Information And Communication Technology Training Research Articles

Restructuring of human resource development in IIT libraries of North India in new digital era

Purpose The purpose of this paper is to examine the restructuring of human resources development processes in Indian Institutes of Technology (IIT) libraries in North India, emphasizing the essential information and communications technology (ICT) skills for both recruits and existing staff. Design/methodology/approach The study used a survey research design, with two different sets of structured questionnaires used to collect data. The first set, which was distributed to all heads of seven IIT libraries in North India, received a 100% response rate. Simultaneously, the second set was distributed to library users, yielding a 92% response rate (680 responses out of 700 distributed). The collected data were analyzed and tabulated, with suitable interpretations. Findings The findings of the study reveal that all examined libraries have implemented skill development programs. Moreover, advanced ICT skills are considered essential for staff appointments, and specific institutes (IIT Kanpur, IIT Delhi, IIT Jodhpur and IIT Ropar) took the initiative to provide ICT training to their employees. Trained employees exhibited enhanced performance, attributed to advanced ICT knowledge. The study suggests restructuring selection criteria and introducing structured ICT training programs for library staff, ensuring a more adept workforce for current demands. Research limitations/implications The study can increase the impact globally on human resource development by incorporating soft skills, job satisfaction and leadership development while exploring research opportunities through cross-institutional comparisons and the integration of emerging technologies such as artificial intelligence and virtual reality. Originality/value This study collected primary data from IIT libraries in North India using self-designed questionnaires. The findings provide useful insights into how libraries might restructure human resource development in the digital age.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

Requisite Information and Communication Technology Skills and Knowledge for Fostering Embedded Librarianship Practices in Tanzania

This study has examined librarians’ possession of information and communication technology (ICT) skills and knowledge that are requisite to practicing embedded librarianship in Tanzanian academic libraries. An exploratory cross-sectional design and qualitative and quantitative approaches have been employed by the study to collect data from 166 librarians and 6 library directors. While the data collected using a questionnaire have been analyzed using Statistical Product and Service Solutions version 21, those collected using interviews have been analyzed thematically. The study reveals that librarians have inadequate ICT skills and knowledge needed to effectively implement embedded librarianship. More specifically, the librarians lack the skills and knowledge needed to deploy sophisticated ICT tools, software, and online platforms. Regarding the ways through which librarians acquired the ICT skills and knowledge they had, the study reveals diverse sources. To effectively practice embedded librarianship, the study recommends both long-term and short-term ICT training for library professionals.

Implementation of ICT-Based Quiz Design Training in Improving the Pedagogic Competence of Madrasah Ibtidaiyah Teachers in Sei Tulang Raso District

Information and Communication Technology (ICT)-based quiz design training is important in improving the pedagogical competence of Madrasah Ibtidaiyah teachers in Sei Tulang Raso District. In the context of modern education, the use of ICT as a learning tool has a very significant role. This study aims to explore the impact of ICT-based quiz design training on the pedagogical ability of Madrasah Ibtidaiyah teachers. This study used quantitative and qualitative approaches to collect data from teachers who attended this training. The results showed that ICT-based quiz design training was effective in improving teachers' pedagogic skills. Teachers who attended this training experienced an increase in designing engaging and interactive quizzes using technology. They also gained a better understanding of the integration of ICT in daily learning, which in turn improved the quality of teaching in Madrasah Ibtidaiyah. This research makes an important contribution to our understanding of the importance of ICT training in the context of religious education, particularly in Madrasah Ibtidaiyah. The practical implication of this research is the development of better training strategies to support teachers in the face of 21st century learning demands. In addition, the results of this study also provide a basis for more effective and relevant education policies in the future.

