ICT Training Research Articles

ICT literacy skills and use of cloud computing among librarians in private universities in South-West, Nigeria

The way library services are delivered has changed dramatically as a result of the integration of information and communication technology into academic libraries' daily operations. However, this is referred to as cloud computing. The majority of library services relating to information resources, dissemination, and delivery that are currently provided by libraries are either reproduced or replicated by ICT and mostly facilitated by the internet. This study looks into how ICT literacy affects the adoption of cloud computing in South-West, Nigeria's private university libraries. In this study, the survey research design was used. 262 librarians from 35 private university libraries in South-West Nigeria make up the study's population. All 35 private university libraries' library staff members were sampled using total enumeration. To collect data, a verified structured questionnaire was employed as the instrument. The constructions' Cronbach-alpha scores varied from 0.82 to 0.96. 95.8% of respondents responded. Both descriptive and regression analysis were used to analyze the data. The data were examined using SPSS version 24.0, Statistical Package for the Social Sciences. The findings demonstrated that library staff in South-West Nigeria's utilization of cloud computing was strongly influenced by ICT literacy levels. To improve the use of cloud computing by library staff in private universities in South-West, Nigeria, the study found that ICT literacy skills indicators, particularly proficiency in using hardware, proficiency in word processing, proficiency in web-based functions, and proficiency in data processing, should be improved. The study suggested implementing the required ICT literacy programs and training to improve their staff for efficient library service delivery.

Lecturers’ attitude towards online learning and education at a tertiary institution in Guyana: A quantitative evaluation

The University of Guyana, which is a higher institution for learning utilizes the traditional physical environment for the delivery of education, although they had made a few strides towards the OLE and blended modes. The abrupt shift to OLE at UG began around the onset of the COVID-19 pandemic. While online platforms like Moodle and Examsoft were already in use at UG, it was not entirely utilized and, in most cases, optional. The pandemic forced the administrative body at UG to apply several measures to facilitate OLE for learning and education to continue. This study examines lecturers’ attitudes toward OLE at UG. A cross-sectional quantitative study was employed. Lecturers were conveniently sampled and their ideas, notions, and thoughts related to OLE were explored. Two tools were developed, using a four-point Likert scale to determine lecturers’ attitudes towards OLE. Our study showed that most lecturers at UG have a positive attitude towards OLE. However, factors such as lack of ICT infrastructure, inadequate ICT training, difficulty in preparing examinations on Moodle, and issues in maintaining the integrity of exams precipitated their resistance to OLE. We recommended more stringent professional development and face-to-face proctoring for assessments conducted on Moodle.

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.

Teachers' Experience of ICT Training for Professional Development

This article discusses on teachers' experience of Information and Communication Technology training for their professional development and in teaching and learning in the context of Nepal. It also discusses the policy documents which are brought to train the teachers focusing on the use of ICT in teaching and learning highlighting the problems that appear to implement the IT policies and teachers' professional development. It also examines the teachers' knowledge of ICT and their perception of using it in teaching. This study was based on a qualitative interpretive design that follows the semi-structured interviews with the participants and observation of schools to find out the teachers' experiences of using technology for their professional development and the availability of IT resources, and tools at schools. The findings indicate that most of the teachers are not trained in ICT for their professional development and some of the teachers have taken TPD training in which there is not any association of information and communication technology. Teachers are so curious to learn Technology for their professional development but the lack of teacher training is the main problem. This study was carried out to find out the existing practices of using new technology for professional development which resulted in teaching and learning. Although this is a small study, this provides insights to fill the gap between training policy and the problems that exist at the practice level which will be helpful to improve education in Nepal.

Let’s Get Digital: ICT Training Needs in Pre-Service Language Teaching

During the last five years, language teaching in Europe has been heavily influenced by two major occurrences. On the one hand, the outbreak of COVID-19 forced teachers to extensively adapt many of their teaching practices to the digital world; this major paradigm shift is likely to have continued repercussions post-pandemic in terms of methodology and use of resources. At the same time, the publication of an updated version of the Common European Framework, commonly known as the Companion Volume focuses our attention on the real-life communicative needs of language users. The Companion Volume emphasizes digital and online communication processes throughout the development of language skills, and this focus inevitably translates into changes in national and regional curricula for language education. The present study investigates the degree to which future teachers are prepared for this new reality and explores emerging digital training needs among pre-service teachers. The investigation obtains quantitative and qualitative data from 30 pre-service teachers who have completed postgraduate studies in language education, which included a stage of school-based teaching practice. Results indicate that while pre-service language teachers have a positive view of ICT and moderate levels of general digital competence, they feel additional specific and in-depth preparation is required within their initial training.

