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 studys 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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Chan, Liz May Yin. "The use of ICT to support practical skills in music." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434238.
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Farmery, Ruth. "The integration and use of ICT across the secondary school." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/74065/.
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Many different technologies are available to support teaching and learning in schools and their role is a key topic for debate in contemporary education (Selwyn, 2011b; Lankshear & Knobel, 2006; Collis & Moonen, 2001). Evidence shows that although some technologies are adopted and used successfully within schools, others are not (Straub, 2009). This study was conducted in a technologically-rich secondary school where first-order barriers (Ertmer, 1999) were not expected to affect the use of ICT, and yet there are problems with the adoption of ICT across the curriculum. This study has followed two separate but connected lines of inquiry – how second-order barriers affect the integration and use of ICT and how ICT is used in practice. This includes the roles of the teacher, students and managers in terms of delivery and provision (Moyle, 2006; Eynon, 2010; Wastiau et al, 2013), with a particular focus on the implementation and use of a VLE and e-portfolios for end of Key Stage 3 assessment (Stefani et al, 2007). Following a case study methodology, the research investigated the use of technology within a large secondary school in the South West of England. Data were gathered through the use of VLE logs, questionnaires and group interviews with Year 9 students, questionnaires and interviews with staff, and document analysis of lesson planning and the e-portfolios created by these students. The data shows that, despite good technology provision and access to resources, ICT use is variable within and between departments and despite the SLT vision for student-centred use of ICT, its use is mainly teacher-led. Issues such as how differences in understanding and interpretation of policy between SLT and teaching staff affect ICT use in practice and how teachers’ beliefs affect their practice are identified. By considering the role of second-order barriers on the integration of technology, the research examines the ‘messy realities’ of technology use in education. The key findings show the importance of the SLT and how their practice is central to implementing their vision for ICT use, the importance of the ICT department in supporting development of practice across the curriculum and how teachers’ beliefs about students’ home use of ICT affects their practice.
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Machado, Fernanda Ramos. "The use of ict tools in undergraduate english language programmes." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93113.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009.Made available in DSpace on 2012-10-24T16:51:06Z (GMT). No. of bitstreams: 1 273351.pdf: 699043 bytes, checksum: ca6583897d797434859668115e0a4cb3 (MD5)
O presente estudo tem por objetivo investigar (a) o uso de ferramentas de TIC por ambos os professores e alunos em cursos de Letras Inglês, (b) as crenças desses professores e alunos em relação ao uso de ferramentas de TIC nesses cursos e (c) a relação entre o uso das ferramentas de TIC nesses cursos e as crenças dos professores e alunos em relação a esse uso. Os dados foram coletados de 9 professores dos cursos de Letras Inglês da UFSC, UFRJ e UFMG, e de 48 alunos da UFSC e da UFRJ. Os instrumentos utilizados para a coleta dos dados foram questionários abertos online, entrevistas semi-estruturadas online e auto-relatos. Ao todo, todos os 9 professores e 48 alunos responderam o questionário; 3 professores e 6 alunos da UFSC participaram da entrevista e outros 2 professores e uma aluna também da UFSC escreveram o autorelato. A análise dos dados para o presente estudo consistiu de um processo cuidadoso de reflexão, interpretação e construção de significados a partir da triangulação dos dados obtidos através daqueles três instrumentos. Os resultados indicam que os professores do curso de Letras Inglês da UFSC, da UFRJ e da UFMG usam várias ferramentas de TIC nos cursos que lecionam com o objetivo de complementar as suas aulas e de auxiliar seus alunos no seu processo de aprendizagem. Além disso, a maioria dos professores e alunos expressou crenças positivas em relação ao uso de ferramentas de TIC, apontando várias formas como essas ferramentas podem complementar o próprio curso e ajudar os alunos a melhorarem suas habilidades lingüísticas. Porém, alguns poucos alunos reportaram não se beneficiar da maneira como algumas ferramentas estavam sendo empregadas, e ainda um aluno afirmou não acreditar que as ferramentas de TIC podem de alguma forma auxiliar no seu processo de aprendizagem. Por fim, um bom grau de coerência foi encontrado da relação entre o uso que professores e alunos dizem fazer das ferramentas de TIC e as suas crenças em relação a esse uso. Ou seja, os participantes não apenas acreditam que as ferramentas de TIC podem auxiliar no seu processo de ensino/aprendizagem, mas eles de fato as utilizam.
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Modimogale, Lloyd. "ICT and SMEs’ competitiveness in South Africa : how SMEs could use ICT to become competitive in South Africa." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/27585.
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This mini-dissertation reviews present literature to define ICT and SMEs and determine the current situation in South Africa with regard to the use of ICT by SMEs, including possible benefits to SMEs as well as stumbling blocks to adopting ICT. The research consists of collecting data from ten SMEs in Gauteng in South Africa using questionnaires and interviews, to determine how SMEs can use ICT to become more competitive. The mini-dissertation will have a number of chapters: the first chapter will give an overview of the subject. The second chapter will explain the research motivation and methodology while the third chapter will be the literature review, which will explore the topic of ICT and SMEs in depth, with a focus on South Africa. Chapter four will deal with data collection and analysis; the main source of data will be interviews based on structured questions. The fifth chapter will be the discussion and recommendations based on the results of the analysis and the literature review. Chapter Six will be the conclusion.Dissertation (MIT)--University of Pretoria, 2008.
