Information And Communication Technology Support Research Articles

ICT Education and Determinants of Acceptance Amongst Smallholder Farmers in Mbombela, South Africa

The study was carried out in Mbombela District, Mpumalanga, South Africa. The study aimed to assess selected farmers' acceptance of information and communication technology (ICTs). The study used a quantitative approach. Probability sampling was used as a quantitative approach. Random sampling was used, and 285 samples were sampled from a sampling frame of 380 farmers in the study area. Structured and semi-structured questionnaires were used to elicit necessary information from respondents, while focus group discussions were employed to validate in-depth responses. The binary logistics regression was used to determine significant variables that influence the acceptance of ICT. The results showed that the most accessible ICT tools to farmers were radio, mobile phones, and television. However, contemporary ICT tools such as the internet and flash drives were rarely accessible to the respondents. The study also found that demographic variables such as age (P< 0.000), level of education (P< 0.020), household size (P< 0.053), ICT support (P< 0.014) and extension services ( P< 0.019) were the explanatory variables that affect the acceptance of ICT. Logistics regression results reveal that some variables were significant and positively related to the acceptance of ICT. The paper concludes that the effective application of ICT provides farmers with greater access to information and knowledge, which helps improve their production process.

An Analysis of the Tertiary Education Trust Fund (TETFUND) Contribution to the Improvement of Information and Communication Technology (ICT) Facilities and The Library in Higher Institutions in Kebbi State, Nigeria from 2015 To 2020

This study is on Tertiary Education Trust Fund (TETFund) contribution to the improvement of Library and ICT facilities in higher institutions in Kebbi State, Nigeria from 2015 to 2020. The study was guided by two research objectives and two research questions. The study adopted descriptive survey research design with population of 1900 academic staff and 2323 non-academic staff. A sample of 161 academic staff and 196 non-academic staff was selected using multi-stage sampling methods. A researcher developed validated questionnaire with 0.76 reliability index was used for data collection. Frequency count and percentage were used to analyze the data. The study found that TETFund constructed and renovated of ICT centres, provided personal computers, chairs, tables and internet facilities in Kebbi State higher institutions. It was also that TETFund contributed in the construction and renovation of library buildings; provision of books, library equipment and furniture, information resources; and subscription of e-resources for the improvement of Kebbi State higher institutions. The study recommended that TETFund should increase its allocation for ICT support intervention. This becomes even more crucial given the consistent increase in the exchange rate of dollars, as most of the ICT facilities are imported into the country. This will greatly aid in the improvement of higher institutions in Kebbi State. It was also recommended that university management should judiciously utilize the TETFund's Library interventions to build new libraries, expand the existing ones, and acquire standby generators and/or solar energy for better library performance in Kebbi State higher institutions.

Identifying key barriers to nonprofit organizations' adoption of technology innovations

AbstractDespite substantial innovations in Information and Communication Technologies (ICT) that could benefit non‐governmental organizations (NGOs), NGOs are not using ICT yet to their full potential – especially compared to the ICT use in the private sector. Such behavior appears counterintuitive as one would expect NGOs to use every available resource to further their important mission. However, reservations appear to remain even though several case studies demonstrated the value ICT can generate for NGOs. Through a series of 20 interviews with NGOs of various sizes and backgrounds, we examined the use of ICT along the NGO value chain (program design, fundraising, fund management, and program delivery). We find a distinct prioritization of ICT support along the value chain. Based on these findings, we identify six sector‐specific reasons for NGOs not to use ICT for certain activities. With these, we add to known reasons in the literature and offer important avenues for further research.

