Journal articles: '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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Dang, Xuan Thu, Howard Nicholas, and Ramon Lewis. "ICT Training and ICT Use among Vietnamese Foreign Language Teachers." Ubiquitous Learning: An International Journal 5, no. 3 (2013): 13–24. http://dx.doi.org/10.18848/1835-9795/cgp/v05i03/40374.

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Atsoglou, Kanella, and Athanassios Jimoyiannis. "Teachers’ Decisions to Use ICT in Classroom Practice." International Journal of Digital Literacy and Digital Competence 3, no. 2 (April 2012): 20–37. http://dx.doi.org/10.4018/jdldc.2012040102.

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Presented are reports on a pilot study investigating Greek secondary education teachers’ perceptions and attitudes towards current use of ICT as a learning tool in their classroom practice and the possible factors that influence their decisions to integrate ICT in their instruction. The survey presented has adopted the Decomposed Theory of Planned Behavior (DTPB) with certain modifications a) to assess teachers’ beliefs of the potential of ICT to support classroom learning activities, and b) to better understand teachers’ decisions to adopt ICT as learning tool in classroom practice. A Likert-type scale was constructed to investigate the DTPB variables and other factors related to the use of ICT in the classroom. Results indicated that although teachers were aware of the benefits of ICT to promote students’ learning they do not integrate ICT as a learning tool in their regular, everyday teaching practices. Primary factors determining the use of ICT in classroom practice relate to facilitating conditions in the schools and teachers’ self-efficacy. On the other hand, perceived usefulness of ICT, perceived ease of use, compatibility and normative beliefs seem to have minor impact on teachers’ actual usage of ICT in classroom settings.

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Oye, N. D., and M. A. Shakil . "The Use of ICT in Education: Focus on Nigeria." Information Management and Business Review 3, no. 3 (September 15, 2011): 185–92. http://dx.doi.org/10.22610/imbr.v3i3.932.

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The use of ICT in educational settings is a catalyst for change. The paper has sought to explore the role of ICT in education as we progress into the 21st century. The first phase focuses on the conceptual framework of the use of ICT in education. In this model the dependent variable is education and its sub variables are educational level of teachers and students which is directly affected by the independent variables which are the use of ICTs, ICT infrastructure and staff development. The second phase is the pilot study to answer two major questions: (i) Is ICT mandatory or voluntary at your institutions? (ii) What are the greatest barriers to using ICT to you as an academician? The results show that majority of the academic staff (86%) responded that ICT is mandatory. However, the survey revealed that most of the part-time lecturers ticked the use of ICT as voluntary. Some of these part-time lecturers in the cadre of professors, responded to Q32 as (do not fit my program). Actually in their dispensation, lecturing was done using the chalk board only. The research confirms that two major barriers affect the use of ICT; they are lack of time to use ICT the systems and training opportunities. Respondents on these are 38% and 32% respectively. Based on these findings, the paper recommended that, all employed teachers in Federal, State and Private institutions should undertake mandatory training and retraining on ICT programmers. The government should develop ICT policies and guidelines for the application of ICT in education.

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Pardede, Parlindungan. "Secondary School Students’ Perception of ICT Use in EFL Classroom." JET (Journal of English Teaching) 6, no. 3 (October 20, 2020): 246–59. http://dx.doi.org/10.33541/jet.v6i3.2215.

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Its huge potential to facilitate learning has made information and communication technology (ICT) use grow as one of the main advancements in the education sector in the 21st Century. This study aims at exploring secondary school students’ perceptions of ICT use in the EFL classroom. To achieve the objective, 197 students in 15 secondary schools located in Jakarta, Depok, and Bekasi were surveyed using a questionnaire. The data obtained were analyzed employing the descriptive analysis technique. The results showed that the participants’ perception was positive and high in some dimensions of ICT use in learning but low in one dimension. Positive and high perceptions were found in (1) the potentials of ICT use to increase learning interest and motivation; (2) the impacts of ICT use in learning; (3) ICT educational values; and (4) ICT use self-efficacy. It was also found that the participants used ICT more frequently for entertainment and socio-economic purposes than for learning activities. Finally, a majority of the participants thought taking formal ICT training to enable them to effectively use ICT in learning is not necessary.