Informatics
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Modimodale, Lloyd. "ICT and SMEs competitiveness in South Afirca : how SMEs could use ICT to become competitive in South Africa." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-08272008-111005.
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Simons, Marianne Elizabeth. "Wired attraction effects of ICT use on social cohesion in organizational groups /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2004. http://dare.uva.nl/document/77828.
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Kakihara, Masao. "Emerging work practices of ICT-enabled mobile professionals." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/311/.
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Currently, mobility is a significantly pervasive term; the concept is being widely used in multiple discussions including social, economic, political, and technological debates. However, the theoretical grounding of the concept is surprising unstable. This thesis aims to offer a theoretical foundation for the concept of mobility, particularly in contemporary work contexts. With support of information and communication technologies (ICTs) in general and mobile technology in particular, contemporary work activities are increasingly distributed and dynamically conducted in various locations. In such an emerging work environment, maintaining a highly level of 'mobility' is becoming critical for contemporary workers, particularly for mobile professionals. Based on the theoretical considerations on the concept of mobility, this thesis empirically explores the dynamic and heterogeneous nature of mobile professionals' work practices. In order to appreciate and explain the nature of mobility in contemporary work, this thesis specifically addresses the emerging work practices of mobile professionals. the data collection consisting of in-depth interviews and ad-hoc observations of sixty0two professional workers was conducted in Tokyo, Japan during the summer of 2002. Informed by the results of this qualitative field study, the thesis discusses a distinct mode of mobility in mobile professional work. The mode of mobility is characterised not only by extensive geographical movement but also by operational flexibility and intense interaction in mobile professional's dynamic work activities. Based on these theoretical and empirical discussions, this thesis aims: 1) to theoretically underpin our understanding of mobility in contemporary work contexts; 2) to offer empirically grounded implications for the post-bureaucratic, fluid organising of work, organisation, and technology.
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Jung, Sei-Hwa. "The use of ICT in learning English as an international language." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3885.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Turkcan, Seckin. "Use Of Ict For Energy Efficiency In Turkish Consumer Electronics Sector." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612816/index.pdf.
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Development and enhancements in Information and Communication Technologies (ICTs) is following a high level trend promising many opportunities to the economy, environment and society. Utilizing ICTs to enable improvements in the field of energy efficiency is becoming a very hot topic across the globe in this context. In this study both the enabling role of the ICTs for ensuring energy efficiency and the carbon footprint of ICTs considering also the rebound effects was analyzed as a case study for Turkish consumer electronics sector. Desktop research and in depth interviews with representatives of the sector, aimed at assessing current situation and trends in the field, provided a basis for a qualitative analysis. In our assessment main focus was put on the enabling role of ICT in achieving energy efficiency gains andthus, we intend to explore whether utilization of ICTs can help improving energy efficiency in consumer electronics sector in Turkey. Results of the analysis showed that there is a limited inclusion of ICT directly enabling energy efficiency in the sector. Moreover, there is a lack of awareness on the concept of ICT for energy efficiency concept in the sector. Discussion of the results was followed by policy recommendations for the enabling role of ICTs for achieving energy efficiency targets in Turkey. We argue that, by increasing the awareness on the topics, utilizing the potential strength of R&
D capacities of the firms and deployment of links between the sector and global context on the ICT for energy efficiency, ICT can help improving energy efficiency in Turkish consumer electronics sector.
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Podhraški, Ivan Edward. "The professional development of teachers' classroom use of ICT through mentoring." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494623.
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This study is concerned with the effective mentoring of teachers. It is qualitative by nature and is organised as two case studies; the first being conducted in a primary school and the second in an inner city mixed comprehensive school. The study considers the process of mentoring as a mechanism to build on skills developed by New Opportunities Funding (NOF). It therefore considers the confidence and competence of teachers in using Information Communications Technology (ICT) in their teaching. Two main questions were posed: Can mentoring improve staff attitudes towards the use of ICT in the classroom? Can mentoring be used as a tool to enhance CPD in ICT and hence encourage staff to increase and develop their use of ICT in the classroom? Data was collected over a period of three years in the form of field notes, semistructured interviews, documentation, pupil group interviews, book scrutiny and classroom.
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Adriaanse, Adriaan Marias. "The use of interorganisational ict in construction projects a critical perspective /." Enschede : University of Twente [Host], 2007. http://doc.utwente.nl/58087.
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Tsim, Siu-man. "Enhancing teachers' use of ICT in a Hong Kong primary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040045.
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Tsim, Siu-man, and 詹小敏. "Enhancing teachers' use of ICT in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040045.
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Koch, Alexander. "Outlining a framework for the use of ICT in disaster management." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/43941.
