Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Impact of ICT on professional development.
Artykuły w czasopismach na temat „Impact of ICT on professional development”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Impact of ICT on professional development”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Răileanu, Brânduşa Prepeliţă. "Redefining Professional Development in Romanian Technical Higher Education". International Journal of Computers and Communications 16 (8.03.2022): 13–19. http://dx.doi.org/10.46300/91013.2022.16.3.
Pełny tekst źródłaStreszczenie:
Using examples from the educational activity developed in the Polytechnic University of Bucharest, the paper presents the student participation mechanisms and structures at academic level that offer real opportunities in learning and teaching. It also describes the academic transformation towards a democratic learning environment, with a participative management, flexible curriculum offers, and a modern, democratic organizational culture. Discussing the fact that the introducing of ICT in education is a significant investment for the future, the paper shows the impact of the instructional strategies assisted by computer on the achievement of learning objectives.
2
Polishchuk, Elena, Natalia Stakhno i Olga Pochupailo. "Information and communication technologies in the development of women’s professional activity". E3S Web of Conferences 270 (2021): 01020. http://dx.doi.org/10.1051/e3sconf/202127001020.
Pełny tekst źródłaStreszczenie:
The study describes the role of information and communication technologies (ICT), which have an impact on the development of professional activity of women. It is established that the problem of gender inequality is relevant because of the significant changes in modern society, in particular the rethinking of the roles of different categories of the population, including gender roles and status-role expectations. Based on the time-series analysis female ratio in the ICT organizations was calculated. It allowed to consider the real picture of the development of the analyzed sector with all the changes taking place, as well as to suggest the main priority areas that will promote the active entry of women into the digital economy. The study concluded that, despite the fact that the average number of female employees in ICT organizations is increasing, there is still a significant gender gap among those employed in the sector considered, which indicates that the potential of women in overcoming the acute shortage of IT professionals is not used. It has been established that reducing the digital gender gap in employment is not an end in itself, but the need to make greater use of the labor and intellectual potential of the entire employed population of the country - not only men, but also women. At the same time, the active involvement of women in the digital sector will increase the level of their professional activity and ensure their full participation in the modern labor market.
3
Yue, XiaoYao. "Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education". International Journal of Innovation Education and Research 7, nr 5 (31.05.2019): 248–57. http://dx.doi.org/10.31686/ijier.vol7.iss5.1506.
Pełny tekst źródłaStreszczenie:
In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.
4
Asare, Samuel, Akwasi Amponsah, Caroline Owusu-Mintah, Eric Abrefah-Mensah i Kojo Osei Frimpong. "Analysis of Policy Frameworks for Integrating ICT in Ghanaian Education: Implications for Teacher Education and Professional Development: A Systematic Review". American Journal of Education and Technology 2, nr 3 (7.08.2023): 123–28. http://dx.doi.org/10.54536/ajet.v2i3.1888.
Pełny tekst źródłaStreszczenie:
This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.
5
Magen- Nagar, Noga, i Ditza Maskit. "Integrating ICT in Teacher Colleges - A Change Process". Journal of Information Technology Education: Research 15 (2016): 211–32. http://dx.doi.org/10.28945/3512.
Pełny tekst źródłaStreszczenie:
The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators’ metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators’ professional development that impact on the integration of advanced technologies in teaching. This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators’ familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator’s personal-professional development.
6
., Arundhati, i Sushil Kumar Singh. "IMPACT OF ICT ON DEVELOPMENT OF COMMUNICATION SKILLS OF PROSPECTIEVE TEACHERS". SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 8, nr 65 (25.03.2021): 14986–92. http://dx.doi.org/10.21922/srjis.v8i65.1342.
Pełny tekst źródłaStreszczenie:
ICT is an extensional term for Information technology that stresses the role of unified communication and integration of telecommunications with computers as well as necessary software and hardware tools. Soft Skills are characteristic traits and interpersonal skills that identifies a person’s relationship with others. Certain examples of Soft Skills are Communication, Instructions, Mentoring etc. According to M. Bridget Duffy “Rather than making technology the center piece of care, it’s time to start using it to restore human connections and return people to purpose. The interplay between humans and technology goes to the heart of larger issues, in which soft skills play a key role. The most striking and latest innovations in the field of education is the integration of ICT in education. It has expanded the range of resource available for any subject- specific learning. Teachers play a pivotal role in developing the future generation of students. Therefore, they have to be properly guided so that they could enhance their competences. Proper educational training is the key element to move towards sustainability. This paper emphasizes on the importance and development of Soft Skills with the help of ICT, in the prospective teachers. So, that they can achieve professional competence. This study is based on quantitative research approach. The population of the study was prospective teachers of Patna. 100 samples from 4 different colleges of Patna were selected randomly. Self constructed and validated tools were used for data collection. Findings of the study shows that that there is significant difference in mean scores of communication skills on the basis of gender and their educational qualification while there is no significant difference in mean scores of communication skills on the basis of their marital status of prospective teachers. Significant relationship was found in the score of ICT and Communication skills of prospective teachers.
7
Krasova, Elena. "Labor intensity in context of information and communication technologies sustainable development". E3S Web of Conferences 311 (2021): 08003. http://dx.doi.org/10.1051/e3sconf/202131108003.
Pełny tekst źródłaStreszczenie:
The information and communication technologies (ICT) impact on labor intensity is one of the actual, but understudied interdisciplinary issues of modern science and practice. Observations and analysis of labor processes in context of the ICT use point out the increase in labor intensity. The purpose of the research is to identify key sources of workers’ labor intensity growth under the ICT development, regardless of the field of professional activity. The article highlights such sources as increase in work strenuousness, growth of number of labor functions and operations, lengthening working day, and also change in work and rest regime. A special focus is on the problem of «leisure time colonization». An ∩-shaped correlation between labor intensity and productivity is presented. The general conclusion that unlimited growth of labor intensity is inconsistent with the sustainable development and effective development of human capital is made.
8
Saefuddin, Saefuddin, Saleh Saleh i Fahyuddin Fahyuddin. "ICT Utilization in Science Teachers of Underdevelopment Region". Jurnal Pendidikan dan Pengajaran 54, nr 2 (17.07.2021): 370. http://dx.doi.org/10.23887/jpp.v54i2.33526.
Pełny tekst źródłaStreszczenie:
Research has been carried out to examine the use and mastery of ICT for science teachers in underdeveloped areas. This study aims to: obtain valid data regarding teachers' ICT knowledge and skills; knowing the extent to which the teacher implements ICT knowledge and skills in the classroom; identify the factors faced by teachers in implementing ICT in learning; to determine support and effective ICT development strategies to be applied to teachers. The research method is a survey, practical test, and statistical validation. It found that male teachers, young teachers, honorary teachers, and secondary school teachers tended to have higher ICT competence. It was found that the ICT applications that have been used by more than 50% of teachers are word processing, presentation processing, internet, and document navigation. The analysis results show that only about 2% of teachers stated that ICTs had little effect on their learning in the classroom and that training on how to do this had the most positive impact on teachers. It can be concluded that professional training on ICT needs to be effectively and sustainably provide; continuing to improve ICT infrastructure in schools will positively impact the use of ICT by teachers; teachers' overall attitude is very positive for self-development.
9
Elly Sukmanasa, Lina Novita,. "TEACHER PROFESSIONAL DEVELOPMENT AS AN EFFORT TO IMPROVE TPACK SKILLS IN 21ST CENTURY LEARNING". Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 5, nr 3 (31.10.2022): 97–100. http://dx.doi.org/10.55215/jppguseda.v5i3.6509.
