ICT Programs Research Articles

PERDEBATAN PELAKSANAAN PUTUSAN PENENTUAN HASIL AKHIR SENGKETA TANAH DI KALIMANTAN YANG DI JADIKAN SEBAGAI IBU KOTA NEGARA INDONESIA GEOPOLITIK DI INDONESIA

A dispute is a difference of interest between individuals or institutions on the same object that is manifested in the relationships between them. On August 26, 2019, President Joko Widodo announced the transfer of the country's capital (IKN) to East Kalimantan Province. To begin with, the National Development Planning Agency (Bappenas) has investigated various aspects related to the stage of ICT transfer. These include the economic impact, regional readiness, and the potential development of industrial areas. In the preventive protection of the law, the government should take into account the fate of the local citizens when making plans for the development of the ICT area, both in making decisions and decisions related to the construction of the Nusantara ICT. Following the decision to transfer the capital of Nusantara to the East Kalimantan Province, the transfer of land rights has increased, according to data from the Regional Office of the National Agriculture Authority of the East Calimantan province. By 2020, the rights to land were transferred through a sale agreement at 175 locations in the territory of the capital of Nusantara. By 2021, the number of transactions has increased significantly to 294. Based on these backgrounds, researchers are interested in conducting research entitled “Debate on the Implementation of the Final Decision of the Land Dispute in Kalimantan which is to be made the capital of Indonesia”, through two issues to be discussed, namely, First, the setting up of land freezing as part of the ICT program in East Kalimanthan and Second, on the social impact of the land-freezing program on citizens in particular in East Calimantan. The research method in this research uses normative law research.

Evaluation of the Implementation of the International Credit Transfer Program of Makassar State University

In 2021, Universitas Negeri Makassar (UNM) first became one of the universities participating in the International Credit Transfer Program (ICT) and made Universiti Kebangsaan Malaysia (UKM) one of the partner universities. Thus, this study aims to evaluate the implementation of ICT held online by UNM for one semester. The evaluation model used in this study is an illuminative evaluation model that focuses on qualitative data collection using observation, interview, and document review methods. The results showed that the implementation of ICT by UNM went quite well. This is evidenced by the achievement of the goals of the ICT program for universities and students. In addition, this program motivates students to take part in other international programs participated in by UNM and organized by the government. However, there are some problems encountered by UNM and students during the program. Such as communication problems of the committee and participants, to administrative problems. In conclusion, ICT is incredibly good to be followed again by UNM, seeing the magnitude of the impact and enthusiasm of the students. However, improvements to the administrative and communication systems must be completed first before returning to participate in the following years.

STUDENTS’ LIVED EXPERIENCE OF SOCIAL ADJUSTMENT IN INTERNATIONAL CREDIT TRANSFER PROGRAM: A PHENOMENOLOGICAL STUDY

This study aims to look into the social experiences of students in the seventh semester of Universitas Muhammadiyah Kendari's English language education program who have completed the International Credit Transfer program at Nueva Ecija University of Science and Technology in the Philippines. A phenomenological research design was used to conduct the study. The participants of this study were four students. Two of the four students were male, while the other two were female. Semi-structured interviews were conducted face-to-face with each participant. The findings showed that the ICT program provided the students with valuable experiences that broadened their perspectives, improved communication skills, and enhanced their ability to accept and adapt to diverse social environments.

Innover pour apprendre la langue étrangère : Traduire le numérique en gestes didactiques via les plateformes

