Journal articles: '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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Dawadi, Min Prasad. "Community College Teachers’ Perceptions and Practices of ICT Integrated Teaching." Journal of Bhuwanishankar 1, no. 1 (December 12, 2022): 1–22. http://dx.doi.org/10.3126/jobs.v1i1.49490.

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In the present pedagogical context of higher education in Nepal, Information and Communication Technology (ICT) integration in classroom pedagogy has become an evolving phenomenon. The community college teachers of Chitwan district are gradually shifting to technology-enhanced classroom pedagogy from the conventional mode of instruction for better teaching and learning outcomes. Although the stakeholders have emphasized ICT integrated pedagogy, teachers have experienced several barriers to its effective integration in the regular classroom activities. In this context, the present study examined community college teachers' perceptions and practices of integrating ICT in the community colleges in Chitwan, the perceived barriers to its effective integration, and ways of overcoming such barriers. The study was carried out employing a quantitative research approach and survey design. The researcher used the Convenience Sampling Method to purposively collect responses from forty teachers from nine community colleges teaching at bachelor’s and master’s levels. The data collected through the questionnaire were analyzed using percentage and frequency distribution statistical tools. The analysis of responses revealed that the status of ICT integration in the classroom did not seem satisfactory, although the teachers had positive perceptions of technology-supported teaching. The perceived major barriers were lack of enough ICT-friendly infrastructures and resources, insufficient ICT-based professional development opportunities, and the lack of students’ digital literacy. The findings of the research imply that community colleges and faculties need more ICT-based teacher development programs, well-equipped ICT infrastructure, budgetary support, increased digital competence and accessibility of students, and an inculcation of ICT-based pedagogical culture to enhance its effectiveness for better teaching-learning outcomes.

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Mele, Cristina, and Tiziana Russo-Spena. "Eco-innovation practices." Journal of Organizational Change Management 28, no. 1 (February 9, 2015): 4–25. http://dx.doi.org/10.1108/jocm-08-2013-0146.

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Purpose – The purpose of this paper is to examine eco-innovation practices within project networks. Eco-innovation practices involve systematic series of actions that integrate resources to create value. Design/methodology/approach – Using case research, the authors conducted an intensive study of innovation practices within project networks, using multiple sources of evidence to provide information to scholars and practitioners (Halinen and Tornroos, 2005). Analyzing practices facilitated an empirical investigation of how contextual elements shaped the social construction of eco-innovation. Findings – An empirical analysis of eight project networks identifies three eco-innovation practices: cleaning up the landscape, connecting life and work, and boosting the efficiency of inbound and outbound processes. A methodological framework based on this practice approach is used to discuss the main elements of the practices in question, including actors, actions, resources, and value. Practical implications – The practice-based approach (PBA) may help companies to make information and communication technology (ICT) more sustainable. By developing forms of eco-innovation that support project networks, companies can focus on holistic corporate performance, efficiency, and business value. Eco-innovation thus becomes a collective achievement that allows practitioners to appraise and critique the performance of their environmental practices, and that thereby allows them to constantly refine those practices. Social implications – The development and use of Green ICT solutions enable actors’ sense-making and sense-giving within ongoing social practices wherein macro-level phenomena, such as sustainability and environmental issues, are created and recreated through the micro-level actions of project network actors. Originality/value – This research extends beyond the more traditional issues of ecologically sound company operations and sustainable ICT use to address sustainable ways of doing business.

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Gizaw, Muluneh E., and Getachew W. Tessema. "Role of information and communication technologies in educational systems: a systematic review." International Journal of Scientific Reports 6, no. 7 (June 23, 2020): 277. http://dx.doi.org/10.18203/issn.2454-2156.intjscirep20202644.

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<p>The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students on Technology-based Teaching and Learning practices are the main challenges of ICT implementation in education successfully.</p>

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Mishra, Nirmal Raj. "Perception and Practices of ICT Integration in Higher Education Classroom." Rupantaran: A Multidisciplinary Journal 5 (September 27, 2021): 75–88. http://dx.doi.org/10.3126/rupantaran.v5i01.39848.

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ICT integration in pedagogy has created the new discourse in our educational institutions. It has created the teaching learning is more challenging as well as productive. Gaining these insights, this study searched the perception and practices of ICT integration in higher education classroom and its integrating ways in teaching. This study used the qualitative research design whereas applied the phenomenological design to inquiry. For study, I selected the study area and informants through the convenient and purposive sampling respectively. The focus group discussion, in-depth interview and personal introspection helped me to understand the phenomena of ICT. The major finding is that the motivation factor is crucial for integration of ICT tools. The finding showed that ICT tools can integrate in six phases such as motivation, infrastructure development, training, bridge up, implementation, and monitoring. The ICT tools can be integrated through the brainstorming, self-presenting, collaborative, problem-based learning and project-based learning techniques/methods. The successful integration requires the support and training for the teachers and students. It always promotes the learning culture in supportive way and creates the opportunities to access in information to the users.

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Wang, Xi, W. James Jacob, Christopher C. Blakesley, Weiyan Xiong, Huiyuan Ye, Shangmou Xu, and Fang Lu. "Optimal professional development ICT training initiatives at flagship universities." Education and Information Technologies 25, no. 5 (April 14, 2020): 4397–416. http://dx.doi.org/10.1007/s10639-020-10154-y.