Using UTAUT model to assess the factors influencing the use of ICT in Ghanaian pre-tertiary mathematics education

As the demand for acquiring Information communication and technology has increased rapidly due to the exponential growth of technological advancement in all human endeavor, researchers are also developing theories and/or models that could be used to describe and prognosticate humans’ espousal and use of these technologies as they are being released in the markets. The present study adapted one of the powerful models for information and communication technology (ICT) integration (thus, unified theory of acceptance and technology use) to assess pre-tertiary mathematics facilitators’ intentions and actual use of ICT for mathematics instructions in Ghana. This study adopts a quantitative research approach with a questionnaire as a survey instrument for collecting 185 valid data from both junior and senior high schools’ mathematics facilitators. Descriptive statistics and an enter multiple regression were deployed to validate the proposed research questions. Using SPPS v.23 as a statistical software for analyzing the data, the result reveals that, performance expectancy, and effort expectancy had a positive and significant effect on mathematics facilitators’ intentions toward ICT adoption. Moreover, social influence was significant but had a negative impact on facilitators intentions. The impact of mathematics facilitators’ intention to use ICT and the facilitating conditions (FCs) within the school environment was also a positive and significant predictor of facilitators’ ICT use behavior. It was concluded from the findings that FCs were the better predictor for mathematics teachers’ ICT use behavior than intention. Hence, the researchers recommended that more government expenditure must be allocated to infrastructures that would improve the use of ICT as well as frequent ICT training must be undertaken to enrich teachers’ knowledge in the affordance of using ICT in mathematics classrooms.

Open online courses technology in the professional ICT training

Relevance. Under the conditions of continuous social and economic development, and increasing the volumes of knowledge in all areas of society, the system of vocational education and training is facing new challenges. It is important for future employees in the sphere of information and communication technologies (ICT) to maintain their competitiveness in the labour market. Job seekers in this field need not only technical knowledge and skills but also the ability to adapt to changing conditions. Self-employment currently is a very relevant form of learning which allows you to achieve the above-mentioned qualities. Given the level of technological development and the objective challenges faced by humanity (e.g., the coronavirus pandemic), self-employment in this field almost automatically implies the acquisition of professional skills in a remote format. Purpose. With the introduction of modern tools into higher vocational education, a detailed analysis of the different aspects of this process is required to identify the main trends available within the scope of online ICT courses and to assess the prospects for their use. Methodology. In this study, along with regular, general scientific methods of research, a range of specific methods have been applied, including content analysis, methods of induction and deduction, and a systematic approach. Results. The study analyses the main characteristics of the distance learning format, its place in the modern pedagogical discourse, and the various directions of professional skills acquisition in the field of ICT, which take place in a remote format. Ways in which professionals can verify the acquired skills will also be considered. Conclusions. The information to be presented in the article is applicable as a reference, additional information for future ICT workers, and a wide range of readers interested in the topic of information technology.

Facilitators and Barriers for Telemedicine Systems in India from Multiple Stakeholder Perspectives and Settings: A Systematic Review.

Background: Telemedicine is viewed as a crucial tool for addressing the challenges of limited medical resources at health care facilities. However, its adoption in health care is not entirely realized due to perceived barriers. This systematic review outlines the critical facilitators and barriers that influence the implementation of telemedicine in the Indian health care system, observed at the infrastructural, sociocultural, regulatory, and financial levels, from the perspectives of health care providers, patients, patient caregivers, society, health organizations, and the government. Methods: This review complies with the current Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols 2015. A total of 2,706 peer-reviewed studies published from December 2016 to September 2023 in the PubMed, Cochrane, Scopus, Web of Science, CINAHL, MEDLINE, and PsycInfo databases were considered for the title and abstract screening, after which 334 articles were chosen for the full-text review. In the end, 46 studies were selected for data synthesis. Results: Analysis of the literature revealed key barriers such as data privacy and security concerns, doctor and patient resistance to information and communications technology (ICT), infrastructure issues, and ICT training gaps. Facilitators included reduced health care delivery costs, enhanced patient access to health care in remote areas, and shorter patient wait times. The real-world experiences of Indian telemedicine practitioners and pioneers are also explored to complement literature-based perspectives on telemedicine implementation. Both stress the need for reliable internet connectivity, technological adoption, comprehensive ICT training, positive sociocultural attitudes, stringent data privacy measures, and viable business models as crucial for effective telemedicine adoption, with experts emphasizing practical adaptability alongside the literature-recognized facilitators.