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Zubković, Barbara Rončević, Rosanda Pahljina-Reinić, and Svjetlana Kolić-Vehovec. "Predictors of ICT Use in Teaching in Different Educational Domains." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 145. http://dx.doi.org/10.26417/ejser.v11i2.p145-154.

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This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers’ perception of possible risks and barriers of ICT use in education did not differ in three educational domains.

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Zubković, Barbara Rončević, Rosanda Pahljina-Reinić, and Svjetlana Kolić-Vehovec. "Predictors of ICT Use in Teaching in Different Educational Domains." Humanities Today: Proceedings 1, no. 1 (April 1, 2022): 75–91. http://dx.doi.org/10.2478/htpr-2022-0006.

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Abstract This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers’ perception of possible risks and barriers of ICT use in education did not differ in three educational domains.

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Taylor, Dan, and Gary Packham. "Social Inclusion through ICT: Identifying and Overcoming Barriers to ICT Use." Strategic Change 25, no. 1 (January 2016): 45–60. http://dx.doi.org/10.1002/jsc.2046.

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Umarova, Fotima Abdurakhimovna. "USE OF MODERN INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE TRAINING OF DESIGNERS." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 34–44. http://dx.doi.org/10.37547/jcass/volume01issue01-a4.

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The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies (ICT). This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of designers, increasing students' interest in the educational process and the ability to apply their knowledge in practice in the future. The focus is on the need to develop appropriate strategies for a new educational role and, in addition, to enhance the role of learners in integrating information and communication technologies (ICT) into the educational process. The role and perspective of the teachers was very important, highlighting them as key players in the process. The data show that there is a belief that the use of information and communication technologies (ICT) in the educational process will help increase the effectiveness of education and facilitate the organization of the educational process. In particular, it shows that the contribution of information and communication technologies (ICT) to the improvement of the educational process in educational institutions, where information and communication technologies (ICT) is an innovative factor, is high. Achieving this high level means that the educational institution must not only modernize technological means, but also change the models of teaching. We need to acquire digital knowledge and modern information technology in order to achieve development. This will allow us to take the shortest path. Indeed, the deep penetration of information technology into all parts of the world today creates new opportunities.

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Suet Yet, Tam, and Nooreen Binti Noordin. "The Use of ICT among Pre-Service English Language Teachers." International Journal of English Language Education 5, no. 1 (February 20, 2017): 100. http://dx.doi.org/10.5296/ijele.v5i1.10779.

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Information Communications and Technology (ICT) was first introduced through the Smart School project in 1997. Results from past studies on teachers’ use of ICT were mixed whereby their confidence in using ICT and their use and integration of ICT in their classroom practice were incoherent. Hence, this study intends to investigate the confidence level and skills of current pre-service teachers in teaching the English language through the use of ICT. Forty six pre-service English language teachers were selected purposively from a local university and a teacher training college, based on these few criteria set within the limitations of this study. This atudy adopted and adapted the questionnaires from the ICT Integration Survey (Spazak, 2010) and Technological Pedagogical and Content Knowledge (TPACK) by Mishra and Koehler (2006). These questionnaires are adopted for the purpose of understanding the pre-service teachers’ technological skills, as well as their content and pedagogical knowledge of English language teaching at the point in time when the data was collected. The data collected were analysed using the Statistical Packet for the Social Sciences (SPSS). Results showed that pre-service English language teachers are confident users of ICT, both for their own personal interests and to integrate ICT in their teaching. However, it is also found that pre-service teachers are skilled in ICT because they have been exposed to it since young. Further results that have emerged from this study revealed that there is no relationship between the time used in ICT and the confidence or skills in using ICT.

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Yumnam, Rosy. "THE USE OF ICT IN ESL CLASSROOMS IN MANIPUR." Social Sciences, Humanities and Education Journal (SHE Journal) 2, no. 2 (May 28, 2021): 147. http://dx.doi.org/10.25273/she.v2i2.8898.

