Information And Communication Technology Tools 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

Using Information and Communication Technology Tools in Writing Skills and Their Functionalities

Today, the use of information and communication technology (ICT) tools has become essential in every classroom teaching and learning process as it has become inevitable in the global exchange in the 21st century. Its use increases the quality of education and meets requirements as per the global need and thus forwards its users in the way of change and reform. The study aims to explore and analyse the using ICT tools in writing skills and their functionalities. The article discusses how ICT tools are useful in enhancing writing skills.

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.

Exploring the Potential of ICT Tools in Replacing Vernacular Education for ELT Out-of-Classroom Students

This study looks at the possibility for information and communication technology (ICT) tools to take the role of native language instruction for English language teaching (ELT) outside of the classroom. The use of ICT tools in education is becoming more and more common as digital technologies develop. The question of whether these resources can completely replace conventional vernacular teaching strategies in the context of ELT for students learning outside of the classroom still needs to be answered. To offer a thorough understanding of the subject, this essay examines the benefits and drawbacks of ICT tools, the importance of human connection in language learning, and the cultural setting of language acquisition

ICT’s Impact on Teaching Information Technologies in Albanian Secondary Schools Through an Empirical Study

This study presents an empirical investigation into the effects of Information and Communication Technology (ICT) integration in the pedagogical approaches adopted by secondary school teachers in Albania, specifically focusing on the teaching of information technologies. Through a meticulously designed assessment, data was collected and analyzed to ascertain the impact of ICT utilization on teaching methodologies. The research involved a cohort of secondary school teachers actively engaging with ICT tools and platforms to deliver information technologies education. Findings revealed noteworthy enhancements in instructional delivery, resource accessibility, and interactive learning experiences resulting from ICT integration. Furthermore, the study identified challenges and areas requiring further attention to optimize ICT's potential in fostering enriched learning environments. The outcomes of this research provide valuable insights and implications for teachers, policymakers, and stakeholders seeking to advance educational practices by leveraging ICT tools in teaching information technologies at the secondary level in Albania.

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

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

Applicability and uses of the online environment in restorative mediation: towards a digital restorative justice?

ABSTRACT While the historical role of Information and Communication Technologies (ICTs) in restorative justice has been marginal, the paradigm has shifted notably since 2020, prompted by the exigencies of the pandemic. This transformation was especially visible in victim-offender mediation (VOM) programs, particularly during the critical phases of the health crisis across Europe. Despite the persistence of some restorative services in utilizing ICT tools, the scholarly discourse on this evolving landscape remains notably scant. Addressing this gap, this research adopts a qualitative approach, delving into the experiences of 26 facilitators in Spain (N = 26). Through in-depth semi-structured interviews and subsequent inductive coding and thematic content analysis, the study seeks to unravel the nuanced dynamics of employing ICTs in restorative justice and restorative mediation contexts. Specifically, the research explores their impact on communication processes, spatial dynamics, process quality, and participant security. The findings not only underscore practical implications for current practices but also open avenues for contemplating the transformative potential of digital tools in shaping the future trajectory of restorative justice. This study aims to propose valuable insights into what works, what doesn’t, and how restorative justice services could optimize their functioning within the broader criminal justice system through judicious use of ICTs.

Stressed young adults: an emerging issue in Catholic youth organisations

The aim of this study is to learn about the demographic profile, information and communication technologies (ICT) tools, and internet platforms used by Catholic young adults in youth organisations under San Antonio de Padua Parish in the Province of Laguna, Philippines, during the COVID-19 pandemic. It made use of both descriptive and exploratory research that employed online interviews through ICT tools and online media platforms. Twenty (20) young Catholic adults in youth organisations were interviewed from the church list of youth organisations. The results showed that most participants were working students and belonged to lower-income families. They experienced school and work stress, demanded work efficiency and time pressure on school requirements, internet connectivity issues, and limited support from peers and family members. As explored, the causes of stress made them feel mentally and physically exhausted, and they felt the burden of multi-tasking as students, workers, and church members. The research also suggests an innovative implication for stress management and mitigation schemes through ICT tools and proposes the creation of an online education website by any Catholic Organisation to monitor young church members for Online stress mitigation sessions and stress management satisfaction.