Pełny tekst źródłaStreszczenie:
This article aims to explain the conception and evaluation of information and communication technology (ICT) professional development processes for the development of teacher technology pedagogical content knowledge for 21st century learning. This study emphasizes the involvement of teachers using TPACK in learning. Research is concerned with the use of ICT in learning, setting design goals, redesigning, implementing, and evaluating, as well as reflecting on student learning outcomes. The research approach uses surveys and descriptive analysis. Data triangulation techniques based on observations and interviews with respondents. The results showed that the skills of using technology in learning related to TPACK had a positive effect on teacher confidence in the knowledge of technology pedagogic content for 21st century learning. Five of the seven design teams were able to make pedagogical changes towards 21st century learning, and six teams realized an increase in learning outcomes student. The conclusion of the study stated that TPACK had an impact on learning and teacher confidence in learning.
10
Warner, Steve, Muhammed Malik i Joanne Mohammed. "ICT Professional Development Workshops and Classroom Implementation Challenges: Perceptions of Secondary School Teachers in Trinidad and Tobago". International Journal of Innovation in Teaching and Learning (IJITL) 7, nr 1 (30.06.2021): 1–19. http://dx.doi.org/10.35993/ijitl.v7i1.1507.
Pełny tekst źródłaStreszczenie:
The Ministry of Education (MoE) of The Republic of Trinidad and Tobago has recently embarked on another teacher training program to equip secondary school teachers with the necessary competencies for ICT infusion in their physical classrooms. This study aims to investigate the impact and usefulness of that program, and challenges that the teachers have been facing in its implementation. Thirteen interviews (eight one-on-one and five focused group) were conducted from forty trained teachers. The findings showed that almost all the teachers were quite content and even ecstatic about the workshops and were willing to use the acquired knowledge and skills. Those who were able to use the knowledge and skills attained in the workshops reported improved students’ interest, classroom interaction, and academic performance. However, many expressed disappointments due to the multiple obstacles at their schools which prevented them from fully and effectively using the knowledge and skills from the workshops. They specifically reported insufficient number of computers, poor and inapt ICT environment and most importantly, unreliable internet access and connectivity. This study identifies three important elements in the successful implementation of any ICT in education program: willingness (mainly of administrators, teachers and students), training (especially for the teachers) and infrastructure (physical, hardware and software). Although, there was an overwhelming willingness from the teachers (even excitement) and adequate training, issues with infrastructure appear to be preventing the policy from yielding desired results. In order to ensure that the current policy brings the desired results, the MoE must not only provide effective professional development training for teachers, but also furnish schools with the necessary ICT resources and infrastructure. Only then, the MoE may revolutionize the education system through ICT.
Keywords: ICT in education, professional development, teacher training, 21st century skills, Trinidad
11
Schildkamp, Kim, Iwan Wopereis, Marian Kat-De Jong, Annette Peet i IJsbrand Hoetjes. "Building blocks of instructor professional development for innovative ICT use during a pandemic". Journal of Professional Capital and Community 5, nr 3/4 (13.07.2020): 281–93. http://dx.doi.org/10.1108/jpcc-06-2020-0034.
Pełny tekst źródłaStreszczenie:
PurposeInnovative use of information and communications technology (ICT) requires (new) knowledge and skills for the group that has the biggest impact on the quality of education: instructors. Facilitating professional development (PD) of instructors is crucial for the quality of one’s education system(s), perhaps even more so in times of a pandemic.Design/methodology/approachBased on the authors’ analysis of reviews published in the last decade, this paper summarizes the key building blocks of effective PD on the innovative use of ICT during a pandemic. The authors used these building blocks to reflect on two national PD initiatives developed to support institutions of higher education in instructional use of ICT while dealing with the consequences of the COVID-19 pandemic.FindingsBoth PD initiatives include the same building blocks: (1) content-related building blocks focused on technological knowledge, (2) active learning and expert-supported PD (didactics-related building blocks) and (3) contextual building blocks consisting of clearly defined goals focused on the instructor's own practice, use of technology, sustained duration (e.g. taking place over a longer period of time) and evidence-informed PD. One contextual building block that was not evident in the reviews but emerged as a vital building block is “responsiveness” to the situation and needs of the participants.Originality/valueHigh-quality PD is crucial if one wants to safeguard the quality of (online) instruction and learning to ensure high-quality education for all students. This paper can contribute to enhancing the quality of much-needed PD on online teaching (during, but also after COVID-19).
12
Abbas, Muhammad, Khawaja Hisham Ul Hassan i Raza Ur Rehman. "Exploring the Role of ICT in developing teachers’ ICTs Competencies through Promotion-linked-training BS 17 to BS 18 QAED during PLT at the Punjab Level". Winter 2023 3, nr 1 (31.03.2023): 747–57. http://dx.doi.org/10.54183/jssr.v3i1.209.
Pełny tekst źródłaStreszczenie:
The role of Information and, Communication Technology (ICT) in developing teacher competencies through promotion-linked training is a growing field of interest. This qualitative with case study research explores the impact of ICT on teacher training programs aimed at promoting competencies and improving teacher performance. By analyzing the use of technology in teacher training, this study seeks to understand how ICT can enhance teacher competencies and improve the overall quality of Education. Ten participants in the study were selected through a purposive sampling technique. For the data collection, face-to-face self-developed semi-structured interviews were conducted. Data were analyzed through thematic analysis. It was found that ICT has a great impact and role in developing teachers’ competencies through promotion-linked training of BS-17 to BS-18 during PLT at the Punjab level. The participants described the importance of ICT regarding their professional development. This training was described to be useful through different platforms. Resource persons used different engaging techniques like blended learning, flipped classrooms, project-based learning, and personalized learning. Microsoft applications helped them for smooth, efficient, and effective working. The results of this research provide valuable insights for policymakers, educators, and technology experts as they work to integrate ICT into teacher training programs and improve the effectiveness of teacher development initiatives.
13
Lehiste, Piret. "THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS’ TPACK: A STUDY FROM ESTONIA". Problems of Education in the 21st Century 66, nr 1 (25.08.2015): 18–28. http://dx.doi.org/10.33225/pec/15.66.18.
Pełny tekst źródłaStreszczenie:
Recently there has been a considerable interest in the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration (Koehler et al., 2013). Researchers have been measuring how effective their professional development efforts have been for the development of teachers’ TPACK (Graham et al., 2009; Guzey & Roehrig, 2009). So far research is based only on short-term courses, so longitudinal studies are needed to examine the TPACK development of teachers across time (Hoffer & Grandgenett, 2012; Koh & Sing, 2011). A two-year in-service training program of educational technology (60 ECTS), based on the TPACK framework, was developed at Tallinn University Haapsalu College to support in-service teachers to effectively embed ICT into their classroom teaching. The first group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary findings of a longitudinal action research, the main aim of which is to evaluate the impact of the in-service training program of educational technology on teachers’ TPACK. The key questions for this research were: how do teachers’ perceptions of their TPACK levels change after participating in the training program for a year; which of the seven knowledge domains of the TPACK framework develop more than others; what is the impact of different knowledge domains on teachers’ TPACK perceptions. The TPACK questionnaire developed by Schmidt et al. (2009) was used to measure in-service teachers’ self-assessments of their TPACK during the first meeting of the training program and at the end of the first academic year. The research results revealed increase in all the domains of the TPACK framework. There was significant development of the teachers’ TK and TPACK, but only limited growth in CK and PK. Strong positive correlations were found between TCK, TPK and TPACK in the post-course survey. Key words: ICT, in-service teachers, professional development, TPACK.
14
El-Sabagh, Hassan A., i Hashim A. E. Ahmed. "THE USE OF ICT IN THE PROFESSIONAL DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUCATION INSTRUCTORS IN SUDAN AND EGYPT". IJIET (International Journal of Indonesian Education and Teaching) 4, nr 2 (8.07.2020): 182–92. http://dx.doi.org/10.24071/ijiet.v4i2.2401.