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AbstractThis study explores best practices and roles of information and communication technology (ICT) in select professional development centers at 16 flagship universities. Through adopting a qualitative case study design, this study explores the strengths and weaknesses of current technology training initiatives in the selected professional development centers. As part of the research and teaching programs at flagship universities, professional development center leaders shared about the current ICT practices as well as the strengths and limitations of their own centers. The analysis section includes a critical look at ICT practices among flagship universities from a human resource theory lens. Findings indicate common successes that facilitate the ICT practices of these centers including delivery mediums, services, ideas, and goals, as well as various barriers of implementing ICT training initiatives. The paper concludes with suggestions on how professional development center leaders, senior administrators, and educational policy makers can help improve professional development processes with the assistance of optimal ICT initiatives.

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Pala, Mesut, Francis Edum-Fotwe, Kirti Ruikar, Nathan Doughty, and Chris Peters. "Contractor practices for managing extended supply chain tiers." Supply Chain Management: An International Journal 19, no. 1 (January 7, 2014): 31–45. http://dx.doi.org/10.1108/scm-04-2013-0142.

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Purpose – The purpose of this paper is to examine how contractor firms manage their relationships with extended supply chain tiers and investigate the range of ICT technologies used to facilitate such practices. Design/methodology/approach – An on-line questionnaire survey was conducted to gather information about supply chain management operations, supplier relationship management and the ICT technologies used by contractor firms to manage their extended supply chain tiers. Findings – The extended supply chain relationships of contractor firms are primarily composed of contractual, technical and financial entities, but findings suggest that the vision to consider extended supply chain firms when selecting suppliers are still myopic. Majority of ICT technologies are used between Tier 1 supply chain firms and there is an inconsistency in the number of technologies adopted with the extended supply chain tiers. Despite having a high involvement relationship with Tier 2 downstream firms, findings indicate a lack of use of ICT technologies to manage the organisational, personal and technological interactions with these firms. Research limitations/implications – On the basis of different relationship types this study develops an initial framework for management of supply chains that are facilitated by relevant ICT technologies. Originality/value – This paper provides insights into the management of extended supply chain firms by contractor firms from a relationship-centric perspective and develops an initial framework for relationship-centric supply chain management.

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Alonso-García, Santiago, Inmaculada Aznar-Díaz, María-Pilar Cáceres-Reche, Juan-Manuel Trujillo-Torres, and José-María Romero-Rodríguez. "Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability." Sustainability 11, no. 24 (December 13, 2019): 7150. http://dx.doi.org/10.3390/su11247150.

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Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today’s society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008–2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.

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Cofta, Piotr, Hazel Lacohée, and Paul Hodgson. "Incorporating Social Trust into Design Practices for Secure Systems." International Journal of Dependable and Trustworthy Information Systems 1, no. 4 (October 2010): 1–24. http://dx.doi.org/10.4018/jdtis.2010100101.

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Companies are increasingly dependent on modern information and communication technology (ICT), yet the successful adoption of ICT systems stubbornly hovers at only around 50%, adding disappointment to business losses. Trust (both inter-personal and technology-related) has significant explanatory power when it comes to technology adoption, but only as part of a systematic methodology. Therefore, understanding more fully the interaction between human process and technology by adding the richness of socio-technical considerations to the design process of ICT systems should significantly improve adoption rates. At the same time, trust-based design has to demonstrate the (often neglected) business value of trust. ‘Designing for trust’, discussed in this chapter, is a design framework that consolidates trust governance and security management. Trust governance is a complete proposition that makes trust relevant to business practices, including the design and deployment of ICT systems. Trust governance incorporates the business justification of trust with an analytical framework, and a set of relevant tools and methods, as well as a maturity model. This chapter discusses how ‘designing for trust’ leverages trust governance into the design practices of ICT systems by complementing security-based methodologies, demonstrating the value of this approach.

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Raman, Arumugam, and Som Bint Shariff. "RELATIONSHIP BETWEEN TECHNOLOGY LEADERSHIP, ICT FACILITY, COMPETENCY, COMMITMENTS AND TEACHERS PRACTICES ON IMPLEMENTATIONS WITH EFFECTIVE TEACHER’S MANAGEMENT TASKS IN SCHOOLS." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 4, no. 9 (November 29, 2017): 88. http://dx.doi.org/10.19085/journal.sijmas040901.

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<p>Information and Communication Technology (ICT) is something that is growing rapidly in a globalized era and becoming an important element in the development of an organization. Leaders play an important role in ensuring effective application of ICT in the organization, particularly in schools. Review of previous studies more engaged to the level of technology leadership and the characteristics of technological leadership practiced by leaders in the school, while the factors of a more comprehensive which include facilities for ICT, competence, and commitment of teachers in the practices of applying ICT in the management which contributes a grant impact on the management duties of teachers in schools has not been studied in Malaysia. The purpose of this study is to identify whether there is a positive relationship between technology leadership, ICT facilities, competence, commitment and practice of applying ICT teachers with effective management duties of teachers in schools using ICT. This quantitative study involves 370 teachers in secondary schools in the Kedah state which were selected randomly. Respondents gave their views on aspects of technology leadership and ICT facilities available in schools. Respondents also indicated the level of competence and commitment to apply the computer in addition to giving an opinion on the effectiveness of the application of ICT in managerial duties at the school through a questionnaire validated by experts. The findings show that there is a positive relationship between technology leadership, ICT facilities, competence and commitment of teachers to use ICT and the effectiveness of management duties of teachers using ICT in school. The role of teacher practices using ICT to be used as a moderator has a positive correlation with ICT facilities. The framework established by adopting some models related to technology leadership and Unified Theory of Acceptance and Use of Technology (UTAUT) can be used as guidelines in the application of ICT in the education system to make it more effective, particularly in systems management at school.</p>

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Safitry, Tantri Sari, Teddy Mantoro, Media Anugerah Ayu, Ilza Mayumi, Ratna Dewanti, and Sya Azmeela. "Teachers’ Perspectives and Practices in Applying Technology to Enhance Learning in the Classroom." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (June 26, 2015): 10. http://dx.doi.org/10.3991/ijet.v10i3.4356.