Innovating to Learn the Foreign Language: Translating digital into didactic gestures via platforms
 Information and Communication Technologies for Information (ICT) play a crucial role in language learning within the constructivist didactic context. This perspective encompasses not only learning itself but also acquiring the ability to learn, interact, and train effectively. The Ecole Normale Supérieure de Constantine has actively collaborated with educational and ministerial units, engaging in program restructuring to integrate ICT within a constructivist pedagogical framework. In this approach, learning is viewed as a socially situated phenomenon, and the interaction between the instructor and the learner is considered a social aspect of both knowledge and skill acquisition in the teaching/learning process. The utilization of ICT in higher education is gaining increasing attention. This study focuses on online training systems that bring together sixty teachers who have undergone ICT training over various periods. These initiatives aim to reshape traditional teaching practices and teacher behaviours, fostering a path towards "learning to learn" that diverges from conventional approaches. To assess the reality on the ground and understand ongoing educational projects that integrate ICT, the study delves into the collective efforts within the Ecole Normale Supérieure of Constantine. Conducted as part of teacher training in ICT usage, the study investigates the integration of ICT into face-to-face teaching through remote platforms, exemplified by making online courses available on the Moodle platform. The primary objective is to incorporate ICT into students' training programs through innovative practices, emphasizing the development of technological skills such as PowerPoint usage, document sharing, blog creation, forum participation, and utilization of the platform's messaging system. As both a trainer and trainee, having participated in various ICT programs, I find it imperative to analyze the teacher training process to assess the effectiveness of implemented innovations. Teachers expressed satisfaction with the opportunity to participate in the training program, highlighting the development of previously unfamiliar technological skills. Innovation in ICT is directly associated with positive changes in learning outcomes, introducing socio- pedagogical modes of interaction that redefine the roles of both teachers and students. This shift enables them to adeptly appropriate new technological tools, emphasizing the transformative impact of ICT in the educational landscape.

ICT-Refugee: The development, implementation, and evaluation of an integrated care team to support refugee patients as they transition from temporary to permanent primary care

Upon arrival to Canada, government assisted refugees typically can access settlement services and universally funded health care; health care may be delivered through refugee health clinics, which are meant offer temporary care until patients are stable and able to transition to a permanent primary care practice (PCP). In Southern Ontario, Canada, we evaluated the development and implementation of an integrated care team (ICT-Refugee) that supports refugee patients and receiving clinics in this transition. 
 Several refugee health and service organizations partnered with the local Ontario Health Team (the regional health administrative body) to offer this program. All Ontario Health Teams have patient partners who attend strategic planning sessions and approve programming. This initiative was also guided by ICT members (see below), some of whom are refugees themselves, and who shared their perspectives on what would and would not work in their respective communities. 
 Launched in January 2022, the ICT-Refugee program includes access to an on-demand interpretation service, and the interdisciplinary ICT. Members of the team include: two discharge and intake coordinators (at refugee health clinics), a case manager, a pharmacist, three “newcomer system navigators”, and representatives from home and community care services and a refugee settlement agency. 
 To date (the program and evaluation are ongoing), the ICT has transitioned 499 patients to 15 primary care practices. All 499 patients were offered access to the ICT, and 41 self-selected or were referred by their new practice to receive more intensive, interdisciplinary support from the ICT (8%).
 Our evaluation team has observed 22 ICT meetings, composed field notes, and consolidated program statistics. To understand the development and impact of the program, we interviewed all ICT staff (n=9), and six patients (in three languages, with interpreters) . Interviews were digitally recorded, then anonymized and uploaded into NVivo 12 for thematic analysis. 
 The 41 patients requiring ICT supports in 2022 (Jan-Nov.) received 396 hours of interdisciplinary care/supports over 833 sessions. Patients had high and diverse needs. Approximately 20% of these hours were spent directly linking or referring patients to community resources. In addition to navigating the medical transition, the ICT supported patients with education, employment, finances, mental health, transportation, social isolation, and other needs. Staff noted that it was easier to attend to the patients’ medical needs (e.g. getting to their appointments), once the basics of survival (e.g. food, housing) were addressed. 
 The evaluation identified many lessons learned in the first year, including: expect the development and refinement of an ICT program to take time (it cannot be designed, refined, and implemented with demonstrated impact in one year); embedding interpretation services into all aspects of the program was essential; it can be challenging to find clinics willing to accept refugee patients; patients are unique and will required a tailored approach and care plan; and, these types of programs are essential for bridging health and social care services, which in our region had previously been operating in silos. ICT support of refugee patients is ongoing. PCPs will be interviewed in the next phase of the evaluation. 

Application of Cognitive Enhancement Protocol Based on ICT Program to Improve Cognitive Level of Older Adults Residents in Small‐sized City Community: A Pilot Study