Pełny tekst źródłaStreszczenie:
This paper provides an initial attempt to study and investigate the interactive relationship between vocational and technical education instructors and using information and communications technology (ICT) and its impact of the professionalism of their work. The paper compares the ICTs usage in vocational and technical instructors in Sudan and Egypt as important countries in Africa. This paper explores two contexts ''environments'' that initially appeared a little bit different. It presents results of a survey administered to several instructors in Sudan (95) and in Egypt (120) which show that, excepting a few tasks, vocational instructors in both countries. Instructors from both countries responded similarly about (a) where they learned about ICT (for example, computers and Internet) and (b) the usefulness of ICT for technical and vocational centers in both countries. They also indicated feeling minimal concern when using technology. Furthermore, differences were in evidence in both countries where desire to use technology was concerned. Overall, Sudanese instructors showed a greater features and range in their choices when given the option to traditional teaching methods preferable than technology use to complete various tasks, whereas Egyptian clarified more attitudes toward technology compared to other context.
15
Lindberg, J. O., i Susanne Sahlin. "A Decade Later". International Journal of Cyber Ethics in Education 2, nr 1 (styczeń 2012): 25–34. http://dx.doi.org/10.4018/ijcee.2012010103.
Pełny tekst źródłaStreszczenie:
Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.
16
GIRISH, MAUTADIN, PADHAN ANANDA i ISSACK SANTALLY MOHAMMAD. "TRAINING IMPACT OF ICT TOOLS ON THE PROFESSIONAL DUTIES AND DEVELOPMENT OF SECONDARY SCHOOL EDUCATORS IN MAURITIUS". i-manager's Journal on School Educational Technology 15, nr 3 (2020): 54. http://dx.doi.org/10.26634/jsch.15.3.16642.
Pełny tekst źródła
17
Aulia, Virsa, Lukman Hakim i Khresna Bayu Sangka. "DAMPAK TPACK PADA PENGEMBANGAN PROFESIONALISME GURU DALAM PRAKTIK INTEGRASI TEKNOLOGI". Prosiding Simposium Nasional Multidisiplin (SinaMu) 4 (6.02.2023): 235. http://dx.doi.org/10.31000/sinamu.v4i1.7894.
Pełny tekst źródłaStreszczenie:
Perkembangan teknologi informasi dan komunikasi (TIK), memberi pengaruh terhadap bidang pendidikan terutama pada pembelajaran. Perkembangan teknologi tersebut menuntut untuk mengintegrasikan teknologi dalam pembelajaran dengan tujuan meningkatkan efektivitas proses belajar mengajar. Integrasi TIK dalam pembelajaran dinilai baik untuk dikaitkan dengan kualitas pendidikan agar menciptakan suasana menarik untuk pangalaman belajar siswa. Kerangka konseptual TPACK memberikan wawasan yang berarti bagi guru untuk mengintegrasikan teknologi. Penenlitian ini bertujuan untuk mengatahui apakah TPACK memiliki dampak terhadap praktik integrasi teknologi guru. Penelitian ini merupakan penelitian kualitatif deskriptif dengan metode studi literature. Hasil kajian menunjukkan hasil bahwa TPACK guru memiliki dampak terhadap pengembangan profesionalime guru terkait integrasi teknologi dalam pembelajaran.Kata Kunci: TPACK, integrasi teknologi, profesionalisme guruThe development of ICT influences the field of education, especially in learning. These technological developments demand to the integration of technology in learning to increase the effectiveness of the teaching and learning process. ICT integration in learning is considered good to be associated with the quality of education to create an interesting atmosphere for students' learning experiences. The TPACK conceptual framework provides meaningful insights for teachers to integrate technology. This study aims to find out whether TPACK has an impact on teachers' technology integration practices. This research is descriptive qualitative research using the literature study method. The results of the study show that the teacher's TPACK has an impact on the teachers professional development regarding the integration of technology in learning. Keywords: TPACK, technology integration, teachers professional development
18
Walia, Minni, i Anupam Chand. "Uses and purpose of the information and communication technology and its impact on women library professionals in Bhopal". IP Indian Journal of Library Science and Information Technology 7, nr 2 (15.11.2022): 85–88. http://dx.doi.org/10.18231/j.ijlsit.2022.022.
Pełny tekst źródłaStreszczenie:
In addition to creating new possibilities for social and economic development, the information and communication technology (ICT) revolution has also created issues and hurdles. It has an impact on all facets of society and can shape and improve a wide range of developmental applications in the social, industrial, and agricultural sectors. ICT offers special chances for human development. ICT has been expanding inequities between and between countries, regions, gender, rich-poor, elite disregarded, and also within the many categories of women in various fields of endeavour. At the same time, ICT has been enlarging these gaps. Building up women's capacities is important so that they can participate in productive endeavours, institutional development, family and societal change, decision-making, political representation, trade and commerce, entrepreneurial growth, and social leadership. In order for women to own, manage, and control businesses in all sectors of the economy, including IT- based ones, there is a need to expand their prospects.
19
Barna, Iryna, Lіudmyla Hrytsak i Halyna Henseruk. "The use of information and communication technologies in training ecology students". E3S Web of Conferences 166 (2020): 10027. http://dx.doi.org/10.1051/e3sconf/202016610027.
Pełny tekst źródłaStreszczenie:
Increasing demand for experts capable of high-quality assessment of the impact of a particular planned activity on the environment involves a more effective use of information and communication technologies (ICT) in the educational process of training ecology students. The authors present a methodology for students to study the educational material of the “Environmental Impact Assessment” course by using ICT. The methodology and algorithm for using the Padlet interactive whiteboard, Mindomo mind maps, Easel infographics, Google Drive and Google Docs in lectures and practical lessons are described. Particular attention is paid to the preparation of a group project using ICT. Tested in the Ternopil Volodymyr Hnatiuk National Pedagogical University, the methodology allows to implement a number of tasks such as: promotion of intensification and effectiveness of teaching; acquisition of practical skills to quickly find the necessary information on various online resources for ecology students; simulation of the real procedure of environmental impact assessment in the classroom; development of the ability to professionally communicate with experts in other fields of knowledge or activity, etc. Examination of the results of using ICT to study the “Environmental Impact Assessment” course has shown a significant increase in informational literacy among ecology students and their individual professional growth.
20
NORDITO S. QUIMBO. "Navigating the digital frontier: exploring ICT integration in teaching for enhanced learning experiences". World Journal of Advanced Research and Reviews 19, nr 2 (30.08.2023): 776–78. http://dx.doi.org/10.30574/wjarr.2023.19.2.1633.
Pełny tekst źródłaStreszczenie:
In today’s technologically driven world, Information and Communication Technology (ICT) integration in education has emerged as a transformative force in changing the conventional teaching and learning process. This study aims to examine the impact of Information and Communication Technology (ICT) integration in the teaching process and its influences on learning experiences and utilizes qualitative phenomenological research design. The participants identified via purposive sampling of this study were 20 teachers at San Isidro National High School. The participants were interviewed using semi-structured interview questions that focused on the teaching process and influences on learning experiences of ICT integration in teaching. ICT integration in teaching promotes and fosters a positive impact and enhanced learning experiences. The results suggested that ICT showcases a transformative potential in teaching, enhancing learning experiences and teachers have a significant pedagogical transformation. Also, it plays a vital role in learning essential 21st-century skills. However, challenges related to access to technology are apparent and highlight the need for professional development for teachers and further support, especially in ICT integration in teaching. Therefore, by understanding and leveraging these themes gained from this study teachers, policymakers, and educational institutions seeking to navigate the digital frontier effectively and further related studies may also be conducted.
21
Tokareva, Elena, Olga Malysheva, Yulia Smirnova i Larisa Orchakova. "Predictors of the Use of ICTS in Higher Education: Relevance and Readiness of Universities for Their Implementation". International Journal of Emerging Technologies in Learning (iJET) 16, nr 14 (28.07.2021): 166. http://dx.doi.org/10.3991/ijet.v16i14.20047.