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The use of Information Communication Technology (ICT) in the classroom activities has become more famous to the teachers over the last decade. Many great deals of studies have proven the benefits of using ICT in the classroom. Unfortunately, there are evidences that the ICT reform efforts have failed due to teacher’s beliefs, skills and attitudes were never taken into consideration. The evidences found that most research only concern on students’ behalftowards ICT. Departing from that, this study tries to investigate the teachers’ perspectives and practices toward the use of ICT in their classroom activities. A survey was conducted to collect the data of the research. Using a revised expectancy-value theory called the Technology Implementation Questionnaire (TIQ), a questionnaire was administered among 20 elementary teachers. The findings revealed that there are still teachers who have more than 10 years experiences in teaching but they never got any formal training on using ICT. The lack of proficiency in ICT such as in using software, lack of technical support from the school also make them feel stressed out even though they have positive perspectives in applying ICT in their classroom activities.

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Raman, Arumugam, and Som Binti Shariff. "Relationship Between Technology Leadership, ICT Facility, Competency, Commitments Towards Effectiveness of School Mangement Tasks in Schools." PEDAGOGIA: Jurnal Pendidikan 7, no. 1 (September 9, 2018): 4. http://dx.doi.org/10.21070/pedagogia.v7i1.1292.

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Previous studies more engaged to the level of technology leadership and the characteristics of technological leadership practiced by leaders in the school, while the factors of a more comprehensive which include facilities for ICT, competence, and commitment of teachers in the practices of applying ICT in the management which contributes a great impact on the management duties of teachers in schools has not been studied in Malaysia. The purpose of this study is to identify whether there is a positive relationship between technology leadership, ICT facilities, competence, commitment and practice of applying ICT teachers with effective management duties of teachers in schools using ICT. This quantitative study involves 370 teachers in secondary schools in the Kedah state which were selected randomly. The findings from the analysis of the study using the smartPLS show that there is a significant relationship between the leadership of technology by principals in school and the effectiveness of teacher-management tasks using computers in management tasks. Leadership that practices high technology leadership features will have a positive impact on the effectiveness of ICT integration within the organization. Further study can be conducted with integrating UTAUT model to identify critical factors that contributing technology leadership in schools.

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Suwarto, Dyna Herlina, Benni Setiawan, and Siti Machmiyah. "Developing Digital Literacy Practices in Yogyakarta Elementary Schools." Electronic Journal of e-Learning 20, no. 2 (February 14, 2022): pp101–111. http://dx.doi.org/10.34190/ejel.20.2.2602.

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The expansion of digital technology presents both obstacles and opportunities, particularly for young people. Consequently, educational institutions have been developing digital literacy curriculums. Since digital literacy is not yet included in the national curriculum as a compulsory subject, private schools have constructed digital literacy programmes based on local resources. This study investigates how digital literacy practices are carried out in selected private elementary schools in Yogyakarta, Indonesia, based on ICT learning, an information and media literacy approach, educators' role, and learning points. The data were collected in interviews with: (1) principals, (2) Information and Communication Technology (ICT) teachers, (3) librarians and (4) classroom teachers because, according to previous research, they are the main actors of digital literacy in school. The structured interviews use research instruments derived from two earlier studies and are tailored to the study's needs. This study demonstrates that (a) the digital literacy approach is implemented mainly through an ICT learning and media literacy approach while the information literacy approach is undermined; and (b) principals, classroom teachers, and ICT teachers are the three actors who play the most important roles in digital literacy, while librarians play a minor one. The majority of digital literacy training takes place in computer laboratories, while training in classrooms and libraries is less frequent. The study recommends the school blend ICT learning, information literacy, and media literacy pedagogy more comprehensively, with the library serving as the primary locus. In parallel, school principals should encourage school librarians to collaborate with the computer and class teachers to enhance the inclusive digital literacy curriculum.

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Hernández Portero, Guadalupe, and Pilar Colás Bravo. "The use of ICT in Secondary Music Education and its relationship with teachers’ beliefs." Digital Education Review, no. 42 (December 30, 2022): 1–15. http://dx.doi.org/10.1344/der.2022.42.1-15.

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One of the most notable effects that COVID 19 has engendered in education is the ICT use in teaching at all educational levels. This study provides data on the ICT usage by teachers in the teaching of Music in Secondary Education in Andalusia (Spain). It also explores the relationship between ICT practices and teachers' perceptions of the educational value of ICT for teaching and learning. The empirical results obtained indicate that Secondary Education Music teachers use ICT in their teaching in a highly heterogeneous manner, with limited use prevailing. A statistically significant relationship is also observed between ICT practices in music teaching and teachers' beliefs regarding the educational value of ICT as a tool for teaching and student learning.

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G Neufeld, Philip, and Henry D Delcore. "Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy." Journal of Information Technology Education: Research 17 (2018): 001–38. http://dx.doi.org/10.28945/3934.

