Information Communication Technology Training Research Articles

Effects of Information Communication Technology (ICT) on Instructional Competences of Teachers

Information Communication Technology (ICT) is the current expansion and advanced innovation of today's informative world, becoming a functional tool that manufactures the world into a virtual reality. The study focuses on understanding the need to enlarge teachers' education about ICT and its effects on teachers' instructional competencies. It is important to develop alternative approaches for teachers' preparation that reflect a holistic and integrated approach which addresses students' concerns for technology training and teachers' preparation programs due to the changing nature of the learning and teaching process in universities. Moreover, the research was a survey method and quantitative in nature. The research population were 63 teachers from the Faculty of Social Sciences at the International Islamic University, Islamabad, Pakistan. However, objectives of study were to identify the effective instructional competencies of teachers in using Information Communication Technology and to find out the effects of Information Communication Technology in enhancing teacher's instructional competencies at university level. Further, to collect data, closed-ended questionnaires were used, and descriptive statistic was used to analyse the data. The result discovered that it's easy to teach by using ICT, and teachers can create a positive and healthy atmosphere in the classroom by using Information Communication Technology. Teachers have the freedom to design their own teaching aids, but unfortunately, lack of ICT access prevents teachers from using them. The researcher recommended that university management should conduct seminars and workshops on ICT training for teachers so that they can teach their students with the help of Information Communication Technology.

Practical Application and Management of Information Communication Technology (ICT) to Enhance the Performance of Ugandan Secondary Schools in West Nile

This study focuses on the contribution that Information and Communication Technology (ICT) can make to improving teacher and student performance in secondary schools in West Nile Region, Uganda. Examines the existing ICT implementation, assesses integration and potential benefits issues, and analyses the relationship between ICT usage and learning outcomes. The research is focused on showing that ICT can go global and how it connects Uganda’s secondary schools in West Nile to global education networks. ICT enhances global learning through active participation, innovation, and flexibility through access to international resources and embracing cross-boundary collaboration and virtual interchanges. This has improved student achievement but also endows students and teachers with the competencies to prosper in a globally connected environment. Ugandan schools have poorly developed ICT facilities, but schools embrace ICT education and facilities for operations. The study centers on specific ICT issues in West Nile schools and explores the possibility of using ICT to raise aggregate performance and efficiency in communication, collaboration, and organizational management. Quantitative and qualitative data were collected from 400 respondents, including teachers and students from 10 secondary schools. Data collection tools included questionnaires and interviews. Quantitative analysis was performed using SPSS, while NVivo was used for qualitative analysis. Ethical considerations were strictly adhered to protect participants' rights. While observing ICT integration in teaching across the ten selected secondary schools in West Nile and surveying 100 teachers, researchers found that 55.6% of them sometimes, 33.3% consistently, and 11% seldom integrate ICT in their teaching. This limited integration is due to a lack of ICT equipment, for example, computers, projectors, and internet connections; inadequate teacher education, where the majority of the teachers are found to be either lacking skills or self-confidence to incorporate ICT in teaching; and limited resource availability where even schools that have procured ICT tools are most often found to be having very few that are inadequacy for the needs of both teacher and students to make effective use of. These results raise concerns regarding the existing disparities in developments and funds for ICT training in West Nile’s secondary schools, with recommendations being made to enhance specific plans to reduce the digital divide. These include making ICT tools a focal area, increasing internet connection, and providing training activities that would increase and develop the competencies of the teaching staff. They seek to devise a technological learning atmosphere to enhance education, teacher, and student learning outcomes

Digitized Printed Strategic Intervention Material in Science in District I of Antipolo City: Basis for Enhancement Model