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The use of Information and Communication Technology (ICT) in education has increased manifold in the present times. The role and use of ICT as a tool for English Language Teaching (ELT) is increasingly explored by educators as they assist in creating collaborative and independent learning environment. ICT plays a pertinent role in enhancing motivation, creativity and critical thinking of the learners. In the study, the attitudes of the students and teachers of the secondary schools of Manipur, a state in northeast India towards using ICT in teaching and learning English language are investigated. The paper aims to make the teachers and learners aware of the use of ICT in English as a Second Language (ESL) classroom. Through the questionnaires administered to both teachers and learners, the importance and challenges in the pedagogy of ELT using ICT is identified and discussed. The findings of the survey indicate that most of the teachers and learners held positive approach towards integrating ICT in teaching and learning English language.

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Sandberg, Karl W., and Fredrik Håkansson. "Strategical Use of ICT in Microenterprises." International Journal of E-Entrepreneurship and Innovation 10, no. 1 (January 2020): 1–13. http://dx.doi.org/10.4018/ijeei.2020010101.

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Studies have shown that microenterprises need to work with strategic use of ICT (Information and Communication Technologies) if they want to survive and grow. Digitalization and the use of ICTs open new opportunities for microenterprises to improve their businesses. The present article seeks to examine the use of ICTs in 61 microenterprises. A case study was conducted to investigate these microenterprises. The results of the study show that microenterprises need to work more strategically to use more advanced and cheaper ICT solutions and better business models to compete in the local and global markets.

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Twining, Peter. "Planning to use ICT in schools?" Education 3-13 29, no. 1 (March 2001): 9–17. http://dx.doi.org/10.1080/03004270185200031.

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Zaporozhchenko, Y. "USE OF ICT IN DISTANCE LEARNING." Information Technologies in Education, no. 16 (June 12, 2013): 75–82. http://dx.doi.org/10.14308/ite000430.

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Soja, Ewa, and Piotr Soja. "Fostering ICT use by older workers." Journal of Enterprise Information Management 33, no. 2 (January 2, 2020): 407–34. http://dx.doi.org/10.1108/jeim-12-2018-0282.

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Purpose Adaptation to the requirements of digital economy is especially difficult for older workers, which is a challenge for today’s organizations due to workforce shrinking and ageing. Therefore, the purpose of this paper is to investigate how it is possible to develop older employees’ potential in technology use in the business environment. Design/methodology/approach The authors examined how employees at various age perceive barriers during enterprise system (ES) adoption and use. This exploratory study is based on grounded theory and draws from the opinions of 187 Polish ES practitioners. Findings With age, emphasis on employees’ perception of mandatory ICT implementation projects is shifting from technology to people-related considerations. For older employees, job security and workload appear the most critical issues in such projects. Age-diverse collaboration appears necessary to address the problems posed by technology-related and demographic changes. Research limitations/implications The findings imply that incorporating multiple stakeholder perspectives and age-related considerations into research on ICT adoption appears essential. Practical implications ICT adoption in the business environment can be successfully supported by age-balanced team building, cooperation between younger and older employees, and age-adjusted change management initiatives. Social implications Supporting older employees during the implementation of mandatory business software should embrace reducing their negative attitudes to ICT-induced change by minimizing their perception of job insecurity. Originality/value Unlike many prior studies, the current research places age in the central role and discusses not only how it is possible to support older employees, but also how to leverage their potential in the process of ICT adoption and use in a mandatory setting.

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Selwyn, N., N. Marriott, and P. Marriott. "Home computers & university ICT use." Journal of Computer Assisted Learning 18, no. 1 (February 28, 2002): 44–45. http://dx.doi.org/10.1046/j.0266-4909.2001.00206.x.

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Agarwal, P., and M. A. Alam. "Use of ICT for sustainable transportation." IOP Conference Series: Earth and Environmental Science 150 (May 2018): 012032. http://dx.doi.org/10.1088/1755-1315/150/1/012032.

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Selwyn, Neil, and Kate Bullon. "Primary school children's use of ICT." British Journal of Educational Technology 31, no. 4 (October 2000): 321–32. http://dx.doi.org/10.1111/1467-8535.00165.

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Koubek, Anni, and Maria Jandl. "Diversified use of ICT in education." Campus-Wide Information Systems 17, no. 5 (December 2000): 161–66. http://dx.doi.org/10.1108/10650740010360520.

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Alshammari, Yousef, Omran Alharbi, and Awatif AlMutairi. "Pre-service Teachers' Use of ICT in Saudi Education: Literature Review." Advances in Social Sciences Research Journal 9, no. 7 (August 2, 2022): 668–72. http://dx.doi.org/10.14738/assrj.97.12762.