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Approved for public release; distribution is unlimitedDisaster relief operations are characterized by chaos and devastation and, therefore, a lack of information and reduced situational awareness. Information and communication technologies (ICT) promise a way to distribute and access information in a timely manner, but the interrelations between people, processes, organizations, and technology have an impact on the result. The purpose of this qualitative study is to reach a deeper understanding of the interrelations among people, processes, organizations, and technology in humanitarian assistance and disaster relief missions in order to develop a framework for organizations considering the usage of ICT in disaster relief operations. The research contributes to the body of knowledge by examining the problems and influences appearing with use of ICT in a command and control approach. Deeper understanding of the interrelations and risks will enable non-governmental organizations as well as military and other governmental organizations to take effective measures to prepare for the use of ICT and the leveraging of command and control in disaster relief operations. Improvement of command and control will have an immediate impact on disaster relief efforts.
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Petridou, Chrystalla. "Mathematics and science teachers' perceptions of ICT use in subject practice." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409752.
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Martins, Henrique Manuel Gil. "Use of mobile Information Communication Technology (ICT) devices in clinical settings." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614177.
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Mailizar, Mailizar. "Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/424734/.
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Countries around the globe see Information and Communication Technology (ICT) as a potential tool for enhancing education. Indonesia, like many other countries, is keen to integrate this technology in the classroom. The aims of this study were to investigate Indonesian teachers’ knowledge and practices in the use of ICT in secondary mathematics classrooms as well as to examine the relationship between teachers’ knowledge and their classroom practices. In addition, this study sought to reveal barriers faced by teachers to using ICT in their classrooms. The study employed a mixed methods approach whereby both quantitative and qualitative approaches for the data collection were undertaken sequentially. It was conducted in one of Indonesia’s provinces, Aceh province; 341 secondary mathematics teachers participated in the quantitative phase, and 10 of them participated in the qualitative phase. The findings showed that Indonesian secondary mathematics teachers had largely inadequate knowledge of both ICT and ICT use in teaching. In total, 67% of the teachers had used ICT at least once in their teaching, and the most common use of hardware was computers/laptops while in terms of software the teachers used general software more frequently than they used mathematical software. In addition, the teachers commonly used the digital tools to do arithmetic, draw graphs, present contents of mathematics and give classroom instructions. Finally, teachers had not yet achieved a high level of ICT use as most of them still used it for an established form of classroom practices. The findings of the study revealed a significantly positive correlation between teachers’ knowledge and their classroom practices in ICT use. Moreover, the correlation between teachers’ knowledge of ICT use in teaching and their classroom practices was stronger than the correlation between teachers’ knowledge of ICT and their classroom practices. The qualitative findings provided deeper insights showing that the relationship between teachers’ knowledge of ICT and classroom practices appeared at the subject level and the task level while the relationship between teachers’ knowledge of ICT use in teaching and classroom practices appeared at the classroom level, the subject level and the task level. Finally, based on the findings, the study suggested that Indonesian secondary mathematics teachers need to improve knowledge of both ICT and ICT use in teaching. In addition, teachers as well as policymakers should overcome the main barriers to ICT integration, namely teachers’ lack of time to prepare ICT-based lessons, teachers’ lack of confidence, and the assessment of students not being in line with the integration of ICT, in order to enhance the integration of ICT in Indonesian secondary mathematics classrooms.
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Bong, Carine Kuo, and Joseph Bayiah Ngang. "The use of Information and Communication Technology in disaster management : The case of Cameroon." Thesis, Jönköping University, JIBS, Business Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-13235.
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Abstract
The frequency of natural disasters and its negative consequences in terms of the number of people killed, property destroyed and negative environmental impacts caused in the affected communities constitute one of the basic foundations and motivations for the development and use of ICT and other means of preventing as well as responding to disasters in the world today. This is simply because disaster management constitutes an important part of any developmental framework. Unfortunately a majority of these natural disasters occur in developing countries where information flow is greatly hampered because the national actors in disasters lack the skills to use ICT to prepare for and to response to disasters in their communities. Current study aims at studying the use of ICT in disaster management in Cameroon-a less developing country south of the Sahara
To achieve the aim of this study, a quantitative research approach was chosen. A total sample of 150 organisations was selected from a population of 285 organisations within Cameroon, that are directly or indirectly involved with disaster management or developmental issues of any nature. In total 150 questionnaires were administered to these selected national actors by mail, internet, telephone and self-administration and 85 of the organisations respondended to the questionnaire.
After collecting and analysing the data, the authors came to the conclusions that; disasters occur in Cameroon on frequent bases causing lots of damages thus the need for ICT use in humanitarian logistics to move information and material. Results showed that national actors use the radio and local TV (CRTV) for disaster preparedness and the mobile phone for disaster response, while the internet and computer techonology, foreign TV, Fixed phone and fax had a very low usage rate or sometimes not used at all. The reason for low usage or no usage was due to problems encountered by national actors in an attempt of trying to use them. Against this background, the authors suggested a number of recommendations that could improve the degree of ICT usage. One of them was that the Cameroon government should partner with private sector firms to make ICT infrastructure available by investing more and improving on the telecommunication sector in the country. This will solve the problem of poor ICT infrastructure, poor radio and TV signals, limited internet connectivity accessibility and availability in Cameroon.
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Linder, Gottfriedz Jonathan, and Sven Wolf. "Modelling How Information and Communication Technologies Can Change the Energy Use in Stockholm’s Södermalm District." Thesis, KTH, Tillämpad termodynamik och kylteknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-118737.
