. Three different questionnaires were used to answer the following questions: What are the TESOL postgraduate students’ practices of ICT integration, and how do they perceive their professors’ practices? What ICT integration practices do faculty members use, and how do they perceive the merit and desirability of their practices? And ‘How is ICT integration tackled at the administrative level with respect to policy and procedures, infrastructure, training, and technical support? The findings indicate that ICT integration practices in this program are lagging expectations. This is not a matter of attitude, potential, and challenges in the current situation, but is related to understanding the national ICT policy and developing sustainable strategies at an institutional level to guide and support faculty members’ practices. Since the impact of such changes will go beyond higher education to the broader national education system, much more attention needs to be dedicated to teacher education and professional development programs, including TESOL postgraduate programs.
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Deering, Patricia, Arthur Tatnall, and Stephen Burgess. "Adoption of ICT in Rural Medical General Practices in Australia." International Journal of Actor-Network Theory and Technological Innovation 2, no. 1 (January 2010): 54–69. http://dx.doi.org/10.4018/jantti.2010071603.

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ICT has been used in medical General Practice throughout Australia now for some years, but although most General Practices make use of ICT for administrative purposes such as billing, prescribing and medical records, many individual General Practitioners themselves do not make full use of these ICT systems for clinical purposes. The decisions taken in the adoption of ICT in general practice are very complex, and involve many actors, both human and non-human. This means that actor-network theory offers a most suitable framework for its analysis. This article investigates how GPs in a rural Division of General Practice not far from Melbourne considered the adoption and use of ICT. The study reported in the article shows that, rather than characteristics of the technology itself, it is often seemingly unimportant human issues that determine if and how ICT is used in General Practice.
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Dissertations / Theses on the topic "ICT Practices"

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Börjesson, Rivera Miriam. "Practice makes perfect? : Sustainable practices with ICT and daily travel." Licentiate thesis, KTH, Miljöstrategisk analys (fms), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-175753.