Pełny tekst źródłaStreszczenie:
Nowadays higher education that does not implement information and communication technologies (ICTs) is inconceivable; this places new demands on the level of qualification of teachers and the development of professional competencies in students. Therefore, the study of the readiness of universities for the introduction of ICTs is a relevant issue. The purpose of the research is to determine the predictors of the readiness of higher educational institutions for the introduction of ICTs. For this purpose, 218 students and 196 teachers of Moscow City University (Russia) were interviewed. The respondents were asked to fill in a specially designed questionnaire that included 40 key questions aimed at assessing the use of ICTs and their impact on student performance. The data analysis involved the following two steps: determining the level of ICT use in the educational process and comparing the indicators of the two groups of respondents - students and teachers. Lack of awareness of students on the introduction of new methods of learning in the educational institution was revealed in the course of the study. Although students and teachers note the steady development of the use of ICT in the educational process, they are not inclined to assess this area as the leading strategic goal of the institution. The primary task of ICT use in higher education is to train teachers and improve their skills. The use of ICT improves the quality of education and competitiveness of higher educational institutions, contributes to the development of professional competencies, but does not have a significant impact on the academic performance of students. Predictors of the use of ICTs in higher education are blended learning focused on the use of online technologies and independent work of students, virtual laboratories, as well as the development of open education and the MOOC system. The development of standardized quality control criteria will ensure the equality of diplomas in online and offline education.
22
Berestova, Alla, Nelya Filyanina, Tetiana Sukhanova, Natalia Lysenko, Tetiana Denyshchych i Lyudmyla Оstrovska. "Application of information and communication technologies in linguistics: influence on competences and learning outcomes of students". LAPLAGE EM REVISTA 7, Extra-C (1.07.2021): 495–506. http://dx.doi.org/10.24115/s2446-622020217extra-c1038p.495-506.
Pełny tekst źródłaStreszczenie:
The purpose of the survey is to determine the importance of the use of information and communication technologies in linguistics and to clarify their impact on the competencies and learning outcomes of linguistic students. A poll was conducted among 500 full-time students (250 OCD "bachelor", 250 OCD "master") National University of Pharmacy (Ukraine) in order to establish the need for the implementation of ICT for quality philological education in higher education institutions Basic linguistic competencies are outlined, including the ability to solve standard tasks of professional activity; possession of skills of preparation of scientific reviews, annotations, compilation of abstracts and bibliography, sources and search engines; mastering the skills of participation in scientific discussions; possession of skills to participate in the development and implementation of various types of projects. It is outlined that for the formation of ICT competence two types of its implementation are needed - basic and professional-methodical.
23
Li, Xiaobin. "Information and Communication Technology in China". International Journal of Information and Communication Technology Education 5, nr 4 (październik 2009): 34–43. http://dx.doi.org/10.4018/jicte.2009041004.
Pełny tekst źródłaStreszczenie:
This article provides an overview of the recent development of information and communication technology (ICT) utilized in Chinese elementary and secondary education. Specifically, the article discusses the positive impact ICT has on Chinese education, as well as the existing problems in the application of ICT. The potential for further developing education with ICT in schools is considered. In addition, challenges are discussed, and recommendations are made with regard to providing better education with ICT. The target audience of this article is policy makers, educators, ICT professionals and researchers.
24
Tshering, Tsheten. "Perception of Teachers and Principals on Professional Development Needs, Types, Impacts, and Challenges: A Case Study under Trashigang Dzongkhag". Asian Journal of Education and Social Studies 39, nr 4 (18.02.2023): 35–60. http://dx.doi.org/10.9734/ajess/2023/v39i4853.
Pełny tekst źródłaStreszczenie:
This research was to study the perception of teachers and Principals on professional development needs, types, impacts, and challenges faced by surveying their views of them under Trashigang Dzongkhag. The objectives were to study the perception of teachers and principals on the most needed PD programs, that have produced the highest impact on teachers' knowledge of teaching, and challenges faced in professional development programs. The researcher used structured interviews and PD document analysis to apply qualitative research techniques. The study used a case study design and random sampling. Crest well's six steps of thematic analysis of the data were followed by applying color coding of the interviews and documents. Questionnaires were distributed to teachers and principals through the mail.
Findings indicated that the most needed professional development programs for teachers were ICT, 21st-century teaching pedagogies, subject content, action research, effective communication, curriculum instruction, and place-based education. It indicates that attending professional development has impacted teaching skills, professional growth, subject delivery, and producing competent learners. It revealed that they had faced the most challenges in attending professional development programs due to time constraints, limited resources, lack of opportunities, qualified facilitators, and nomination of the right participants for the program. Limited financial resources and workload hamper teachers from participating in the professional development program.
It is recommended that the Ministry of Education, Dzongkhag Education office, and schools ensure that PD programs must be strictly scheduled on suitable days to focus more on Content and pedagogical development of PD for teachers.
25
Jovanović, Dejan, Aleksandra Fedajev i Marina Janković-Perić. "Student attitudes to the factors that determine the success of online teaching and the acquisition of professional skills in accounting subjects during the COVID-19 pandemic". Nastava i vaspitanje 72, nr 1 (2023): 119–39. http://dx.doi.org/10.5937/nasvas2301119j.
Pełny tekst źródłaStreszczenie:
Transition to online teaching is the best approach to coping and overcoming the difficult situation that universities all over the world are facing due to the COVID-19 pandemic, as it will have the least possible negative effects on students' education and the development of professional skills. Based on the above, the primary objective of the paper is to identify the factors that influence the effectiveness of acquiring professional skills in accounting subjects in online classes during the COVID-19 pandemic as well as factors that determine the success of online teaching based on students' views. The research was conducted on a sample of 373 students from universities in Kragujevac, Belgrade, Novi Sad and Niš. Students who attended online classes in at least one accounting subject were surveyed. In the methodological sense, the analysis of the collected data was based on the application of descriptive statistics, factor analysis, and multiple regression. The research results indicate that the factors determining the success of online teaching are the adequacy, availability, and autonomy of information and communication technologies (ICT); Internet connection, advantage and simplicity of ICT use; communication with the teacher; the readiness and competence of teachers; the impact of the pandemic; online teaching flexibility and student-perceived satisfaction. In addition, it was identified that student-perceived satisfaction has the greatest impact on the development of professional skills in the accounting subject, followed by the effects of the pandemic and the adaptability of online teaching
26
Kuznetsov, Mikhail V., Natalia Vatolkina i Murilo dos Santos Cardoso. "Implementation of ICT in Engineering Education in Brazil: Drivers and Barriers". ITM Web of Conferences 35 (2020): 08001. http://dx.doi.org/10.1051/itmconf/20203508001.
Pełny tekst źródłaStreszczenie:
The purpose of this paper was to provide information on encouraging the use of ICT (Information and Communication Technologies) in engineering education in Brazil developing the traditional method of science education due to the technological advances. After a brief outline and the definition of terms used, each assumption is placed in the context of the current. The paper will examine the driving forces and barriers to implement ICT in high education system This article has selected a comparison between traditional system students and distance students who have tried the virtual editions. Subsequently, it will be delivered arguments which explain why teachers have a strong impact on the integration of ICT into education but that they encountered many barriers to it. Among the barriers faced by teachers and students analysed in this article, the lack of accessibility, ICT resources including software and hardware, effective professional development, sufficient time, and technical support appear prominently. It is seen that no component alone is sufficient to provide the best education but the combination of these components. This research was funded by RFBR, project number 20-010-00571 “The Impact of Digital Transformation on Improving the Quality and Innovation of Services”.