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This master’s thesis is a contribution to the cross-disciplinary research project SitCit that addresses the issue of urban sustainable development. It aims to investigate how Information and Communication Technology (ICT) can be used to reduce the energy use and increase the energy demand flexibility in Stockholm’s Södermalm district. This study uses a bottom-up approach to model how ICT can change the energy use. The basis of the approach is the human activities that cause demand for services, delivered by different appliances, which in turn use energy to provide these services. The human activities are represented by Human Activity Systems (HAS) and the different appliances by Energy Usage Systems (EUS). A method for defining an energy system with a bottom-up approach was developed and used to build a conceptual model. Relevant ICT solutions were thereafter identified and described both technically and how they interact with the HAS, the EUS and the surroundings to change the energy use by means of automation, information and persuasion. It was also assessed how and when planning and implementation of ICT can be achieved, and who are the involved actors. The findings were compiled into an integrated qualitative model which was split into two parts, one that illustrates the interrelatedness of the different components expressed in terms of information flows, and one that shows who are the actors involved in the strategies to implement the various ICT solutions. Weaknesses in the bottom-up approach were identified and changes were suggested. The HAS should be split into human activities and what can be denoted “human” since most information flows due to ICT are not with the actual activities. The human can communicate through and with ICT. He or she can decide the activities and how much of them should be carried out, and is also the most important actor when it comes to the implementation of ICT. Furthermore, it was found that the coupling of HAS and EUS is weak, and time-use data and actual measurements on the energy use is therefore needed as input to a quantitative model. This study explains and illustrates how different ICT solutions work and how they can be implemented to change the energy use in an urban area. Together with the improvements in the bottom-up approach, and the methodological discussion, it can be used as groundwork for a quantitative model, or as a tool for decision makers to create and implement a strategy for urban sustainable development.
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Charalambous, Georgios. "TEACHERS IN THE ERA OF ACCELERATION : How the acceleration of ICT developments influences the ICT use by teachers at school." Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130804.
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In the effort to examine the factors that impact the use of ICT by teachers, research has up until now neglected the acceleration of ICT developments as a factor that affects the successful integration of ICT in education. The technological acceleration in general has triggered significant changes at the social level, such as the acceleration of social change and the acceleration of the pace of life. This is why the study of the acceleration of ICT provides for a good theoretical framework to study the teachers and their interaction with ICT in a broader context, one that engages the environment in which a teacher functions as a teacher and a learner. This study explores the role of the acceleration of ICT as a factor that affects the use of ICT by teachers in Cyprus secondary schools. The Social Acceleration (SA) theory is used to interpret the whole situation. After examining how teachers perceive the ICT acceleration, how it affects them at school and personally as lifelong learners the results showed that ICT acceleration is not a significant factor in the use of ICT by teachers at schools in Cyprus but it still affects teachers indirectly as lifelong learners. I argue that the teachers have established a superficial relation to technology that has to do with a short-sighted vision of ICT integration which also the Ministry of Education shares. I propose that serious decisions should be made at a policy level in order to make a conscious adoption of technology, not necessarily running behind the accelerated ICT developments but exploiting the potential of ICT according to the needs of the educational system.
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Hutchings, Chelsea Elizabeth. "Spousal Connectedness and Information and Communication Technology Use." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3433.
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To meet the purpose of the study, three hypotheses were tested: First, it was predicted there was a relationship between spousal connectedness and personal and spousal ICT (information and communication technology) device usage; second, it was predicted satisfaction with personal or spousal ICT device usage were mediators of the primary relationship between spousal connectedness and ICT device usage; and third, it was expected communication moderated the relationship between spousal connectedness and personal ICT device usage. A representative sample of married adults (n=208) were sampled. Personal and spousal ICT device use, satisfaction with personal and spousal ICT device use, spousal connectedness, and communication were measured and the resulting data analyzed. Regression analyses and path analyses were performed to test the hypotheses. The first and third hypotheses were found to be significant, but the second was not. The negative relationship between personal ICT device use and spousal connectedness indicates that as ICT device use increases, connectedness decreases. Communication, however, was shown to buffer this relationship. Data indicated that the more a person recalled communicating with their spouse, the less prominent was the relationship between their personal ICT device use and spousal connectedness.
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Abbasi, Salma. "Women and ICT in Muslim countries : policies, practices and challenges." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/5d56f72f-4ce5-4a5f-7196-22bc9ff0bec1/7/.