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The thesis shows how practice theory can be applied in different ways when exploring how daily life can be supported to become more environmentally sustainable. Ultimately the thesis aims to contribute to new knowledge on how to design policies and interventions that aim at facilitating environmentally sustainable practices.  This thesis argues that practice theory is useful in the field of sustainability research since it offers as point of departure a perspective on human everyday life which decentres focus from individual behaviour and instead looks at how social practices are constructed by integrating and combining material, bodily and mental elements. The thesis discusses the following questions: i) How can the role of ICT in everyday life be conceptualized from a practice perspective?, ii) How can practice theory be used in order to describe and assess second order environmental effects? and iii) What are the key considerations from a practice perspective when designing social/physical interventions for sustainable mobility? The papers in this thesis all use practice theory as point of departure but with different outcomes. Practice theory is thus used conceptually, methodologically and analytically. The main conclusions of the thesis are:  Changes in practices due to ICT usage will inevitably have environmental impacts, both negative and positive, and for policy-makers it is imperative to take this into consideration when planning for the future and actively support and facilitate sustainable social practices. Looking at changes in practices due to new ICT usage can be one way to include second order effects in environmental assessments, in this way contributing to a discussion of potential environmental impacts from implementing a new product, application or service. Interventions, such as a cargo bike pool or restrictive work travel policies, have the potential to change existing practices. However, the potential of these changes, depend on a variety of different factors which are more or less difficult to influence for the individual practitioner such as work location, time schedules, availability of transportation means and modes. Further, it is difficult to foresee exactly how such changes will look and if they sustain in the long run. Finally, it is not necessarily so that an intervention will have the desired outcome that was intended, the outcome might be something else, consequently this means that interventions need to be analysed and assessed from other perspectives, one being a practice perspective.
Denna avhandling visar hur praktikteori (practice theory) kan tillämpas på olika sätt när man ska utforska hur det dagliga livet kan bli mer miljömässigt hållbart. Ytterst syftar avhandlingen till att bidra till ny kunskap om hur man kan utforma strategier och åtgärder som syftar till att stödja miljömässigt hållbara praktiker. Denna avhandling hävdar att praktikteori är användbart inom hållbarhetsforskning eftersom den utgår från de vardagliga praktikerna. Detta ger ett perspektiv på människors vardagsliv som lyfter fokus upp från individens beteende och istället undersöker hur praktiker skapas och omskapas genom de element (material, färdigheter och symbolisk innebörd) som utgör en social praktik. Avhandlingen behandlar följande frågor: i) Hur kan IKT: s roll i det dagliga livet begreppsliggöras?, ii) Hur kan praktikteori användas för att beskriva och andra ordningens miljöeffekter i miljöbedömningar? och iii) Vilka är de viktigaste överväganden utifrån ett praktikteoriperspektiv vid utformningen av sociala och/eller fysiska åtgärder för hållbar mobilitet? Artiklarna i denna avhandling utgår från praktikteori, men det teoretiska ramverket används på ett konceptuellt, metodologiskt eller analytiskt vis i de olika artiklarna. De viktigaste slutsatserna i avhandlingen är: Förändringar i till följd av IKT-användning kommer oundvikligen ha miljöpåverkan som kan vara både negativ och positiv.  För beslutsfattare är det viktigt att ta hänsyn till detta när man planerar för framtiden och aktivt stödja och underlätta för hållbara sociala praktiker. Miljöbedömningar behöver kunna hantera och inkludera så kallade effekter av andra ordningen för att kunna bedöma potentiell miljöpåverkan som en ny produkt, program eller en tjänst kan ha. Ett sätt att inkludera andra ordningens effekter i miljöbedömningar kan vara att titta på förändringar i vardagliga praktiker som uppstår vid användning av IKT. Interventioner och andra typer av åtgärder har potential att förändra befintliga mobilitetspraktiker. Men dessa potentiella förändringar, beror på en rad olika faktorer som är mer eller mindre svårt att påverka för den enskilde utövaren så som arbetsplatsens lokalisering, scheman, tillgång till transportmedel och transportsätt. Vidare är det svårt att förutse exakt hur sådana förändringar kommer att se ut och om de håller i sig i det långa loppet. Slutligen är det inte nödvändigtvis så att en intervention eller annan åtgärd kommer att ha det önskade resultatet som avsågs, utan resultatet kan snarare vara något annat. Detta innebär att insatser och åtgärder måste analyseras och bedömas ur andra perspektiv, till exempel ett praktikteoretiskt perspektiv.

QC 20151023

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Abbasi, Salma. "Women and ICT in Muslim countries : policies, practices and challenges." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/5d56f72f-4ce5-4a5f-7196-22bc9ff0bec1/7/.

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This thesis explores the challenges and barriers that influence women's engagement with ICTs in Muslim countries, particularly in Pakistan. It examines the extent to which ICT policies, plans and strategies for 24 countries refer to women, and the implications that this has for their experience of ICTs. It analyses the cultural and social constraints on women's engagement with ICTs. Empirical research was conducted in five regions of Pakistan using documentary analysis, interviews, focus groups and questionnaires. The research shows that involving women in the ICT policy formulation process does not necessarily guarantee effective and inclusive ICT policies. Supporting Thas et al. (2007) and Chowdhury and Khanam (2005) it suggests that women from diverse sections of society with real knowledge of cultural and social contexts need to be involved in policy making if it is to be of benefit to women. Building on the work of Wanasundera (2006) and Hafkin (2002), the research suggests that ICT policies cannot be gender-neutral in countries such as Pakistan, where prevailing patriarchal social structures limit understandings of the constraints faced by women in effectively utilising ICTs in their individual and collective interests. The use and impact of ICTs depends greatly on class, education and geographical location (Gurumurthy, 2004; Jorge, 2002). ICT policies/programmes appear to cater mainly for the needs of wealthy, upper and middle class educated urban women. Thus ICTs have negligible benefits for the lower class poor, uneducated rural women (Arun et al., 2004). This research also highlights critical gaps in our understanding of the interface between ICTs, women and development (Momsen, 2004). Women face a wide range of social barriers in their use of ICTs, based on their environments, immersed in tradition and cultural norms. This research identifies substantial barriers that appear to be unaddressed in the design of ICT projects and guidebooks.
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Kakihara, Masao. "Emerging work practices of ICT-enabled mobile professionals." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/311/.