27
Lehenchuk, Serhii, Emin Zeytinoglu, Iryna Hrabchuk, Iryna Zhalinska i Zhanna Oleksich. "Nexus Between Intellectual Capital, Financial Performance and Sustainable Growth: Evidence from the Turkish ICT Industry". Marketing and Management of Innovations 14, nr 2 (2023): 152–62. http://dx.doi.org/10.21272/mmi.2023.2-14.
Pełny tekst źródłaStreszczenie:
The paper aims to measure, using the VAIC model, the impact of intellectual capital and its elements on the financial performance and sustainable growth of Turkish ICT companies listed on the Istanbul Stock Exchange (ISE). Panel data regression was used to analyse 31 Turkish ICT companies’ activity for 2019-2022. To measure the relationships between financial performance, sustainable growth and its determinants, sixteen functional models were developed, the formation of which was based on the following types of used dependent variables – Return on Assets, Return on Equity, Return on Sales, Sustainable Growth Rate. Ten independent variables were used, such as VAIC, Modified VAIC, Capital Employed Efficiency, Human Capital Efficiency, Structural Capital Efficiency, Research and Development Capital Efficiency, Relational Capital Efficiency, Leverage, Size, and Dummy Variable for Subbranch. The findings expand the understanding of the importance of intellectual capital management in generating enterprise value and providing sustainable advantages by high-tech companies in the context of forming a knowledge-based economy. The regression analysis of the impact of VAIC and its structural components on Turkish ICT companies’ financial performance and sustainable growth showed rather contradictory results. The most significant effects on the financial performance of Turkish ICT companies and sustainable development are Return on Assets – VAIC, Modified VAIC, Human Capital Efficiency, Research and Development Capital Efficiency, Leverage, Dummy Variable for Subbranch; Return on Equity – Human Capital Efficiency, Leverage; Return on Sales – Human Capital Efficiency, Leverage, Structural Capital Efficiency, Size; and Sustainable Growth Rate – Research and Development Capital Efficiency, Capital Employed Efficiency, Leverage. The expediency of increasing investments in the development of experience and professional skills of employees of Turkish ICT companies, as well as strengthening their innovative activities, which will ensure the growth of their profitability in the short term, have been substantiated.
28
Tonner-Saunders, Sharon, i Jill Shimi. "Hands of the World intercultural project: developing student teachers' digital competences through contextualised learning". Pixel-Bit, Revista de Medios y Educación, nr 61 (2021): 7–35. http://dx.doi.org/10.12795/pixelbit.88177.
Pełny tekst źródłaStreszczenie:
This paper reports on the impact on student teachers’ professional skills, knowledge and attitudes of engaging in the eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50 schools across the world to undertake a wide range of educational collaborative work, supported by digital and online technologies. The University of Dundee’s HOTW project won the eTwinning prize for the best project two years running and is the only university to have won this annual prize. Student teachers are working in a world where digital technology is firmly embedded and undergoing rapid expansion and change. This study examined the experiences of student teachers as they engaged in a global project to develop their knowledge and understanding of intercultural learning using ICT. An explanatory sequential mixed method design analyzed data publicly available on YouTube™ and Padlet™. Two main data sets were used: responses to professional development webinars and reflections on participating in the project. Data were analyzed thematically focusing on ICT competence, pedagogy and relevance. Participation in the project enhanced the students' ICT competence and confidence to use and explore technology for current and future teaching practice through contextualization and social learning. Our analysis enabled us to identify that the Covid-19 lockdown had a positive impact on the students' learning due to time, space, and relevance. This paper demonstrates that engagement in a contextualized project enabled student teachers to develop their ICT competences and that for many, lockdown provided a conducive learning environment.
29
Roliak, Angelina O. "ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ В СИСТЕМІ ПЕДАГОГІЧНОЇ ОСВІТИ: СКАНДИНАВСЬКИЙ ВИМІР". Information Technologies and Learning Tools 69, nr 1 (25.02.2019): 258. http://dx.doi.org/10.33407/itlt.v69i1.2361.
Pełny tekst źródłaStreszczenie:
The main subject of the research is implementation of information and communication technologies in teacher education system of Nordic countries. The article offers a comparative analysis of the main stages in the ICT development in the professional teacher training systems of four developed countries in the Scandinavian region: Denmark, Norway, Sweden and Finland, which are world leaders in the impact of ICT on education and society and have gained a positive experience in creating their own strategies for reforming of all the important teacher education components based on the widespread use of modern information and communication technologies. The author considers that one of the key factors explaining Nordic innovation and digital literacy strength lies in the fact that the progress of using ICT in the system of professional teacher training has taken place in parallel with the processes of informatization, computerization, technological changes and prioritization of the 21-st century skills development in all countries of the Nordic region. Three essential stages of ICT implementation in Nordic educational environment were substantiated. The first is induction (or introductory) stage, connected with the gradual implementation of computer technologies into the educational process. The second is infusion (or partial use) stage, distinguished by joining all the educational institutions to the worldwide information systems. The third is incorporation (or systematic integration) stage, identified by the conceptualization of ICT-related teacher education. These three stages are characterized by the main similar and different principles of the information technologies use in the Nordic pedagogic dimension. The research findings may help to efficiently implement the information and communication technologies into the system of Ukrainian teacher education.
30
Mahdisom i Isna Nurul Inayati. "PENINGKATAN KOMPETENSI PROFESIONAL GURU DALAM PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ICT DI UPT SD NEGERI WONODADI 01 KECAMATAN WONODADI". Ebtida': Jurnal Pendidikan Dasar Islam 2, nr 1 (30.07.2022): 117–29. http://dx.doi.org/10.33379/ebtida.v2i1.1547.
Pełny tekst źródłaStreszczenie:
The Covid-19 pandemic has changed the way people live. This includes the need for technology. This condition certainly needs special attention from schools. Especially in monitoring and improving teacher competence in using ICT-based learning media. The results of observations made at the UPT SD Negeri Wonodadi 01 are known that the majority of teachers do not use ICT-based learning media when teaching because they experience difficulties in developing media and they have the assumption that the development of ICT-based learning media is expensive. So to improve the teaching and learning process, school action research through the development of ICT-based learning media in schools needs to be carried out. This type of research is school action research, this research was carried out at SD Negeri Wonodadi 01 in November 2021 with the research subjects being all 10 teachers of SD Negeri Wonodadi 01. The technique of collecting data from this school action research is through qualitative data obtained from observations, interviews and document studies. This procedure includes the following stages: (1) planning, (2) implementation, (3) observation, and (4) reflection. The results showed that in general the quality of the implementation of the activities had increased and the impact of the activities had a positive effect on student well-being. It was concluded that the professional competence of teachers in the development of ICT-based learning media increased.
31
Khan, Javed. "IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY ON LIBRARY AND ITS SERVICES". International Journal of Research -GRANTHAALAYAH 4, nr 9 (30.09.2016): 97–100. http://dx.doi.org/10.29121/granthaalayah.v4.i9.2016.2540.
Pełny tekst źródłaStreszczenie:
Computing technology, communication technology, and mass storage technology are some of the areas of continuous development that reshape the way libraries access, retrieve, store, manipulate, and disseminate information to users. ICT has impacted on every sphere of academic library activity especially in the form of the library collection development strategies, library building and consortia. Information and Communication Technology (ICT) has brought unprecedented changes and transformation to academic library and information services, conventional LIS such as OPAC, user services, reference service, bibliographic services, current awareness services, document delivery, interlibrary loan, audio visual services, and customer relations can be provided more efficiently and effectively using ICT, as they offer convenient time, place, cost effectiveness, faster and most-up-to-date dissemination and end users involvement in the library and information services process. The impact of ICT characterized on information services by changes in format, content and method of production, and delivery of information products. Emergence of the Internet as the largest repository of information and knowledge, changed role of library and information science professionals from intermediary to facilitator, new tools for dissemination of information and shift from physical to virtual services environment and extinction of some conventional information services and emergence of new and innovation web based.