Theories of Learning, Information and Communication Technology (ICT) Facilities; Implications for Instructional Delivery

Teachers should endeavour to build on the ways children learn from each other by creating a learning environment where there are ample opportunities for student to students’ discussion, collaboration and feedback. Example is the ICT support tools like the use of computer, cyber café, multimedia classroom projector, e-library etc. Individuals would be expected to be in good standing with the law. In jobs where people work closely or are highly interdependent, performance may include the degree to which a person helps out the groups and his or her colleagues. This might include acting as a good role model, coaching, giving advice or helping maintain group goals. Many jobs also have a supervisory or leadership component. The individual will be relied upon to undertake many of the things delineated under the previous factor and in addition will be responsible for meeting out rewards and punishments. The present papers is on the theories of learning and information and communication technology (ICT) facilities; implications for instructional delivery

Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model

The increasing importance of learning context digitalization has necessitated investigations into the effects of information and communication technology (ICT)-related factors in blended learning settings on students' reading performance. Using data from 32 Organization for Economic Co-operation and Development countries from the latest cycle of the Programme for International Student Assessment (PISA) 2018 reading dataset, this study combines an artificial intelligence (AI) algorithm and hierarchical linear modeling (HLM) to examine the effects of student-level and school-level ICT-related factors in the blended learning setting on students' reading performance. Results show that students' perceived autonomy and competence in ICT, preference for different reading formats, quality of school ICT resources and school ICT use policies are positively related to reading performance, whereas school ICT use support for teachers and the teaching of ICT skills are negatively related to students' reading scores. The quadratic effects of students' interests in ICT, family and school ICT resources, and ICT uses are identified, showing an inverted U-shaped trend. The possible linear and quadratic moderation effects of school-level ICT-related features are also investigated. This study invites consideration of a combination of analytical methods for a comprehensive exploration of reading education and sheds light on how the delicate association of multilevel ICT factors in blended learning settings can contribute to the improvement of reading education. Instructors in blended learning settings should effectively integrate technology and appropriately apply pedagogies, and the design of blended learning should be sustainable and learner-friendly to exploit students’ learning potential.

Identification of the Variables Involved in People’s Intellectual Understanding of Outdoor Cultural and Natural Spaces with the Support of ICT

The use of educational platforms that allow dynamic learning mediated by information and communication technologies (ICT) has become a common method in different educational institutions. Thus far, these methodologies have been seen mainly within the classroom. Thus, it would be relevant to identify whether using these technologies to recognize cultural and natural exteriors allows complete learning by the users. Based on the above, the objective of this work was to identify the variables involved in people’s intellectual understanding of outdoor cultural and natural spaces with the support of ICT through a systematic literature review methodology based on PRISMA. The study found gamification to be one of the most relevant elements in the learning experience as well as the interdisciplinary approach to learning as a teaching methodology. As the main conclusion, we found that, although different technological tools have been developed for more dynamic learning experiences, the models developed for the evaluation of these tools in learning about outdoor cultural and natural spaces do not yet focus on knowledge consciousness, which still leaves open the field of research in this aspect.

Exploring older adults’ ICT support: A mismatch between needs and provision

Because findings in prior research are ambiguous, it remains unclear whether and under which circumstances formal and informal support sources help older adults with their Information and Communication Technology (ICT) use. Our qualitative interview study with 96 older adults (>65, including Internet users and non-users) aims to shed light on older adults’ ICT support by addressing two research questions: (Q1) What types of ICT support needs do older adults experience in their everyday lives? (Q2) For each type of need, who provides the support? Our results show that there are four analytically distinct types of support needs that are often conflated in the literature: motivational support, instructional support, technical support and support by proxy use. Each support type has its suitable support sources. To foster digital inclusion, older adults require access to the specific type(s) of support that fits their occurring need(s).

Older adults' experiences with using information and communication technology and tech support services in New York City: findings and recommendations for post-pandemic digital pedagogy for older adults.

