Information And Communication Technology Resources Research Articles

Digital Pathways to Empowerment: Unraveling Women's Journeys in Atmanirbhar Bharat through ICT - A Qualitative Exploration

This qualitative research aims to explore the lived experiences, perceptions, and challenges faced by women in leveraging Information and Communication Technology (ICT) for empowerment within the framework of Atmanirbhar Bharat. Through in-depth interviews and focus group discussions, the study seeks to understand how ICT tools and platforms contribute to women's socio-economic empowerment, including their participation in education, entrepreneurship, governance, and employment. By examining individual narratives and community perspectives, the research aims to uncover the nuances of women's engagement with ICT, as well as the barriers they encounter in accessing and utilizing digital resources. The findings of this study are expected to provide valuable insights into the intersection of gender, technology, and development, informing policy and practice for promoting women's empowerment and self-reliance in India. In the framework of Atmanirbhar Bharat, we want to investigate the relationship between ICT and women's empowerment in this qualitative study. By studying women's experiences, obstacles, and opportunities when using ICT resources, we hope to add to the body of knowledge needed to create policies and programs that support gender-inclusive development and enable women to take an active role in empowering themselves and their communities as they work towards prosperity and self-reliance in India.

Information and Communications Technology Resources and Mobile Learning in times of COVID-19.

The increase in the Use of Mobile Learning due to the technological trend and even more triggered by the COVID-19 pandemic have called into question the capabilities of the Information and Communication Technology (ICT) Resources that students have. The objective is to know the status (photograph) of the capabilities of these ICT Resources and validate if they are indeed related to the Use of Mobile Learning. Descriptive statistics were used for the analysis of satisfaction levels and inferential statistics for the corroboration of correlational hypotheses and levels of association between variables. We worked with data from 70 graduate students obtained through a survey consisting of a questionnaire of 40 Likert questions with values from 1 to 5. Satisfaction levels were high for ICT Resources (44.29% Satisfied and 32.86% Totally Satisfied) and the Use of Mobile Learning (42.86% Satisfied and 30.00% Totally Satisfied) demonstrating that many students had the ideal capabilities of ICT Resources that allowed them to use Mobile Learning. In turn, the results obtained were for Spearman's Rho (0.837 and p < 0.05), Chi-Square (171.287 and p < 0.05), Phi Coefficient (1.564 and p < 0.05), Cramer's V (0.782) and Contingency Coefficient (0.843), demonstrating that between ICT Resources and the Use of Mobile Learning there was a statistically significant, strong relationship, positive and with a high degree of dependence, where the Use of Mobile Learning depended on ICT Resources.

Exploring Portuguese preschool educators’ attitudes and practices on information and communication technology (ICT)

AbstractThis study aims to explore preschool educators’ attitudes towards to information and communication technology (ICT), its factors and implementation of ICT tools in preschool education by the educators. To this end, a mixed-method research approach was applied, comprising qualitative and quantitative data, collected using survey and field observation. The data, gathered from 58 preschool educators from the north of Portugal, were analysed by SPSS and the qualitative data gathered by five classroom observations analysed by thematic analysis method. Findings indicated that preschool educators have positive attitudes towards ICT integration in education regardless of age, years of teaching experience and attending professional course predictors. Additionally, educators use ICT tools as materials to enhance classroom activities, engage children, and conduct research with them. The results of this study reveal that preschool educators hold positive attitudes toward ICT and actively implement activities using ICT. However, educators are still the main users of ICT in the classroom. It was also observed that as these five classrooms lack the technological infrastructure, the educators usually rely on their personal resources. The lack of ICT resources could affect the independent use of ICT by the children. According to the findings, the study recommends that there are some schools in Portugal that lack ICT infrastructure. In order to overcome this situation, school leaders and policymakers should invest in ICT infrastructure in preschool institutions in Portugal that face a lack of ICT tools.