AbstractBackgroundA home‐based ICT program to elderly people aged 65 years or older to confirm the effect of the cognitive enhancement program and explore the possibility of remote rehabilitation.MethodThis study from August to October 2022, three subjects were selected and the intervention was conducted for about two months. This intervention was conducted using the Korean version of Mini‐Mental State Examination(MMSE‐K), the Korean version of Montreal Cognitive Assessment(MoCA‐K), the Computer Cognitive Senior Assessment System(CoSAS), and the two shorter form of the Center for Epidemiologic Studies Depression scale(CESD‐10‐D) to evaluated cognitive improvement before and after the program. The therapist remotely set the difficulty lever of cognitive training suitable fore the level of the subject through weekly feedback, and during the program. Interviews were conducted for additional opinions on the cognitive enhancement program.ResultAfter the intervention, all subjects showed improved scores in most items of the Korean version of the Montreal Cognitive Assessment conducted before and after the intervention. In addition, among the items of CoTras, upper cognition, language ability, attention, visual perception, and memory were improved. In addition, subjective satisfaction with the cognitive improvement program was high.ConclusionCognitive rehabilitation training using a home‐based ICT program not only prevented dementia but also made it habitual. Through this study, it was confirmed that remote rehabilitation for the elderly could be possible.

Assessment and Evaluation of Engineering, ICT and Architecture Program Outcomes Using ABET Criteria for LPU - Cavite

Assessment and Evaluation of Engineering, ICT and Architecture Program Outcomes Using ABET Criteria for LPU - Cavite

Key Competences for Sustainability: Technical Project Supported by Ecodesign of Educational Spaces to Achieve SDGs

This research presents the development of a sustainable technical project developed by a group of 1st year baccalaureate students in the subject of technical drawing. This project is developed within the methodological framework established by UNESCO in 2017, which describes the key competences for sustainability. Through the project method applied to the teaching–learning process, students achieved subject-specific competences and five key competences for sustainability, as well as a high level of ownership of sustainability knowledge. In each of the phases, the participants used ecodesign to design an educational space that complies with the three areas of sustainability: environmental, social, and economic. To do this, they used technical tools and ICT programmes and computer aided design, which have improved their digital competence. At the end of the experience, the participants elaborated a questionnaire on the degree of appropriation of knowledge in the field of sustainability. The results show an acquisition of competence in sustainability by the students, an improvement of responsible creativity, as well as a good level of appropriation of knowledge in the field of sustainability.

CURRENT ISSUES & CHALLENGES IN THE USE OF SOFTWARE APPLICATIONS IN TEACHING ENGLISH IN MAJAYJAY DISTRICT: THE EXPERIENCES OF ENGLISH TEACHERS

The research study focused on the experiences of teachers in the current issues and challenges in the use of different software applications in teaching English. Specifically, it aimed to determine the status of ICT facilities that are available to teachers teaching English in Majayjay District, extent of English Teachers’ Expertise on different ICT Software skills and programs, perceived issues, and challenges in the use of ICT in teaching and their significant relationships. The research involved one-hundred seven (107) teachers teaching English subjects. Frequency Distribution was used to determine the extent of ICT facilities that are available to teachers. A researcher-made questionnaire was used as the main instrument to obtain the necessary data. Weighted Mean and Standard Deviation was used to determine the extent of English Teachers’ Expertise on different ICT skills and Programs as well as the perceived issues and challenges in the use of ICT in teaching. In addition, Spearman Correlation was used to determine the significant relationship between ICT Facilities and issues and challenges in the use of software applications in teaching. The results of the study revealed that most of the teachers have ICT facilities available for their teaching. In terms of Teachers’ Expertise on different ICT Skills and Programs, most of the teachers have “Very High Expertise” on MS Word, MS Excel, MS Powerpoint, Google Forms, Search Engines, Social Networks (e.g., Zoom, Google Meet, etc.), Google Classroom, Email, File Attachment, and Windows & File Management with Average Weighted Mean of 4.48, 4.35, 4.57, 4.23, 4.61, 4.56, 3.98, 4.42, 4.52, and 4.51 respectively. Also, teachers teaching English in Majayjay District perceive the issues and challenges in the use of ICT in teaching with “Very High Challenge” specifically in terms of External Variables, Perceived Usefulness, Perceived Ease-of-Use (PEOU), Attitude towards used and Social Influence Processes with Weighted Mean of 3.46, 4.32, 3.95, 3.43, 3.01, and 3.45. The relationship between Teacher’s Expertise on Software Application and the Issues and Challenges in the Use of Software Application in Teaching has a significant relationship with the Perceived Usefulness (r=0.626, p= 0.000); Perceived Ease-of-Use (PEOU) (r=0.442, p= 0.000); Attitude toward Use (r=0.306, p= 0.001), and Social Influence Processes (r=0.264, p= 0.015) and do not have a significant relationship with External Variables (r=0.055, p=0.577) and Behavioral Intention (r=0.030, p=0.759).

