Relevant bibliographies by topics / ICT use

Academic literature on the topic 'ICT use'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "ICT use"

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Dar, Wahid Ahmad, and Kounsar Jan. "Student ICT Use Motives." International Journal of Cyber Behavior, Psychology and Learning 11, no. 4 (October 2021): 1–20. http://dx.doi.org/10.4018/ijcbpl.288498.

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Research on the second-level digital divide suggests that motivational factors are crucial for its comprehensive understanding. However, the literature survey indicates a lack of research on ICT usage motives and their relation with student alienation. Using data from an offline survey on university students, this study establishes psychometric properties of student's ICT usage motive scale in the Kashmiri context. Based on SCT theory, the scale distinguishing between three underlying ICT usage motives: socialising, Instrumental and mood management, with the latter two motives negatively correlated with each other. Further analysis shows that instrumental motive reflected a moderate negatively correlation with learned helplessness (LH), learning disinterest (LD) and learning discouragement (LDC) dimensions of student alienation. Socialising motive showed a moderate positive correlation with classroom isolation (CIS). CFA (n= 575) model showed the least metric invariance with regard to gender and residential background.
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Luboslav, Szabo, Romanova Anita, Bolek Vladimir, and Zelina Michal. "Intensity of ICT use by managers of agricultural enterprises." Agricultural Economics (Zemědělská ekonomika) 63, No. 11 (November 6, 2017): 485–92. http://dx.doi.org/10.17221/132/2016-agricecon.

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The growing importance and relevance of ICT in business increases the dependence of business entities on ICTs, to which the managers of agricultural enterprises need to pay the necessary attention. The penetration of ICTs also affects the companies that do business in the area of agriculture. High quality and accessible information today has a strategic economic and social importance for the management of this sector; therefore, the use of ICTs by the company managers is becoming an essential part of their daily lives. In their work, the managers of agricultural enterprises most often use a personal computer. The intensity of the laptop use is increasing and thanks to the mobility and connectivity, smartphones are also getting ahead. The use of these devices closely involves operating and application software. The most popular operating system is Windows. In terms of applications, the managers most often use the most popular package MS Office. The research involves an analysis of the intensity of the ICT use by managers with emphasis on agricultural enterprises in the Slovak Republic. The scientific article presents the results of an implemented survey focusing on the intensity of the ICT use by managers and the verification of the hypothesis of a significant influence of a manager’s job position on the intensity of the ICT use in the company.
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Dar, Wahid Ahmad, and Kounsar Jan. "ICT Use Behaviour and Student Alienation." International Journal of Virtual and Personal Learning Environments 12, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijvple.285600.

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Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socio-economic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student’s ICT use for education and capital enhancement. Students differed in their ICT behaviour based on gender, type of course, and residential background. Socio-economic status was positively correlated with ICT use for education and entertainment. These findings highlight the nuances of ICT use behaviour among young university students. The implications and future research directions have been discussed.
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Ahn, Seonghun, and Kyounghwa Chae. "Correlation Analysis on ICT Literacy Level and Difference of Habit to Use ICT." Journal of The Korean Association of Information Education 20, no. 3 (June 30, 2016): 303–12. http://dx.doi.org/10.14352/jkaie.20.3.303.

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Reschová, S., D. Pokorová, Z. Nevoránková, and J. Franz. "Monoclonal antibodies to bovine coronavirus and their use in enzymoimmunoanalysis and immunochromatography." Veterinární Medicína 46, No. 5 (January 1, 2001): 125–31. http://dx.doi.org/10.17221/7869-vetmed.