Determining the factors affecting the ICT use of Turkish students attending PISA-2018: Multilevel profile analysis approach

AbstractThis study aims to classify student profiles based on the type and frequency of Information and Communication Technologies (ICT) usage. Each profile exhibits homogeneous characteristics and heterogeneous characteristics compared to other groups. Additionally, the study investigates whether covariates at the school and student levels create differences in these profiles. For this purpose, a mixed-method analysis (Latent Profile Analysis (LPA), Multi-level Latent Profile Analysis (MLPA) and Multi-level Logistic Regression Analysis (MLRA)) were used to identify ICT usage profiles. The study analysed data from 6,890 Turkish students across 186 schools participating in PISA 2018 (Program for International Student Assessment), revealing three distinct ICT usage profiles: Profile-1 (Low-Level ICT Users (19.06%)), Profile-2 (Intermediate-Level ICT Users (71.10%)), and Profile-3 (Advanced-Level ICT Users (9.84%)). The MLRA showed that students with low ICT usage have less access to ICT resources. Students in the Low-Level ICT Users profile also had lower scores on ICT-related motivation factors (interest, competence, social interaction, and autonomy). No significant effect of ICT usage on mathematics, reading, and science scores was observed. Variance differences at student and school levels could not be fully explained by covariates at the school level (type of school, ratio of computers connected to the internet per student, lack of educational materials and personnel). However, the ratio of computers per student effectively explained these differences. According to an MLPA, schools were categorised into two groups based on ICT resources: 'high' and 'low'. In schools with high ICT resources, the proportion of students in Profile-2 was found to be 45.8%, while those in Profile-3 accounted for 9%. In contrast, in schools with low ICT resources, the percentage of students in Profile-2 was 22.45%, and in Profile-3, it was 1.82%. These findings indicate that the level of a school's ICT resources significantly impacts students' technology usage skills. A significant finding of the research is that most Turkish students use ICT at an intermediate level at home for school lessons. The COVID-19 pandemic has further increased the importance of studying at home using ICT resources.

Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT

ABSTRACT The post-COVID The Great Online Transition requires more support for teaching with information and communications technology (ICT) than ever. The present study investigated teachers’ psychological (perceived preparedness for distance education) and behavioural (frequency of teacher – student contact) adaptations to distance education in relation to job (training, collaboration, and equipment) and personal (self-efficacy) resources in the area of ICT during the first wave of school closings in 2020. We surveyed 1103 teachers in German-speaking regions via newsletters and X (formerly Twitter). Results from the recursive path model showed that all job resources were positively associated with teachers’ perceived preparedness, but the actual frequency of contact was only significantly related to ICT collaboration. Lastly, ICT self-efficacy mediated the associations between job resources and teachers’ adaptations. Our findings highlighted policymaking and school administration applications in which focus should be placed on fostering ICT resources, particularly collaboration.

Knowledge, Attitude and Usage of Information and Communication Technology (ICT) and Digital Resources in Pre-Service Teachers

It is important to understand information and communication technology (ICT) and digital resources in classroom teaching and learning processes. Pre-service teachers’ attitudes towards ICT and digital resources in teaching and learning processes are important for positive attitudes in students towards these tools. The study employs a mixed methods study targeted teachers who have completed their internship training to understand the knowledge, attitude and usage of ICT and digital resources tries to find a correlation between these three facets. It employs a questionnaire with validated tools for measuring attitude, knowledge and usage of ICT and Digital Resources and the results are tabulated. Using statistical analysis of mean and standard deviation, the study affirms a positive correlation between Knowledge, attitude and usage of ICT and Digital Resources by Pre-Service teachers.

