ICT Competence Research Articles

Competency Framework Implementation for International Public in the Information, Communication and Technology

Due to the 4th industrial revolution, technology is evolving and new employment are being created in significant numbers, but many jobs are expected to be eliminated from the market as well [1]. Therefore, citizens of the 21st century need to improve their knowledge of ICT in order to adapt to the digital transformation and acquire the skills required for new jobs. International organizations and the private sector have developed digital skills framework while providing the global digital skills and assess education levels. In this study, a total of 12 frameworks and skills of ICT competency frameworks and skills issued by countries and private sector organizations that are widely used internationally which are leading in ICT competence of citizens have been analyzed. Furthermore, the researchers studied the measures and implementation in several countries in the field of improving public information, communication and technological knowledge and skills.

Digital competence frameworks in teacher education-A literature review

The role of the teacher in digital education is unconditional. Using ICT in the classroom is crucial for students' education and teachers' professional development. Qualitative teacher preparation plays an essential role in their further pedagogical practice. However, the lack of a digital competencies framework in initial education can cause problems in the subsequent practice of teachers. This paper analyzes the relevant literature that presents the available ICT competency frameworks to evaluate pre-service teachers' digital competence levels. The findings indicate a lack of pre-service teachers' digital competencies framework that can guide them in their initial preparation and develop digital competencies before actual practice. Generally, this paper provides an overview of digital competencies frameworks for teachers and their components, as well as information and recommendations to those responsible for initial teacher education program development and the integration of technologies into initial teacher education.

Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century

21st century has seen the emergence of digital skills as a crucial ability with profound effects on employment, education, and social relationships, among other facets of life. The best talents to teach are the subject of study by those who establish educational policies. The goal of this study is to examine the relationship between information and communication technology competency (ICTC) and digital abilities. It focuses on which of the digital skills sub-dimensions has a greater impact on ICTC and how this impact varies by country, age, and gender. This study employed a quantitative research design to evaluate the association between ICTC and various digital skills. The sample group consisted of 620 university students from Russia and Kazakhstan. Digital skills were measured using a scale adapted for the Russian context, while ICTC scale was first adapted for the Russian context following language validity steps. The study also conducted path analysis to determine the impact of ICTC on digital skill dimensions and multigroup path analysis to assess effects according to different independent variables. The study found that certain dimensions of digital skills, specifically “use of digital tools”, “communication of digital content”, and “creation of digital content”, significantly influence ICTC. However, “management of digital content”, “digital security”, and “digital empathy” dimensions did not show a significant effect. The impact of these dimensions varied significantly across different demographic groups, suggesting that digital skills and ICTC development may differ among these groups. The findings highlight the need for tailored strategies to develop and promote digital skills and ICTC, considering these demographic differences.

Prospective Teachers’ Perceptions, Reliance, and Barriers to ICT Integration in Mathematics Learning

Prospective teachers’ (PTs’) ICT integration (ICTi) for learning math (LM) has been studied in the global context, however, it lacks in the local context. This study served to bridge the gap by exploring PTs’: perceptions toward ICT competence and integration; reasons for relying on technology; and the challenges encountered while LM. The methodology was grounded in interpretivism, induction, mono-method-qualitative, case study, and cross-sectional components. The participants’ selection was based on convenient and purposive techniques. Data were collected through semi-structured interviews (SSI) and focus group discussions (FGD) and were analyzed using thematic data analysis. The findings informed positive perceptions of PTs toward ICTi where the purpose of relying on technology varied across participants. Though ICTi was found important, still there are inherent challenges associated with its integration, for example, scanning online material, encoding math language, and limited awareness of mathematics application software. The recommendations necessitate the development of special programs to offer hands-on learning experiences along with mitigating challenges for the prospective teachers to integrate ICT for LM. Future researchers may focus on variables through the blended model of teaching and learning that impact the academic performance of students in a math course.