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Aim/Purpose: The effective adoption of an ICT across every segment of the student population may occur where the design, implementation and supports recognize and adjust for variations in adoption practices across the student population and the situatedness of the promoted ICT adoption. The goal of this study was to demonstrate methods to explicate variations in perceptions and meanings associated with the adoption of a technology; facilitate the segmentation of the population based upon these variations and sociodemographic variables; constitute agents’ practice, within a respective segment, based upon their behaviors and beliefs; and compare these agents’ adoption of a specific technological practice relative to their adoption of the critical practice of effectively selecting and using technologies. Background: Students emerge into a world infused with ICT where the critical technological practice of effectively selecting and using ICT affects students’ participation in a network society and information economy. Education policies and practices, regarding technology use for instruction and learning, often assume student populations are homogenous in their perceptions and practices concerning a given technology and do not account for how situatedness influences students’ perceptions and experience with technology. Universities and faculty, while promoting an ICT, may unintentionally reproduce inequity when not attentive to the ways in which students, as socially situated actors, acquire or fail to acquire the practice of effectively adopting technological innovations. Methodology: This study was an instrumental case study of the phenomenon of ICT adoption, in this instance tablet technology for academic purposes, at a public university where over 30% of students in the study self-identified as the first generation university attending student within their household. This study utilized mixed methods to identify students’ perceptions regarding this ICT, using a two-phase survey (phase 1 n=652; phase 2 n=440), and then explored students’ experiences and associated meanings regarding this technology through the use of photo diary interviews (n=11) and focus groups (n=6,6,2). The survey items were based upon constructs found in the Unified Theory of Acceptance and Use of Technology. These constructs include determinants and moderators for behavioral intention and use behavior for user adoption of a specific ICT. Contribution: This study contributed to research as follows: 1) ICT adoption from students’ perspectives; 2) evidence for segments within populations based upon perceptions and meanings associated with ICT adoption; 3) evidence for how situatedness affects adoption; 4) a practice-oriented approach that distinguishes adoption of a specific technology relative to efficacious practice of selecting and using ICT; and 5) how promoting adoption of a specific technology, given effects of situatedness and variations in segments, may help or hinder the adoption of the critical practice of effectively selecting and using technology thereby affecting students’ participation in modern society. This study points to ways to better understand and support segments of students based upon variations in ICT perceptions and practices, differences in ICT assemblages, and dissimilar situatedness. This study advocates for a criticaltechno-pedagogy whereby students culti-vate the practice of critically choosing and effectively using ICT thereby improving their agency within a digital society. Findings: The findings from this study included 1) variations among students in perceptions, meanings, and practices associated with the adoption of a specific technology; 2) segments of students, based upon sociodemographic variables, for whom there were similar perceptions, meanings, and practices; 3) situatedness affecting students’ adoption of a given technology based upon students’ available ICT assemblage, instructional context, settings of student work, and social and cultural contexts; and, finally, 4) technology adoption as a practice, shared from teacher to students and promulgated within an educational institution, may compel some students to adopt a given technology rather than promote the critical practice of effective selection and use of ICT. Recommendations for Practitioners: Universities and faculty should ascertain and accommodate segments of students who have variations in perceptions and practices associated with ICT adoption as well as differences in situatedness relative to students’ available ICT assemblage, instructional contexts, and social contexts. Universities should insist on student participation in the design and implementation for prospective ICT adoptions and ensure student voice from a diverse set of students. Universities should accommodate variations among student segments by tuning ICT designs, implementations, and supports for each segment. The methods described in this study facilitate timely discovery of student perceptions and practices as well as situatedness of students relative to an ICT adoption. Institutions and teachers should model ICT adoption practices that foster mature student-centered ICT adoption in ways that cultivate the competent practice of effectively selecting and using ICT. Recommendation for Researchers: Research on ICT adoption should consider 1) the voice of adopters, 2) segments among adopters differentiated by perceptions, practices, or sociodemographic variables, and 3) in what ways situatedness affects ICT adoption. Re-searchers should evaluate effectiveness of accommodations to ICT adoption initiatives where design, implementation and supports better facilitate each of the defined student segments. Impact on Society: A critical techno-pedagogy understands that students’ technological practices, as learned perspectives and embodied practices, affect students’ participation as co-agents within socio-technical systems of education, employment and life in current and as-yet-imagined futures. A critical techno-pedagogy is mindful of the hegemonic influence of technology firms upon education; is attentive to the non-technological dimensions shaping socio-technical systems; and is aware that technological practices embody and engender values, thereby reproducing inequity or inclusion. Institutions intent to adopt this or that technology must not forget the future-ready imperative of cultivating students’ critical techno agency, namely, setting students on the journey of effectively selecting and using ICT in ways that realize students’ participation in an information economy and net-worked society. Future Research: Future research should explore the interplay of student learning experiences and outcomes relative to pedagogical practices as well as available ICT assemblage including devices, connectivity, and applications. Research should also explore how the interplay of agents and social practices within education effect the development of the practice of effectively selecting and using ICT.

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Paatela-Nieminen, Martina, and Leena Knif. "ICT Competences in Art Education – Sample Finnish Practices." InSEA ART Education VISUAL Journal IMAG #3 1 (November 30, 2016): 223–35. http://dx.doi.org/10.24981/2414-3332-3.1.2016.17.

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Sørnes, Jan-Oddvar, Keri Keilberg Stephens, Larry Davis Browning, and Alf Steinar Sætre. "A Reflexive Model of ICT Practices in Organizations." Informing Science: The International Journal of an Emerging Transdiscipline 8 (2005): 123–42. http://dx.doi.org/10.28945/491.

