Information And Communication Technology Skills Research Articles

PENGEMBANGAN SKILL DAN KOMPETENSI TIK GURU MATEMATIKA DAN IPA KOTA JAMBI MELALUI e-TUTORIAL BERBASIS KEBUTUHAN GURU(TEACHER’S NEED)

To improve the quality of learning, the government has attempted to facilitate school with equipment Information and Communication Technology (ICT), such as the procurement of computer labs, school computer connection to the Internet, and increase the skills of teachers in computer operationalize. In fact, only a few teachers who use computers for a whole series of teaching, starting from the use of computers to plan instruction, learning activities and evaluation of learning. The research reveals the teacher's perception of the skills and knowledge, and determine the factors that influence the control of teachers in ICT. Furthermore, this study also develops a tutorial www.etiktutor.org website dedicated to teachers who want to improve their knowledge and ICT skills through online tutorials. The survey results in this study show turns the ability of ICT teachers are categorized Jambi, and the factors that most influence on teachers' ICT capability is the availability of ICT tools and teacher access to participate in ICT education. Furthermore, the website tutorial tutorial materials based on the needs of teachers has received a very positive perception of teachers, where they say that www.etiktutor.org website is very useful to improve the knowledge and ability of mathematics teacher ICT and science high school in the city of Jambi. Keyword: communication technology competence, e-tutorial

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.

Media Literacy in Enhancing Women's Participation Towards Sustainable Development Goals in Indonesian Plantation Communities

One of the goals of the Sustainable Development Goals is to achieve gender equality and empower women. The SDGs also mandate that women have ICT (Information and Communication Technology) skills. ICT skills are essential as women's participation is maximized in sustainable development. Research Objective: To identify the forms of women's participation in village development, especially media literacy skills in the form of ICT. The research location was in an oil palm plantation in Sukaluwei Village, Bangun Purba Sub-district, Deli Serdang Regency, Indonesia. Research informants were women who participated in development at the research location. Data collection methods used in-depth interviews, focus group discussions, and observations. Data were collected through data reduction, presentation, analysis, and conclusion. The results showed that women's participation in development generally occupies a position as members and leaders in development activities in the village. They need help involving the community in activities and the difficulty of meeting time to discuss or decide on an activity. The media literacy skills in the form of ICT possessed by informants are the ability to use smartphones, where generally informants can use smartphones to send and receive messages such as making invitations and sending them, searching for materials, and forwarding important information back to the group. Based on the results of the in-depth interviews, media literacy (especially the ability to use a smartphone) and ICT skills are critical in supporting their involvement in village development. Media Literacy and ICT Skills Make Women's Participation Faster, Smoother, and More Effective.

THE RELATIONSHIP BETWEEN PUBLIC INFORMATION OPENNESS AND ICT DEVELOPMENT

The relationship between Information and Communication Technology (ICT) development and the level of Public Information Openness (KIP) holds significant implications for inclusive and sustainable societal development. This study employs statistical analysis, including Pearson correlation, to examine this relationship across Indonesian provinces in 2022. Findings indicate a positive correlation between ICT development and KIP. Access to ICT infrastructure and ICT usage show significant correlations with IKIP levels across various provinces. Provinces with better ICT development generally exhibit higher KIP levels. However, the relationship with ICT skills is comparatively weaker, indicating other influencing factors on ICT literacy within the community. The conclusion drawn from this research is that ICT development positively contributes to enhancing Public Information Transparency in Indonesia. Therefore, further efforts are needed to support equitable ICT development, enhance digital literacy, and strengthen public information transparency, enabling the population to effectively harness information and communication technology

The Influence of Gender and Training Sector on the ICT Competency of Pre-Service Teachers in Vietnam: Using the UNESCO ICT Competency Framework