Monitoring the psychological component of higher education quality using ICT tools

This study examines the use of information and communication technologies (ICT) to monitor the psychological component of higher education quality. A literature review covers the concepts of higher education quality and its monitoring, the psychological factors involved, and the potential of ICT tools, including Google services. The study details a monitoring procedure using Google Forms to assess indicators like relationships between participants, satisfaction levels, and organisational climate. The computer program “Personnel – Ψ” is also presented as a tool for comprehensive psychological diagnostics of teachers. The advantages of using ICT tools for efficient data collection, analysis and management are discussed. The results demonstrate the feasibility and effectiveness of using ICT to improve monitoring of the psychological aspects of educational quality and make evidence-based decisions to enhance the educational environment. The use of user-friendly tools like Google Forms facilitates regular assessment of quality indicators and aids institutions in ensuring participant satisfaction and optimal conditions for learning and growth.

Developing soft skills in future foreign language teachers through ICT

Rapidly changing job markets require graduates to possess not only technical skills but also strong soft skills. This study investigates the development of soft skills in future foreign language teachers in Ukrainian universities, focusing on the potential of Information and Communication Technologies (ICT) as a tool. Using action research methods and mixed data collection, we explore (1) the current understanding of soft skills among teachers and students, (2) the perceived importance of different soft skills for future language teachers, (3) existing methods and challenges in soft skills development, and (4) the effectiveness of various ICT tools in promoting soft skills growth. The findings will inform the design of a model for integrating ICT into foreign language teacher education to enhance soft skills development, ultimately contributing to preparing graduates for successful careers in a globalised world.

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

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

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.

Tackling Digital Degree in Education: Optimal Use of Green Information and Communication Technology (GICT)

The COVID-19 pandemic has resulted in a significant increase in the use of Information and Communication Technology (ICT) in all areas of the education sector, particularly in developed economies as well as developing countries, regardless of preparedness. This is because, under the new normal, ICT adoption has become ubiquitous and fast-moving, even in the face of impending challenges. In the case of education, in particular, the disruption caused by the pandemic has caused ICT to become an instantaneous apparatus that has sustained the teaching and learning sector during the global lockdown that ravaged the world between 2019 and 2020, with consequences that are still visible today. Once more, the pandemic's outbreak made it clear to world leaders in numerous developing nations that they had no option but to use an ICT tool that was accelerating the growth of their countries' national knowledge bases. Notwithstanding the apparent difficulties integrating ICT into teaching and learning, the COVID-19 pandemic's effects accelerated the spread of ICT, forcing teachers and students in Nigeria and, in fact, around the world, to work online despite their readiness in terms of knowledge, abilities, and resources. In today's globalized world, ICT has become indispensable in filling gaps in the education sector, but it is also important to recognize the role of green information technology. This study examined how ICT instantly filled in the educational gaps during a pandemic-related lockdown, as well as how Green IT impacts our ecology. In order to truly close the digital divide that existed in the education sector in today's carefree world, the research has supplied the essential information and details, as well as recommendations for how to best use ICT tools to secure the ecosystem. Keywords: ICT, Covid -19 Pandemic, Green IT, Digital Divide. Aims Research Journal Reference Format: Malasowe, B.O., Okpor, M.D. & Edim, B.E. (2024): Tackling Digital Degree in Education: Optimal Use of Green Information and Communication Technology (GICT). Advances in Multidisciplinary and Scientific Research Journal Vol. 10. No. 1. Pp 67-76. www.isteams.net/aimsjournal. dx.doi.org/10.22624/AIMS/V10N1P5

The Impact of ICT Adoption in Enhancing Teaching and Learning in Primary Schools of Amathole East District, Eastern Cape