Although Information and Communication Technology (ICT) has great potential to help older adults cope with challenges associated with aging, the intended benefits of ICT are not always realized in this population due to access barriers and low digital literacy. During the COVID-19 pandemic, numerous tech support initiatives for older adults got underway. However, evaluation of the effectiveness of these initiatives is less common. This research partnered with a large, multi-service organization in New York City that gave some groups of their clients ICT devices, unlimited broadband, and access to technology training in response to COVID-19 lockdowns. This study investigates older adults' experiences with ICT and ICT support services to better inform the existing and emerging tech support for older adults during and beyond the pandemic. Data were obtained from interviewer-administered surveys of 35 older adult recipients of ICT devices, connectivity, and training in New York City. The average age was 74 years (range = 55-90 years). The group was diverse regarding race/ethnicity (Black 29%, Latino 19%, White 43%). All had low incomes. Surveys consisted of multiple-choice items and open-ended responses. The study found that one size does not fit all when it comes to ICT training and support for older adults. While connection to devices and services and tech support led to a degree of ICT adoption, the newly learned skills did not always lead to expanded device usage. The readily available tech support training and support do not guarantee service utilization, as success with tech services is related to one's pre-existing ICT competence. The study concludes that customized training based on individuals' skills rather than age is needed. Tech support training should start by understanding an individual's interests and incorporate tech education to help users identify a wide range of existing and emerging online services that can meet their needs. Service organizations should consider including an assessment of ICT access, use, and skills into their standard intake protocols to ensure effective service delivery.

The formation of digital competence by means of information and communication technologies among students of higher education

The increasing digitalization in all spheres of human activity demands the improvement of digital competence in the educational field. This article examines how information and communication technologies (ICT) can help form the digital competence of higher education students, enhancing their skills in everyday, professional, and educational activities. The study focuses on the development of digital competence in university students through the use of ICT. The objective is to create an effective policy for the development of students' digital competence through the use of information technologies applicable in the educational process. The study's methodology includes outlining the key principles of digital competence, the current state of digital skills development, and the existing means for their development, as well as analyzing the organization of the educational process with the support of ICT. The findings of the study can be used to develop internal policies in universities, improve the skills of teaching staff, and allocate additional time to disciplines requiring attention to the study of digital tools applicable in practice.

Information and communication technologies in education of the visually impaired in the era of digitalization of education

The article analyzes the role and features of using of information and communication technologies (ICT) in the education of visually impaired (VI) people during the period of digital transformation of education. It is noted that during digitalization of education, it should be considered that digital competence stands out from the list of key competences for lifelong learning. The ICT that allows visually impaired people to learn using general-purpose computer equipment is analyzed. It is shown that ICT for people with VI is an effective mechanism of adaptation to education and to life in general. It is noted that in order to ensure the effectiveness and accessibility of the educational process of persons with disabilities, it is necessary to equip educational institutions with modern computer equipment and appropriate pedagogical software, electronic textbooks aimed at facilitating the learning process. It is claimed that one of the main tasks of education in the conditions of digital transformation is to teach students, including people with disabilities, to use modern ICT. There is an urgent need for accelerated advanced training of heads of higher education institutions and teachers, who need to acquire appropriate competencies, how to correctly use new ICT in education in accordance with the culture, needs and economic situation in the country, in the educational institution and considering the requirements and capabilities of the disabled, in particular persons with VI. It is noted that teachers need to know how ICT can help to overcome vision loss, and also know which ICT support special educational needs and how to use them in teaching to best meet the needs of people with visual impairment. A review of the possibilities of ICT tools that can offer support to people with disabilities is carried out.

Exploring the influence of technostress creators on in‐service teachers' attitudes toward ICT and ICT adoption intentions