32
Ismail, Aziah, Rozniza Zaharuddin, Noor Hashimah Hashim i Joohari Ariffin. "The Impact of e-NPQEL on the Continuance Intention of Using e-Training among Aspired School Leaders in Malaysia". International Journal of Interactive Mobile Technologies (iJIM) 14, nr 19 (24.11.2020): 109. http://dx.doi.org/10.3991/ijim.v14i19.15965.
Pełny tekst źródłaStreszczenie:
<p class="0affiliation"><span lang="EN-US">Information and communication technology (ICT) has become an important platform for e-training as it offers many advantages in providing new knowledge and skills for professional development. This study aims to examine the impact of e-NPQEL on the continuance intention of using online learning among aspired school leaders in Malaysia. From the data analysis, results revealed the features of e-</span><span class="0e-mail"><span lang="EN-US">NPQEL that influence the perceived usefulness of the participants on the program and the mediating effect of this aspect on the relationship between e-NPQEL features and continuance intention. The results of this study imply to the Human Resource managers that intend to have e-training for their professional development agendas.</span></span></p>
33
Cacciamani, Stefano, Donatella Cesareni, Caterina Fiorilli i Maria Beatrice Ligorio. "Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences". Education Sciences 12, nr 7 (18.07.2022): 493. http://dx.doi.org/10.3390/educsci12070493.
Pełny tekst źródłaStreszczenie:
Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teachers’ work engagement. Considering the impact of ICT on school activities, interest toward ICT training can also affect teachers’ work engagement. The present study aims to explore the differences among different school levels concerning work engagement, burnout, and interest toward ICT training. Furthermore, we study the extent to which teachers’ burnout and interest toward ICT training predict work engagement, taking into account the school level. The participants were 358 Italian teachers of primary, middle, and high school. We proposed to fill out the Utrecht Work Engagement Scale, the Copenhagen Burnout Inventory, and three ad hoc items assessing interest toward ICT training among 358 Italian teachers. To compare the school levels, an ANOVA and a Multiple regression analysis for each group corresponding to a different school level has been used. Results showed that: (a) primary school teachers have a higher level of work engagement and interest in ICT training compared to their colleagues at high schools; (b) burnout predicts work engagement in all school levels; (c) interest toward ICT training influences work engagement only in primary and high school. Cultural and contextual dimensions are considered when interpreting the results. Implications for teachers’ enhancing their commitment at work are discussed, as well as limitations of this study and possible further development.
34
Khampirat, Buratin. "Relationships between ICT competencies related to work, self-esteem, and self-regulated learning with engineering competencies". PLOS ONE 16, nr 12 (2.12.2021): e0260659. http://dx.doi.org/10.1371/journal.pone.0260659.
Pełny tekst źródłaStreszczenie:
The rapid development of advanced technology worldwide has promoted an increase in the need for highly skilled engineers who are adept at applying job-related technologies and have engineering competency (ENcom) to gain knowledge and introduce creative solutions. However, little is known about the underlying mechanism of the associations between ICT competencies related to work (ICT-Work) and the ENcom of engineering students. This study sought to examine the role of ICT-Work on ENcom. Based on the literature, self-esteem and self-regulated learning (SRL) were identified as factors that indicate the effect of ICT-Work on ENcom, while gender was identified as a moderator that conditioned these mediated relationships. The sample consisted of 1,313 undergraduate engineering students from eleven universities in Thailand. The results of structural equation modeling (SEM) showed positive direct and indirect effects of ICT-Work on ENcom, self-esteem, and SRL and confirmed that self-esteem and SRL mediate the impact of ICT-Work on ENcom. Moreover, multigroup SEM revealed no gender differences in the factor loadings and structural path coefficients of ICT-Work on ENcom via self-esteem and SRL. To prepare students for their professional lives in the digital world, educational institutions should emphasize the importance of developing engineering students in ICT-Work and the use of advanced ICT involved in the job.
35
Samonte, Kenneth, i Pastora De Guzman. "ICT Competencies among Public Secondary School MAPEH Teachers: An Assessment". JPAIR Institutional Research 12, nr 1 (10.06.2019): 40–53. http://dx.doi.org/10.7719/irj.v12i1.743.
Pełny tekst źródłaStreszczenie:
The impact of Information and Communication Technology (ICT) has been felt in the educational school setting locally and internationally. It plays a vital role both in teaching and learning. This study aimed to assess the ICT competencies among MAPEH teachers of selected Public Secondary Schools in District IV of Nueva Ecija. Specifically, it aimed to (1) determine the profile of the MAPEH teachers; and (2) assess their level of ICT competencies in terms of technology operations and concepts and pedagogical skills. The researchers used the descriptive research method, specifically questionnaires, as the primary tool for data gathering. Thirty Four (34) MAPEH teachers served as respondents. Frequency, percentage, and the weighted mean were used in this study. Results showed that respondents assessed their ICT competencies as "advanced" in terms of technology operations and concepts, and evaluated their pedagogical competence as "basic." Respondents have basic knowledge of ICT. Conversely, this is not enough to say that MAPEH teachers are already competent and skilled in ICT. Teacher professional development is a critical factor in the successful integration of computers in teaching. It is recommended that administrators must allocate a budget for ICT, most notably on the technological resources, and teachers shall undergo seminars and training that will help further enhance and improve their computer skills and knowledge.
36
N., OSAKWE, REGINA. "The Impact of Information and Communication Technology (ICT) on Teacher Education and its Implication for Professional Development in Nigeria". International Journal of Learning and Development 3, nr 2 (5.04.2013): 35. http://dx.doi.org/10.5296/ijld.v3i2.3475.
Pełny tekst źródła
37
AlMarwani, Manal. "Information and Communication Technologies in A Postgraduate TESOL Program: A Human Capital Investment". Arab World English Journal 7, nr 1 (15.07.2021): 113–25. http://dx.doi.org/10.24093/awej/call7.8.
Pełny tekst źródłaStreszczenie:
With the global advancements in Information and Communication Technology (ICT) and the national and international demand for well-developed ICT skills and competencies, academic programs at higher education institutions need to make necessary adjustments to content and processes. This study reports on the current ICT integration practices in a TESOL postgraduate program at a Saudi Arabian university, addressing viewpoints at administrative, faculty, and postgraduate student levels. Three different questionnaires were used to answer the following questions: What are the TESOL postgraduate students’ practices of ICT integration, and how do they perceive their professors’ practices? What ICT integration practices do faculty members use, and how do they perceive the merit and desirability of their practices? And ‘How is ICT integration tackled at the administrative level with respect to policy and procedures, infrastructure, training, and technical support? The findings indicate that ICT integration practices in this program are lagging expectations. This is not a matter of attitude, potential, and challenges in the current situation, but is related to understanding the national ICT policy and developing sustainable strategies at an institutional level to guide and support faculty members’ practices. Since the impact of such changes will go beyond higher education to the broader national education system, much more attention needs to be dedicated to teacher education and professional development programs, including TESOL postgraduate programs.
38
Jongen, Peter Joseph. "Information and Communication Technology Medicine: Integrative Specialty for the Future of Medicine". Interactive Journal of Medical Research 12 (13.07.2023): e42831. http://dx.doi.org/10.2196/42831.