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Currently, mobility is a significantly pervasive term; the concept is being widely used in multiple discussions including social, economic, political, and technological debates. However, the theoretical grounding of the concept is surprising unstable. This thesis aims to offer a theoretical foundation for the concept of mobility, particularly in contemporary work contexts. With support of information and communication technologies (ICTs) in general and mobile technology in particular, contemporary work activities are increasingly distributed and dynamically conducted in various locations. In such an emerging work environment, maintaining a highly level of 'mobility' is becoming critical for contemporary workers, particularly for mobile professionals. Based on the theoretical considerations on the concept of mobility, this thesis empirically explores the dynamic and heterogeneous nature of mobile professionals' work practices. In order to appreciate and explain the nature of mobility in contemporary work, this thesis specifically addresses the emerging work practices of mobile professionals. the data collection consisting of in-depth interviews and ad-hoc observations of sixty0two professional workers was conducted in Tokyo, Japan during the summer of 2002. Informed by the results of this qualitative field study, the thesis discusses a distinct mode of mobility in mobile professional work. The mode of mobility is characterised not only by extensive geographical movement but also by operational flexibility and intense interaction in mobile professional's dynamic work activities. Based on these theoretical and empirical discussions, this thesis aims: 1) to theoretically underpin our understanding of mobility in contemporary work contexts; 2) to offer empirically grounded implications for the post-bureaucratic, fluid organising of work, organisation, and technology.
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Al-Sharija, Mohammed. "Leadership practices of Kuwaiti Secondary School Principals for embedding ICT." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53276/1/Mohammed_Al-Sharija_Thesis.pdf.

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Globalisation and the emergence of knowledge-based economies have forced many countries to reform their education system. The enhancement of human capital to meet modern day demands of a knowledge economy, and equip the new generation with the capacity to meet the challenges of the 21st Century has become a priority. This change is particularly necessary in economies typical of countries, such as Kuwait, which have been dependent on the exploitation of non-renewable natural resources. Transiting from a resource-based economy to an economy based on knowledge and intellectual skills poses a key challenge for an education system. Significant in the development of this new economy has been the expansion of Information Communication Technology (ICT). In education, in particular, ICT is a tool for transforming the education setting. However, transformation is only successful where there are effective change management strategies and appropriate leadership. At the school level, rapid changes have affected the role that principals take particularly in relation to leading the change process. Therefore, this study investigated the leadership practices of school principals for embedding ICT into schools. The case study assessed two Kuwaiti secondary schools; both schools had well established ICT programs. The mode of data collection used a mixed-methods design, to address the purpose of the study, namely, to examine the leadership practices of school principals when managing the change processes associated with embedding ICT in the context of Kuwait. A theoretical model of principal leadership, developed, from the literature, documented and analysed the practices of the respective school principals. The study used the following five data sources: (a) face to face interviews (with each school principal), and two focus group interviews (with five teachers and five students, from each school); (b) school documents (related to the implementation and embedding of ICT); (c) one survey (of all teachers in each school); (d) an open-ended questionnaire (of participating principals and teachers); and (e) the observation of ICT activities (PD ICT activities and instruction meetings). The study revealed a range of strategies used by the principals and aligned with the theoretical perspective. However, these strategies needed to be refined and selectively used to fit the Kuwait context, both culturally and organisationally. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The strategies provided the basic leadership practices required to construct a successful ICT embedded implementation process. Hence, a revised model of leadership that has applicability in the adoption of ICT in Kuwait was developed. The findings provide a better understanding of how a school principal’s leadership practices impact upon the ICT embedding process. Hence, the outcome of this study informs emerging countries, which are also undergoing major change related to ICT, for example, other members of the Cooperation Council for the Arab States of the Gulf. From an educational perspective, this knowledge has the potential to support ICT-based learning environments that will help educational practitioners to effectively integrate ICT into teaching and learning that will facilitate students’ ICT engagement, and prepare them for the ICT development challenges that are associated with the new economy; this is achieved by increasing students’ knowledge and performance. Further, the study offers practical strategies that have been shown to work for school principals leading ICT implementation in Kuwait. These strategies include how to deal with the shortage in schools’ budgets, and the promotion of the ICT vision, as well as developing approaches to build collaborative culture in the schools.
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Hui, Wai-keung Joseph, and 許偉強. "The impact of ICT on teaching practices: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29469788.