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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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Marzec, Izabela, Beatrice I. J. M. van der Heijden, Dora Scholarios, Esther Van der Schoot, Piotr Jędrzejowicz, Nikos Bozionelos, Olga Epitropaki, Peter Knauth, Aslaug Mikkelsen, and Claudia Van der Heijde. "Employability management practices in the Polish ICT sector." Human Resource Development International 12, no. 5 (November 2009): 471–92. http://dx.doi.org/10.1080/13678860903274539.

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Chiper, Sorina. "Teaching Intercultural Communication: ICT Resources and Best Practices." Procedia - Social and Behavioral Sciences 93 (October 2013): 1641–45. http://dx.doi.org/10.1016/j.sbspro.2013.10.094.

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Adawiah Ahmad Rashid, Rabiatul, and Mohd Sukri Shafie. "Green ICT and Environmental Sustainability: Awareness of Malaysian Teachers." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 1012. http://dx.doi.org/10.14419/ijet.v7i4.38.27628.

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Green ICT that has been outlined by the Ministry of Energy, Green Technology and Water (KeTTHA) is seen to be important to balance the implementation of ICT in schools where elements of environmental preservation from inefficiency use of technology can be applied from teachers to students at the early stage. This study examined teachers’ awareness of Green ICT and environmental sustainability in the aspect of teachers’ knowledge, attitude and practices as proposed by the KAP Model. The sample comprised of 358 secondary school teachers. Descriptive statistics, independent sample T-Test, One-Way ANOVA and multiple regression were used to analyze the data. Result revealed that a most of the teacher lack of knowledge on Green ICT, but teachers’ attitudes and teachers’ practices found to be high. The important of knowledge gaps related to, and factors influencing the sustainability of attitudes and practices on Green ICT were identified and discussed.

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Makuru, Bobojane, and Thuthukile Jita. "Information and Communication Technology Practices in Biology Teaching in Lesotho High Schools." International Journal of Information and Education Technology 12, no. 7 (2022): 668–77. http://dx.doi.org/10.18178/ijiet.2022.12.7.1669.

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Information and communication technology (ICT) has never been more important in schools than in the current context of the global COVID-19 pandemic. The COVID-19 pandemic has forced many more teachers to use ICT for teaching, even in less resourced countries such as Lesotho. In this quantitative study, teachers’ ICT practices in Lesotho during the year 2020 were examined through the lens of technological pedagogical content knowledge (TPACK). The objectives were to investigate the ICT tools that teachers commonly use, describe the practices that characterize the patterns of use, and determine the correlation between teachers’ practices and their use of ICTs for teaching. Altogether, 107 respondents, selected by a systematic probability sampling technique, completed a five-point Likert scale questionnaire comprising closed-ended items that explored their practices on ICT use for teaching the subject of biology. Data were analyzed for frequencies, means, and standard deviations using the Statistical Package for Social Sciences (SPSS) program. The results indicated that biology teachers in Lesotho use ICTs rather sporadically in their teaching and are consequently ill-prepared to adapt to and mitigate the negative impact of the COVID-19 pandemic on schooling in Lesotho. The study concluded that teachers’ ICT practices are inclined towards supporting more traditional and teacher-centered approaches that rely on face-to-face teaching and learning, with most schools thus remaining closed during the pandemic. The study makes recommendations about the possible ways in which biology teachers in particular could be better prepared to specifically use ICT to teach biology either online or as part of a face-to-face classroom.

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BOURKE, JANE, and FRANK CROWLEY. "THE ROLE OF HRM AND ICT COMPLEMENTARITIES IN FIRM INNOVATION: EVIDENCE FROM TRANSITION ECONOMIES." International Journal of Innovation Management 19, no. 05 (October 2015): 1550054. http://dx.doi.org/10.1142/s1363919615500541.

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Innovation is of critical importance for business productivity and economic growth. Firm characteristics and economic geography have been identified as influential drivers of innovation output. More recently, scholars have investigated the influence of Human Resource Management (HRM) practices and Information and Communication Technologies (ICTs) on firm performance. There is evidence that productivity gains from adapting HRM practices are higher if supported by investments in ICT. Therefore, we hypothesise that ICT-use and HRM practices are complementary inputs with respect to firm innovation. Our data source is the Management, Organisation, and Innovation (MOI) Survey which assesses management practices in manufacturing establishments in transition economies. We find that firms that employ HRM practices are more likely to innovate relative to firms that do not use HRM practices. Our analysis also reveals a complementary relationship between ICT-use and HRM practices which positively influences firm innovation performance.

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Albuquerque, Cristina Pinto. "ICT in Social Care Practices: Opportunities and Critical Issues." International Journal of Reliable and Quality E-Healthcare 5, no. 1 (January 2016): 32–44. http://dx.doi.org/10.4018/ijrqeh.2016010103.

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In the present article, the author will discuss the critical questions associated with the use of ICT in social care practices as well as the possibilities generated by them in terms of innovation, effectiveness and efficiency of solutions and responses. At this level, she will underline the connection between social care and ICT, namely in what concerns the information, knowledge and participatory processes and the strategic diagnosis of needs and resources.

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Dahlberg, Tomi, and Ari Helin. "How IT Governance Practices Contribute to Inter-Municipal ICT Cooperation and Its Benefits." International Journal of IT/Business Alignment and Governance 8, no. 2 (July 2017): 62–79. http://dx.doi.org/10.4018/ijitbag.2017070104.