Pełny tekst źródłaStreszczenie:
The impact of information and communication technology (ICT) on medicine is unprecedented and ever-increasing. This has made it more and more difficult for doctors to keep pace with ICT developments and to adequately match the input of ICT experts. As a result, medical disciplines may not be able to take full advantage of growing possibilities. In this personal viewpoint paper, I argue for the establishment of a novel medical specialty, ICT medicine. ICT medicine is needed to optimally face the challenges of ICT-based developments, including artificial intelligence (AI), and to ensure their efficient and beneficial use. ICT medicine is rooted in both medicine and ICT, and in contrast to existing medical specialties it is integrative in nature, as long-standing structural collaborations with ICT and other stakeholders cross the boundaries between disciplines. Thus, new concepts and theories may evolve that are better suited to addressing ICT-related issues in medicine. ICT doctors will be instrumental in the conception, development, implementation, and evaluation of digital tools, systems, and services. They provide a bridge between ICT professionals and clinical users and educate doctors in digital applications and services. Notably, ICT doctors may have a pivotal role in the validation, verification, and evaluation of AI models. ICT medicine institutes offer a home to these new professionals, enhancing their independence within health care organizations and in relation to ICT companies. Importantly, in an era of growing technicalization and use of AI algorithms, ICT doctors may safeguard the human factor in medicine. And, from a societal perspective, they may promote digital inclusion and the continuing high quality of digital services and provide leadership in the future digitalization of medicine.
39
Zhdanov, Sergei P., Lilia M. Sadrieva, Igor A. Astakhov, Natalia L. Sokolova, Elena E. Grishnova i Larisa I. Tararina. "Psychometric properties of information and communication technology competencies scale: Latent profile analysis". Online Journal of Communication and Media Technologies 13, nr 4 (1.10.2023): e202345. http://dx.doi.org/10.30935/ojcmt/13479.
Pełny tekst źródłaStreszczenie:
Rapid expansion of information and communication technologies (ICT) underscores importance of ICT competency for success in modern society. In education, ICT facilitates knowledge acquisition, innovative teaching methods, and development of digital literacy skills. By measuring ICT competencies, teacher training programs can better equip educators for technology integration, leading to more effective teaching and learning processes. It is crucial for educational policies to emphasize integration of ICT and ensure teachers are prepared to utilize it effectively. The study aims to determine psychometric properties of “information and communication technology competency scale (ICTCS)” for pre-service teachers (PSTs) in the Russian setting and identify distinct proficiency levels among them. This study employed a mixed-methods approach to adapt a scale measuring PSTs’ ICT competencies. The research involved two different samples for exploratory factor analysis (EFA) (n=160) and confirmatory factor analysis (CFA) (n=326). To establish language validity, a translation, and cross-cultural adaptation process was followed. Data analysis included EFA, CFA, reliability estimation, and latent profile analysis, with satisfactory results obtained for scale’s psychometric properties. The study concludes that ICTCS, with two factors (ICTC-PU and ICTC-ID), is a valid and reliable measure of teachers’ attitudes and skills regarding ICT use. Four-class latent profile model reveals distinct competence levels, informing targeted professional development programs. Educational institutions and policymakers should prioritize these programs and use the scale for teacher evaluations. Future research should explore the efficacy of these programs, expand the sample size, incorporate objective measures, and employ longitudinal designs to better understand the impact on student outcomes.
40
Rahmanovic, Prof dr Adis, Haris Berkovac i Prof dr Muharem Kozic. "STANDARDIZATION OF THE SYSTEM OF TECHNICAL PROTECTION OF PREMISES FOR SERVER, DATA, NETWORK AND DR SITE". International Journal of Engineering Applied Sciences and Technology 7, nr 9 (1.01.2023): 57–63. http://dx.doi.org/10.33564/ijeast.2023.v07i09.009.
Pełny tekst źródłaStreszczenie:
The room protection system for Server, data, network and DR site is a great challenge for implementation, and should reflect the measure of the best available technologies in the field of protection and modern ICT technologies, as well as the optimal measure of economic investment, environmental parameters, and professional standards. Development trends in these domains with the task of complying with legal regulations and that the protection system is adequate compared to what it helps to protect. Through the article, we have shown the process of applying advanced measures to protect and increase the security of premises with significant ICT equipment and data, as well as effects in the field of reducing negative risks and possible damage from negative human factors, negative environmental impact, etc... The aim is to present new technologies in this area and the justification of their implementation in the function of increasing the security of ICT equipment and data.
41
Alghamdi, Jawaher, i Charlotte Holland. "A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland". Education and Information Technologies 25, nr 6 (29.04.2020): 4721–45. http://dx.doi.org/10.1007/s10639-020-10169-5.
Pełny tekst źródłaStreszczenie:
Abstract This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.
42
Brasileño, Irene, i Wilfred D. Bidad. "The state of ICT integration in the school learning system in junior high schools, General Santos – Philippines". Sapienza: International Journal of Interdisciplinary Studies 2, nr 3 (26.09.2021): 76–88. http://dx.doi.org/10.51798/sijis.v2i3.114.
Pełny tekst źródłaStreszczenie:
The study determined the state of ICT integration and the level of its implementation in the school learning system of the Department of Education (DepEd) in Junior High Schools in The Division of General Santos City during the school year 2019-2020. It utilized convergent parallel mixed method. Findings show ICT teachers taking big roles in the implementation of the program where learners were encouraged to participate in class. They maximize the teaching-learning process despite a gap on the facility maintenance and upgrading software and internet connection as hindering factors in delivering better educational services. While there were computers provided, not all learners were able to use or access them. While ICT teachers were guided by the curriculum guide with the competencies required as their legal framework, they have not established standardized modules. They only relied on the available resources in the internet.
A concrete systematic approach in terms of maximizing resources, training and professional development and research was not applied. While the administration was supportive, budget allocation for the program cannot totally suffice the needs in the teaching-learning process and in the school learning system as a whole. Stakeholders’ involvement in ICT integration was evident, but there is less impact to the program as they were tapped only if needed. An organized and sustained support specifically on monitoring and evaluation of the ICT program is needed. Generally, the absence of sufficient budget and clearly identified ICT infrastructure are the major flaws of the system. The system is run through the initiatives and ingenuity of the teachers, rather than a clearly defined and implemented system. While there are positive feelings regarding the contribution of ICT to the teaching-learning environment, many teachers expressed the need for a more comprehensive intervention on ICT development.
43
EFUNBOADE, Ayodeji O., Olusegun A. SARUMI, Victor A. AKINRINMADE i Abigeal O. ADENIRAN. "The I.T. Industry Perception of Computer Professional (Registration Council) of Nigeria (CPN) as a Regulatory Agency for I.T. Profession in Nigeria". International Journal for Research in Applied Science and Engineering Technology 11, nr 5 (31.05.2023): 5079–82. http://dx.doi.org/10.22214/ijraset.2023.52350.
Pełny tekst źródłaStreszczenie:
Abstract: Information Technology (I.T.) is very pivotal for sustaining economic, social and political development of any nation in the world. Many developed countries such as United States of America, United Kingdom, China and South Africa have I.T. professions regulated in their countries. Computer Professional (Registration Council) of Nigeria is the monitoring agency for I.T. profession in Nigeria. This study therefore examined the role and contributions of Computer Professional Registration Council of Nigeria (CPN) towards the development of I.T. profession in Nigeria. A survey was conducted to gauge the feelings of I.T. professionals on impact of CPN on I.T. profession. A total number of 60 questionnaires were administered and results show that CPN performed effectively but certain critical areas were not yet captured for overall development of I.T, sector.
44
Lazarinis, Fotis, i Dimitris Kanellopoulos. "E-Skills and ICT Certification in Greek Cultural and Travel Agencies". International Journal of Digital Literacy and Digital Competence 1, nr 2 (kwiecień 2010): 28–38. http://dx.doi.org/10.4018/jdldc.2010040104.