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Various technological tools are commonly used in education, due to rapid advances in the Information and Communications Technology (ICT) field. In recent years several institutions and schools in Saudi Arabia have started using ICT in the classroom. The purpose of this review is to assess the available literature to establish the extent of pre-service teachers' understanding of ICT and the level of ICT use in Saudi education, over the last decade. The findings show that pre-service teachers seem to lack the necessary level of technical knowledge to use ICT effectively in the classroom. The results also revealed several obstacles to the use of ICT in education, including a lack of training, a shortage of resources, and insufficient clarity of the Ministry of Education's policy regarding using ICT in teaching. In light of these findings, thia study suggests that the Saudi educational environment be adapted and improved to make the adoption and use of ICT more successful. It also suggested that pre-service teachers receive training both at university and when they reach their schools on how to incorporate ICT successfully into their teaching and learning practice.

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McCormick, Robert. "Learning and the use of ICT in the classroom." Educational and Child Psychology 18, no. 3 (2001): 6–19. http://dx.doi.org/10.53841/bpsecp.2001.18.3.6.

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AbstractThis paper examines the context for the use of information and communications technology (ICT) in the classroom, through the development of the technology itself, the government’s policy of funding hardware and the Lottery New Opportunities Fund ICT training of all teachers in the UK. The paper suggests that ICT has the potential to open up new opportunities that may call into question traditional views of learning and knowledge. Participatory views of learning are examined as a basis for considering how ICT can be exploited to the full. An important result of a participatory view is collaborative activity, and this is examined as a reflection of the contemporary views of learning and the new kinds of activities pupils can carry out using ICT.

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Rassy, Jessica, Cécile Bardon, Luc Dargis, Louis-Philippe Côté, Laurent Corthésy-Blondin, Carl-Maria Mörch, and Réal Labelle. "Information and Communication Technology Use in Suicide Prevention: Scoping Review." Journal of Medical Internet Research 23, no. 5 (May 4, 2021): e25288. http://dx.doi.org/10.2196/25288.

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Background The use of information and communication technology (ICT) in suicide prevention has progressed rapidly over the past decade. ICT plays a major role in suicide prevention, but research on best and promising practices has been slow. Objective This paper aims to explore the existing literature on ICT use in suicide prevention to answer the following question: what are the best and most promising ICT practices for suicide prevention? Methods A scoping search was conducted using the following databases: PubMed, PsycINFO, Sociological Abstracts, and IEEE Xplore. These databases were searched for articles published between January 1, 2013, and December 31, 2018. The five stages of the scoping review process were as follows: identifying research questions; targeting relevant studies; selecting studies; charting data; and collating, summarizing, and reporting the results. The World Health Organization suicide prevention model was used according to the continuum of universal, selective, and indicated prevention. Results Of the 3848 studies identified, 115 (2.99%) were selected. Of these, 10 regarded the use of ICT in universal suicide prevention, 53 referred to the use of ICT in selective suicide prevention, and 52 dealt with the use of ICT in indicated suicide prevention. Conclusions The use of ICT plays a major role in suicide prevention, and many promising programs were identified through this scoping review. However, large-scale evaluation studies are needed to further examine the effectiveness of these programs and strategies. In addition, safety and ethics protocols for ICT-based interventions are recommended.

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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjeily. "Lebanese Secondary Physics Teachers’ Attitudes Towards the Use of ICT." International Journal of Learning and Teaching 11, no. 1 (January 30, 2019): 8–27. http://dx.doi.org/10.18844/ijlt.v11i1.3891.

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ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ effect towards ICT, aware of usefulness and their confidence to use ICT. This research paper discussed the overall profile of physics teachers’ attitude towards ICT implementation and the difference in teachers’ attitude towards ICT among teachers’ gender, years of experience and age. The results of both descriptive and inferential statistics showed a positive attitude towards ICT and no gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.

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Kim, Sunha. "ICT and the UN’s Sustainable Development Goal for Education: Using ICT to Boost the Math Performance of Immigrant Youths in the US." Sustainability 10, no. 12 (December 4, 2018): 4584. http://dx.doi.org/10.3390/su10124584.