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ICT is significant for municipal' services. Yet, they are usually operated with limited resources, which motivates cooperation. We investigated, how ICT cooperation was governed in 20 Finnish regions. As the theoretical basis, we reviewed TCE, RBV, IT governance practice and Granovetter's social network theories. The theory basis was used to identify theory-proposed cooperation benefits and to link these benefits to IT governance practices. We then compared theory-proposed benefits and practices to those detected in the 20 regions. Our findings revealed differences in ICT cooperation, in the gaining of benefits, and in the use of IT governance practices. The lack of social ties helped to understand differences. Our findings indicate that the emperor will not enjoy new clothes – ICT cooperation benefits – unless ICT cooperation is systematically organized for governance. We contribute to research by augmenting the theory base of IT governance research, by extending IT governance research to inter-organizational contexts and by showing how this theory base can be used empirically.

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Koo, Jee-Hee, and Sang-Rak Lee. "Telemedicine System for Korean Beef Cattle Converging Livestock Farming Practices & ICT." Journal of Digital Convergence 14, no. 12 (December 28, 2016): 217–24. http://dx.doi.org/10.14400/jdc.2016.14.12.217.

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Rachmawati, Rini, Eko Haryono, Rizki Adriadi Ghiffari, Hilary Reinhart, Farah Dewi Permatasari, and Amandita Ainur Rohmah. "Best Practices of Capital City Relocation in Various Countries: Literature Review." E3S Web of Conferences 325 (2021): 07004. http://dx.doi.org/10.1051/e3sconf/202132507004.

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Capital city relocation issue is currently emerging due to the condition and problem Indonesia encounters. Study toward some cases of capital city relocation could be crucial input for analysis and comparison. This paper aims to review capital city relocation examples. Literature review shows there are variances in background and driving factors internally or externally, and infrastructure needs for city development. The driving factors consist of environmental pressure, pollution, urban heat island, housing, urban sprawl, and disaster. The infrastructures required for the development of a new capital city are information and communication technology (ICT), physical infrastructure, transportation, and open green space. From the analysis, Myanmar’s Yangon to Naypyidaw relocation and Malaysia’s Kuala Lumpur to Putrajaya relocation are the best practices in capital city development that boosts new activities and urban extension. Burma shows the infrastructure’s role in development of a new capital city and Kuala Lumpur reveals how ICT implementation helps to establish a new capital city. This paper is expected to fill the research gap from previous research in terms of reviews related to the need for ICT in capital city preparation. This indicates that this paper has followed the trend of ICT advancement. The next research and publication will strengthen the use of ICT as one of the variables.

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Reis, Luiz Claudio Diogo, Flavia Cristina Bernardini, Claudia Cappelli, and Simone Bacellar Leal Ferreira. "ICT Governance in the Context of Smart Cities: A Study in Brazilian Municipalities." iSys - Brazilian Journal of Information Systems 14, no. 3 (October 31, 2021): 25–46. http://dx.doi.org/10.5753/isys.2021.1642.

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ICT resources are essential to support, manage, and innovate cities services to citizens, especially in reference to smart cities context. From this perspective, ICT governance is fundamental to guarantee a return on investments and effectiveness in cities' administration. Based on the Brazilian cities best ranked in the Connected Smart Cities index, this work analyzed ICT governance practices in those cities. The results identified a lack of governance practices in most cities, a lack of active ICT governance transparency, and non-compliance with Brazilian access information law; thus, a set of lessons learned is structured for cities. Future studies can establish a good practice catalog and guidance as a baseline for an ICT open governance approach.

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Dahal, Niroj, Bal Chandra Luitel, Binod Prasad Pant, Indra Mani Shrestha, and Netra Kumar Manandhar. "Emerging ICT Tools, Techniques and Methodologies for Online Collaborative Teaching and Learning Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 17–21. http://dx.doi.org/10.3126/mefc.v5i5.34753.

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Emerging ICT tools, techniques and methodologies (TTM), which might be helpful for pedagogical practices, for a synchronous and asynchronous mode of teaching and learning mathematics in online and distance mode of education. This action research reported from the underpinning practices of the authors as trainers, course facilitators, educational researchers and innovative practitioner-the possible uses of emerging ICT tools, techniques and methodologies for teaching and learning mathematics. This article highlights some key strengths with possible integration of emerging ICT tools, techniques and methodologies to facilitate online and offline task(s) and assessment(s) of the learners, and trainees in a collaborative manner. Epistemologically, our experiences reflected that the learning experiences of the learners and trainees would be better by incorporating emerging ICT tools, techniques and methodologies in day to day practices in online classes specifically more in this present context. We have concluded the paper by highlighting the effectiveness of use of emerging ICT tools, techniques and methodologies as a new innovative virtual teaching and learning platform.

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Lawo, Dennis, Margarita Esau, Philip Engelbutzeder, and Gunnar Stevens. "Going Vegan: The Role(s) of ICT in Vegan Practice Transformation." Sustainability 12, no. 12 (June 25, 2020): 5184. http://dx.doi.org/10.3390/su12125184.

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With the debate on climate change, topics of diet change and the reduction of animal products have become increasingly important in both public and academic discourses. However, sustainable ICT studies have so far focused on individual aspects, in particular investigating the criticized persuasive design approach. We argue for a broader perspective on the role(s) of ICT, one that helps in identifying opportunities to support consumer practice transformation, beyond motivational aspects. Based on retrospective interviews with 16 vegans, we argue to understand practice transformation as co-evolution of practices and ICT artefacts, as this perspective helps to understand how tensions arising from complex entanglements of practices, socio-material contexts, and communities can be resolved. Rather than a motivational process, we observe various roles of ICT artefacts co-evolving with practices: Ranging from initial irritation, to access to information about vegan practices, to the learning of vegan food literacy, to the negotiation of a vegan identity, and vegan norms at the intersection of the ‘odd’ and the ‘norm’.