Information and communication technology (ICT) is a powerful educational change and reform tool. Teachers are a direct subject in promoting the application of information technology (IT), and the ability to integrate technology into teaching affects the application of IT in teaching. Integrating ICT into education requires teachers to be competent in using ICT. In other words, teachers are required to have sufficient ICT competence to use ICT for education. Faced with this requirement, teacher training schools have made positive changes to improve the ICT capacity of pedagogy students and prepare graduates to perform their duties in the context of digital transformation in education today. This study collected information on pre-service teachers’ competency in using ICT as future teachers in Vietnam. Using the ICT competency framework of UNESCO, the research surveyed 1698 fourth year teaching students (pre-service teachers) from 10 provinces in 3 regions of Vietnam. The results indicate that although pre-service teachers in Vietnam are well educated on ICT policy issues in education, for the issue of ICT exploitation to support curriculum implementation and assessment, they still need ICT skills to support effective teaching and learning methods. In addition, there are significant differences in gender and training specialization in some aspects, such as the application of digital skills and the use of ICT in organization and administration. These results are the basis for in-depth research into establishing influencing factors and measures to improve the ICT application competency of pre-service teachers, contributing to ensuring the quality of education in Vietnam.

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.

INVESTIGATING VIETNAMESE TERTIARY EFL TEACHERS’ LEVELS OF INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION THROUGH THE LENS OF THE SAMR MODEL

This study investigated the integration of technology by Vietnamese tertiary EFL teachers, focusing on the SAMR model's levels: Substitution, Augmentation, Modification, and Redefinition. Involving seven teachers, each underwent three observations and a subsequent interview during the second semester of the academic year 2022-2023. The interviews, structured around open-ended questions aligned with the SAMR framework, aimed to elucidate the observed technology use. Findings indicated a predominant reliance on basic functionalities of tools like PowerPoint and Microsoft Word, with Information and Communication Technology (ICT) integration primarily at the substitution and augmentation levels. This suggests a foundational proficiency in ICT use among teachers, yet confined to basic applications with limited pedagogical innovation. The results highlight the imperative for targeted professional development to enhance EFL teachers' ICT skills and foster innovative teaching approaches, facilitating a paradigm shift in technology integration within educational practices.

Teachers’ Perceived Value of Integrating ICT in Transposing English Language Teaching in Nepal

In the evolving landscape of English Language Teaching (ELT), the integration of Information and Communication Technology (ICT) has emerged as a fundamental pedagogical approach. This research delves into the perceptions and value attributed by teachers in Nepal towards the incorporation of ICT tools and methodologies in their teaching practices. I have used content analysis method to gather the related field of studies and analysed the data. Findings indicate that significant challenges such as limited technology access, lack of trainings, administrative support, over-load of unnecessary paper-work cause major obstacles in transposing ICT in classroom. However, ICT also offers great opportunities to transfer the traditional teaching practices, develop ICT skills, access to vast source of information and more importantly, the potential era for a paradigm shifts in the recent practices. The study emphasizes the need for a strategic approach, including investment in technology infrastructure, teacher training and supportive policy environment, to enhance ICT integration in ELT classrooms. In addition, the study provides valuable insights for policy makers, educators, researchers, and other stakeholders in their efforts to integrate ICT in teaching and learning in Nepal. Most importantly, this research contributes to the escalating discourse on ICT integration in ELT by providing nuanced insights grounded in the Nepalese context. The findings advocate for a holistic approach encompassing infrastructural development, targeted professional development initiatives, and transformative pedagogical strategies to optimize the potential benefits of ICT in transposing English language teaching practices in Nepal.