AbstractTechnostress is an undesired consequence of information and communication technology (ICT) use and might negatively affect teachers. However, there is a lack of empirical research exploring the influences of technostress creators on teachers' ICT use. This study aims to bridge this gap by exploring the structural relationship among five technostress creators (ie, techno‐complexity, techno‐overload, techno‐invasion, techno‐insecurity, and techno‐uncertainty), teachers' attitudes toward ICT, and their ICT adoption intentions. The research model was developed based on existing literature and tested using structural equation modelling. Data were collected from 289 teachers from six public elementary and secondary schools in China. The results indicate that: (a) teachers' attitude toward ICT has a significant positive effect on their ICT adoption intentions; (b) techno‐insecurity and techno‐complexity have significant negative effects on teachers' attitude toward ICT and ICT adoption intentions, respectively; (c) techno‐invasion and techno‐overload have significant positive effects on teachers' attitude toward ICT and their ICT adoption intentions, respectively; (d) techno‐uncertainty has a significant positive effect on both teachers' attitude toward ICT and their ICT adoption intentions; (e) compared to younger teachers, the attitude of teachers aged 45 and above toward ICT are more negatively affected by techno‐insecurity. Implications for the management of technostress creators are discussed. Practitioner notesWhat is already known about this topic Technostress negatively influences teachers' acceptance and adoption intention of ICT. The influences of specific technostress creators may differ. There is a lack of empirical research exploring the exact influences of technostress creators on teachers' ICT use. What the paper adds Techno‐insecurity and techno‐complexity negatively affect teachers' attitudes toward ICT and ICT adoption intentions, respectively. Techno‐invasion and techno‐overload positively affect teachers' attitudes toward ICT and their ICT adoption intentions, respectively. Techno‐uncertainty significantly positively affects teachers' attitudes toward ICT and ICT adoption intentions. The attitude of teachers aged 45 and above toward ICT is more negatively affected by techno‐insecurity. Implications for practice and/or policy Schools should provide adequate end‐user training, a friendly technical help desk, and teacher‐oriented psychological counselling programs concerning technostress to mitigate teachers' techno‐complexity and techno‐insecurity. School administrators should take measures, such as providing timely upgrades and continuous maintenance services, to ensure the reliability and accessibility of technologies. It is necessary for school ICT support staff to guide teachers, especially teachers aged 45 and above, to take positive coping strategies, such as venting, seeking social support and engaging in technical training, to deal with techno‐insecurity.

Digital Distance in Times of Physical Distancing: ICT Infrastructure and Use in Long-Term Care Facilities

Although information and communication technologies (ICTs) such as smartphones, tablets, and the internet have all become increasingly important during the COVID-19 pandemic, we often forget that not everyone has access to the internet or uses ICT devices. Individuals on the wrong side of the digital divide are often older adults living in long-term care facilities (LTCFs), such as “old–old” adults, who often have various functional impairments. To shed light on the initial situation shortly before the pandemic, three data sources from Switzerland were used in this study to answer the following questions: (1) Do older adults want to have internet access if and/or when they move into a LTCF? (2) What form does ICT use take (specifically internet, smartphone, and tablet use) among LTCF residents, and what need do they have for ICT support? (3) What is the state of LTCFs’ ICT infrastructure and residents’ level of involvement in the decision-making process related to acquiring new technologies? Community-dwelling older adults in this study reported a desire to have internet access when moving into LTCFs, and 21% of LTCF residents reported using the internet just before the pandemic began. Internet access and ICT infrastructure in LTCFs, in general, are both limited, however, and LTCF managers seldom involve older adults in the ICT decision-making process. While modern ICT usage has reached the long-term care sector, the results of this study show that compensating for a lack of physical social contacts by relying on digital solutions during the COVID-19 pandemic cannot be the sole solution. The current pandemic has reminded us that a digital gap exists and that non-use of ICTs during the pandemic can produce additional feelings of social isolation.

Concept and implementation path for model-based impact analysis in product development

Engineers must evaluate the effects of changes in requirements during product design. Due to strongly linked design, production, and operation networks, these effects have tremendous consequences in cross-company engineering change and configuration management. Implications for development effort, the degree of fulfillment of requirements, functional costs, and follow-up costs in product variants and each system lifecycle stage (e.g., production, validation, and maintenance) must be assessed. Today, this is done without sufficient ICT (information and communication technology) support. In the German research project ImPaKT, reliable answers are to be inferred as to how technical and organizational changes to a partial model affect a complex, interdisciplinary overall system in an ICT-supported way. Therefore, a reference architecture is created using a Model-based Systems Engineering (MBSE) approach and a common parameter space. Adapted by corporate networks with their heterogeneous product and application lifecycle management (PLM/ALM) landscapes, homogeneous MBSE networks are created. The ImPaKT technology alliance is convergently developing existing ICT base technologies to enable engineering change management, linking isolated solutions and creating standards for handling changes to develop products faster and cost-efficiently and reduce risks.