A Study of Farmer’s Awareness Level and Usage of Different ICT Tools

ICTs refer to a wide range of technological tools and resources that are specifically developed for the creation, storage, evaluation, and management of information. ICTs have experienced substantial changes in recent years, becoming crucial instruments for expediting agricultural development, especially in developing countries like India. This study examined Haryana farmers' ICT knowledge and use. Agriculture farmers and individual interviews were used in the study. Every farmer underwent thorough interviews to assess their level of knowledge and utilization of ICT resources, such as email, radio, kiosks, computers, and mobile phones. The study analyzed data from 480 farmers, indicating that every participant owned mobile phones that lacked internet connectivity. The findings revealed that all the farmers possess knowledge of fundamental mobile features such as making phone calls and sending SMS messages. However, the majority of respondents reported not utilizing email, radio, kiosks, and computers for agricultural purposes. Surprisingly, 33% of the participants demonstrated proficiency in accessing different online sites, office documents, and presentations. Farmers are increasingly utilizing information and communication technologies (ICTs), like as mobile phones and kiosks, to access precise information regarding crop yield, daily wholesale rates at mandi markets, climatic conditions, crop diseases, and other pertinent agricultural knowledge. It is clear that there is a technology divide in the contemporary era dominated by ICTs, which poses issues for a significant portion of the farming community. The study highlights the importance of implementing focused interventions, such as conducting needs assessments and involving farmers directly, in order to effectively address this disparity. Although cell phones have become essential for farmers, there is still untapped potential for the broad use of various ICT technologies to improve agricultural practices and overall output. Keywords: ICT Awareness, Mobile Usage, internet Usage and Participation of Farmers in ICT.

Examining the consumption of oil on total factor productivity and CO2 emissions: an analysis of highly oil-consuming countries

Purpose This study aims to examine the impact of oil consumption on carbon dioxide (CO2) emissions and total factor productivity (TFP) in highly oil-consuming countries of the world from 1995 to 2019. Design/methodology/approach For this purpose, fully modified ordinary least squares (FMOLS) and dynamic ordinary least squares (DOLS) are applied. Findings FMOLS and DOLS models reveal that oil consumption, human capital, population, trade openness and nonrenewable energy have a significant positive effect on CO2 emissions. While information and communication technology (ICT), as proxied by mobile and natural resources, has a significant negative effect on CO2 emissions. In the case of TFP, oil consumption, ICT and natural resources have a significant positive effect on the TFP. On the other hand, trade openness, population, human capital and nonrenewable energy have a significant negative effect on TFP. The results of this study can help to provide policy recommendations to reduce CO2 emissions in studied highly oil-consuming countries of the world. Originality/value Due to the threat to sustainable development, climate change has become a major topic for debate around the world. The influence of oil consumption on CO2 emission and TFP is less known in the available literature. Another significance of this study is that many researchers considered aggregate energy consumption to study this relationship, but the authors have studied the effect of energy consumption, particularly from oil in the top oil-consuming countries, which is a significant shortcoming of the present research.

Efficient Management of Information Communication Technology Resources in an Organisation

The ongoing management of information and communication technology (ICT) resources in organisations is the main topic of this study. It begins by highlighting the main ideas discussed, including the definition of ICT resource management, its effects on effectiveness and productivity, cost optimisation, and security and risk reduction. The study illustrates the continuing nature of ICT resource management and underlines its importance in the rapidly changing technological environment of today. It emphasises how important it is for businesses to keep up with emerging technology and match its ICT infrastructure to evolving customer demands. Organisations can uncover inefficiencies and improvement opportunities through ongoing management, which boosts productivity and lowers costs. The study also emphasises the significance of risk mitigation in ICT resource management, highlighting the necessity of putting strong security measures in place and remaining attentive against new threats. The study's discussion of future trends in ICT resource management covers the use of cloud computing, the incorporation of automation and artificial intelligence, the opportunities and challenges presented by the Internet of Things, and the application of data analytics and predictive insights. These trends give businesses fresh options for allocating resources efficiently, increasing effectiveness, and selecting ICT resources wisely.