A tracer study on challenges affecting the use of ICT in pre-tertiary school administration in Ghana: Administrators’ perspective

There is a national consultation on how ICTs influences Ghana’s school administration and curriculum instruction. For this vision to be actualized, the researcher envisaged that a tracer study on the challenges affecting the use of ICTs in pre-tertiary school administration would provide first-hand information to policymakers. The study adopted a descriptive survey design and employed the census survey to include 60 public Senior High School administrators in the Birim Central Municipality. The data collection instrument was a close-ended questionnaire with an obtained Cronbach’s alpha coefficient (α) of 0.84. The study revealed that pre-tertiary school administrators were satisfied with the accessibility to computers and other hardware equipment but were dissatisfied with the accessibility of software, photocopier, and internet accessibility for administrative works. Furthermore, the institutional barriers (inadequate facilities to support full integration of ICTs and non-inclusion of ICT programs in administrators’ training on curriculum delivery) were the obstacles affecting the use of technological resources in the administration and management of schools. Ghana Education Service accepts criticisms of identified challenges on ICT integration from school administrators to inform proper planning and prompt responses for the successful implementation of ICs in schools.

EFFECT OF MCKENZIE TECHNIQUE WITH ICT AND CONVENTIONAL EXERCISE WITH ICT IN CERVICAL RADICULOPATHY

Cervical radiculopathy is marked by nerve compression of a herniated disk. McKenzie and ICT are more used in participants with Cervical Radiculopathy. There are no studies that combine the McKenzie with ICT and Conventional Exercise with ICT in participants with Cervical Radiculopathy. The study aimed to nd the effects of the McKenzie Technique with ICT and Conventional Exercise program with ICT in participants with Cervical Radiculopathy to determine the better of these for benet of participants. So, a Quasi-Experimental study was conducted with 30 participants that featured Cervical Radiculopathy. They were studied for a 4-weeks intervention. They were divided into 2 groups by convenience sampling: - Group A: McKenzie Technique with ICT and Group B: Conventional Exercise with ICT. Pre- and post-treatment data were collected and analyzed using SPSS 22.0. Paired and unpaired t-test was used to nd out the signicance of the treatment. A signicant improvement in pain, disability, muscle strength, and endurance (p<0.05) after the treatment was found in both groups. Greater statistically signicant improvement was seen in Group A as compared to Group B. Thus, the study concluded that McKenzie Technique with ICT was more effective in Cervical Radiculopathy

Predictive Factors for Farmers’ Knowledge of Social Media for Sustainable Agricultural Development

India is rapidly becoming digitally empowered, transforming the paradigm from paper to digital. Agriculture is not an exception to the availability of information on social media for users, establishing a communication link between farmers, extension agents and agricultural institutions. The study was undertaken in 2021 in the Gandhinagar district of Gujarat State to assess farmers’ knowledge about social media. According to the findings, 65.00 per cent of farmers had a high level of knowledge about social media usage. Education, occupation, annual income, innovativeness, scientific orientation, use of ICT tools, use of social media platforms and information-seeking behaviour were positively and significantly correlated. At the same time, age and farming experience were negatively and significantly related to their knowledge of social media. Thus, to harness the outcome of the current trend of the behaviour of the farmers, policymakers working in the field of farmer capacity building might use the research findings to determine the content and approach of ICT programmes. Also, the results can be considered to create more farmer focused social media platforms.

The state of ICT integration in the school learning system in junior high schools, General Santos – Philippines


 
 
 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.
 

Influence of Contextual Factors on e-Business Diffusion in the Small-to-Medium Enterprise Sector in Zimbabwe.

This study, as a component of the researcher’s PhD thesis, explores the influence of contextual factors on e-business diffusion in the small-to-medium enterprise (SME) sector in Zimbabwe. Contextual factors define the context or the environment in which a firm conducts its business operations. The study focuses on the ICT infrastructure, legal context and economic environment of the market. The positivist philosophy was adopted, using a quantitative research design and a survey strategy, based on a five point Likert scale questionnaire. Survey monkey online data collection platform was engaged to reach out to SMEs registered with the Zimbabwe Revenue Authority (ZIMRA). The research focussed on the owners and managers of the sampled firms as the key personnel responsible for strategic decisions and the information and knowledge repositories of their respective organisations. Descriptive statistics, exploratory factor analysis, confirmatory factor analysis and structural equation modelling were used for data analysis. The results showed that two, out of the three analysed contextual factors, are significant in influencing e-business diffusion in the Zimbabwean market. The major recommendations were for Central Government to establish a fully equipped national ICT infrastructure in partnership with the private sector in order to develop a seamless national infrastructural backbone and a harmonised legal system to facilitate the development and diffusion of e-business. ICT should be made a compulsory subject in schools in order to develop future techno-literate generations that can steer the ICT programmes in any sector of the economy.