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In the context of the United Nations’ Sustainable Development Goal for education, this study examines the potential of information, communication, and technology (ICT) as a way to provide quality education for all, with a focus on immigrant youth in the United States. The study uses structural equation models (SEM) to analyze data from a nationally representative data set, Trends in International Mathematics and Science Study (TIMSS)-USA. Focusing on mathematics achievement among immigrant youth (with non-immigrant youth as a reference group), this study explores the effects of ICT access and two types of ICT use for educational purposes: generic and specific. The results indicate that ICT access and specific ICT use both have positive direct, indirect, and total effects on math performance for immigrant youths, while generic ICT use has only a nonsignificant negative effect. In nonimmigrant youths, these ICT variables showed a different pattern, with the effects of ICT access and specific ICT use being less pronounced, but generic ICT use exhibiting a significant negative effect. These findings show the potential role of ICT-mediated education in narrowing the achievement gap between immigrant and nonimmigrant students, thereby helping immigrants better integrate into their destination countries.

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Getnet, Endalew, Adem Kedir, and Jemal Yousuf. "Challenges and Prospects of ICT Use in Agricultural Marketing." International Journal of ICT Research and Development in Africa 4, no. 1 (January 2014): 41–60. http://dx.doi.org/10.4018/ijictrda.2014010103.

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Up-to-date market information on prices for commodities, inputs and consumer trends can improve farmers' livelihoods substantially and have a dramatic impact on their negotiating positions. Information on new marketing opportunities and the market prices of farm inputs and outputs is fundamental to an efficient and productive agricultural economy. The main focus of this study was on Information and Communication Technologies (ICT) use on agricultural marketing. Use of ICT (mobile phone, radio and television) and factors affecting ICT use in agricultural marketing in Eastern Hararghe were the objectives of this study. Random sample of 210 producers were selected from six purposively selected kebeles from Haramaya, Kersa and Metta woredas based on their production potential. Descriptive statistics and binary logistic regression model were used for analyzing the data and 63.8% were ICT users while 36.2% were not. The model result indicated that age, year of education, information seeking behavior and participation in trainings were significant determinants of ICT use. Network availability in the area, construction of electric line and infrastructures, network coverage throughout the country, affordable cost of simcard with free air time were opportunities for mobile phone use. Construction of electric line and infrastructures, wide area coverage of the frequency were opportunities for radio and television use. Alternative power source (battery) and expansion of Frequency Modulation (FM) stations were other opportunities for radio use. Interruption of network and electricity, language problem, absence of organized source of information are some challenges to use ICT. Adult education and trainings are useful to promote the awareness of producers; establishing basic infrastructures and services including electricity is basic requirement for ICT utilization. For the effective use of ICT, local languages needs to be used and trainings about how to use ICT also need to be provided.

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Erkulova, Feruza, Umidjon Samandarov, and Guzalkhon Samandarova. "The use of ict in teaching English grammar in secondary schools." International Journal on Integrated Education 3, no. 1 (January 27, 2020): 129–31. http://dx.doi.org/10.31149/ijie.v3i1.297.

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Nowadays, in every aspect of our life information, communication and technology (ICT) are playing a vital role. Even in the field of education the technological developments have shown great impact on the learners to become innovative and a source for motivating tool towards learning. ICT is often used to talk about computers and other technology use in schools. There are many ways to involve ICT in language teaching. In this article, we discuss the role of ICT and ways of using of ICT in teaching English Grammar in secondary schools.

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Turel, Vehbi, Sinan Calık, and Adem Doganer. "Tertiary Students' ICT Self-efficacy Beliefs and the Factors Affecting Their ICT-Use." International Journal of Information and Communication Technology Education 11, no. 2 (April 2015): 90–104. http://dx.doi.org/10.4018/ijicte.2015040108.