Advancing Teachers' Professional Development: Exploring Models and Impact Assessment on Ict Integration in Colleges of Education

The integration of Information and Communication Technology (ICT) into education has revolutionized teaching and learning practices, necessitating proficient teacher utilization of ICT tools. This paper explores diverse models of advancing teachers' professional development in ICT integration, assessing their impact on pedagogical practices and educational outcomes. The study employs a mixed-methods approach, highlighting effective strategies and gaps in existing research. Models like collaborative communities of practice, job-embedded learning, and blended learning are examined for their alignment with modern educational goals. Teacher perceptions and attitudes are explored, emphasizing the influence of institutional support and collaborative learning environments. Pedagogical strategies for effective ICT integration, supported by technological resources, administrative backing, and policy frameworks, are discussed. The study's impact assessment reveals improvements in teachers' ICT skills and subsequent positive effects on student learning outcomes. Recommendations for best practices, such as customization, blended formats, and administrative support, are derived from the findings. Overall, the research underscores the multifaceted approach necessary for successful teacher professional development in the context of ICT integration, enhancing the quality of education

Integrating Learning Management System and Digital Library for Students’ Assessment

Information and Communication Technology (ICT) has recently advanced in education sector where teachers and other educational stakeholders use learning management system (LMS) to improve students learning. Tanzania in the meantime, has implementing multiple initiatives aimed at enhancing ICT integration in education. The initiatives includes connection of National ICT broadband backbone, implementing various ICT projects such as Tanzania Education and Research Network (TERNET) and the use LMS and digital library (DL) through Tanzania Institute of Education (TIE). Apart from the government initiatives, a critical gap exists in the knowledge and proficiency of both tutors and students in utilizing LMS and DL skills to enhance creativity. This study seeks to address this issue by exploring the integration of LMS and DL to preserve the talents and skills of educators and students. The research utilized a mixed-method approach that involved questionnaires and interviews from tutors. Data were analyzed both inferentially and descriptively. The study found that 33% of tutors were competent to ICT skills related to LMS and DLs. Furthermore, the study proposed a digital library system (DiLaS) prototype as a blueprint for integrating LMS and DLs to support students in learning and assessment. The paper recommends that the government should draw policy strategies that support innovation in digital systems to preserve exceptional skills.

Organizational Capital, Skills and Productivity

This paper studies how industries' investment in organizational capital (OC) and workforce skills relate to productivity, building on OECD estimates of OC, output data from the OECD Structural Analysis (STAN) database, and skill indicators from the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The paper finds that, at the industry level, workers' numeracy and Science, Technology, Engineering and Mathematics (STEM) skills correlate positively with productivity, and that the positive correlation of STEM skills with productivity is generally larger for OC workers. Moreover, dispersion in Information and Communication Technology (ICT) skills harms industry performance. In fact, a gap between the ICT skills of OC and non‐OC workers seems to trigger a “lost in translation” type of mechanism, whereby communication and information flows become less fluid and impinge upon the economic performance of sectors, correlating negatively with productivity.

Navigating the digital divide: assessing faculty ICT skills and challenges in shaping the future of higher education in India

This article delves into the transformative impact of Information and Communication Technology (ICT) on higher education institutions in India, particularly in the context of the rapid shift to online classes prompted by the global pandemic. The study focuses on evaluating the Information and Communication Technology skills of faculty members across central universities, government higher education institutions, and state universities. Through a random sample of 220 respondents, the research employs statistical tools, including one-way ANOVA and independent-sample t-test, to discern patterns and variations in faculty ICT proficiency. Notably, the findings underscore the significance of assessing faculty readiness for online teaching, revealing a need for targeted interventions to bridge existing skill gaps. Furthermore, the article delves into the challenges encountered during the transition to fully online classes, examining factors such as age, resource availability, and operational difficulties. The disparities in the adoption of online education between faculty and students are explored, shedding light on the emotional dynamics experienced by educators in this transformative process. Additionally, the study proposes recommendations for fostering 21st-century teaching strategies, advocating for a nuanced approach to faculty development that considers both attitudes and skills. The insights provided aim to inform policymakers, educational authorities, and institutions on strategies to enhance the efficacy of online education and address the evolving needs of higher education in the digital era. In conclusion, this article contributes a multifaceted exploration of the challenges and opportunities posed by the integration of ICT in higher education in India. By providing a nuanced understanding of faculty ICT skills, challenges in online education adoption, and recommendations for the future, the article seeks to be a valuable resource for shaping effective and inclusive strategies for the evolving landscape of higher education.