Students’ Awareness and Use of Open Educational Resources (OERS) in Selected Universities: Implication for Policy Studies

Open Educational Resources are technology-enabled open provisions of educational resources for consultation, use, and adaptation for non-commercial purposes. At the moment in Nigeria, OERs are the reality for an increasing number of universities. They are distinctively made available without restraint over the Internet or the Web. The adoption has been on an increased level; hence, this study presents the key findings of a survey about the awareness and use of OER among students in selected Universities. A structured questionnaire was distributed to 600 respondents. The findings revealed that the majority of the students were males between the ages of 20-25. It was also revealed that students were aware of OER in their universities. Besides, the study established a positive correlation between students' awareness and the use of OER. On the use of the resources, it is revealed that the majority of the students use theses/projects, journal articles, lecture notes, courseware, and books while video contents, inaugural lectures, and Conference proceedings/presentations were among the least used resources as indicated by over 50% of the respondents. 80% of respondents perceived that the resources are useful and improved their retention, and 89.3% find downloading the materials easy the barrier to the use of OER among the population studied includes inadequate skills, little knowledge of the courseware, and power supply. The study recommended, among other things, the need for students and staff training and retraining to guarantee the required threshold in ICT literacy skills and competency for maximum OER use and exploitation. Also recommended was the need for the universities in conjunction with librarians to develop a standard procedure to mainstream OER into teaching, learning, and research processes to promote their practical use Keywords: Higher education, ICT skills, Learning materials, Open Education, Open Educational Resources, Use of OER, Undergraduate Students.

Information Communication Technology Manipulative Competencies Required by Office Technology and Management Lecturers for Effective Instructional Delivery in Public Tertiary Institutions in Niger State

This study looked at the ICT manipulative competencies that OTM lecturers require for effective instructional delivery in public tertiary institutions in Niger State. One research question and a research hypothesis were formulated for the study. The study used a descriptive survey and included 36 OTM lecturers from three government-owned tertiary institutions in Niger State, Nigeria (Federal and State Polytechnics and Federal and State Colleges of Education). Due to the small population, the study has no sampling, but it was ultimately based on the 35 questionnaires that were retrieved after administration. The research instrument was validated by two research experts from Kwara State University, Malete. For reliability of the instrument, the research instrument was pilot tested at Kwara State College of Education, Ilorin, and Kwara State Polytechnic, Ilorin, and the data obtained was analyzed using Cronbach Alpha and the result gave 0.86. Data were gathered through the use of a questionnaire called “ICT Competencies Required (ICTCR)”. The research question was answered using the descriptive statistics Mean and Standard Deviation, and the inferential statistics t-test was used to test the hypotheses at a significance level of 0.05. The findings revealed a non-significant difference in the mean ratings of OTM lecturers on the ICT manipulative competencies required for effective instructional delivery in public tertiary institutions in Niger State, Nigeria, in the 21st century. This led to the conclusion that OTM requires a number of ICT manipulative competencies for effective instructional delivery in public tertiary institutions in Niger States, Nigeria, in the 21st century. Therefore, it was recommended, among other things, that, OTM lecturers should receive on-the-job training, particularly on how to operate information and communication technologies and how to use them for effective classroom instruction in the 21st century. In addition, the relevant regulatory bodies (NCCE, NBTE, and NUC) should add more ICT manipulative activities to the OTM curriculum to keep up with current ICT trends and prepare students for active roles in the 21st-century office.

Impact of technostress on work-life balance

One of the many factors that contribute to the success of an organisation is the use of professional information technology (ICT). The pandemic situation of recent years has highlighted the benefits of using state-of-the-art ICT. However, exploring the negative consequences is a less popular topic. The aim of this research is to identify the most significant risks factors of technostress that threaten the balanced performance of employees at work and the possibility of work-life balance. In 2021, statistical correlations between risk factors for technostress were identified using SPSS 26, based on the opinions of 237 Hungarian higher education staff. Using SPSS AMOS 27, a proprietary model was built to test the impact of the most serious risks on personal and work life. The results show that three factors have the greatest impact on work-life balance, which also affect organisational performance. Loss of leisure time due to techno-overload and techno-invasion, and a feeling of techno-uncertainty due to lack of ICT competence cause a sense of threat. These compromise work-life balance and, at the same time, work performance. The mutually reinforcing negative effects influence the sense of well-being (happiness) at work, the feeling of job security and force employees to learn continuously.