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Kit, Liew Wai, and Malini Ganapathy. "The Reality of Malaysian ESL Teachers’ ICT Pedagogical Practices: Challenges and Suggestions." English Linguistics Research 8, no. 3 (September 15, 2019): 39. http://dx.doi.org/10.5430/elr.v8n3p39.

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Teachers of English as a second language (ESL) are nowadays exploring the integration of Information and Communications Technology (ICT) tools into their Higher Order Thinking (HOT) pedagogical practices. However, there are various challenges in using ICT to teach Higher Order Thinking Skills (HOTS), as it is only explored superficially. This study investigates the challenges encountered by ESL teachers when using ICT to promote HOTS. Meanwhile it aims to provide a set of guidelines to help teachers in teaching HOTS through utilising ICT. The framework of the research is grounded on Bloom’s Revised Taxonomy (2011). 30 ESL teachers from 5 schools selected by the ESL Master Teachers’ affiliation, participated in answering to the questionnaires. Meanwhile, 5 ESL teachers from each school were involved in focus group discussions (which were used to triangulate the data obtained from the questionnaires. The FGDs lasted for 20 minutes per session, and they were conducted based on the availability of the ESL teachers. The collected data were analysed in the form of tables and direct excerpts. The findings support that ESL teachers face multiple challenges such as time constraint, poor internet connection, and lack of ICT tools while using ICT to promote HOTS in schools. The findings of the present study are in-line with Malaysia’s vision in shifting the focus of education into the acquisition of HOTS. ESL teachers benefit from this research as they can improve on their teaching pedagogies based on the suggestions presented in this study.

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Lestarina, Anggi Purwa, Joko Nurkamto Nurkamto, and Ngadiso Ngadiso Ngadiso. "EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework." Register Journal 15, no. 1 (March 2, 2022): 91–108. http://dx.doi.org/10.18326/rgt.v15i1.91-108.

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Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers used a qualitative approach in this case study; three EFL teachers were interviewed and observed. The finding of the study is all EFL teachers had positive beliefs about ICT use for teaching and learning and student-centered belief orientation for pedagogical belief. One of three had low-self efficacy to utilize ICT. ICT was integrated for effective and efficient learning, which means teachers' level of ICT integration was Amplification based on the RAT (Replacement, Amplification, and Transformation) framework. However, overall, teachers' beliefs orientation were positive belief about ICT integration, high self-efficacy belief, student-centered belief. Still, they could not reach the high level of ICT integration linked to creativity in teaching. They also faced some barriers in integrating ICT, such as students' engagement and the learning in the distance still incomplete. They missed the motivation or stimulation stage for their students and the students' learning process was lack of speaking and listening enhancement activities. Additional research should address more people as data objects to corroborate research results.Keywords: ICT integration, RAT framework, Teachers' Beliefs, Self-efficacy beliefs, Pedagogical beliefs

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Hiremath, Suvarna S., and Somashekar Lalasangi. "ICT based best practices in the medical college libraries." IP Indian Journal of Library Science and Information Technology 6, no. 2 (February 15, 2022): 61–65. http://dx.doi.org/10.18231/j.ijlsit.2021.014.

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Data and correspondence innovations (ICTs) are a different arrangement of mechanical devices and assets — utilized for making, putting away, overseeing and conveying data. For instructive purposes, ICTs can be utilized to help educating and learning just as exploration exercises including cooperative learning and inquisitive. One of the fundamental utilizations of the ICTs in advanced education is instructing and learning dependent on these new advances. The advancement of ICT has changed the conventional ideas of libraries, changed the idea of assortments and the necessities of clients. The structure of ICT incorporates PCs (Hardware and Software), Internet, Wireless innovation, Radio Frequency Identification (RFID) and utilization of different library assets in ICT for example digital books, E-diary, Library organization, Web OPACs, According to their requirements client can get to wide assortment of, for example, data assets text, sound, picture, Video and so forth.This paper includes traditional best practices, information technology based best practices like web page, institutional repositories, e-mail alerting services, extension services and general best practices also.

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Bello, Sani Rabiu, and Ibrahim Shehu. "An Appraisal of E-Conveyance under Kano Geographical Information System (KANGIS)." Scholars International Journal of Law, Crime and Justice 5, no. 5 (May 24, 2022): 182–87. http://dx.doi.org/10.36348/sijlcj.2022.v05i05.001.

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This paper focuses on the electronic conveyance (e- conveyance) under Kano Geographic Information System (KANGIS). E-conveyance is one of the blossoming concepts under the realm of Information and Communication Technology (ICT). It involves land transaction using ICT facilities. The prime object of the paper is to highlight the concept of e- conveyance under KANGIS to determine its level of compliance with the world best practices. Combinations of doctrinal and empirical methods of research are adopted for the purpose of writing the paper. It is observed that what was practiced in KANGIS is a hybrid of traditional and digital form of conveyance. It is recommended that KANGIS should try to upgrade their system of e- conveyance to conform with the world best practices.

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Malik, Navid Jamil, Iftikhar Ahmad Baig, and Rashid Minas. "Application of Information Communication Technology at Secondary School Level and Its Practices." Global Educational Studies Review VI, no. I (March 30, 2021): 253–60. http://dx.doi.org/10.31703/gesr.2021(vi-i).26.