Mapping Tech Skills: Assessing Aspiring Educators' ICT Proficiency in Professional Training

This research dissertation investigates the pivotal role of information and communication technologies (ICT) in revolutionizing teaching methodologies and engaging learners actively. Focusing on aspiring educators specializing in French language and mathematics for the secondary cycle at Regional Center for Education and Training Professions (CRMEF) in Rabat, the study aims to assess their ICT skills. The primary objective is to determine if these prospective educators possess the essential competencies to effectively incorporate ICT into their teaching. The research relies on a questionnaire designed with sections emphasizing ICT mastery aligned with the teaching/learning objectives outlined in the "ICTE" module of their initial training program. Additionally, it explores the application of these tools during the participants' teaching internships. Data analysis revealed several key findings. Firstly, most aspiring educators exhibit familiarity with technological tools connected to the Internet. Secondly, a majority of respondents acknowledged receiving ICT training during their CRMEF education. Thirdly, many future educators asserted their proficiency in digital educational resources and their adeptness at integrating them into teaching practices, supporting the initial hypothesis. Lastly, while a substantial number of teachers integrated ICT in their internships to enhance learner motivation, others refrained due to inadequate computer infrastructure in schools. This research highlights both the potential and challenges associated with integrating ICT in educational settings and emphasizes the importance of equipping future educators with comprehensive ICT skills to enrich teaching methodologies and student engagement.

The Digital Edge in Education: Harnessing ICT for Optimal School Management

In the rapidly evolving digital landscape of today, a notable transformation towards digitalization is observed across diverse domains. While numerous research endeavours have scrutinized the utilization of Information and Communication Technology (ICT) within educational contexts, scant attention has been directed towards comprehending the extent of ICT integration within school management processes, particularly by head teachers within the distinctive locality of Wa Municipal. This study, therefore, rigorously investigates the integration of ICT in school management, focusing explicitly on the perspectives and practices of head teachers within the geographic confines of Wa Municipal, Ghana. Employing an explanatory sequential design within a mixed methods framework, data was meticulously collected from 252 participants through the administration of structured questionnaires and targeted interview guides. The exhaustive analysis of the amassed data uncovers a discernible optimistic trajectory, illustrating active adoption and gradual integration of ICT within the tapestry of school management practices by head teachers. However, this ascent is punctuated by formidable impediments, notably encompassing deficiencies in formal ICT training and expertise, financial limitations, suboptimal internet infrastructure, erratic power supply, and non-intuitive ICT tool interfaces. In spite of these challenges, this study staunchly highlights the transformative potential of ICT, positing it as a powerful enabler for streamlining administrative procedures, enhancing communication efficacy, and elevating the overall operational efficiency in the domain of school management. The research findings resoundingly advocate for targeted training initiatives, infrastructural enhancements, and the design and adoption of user-centric ICT tools as pivotal strategies to capacitate head teachers, thus propelling the seamless integration of ICT within school management. Such integration, in turn, holds promise for cultivating an enriching and conducive scholastic milieu, aligning with contemporary paradigms of effective educational administration.

Empowering vocational educators instructional delivery through information and communication technology training in universities

This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean ( ) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.

Community Technology Centres as Bridges to Foster Social and Digital Equality amongst the Youth in South Africa

This article sheds some light on the role of information and communication technologies (ICTs) in promoting youth development in selected communities in KwaZulu-Natal. The study targeted the youth in four selected community technology centres in KwaZulu-Natal, South Africa. Through a survey, 207 youth were selected through convenience sampling. Data were collected through a self-administered questionnaire. In addition, data were tabulated and presented using tables, frequencies and percentiles. The study was informed by the diffusion of innovations theory. The results indicate that a variety of ICTs are available in the telecentres to provide the youth with much-needed access to information and improved communication. The study recommends that there should be sufficient and coherent government policies regulating the training of the youth to effectively use these ICTs. Government should ensure that adequate ICT training is offered to the youth. In addition, there is a need to gradually include ICT training in the school curricula at all levels, including primary education.