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Ryu, Hansol. "Exploring design practices for explaining music recommendations." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445738.

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McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.

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Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented. This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices. This case study and its findings has important implications for the implementation of effective PD in schools.
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Bourke, Jane. "Adoption of innovations in Irish general practices : prescription drugs, medical equipment and ICT." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/47159/.

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In this thesis we explore innovation in general practices in Ireland. Drawing on an encompassing equilibrium, disequilibrium and learning-by-using model of adoption, we examine the influences of general practitioner (GP) and practice characteristics, strategic behaviour, learning and knowledge spillovers, and cumulative learning from previous adoption decisions on the perceived benefits of adopting and using innovations in general practices. Ours is the first application of this theoretical framework to timing of adoption, multiple technology adoption and intensity of adoption decision-making in a health care setting. Our examination focuses on three innovations, prescription drugs, medical equipment and Information and Communications Technology (ICT). Our analysis is based on two data sources, a secondary dataset which brings together GPs prescribing history over a 4½ year time period with information on the characteristics of the 625 GPs themselves, and a cross-sectional primary dataset which provides us with information for 601 general practices concerning practice structure and use of medical equipment and ICT. Employing duration analysis, multivariate Probit and ordered Probit econometric techniques, we examine the adoption, use and intensity of use of prescription drugs, medical equipment and ICT respectively. Irish GPs exhibit notable innovative behaviour with respect to prescribing innovation and practice development. Our research demonstrates that Irish GPs respond to informational stimuli with respect to adoption and use of new prescription drugs, medical equipment and ICT. Furthermore, Irish GPs are incentivised by commercial and market considerations. In addition, we find the extent which a practice adopts technologies and learns from that experience influences both ensuing prescribing and investment decision-making. Our empirical findings support an economic approach to examining decision-making in a health care setting and the application of our encompassing theoretical model to examinations of adoption and use of innovations by health care professionals.
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Grous, Alexander. "Managerial practices, location and ICT : productivity of UK aerospace firms in business clusters." Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/2532/.

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Globalisation and Information and Communications Technology (ICT) once appeared to be allies attempting to thwart the notion of the local economy. Recently, and somewhat paradoxically, policymakers and firms appear to be harnessing ICT to foster the development of local economies. To compete globally, firms are frequently looking locally, often by co-locating in industrial districts ('clusters'). Despite similar access to ICT, software, and government policies designed to ameliorate productivity impeding variables, wide gulfs continue to appear in ICT-led productivity between firms in different countries, within the same country, or within the same region or cluster. Attention is increasingly turning to the role that management practices may play in explaining such variations. Concomitant to, or perhaps as a result of this focus, the relationship between ICT and productivity warrants further consideration, with the recognition that ICT by itself cannot affect competitive capacity: it can only be productive if it is appropriately embedded in the organisation and is a function of managerial practices and skills. This dissertation has been undertaken at the nexus of ICT, managerial practices and spatial orientation. It has a firm-level focus and will rectify a current methodological and sampling deficit to provide answers on how and why managerial practices affect ICT both within and between organisational settings, and how this in turn influences productivity. A multiple embedded case study design has been utilised, nested in the aerospace sector in the UK. The research utilises both qualitative and quantitative empirical methodologies and is multidisciplinary, working across the Information Systems Group in the Department of Management and the Centre for Economic Performance at the LSE. Ontologically, the research ascribes to the assumption that technology is neither omnipotent nor uncontested, and impinges on the terms by which individuals interact with one another, influencing the individual-world interaction and affecting the behaviour of the organisation as a social system. Success or failure can ultimately depend on the negotiation of practices, with information systems capable of mediating productivity. By addressing the current lacuna at the overlap of the principal themes being explored, this research makes an original and relevant contribution on a topical issue that transcends borders, culture and language.
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Granlund, Frida, and Julia Mellström. "New leadership & ICT : The impact of technology on leadership practices amongst middle managers." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388938.