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This thesis explores the challenges and barriers that influence women's engagement with ICTs in Muslim countries, particularly in Pakistan. It examines the extent to which ICT policies, plans and strategies for 24 countries refer to women, and the implications that this has for their experience of ICTs. It analyses the cultural and social constraints on women's engagement with ICTs. Empirical research was conducted in five regions of Pakistan using documentary analysis, interviews, focus groups and questionnaires. The research shows that involving women in the ICT policy formulation process does not necessarily guarantee effective and inclusive ICT policies. Supporting Thas et al. (2007) and Chowdhury and Khanam (2005) it suggests that women from diverse sections of society with real knowledge of cultural and social contexts need to be involved in policy making if it is to be of benefit to women. Building on the work of Wanasundera (2006) and Hafkin (2002), the research suggests that ICT policies cannot be gender-neutral in countries such as Pakistan, where prevailing patriarchal social structures limit understandings of the constraints faced by women in effectively utilising ICTs in their individual and collective interests. The use and impact of ICTs depends greatly on class, education and geographical location (Gurumurthy, 2004; Jorge, 2002). ICT policies/programmes appear to cater mainly for the needs of wealthy, upper and middle class educated urban women. Thus ICTs have negligible benefits for the lower class poor, uneducated rural women (Arun et al., 2004). This research also highlights critical gaps in our understanding of the interface between ICTs, women and development (Momsen, 2004). Women face a wide range of social barriers in their use of ICTs, based on their environments, immersed in tradition and cultural norms. This research identifies substantial barriers that appear to be unaddressed in the design of ICT projects and guidebooks.
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Sze, Sheung-hoi Kevin. "Motivating students to learn through the use of ICT a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598705.
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Osman, Negla. "Situation and variation of ICT use among Khartoum State Universities’ Staff Members." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-76568.
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The use of ICTs (computer and internet) among staff members has continuously been a promising issue in recent education research. Higher education institutions in developing countries, notably Sudan, are greatly concerned about the level of use and acceptance of ICTs particulary among staff members.
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Sze, Sheung-hoi Kevin, and 施上海. "Motivating students to learn through the use of ICT: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31598705.
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Oyaid, Afnan. "Education policy in Saudi Arabia and its relation to secondary school teachers' ICT use, perceptions, and views of the future of ICT in education." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/69537.
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In recent years and as a result of the increasing pace of advances in technology and especially developments in the use of ICT in schools, teachers are now expected to make routine use of ICT in their teaching. This research sought to obtain deeper insight into Saudi secondary school teachers' ICT usage and its relation with ICT educational policy, teachers’ perceptions and attitudes towards the use of ICT in the teaching and learning process, and their envisions of possible and preferable usage of ICT in education in the future. The study utilised a sociocultural approach: data was collected via interviews and self completed questionnaires. A total of 14 interviews were conducted with teachers, ICT coordinators and head teachers, and 266 teachers drawn from ten secondary schools in Riyadh City completed the questionnaire. The findings indicate there is widespread use of ICT in secondary schools and most teachers have positive views towards ICT. Teachers pointed to a number of motivators summarised in this formula: internal incentives + school encouragement = competent ICT use in education. Three main factors were found to be hindering teachers' ICT use: time constraints, lack of training, and financial issues. Teachers’ ICT use is guided by policies: the research found that teachers’ ICT use is more influenced by schools’ policy than Ministry of Education policy which they are either unaware of or do not fully understand because of difficulties in implementing it. Finally, teachers anticipated future changes in their role to a facilitator and advisor. Teachers hoped for comprehensive improvement of education, radical curriculum change, and continuous teacher training.
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Meador, Kateryna. "Information and Communications Technologies (ICT) in Program Evaluation Practice: Exploring New Pathways to Evaluation Use." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40556.
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Despite the growing importance of information and communication technologies (ICTs), their use in the field of program evaluation has been, to date, understudied. Using a mixed-method approach and a conceptual framework informed by social interdependence theory, this thesis sought to contribute to this area of research by exploring how evaluation practitioners engage with ICTs, and if and how this influences evaluation use. The comprised two parts are in a cascade design: a qualitative study relied on interviews with practitioners, followed by a quantitative study utilizing a survey instrument to obtain findings from a larger cohort of practitioner respondents. The findings from both studies revealed that ICTs’ value is greater for the use of evaluative results (findings use) than for benefits arising from evaluation processes (process use), and that these tools support evaluation activities by aiding background and foreground processes. When used in the background, ICTs can help evaluators by offering flexibility, improving speed, and efficiency. In contrast, ICTs used for foreground processes help foster communication with and engagement of stakeholders. Together, this makes the use of ICTs a valuable extension to existing evaluator skillsets, especially when the tools are mindfully incorporated to fit a project’s contextual complexity. The findings also point to a number of barriers – at both the individual and organizational levels - that inhibit further integration of technology into evaluation practice. A conceptual framework developed as a result of the findings visually depicts this process, and it represents a significant contribution of the thesis. Given the growing proliferation of ICTs in all aspects of life, further insight through systematic inquiry is much needed to keep abreast of these rapidly changing trends. The provision of such has implications not only for evaluation practitioners, client organizations and professional evaluation associations, but for the ongoing development of empirical inquiry in the area.
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Rana, Saima. "ICT and educational purpose in the English secondary school : using Bell's cultural contradictions to challenge techno-economic justifications of ICT use." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020623/.