Examining student ICT use and learning outcomes: Evidence from Japanese PISA data

The relationship between student ICT use and learning outcomes is being debated. Few studies on the topic examined different forms of ICT use and heterogenous relationships with learning outcomes. This study addresses this gap by examining the association between different forms of ICT use and learning outcomes and by exploring variations in associations based on student-perceived ICT competence and across the learning distribution. The Japanese sample of PISA 2018 data was analyzed employing a regression approach accounting for the complexity of the PISA design and unconditional quantile regression. Results suggest that the variables student ICT use outside school for schoolwork activities and at school in general are not statistically related to reading and science achievements, but the former is weakly related to mathematics. The two forms of ICT use improve learning among students with lower ICT competence and also show statistical significance for low- and high-achieving students. Moreover, subject-related uses of ICT during lessons and outside lessons are positively associated with the three measures of learning achievements investigated. The association remains consistent by student ICT competence and across the learning distribution. In contrast, ICT use outside of school for leisure is negatively associated with all three measures of learning achievements. The association remains negative by student ICT competence and across the learning distribution. These findings suggest that education stakeholders promoting student ICT use should be cautious by considering forms of ICT use, student ICT competence, and heterogenous abilities.

DIGITAL TOOLS FOR THE FORMATION OF ICT COMPETENCE IN FUTURE TEACHERS OF FOREIGN LANGUAGES

The article examines the peculiarities of the selection and use of digital tools for the formation of ICT competence of future teachers of foreign languages, in particular, their ability to create electronic educational resources. It was determined that the formation of ICT competence of future IM teachers should be carried out in an integrated manner during the study of normative and selective disciplines of professional and methodical training. Groups of digital tools are proposed, which are expedient to use for the formation of ICT competence in future teachers of foreign languages, namely tools: 1) for creating interactive electronic tasks (training, testing, games), which in the process of use contribute to the formation of foreign language learning subjects communicative competence and control of its formation; 2) visualization of educational material, which involves presenting it in a condensed and visual form, which is convenient for perception and deeper understanding; 3) implementation of synchronous and asynchronous communication in order to organize the educational process in foreign languages. The criteria for the selection of digital tools for the formation of ICT competence of future teachers of foreign languages are formulated and substantiated, and examples of their use for the formation of target competence are given.

Teachers’ Characteristics and their ICT Competence in West II District, Cagayan de Oro City

Teachers’ Characteristics and their ICT Competence in West II District, Cagayan de Oro City

TRADITIONAL AND INNOVATIVE MEANS OF EFFECTIVE FORMATION OF ICT COMPETENCE OF SOCIAL WORKERS

Information and communication competence contributes to the general development of social workers as high-quality specialists, but also to their professional activity and interaction with the target audience. The article reveals the essence and structural components of ICT competence of future specialists in the social sphere. It is noted that information and communication competence is necessary for the professional growth of a specialist, a representative of a modern digital society, and urgent for activation of communication between participants in the field of social services during wartime and other current challenges. The traditional and innovative means of forming the ICT competence of future social workers during the study of the Foreign Language of Professional Communication course were analyzed. In particular, efficiency and expediency of using interactive tasks, digital mobile applications, tools and online resources for this purpose is justified. The researchers emphasized in the paper the importance of digital interaction, which is implemented in the process of educational tasks presented in the article, as well as the effectiveness of working with authentic texts that introduce ways to solve such a problem in the world experience. The specifics of the use of digital tools as means of forming the information and communication competence of future social workers in the educational space are characterized (tools for creating and viewing videos, multimedia presentations, slide shows, search engines, Google forms, services for the introduction of distance and blended learning, polls, assessment, etc.).