Use, Misuse, and Abuse of ICT in Nepalese Education Policy: A WPR Analysis

Of late, a young school student from Mahottari's Shree Kishor Janta Madhyamik Vidhyalay, has exposed the administration's blatant deceit. He was most concerned about the conspicuous dearth of high-quality education (see this Facebook video at: https://www.facebook.com/watch?v=308978328234703). Surprisingly, the school is egregiously deficient in even the most basic conveniences required for a conducive learning atmosphere. There are glaringly insufficient restrooms, not enough clean drinking water, and even not enough teachers at this facility. The sheer pace at which the internet and digital learning, among other technological advancements, have become so crucial in today’s everyday academic practices, pedagogy and parlance has become alarming. Owing to its efficiency, reliability, and the liberalization of knowledge, as well as its functionality in addressing crises such as the most recent Covid-19 pandemic, ICT has become an essential, irreplaceable tool. Hence, this paper explores the use, abuse and misuse of Information and Communication Technology, highlighting since its inception in 2012. This study explores how Information and Communication Technology (ICT) has been incorporated into Nepal's educational approach. The study applies the "What is the Problem Represented to be?" (WPR) analytical framework to examine the policy's implementation, outcomes, potential, and challenges within Nepal's educational system. ICT adoption aims to switch from traditional to student-centered learning by 2018 to increase educational access and quality. The report underlines persistent policy implementation, teacher ICT training, public-private partnerships, and community engagement as ways to preserve the use of ICT in education. It exhorts decision-makers to ensure policy objectives are carried out effectively and encourages resource allocation to address these problems. It also emphasizes how ICT may revolutionize schooling. The study uses a thorough WPR analysis to look at how ICT has been incorporated into Nepal's educational policy, highlighting challenges, inconsistencies, and workable solutions to make the most of ICT's potential to improve educational quality and accessibility.

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.

The role of information communication technologies on African indigenous knowledge systems: Folktales

African Indigenous Knowledge Systems (AIKS) are values that were passed among African generations by word of mouth. Despite the Fourth Industrial Revolution's (4IR) facilitation of rapid communication for every aspect of society, many Africans have not embraced it to store AIKS, mainly due to concerns over biases and prejudices embedded in aspects like information and communication technologies (ICTs). Using decoloniality theory, this paper aims to show the importance of AIKS, which faces extinction due to the combined effects of the deaths of members of the old generation and acculturation. In the methodology section, Afrocentricity, which celebrates rootedness in African culture and history, was used together with storytelling as a means to examine the perceptions of Afrocentric scholars as revealed in their folktale works that were analyzed qualitatively. Results revealed that lack of exposure to ICTs is one of the main reasons for the scant AIKS virtual literature. Many African people do not have access to other needs like food, education, clothing, electricity, and shelter, which effectively renders ICTs ‘secondary, yet access to information and participation are fundamental rights. We urge stakeholders to implement policies that promote the preservation of AIKS in electronic repositories. Memory devices and other ICT accessories should be responsive to African cultures. Investment in ICT infrastructure and training, reliable electricity, and addressing all the basics are critical.

Greek preschool teachers’ readiness to teach online at the onset of the COVID-19 pandemic

The COVID-19 pandemic had a significant impact around the world and has drastically changed the field of education. In addition to instructional materials, new technologies enabled access to new learning environments. However, the COVID-19 pandemic has highlighted some significant disparities between conventional information and communication technologies (ICTs) included in teacher training curricula in Greece and the new software required for remote learning and teaching. Thus, the study presented here aimed to examine the mobilisation of in-service teachers and their readiness to address teaching challenges while delivering online lessons. Online questionnaires were distributed to 110 in-service preschool teachers. The study aimed to answer four research questions about teachers’ ICT knowledge and the ways in which they used technology for work purposes, as well as the difficulties they encountered while teaching online. Evaluation of the data resulted in three main findings: (1) holding an ICT training certificate did not have a significant impact on the implementation of new technologies in distance education; (2) support from local education authorities was an important factor of the transition to online teaching; and (3) Greek teachers did not feel fully prepared to teach online.

The use of information and communication technology in the teaching of Sesotho as a home language

This paper focuses on the use of information and communication technology (ICT) in the teaching of Sesotho as a home language. It seeks to answer the questions, "What causes poor adoption of the use of ICT to teach Sesotho in secondary schools?" and "What should be done to promote more effective adoption of ICT in the teaching of Sesotho as an indigenous language?" The study employed a qualitative approach. A sample of 12 teachers was drawn to participate in the study, with the sampling design adopting a multi-stage sampling technique. Our findings indicated there is poor adoption of ICT in the teaching and learning of Sesotho among some South African secondary schools. This poor adoption may be explained in terms of a lack of ICT training among teachers and a shortage of resources in schools. In line with these findings, we recommend that the Department of Basic Education capacitates schools by continually training, motivating, and resourcing teachers.