Pełny tekst źródłaStreszczenie:
ICT skills are fundamental for the further enhancement and development of productivity and knowledge-intensive products and services. The long-term-demand for professionals with ICT skills still exceeds the supply, particularly in user industries such as the travel industry. This paper presents the results of a study aimed at analysing the impact of ICT certification for people working in cultural and travel agencies in Greece. The authors consider if the e-skills acquired during training for an ICT certification are of practical value while presenting the opinions of the survey participants, statistics about the required e-skills, and the correlation between these skills and the syllabus of the ECDL ICT certification. It is claimed that the ECDL ICT certification plays a crucial role in cultural and travel agencies as their employees being technologically skilful can offer better services to their customers.
45
Ullah, Hafeez, Imtiaz Hussain Tahir i Arslan Aslam. "Role of ICT In Managing Classroom Learning Environment with Special Reference to Daanish Schools Punjab". International Research Journal of Education and Innovation 2, nr 3 (31.12.2021): 268–80. http://dx.doi.org/10.53575/irjei.v2.03(21)24.268-280.
Pełny tekst źródłaStreszczenie:
The use of information and communication technology (ICT) in management classroom teaching is discussed in this article. ICT makes it easier to initiate and create innovative pedagogical tools in the classroom as it serves as an enabler rather than a regulator of the teaching and learning process. Since management education necessitates the acquisition of a wide variety of technological, human, and mental skills. ICT is commonly used in classroom management education. From a pedagogical standpoint, the researcher built and expanded a typology of ICT usage in the classroom. A survey questionnaire was distributed randomly to a total of 32 from Punjab Daanish schools of Dera Ghazi khan. The data was compiled using a four-point rating scale survey as a testing instrument. SPSS was used to interpret the information collected. It was found that ICT plays a vital role in managing the classroom learning environment. The results highlighted the approach that ICT has a great impact on both teachers and students. In this regard, a lot of data has been collected randomly using different survey techniques. Findings of the survey prove that well-prepared lessons using different tools and facilities from Information Technology are the main factors that enhance and retain learning among students in the class as compared to traditional teaching methods. Using Information Technology also enhances professional development among teachers in the form of training focused on the core objective of enhancing the quality and longevity of students learning.
46
Fadilla, Raisa. "EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT". Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, nr 2 (3.10.2020): 49. http://dx.doi.org/10.20527/jetall.v3i2.8753.
Pełny tekst źródłaStreszczenie:
Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.
47
Forkosh Baruch, Alona, i Orit Avidov Ungar. "ICT Implementation in Colleges of Education: A Framework for Teacher Educators". Journal of Information Technology Education: Research 18 (2019): 207–29. http://dx.doi.org/10.28945/4312.
Pełny tekst źródłaStreszczenie:
Aim/Purpose: The study aims to evaluate Information and Communication Technology (ICT) implementation in academic colleges of education. The article offers a conceptual framework for ICT implementation within teacher education in the information era, which combines an array of frameworks and addresses the needs of teacher education. Background: The study examines the components of ICT implementation within the training as perceived by teacher educators in these colleges, their attitudes towards the contribution of ICT for teaching and learning, and the available conditions and resources in these colleges for ICT implementation in teaching. Methodology: A mixed methodology of quantitative and qualitative nature was utilized. A questionnaire was developed including a set of sequential steps. The sample that responded to the questionnaire included 615 faculty members, which were approximately 25% of the population of lecturers in 8 colleges of education. Contribution: The results enabled insights regarding success and challenges in the implementation of the computerization program. It supplies policymakers as well as practitioners with updated data and enables evidence-based decision-making. Findings: Use of ICT by faculty shows two key factors: basic ICT use and advance collaborative use. Use in teacher training was divided into 5 factors: information management, advanced technological methods, project-based learning, display of information, and learning organization. Two factors were related to the students’ use of ICT in their teaching: integrating ICT in classroom activity, and usage for distance learning. Recommendations for Practitioners: Recommendations for practitioners include empowering the efficiency of ICT implementation, thereby transforming teaching and learning; training pre-service teachers to utilize advanced ICT tools that encourage collaboration, problem-based learning; utilization of the tool developed and used in this study for decision-making and assessing ICT implementation in teacher training; and highlighting the role of the teacher educator as a major factor in translating educators’ beliefs and modelling for students. Recommendation for Researchers: Recommendations for researchers include identifying the possibilities of utilizing the proposed tool in their research and development plans within their teacher training institutes, as a means of assessing the nature of ICT implementation in their teacher education programs. Impact on Society: ICT implementation in education has an impact on the future generation of students, as citizens of the knowledge society and lifelong learners. Teacher educators are at the heart of this process; hence, developing and implementing a tool to measure as well as encourage a paradigm shift in teaching and learning is of utmost importance. Future Research: Future research should include examining the utilization of the developed tool in diverse contexts, as well as using it as an indicator for comparing ICT implementation processes and models between institutes, and for examining the implementation process from a longitudinal point of view, from pre-service education throughout the TPD (Teacher Professional Development) as an in-service teacher.
48
Blândul, Valentin Cosmin, i Adela Bradea. "THE STATUS AND ROLE OF ICT IN THE EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A RESEARCH FROM BIHOR COUNTY, ROMANIA". Problems of Education in the 21st Century 71, nr 1 (25.06.2016): 6–15. http://dx.doi.org/10.33225/pec/16.71.06.
Pełny tekst źródłaStreszczenie:
ICT plays a very important role in education, as, on the one hand, it improves the educational attainment of students and, on the other hand, it contributes to a better communication between the education agents, while also speeding up students' personal development. By using educational software adjusted to the specific nature of different types of disabilities, the benefits of ICT can be very well exploited in special education too. The impact can be a significant one, both in the therapeutic process and in the educational one, and the literature in the area has recorded several examples of successes achieved by students with disabilities assisted by ICT. In Romania, however, few studies have been conducted so far to assess the way ICT is used by teachers in their work with students having different types of disabilities. For that reason, the main aim of the present research was to identify to what extent pre-university teachers are open and prepared to use ICT applications in special education. The sample consisted of 105 pre-university teachers from Bihor, Romania. The instrument used was a questionnaire having 76 multiple choice items, and the implementation period was January-March 2016. The results show that even though they are aware of the importance and have a positive attitude towards using ICT in special education, the majority of the teachers included in the study feel that they are ill-prepared and want to deepen their knowledge in this field during their continued professional training. Key words: ICT, special education, students with disabilities.
49
M Owen, Susanne, Gerald White, Dharmaputra Taludangga Palekahelu, Dian T Sumakul i Eko Sediyono. "Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries". Journal of Information Technology Education: Research 19 (2020): 571–614. http://dx.doi.org/10.28945/4625.
Pełny tekst źródłaStreszczenie:
Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.
50
Aroca, Juan Antonio Salmerón, Pedro Moreno Abellán i Silvia Martínez de Miguel López. "Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education". Journal of Intelligence 11, nr 1 (21.12.2022): 1. http://dx.doi.org/10.3390/jintelligence11010001.
Pełny tekst źródłaStreszczenie:
This research addresses teacher training at different generational stages, with the aim of analysing the training actions developed by school teachers and the intentionality of linking them to their professional development, in order to offer a broad perspective of the paradigm of smart schools, allowing for the adjustment of the quality of training to real demands. To this end, a systematic review of articles published between 2012 and 2022 in the main databases (WoS, Scopus, Eric, Dialnet, and Google Scholar) was carried out. After applying the inclusion criteria, 56 articles were selected and analysed following the PRISMA 2020 statement. The findings showed the interest and importance of initial, continuous, and lifelong learning among teachers as a driver of professional development. The results also showed that research is mostly focused on novice teachers and qualitative methodologies predominate, although this is limited to certain countries and specialised publications. However, generational differences were observed. While younger teachers are more highly trained in ICT, older teachers have a higher level of competence at a processual and relational level in the classroom. In conclusion, it should be noted that teacher training linked to professional development has an impact on school improvement, especially if it is carried out from an intergenerational collaborative perspective, and the acquisition of new skills.