Management of human resource records to support functions in the Ministry of Health, Kenya

The study aimed to assess the management of human resource records in the Ministry of Health in Kenya. Despite the support provided by human resource records for service delivery in the Ministry, there are still challenges created by reports of missing files and accumulation of files with no space for accommodation. Problems faced by human resource records management include lack of skills and competencies, inadequate human and financial resources, and lack of policy and support by management in providing necessary requirements for the human resource records management unit’s (RMU) operation. The paper assesses the management of human resource records and proposes strategies and intervention measures for their effective and efficient management. The study adopted both the records life cycle model and qualitative research method. Stratified random sampling and purposive sampling were used to select respondents. Ten individuals from the sampled staff were selected for the pilot of the research instruments to test validity and reliability. The targeted population for the study was 307 staff from the Ministry of Health headquarters and its affiliate departments. A sample size of 94 members of staff, constituting 30% of the targeted population, was derived. They included top management, records management staff, clerical staff, human resource management staff, finance staff, information and communication technology (ICT) staff, and heads of departments. The findings revealed that despite efforts made to adopt the best practices, there were still challenges in implementing the elements of records management infrastructure, inadequate top management, and sustainable technical support in the implementation of ICT and human resource records management programmes in the ministry. The study recommended implementation of the elements of records management infrastructure, inadequate top management, and sustainable technical support in the implementation of ICT in resolving the challenges in the management of human resource records in the Ministry of Health.

A Study of Technophobia in The Use of ICT Among Secondary School Teachers in Vizianagaram District of Andhra Pradesh

This study explores the widespread problem of technophobia among Andhra Pradesh's Vizianagaram district's secondary school teachers with reference to the employment of information and communication technology (ICT) in the classroom. It investigates the impact of a number of demographic factors on teachers' technophobia, including gender, marital status, age, title, teaching experience, institution location, kind of school administration, and instruction medium. The "Teachers’ Technophobia Scale," a standardized questionnaire, and a descriptive survey approach are used in this study to gather data from 500 instructors in 60 secondary schools. Results show various insights. Technophobia was shown to be unaffected significantly by factors such as gender, marital status, age, designation, and style of school administration. Teachers with more than ten years of experience, however, showed greater degrees of technophobia. Technophobia was shown to be more prevalent among rural instructors than in their urban counterparts, and it was not significantly influenced by the medium of teaching. The study also found three aspects of technophobia, with anxiety being the main factor leading to technophobia. These dimensions include teachers' apprehension about ICT, their access to ICT resources, and their views about using ICT tools. The consequences for education include the need for professional development in integrating technology into classroom instruction, the requirement for teacher orientation programs on ICT, and the promotion of confidence in technology use. The report outlines tactics for reducing technophobia and makes recommendations for actions academic associations may take to help secondary schools successfully integrate ICT. In the end, this study highlights how crucial it is to deal with technophobia in order to maximize the advantages of technology integration in the classroom.

Challenges and Issues of Integrating Information and Communication Technologies in Higher Education in Rural Areas- A Review

The integration of Information and Communication Technologies (ICT) in higher education represents a transformative force that has the potential to bridge educational disparities and empower rural communities. This paper provides a comprehensive review of the challenges and issues faced in the pursuit of ICT integration in rural higher education settings. Rural areas worldwide are marked by a digital divide, which results in limited access to reliable internet, outdated infrastructure, and high costs associated with ICT resources. These challenges have far-reaching implications, including hindrances to equitable learning opportunities, reduced access to relevant educational content, and an underdeveloped digital literacy among students and faculty. The core challenges discussed in this paper encompass infrastructure limitations, affordability concerns, inadequate digital literacy, curriculum relevance, and the rapid obsolescence of technology. However, the paper also examines potential solutions and best practices that address these challenges. Infrastructure improvements, financial assistance, digital literacy programs, customized curricula, and sustainable technology adoption are strategies to mitigate these issues and enable rural higher education institutions to harness the benefits of ICT effectively.