THE IMPACT OF ICT IN EMPOWERING SARAWAK WOMEN IN HOME-BASED BUSINESS COMMUNITIES

In alignment with the sustainability strategy focusing on good governance, sustainable development, and racial harmony, this study investigates the access, use, and effects of ICT training on women in Sarawak. Its primary objective is to assess how ICT training benefits women in managing small home-based businesses. Data was gathered through questionnaires from 62 participants who attended training sessions in various Sarawak locations: Kota Samarahan, Sri Aman, Sarikei, Kuching, and Bako. This research holds significant importance for the state government, as it strives to increase the number of individuals with ICT skills and narrow the digital divide between urban and rural areas. The study reveals a strong consensus among respondents regarding the positive impact of ICT on empowering women, boosting their self-esteem, enriching their knowledge and skills, benefiting the socio-economic community, and fostering efficient management practices. The findings offer valuable insights into the effectiveness of ICT training for Sarawakian women engaged in home-based businesses. The mean scores for all variables indicate high agreement among respondents, with values exceeding four for each variable. This study underscores the substantial role of ICT in knowledge dissemination and empowering individuals, particularly in advancing gender equality. It suggests that ICT is an invaluable tool for successful training in rural areas and underscores the need for a systematic strategy to enhance ICT literacy.

Mass Media Perception And Utilization For Accessing Agricultural Information Among Farmers In Ogoja Agricultural Zone, Cross River State, Nigeria

The study focused on mass media perception and utilization for accessing agricultural information among farmers in Ogoja agricultural zone, Cross River State, Nigeria. The study specifically identified agricultural information needs of the farmers, ascertained the mass media available in the area, determined the extent of utilization of mass media by farmers, and established the relationship between mass media perception and utilization by farmers in the area. The study was conducted in Ogoja agricultural zone, the population consisted of all the registered farmers in the area, and the 3 extension blocks used, namely Ogoja, Obudu and Yala were randomly selected. The sample comprised 200 randomly selected respondents. Data were collected using a structured questionnaire and analyzed using percentages, mean, standard deviation, ranking and chi square statistics. The results revealed that farmers needs information on herbicides/pesticides (ranked = 1st), transportation (ranked = 2nd) and credit facilities (ranked = 3rd) etc. The predominant mass media available were mobile phone (ranked = 1st), television (ranked 2nd) and radio (ranked = 3rd) were the most extensively utilized in the area. The study found a significant relationship between mass media perception and utilization by the farmers. A comprehensive internet network coverage in the area and ICT training were recommended among others, to enhance mass media utilization.

Investigation of the Influence of Organisational Internal Factors on e-Business Diffusion in the Small-to-Medium Enterprise (SME) Sector in Zimbabwe.

This research investigates the influence of ten selected organisational factors on e-business diffusion. A survey design was engaged, using a questionnaire based on a five-point Likert scale. Data was collected electronically through survey monkey platform to reach firms recorded in the Zimbabwe Revenue Authority’s (ZIMRA) Small and Medium Enterprises register which was taken as the sampling frame. A quantitative research design was adopted, using probability random sampling method. Seven hundred (700) questionnaires were e-mailed to owners and managers of the firms and 590 of the 603 returned were usable. The data analysis was based on the demographic information which depicted organisational factors. ANOVA tests were carried out to determine the factors that were significant in influencing the respective firms’ ability to adopt e-business. These were further tested through structural equation modelling (SEM) (AMOS SPSS v26) and goodness of fit tests to reaffirm their significance. Overall, the study concluded that SME characteristics have a significant influence on e-business diffusion in the SME sector in Zimbabwe. The researcher recommended that Government should develop a fully equipped modern national ICT infrastructural network to anchor the internal systems of the SMEs. They should also provide adequate financial support to enable the SMEs develop the requisite internal ICT systems and training of personnel. The SMEs, on their part, should modernise their operational systems to be in line with the current wave of virtual business models necessitated by the ravaging COVID-19 pandemic.