Exploring the use, usefulness and ease of use of digital occupational health services: A descriptive correlational study of customer experiences.

This study examined the customer experiences of use, perceived usefulness and ease of use of digital occupational health (OH) services. A cross-sectional study based on an electronic survey was conducted between December 2022 and January 2023. A total of 9871 OH customers responded to the survey. The sample was restricted to respondents who used digital OH services (n = 7275). An analysis of variance was run to test the relationships between respondents' characteristics and the rate of usefulness, and ease of use variables. The most commonly used digital services were appointment booking, access to health information recorded by professionals and prescription renewal, and the digital services provided by physicians and nurses. Respondents expressed quite high satisfaction with the digital services, but not as much with their usefulness and ease of use. Females, individuals under 50 years of age, those with higher education, working in white-collar or managerial positions and possessing proficient information and communication technology (ICT) skills gave the most positive evaluations regarding usefulness and ease of use. There was a certain level of mixed experiences among respondents regarding the usefulness and ease of use of digital OH services. We can also conclude that individuals who possess the necessary ICT skills can more easily take full advantage of the available digital services. When customers are proficient in using digital services, they can confidently interact with professionals. Regardless of the user's age, gender, education or profession, it is crucial for service providers always to strive to improve the usability of digital services.

Development and validation of a test for measuring primary school students' effective use of ICT: The ECC‐ICT test

AbstractBackgroundA practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test).ObjectivesBased on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creative use of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test.MethodsA mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575).Results and ConclusionsComposite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001).

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.

University teaching skills in ICT and disability. The case of the Autonomous Community of Madrid

AbstractTeachers must be prepared to serve all learners, regardless of their abilities or needs in this information and communication society. This implies developing the necessary competences to provide inclusive education to all students. The purpose of this study was to investigate the opinion of university teachers in the Autonomous Community of Madrid on their training in the use of technologies to support students with disabilities. To carry out this research, a descriptive approach combining both quantitative and qualitative methods was used. The final sample consisted of 106 university teachers (information collected through questionnaires) and 8 professionals from ICT Production Resource Centres and Services for People with Disabilities in the respective universities (information collected through interviews). Two data collection instruments were used: an ad-hoc questionnaire as a data collection instrument, and a semi-structured interview. The results of the study showed that university teachers have a low level of competence in the use of information and communication technologies (ICT) to support students with disabilities. The lack of teacher training negatively affects the inclusion process in university education institutions. Higher education institutions need to promote the training of teachers in the use of technologies to cater for diversity.

Examining the Digital Divide in Education during COVID-19 from Teachers' Perspectives

The outbreak of COVID-19 resulted in unprecedented school closures in education, leading online education to become “the new normal.” Concurrently, emergency online instruction further exacerbated what is known as the digital divide, one of the contributing factors to inequality of educational opportunities. The purpose of our research is to examine in what ways the digital divide influences teachers and students during COVID-19. A better understanding of teachers' perceptions of teaching online and the digital divide can offer more information for effective teaching during the pandemic. In this multi-method study, researchers collected data from 36 teachers through Likert scale questions and open-ended survey questions. The findings indicated that first- and second-level digital divides are the main problems affecting online education during the COVID-19 outbreak. Some students might not benefit from online learning due to the digital divide. Lack of access to technology and the internet, first-level digital divide, affected primarily students from lower SES. Further, even though some students had access to technology and the internet, students' and teachers' information and communication technology (ICT) skills, second-level digital divide, impacted how they use technology and profit from online education. Teachers need support to improve their own ICT skills, as well as their students, to reduce the impact of the digital divide in education.