Predictors of job crafting in SMEs working in an ICT-based mobile and multilocational manner

This article extends the discussion of the predictors of job crafting to include small- and medium-sized enterprises (SMEs) working in an information and communication technologies (ICT)-based mobile and multilocational manner. Based on a survey ( N = 412) conducted in 43 Finnish SMEs, the job and personal resources-related predictors of approach and avoidance types of job crafting were analysed. From job resources, co-working, multilocality, the resources in the physical work environment, useful ICT and social support predicted the approach types of job crafting. Intrinsic motivation, relatedness and feeling competent as personal resources activated the approach types of job crafting. Drawing on background variables, being a younger firm activated job crafting. Avoidance type of job crafting was predicted positively by the resources in the physical work environment. This article suggests that knowledge about the predictors of job crafting encourages SMEs to activate this practice among its personnel.

Organizational Factors, ICT Support, and Affective Commitment

This paper investigates the influence of organizational factors on affective commitment, exploring the moderating role of information and communication technology (ICT) on their relationships. The study is based on empirical findings administered on 200 managerial personnel using the PLS-SEM. Team orientation, transformational leadership, transactional leadership and decentralization have a direct influence on affective commitment. The theoretical framework presented in this study focused on the integrated effect of organizational factors on affective commitment along with the moderating effect of ICT ICT support moderates the relationship between team orientation and affective commitment. The findings would provide managers an understanding of the factors influencing affective commitment in Bangladesh’s service organizations. The results indicate that ICT can be an effective tool to strengthen teamwork and employee commitment. Evidence from this study would help managers to to formulate strategies accordingly and provide new knowledge to researchers to look further into this field.

Using information and communication technology learnings to alleviate social isolation for older people during periods of mandated isolation: A review.

ObjectiveTo examine the effectiveness of information and communication technologies (ICTs) in reducing social isolation in older people and draw recommendations from previous literature appropriate for informing ICT use in future mandated periods of isolation.MethodsA systematically conducted review of key databases to identify studies investigating ICT interventions that targeted social isolation or loneliness among older people.ResultsFifteen articles were identified. All articles used ICT as an intervention for targeting social isolation with varying results. Most studies reported positive impacts on social isolation, but this was identified more in self‐reporting compared to changes in baseline measures. The types of ICT used included videoconferencing, Internet‐based applications and purpose‐designed applications. A number of factors were also identified throughout the studies that impacted uptake that should be considered when implementing ICT.ConclusionsOverall, we found evidence of ICT improving social connectedness of older people to some extent although more rigorous research in future is needed. Recommendations from previous literature highlight the importance of including older people in purposeful design, engaging families and support networks, and providing ongoing ICT training and support so that systems and skills are in place for future periods of mandated isolation. The literature also warns us not to rely on ICT as the only avenue for social interaction either during or outside periods of social distancing.

Influence of Information and Communication Technology on Teaching and Learning. A Case of Rwanda Polytechnic-IPRC Tumba