PENGEMBANGAN KONSEP E-GOVERNMENT BERBASIS ICT UNTUK MASYARAKAT PINGGIRAN KOTA (STUDI KASUS : KOTA PALEMBANG)

The development of e-government is being carried out continuously. However, the goal of equitable utilization of e-government development has not been as expected, especially for people who live in the suburbs. For this reason, it is necessary to conduct research on the development of the concept of e-government for people who live in the suburbs. This concept is seen from Information and Communication Technology (ICT) aspect in the suburban community. There are six variables in this study. Those are an internet connection, transaction center, telecenter, government services, ICT training and education facilities, and information media. This research used qualitative methods. It was conducted to obtain all the facts related to the development of an ICT-based e-government model for suburban communities in Palembang

Analysis of Learning Design Using The Canva Application in Information and Communication Technology (ICT)Training

Canva is one of the programs in designing online learning that provides various tools such as presentations, infographic videos. The use of platforms for learning design is an innovation that must be developed by teachers. With the learning design, learning will be active and more interesting. The research used the Research and Development (R&D) method with the ADDIE model. 5 stages in the ADDIE model, namely the stages of analysis (Analysis), Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation). The results of the analysis show that the learning design using the Canva application in ICT training for madrasa teachers in Central Maluku district stated that 20% often used the Canva application in designing lessons and 60% had used the Canva platform or application in designing learning, 20% stated that they had never used Canva in designing learning and using the Canva-based learning animation video application.

An Extreme Programming Approach for Instructor Performance Evaluation System Development

The aim of this research was to develop an instructor performance evaluation system for Information Technology Training Center (ITTC) of Islamic State University (UIN) Sunan Kalijaga Yogyakarta using Extreme Programming (XP) methodology. The system was designed to evaluate the performance of instructors in the ICT (Information and Communication Technology) Training process based on certain criteria. The XP method was an agile software development approach that emphasizes iterative development, continuous testing, and customer involvement. The proposed system was developed through several iterations that involve continuous feedback from the ITTC management. The development of the system followed the XP process, which was included planning, designing, coding, testing, refactoring, and integrating. Trainees can access the system to evaluate instructors, and the system helped the ICT training management to determine the instructor's performance for future employment contracts. The system has undergone functionality testing, which resulted in a 100% functionality test and 95,5% of usability test. This system was an effective tool for evaluating the performance of ICT training instructors and can be used to determine the effectiveness of training programs. The system's usability and functionality had been tested and proven to be highly effective, making it a valuable resource for ICT training management.

Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya

Purpose: The purpose of this study was to determine the adoption of information and communication technology (ICT) in teaching and learning in secondary schools in Nairobi County, Kenya. Specifically, the study aimed to evaluate the ICT adoption level, examine the teachers' training in the use of ICT, determine the ICT infrastructural capacity, and find out the teachers' perception of adopting ICT in public secondary schools in Nairobi County.
 Methodology: The study adopted a descriptive survey design. The target population comprised 475 teachers and 19 principals in secondary schools in Kasarani and Westland's sub-counties, which were randomly sampled. The sample comprised 164 teachers and 19 principals from 19 secondary schools drawn from the chosen sub-counties. Statistical Package for Social Sciences (SPSS version 25.0) was used to analyze quantitative data. Qualitative data were grouped into themes and analyzed thematically.
 Findings: The study found that secondary schools needed to be aware of the advantages of ICT tools to boost learning. Regarding ICT infrastructure, most schools examined had very few computers, which exacerbates the problem considering that most schools in these two sub-counties were county schools. According to the findings, most teachers and students needed easy access to computers for teaching and learning. Furthermore, the study revealed that most secondary school teachers had a positive attitude toward using ICT in teaching and learning. The study found that teachers supported the need for students to use ICT as a tool for practice and learning.
 Unique Contribution to Theory, Practice and Policy: The research indicated that appropriate administrative practices by school heads, teacher attitude, and the degree of teachers' ICT knowledge and abilities all significantly impacted the use of ICT in teaching and learning. The study recommends that secondary schools engage in technology education and training, and that the government and other education stakeholders support regular teacher ICT training to modify their view of using ICT tools in secondary school for teaching and learning. This study may be helpful for both the county and national governments in supporting secondary schools in terms of ICT.