This study examines how information and communication technology (ICT) impacts the schooling environment within the primary sector in South Africa's Eastern Cape Province's Amathole East District. ICT adoption in education can fully modify the ways that instruction and learning are given to students, but it also comes with obstacles, especially in the rural primary schools in the Amathole East District. This research intends to shed light on the current ICT status adoption of Amathole East District's primary schools. Three primary schools were chosen, and three research participants from each school were chosen using the purposive sample technique. Data were gathered through focus groups and in-person interviews. The acquired data were analyzed and presented using a thematic approach. It was revealed as the findings that while teachers were willing to embrace ICTs into teaching and learning and had a good attitude toward technology adoption, they needed the necessary ICT competencies. Furthermore, several challenges and barriers were identified, and these included inadequate ICT infrastructure, a shortage of teacher training in technology integration and a lack of access to ICT tools. The study concludes that teacher training programs be expanded, invest in infrastructure development, and develop a comprehensive ICT policy framework. Taking the research's findings into account, the research offers practical recommendations in enhancing ICT adoption, investing in infrastructure development, expanding teacher development opportunities, to formulating a comprehensive ICT strategy framework so that schools are ready to run virtually in the event of another pandemic related to COVID-19.

Determinants of Implementing an Information and Communication Technology Tool for Social Interaction Among Older People: Qualitative Content Analysis of Social Services Personnel Perspectives.

Older people are particularly vulnerable to social isolation and loneliness, which can lead to ill-health, both mentally and physically. Information and communication technology (ICT) can supplement health and social care and improve health among the vulnerable, older adult population. When ICT is used specifically for communication with others, it is associated with reduced loneliness in older populations. Research is sparse on how the implementation of ICT, used specifically for communication among older people in social services, can be performed. It is recommended to consider the determinants of implementation, that is, barriers to and facilitators of implementation. Determinants related to older people using ICT tools are reported in several studies. To the best of our knowledge, studies investigating the determinants related to the social services perspective are lacking. This study aims to explore the determinants of implementing the Fik@ room, a new, co-designed, and research-based ICT tool for social interaction among older people, from a social services personnel perspective. This study used an exploratory, qualitative design. An ICT tool called the Fik@ room was tested in an intervention study conducted in 2021 in 2 medium-sized municipalities in Sweden. Informants in this study were municipal social services personnel with experience of implementing this specific ICT tool in social services. We conducted a participatory workshop consisting of 2 parts, with 9 informants divided into 2 groups. We analyzed the data using qualitative content analysis with an inductive approach. The results included 7 categories of determinants for implementing the ICT tool. Being able to introduce the ICT tool in an appropriate manner concerns the personnel's options for introducing and supporting the ICT tool, including their competencies in using digital equipment. Organizational structure concerns a structure for communication within the organization. Leadership concerns engagement and enthusiasm as driving forces for implementation. The digital maturity of the social services personnel concerns the personnel's skills and attitudes toward using digital equipment. Resources concern time and money. IT support concerns accessibility, and legal liability concerns possibilities to fulfill legal responsibilities. The results show that implementation involves an entire organization at varying degrees. Regardless of how much each level within the organization comes into direct contact with the ICT tool, all levels need to be involved to create the necessary conditions for successful implementation. The prerequisites for the implementation of an ICT tool will probably change depending on the digital maturity of future generations. As this study only included 9 informants, the results should be handled with care. The study was performed during the COVID-19 pandemic, which has probably affected the results.

Factors Affecting Utilization of Information and Communication Technology (ICT) in Agricultural Sector: A Case Study in Upper Brahmaputra Valley Zone of Assam, India

In a country like India agriculture is the major economic players in economic aspects, which is the great source of revenue is more than 50% of the population of India. The country’s economic sector is based on the agricultural activities that play a significant role in the national development. Of late, ICT plays a significant role in the development of agriculture. It is widely acknowledged that improved information flow benefits both individual businesses and the agriculture industry. Nonetheless, gathering and sharing information is frequently expensive and challenging. By using information technology (IT), it is possible to lower the cost of information dissemination while simultaneously providing more information to all stakeholders involved in the agriculture industry. But the part of agriculture to the economy as well as the economic condition of the farmers is not what they should have been in this era of technology in a state like Assam. The aim of this study is to find the utilization in agricultural sector in the upper Brahmaputra valley Zone of Assam. This paper tries to discuss the factors affecting utilization of ICT tools in agriculture by using Binary Logistics Regression Model. Apart from higher level of education (.252) and size of land holding (.003), other factors like age (-.076), extension contact (-.282) and participation in media (-3.554) are found to be negatively influenced in the knowledge of ICT in agriculture among the farmers in the study area. Organzing awareness and training programme may help the farmers to utilize ICT in agricultural sector.