Las TIC en el diseño de las políticas educativas. El caso de México

La introducción y uso de las tecnologías de la información y la comunicación ha sido un tema de debate recurrente, pues estas tecnologías se han adosado a la vida de más de la mitad de la población mundial. Sin embargo, el uso de la tecnología en el sector educativo no se da en automático, uno de los referentes para orientar los procesos de su introducción han sido las políticas dictadas desde los gobiernos, en donde se plasman acciones, estrategias, objetivos y metas que permiten identificar un camino a seguir definiendo una ruta más tangible y en algunos casos, prospectiva. A partir de lo anterior, el objetivo de este trabajo fue identificar cuáles han sido las principales directrices que han marcado el rumbo de las TIC en la educación en México, y su reflejo en acciones específicas. Para tal efecto, se llevó a cabo un proceso de investigación cualitativo con una revisión sistemática en internet y un análisis documental, con la revisión de Programas Nacionales de Educación, y diversos documentos sobre los principales programas TIC de los últimos 30 años. Se identificaron los ejes recurrentes en cada periodo, así como los desfases y la falta de continuidad de uno a otro programa. Se reconoce la importancia que las políticas educativas han tenido para dirigir el rumbo de uso de las TIC en la educación básica de México, pero también los desfases y carencias que se han presentado en cada sexenio.

COVID-19 Pandemic and its Attendant “New Normal” in Nigeria: A Case Study of ICT Training in Akwapoly – Akwa Ibom State

The purpose of this research is to examine the usefulness of e-learning technologies arising from COVID-19 pandemic and its attendant “new normal” in Nigeria as applicable to the Akwa Ibom State Polytechnic vis-à-vis it’s recently mounted ICT Training Programme in the institution’s ICT Centre. The research is based on oral interviews, observation and doctrinal research methods. The research found that the desired ICT training programme and/or any training programme for that matter requires well-coordinated and effective planning and control. The staff of AkwaPoly were made to participate in institutional academic work and at the same time attend the lectures on the ICT training programme with the attendant dearth of commitment to the latter. As a result, the staff appeared not to have benefitted much from the training programme. The paper suggests that in future the authorities of the AkwaPoly should either organise such an ICT programme on weekends or when the students are not writing examinations. This will free the lecturers from examination supervision and marking of examination scripts. The authorities should consider the need to upgrade facilities in the ICT Centre to an optimal level to enable the staff to derive maximum benefit from the programme. Keywords: ICT, Lecturers, New Normal, AkwaPoly and COVID-19

COVID-19 Pandemic and it's Attendant “New Normal” in Nigeria: A Case Study of ICT Training in Akwapoly – Akwa Ibom State

The purpose of this research is to examine the usefulness of e-learning technologies arising from COVID-19 pandemic and its attendant “new normal” in Nigeria as applicable to the Akwa Ibom State Polytechnic vis-à-vis it’s recently mounted ICT Training Programme in the institution’s ICT Centre. The research is based on oral interviews, observation and doctrinal research methods. The research found that the desired ICT training programme and/or any training programme for that matter requires well-coordinated and effective planning and control. The staff of AkwaPoly were made to participate in institutional academic work and at the same time attend the lectures on the ICT training programme with the attendant dearth of commitment to the latter. As a result, the staff appeared not to have benefitted much from the training programme. The paper suggests that in future the authorities of the AkwaPoly should either organise such an ICT programme on weekends or when the students are not writing examinations. This will free the lecturers from examination supervision and marking of examination scripts. The authorities should consider the need to upgrade facilities in the ICT Centre to an optimal level to enable the staff to derive maximum benefit from the programme. Keywords: ICT, Lecturers, New Normal, AkwaPoly and COVID-19

Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong

For over a decade, STEM education has been developed as an integrative curriculum for promoting students’ performance in the disciplines of science, technology, engineering, and mathematics. However, its development in Hong Kong is still at an early stage, and more studies are necessary to explore the impact of STEM education on local students. In addition, gender stereotyping is a long-standing issue that needs to be addressed in information communications technology (“ICT”) education. Through surveys used to evaluate a local ICT training workshop in Hong Kong with 411 female students in junior secondary school, this study provides empirical evidence supporting the effectiveness of a STEM education program for promoting student development and alleviating gender stereotyping in ICT. The results showed that an inquiry-based model of learning, which focuses on students’ problem-solving skills and analytical ability, significantly enhanced ICT self-efficacy and reduced perceived difficulties in using ICT. Moreover, ICT-related gender stereotyping was associated with both ICT self-efficacy and perceived difficulties in using ICT, indicating that gender stereotyping in ICT can be reduced by granting more ICT learning opportunities to female students. Although the perceived value of studying ICT did not show a statistically significant improvement as a result of the ICT workshop, perceived value played a critical role in moderating the effect of ICT self-efficacy on ICT-related gender stereotyping and mediated the relationship between perceived difficulties in using ICT and ICT-related gender stereotyping. It is recommended that more emphasis should be placed on promoting perceived values in future ICT programs.

Tablets for deeply disadvantaged older adults: Challenges in long-term care facilities

Abstract There is a gap in the literature regarding the effects of ICT interventions on socially disadvantaged older adults that live below the poverty line and are institutionalized in long-term care facilities. Research suggests that technology might lead to a slowdown in cognitive deterioration, and could create opportunities for social connectedness, helping alleviate social loneliness and low self-esteem. This paper describes the experience and results of the implementation of a one laptop per elderly plan (Ibirapita Plan) in a public geriatric hospital, within a highly vulnerable population, consisting of patients with dementia and low educational attainment, who are in general abandoned by their families, highly dependent, with many years of residency at the hospital and no previous usage of technology. We are the first to study the impact of a program of this kind directed to such a deeply disadvantaged population. We assess the effects on patients’ cognitive deterioration, loneliness and self-esteem. Results suggest no significant effects of the tablets intervention on these variables. Our findings are important in the avoidance of techno-optimism among policy makers and the understanding of mechanisms that may prevent positive results from ICT programs for the elderly.

Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC

El presente trabajo tiene como objetivo conocer las emociones que surgen de la interacción con las TIC en el profesorado y el alumnado de los centros educativos con larga trayectoria y Buenas Prácticas con TIC en Andalucía. Con esta finalidad, se realiza un diseño de corte cuantitativo con un método descriptivo y un diseño tipo encuesta. La muestra es de 18 centros educativos, en los cuales se indaga sobre las emociones del profesorado y el alumnado a través de dos cuestionarios con escalas tipo Likert. Los resultados muestran que las emociones más comunes en el uso de las TIC en ambos colectivos son el bienestar y satisfacción y el orgullo mientras que la disminución de la frustración es la menos frecuente en el uso de las mismas. Asimismo, se identifican algunos elementos asociados a las emociones tanto del profesorado como del alumnado. Entre las conclusiones destaca la necesidad de otorgar relevancia a las emociones que subyacen en la interacción con las TIC tanto en el profesorado como en el alumnado si el objetivo es mejorar los procesos educativos mediados por TIC. Finalmente, el análisis refleja cómo las emociones en el uso de las TIC por parte del alumnado se asocian a factores similares a los que generan una brecha digital en términos de competencia, como son el género, el número de dispositivos que poseen o disponer de Internet en casa, entre otros. The present study aims to tap into the emotions of teaching staff and students in Spanish schools in the Region of Andalucía when they interact with ICT. The schools chosen for the study had a long-standing experience with ICT programs and a well-defined code of ICT best practices. A quantitative methodological design was used. The sample consisted of 18 schools, in which teachers’ and students' emotions were investigated through two questionnaires designed on a Likert scale. The results show that the most common emotions in the use of ICT in both groups are well-being and satisfaction and pride. A decrease in frustration levels is the least reported emotion. Likewise, some elements associated with the emotions of both teachers and students are identified. The conclusions highlight the need to give relevance to the emotions underlying the interaction with ICT in both teachers and students, if the goal is to improve educational processes mediated by ICT. Finally, the analysis reflects how emotions in the use of ICT in students are associated with factors similar to those that generate digital divide in terms of competition, such as gender, the number of electronic devices and Internet connection at home, among others.