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Two monoclonal antibodies (MAb) to the outer structural protein E2 (spike peplomeric protein) and two MAb to the inner capsid protein N of bovine coronavirus (BCV) were prepared and identified by Western blotting to be used for increasing the specificity and sensitivity of BCV detection. The MAb were checked by the haemagglutination inhibition test and immunoperoxidase tests and no cross reactivity with rotavirus was demonstrated by the immunoperoxidase test and ELISA. A mixture of all the four MAb at predetermined optimum concentrations was first used in sandwich ELISA and then, in combination with an anti‑coronavirus polyclonal antibody, for the development of a simple and rapid immunochromatographic test (ICT). The results of which can be read visually within 10 min. The inclusion of MAb into ELISA and ICT allows the detection of both intact and incomplete BCV virions. ELISA and ICT were used in the examination of a set of 74 faecal samples collected from calves suffering from diarrhoea. ELISA, used as the golden standard verified by electron microscopy, detected BCV in 15 samples (20.3%) and ICT in 16 samples. Three of the ICT‑positive samples were negative by ELISA. On the other hand, two of the 58 ICT‑negative samples were positive by ELISA. Sensitivity and specificity of ICT were 94.9% and 86.7%, respectively
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Pilat, Dirk, Franck Lee, and Bart van Ark. "Production and Use of ICT." OECD Economic Studies 2002, no. 2 (October 16, 2003): 47–78. http://dx.doi.org/10.1787/eco_studies-v2002-art9-en.

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Nair, Geeta, and Robert Hindle. "Use of ICT in Education." International Journal of Information Communication Technologies and Human Development 5, no. 4 (October 2013): 10–19. http://dx.doi.org/10.4018/ijicthd.2013100102.

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The present research paper discusses the use of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities’ to the generation that missed them in the first place, thus helping adult learners, particularly the employed and women; thus attempting to reduce gender inequities. The paper attempts to map the trajectory of ICT and its increased usage across the world in an era of globalism, spanning Asia with a focus on India. Technology helps update, modernize, and revolutionize knowledge, information teaching-learning processes et al that help to bridge the digital divide on multi levels-between the rich and poor nations, between the rich and poor classes within a nation, between the rural and urban areas, between the young and old population, between the first and second generation learners and teachers that have become the essence of the new knowledge economy comprising smart students, teachers, policy makers, and communities all woven together through the yarn of the world wide. Like any other innovation, this one too is a double-edged coin with its intrinsic advantages and disadvantages. It is for us to harness modern technologies and utilize the ICT revolution in education for modern global growth, interconnectedness, and inclusiveness that create ‘win-win’ situations for all stakeholders.
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Lee, Chei Sian, and Mary Beth Watson-Manheim. "Perceived Risks and Ict Use." Journal of Computer Information Systems 54, no. 2 (January 2014): 16–24. http://dx.doi.org/10.1080/08874417.2014.11645682.

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Cogill, Julie. "You can use ICT to …" 5 to 7 Educator 2006, no. 15 (March 2006): 15. http://dx.doi.org/10.12968/ftse.2006.5.3.20772.

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Siraj-Blatchford, John, and Kimberly Caroline Smith. "Use ICT to support thinking." Early Years Educator 11, no. 9 (January 2010): 22–26. http://dx.doi.org/10.12968/eyed.2010.11.9.45924.

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Dissertations / Theses on the topic "ICT use"

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Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.

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Wong, Shuk-ching, and 黃淑貞. "Improving ICT use in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40040069.

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Brown, Joy. "English teaching and the use of ICT : English teacher's experiences of the use of ICT during the corona pandemic." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180714.

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Despite teachers already using Information and Communications Technology as a tool in their English teaching, the corona pandemic and the subsequent transition to online teaching presented teachers with the challenge of using ICT for all of their teaching. Teaching a language which is not the students’ mother tongue makes online teaching an even greater challenge. The purpose of this study, therefore, is to increase the knowledge surrounding the use of ICT in online English teaching in an effort to support teachers in the future. The experiences of ten English teachers were obtained through the use of semi-structured interviews. A thematic analysis revealed a mixture of positive and negative experiences from the teachers, in terms of personal feelings, the actual process of online teaching and professional competence. The need for extra support for teachers in various areas of online teaching is discussed. Further research is needed to provide more detailed information in order to learn how teachers can be better supported in their role as an online educator, or in the use of ICT in a physical classroom.
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au, frank_bate@optusnet com, and Frank Bate. "A longitudinal study of beginning teachers' pedagogical identity and their use of ICT." Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100427.222635.