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The prominence of ICT in English Secondary schools has increased enormously in the last fifteen years under the New Labour administration. As a background to this, schools have historically been justified either in terms of vocational or non-vocational objectives, captured in Oakeshott's contesting metaphors of schools as markets or as monasteries. ICT became a high profile and very expensive part of a general educational reform policy engaged with these contested objectives. The thesis surveys and critiques government ICT policy in English Secondary schools between 1995-2010, through situated case studies of policy processes, asking what ideas are driving the reforms and how these frame the purpose of schools. The central contribution of this thesis is to reveal how ICT educational policy in this sector has been constructed and positioned through the application of critical discourse analysis (CDA). An original feature of this CDA is the use of Daniel Bell's theory of tripartite Axial Realms to identify neglected discourses. The main findings are that there is a dominant techno-economic discourse and that axial principles from the cultural and political realms are largely invisible. This research places the construction of educational ICT policy reform discourse at the centre of important contemporary questions about the purpose of Secondary schools, in particular, debates about market and visions of schooling. I use Bell to reconceptualise the educational purpose of ICT, showing that it can be reconstructed in terms of Bell's three realms, the techno-economic, the political and the cultural, rather than assuming that only the techno-economic is needed to explain it. The implications of this are that vocational justifications alone need not and should not drive ICT educational reform, nor educational reform generally, and that reintroducing political and cultural principles alongside techno-economic ones would benefit ICT policy.
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Nylén, Per. "Learning English with the use of ICT : An action research study on students' attitudes." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6006.
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The purpose of this study is to outline students’ attitudes towards ICT in the learning of English. The research was carried out as action research at a vocational high school in Sweden. The study aims at giving answers to the questions what the students’ attitudes towards ICT are, to what extent they think that ICT affects their learning and if ICT use changes their attitudes towards English. The students had little or no previous experience of ICT. For a period of two months, they used ICT in their English studies. This work was organized according to Svensson’s (2008) definitions ICT as a tutor, ICT as a tool and ICT as an arena, which are connected to behavioristic, cognitive/constructive and social constructivist/socio-cultural learning perspectives, respectively. For example, the students read and listened to texts online, wrote their own dialogues for a movie and maintained their own blogs. After each module, they evaluated the method and at the end of the project they were interviewed. The study shows that most of the students were positive towards ICT in learning English. They were most positive towards ICT as a tutor, which was interesting given that behavioristic ways of learning are often criticized by today’s scholars. Furthermore, the students claimed that ICT gives them new opportunities to learn. Not surprisingly, to learn in a way that suits the individual learner was seen as positive. They stated that it was difficult to comment on the impact that ICT might have had on their performance after such a limited period of time, but they indicated that they thought that they had improved at least a little. During the interviews, a few students claimed to have changed their attitudes towards English a little, in a positive way, but it was difficult to confirm this after such short time.
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Toh, Yancy. "Sustaining the use of ICT for student-centred learning : a case study of technology leadership in a Singapore ICT-enriched primary school." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/27830.
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Policymakers who have invested in the use of ICT in education are often motivated by its promise to realise pedagogical innovations. However, the unrelenting gap between the promise and performance of ICT has continued to prompt further research into how the affordances of technology can be better harnessed in schools. This three-year qualitative case study hopes to shed light into this matter by looking at the: 1) ecological factors of how an ICT-enriched primary school in Singapore had been using technology to support the pedagogical reform for student-centred learning; 2) conditions that led to its sustained use of technology for this purpose. Complexity theory was employed as the analytical framework for the study. By examining the inter-connectedness of systemic influences governing the in-situ use of ICT in the exemplar school, educational leaders and policymakers can gain a holistic perspective of the factors that may promote or impede technology integration effort. Through the use of interviews, lesson and meeting observations as well as document analysis, the trajectory of the school’s ICT journey was mapped out. The development history surrounding the use of technology for teaching and learning provided a precursor to investigate how the school organisation as the unit of analysis had created favourable conditions leading to the sustainability of ICT-related innovations. Specifically, five themes had emerged: 1) continuous scanning of environment; 2) multi-pronged capacity building efforts; 3) mitigating systemic tensions amongst stakeholders; 4) shared accountability and 5) systematic pacing. Based on the findings to the study, a complexity-informed model for technology leadership, stakeholders’ dynamics and guidelines for policymaking were drawn up. The dissertation concludes with reflections on the use of complexity theory and recommendations for future research.
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Meerza, Alyya H. "The application of TAM for the investigation of students' attitudes towards ICT, and factors influence students' ICT use in learning at KHEIs." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/7555.
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The aim of this study was to investigate the attitudes of students towards, and use of ICT in KHEIs (private- public), as well as identifying the factors that influence students‟ attitudes towards using ICT in their daily learning. Technology Acceptance Model (TAM) was used to examine the influence of the factors: type of university, gender, academic discipline, language of learning, students‟ ICT experience and ICT support, on the Perceive Ease (PEOU) of Use and Perceive Usefulness (PU), as internal components of attitude. This study employed mixed research methods to achieve its aims and objectives. The study sample consisted of 717 students from the sciences and humanities at both the Public University and the private University in Kuwait. Quantitative and qualitative data were gathered from students by distributing questionnaires and semi-structured interviews. The principal quantitative results of this study were: (1) the overall attitude of public university students towards using ICT in their learning are more positive than the attitudes of students at the private university; (2) the type of university, gender, level of ICT experience and ICT support factors have an influence on students‟ attitudes through the PEOU and PU; (3) the factor of academic discipline only influences students in terms of the PEOU and PU, and (4) learning English has a positive influence on students‟ attitudes towards ICT. At the same time, the qualitative results show that the use of ICT tools in their English version can improve students‟ English language skills. Another qualitative result shows that the social communication between students and the peer learning can positively influence their attitude towards ICT, as well as improving their ICT experience and skills. Recommendations were subsequently made to stakeholders and educators at both universities, based on the findings of the study. Further ideas were then identified for future research.