The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools

This study examines the relationship between teachers’ pedagogical and ICT training, their approaches to online teaching and the use of digital tools. The participants were 265, teachers from the large multi-disciplinary university in Finland. The data was collected in May–June 2020 during the early stages of COVID-19 pandemic. The results showed that teachers used digital tools more for delivering information and less for activating students. The study revealed that pedagogical training enhanced teachers’ learning-focused approach to online teaching and diverse use of digital tools. Contrary to expectations, teachers’ ICT training was not related to the use of digital tools. Therefore, it is important to provide pedagogical training to support teachers in implementing teaching in diverse teaching-learning environments and enhance building an online teaching, in which digital tools are used to promote interaction in online environment.

Perception towards the implementation of telemedicine during COVID-19 pandemic: a cross-sectional study

BackgroundThe COVID-19 pandemic has led to a surge in the use of telemedicine as a means of delivering healthcare services remotely. Healthcare providers play a key role in the adoption and implementation of telemedicine for its effectiveness. Despite its benefits, there have been unclear concerns about its effectiveness and acceptance in the process of implementing telemedicine. The objective of the study was to assess health professionals’ perceptions towards the implementation of telemedicine during the COVID-19 pandemic.MethodsA cross-sectional study design was conducted among eight hundred forty-five study participants from December 2020 to February 2021. A pre-test was performed on 5% of the total sample size, and the quality of the data was ensured by checking its completeness and consistency. Descriptive statistics and bivariable and multivariable logistic regression were used. The Variables with a P-value equal to or less than 0.25 in bivariable logistic regression were entered into a multivariable logistic regression, and model fitness was assessed.ResultThe study revealed that 60.9% of professionals had a good perception toward telemedicine implementation, with an 87.2% response rate. Health professionals with IT support staff, ICT training, who use social media platforms regularly, and availability of computer or smartphone within/outside their health facility were 4.7, 3.3, 3.7, and 13.2 times more likely to have a positive association towards telemedicine implementation respectively.ConclusionMore than half of the health professionals had a good perception of telemedicine. Social media use, ICT training, computer accessibility, and the presence of IT support staff were all found to have positive associations with the telemedicine perception. In the era of the COVID-19 pandemic, the government should take the initiative to strengthen opportunities for health professionals to learn and apply telemedicine in their medical practice by providing ICT training, IT infrastructure and support staff, improving computer access, and recommending health professionals’ positive use of social media in the health facility.

Impact of ICT-Driven Teacher Professional Development for the Enhancement of Classroom Practices in South Africa: A Systematic Review of Literature

Education is critical to the development of any country. The quality of education depends on the quality of teachers in the education system. Studies affirm that the initial teacher education that teachers enter the teaching profession with, is not enough to sustain the education system. Hence, there is a need for continuing life-long learning for teachers to keep abreast of their profession. Seemingly, teachers play a significant role in the integration of ICT into teaching and learning. Therefore, adequate and regular professional development of teachers is paramount to the use of learning technologies in classrooms. This study employed a systematic review of the literature to explore the impact of teachers' exposure to ICT through professional development activities on teaching and learning success. The TPACK framework was adopted as an underpinning lens to understand the phenomenon. The study affirms that the professional development of teachers should be situated within ICT pedagogical and content-related content to capacitate teachers' ICT knowledge and skills. Hence, teachers' ICT knowledge enhances classroom instructional delivery, using various learning technologies in teaching and learning. The study recommends adequate and regular capacity building for teachers with ICT training, while teachers should be supported with ICT gadgets and resources. Follow-up should be designed to ensure teachers’ adoption and use of ICT for teaching and learning in South African schools, to familiarise their learners with various learning technologies, and to enhance their academic performances.
 
 Received: 17 April 2023 / Accepted: 29 July 2023 / Published: 5 September 2023

The Effect of ICT in Education and Teaching: Student Evaluation Based Verification

ICT, Information Communication Technology, is a course that is being taught in several different institutions. The role of this course is crucial in the teaching and grading process. The significance of this course is based on several different factors. ICT increases the mental capabilities of the students. In this study we have shown that IT based knowledge and accessibility to the internet increase the capability of students for rapid absorbing of information, fast processing, and achievement of smart conclusions. High speed modeling and simulation by digital techniques enable students to learn by doing, leading to actual and real implementation of the invented models and IT obtained knowledge. Quantified knowledge, by numerically represented data and their smart distribution, leads to deterministic and logical decision. The tests we have performed, in addition to this work, methodology we have applied, by using temporal based distribution of data and information, have shown the advantage of IT and internet, for a better and faster understanding process of absorbing and incubating the knowlage by the students, during the learning and teaching process, leading to the optimal conclusion. Our study is based on three possibilties, modes or cases: First case: The tests are performed to the studens with no IST education. Second case: The test is introduced to the groupe of students with superfisial or lack of proper ICT education or training. Third case: A group of students trained in a proper way, where thoroughly professional manner is applied. A correct representation of the data is verified by Fourier Transform Technique and frequency representation of information. Knowing how to manipulate with the computer models and platforms or prograns accesible at internet, that can be used for primary and secondary school teaching, is a very important approach and possibility that is being used today in different teaching sessions.
 