ASSESSING THE ATTITUDE OF TEACHER EDUCATORS TOWARDS THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING LEARNING PROCESS

The purpose of the present study is to assess the attitude of teacher educators in relation to gender, qualification and experience towards the integration of Information and Communication Technology (ICT) in teaching learning process. The survey was conducted in 10 Government and Private Teacher Education Institutions of Kashmir Division (UT of J&K, India). Descriptive survey method was employed for the present investigation. Stratified sampling technique was used to select the sample of 100 teacher educators teaching in government and private institutions. Data collection technique employed in this present study was Attitude Scale towards Information Technology for Teachers (ASTITT-IN) by Nasrin and Islahi (2012). The data analysis was performed using descriptive statistics such as Mean, Standard Deviation, percentage and t-test. The study reveals that there was no significant difference in the attitudes between male and female teacher educators. However, a notable distinction emerged in the attitudes of teacher educators from government and private institutions was that the teacher educators from government institutions were found to possess higher level of favourable attitude towards ICT. The study also delved into the impact of professional experience on teacher educators' attitudes towards ICT integration and the findings indicate a noticeable difference based on the participants' experience levels. A small subset of educators exhibited a highly positive attitude towards ICT integration while the majority displayed a generally positive orientation. This study contributes to the existing literature by providing insights into the nuanced perspectives of teacher educators in both government and private institutions regarding ICT integration. The identified variations based on institutional affiliation and experience levels underscore the need for tailored strategies and interventions to foster a more widespread positive attitude towards the incorporation of ICT tools in the education sector and prepare teachers to teach effectively with technology.

The Use of ICTs in Front Office Department

This research project investigates the effective implementation and impact of Information and Communication Technologies (ICTs) within the Front Office Department of hotels. The study aims to evaluate the contribution of ICTs to operational efficiency, customer satisfaction, and overall performance in customer-facing organisational functions. Utilising a cluster sampling approach, incorporating surveys, and case studies, the research assesses the current usage of ICT tools, identifies challenges and opportunities, and proposes strategies for improved integration. The study explores the diverse ICT applications adopted by front office departments, including customer relationship management (CRM) systems, communication platforms, and data analytics tools. The research assesses the efficacy of these technologies in streamlining processes, enhancing communication, and cultivating a responsive and customer-centric environment. The findings offer valuable insights for both academic researchers and industry practitioners that are seeking a comprehensive understanding of the ways in which ICTs influence front office operations. The research not only highlights successful implementations but also addresses potential hurdles and considerations for hotels aiming to harness ICTs for optimal front office performance. Lastly, the study provides a solid foundation for future research and offers practical recommendations to guide hotels in elevating their front office capabilities through thoughtful ICT integration.

ICT Tools for Open Educational Resources Used in an Open Distance E-learning Institution in the Fourth Industrial Revolution Era

Open educational resources (OER) are gaining popularity in higher education spaces and more attention in open distance e-learning (ODeL) institutions as they are gradually substituting printed prescribed textbooks in the teaching and learning space. The adoption and development of OER have been researched; however, the roles of knowledge management tools in storing and disseminating the resources are not well articulated. This research explores the use of knowledge management tools in an ODeL learning context. ODeL institutions use knowledge management tools and a host of other information and communication technologies (ICT) to deliver and facilitate synchronous and asynchronous learning and bridge transactional distance. Therefore, this study employed a qualitative approach to investigate ways in which lecturers use knowledge management tools to embrace and create OER. A case study approach was used at one ODeL institution. The knowledge management cycle (KMC) was chosen as the theoretical framework of the study. The key finding demonstrates that lecturers utilised a wide range of ICT tools for the storage, collection, and dissemination of OER as part of knowledge production. The study proposes the extension of the KMC from three cycles to four where “system” is added. There is a significant need for policy, impact, and the matrix to be covered under the system cycle. The study recommends that scholars who are investigating any IT artefact opt for an extended KMC where impact and user metrics will be evaluated, as this will enhance academic support.

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.