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Thesis Purpose: The study aimed to explore how the use of ICT has influenced the leadership role and thus also in what ways this has been helping the practice of the role among middle managers.The study was exploratory as an attempt to understand how the leadership role has been influenced in the new digital era. Theoretical Perspective: Previous literature has been examined where different concepts have been chosen in reference to the study. ICT, its connection to leadership and the composition of the managerial role has been presented in this thesis. Methodology: A qualitative method has been used for this case study with the aim to gain an understanding of the studied area. Collected data was analyzed using an abductive approach which involved back-and-forth engagement with theory and empirical findings.  Empirical study: For this qualitative study, semi-structured interviews was made with four middle managers, all positioned at the case company.  Conclusion: The leadership role was found to be both facilitated and made more difficult due to the use of ICT. Communication as a part of the informational roles among leaders has been facilitated the most. The facilitation of the roles was also found to depend on the technological skills among middle managers and the organisational structure.
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Books on the topic "ICT Practices"

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Harris, Sue. Innovative classroom practices using ICT in England. Slough: NFER, 2002.

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Online courses and ICT in education: Emerging practices and applications. Hershey PA: Information Science Reference, 2011.

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ICT and ELT: Research and practices in South East Asia. [Glugor], Pulau Pinang: Penerbit Universiti Sains Malaysia, 2012.

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1949-, Stacey Elizabeth, and Gerbic Philippa 1954-, eds. Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education. Hershey, PA: Information Science Reference, 2009.

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Ottevanger, Wout. Developing science, mathematics, and ICT education in Sub-Saharan Africa: Patterns and promising practices. Washington, D.C: World Bank, Africa Region, Human Development Dept., 2007.

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Goodnow, Katherine J. ICT and multicultural practice. Bergen: InterMedia, University of Bergen, 2004.

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Primary ICT: Knowledge, understanding and practice. 4th ed. Exeter: Learning Matters, 2011.

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Hall, Anita. ICT in physical education: policy and practice. Cambridge: Pearson Publishing, 2001.

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Ann, Montague-Smith, and Wilkes Sarah 1964-, eds. Using ICT in primary mathematics: Practice and possibilities. London: David Fulton, 2000.

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Marianna, Jameson, ed. Dry ice. New York: Tor, 2011.

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Book chapters on the topic "ICT Practices"

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Voogt, Joke. "Satisfying Pedagogical Practices Using ICT." In Pedagogy and ICT Use, 221–50. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_7.

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Naumanen, Minnamari, and Markku Tukiainen. "Practices in Old Age ICT Education." In Learning and Instruction in the Digital Age, 273–88. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-1551-1_17.

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Pelgrum, Willem. "School Practices and Conditions for Pedagogy and ICT." In Pedagogy and ICT Use, 67–120. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_4.

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Koteska, Bojana, and Anastas Mishev. "Software Engineering Practices and Principles to Increase Quality of Scientific Applications." In ICT Innovations 2012, 245–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37169-1_24.

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Bhavana Raj, K., and Mohmad Mushtaq Khan. "Sustainable Smart Cities and Their ICT Practices." In Algorithms for Intelligent Systems, 469–75. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-6707-0_46.

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Devedžić, Goran. "Studies in Bioengineering and Medical Informatics: Current EU Practices and Western Balkan Initiative." In ICT Innovations 2013, 17–34. Heidelberg: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-01466-1_2.

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Pombo, Lúcia, Nídia Salomé Morais, João Batista, Marta Pinto, Dalila Coelho, and António Moreira. "The Use of Communication Technologies in Higher Education in Portugal: Best Practices and Future Trends." In ICT in Education, 1–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22900-3_1.