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The educational policy environment in Australia explicitly supports the integration of information and communications technologies (ICT) through targeted initiatives covering infrastructure, equipment, electronic learning materials and professional development. However, for all the energy expended to encourage teachers to use ICT, it is reported that few teachers take full advantage of the significant opportunities that ICT present. A number of reasons have been cited to explain this, the most compelling of which are bound up with teachers’ knowledge and skills in harnessing ICT and their beliefs about ICT and teaching itself. This research presents a three year longitudinal study of a cohort of 35 beginning teachers located in Western Australia. The focus on beginning teachers is purposeful. It is suggested that this segment of the teaching profession can provide useful insights into the affordances and risks that teachers face in harnessing ICT. Beginning teachers may also provide a window into how ICT will be taken up in the future. The aim of the research, therefore, is to describe and explain beginning teachers’ beliefs, knowledge, dispositions and skills in using ICT within the context of their school environment(s). The research literature characterises beginning teachers as having positive self-perceptions of their ability to use ICT, and embracing contemporary, student-centred theories of learning. Given these preconditions, it might seem likely that beginning teachers would seek to integrate ICT into their teaching in innovative ways. The seven research questions that underpin and guide the research are aimed, at least in part, at confirming or challenging this assertion. The study adopts a mixed method approach in seeking to understand and interpret the dynamic nature of participants’ beliefs about teaching and their knowledge, dispositions and skills in using ICT within their socio-cultural context. A rich data set, gathered over three years and using qualitative and quantitative techniques, is presented to provide evidence in relation to the study’s research questions. The longitudinal nature of the study provides opportunities to interpret this data set over time, adding to the strength and credibility of the research. Participants articulated pedagogical beliefs that aimed to engage students in active meaning making. However, the way in which participants used ICT was generally limited to presentation-style teaching, completion of worksheets using a narrow range of productivity software and the use of the World Wide Web for simple inquiries or reinforcement. There was a clear mismatch between the ideals that participants claimed to hold to be important and their capacity to use ICT to help realise these ideals. Four interrelated factors are posited to explain this: lack of clarity over beliefs and how ICT can support these beliefs; variability of perceptions within schools of the affordances and risks of using ICT; embedded structural constraints that stall the creative use of ICT; and, deficiencies in technological-pedagogical-content knowledge. The study may interest educational policy-makers, school leaders, managers, teachers and other learning professionals that are considering how to conceptualise, plan, implement and/or enhance the use of ICT within their local context. A model is presented to help educators grapple with the implications of using ICT in the classroom and explore its transformative potential.
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Gamlo, Nada Hussain. "EFL teachers use/non-use of ICT at a university in Saudi Arabia." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66077/.

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This study describes and evaluates the reported use of Information Communication Technology (ICT) by teachers of English as a Foreign Language (EFL) at a university in Jeddah, Saudi Arabia. The overriding aim of the study was to understand how ICT was being used and to discover what limits and what encourages teachers to use ICT. This was a mixed methods study using both quantitative and qualitative methods. Data was collected using questionnaires (152 EFL teachers – 92 females and 60 males), personal interviews (16 female and 8 male teachers) and observations (5 lessons of female teachers). The study reports variable use of ICT, and three types of teachers were identified according to their use of ICT. Extended users were seen as emergent users of ICT; they allowed students to use of mobile phones in the classroom to capture pictures of projected slides or to record the lesson. They tended to prepare a greater of repertoire resources and experiments using ICT, such as blogs and online groups. Restricted users tended to apply limited use of ICT. They used ICT in routine practices as expected by their course coordinators; e.g. they used data projections to explain grammar rules or to facilitate revision, and played audio using computers in the classroom or mp3 with speakers. Non-users of ICT were those teachers were those who believed there was no reason, insufficient time allocated, or not enough reliable equipment, to use ICT. It was found that most teachers perceived the use of ICT as beneficial to learning and teaching, in particular in reducing classroom teaching time and improving the monitoring of students‟ progress. Teachers also believed that ICT provided a greater variety of teaching and learning strategies, e.g. teachers created blogs to teach their students cooperative writing techniques, and encouraged students to upload useful learning applications on their smart phones. Teachers believed that students were more engaged when using technology, and that ICT helped the students to become more independent learners. It was found that teachers‟ beliefs and their willingness to use ICT were the main motivators for students. However, there were several constraints on teachers; the most commonly perceived barriers to ICT use were related to lack of access, lack of confidence when using ICT, lack of belief in the value of ICT, unwillingness to make time to use ICT, and poor training. This research contributes to an under researched area of ICT: that is the use of ICT in EFL teaching in the Arab world, i.e. Saudi Arabia. It sheds light on the perennial problem of ICT uptake and shows how unreliable access, limited time and irrelevant training limit ICT use, but that teachers‟ beliefs and willingness to use ICT when teaching EFL facilitate use. The researcher made an attempt to consider these constraints and barriers in theoretical terms, and the discussion drew attention to the value of a zoned approach to ICT. It has added to research investigating how gender differences affect the approaches of academic staff in Saudi Arabia, and has also illuminated the potential of female staff as effective educators.
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Runevad, Mattias, and Sandra Olofsson. "ICT Adoption Among Tanzanian SMEs : Barriers Hindering Internet Use." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26234.