Ict Literacies of Teachers in the Division of Northern Samar: A Meta-Analysis

This meta-analysis on ICT literacies of the teachers in the Division of Northern Samar was based on the studies available in the UEP-Graduate Studies for over a five-year period. It looked into the profile of the teachers in terms of age, sex, ICT-related trainings, and personal ICT devices. This study also determined the level of ICT literacies of teachers in terms of ICT competence, extent of ICT integration, and level of ICT utilization. Studies showed that smartphone was the most common ICT device of the respondents and this was also what they preferred using as an aid in their teaching. It was also recorded that the respondents also owned laptops and desktop computers that they used in the teaching-learning process. Most of the respondents of the studies were only at the average level when it comes to ICT competence, except for the findings of Diaz (2016) where the respondents were only at the basic level, and the study of Virtudes (2018) who found out that the respondents were already at the advance level. This can be attributed to the lack of ICT-related trainings. In terms of the extent of ICT integration, results revealed that the teachers were already knowledgeable enough of the capabilities of computers to classroom applications, but were not proficient enough using computers to support the teaching-learning process. Even if the respondents had knowledge in using ICT, they were not maximizing these technologies in the teaching-learning process. Others were not comfortable in using ICT because they were still not experts, and most of them had only an average literacy on ICT. They still wanted to use strategies which they were comfortable with, and ICT was out of the context. Results confirm that teachers are mostly using ICT only as aids in generating electronic reports, record of students’ data and files, acquiring teaching materials through the internet, and improving their classroom. But although they can be considered literate enough to the use of ICT, they are not fully utilizing ICT into the teaching-learning process.

DEVELOPMENT OF ICT COMPETENCE OF PRIMARY SCHOOL TEACHERS IN THE PROCESS OF CONTINUING EDUCATION

DEVELOPMENT OF ICT COMPETENCE OF PRIMARY SCHOOL TEACHERS IN THE PROCESS OF CONTINUING EDUCATION

Study on Awareness and Use of e-Resources Among the Students in Academic and Research Work

The use of e-resources has become increasingly important in higher education, and this study aims to investigate the level of awareness and use of e-resources among students in agriculture universities of Uttar Pradesh for academic and research work. The study was conducted in 2022, using a structured questionnaire distributed through online Google Forms. A total of 240 responses were received, and data were analyzed to determine the extent of awareness and usage of e-resources among students. The fi ndings revealed that the majority of the students (58.75%) had a medium level of awareness, followed by 21.67% with high awareness and 19.58% with low awareness. The study found no appreciable diff erence in the understanding of e-resources among students at the chosen agriculture universities, indicating the need for increased awareness campaigns and training programs. The results also showed that 89.58% of students associated with medium to high levels of e-resources use in the study area, demonstrating the potential benefi ts of these resources for academic and research work. The variables such as age, annual income, ICT competence, and fathers' education were found to have a signifi cant association with the extent of e-resources use among students, highlighting the need for targeted interventions to improve access and usage. This study provides useful insights for educators and policymakers to improve the awareness and use of e-resources among students in agriculture universities of Uttar Pradesh.

Evaluation of ICT Competency Skills of Librarians for Effective Service Delivery in Academic Libraries in Kebbi State, Nigeria

Evaluation of ICT Competency Skills of Librarians for Effective Service Delivery in Academic Libraries in Kebbi State, Nigeria

A Study of ICT Competency and Social Intelligence of Male & Female B.Ed. Students

A Study of ICT Competency and Social Intelligence of Male & Female B.Ed. Students