Efficient Management of Information Communication Technology Resources in an Organisation

This study focusses on the ongoing management of information and communication technology (ICT) resources in organisations. It begins by highlighting the main ideas discussed, including the definition of ICT resource management, its effects on effectiveness and productivity, cost optimisation, and security and risk reduction. The study illustrates the continuous nature of ICT resource management and underscores its importance in today’s rapidly changing technological environment. It emphasises the necessity for businesses to keep up with emerging technology and align their ICT infrastructure with evolving customer demands. Through ongoing management, organisations can uncover inefficiencies and opportunities for improvement, which enhance productivity and reduce costs. The study also underscores the significance of risk mitigation in ICT resource management, highlighting the need for robust security measures and vigilance against new threats. The study’s discussion of future trends in ICT resource management covers the use of cloud computing, the incorporation of automation and artificial intelligence, the opportunities and challenges presented by the Internet of Things, and the application of data analytics and predictive insights. These trends provide businesses with new options for efficiently allocating resources, increasing effectiveness, and wisely selecting ICT resources.

Efektivitas Filantropi Indonesia dalam Mendukung Pencapaian Pembangunan Budaya Berkelanjutan Ditinjau dari Aspek Kewarganegaraan

Information and communication technology (ICT) facilitates quick and easy access to a wide range of information and information resources worldwide for students and teachers. Due to the importance of ICT in learning, it is necessary to identify factors that might influence its integration into the educational environment. This study examined the relationship between motivation, self- efficacy and the use of information and communication technology for learning among college students in Kwara State. This study also examined the influence of gender on motivation, self-efficacy and the use of ICT for learning This research is a descriptive design using the cross sectional survey method. The study samples were taken from one federal, one state and one private university (three universities) in Kwara state. The respondents were 296 students (170 boys and 126 girls and 54 arts, 104 social studies and 138 students. As a result it can be recommended that adequate support should be provided to students to obtain ICT resources and applications for the improvement of their studies, also teachers should integrate the use of ICT in their lessons regularly to encourage students to use it.

Teachers’ Readiness towards the Integration of Information and Communications Technology in Teaching and Learning of Engineering Graphics and Design in KwaZulu-Natal

The integration of information and communications technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. These changes have necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning (T&L). Hence, this qualitative study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in T&L in uMgungundlovu secondary schools. Convenience sampling was employed to select nine EGD teachers to partake in this study. Semi-structured interviews and classroom observations were used to collect data. Data gathered from interviews was subjected to thematic analysis, and data gathered from observations was reported descriptively. The findings of this study revealed that EGD teachers in uMgungundlovu District are ready to integrate ICT into the T&L of EGD, as they indicated that ICT integration in EGD lessons is essential. The study further revealed a shortage of ICT resources and a lack of ICT skills among teachers, which hinder the successful integration of ICT. The study recommends that the Department of Basic Education (DBE) provide teachers with ICT training so that those who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE give the schools an AutoCAD license, as it has been proven to be a useful ICT tool.

Methodological design of a strategy for the productive and sustainable development of communities in Cauca

Introduction:The productive and sustainable development in the department of Cauca depends to a large extent on the effective use of information and communication technologies (ICT). However, the institutional framework lacks mechanisms or methods to select investment projects with ICT resources. This situation has become an obstacle to economic growth and the improvement of social conditions in the region. Methods:In this article, the construction of a methodological design, one that allows for the selection and evaluation of projects with ICT resources that contribute to the solidarity economy of Cauca communities, is consolidated. The investigative process used a mixed approach, carrying out a systematic review of academic and political-organizational information, after which proposals and selection criteria used in Cauca in the last 5 years were analyzed.Results:With the information collected and analyzed, a route for the selection and evaluation of projects was compiled. Likewise, user stories were used to create a simulator that materializes the process of selecting and evaluating projects in a more efficient and effective way.Conclusions:In conclusion, the creation of the methodological design, materialized in the simulator, represents a valuable tool for the department of Cauca, since it allows for a rigorous and coherent evaluation of investment projects with ICT resources Originality:Promoting productive growth, the solidarity economy also contributes to sustainable development for the communities of Cauca.Limitations:The sample was limiteddue to the geographical location of the municipalities.