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Problem Tanzanian SMEs are experiencing rapid development and the emergence of ICT innovations related to business applications. However, the development is hindered by a number of barriers related to infrastructural, human capital and institutional issues. To raise economic growth, these barriers must be understood, what implications that follows in taking the next step up the adoption ladder and how to overcome them. Purpose To identify and explore how the barriers of ICT at different levels of the adoption ladder are to be overcome and what implications it has for SMEs in Tanzania. Research design/methodology A mixed method approach was conducted with a survey where 96 SMEs responded that asked questions regarding ICT use and its barriers. A qualitative study on site in Tanzania was also conducted involving eight different companies and organizations within the tourism sector. The data from both sources was then combined and analyzed to get a view of the current situation and reach a conclusion. Conclusions The major barriers identified were; bad/slow Internet connection, high cost of Internet access, high cost of equipment, lack of power supply, poor IT skills and difficulties getting bank loans. Regarding adoption levels, for every step upwards in the adoption ladder the barriers of ICT are raised. This dynamic view of barriers within this context were, for example, that continuous power supply at lower levels in the adoption ladder does not affect the use or perceived usefulness among SMEs in Tanzania. The combined theory and analysis of the empirical data was used to develop an analytical model that illustrates the rising barriers at every step in the adoption ladder. The empirical data and this dynamic perspective on barriers that the analytical model gives serves as the main contributions of this study. Practical implications The view on barriers in Tanzania is not static and the understanding of the barriers and how they impact SMEs will from this study help the government, NGOs and other organizations in Tanzania, in how to address the barriers of ICT that is currently impeding growth and economic development for SMEs. Research limitations/implications For these results to be generalized a bigger sample needs to be gathered and address more SMEs outside the tourism industry.
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Jones, William Paul. "The adoption and use of ICT in micro firms." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/the-adoption-and-use-of-ict-in-micro-firms(cba1886b-167f-42df-aa6d-da7431e23803).html.