Цифровая трансформация образования: перспективы и новые возможности

the modern education system, closely interacting with all areas and sectors of the economy, dynamically responds to any changes and takes us to a new stage of development - the stage of universal digitalization. The change in Federal State Educational Standards, a new concept for the development and implementation of educational programs, taking into account the requirements of professional standards and the requests of employers, determine the need for training specialists with complex competencies. These problems can be solved with the help of the digital transformation of higher education. This article is devoted to the digital transformation of higher education. It considers the concepts of “informatization”, “digitalization”, “digital transformation of education”. The main directions of digital transformation of higher education are analyzed. It is necessary to update the educational process in accordance with the new requirements and norms, specifications, quality indicators and improve the ICT competence of university teachers. Digitalization is not only the conversion of existing data and applied processes into digital form and the creation of electronic copies of textbooks, but also the use of digital technologies, electronic resources, digital educational platforms, virtual and augmented reality, artificial intelligence, etc. All this changes thinking, forms and methods of work, allows you to actively introduce digital technologies into the educational process, which are not just a new information tool for solving problems, but a new environment and ways of thinking. To be competitive in the information society, it is necessary to be able to create and apply information using digital technologies.

LEVEL OF EFFECTIVENESS OF LAND TRANSPORTATION OFFICE PORTAL TO THE USERS AND PERSONNEL IN LAGUNA LICENSING CENTER

The purpose of the study is to determine the level of effectiveness of Land Transportation Office Portal to the users and personnel in Land Transportation Office Laguna Licensing Center. Particularly, it aims to identify the demographic profile of the users and personnel in terms of age and ICT competence, determine the perceived level of effectiveness of Land Transportation Office portal among the users and personnel in terms of information quality, design and functions, reliability, security and privacy protection, system responsiveness, perceived usefulness, user satisfaction, and continuance intention. This research study utilized a descriptive – survey design. Total enumeration was applied to the personnel, while simple random sampling was used for the users. A self-constructed questionnaire was used as the research instrument, and the data collected was analyzed through simple linear regression analysis, frequency and percentage distribution, weighted mean, independent Ttest, and one-way analysis of variance. Based on the findings, the majority of respondents were between the ages of 16 and 25, and the majority had intermediate ICT competence. The study concluded that the LTO portal was highly effective in terms of information quality, design and functions, reliability, security and privacy protection, system responsiveness, perceived usefulness, user satisfaction, and continuance intention. However, there were significant differences in perceptions based on age and ICT competence, suggesting the need for targeted improvements in these areas. Establishment of a monitoring tool for the L TO portal is recommended for its continuous enhancement.

Information System Management and Zimbabwe Manufacturing Firms Performance. A Structural Equation Modeling Analysis

There has been extensive research on how information communication technology (ICTM) management competencies might increase operational effectiveness. This study examined the impact of management ICT on the internal operations of a business, blending resource-based view (RBV) and dynamic capabilities theory (DCT) perspectives. The analyses in the study cover ICT support for management decision-making abilities on Harare's manufacturing operational firms' performance (OPF). Sustainable competitive advantage (SCA) is a mediator in the research model to enhance the firm's performance—data from 201 managers employed by the manufacturing firm informed the findings. The research hypotheses were tested using structural equation modelling (SEM) that was analysed using SPSS version 24 and AMOS version 21. The results reveal that investment in ICT should be linked to firms' core competencies to maximise firms' value. The results also indicate that effective management of ICT significantly impacts business performance by helping firms achieve sustainable competitive advantage. The study contributes to the literature by combining the RBV and DCT perspectives to explore the impact of ICT competencies on manufacturing firms' performance. The paper recommends that manufacturing firms in Zimbabwe invest more in information communication technology to compete effectively in global markets.

과학성취도와 글로벌 역량을 예측하는 ICT의 활용 변인과 성별에 따른 차이 분석

The study analyzed the difference in ICT competency between genders as a predictive variable for science achievement and global competence using PISA 2018 data. By examining the influence of gender as a predictive variable, the study also investigated differences by gender in ICT education. In this study, ICT competency was set as an independent variable and science achievement and global competence as dependent variables in order to more accurately distinguish the predictive differences between ICT competencies and provide objective results as guidance for improving students' ICT utilization in different situations. The PISA data released to date does not reflect changes due to the COVID-19 situation. Based on the results of this study, analyzing the results reflecting the COVID-19 situation will be suggested as a future research topic. The study used the random forest analysis method and partial dependence plots to confirm feature importance and static/non-static effects. The results were visualized to facilitate analysis of the differences using data visualization materials.