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Comstedt, Agnes, and Garcia Ainhoa Martin. "Exploring the relation between ICT use and stress. : Development of a concept to reduce smartphone use in bed at night." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263239.
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Digitalization has affected and changed society in many ways, and the use of ICT and smartphones has increased drastically over the last years. The two research questions that were addressed in this Master Thesis Project were: 1. Is there a connection between ICT use and stress? and 2. How can we help people to limit or reduce their smartphone use in bed at night? The project was divided into two parts, one research part (1) and one design development part (2), each with its own research question. Methods applied in the project included Design Research, Human-Centered Design and a Soma Design approach. An extensive background research and user studies, including deep interviews and a survey, both answered the first research question and led to the formulation of the second one. To answer the second research question four different concepts were developed, tested as trigger material and evaluated through a SWOT analysis. The concept that was chosen to be further developed, a massage pillow controlled by moving a smartphone around, was developed into a functional prototype. The purpose of the prototype was to give the user an experience as close to the real one as possible. Based on the prototype, a final concept of the massage pillow, called “Avkopplad”, was created. The answer to the first research question was that yes, there is a connection between ICT use and stress. The second research question was answered by the final concept, although further development and tests of it are necessary to confirm the answer.Digitaliseringen har påverkat och förändrat samhället på många sätt, och användandet av ICT och smartphones har ökat drastiskt under de senaste åren. De två forskningsfrågor som det här examensarbetet ämnade besvara var 1. Finns det en koppling mellan användande av ICT och stress? och 2. Hur kan vi hjälpa människor att begränsa eller minska sitt användande av smartphones i sängen på kvällen? Projektet bestod av två delar, en forskningsdel (1) och en designutvecklingsdel (2), båda med sin respektive forskningsfråga. Några av metoderna som användes i projektet var Design Research, Human-Centered Design och Soma Design. En omfattande bakgrundsresearch och användarstudier, såsom djupintervjuer och en enkät, både besvarade den första forskningsfrågan och ledde till formuleringen av den andra frågan. Fyra olika koncept togs fram, testades och utvärderades med SWOT-analys för att besvara den andra forskningsfrågan. En funktionell prototyp togs fram för det utvalda konceptet, en massagekudde styrd av hur användaren rör på sin smartphone. Syftet med prototypen var att skapa en upplevelse som så mycket som möjligt liknade den tänkta riktiga upplevelsen. Utifrån prototypen skapades slutkonceptet ”Avkopplad”. Svaret på den första forskningsfrågan var att ja, det finns en koppling mellan användande av ICT och stress. Den andra forskningsfrågan besvarades med slutkonceptet, men ytterligare tester och utveckling krävs för att bekräfta svaret.
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Makoza, Frank. "The impact of ICT use on livelihoods of microenterprises : case of South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11089.
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Draper, Kim. "Understanding science teachers’ use and integration of ICT in a developing country context." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26687.
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Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to communicate, access information, and stay connected in an increasing globalised community. In many developed countries, ICT is now strongly featured in education for teaching and learning. In South Africa, as in other developing or partly developed countries, ICT use in education remains limited. This research was conducted to explore and understand how those South African science teachers who have access to ICT use it when they teach science. It was done to explain some of the reasons those teachers use ICT in the ways that they do, and to gain a better insight into the value that using ICT adds to both teaching and learning science. The research was designed as a mixed methods study, using both quantitative data collected from 267 Grade 8 science teachers in South Africa through the SITES 2006 teacher questionnaire, and qualitative data collected from three science teachers, all of whom taught science in a context of limited resources typical of a developing country. The data collected and analysed in this study showed that when science teachers have access to ICT for teaching and learning in classrooms typical of developing country contexts, they are able to use that ICT effectively to add value to teaching and learning. The greatest value is added when the teacher has a high technological pedagogical content knowledge. Secondly, at the level of the teacher, personal entrepreneurship is a key factor in a teacher’s ability to use ICT to add value to teaching and learning and to support the educational objectives based on 21st century learning objectives. Thirdly, teachers use the available ICT resources in a variety of ways but it seems that access to a personal computer, either laptop or desktop, in the classroom is a minimum requirement for ICT use in subject teaching. And lastly, the gap between ICT policy intentions as outlined in the South African e-Education White Paper (DoE, 2004b) and ICT practice remains large. There was no evidence from this study to suggest that the ICT policy intentions influenced practice at classroom level.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Bate, Frank. "A longitudinal study of beginning teachers' pedagogical identity and their use of ICT." Thesis, Bate, Frank (2010) A longitudinal study of beginning teachers' pedagogical identity and their use of ICT. PhD thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/1657/.
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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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Bate, Frank. "A longitudinal study of beginning teachers' pedagogical identity and their use of ICT." Bate, Frank (2010) A longitudinal study of beginning teachers' pedagogical identity and their use of ICT. PhD thesis, Murdoch University, 2010. http://researchrepository.murdoch.edu.au/1657/.