 Received: 13 April 2023 / Accepted: 10 August 2023 / Published: 5 September 2023

Attitudes Towards the Development of Good Practices with Augmented Reality in Secondary Education Teachers in Spain

The attitude of the teaching staff is positioned as a fundamental aspect for the development of good training practices. These good practices are essential when applied within an innovative techno-pedagogical methodology: augmented reality in education. The objectives of this study are to analyze the development of good teaching practices with augmented reality and to discover the factors that influence their quality. A descriptive and correlational design has been carried out. A total of 1490 Spanish Secondary Education teachers have participated. The instrument used was the adaptation to the Spanish context of the questionnaire of the Attitude Scale of Augmented Reality Applications. The results reveal that teachers show a positive attitude towards the use of augmented reality. As for the aspects that influence the good attitude of teachers are age, the number of devices teachers use, the time they dedicate to technological resources and teaching experience. However, ICT training is what determines a direct influence on the attitude of teachers, as well as satisfaction with reliability.

Pengembangan E-Modul Berbasis Canva Model ADDIE Mata Pelatihan Pembuatan Konten Video Interaktif dalam Pembelajaran pada Pelatihan TIK MTS di Balai Diklat Keagamaan Surabaya

In the initial study, information was obtained that there was no development of teaching materials in accordance with the demands of technological developments. Besides that, in fact the use of e-module teaching materials in training is still minimal. For this reason, it is necessary to develop this e-module to assist the learning process. The purpose of this study is to determine the feasibility, practicality and effectiveness of the developed e-module. The type of research used is development research. The development of e-modules in this study uses the ADDIE model. The ADDIE development model consists of five stages, namely the analysis, design, development, implementation, and evaluation stages. At the analysis stage, a needs analysis is carried out, such as an analysis of the curriculum, teaching materials, and materials. In the design phase, an interactive e-module development design plan was created. The development stage in this research is e-module development, review, expert validation test, namely media experts, design experts, and material experts. The implementation stage in this study is the implementation of e-module trials in learning activities. E-module trials were carried out in small groups and large groups. At the evaluation stage, a questionnaire was given to the responses of the training participants. The validation results of the MTs ICT Training e-module by design experts, media experts and material experts obtained successive percentages of 90%, 88% and 86.5% which were declared very valid. The MTs ICT Training E-module received very good responses from the training participants in small and large group trials with successive percentages of 86.5% and 85.83%, this shows that the E-module is effective for use. From the results of the paired t-test using SPSS statistical software, a p-value of 0.00 was obtained which indicated that there was a significant average difference between the pre-test and post-test values in the large group trial.

Fourth Industrial Revolution and Business Education Programme in Nigeria: Challenges and Opportunities

The fourth Industrial Revolution (4IR) is all about changing technologies and trends such as the Internet of Things (IoT) and artificial intelligence (AI) that will have broad and deep impact on all aspects of life such as education, health and business. The purpose of this paper is to determine the challenges and opportunities of 4IR for humanity in general and Business Education Programme in Nigeria in particular based on a desktop study. The concept of Industry 4.0 and historical development of Industrial Revolutions (IRs), emerging challenges brought by the 4IR with its opportunities were briefly analyzed. The paper equally examined Business Education programme in Nigeria with myriads of problems undermining effective training of students to meet the challenges of global technological age. For Business Education Programme in Nigeria to meet the challenges posed by the 4IR, the paper recommends among others; the need for curriculum review to meet the 21 st Century skills need of the industry, adequate funding of the programme in the area of ICT adoption, training and retraining of business teacher educators, and collaboration between academia and the industrial sector.