Impact of Information and Communication Technology (ICT) on the Growth of Microfinance Institutions (MFIs) in Zimbabwe

The aim of the study was to evaluate the impact of Information and Communication Technology on the growth of Microfinance Institutions in Zimbabwe. The study used a sample of thirty (30) MFIs registered with the Reserve Bank of Zimbabwe, with operations in Harare Central Business District. A sequential explanatory research design was adopted with the view of adopting a mixed research approach. Purposive sampling technique was adopted. Data was gathered through interviews which were administered to branch managers of MFIs and questionnaires which were administered to MFI employees. The study revealed that most of the MFIs have partially adopted ICT. The study found out that customers’ lack of knowledge in the use of ICT, higher costs of setting up ICT, customers’ lack of ICT resources, poor network connectivity and ICT related complaints raised by MFI clients are the challenges faced by MFIs in adopting and using technology. The study revealed that adoption and usage of ICT has positively affected the operational growth of MFIs through improving revenue base, customers’ touch points, market share, and outreach to previously inaccessible customers, debt recovery and customers’ contact points. The study revealed that adoption and usage of ICT has positively affected the business efficiencies of MFIs through improvement in speed of execution of transactions, loan processing, communication with clients and business acumen of MFI employees. The study recommends that MFIs should advocate the institutions of higher learning in Zimbabwe to introduce banking and finance programmes linked with technology. The study also recommended that there should be collaboration between MFIs, technology companies and higher learning institutions to come up with technology driven products that are accessible and affordable to MFI clients.

Analysis of Policy Frameworks for Integrating ICT in Ghanaian Education: Implications for Teacher Education and Professional Development: A Systematic Review

This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.

Information and Communication Technologies (ICTs) For E-Learning in Tertiary Education in Sri Lanka: A Study of Undergraduates from State Universities in Colombo District

E- learning was introduced to tertiary education during the Covid 19 Pandemic. Therefore, the study aimed to investigate the opportunities and challenges faced by undergraduates in state universities in Colombo District in relation to e-learning. Technology Acceptance Model (TAM) was used as the main theoretical framework and the qualitative approach was applied through interviews and Focus Group Discussions (FGDs). Data were collected from all state universities in Colombo district using purposive sampling. The results showed that the majority of undergraduates have a positive attitude towards e- learning. Because e-learning is timesaving, convenient and cost-saving during the pandemic and socio-economic issues in the country such as fuel issues, power cuts etc. On the other hand, the undergraduates faced some challenges in e- learning such as a lack of ICT tools and equipment, connectivity issues, the cost of data, background noises, a lack of interaction with peers and teachers, health issues such as eye issues, anxiety etc. The results showed that the challenges of e-learning mainly occur due to the issues connected to ICTs. Therefore, the responsible authorities should take proper measures to provide adequate ICT infrastructure and resources for students to have a convenient and flexible e- learning system. In this context, it is also important that the state universities make the arrangements to have flexible learning for undergraduates. Therefore, hybrid learning allows undergraduates to attend traditional face to face sessions while also attending online classes, reducing transport issues, expenses, optimizing ICT infrastructure and resource utilization.

Integration of ICT in the Teaching-Learning Process: Challenges and Issues Faced by Social Science Teachers

The major objective of this study was to evaluate the challenges and issues faced by social science teachers on the Integration of Information and Communication Technology (ICT) in the teaching-learning process. This study was conducted in three education zones in Sri Lanka which represent the diverse socio-cultural and economic conditions of the country. Online interviews were conducted with twenty-four social science teachers teaching in junior secondary classes. The results revealed that (i) teachers are facing challenges in accessing ICT resources; (ii) they have issues in skill development related to ICT; (iii) there were disparities in the availability of ICT resources among schools and (iv) there was difference in the quality of ICT infrastructure among schools. Further, the study found that teachers are facing some barriers while using ICT in the teaching-learning process such as inadequate ICT resources, rigid rules and regulations in the school administration, absence of transition time between periods in the school timetable and non-availability of facilities to repair and maintain the computers. The study suggests that appropriate actions should be undertaken by educational policymakers and other relevant personnel to address this issue in the school system.