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This study looked at tertiary (i.e. undergraduate /a four-year degree) students' information and communication technology (ICT) self-efficacy beliefs and their level in use of certain common programmes at a newly established (i.e. 2007) university in Turkey in the spring of 2012. The study examined the tertiary students' (a) demographic background, (b) their ICT self-efficacy beliefs and (c) their ICT-using level in certain common programs. The students at three different departments were given the questionnaires to complete. 363 participants completed them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. descriptive statistics, ANOVA, Independent Samples Test). The qualitative data were analysed by examining the participants' responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results revealed that the participants were ICT literate and users. They had positive ICT self-efficacy beliefs and their level in certain programs was good. There were also statistical differences between (a) their ICT self-efficacy beliefs and (b) ICT level in certain common programs in terms of different independent variables (i.e. the length of ICT-use, the place of ICT-access, the frequency of ICT-use, the type of the course they were attending, and gender). The findings are consistent with models and theories of technology engagement which recognise facilitating or inhibiting conditions. The implications are (1) to provide (free) full-access to ICT in terms of efficient resources and technology availability, (2) to provide (efficient) ICT courses and (3) to integrate ICT into teaching/learning.

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Ilomäki, Liisa, and Pirkko Rantanen. "Intensive use of ICT in school: Developing differences in students’ ICT expertise." Computers & Education 48, no. 1 (January 2007): 119–36. http://dx.doi.org/10.1016/j.compedu.2005.01.003.

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Hinostroza, J. Enrique, Christian Labbe, and Magdalena Claro. "ICT in Chilean Schools: Students' and Teachers' Access and Use of ICT." Human Technology: An Interdisciplinary Journal on Humans in ICT Environments 1, no. 2 (October 31, 2005): 246–64. http://dx.doi.org/10.17011/ht/urn.2005360.

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Prasad, Chetlal, and Pushpa Gupta. "Use of ICT to Enhance the Learning Process in Higher Education." International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 97–102. http://dx.doi.org/10.5121/ije.2020.8409.

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ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

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Sulistiyo, Urip, Tubagus Zam Zam Al Arif, Reli Handayani, M. Faruq Ubaidillah, and Mujiyono Wiryotinoyo. "Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning." Journal of Language and Education 8, no. 2 (June 30, 2022): 17–30. http://dx.doi.org/10.17323/jle.2022.12467.

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Background. The use of ICT in learning English can assist learners to improve their language skills, aside from empowering and motivating them in English language learning. ICT utilization can provide opportunities for collaboration and interaction in the learning process. Purpose. The present study was conducted to examine the motivation, ICT skills, equipment, and attitudes factors towards the use of ICT tools for English learning in English as a Foreign Language (EFL) context. Methods. The quantitative method was applied involving 303 pre-service teachers of English department at a state university in Jambi, Indonesia. A questionnaire was employed to collect the data and Structural Equation Modeling (SEM) was used to analyze the proposed hypotheses developed in fulfilling the study objectives. Technology Acceptance Model (TAM) was used to examine the attitudes of student teachers toward the use of ICT for English language learning. Results. Findings suggested that the determinants of the technology acceptance model are the major factors influencing the usage of ICT. In addition, the effect of equipment, motivation, and ICT skills towards the use of ICT had been mediated by three main variables of TAM, namely perceived ease of use, perceived usefulness, and attitudes. Furthermore, it was found that the motivation, ICT skills and attitudes factors affect the actual use of ICT for English learning while the equipment factor does not. Implications. The results of this study are beneficial for students and teachers both in schools and universities. For students, they need to equip themselves with ICT literacy, ICT skills, motivation, and positive attitudes towards the use of ICT in English learning activities. Teachers should also equip themselves with ICT skills so that they can provide learning experiences according to the needs of students in today's digital age.

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Pearlman-Avnion, Shiri, Yael Goldschmidt, and Neli Shamis. "Impacts of Urbanization and ICT Use on Loneliness Among the Elderly in Israel." Education and Urban Society 52, no. 6 (December 4, 2019): 962–83. http://dx.doi.org/10.1177/0013124519891998.

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This study explores the impact of residential environment (urban vs. kibbutz community) and use of information and communication technology (ICT) on loneliness among the elderly in Israel. The quantitative study surveys four sub-populations of people above the age of 65: (a) kibbutz residents who use ICT, (b) kibbutz residents who do not use ICT, (c) urban residents who use ICT, and (d) urban residents who do not. Findings confirm the hypotheses that urban residents will report greater loneliness than kibbutz residents, and ICT users will report lower feelings of loneliness than non-users. A significant effect of residential environment is found. A significant impact of ICT use is also found, but the effect size is small. Furthermore, there is interaction between the variables: Kibbutz residents using ICT report greater loneliness than those who do not, while among urban residents, ICT users report a lower level of loneliness.