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This thesis examined the usage of E-Business technologies in the SME sector in a regional context, with particular reference to the "Sole-Proprietor" micro-sized grouping. The ongoing interest within the academic community and policy makers could be attributed to the belief that such enterprises would grow and become cornerstones of economic prosperity and wealth creation. The SME community however, particularly the micro-sized classified enterprises have remained characterised by high closure rates. The emergence of E-Business and E-Commerce activity through the popularisation of the Internet and increased availability of affordable information technology was seen as a potential enabling mechanism to improve business productivity and economic prosperity. To enable this transformation, the use of E-Business was mooted by policy makers, trade groups, enterprise support agencies and academia as a panacea through which enterprises could become increasingly efficient, effective and potentially revolutionalise the business model. An initial investigation of the extant literature revealed that E-Business utilisation levels in Wales SME community was poor in comparison to other UK regions, with low levels of basic technologies and minimal uptake of sophisticated technologies. The study encompassed a two-stage methodology involving both quantitative and qualitative methods. A quantitative survey was conducted throughout Wales and 500 respondents recorded. In addition, ten in-depth longitudinal case studies of "Sole-Proprietor" micro-sized SME classified enterprises was undertaken over an eighteen-month period. The survey and case study findings revealed a lack of uptake of sophisticated E-Business technologies within the SME sector. This was particularly prevalent within the "Sole-Proprietor" SME micro-sized classification, the Owner/Managers therein were revealed to lack understanding and knowledge of the E-Business function. Indeed, the attitudes and perceptions of the Owner/Manager regarding E-Business were found to be of critical importance in the utilisation of technology within individual SMEs. However, there was a lack of Owner/Manager evaluation and strategic implementation of E-Business, resulting in stories of unfulfilled exploitation with minimal impact on the enterprise and resultant disenchantment. The study proposed a framework to represent the reality of E-Business usage within the SME "Sole-Proprietor" sector. The framework identified the central importance of the Owner/Manager of the "Sole-Proprietor" micro-sized SME in the adoption and utilisation of E-Business and the influence and impact of both external and internal determinants. The thesis contributed to the literature by identifying that "Sole-Proprietor" SME Owner/Managers were motivated predominantly by maintaining operational sustainability, as opposed to actively pursuing growth through increased technology deployment. The study drew significant comparisons with the TAM, in the specific context of the micro-sized SME sector, in that the usage and further adoption of sophisticated levels of E-Business would only readily occur if the technology become widely available, was usable and affordable and its usage resulted in immediately attainable benefits to the enterprise. The study concluded that it was essential that government policy makers, academia, trade groups and the private sector involved with encouraging E-Business usage recognised the need for cooperation and coordinated long term strategic planning to ensure E-Business usage within Wales becomes the norm rather than the exception.
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Sjöland, Mattias, and Sara Persson. "Knowledge sharing: How ICT and organizational culture increase sharing of knowledge within firms." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10742.

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As companies of the 21th century are getting more and more globalized it is important for companies to stay ahead of their known and unknown competitors. Knowledge is a key factor for many companies. Knowledge cannot always be transmitted effectively between employees in companies. Large sized enterprises have adopted various information and communication technologies (ICT) in order to transmit knowledge fast and efficiently. Small and medium sized enterprises (SMEs) have according to previous research, not been able to apply ICT to their business as well as large sized firms The purpose of this dissertation is to explore the gap, which exists between the usage of ICT and knowledge sharing in Swedish SMEs. In this dissertation, a deductive approach will be used as the theories are existent but are lacking empirical data. The research was performed through qualitative studies, and the method that was used was case studies. The case studies were performed in four companies, which belong to the production/service industry, all the companies fall into the category of SME. A model was constructed from existing theories made by Hendriks (2001) this model was analyzed and tested thoroughly. In the analysis of this dissertation, the model was developed as new factors were discovered to have an influence on what is affecting managerial perception of ICT and how it is being used for knowledge sharing. Our findings suggest that ICT use is affected by an influence, which exists in an external layer. This influence consists of legal requirements. Legal requirements seem to have a large impact on how ICT is being used in some companies, which are operating in a knowledge-based industry.
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Sh'e, Ngan-suen Nancy. "Enhancing learner autonomy in English through the use of ICT." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040136.

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Sh'e, Ngan-suen Nancy, and 佘雁璇. "Enhancing learner autonomy in English through the use of ICT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040136.

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Books on the topic "ICT use"

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Law, Nancy, Willem J. Pelgrum, and Tjeerd Plomp, eds. Pedagogy and ICT Use. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2.

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Agency, Teacher Training. The Use of ICT in partnership. London: Teacher Training Agency, 2000.

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Ma, Josef Kuo-Hsun, and Simon Cheng. Adolescent Well-Being and ICT Use. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04412-0.

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Jackson, Lynda Elizabeth. Evaluating the use of ict in science teaching. [s.l: The Author], 2001.

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Czapiewski, Konrad. Wykorzystanie ICT w rolnictwie Mazowsza - ujęcie przestrzenne: Use of ICT in Mazovian agriculture - spatial approach. Warszawa: PTG, 2012.

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Khayyat, Nabaz T. ICT Investment for Energy Use in the Industrial Sectors. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4756-5.