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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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Monyemangene, Regina. "High access to and low use of Information Communication Technology : a case study of students in higher education institutions in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12022.
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Includes bibliographical references.This study is a response to the need to understand the meaning behind some of the unanticipated behaviour displayed by students in higher education institutions who have high access to information communication technologies (ICTs), but yet display limited use. The main objective of the study is to explore and highlight reasons why students privileged with high access to ICTs make such limited use of them.
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Alrasheedi, Hamed S. "Information and Communication Technology (ICT): Effects of Gender and Training among Kuwait Teachers." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251445284.
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Mammadov, Samir. "Factors impacting the integration of one-to-one computing initiative into learning and teaching in Azerbaijan." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23576.
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During recent decades the educational community around the world has witnessed an increasing interest in programmes aiming at providing teachers as well as learners of all ages with direct access to personal computing devices and the vast amount of information such provision enables. These types of programmes are known as “one-to- one computing”, a term that indicates a very widespread distribution of computers in educational settings. Research into such patterns of provision has accordingly become a priority. Understandably, the realities of one-to-one programme implementation vary considerably across the nations, since cultural setting, educational system, customs of technology use and teachers’ experiences are all significant aspects that influence the process. However, there can be certain commonalities across all these aspects in countries whose educational systems have a largely shared history, as is the case in the former Soviet Union states. Azerbaijan’s experience in the field, as one of the countries with a post-soviet educational system going through curriculum reforms, was very attractive for a comprehensive study with the primary focus on identifying the factors influencing the infusion of one-to-one computing into learning and teaching. The research question developed for this study was: “What factors influence the integration of one-to-one computing into teaching and learning?” Qualitative research methods were used to gather data at three purposively selected schools, two in the capital city of Baku and one in a provincial town. The research data were collected by conducting classroom observations, interviews and focus group discussions with main stakeholders of the programme allowing for investigation of students’, teachers’ and parents’ experiences throughout the implementation process. Using a constructivist grounded theory approach the gathered data were analyzed in two major stages: the first one employed the ‘helicopter view’ approach to attain a preliminary picture, followed by the process of coding, memo-writing and analysis. The second stage of the analysis resulted in a thematic summary into teacher, student and classroom-dynamics-related categories. The findings revealed that the students were the most enthusiastic about the changes brought to the learning process with the introduction of the lightweight, small and inexpensive devices, commonly known as netbooks. The students improved their technological skills and knowledge and applied these skills in acquiring domain knowledge. By providing students with netbooks, the one-to-one programme introduced anytime, anywhere, and individualized learning opportunities. The study also revealed that the introduction of netbooks was leading to students developing collaborative learning skills. In addition, the study found that most of the teachers were developing new teaching methods to continue the programme implementation. They invested extra time and worked hard, notwithstanding the lack of guidelines both on the integration of technology with pedagogy and on meeting newly-set National Curriculum standards. Some teachers overcame the technological challenges that arose along the way eagerly, while others used them as an excuse to discontinue the programme implementation. The parents’ opinions varied considerably, some of them supported the innovation, while others considered the frequent usage of technology excessive, unnecessary and potentially damaging to their children’s health. The latter group of parents expected their children to be taught similarly to them, with a primary focus on the development of handwriting and speaking skills as well as the habits of reading printed books. The research has identified eight major factors influencing the integration of one-to-one computing into teaching and learning: embedding ICT in the curriculum, fostering of exploratory learning, student satisfaction, new learning practices, professional development, school leadership support, teacher beliefs and parental support. Most importantly, the findings have revealed the importance of addressing teacher professional development in terms of integrating technology with pedagogy and meeting curriculum standards through technology-infused teaching methods. These factors indicate the improvements needed for successful programme implementation. It is hoped that the results can be adopted by educational leaders to inform their decisions on one-to-one programmes, thereby contributing to successful integration.
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Ramdeyal, P. K. "ICT access, use and perceptions : the current state of play among staff and students at South African universities of technology." Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/662.
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Published ArticleThis paper reports on a mixed methods study that investigated access to, use, and perceptions of current and emerging technologies among Information Technology (IT) staff and students at universities of technology (UoTs) in South Africa. Fifty-eight IT staff and 410 IT students from 4 UoTs participated in the study. The primary research instrument was an online survey questionnaire, which was supplemented by semi-structured interviews with 31 of the study participants. Web investigations and conversations with IT support staff from UoTs also formed part of the mixed methods employed in the study. The findings of the online survey are analysed both from individual institutional perspectives and in aggregate form representative of the sector as a whole. Cross tabulations are used to analyse the data across institutions. The quantitative analysis reveals interesting trends and patterns in how students and staff are taking advantage of the potential held by Information and Communication Technologies (ICTs) for teaching and learning and for use in their daily lives. The qualitative findings question the assumptions that have been made about a digital divide between digital native students and their digital immigrant lecturers, suggesting that we need to develop a more sophisticated understanding of the role that technologies play in the lives of both students and staff. Results indicate that while students are very enthusiastic about using various ICTs and Web 2.0 tools, most have still to be convinced about their use for formal academic functions. Academic staff, on the other hand, continues to be cautiously optimistic about the use of ICTs in teaching and still harbour a number of concerns.