Advancing Teachers' Professional Development: Exploring Models and Impact Assessment on ICT Integration in Colleges of Education

The integration of Information and Communication Technology (ICT) into education has revolutionized teaching and learning practices, necessitating proficient teacher utilization of ICT tools. This paper explores diverse models of advancing teachers' professional development in ICT integration, assessing their impact on pedagogical practices and educational outcomes. The study employs a mixed-methods approach, highlighting effective strategies and gaps in existing research. Models like collaborative communities of practice, job-embedded learning, and blended learning are examined for their alignment with modern educational goals. Teacher perceptions and attitudes are explored, emphasizing the influence of institutional support and collaborative learning environments. Pedagogical strategies for effective ICT integration, supported by technological resources, administrative backing, and policy frameworks, are discussed. The study's impact assessment reveals improvements in teachers' ICT skills and subsequent positive effects on student learning outcomes. Recommendations for best practices, such as customization, blended formats, and administrative support, are derived from the findings. Overall, the research underscores the multifaceted approach necessary for successful teacher professional development in the context of ICT integration, enhancing the quality of education

Tackling the Challenges of Plagiarism in the Age of Information Overload by LIS Professionals in Nigerian Academic Institutions

The advancement in information and communication technologies (ICTs) has increased the generation and dissemination of information. This has created a remarkable shift from the previous promulgation of information explosion to the concept of information overload in this age, which seems to be characterised by the ease of intellectual theft in various forms. The sophistication of ICTs and the overwhelming availability of information have subjected many research outputs to the affliction of ‘copy-and-paste’ syndrome and copyright abuse; and there appears to be a dearth of literature on efforts being made by LIS professionals to tackle the challenges in Nigerian academic institutions. This study, therefore, sought to draw attention to how the challenges of plagiarism are tackled by LIS professionals in the age of information overload in Nigerian academic institutions. The study adopted the phenomenological research design of qualitative methodology, using semi-structured written interview that was developed by the researchers and sent electronically to the respondents. The data were presented textually with the insertion of verbatim quotations where necessary while the research findings were analysed using thematic analysis. Findings from the 45 respondents across the six geopolitical zones in Nigeria revealed a high level of plagiarism and a moderate level of engagement in curbing the menace by LIS professionals. The study recommends a multifaceted approach to curb plagiarism; comprising information literacy instructions in academic institutions, institutionalised adoption and access to plagiarism detection software and advocacy programmes that promote ethical writing and ICT skills for LIS professionals.

Knowledge, Attitude, and Perception of Undergraduate Dental Students on Information and Communication Technology and Computer-assisted Learning.

The use of information and communication technology (ICT) in education and clinical purposes is growing immensely. The usage skill, attitude of dental students, and difficulties faced by students are important concerns to be addressed. The study was designed to investigate the knowledge, attitude, and skills of ICT of undergraduate dental students via assessing the ease of computer and internet use among students, the level of computer skills and training of the students, and usage pattern of computer activities. A cross-sectional survey was conducted among students of three dental colleges in Haryana using a self-designed questionnaire having sections related to demographics, devices, softwares and search engine usage, ICT skills, ICT attitude, and educational and social use. The response rate was 81.96%. A total of 99.1% of the individuals responded affirmatively to the usage of mobile phones, 48.4 and 13.1% for laptops and tablets, respectively. The average duration of use of smartphones per day was 4.2121 ± 2.834 hours. Google was opted as the most popular search engine used and PubMed the least popular. Only 12.9% of participants showed a negative attitude toward the use of ICT in studies. More social use than academic use was observed. Attitude scores showed a significant correlation with the educational use of ICT (r = 0.89, p = 0.003). Most of the participants were well acquainted with the usage and had a positive attitude toward ICT for educational purposes. Sensitization and training in scientific literature search and basics of ICT and their practical utilization in dental education, research, and practice should be included in the curriculum. Sikka N, Arya L, Bala S, et al. Knowledge, Attitude, and Perception of Undergraduate Dental Students on Information and Communication Technology and Computer-assisted Learning. Int J Clin Pediatr Dent 2023;16(5):711-715.