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Richardson, P. Developing the use of ICT in the teaching of geography. [s.l: The Author], 2002.

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Fabré, Elena Marco. Professional English in use ICT: For computers and the Internet. Cambridge: Cambridge University Press, 2007.

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Khan, Hashmat. Contribution of ICT use to output and labour-productivity growth in Canada. Ottawa: Bank of Canada, 2002.

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21, Unions. The creation of the e-union: The use of ICT by trade unions. London: Unions 21, 2000.

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Book chapters on the topic "ICT use"

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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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Pelgrum, Willem, and Nancy Law. "Introduction to SITES 2006." In Pedagogy and ICT Use, 1–11. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_1.

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Law, Nancy, Willem Pelgrum, Christian Monseur, Falk Brese, Ralph Carstens, Joke Voogt, Tjeerd Plomp, and Ronald E. Anderson. "Study Design and Methodology." In Pedagogy and ICT Use, 13–36. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_2.

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Anderson, Ronald E., and Tjeerd Plomp. "National Contexts." In Pedagogy and ICT Use, 37–66. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_3.

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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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Law, Nancy, and Angela Chow. "Pedagogical Orientations in Mathematics and Science and the Use of ICT." In Pedagogy and ICT Use, 121–79. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_5.

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Law, Nancy, and Angela Chow. "Teacher Characteristics, Contextual Factors, and How These Affect the Pedagogical Use of ICT." In Pedagogy and ICT Use, 181–219. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_6.

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Law, Nancy. "In Search of Explanations." In Pedagogy and ICT Use, 251–62. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_8.

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Law, Nancy. "Summary and Reflections." In Pedagogy and ICT Use, 263–77. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8928-2_9.

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Chu, Wai-chi Rodney, and Yinni Peng. "ICT Use with Chinese Characteristics." In New Connectivities in China, 201–13. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3910-9_16.

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Conference papers on the topic "ICT use"

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Nasir, Abdul. "Use of ICT." In the 1st international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1328057.1328119.

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Kinnula, Marianne, Netta Iivari, and Tuula Ijäs. "Designing for young people's ICT use." In AcademicMindTrek'15: Academic Mindtrek Conference 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818187.2818269.

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Melo, Eugenia, Juan Llopis, Jose Gasco, and Reyes Gonzalez. "LECTURERS’ ICT USE AT COLOMBIAN UNIVERSITIES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0315.

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Garyfallidou, D. M., and G. S. Ioannidis. "Teaching geography with the use of ICT." In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011104.

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Lekka, Aspa, and Jenny Pange. "What ICT tools do undergraduate students use?" In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2015. http://dx.doi.org/10.1109/imctl.2015.7359625.

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Makiwa, Peter J., and Riana Steyn. "ICT adoption and use in Zimbabwean SMEs." In 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530576.

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Champagne, Ryan, Julio Guerra, Chun-Hua Tsai, Jocelyn Monahan, and Rosta Farzan. "Fuzziness in LGBT non-profit ICT use." In the Seventh International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2737856.2737893.

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Czarnul, Pawel, and Mariusz Matuszek. "Use of ICT infrastructure for teaching HPC." In 2019 IEEE 14th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2019. http://dx.doi.org/10.1109/stc-csit.2019.8929841.

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Cooper, Peter, Tom Crick, Theo Tryfonas, and George Oikonomou. "Whole-Life Environmental Impacts of ICT Use." In 2015 IEEE Globecom Workshops (GC Wkshps). IEEE, 2015. http://dx.doi.org/10.1109/glocomw.2015.7414033.

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Abraham, Irene Ann, and Patricia M. Alexander. "ICT technology use within public health clinics." In the South African Institute of Computer Scientists and Information Technologists 2019. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3351108.3351115.

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Reports on the topic "ICT use"

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

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Chinn, Menzie, and Robert Fairlie. ICT Use in the Developing World: An Analysis of Differences in Computer and Internet Penetration. Cambridge, MA: National Bureau of Economic Research, July 2006. http://dx.doi.org/10.3386/w12382.

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Campoverde, Jose Israel, María Granda, and José Luis Saboin. The Impact of ICT Capital on Firm Output and Productivity: Evidence for Ecuadorian firms. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004664.