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Tanzela Alam, Dr. Farhana Khurshid, and Dr. Umer Farooq. "Secondary School Teachers’ Level of Knowledge and Use of ICT in Classroom." sjesr 5, no. 3 (September 30, 2022): 108–15. http://dx.doi.org/10.36902/sjesr-vol5-iss3-2022(108-115).

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Current study intended to identify teachers’ level of knowledge and ICT use into pedagogy at secondary level. It was a mixed method study. Quantitative data were collected from 100 teachers of secondary schools Rawalpindi. Descriptive statistics was applied and results were found out through percentage, mean, frequency and standard deviation. Interviews were also conducted with the secondary school teachers. Quantitative data revealed that teachers use only those ICT tools in which they have adequate level of knowledge. Qualitative data also backed these results and highlighted that teachers’ lack knowledge in ICT tools therefore they don't utilize them. They demand administrative support and need-based training in the development of ICT skills and knowledge. It is recommended that ICT integration in the field of education needs greater consideration than it is receiving. Teachers’ fewer knowledge in area of ICT depicted the need of enhancing their level of knowledge regarding advanced ICT tools.

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Islam, Md Shamimul, Noorliza Karia, Muhammad Khaleel, Jamshed Khalid, Md Abdullah Al Mamun, Md Yeasir Arafat Bhuiyan, and Mahmudul Hasan Fouji. "From ICT Adoption to ICT Addiction: The Mediating Factors between the Use of ICT and Learning Performance." International Journal of Electronic Commerce Studies 9, no. 2 (March 17, 2019): 133. http://dx.doi.org/10.7903/ijecs.1561.

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De Wit, Kurt, Dirk Heerwegh, and Jef C. Verhoeven. "Can openness to ICT and scientific research predict the ICT skills and ICT use of bachelor's students?" Computers & Education 78 (September 2014): 397–413. http://dx.doi.org/10.1016/j.compedu.2014.07.003.

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Kontostavlou, Eirini –. Zoi, and Athanasios S. Drigas. "The Use of Information and Communications Technology (I.C.T.) in Gifted Students." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 7, no. 2 (June 21, 2019): 60. http://dx.doi.org/10.3991/ijes.v7i2.10815.

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This article aims at considering the use of Information and Communications Technology (ICT) in gifted education and highlight the best ICT techniques for gifted students. The use of ICT in special education and specifically in gifted education has proved effective. ICTs techniques can be used by teachers to make intervention to the gifted, which will be very useful for them as they could develop their abilities and skills. In this report we provide a brief review of the most representative articles for ICT techniques, which have been used for giftedness. Pupils who are gifted in ICT are also presented.

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Zhu, Yaguang. "Combinatorial use of communication technologies in organizations." Corporate Communications: An International Journal 24, no. 4 (October 7, 2019): 623–35. http://dx.doi.org/10.1108/ccij-04-2018-0047.

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Purpose The purpose of this paper is to critique and extend contemporary scholarship on information and communication technologies (ICTs). This paper argues that the focus on the selection and use of a single communication medium limits the understanding of current ICT use in organizations. A combinatorial perspective is needed to capture the complexities of multiple ICTs use for achieving communication goals and completing tasks. Design/methodology/approach This paper addresses the trending phenomenon of combinatorial use of ICTs by offering a critical review of the theoretical studies and empirical research in scholarly books and journals and deriving novel theoretical research questions that set the stage for future studies. Findings This paper identifies how combinatorial ICT use as a perspective that uniquely elucidates ICT use in organizations, clarifies key terms used in previous research and proposes theoretical and operational recommendations for researchers and corporate practitioners who are interested in studying the combinatorial use of ICTs. Originality/value This paper highlights that understanding the combinatorial use ICTs in complex work environments could have significant implications for productivity and efficiency of individuals and corporations. This paper serves as a catalyst for on-going research conversations regarding combinatorial ICT use, while assisting organizational communication researchers and practitioners in describing, theorizing and advancing ICT implementation, use and outcomes.

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Huang, Shenghua, Yichao Jiang, Hongbiao Yin, and Morris Siu-yung Jong. "Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia." Learning and Individual Differences 86 (February 2021): 101957. http://dx.doi.org/10.1016/j.lindif.2020.101957.