The advancement and the rapid growth of information and communication technologies (ICTs) have facilitated teaching and learning effectively. Practicing ICT plays a big role in the facilitation, improvement of pedagogy and content knowledge. This study investigates the influence of ICT on teaching and learning in Rwanda polytechnics a case of Rwanda Polytechnic-IPRC-Tumba. The study used mixed methods approach research design and targeted 682 respondents that included 643 students and 39 lecturers. A sample size of 88 respondents of target population was sampled using simple random sampling method. Stratified sampling technique was used to identify students and lecturers. A questionnaire instrument was used to collect data from both students and lecturers. Gathered data were coded and processed by mean of SPSS. Quantitative data was analyzed by means of descriptive statistics and regression analysis, such as percentages, Durbin-Watson, tolerance, and VIF. Qualitative data was analyzed thematically harmonized with the objectives of the study. The study findings were reported in summary form using tables. About the findings, Durbin-Watson on ICT resources availability, ICT resources usage, and users ICT support on teaching and learning was 1.731 and ICT resources scored tolerance of 0.735 and VIF of 1.360, ICT resources usage scored tolerance of 0.533 and VIF of 1.878 and users ICT support scored tolerance of 0.531and VIF of 1.883. The study finally concluded ICT had a significant influence on ICT capacity in Rwanda polytechnic- IPRC Tumba (Rulindo district-Rwanda). Therefore, the ministries of education and Rwanda Polytechnic administrators were recommended to deploy ICT in teaching and learning.   Keywords: Information Technologies (IT), Rwanda Polytechnic (RP), Education Sector, ICT (Information Communication Technology), IPRC Tumba

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

Knowledge Management from Senior Users of Online Health Information Point of View

In today’s society, all citizens who need digital information to manage their everyday life must be able to access it and trust it. They should have enough knowledge to use information and communication technologies (ICTs) and online health information (OHI) in an intended and purposeful way. The broader aim of this paper is to present and discuss health knowledge management (KM) from senior users of the online health information point of view. The theoretical point of departure is based on an understanding of health, knowledge and the Internet as social practices. This paper investigates e-Health literacy (eHL) and KM in health amongst seniors aged 65-90. It presents a case study on how they access, apprais, share and apply OHI in comparison to the way they use face-to-face health-encounters. Data comes from 17 open-ended interviews. E-HL and KM concepts are used to analyse and describe online behaviour and knowledge management in health as an interplay between individual and social factors. The results show how participants engage in self- and co-management of their own or others' health and illustrate how they get or receive help to understand OHI. By examining how they use ICT and do (not) trust OHI regarding “serious cases,” this paper provides critical insight into ways seniors acquire information and how they appraise, understand or trust in it. Their information-seeking activities are performed mainly in private settings, seldom with professionals. They have lower levels of trust in their own, individual appraisal skills, compared to collective searches and discussions. Norwegian seniors are cool and pragmatic, and emphatic on the “when needs must, see your GP!”. By examining differences in ICT use, knowledge acquisition and support given or received, the results pinpoint how providers must affirm seniors’ ICT use and individual and collective online health behaviour as assets for healthy ageing. A potential barrier for citizens’ use of OHI and health technology is the built-in understanding of health as an individual capacity and ICT use as an individual activity, compared to a contemporary understanding of health and the Internet as social practices and collective resources. Designers of health technologies and OHI should critically consider built-in understandings of content and users to enhance accessibility and value for citizens of all ages.

Comparing ICT With Physical Manipulative Supported Learning of 3D Geometry in Elementary School

Since one of the main goals of teaching geometry is to provide students with the opportunity to develop spatial reasoning, it is important to find the most suitable support for learning 3D geometry in elementary school. This paper compares Information and Communication Technology (ICT) and physical manipulatives support, with the aim to answer if their use produces different effects on students’ spatial reasoning. The participants in the study were 74 4th graders (10–11 years old) who were assigned to two equal groups that attended a month of the experimental program. Group EICT learned with the ICT support and group EMAN learned with physical manipulatives support. The results showed that there was no difference in students’ 3D geometry achievement regardless of the support that was used, and that both supports provided learning access for all students. According to our results, teaching geometry should be directed to the complementary use of physical manipulatives and ICT support, depending on the technological and software resources available to schools and teachers’ preference of the support. ICT can assist in achieving learning equity, but there is a need for a systematic development of the ICT sources that could be used as instructional manipulatives, their promotion, and the support for the teachers.