INFLUENCE OF LIBRARIANS ICT SKILLS, INSTITUTIONAL FACTORS ON THE USE OF OPEN EDUCATIONAL RESOURCES IN NIGERIAN UNIVERSITY LIBRARIES

This study investigated the influence of librarians’ ICT skills, institutional factors on use of OER in the Nigerian university libraries. The descriptive survey design of a correctional type was adopted; total enumeration technique to capture all 247 librarians in the selected university libraries in South-West Nigeria. 247 copies of questionnaire were distributed and 201(81.4%) were retrieved and used for the study; data were analysed using frequency count, percentages, mean, standard deviation and multiple regressions. The result revealed that both Librarians ICT skills ( =2.20) and availability of ICT training ( =2.20) were low, while level of availability of infrastructure ( =3.01) is moderate. Poor or unreliable power supply ( =1.80), were the major challenges faced by librarians. Librarians ICT skills (r = 0.376, p < .05) and institutional factors (r = 0.535, p < .05) had a positive linear relationship with the use of OER, these two variables jointly influenced librarians’ use of OER which accounted for 40% variance in the dependent variable (R2 = .40, F (1;66) = 66, p < .05). It was found that librarians’ ICT skills and institutional factors jointly determine the use of OER. Librarians ICT skills and institutional factors are essential factors to be put in place for effective and efficient use of OER in university libraries. Therefore it is recommended that university libraries under study should be well-equipped with the necessary infrastructure and adequate ICT trainings for the use of OER.

The effect of automation technology on workers’ training participation

We use detailed survey data to study the influence of automation technology on workers’ training participation. We find that workers who are exposed to substitution by automation are 15 percentage points less likely to participate in training than those who are not exposed to it. However, workers who leave occupations that are highly exposed to automation increase their training participation, while those who enter them train consistently less. The automation training gap is particularly pronounced for medium-skilled and male workers, and is largely driven by the lack of ICT training and training for soft skills. Moreover, workers in exposed occupations receive less financial and nonfinancial training support from their firms, and the training gap is almost entirely related to a gap in firm-financed training courses.

Digital teaching competence for inclusion and social cohesion in teaching processes: Chilean experience during COVID-19

This study examined teacher digital competence training for inclusion and social cohesion in Chile during the Covid-19 confinement. The objective was to analyze how teachers are trained in ICT and how they use these tools to develop distance education processes. The methodology used was a quantitative approach through a descriptive design of a multiple-choice questionnaire. The findings indicate that ICT training occurs mainly as a spontaneous process of self-learning by the teacher and that their motivations for training in ICT respond mainly to the desire to improve their professional skills. Teachers highly value training processes to develop distance education processes around the use of technologies. The teachers who adapted their planning for the new distance education are those who carried out self-learning processes and have training in technological tools. Most teachers opted for a mixed approach in content delivery and complemented classes through video calling platforms with tools for asynchronous work. Regarding evaluation processes, teachers certainly know that clear and precise instructions are relevant in distance education.

Teacher’s challenges on ICT: Policy & literacy

In the modern digital era, ICT is used in numerous fields, including English language teaching. ICT in education has the potential to make teaching and learning easier for both teachers and students. However, having an understanding of ICT as a teacher involves more than just implementing ICT in class, the teacher must also be aware of whether the school is implementing ICT policies. In addition, the teacher must also be literate in ICT, and one effort is to attend training. The objectives of this research are to investigate the challenges of English teachers regarding ICT policy in schools and to find out the challenges of English teachers in exploring ICT literacy. This study used a qualitative descriptive design. The respondents in this study are two English teachers from SMK Budi Tresna Muhammadiyah Cirebon. In this study, the researcher used structured interviews as an instrument. The results showed that English teachers experienced challenges related to ICT policy in school: (a). Lack of ICT facilities in schools. and English teachers experienced challenges in exploring ICT literacy: (a). Lack of ICT training in schools, (b). Lack of information about ICT training Keyword: ICT; education; ELT; challenges; teachers

Modular Distance Learning: Perceived Challenges and Strategies of Secondary Science Teachers in Mandaon District, Masbate, Philippines

This study aimed to examine the challenges encountered by science teachers in implementing modular distance learning and the coping strategies they employed to address these challenges. Using a mixed-method research approach, data were collected through a survey of thirty-eight Junior High School science teachers in Mandaon District in Masbate, Philippines. Findings revealed that the implementation of modular distance learning presented various challenges, including technical problems, distribution and retrieval difficulties, student utilization issues, and unreliable assessment results. To cope with these challenges, teachers employed various strategies, including attending ICT training, asking for technical assistance, developing income-generating projects, and utilizing differentiated instruction and targeted assessments. The study also highlights the need for more parental involvement, adequate funding for schools, clear instructions and guidance to students, and proper monitoring of student performance. Overall, the study suggests that with effective implementation and support, modular distance learning can be an effective mode of instruction, particularly during times of crisis.