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Bekteshi, Luan, and Jonida Bekteshi. "Use of ICT and Develepoment of Tourism Sector in Albania." European Scientific Journal, ESJ 13, no. 25 (September 30, 2017): 138. http://dx.doi.org/10.19044/esj.2017.v13n25p138.

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Information and Communication Technology (ICT) is increasingly playing an important role in developing a competitive economy based on knowledge and innovation. Use of ICT enables the provision of a higher quality of citizen’s life; it helps ease and efficiency of business processes and increase the efficiency and transformation of management. The use of ICT in different sectors of the Albanian economy has begun to be realized rapidly, improving economic and financial performance and expanding the range of services that are offered to users. ICT has been used massively also a sector which in Albania brings an important impact on GDP it is the tourism sector, however, it is noted that the use of ICT in this sector is at levels lower than in other countries of Europe as well as the region. The use of ICT and the Internet in the tourism sector in the world but also in Albania has enabled the creation of a new business environment, the global distribution of information as a very important element for the tourism sector and the creation of new channels of distribution, transforming the tourism sector globally. The tourism sector in Albania, which is competing strongly from neighboring countries after the period of its establishment and strengthening, currently faces the challenge of the massive use of ICT in the provision of information and the enhancement of services for its clients. The purpose of this paper is to evidence the level of use of ICT in the tourism sector in Albania, and based on analysis of data collected, presents recommendations on the use of ICT in the sector, aimed at increasing performance, expanding services and improving the quality of services provided to customers.

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Al-Somali, Sabah Abdullah. "Understanding Behavioural Intentions to Use Green ICT at Tertiary Level Education Institutions." International Journal of Green Computing 9, no. 2 (July 2018): 27–45. http://dx.doi.org/10.4018/ijgc.2018070103.

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This article is aimed at assessing the factors that affect the use of Green ICT by individuals in tertiary level education institutions in the emergent nations. A total of 226 valid questionnaires were collected from administrative and academic staff in a public university. Results indicated that behavioural intention positively influences actual green computing behaviour. Employees with a positive outlook towards Green ICT issues are practising Green ICT at work. The results also reflected that level of self-awareness and ecological concern were significant factors (p < 0.001) influencing the attitude towards the adoption and use of Green ICT. The findings from the data obtained show that TRA provides an explanation of the factors responsible for the use and acceptance of Green ICT among emergent nations, specifically Saudi Arabia. Furthermore, the study contributes to the development of strategies and frameworks to implement Green ICT strategies at tertiary level education institutions in developing countries to ensure that Green ICT is appropriately applied and accepted.

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Kule, Ashirafu Masudi, Mugizi Wilson, Kariisa Henry Ampeire, and Victor Turiabe. "Teacher characteristics and the Use of ICT in Rural Secondary Schools of Bwera Sub County, Kasese District, Uganda." Interdisciplinary Journal of Rural and Community Studies 3, no. 2 (August 9, 2021): 30–40. http://dx.doi.org/10.51986/ijrcs-2021.vol3.02.04.

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This study investigated the relationship between teachers’ characteristics and their use of ICT in teaching in rural secondary schools located in Bwera Sub County, Kasese District of Uganda. Bwera Sub County is a hard-to-reach rural area in western Uganda. Specifically, the study examined whether teacher characteristics, namely, teachers perceived usefulness, perceived ease of use and teacher ICT competence, influenced teachers’ use of ICT in teaching with the secondary schools. Using the correlational research design, data were collected using a self-administered questionnaire on a sample of 127 school teachers. Descriptive results revealed that teachers rated their use of ICT and perceived competence as poor, rated ICT's usefulness as good, and their use of ICT as fair. Regression analysis revealed that perceived usefulness, ease of use, and ICT competence had a positive and significant influence on ICT use in teaching and learning. It was concluded that perceived usefulness is a prerequisite for teachers’ use of ICT, perceived ease of use is imperative for the use of ICT, and competence is essential for the use of ICT. Therefore, it was recommended that in rural secondary schools, the Ministry of Education and headteachers should provide awareness training to teachers about the usefulness of IC, train teachers to use ICT, and develop their ICT competence.

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Journal articles on the topic 'ICT use'

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