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At this point, it is a well-established fact that information and communications technology (ICT) is the most valuable source of power and attractiveness behind all types of knowledge-driven businesses worldwide. The availability of good, well-organized, well-equipped computer labs and highly-trained and dedicated ICT professionals in a variety of subjects inside the educational institution is an indispensable condition for the professional application of ICT in several societal areas. Specifically, this study aims to investigate the use and acceptability of information and communication technology (ICT) in secondary schools throughout the Punjab province. Participants included high school teachers as well as students from different regions of Punjab province. The study findings investigated the constraints and flaws in the implementation of the information technology program. It also shows that other challenges, such as power outages, can obstruct students from achieving their educational objectives.

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Ngao, Ayubu Ismail, Guoyuan Sang, and Jimmy Ezekiel Kihwele. "Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program." Education Sciences 12, no. 8 (August 13, 2022): 549. http://dx.doi.org/10.3390/educsci12080549.

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This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms.

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Yusof, Ibnatul Jalilah, Siti Khadijah Mohamad, Mansur Bello, Hawa Syamsina Md Supie, and Lukman Hakim Ismail. "Online Formative Assessment Practices Among Academics of Tertiary Education in Sokoto State, Nigeria." International Journal of Professional Business Review 7, no. 3 (October 31, 2022): e0653. http://dx.doi.org/10.26668/businessreview/2022.v7i3.e653.

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Purpose: This study examines the effect of two main factors, that is, lack of knowledge of ICT, and the availability of ICT facilities such as hardware, software, and internet access, which identified to be the common barriers towards practicing online formative assessment. Theoretical framework: Many educational institutions have been urged to adopt online learning due to the development of communications and digital device technology as well as the COVID-19 pandemic that ravaged the world in the previous two years. The shift from offline to online mode affects how formative assessment should be conducted during teaching and learning. The lack of knowledge of information and communication technology (ICT) and ICT facilities are prevalent in Nigeria. Design/methodology/approach: This study employed a survey design to examine online assessment feedback practice as well as factors contributing to the practices among 256 academics in one tertiary education in Sokoto. Descriptive and inferential statistical analyses were used. Findings: Online formative assessment feedback practice is at low level due to lack of knowledge of software applications and facilities. Research, Practical & Social implications: Government needs to invest more on educational technology by providing adequate ICT facilities in tertiary institutions in Sokoto, as well as offering suitable trainings on ICT literacy for academics. Originality/value: Online formative assessment contributes to enhancement in educational attainment and efficiency in learning and teaching.

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Alt, Dorit. "Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms." Teaching and Teacher Education 73 (July 2018): 141–50. http://dx.doi.org/10.1016/j.tate.2018.03.020.

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Marina, Marina. "INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND ITS ROLE IN EDUCATIONAL ASSESSMENT." Englisia Journal 3, no. 1 (September 21, 2016): 23. http://dx.doi.org/10.22373/ej.v3i1.664.

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This paper identifies the role of ICT in assessment practices in education. The significant factors that schools and teachers should consider include the benefits it can provide to improve and enhance assessment. The primary focus of this paper is: What are the roles ICT can provide to support assessment in education? ICT has several roles and supports in educational assessment practices. This paper empha-sizes its roles in two parts: testing, and tasks. ICT can be used in testing to administer tests, to score the tests, to analyse the result and to facilitate teachers in assessing learning outcomes. Besides, ICT can be integrated in completing student’s task such as portfolio and project-based assessment. ICT provides opportunities for students to create electronic versions of their portfolio. ICT can also support students to complete their project. It is essential for teachers to realise that the rubric used to assess e-portfolios and projects must also assess students’ technology use.

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Fantilagan, Vilma. "Factors Affecting Teachers’ Technological Methodologies, Practices and Teaching Performance: A Descriptive Analysis." International Journal of Scientific Research and Management 10, no. 03 (March 2, 2022): 755–62. http://dx.doi.org/10.18535/ijsrm/v10i3.ec02.

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The purpose of this study is to identify and describe the factors affecting teachers' technological methodologies, practices, and teachers’ teaching performance in Baliwasan Senior High School- Stand-Alone this school year 2020-2021. The study employs a checklist to determine the quantitative outcome of the given data. The findings revealed that factors affecting technological methodologies in terms of resources, teachers' experience with ICT, and teaching strategies were highly affected and at a high level for digital resources, online classes, and ICT integrations. In contrast, the results for internet connection and ICT integration were moderately affected and at a moderate level, respectively.

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Hwang, Na-Kyoung, Sun-Hwa Shim, and Hye-Won Cheon. "Use of Information and Communication Technology by South Korean Occupational Therapists Working in Hospitals: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 19, no. 10 (May 16, 2022): 6022. http://dx.doi.org/10.3390/ijerph19106022.

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The convergence and development of information and communication technology (ICT) have brought changes to occupational therapy practices, posing novel challenges for occupational therapists (OTs). This study aimed to investigate current practices of ICT use and factors affecting the clinical use of ICT among Korean OTs. An online survey was conducted among 158 domestic OTs working in hospitals. Participants reported that the therapeutic use of ICT positively affected client outcomes, ICT choice, and continued use. Participants highlighted the necessity to assess the ability of clients to use smart devices and ensure familiarity in the OT process. Of respondents, 31% reported the application of ICT-based interventions or recommendations in clinical practice. The use of ICT was predominantly associated with cognitive function, leisure activities, and information access and communication. A significant difference in barriers to ICT use was observed between familiar users and non-users. Familiar users reported a lack of knowledge and training as major barriers, whereas non-users reported expensive products or technology. Ease of use and usefulness were facilitators of ICT use among familiar users. Information and training opportunities are required to promote ICT use by OTs, and the usefulness of ICT must be realized via client-centered, customized approaches.

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Journal articles on the topic 'ICT Practices'

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