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We estimate the effects of ICT capital and ICT use on firm output and total factor productivity in Ecuador, using a capital augmented production function. We study heterogeneities across 2 dimensions: (i) economic sectors and (ii) firm characteristics (size, export orientation, age, location, technological intensity, and knowledge intensity). Using a novel and comprehensive data set of 27,489 Ecuadorian formal firms and using 2 identification strategies, we find positive and statistically significant effects of ICT capital and ICT use on output and TFP across economic sectors, controlling for firm characteristics. For robustness, we use four alternative measures of (i) ICT capital intensity and (ii) ICT use by the firm, finding, for the former, interesting industry differences on the effect of ICT capital and, for the latter, a positive effect of digital training on firms TFP.
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Ashiono, Benard, Teresa Mwoma, and Catherine Murungi. Does the use of ICT empower teachers to teach mathematics better? A case of lower primary teachers in Mombasa. Matters of Behaviour, May 2018. http://dx.doi.org/10.26455/mob.v2i1.7.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Pavlo P. Nechypurenko, Stanislav L. Bondarevskyi, Olena M. Bondarevska, and Stanislav T. Tolmachev. The use of mobile Internet devices in the formation of ICT component of bachelors in electromechanics competency in modeling of technical objects. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3264.

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Computer simulation of technical objects and processes is one of the components of the system of professional training of a modern electromechanics engineer. It has been established that despite the fact that mobile Internet devices (MID) are actively used by electrical engineers, the methods of using them in the process of bachelor in electromechanics training is considered only in some domestic scientific studies. The article highlights the components of the methods of using MID in the formation of the ICT component of the competence of the bachelor in electromechanics in modeling of technical objects, providing for students to acquire basic knowledge in the field of Computer Science and modern ICT and skills to use programming systems, math packages, subroutine libraries, and the like. For processing tabular data, it is proposed to use various freely distributed tools that do not significantly differ in functionality, such as Google Sheets, Microsoft Excel, for processing text data – QuickEdit Text Editor, Google Docs, Microsoft Word. For 3D-modeling and viewing the design and technological documentation, the proposed comprehensive use of Autodesk tools in the training process.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Roland-Holst, David, Kamalbek Karymshakov, Burulcha Sulaimanova, and Kadyrbek Sultakeev. ICT, Online Search Behavior, and Remittances: Evidence from the Kyrgyz Republic. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/fepw3647.

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Infrastructure has always been a fundamental driver of long-term economic growth, but in recent decades information and communication technology (ICT) has supported and accelerated the growth of the global economy in ways beyond the imagining of our ancestors. We examine the role of ICT infrastructure in facilitating labor markets' access and remittance flows for workers from the Kyrgyz Republic. Using a combination of traditional high frequency macroeconomic data and real time internet search information from Google Trends, we take a novel approach to explaining the inflow of remittances to a developing country. In the first attempt to model remittance behavior with GTI data in this context, we use a gravity model. We also attempt to account for both origin and destination labor market conditions, using Kyrgyz language search words to identify both push and pull factors affecting migrant decisions.
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Modlo, Yevhenii O., Serhiy O. Semerikov, and Ekaterina O. Shmeltzer. Modernization of Professional Training of Electromechanics Bachelors: ICT-based Competence Approach. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2649.

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Analysis of the standards for the preparation of electromechanics in Ukraine showed that the electromechanic engineer is able to solve complex specialized problems and practical problems in a certain area of professional activity or in the process of study. These problems are characterized by complexity and uncertainty of conditions. The main competencies include social-personal, general-scientific, instrumental, general-professional and specialized-professional. A review of scientific publications devoted to the training of electromechanics has shown that four branches of engineering are involved in the training of electromechanical engineers: mechanical and electrical engineering (with a common core of electromechanics), electronic engineering and automation. The common use of the theory, methods and means of these industries leads to the emergence of a combined field of engineering – mechatronics. Summarizing the experience of electrical engineers professional training in Ukraine and abroad makes it possible to determine the main directions of their professional training modernization.
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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3855.

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