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Lee, Jungwoo. "Drivers and Consequences in Transforming Work Practices." In The Impact of ICT on Work, 71–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-612-6_4.

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Jha, Ravi Shankar, Priti Ranjan Sahoo, and Smrutirekha. "Relevance of Disruptive Technologies Led Knowledge Management System and Practices for MSME." In ICT Systems and Sustainability, 139–47. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5987-4_15.

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Nelulu, Johanna, and Tulimevava K. Mufeti. "An Exploratory Study of the Development Practices Used by Software Entrepreneurs in Namibia." In Resilience, Entrepreneurship and ICT, 79–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78941-1_4.

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Conference papers on the topic "ICT Practices"

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Eshraghi, Ali. "ICT practices by voluntary groups." In the 2013 conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2441955.2441968.

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Sales, Lizianne Maria G. M., Danillo Siqueira Ramos, Rogerio P. C. do Nascimento, Marianne B. D. da Silva, and Alef M. dos Santos Universidade. "Perception of federal public administration ICT managers on good ICT governance practices." In EATIS 2020: 10th Euro American Conference on Telematics and Information Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3401895.3402075.

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Sornes, Jan-Oddvar, Keri Stephens, Larry Browning, and Alf Steinar Saetre. "A Reflexive Model of ICT Practices in Organizations." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2897.

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This paper reports a study of information and communication technology (ICT) use in Norway and the United States. Forty-two depth interviews completed in both countries provide the data source. Using grounded theory as a research method, and Adaptive Structuration Theory as our conceptual base, we analyze these interviews to generate an empirical model of ICT use. The 1490 incidents identified in our analysis are first reduced to 49 categories. These categories are further reduced to four: satisficing, communication channels, communication structure, and environmental agents. These four categories comprise the major parts of the reflexive model. The findings suggest that the parts of the model are interdependent and mutually causal in that individuals consider and even reconsider the use of multiple communication channels within and between tasks. As a conclusion we address future research including, credibility and time issues in ICT use.
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Landum, Manuel, M. M. M. Moura, and Leonilde Reis. "ICT Good Practices in alignment with Green IT." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9141166.

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Rivera, Miriam Borjesson, Elina Eriksson, and Josefin Wangel. "ICT practices in smart sustainable cities - In the intersection of technological solutions and practices of everyday life." In EnviroInfo and ICT for Sustainability 2015. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ict4s-env-15.2015.36.

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Ramachandiran, Chandra Reka. "Green ICT practices among tertiary students: A case study." In 2012 IEEE Symposium on Business, Engineering and Industrial Applications (ISBEIA). IEEE, 2012. http://dx.doi.org/10.1109/isbeia.2012.6422868.

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Henriksson, Greger, Anders Gullberg, Mattias Hojer, and Asa Nyblom. "ICT-based sub-practices in sustainable development of city transport." In ICT for Sustainability 2014 (ICT4S-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ict4s-14.2014.32.

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Ali, Asha, and Liyamol Aliyar. "Re-engineering of ICT engineering education." In 2012 IEEE International Conference on Engineering Education: Innovative Practices and Future Trends (AICERA). IEEE, 2012. http://dx.doi.org/10.1109/aicera.2012.6306728.

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Bohne, Ulrica, Jorge Luis Zapico, and Cecilia Katzeff. "The EcoPanel - designing for reflection on greener grocery shopping practices." In EnviroInfo and ICT for Sustainability 2015. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ict4s-env-15.2015.26.

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Hussein, Idyawati, Murni Mahmud, and Alvin W. Yeo. "HCI practices in Malaysia: A reflection of ICT professionals' perspective." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561470.

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Reports on the topic "ICT Practices"

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Rieger, Oya. Preprints int he Spotlight: Establishing Best Practices, Building Trust. Ithaka S+R, May 2020. http://dx.doi.org/10.18665/sr.313288.

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001254.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 4: Study Design. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001251.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 4: Study Design.
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