Digitization, technology, and scientific education are strong educational reform drivers. Modern educational institutions use computers and the Internet for all their activities. It’s everywhere now. Thus, digitally printed science intervention material is crucial in schools and society. Today, digitalized printed materials are the main teaching and learning channel. The Philippine Department of Education (DepEd) uses extracurricular activities to help students who struggle in science, technology, and other subjects. Educators, administrators, and curriculum planners use digitally enhanced printed materials and multimedia instructions to develop every aspect of teaching and learning. This study assessed the validity and acceptability of the Digitized Printed Strategic Intervention Material (DPSIM) in teaching Science as expected against evaluation. The respondents of the study were one (1) Technology Expert, five (5) Science Administrators, and one hundred (100) Science teachers who were described in terms of position, educational attainment, training attended in ICT, teaching experiences, and the ability to handle ICT. The validity is assessed in terms of content, manner of presentation, language and style, and evaluative tools. Acceptability is assessed in terms of clarity, usefulness, suitability, adequacy, and timeliness. Various resources such as books, published studies on the net, and other materials were gathered in the construction of the research questionnaire. Descriptive Statistics such as Mean and Frequency, T-test, and ANOVA were utilized to test the statistical significance of the variables presented. Results revealed that there is no significant difference in the assessment of the two groups (expected and evaluated responses) of respondents on the validity of the Digitized Printed Strategic Intervention Material (DPSIM), but there is a significant difference in the assessment of respondents in terms of acceptability of DPSIM. When respondents were grouped according to their profile in terms of position, educational attainment, training attended in Information Communication Technology (ICT), teaching experience, and the ability to handle ICT in Teaching, it was identified that differences in the responses for validity were brought about by the respondent’s difference in ICT training attended and their ability to handle ICT in teaching. The validity of DPSIM is perceived to be a high extent, with Application, Method of Presentation, Language and Style, and Evaluative Tools as the criteria that need further improvement. For the acceptability of DPSIM, there is a significant difference in the responses when grouped according to profile. However, it is worth noting that overall, no criteria were perceived to be needing improvement. Acceptability has also been categorized to a very high extent. It concluded that the Digitized Printed Strategic Intervention Material (DPSIM) is an effective tool in teaching Science. The study included that school administrators should evaluate the DPSIM whether its contents conform to the curriculum standards. Teachers should first examine the DPSIM use to determine the contents that align with the objective of the lesson. Parents should support children with technology materials that supplement the lesson; pupils can explore the DPSIM, which promotes independent learning; and future researchers can conduct similar studies that assess developed DPSIM if the same education will be conducted in the future. Keyword: Digitized Printed Strategic Intervention Material (DPSIM)

Leveraging information communication technology (ICT) and artificial intelligence (AI) to enhance auditing practices

PurposeIn the fourth industrial revolution, where business accounting integrates with automation through artificial intelligence (AI) and information communication technology (ICT), auditors must be able to access and analyze vast data and information to identify potential risks and issues. Using data analytics and AI to study significant amounts of data linked to audits, this study aims to investigate auditing practices by leveraging ICT and AI to enhance the audit process.Design/methodology/approachBibliometric and quantitative research techniques have been used in the study’s mixed-method process. The theoretical underpinnings of AI have been investigated using the bibliometric research method, and the challenge of implementing ICT-enabled auditing practices among auditing professionals has been studied using the quantitative research method. Surveys, interviews and bibliometric analysis have all been used as data-gathering techniques.FindingsResearch in AI and auditing has a broad worldwide scope, involving developed and developing nations. ICT perceived benefits have no direct effect on auditing practices. However, ICT training has a mediating effect on the relationship between ICT perceived benefits and auditing practices. ICT adoption has no moderating effect on the relationship between ICT training and auditing practices.Research limitations/implicationsFindings have significance for lead auditors, policymakers and the Institute of Chartered Accountants of India (ICAI), who are keenly interested in upgrading the auditing practice of accounting professionals in India by incorporating AI and ICT determinants.Practical implicationsThis research makes a significant contribution by offering a thorough framework for improving the knowledge management of practising auditors regarding ICT adoption, training and perceived benefits, a crucial component of auditing practices in the digital age. In addition, it provides insightful information about how AI affects accounting practices, which may point the way for further study in this area.Originality/valueThis research has significant implications for auditing firms in India. It can inform ICAI, policymakers and regulators in their attempts to foster the incorporation of AI and ICTs in auditing practice.

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

The integration of information communication technology (ICT) in education is vital for achieving educational objectives, and South Africa has undertaken diverse efforts and initiatives to promote this integration in schools. Despite policy support and financial backing, there persists a gap in educators' ICT skills uptake. This paper adopted conceptual analysis to make sense of the principles of adult learning theory (ALT) as a veritable tool for improving ICT skills uptake among educators. The paper outlines the Department of Basic Education's efforts in promoting ICT integration in schools and discusses the associated challenges. Overall, the article advances ALT tenets in planning and implementing ICT-focused, school-based teacher professional development (SBTPD) in schools. These tenets include the need-to-know principle, self-concept or self-directedness principle, learners' experiences principle, readiness-to-learn principle, orientation-to-learning principles, and intrinsic-motivation principle as effective correlates of ICT-oriented SBTPD training. Based on the explication, the paper recommends reforming existing teacher professional development policies, promoting a decentralised approach to ICT training, and conducting comprehensive ICT needs assessments to design effective ICT-oriented needs-based SBTPD training.

Teacher Training and Integration of Information Communication Technology in Teaching and Learning in Public Primary Schools, Kenya

The purpose of the study was to investigate the influence of teacher training in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County in Kenya. The study objectives sought to determine the level of teachers’ training in information communication technology for integration of information communication technology in teaching and learning; ascertain the influence of teachers’ academic qualification in information communication technology on integration of information communication technology in teaching and learning and to establish the influence of teachers attendance of in service course in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. Technological Pedagogical Content Knowledge theory was used for the study. A descriptive survey research design was used for the investigation. The sample size was determined using the census sampling, proportionate sampling, simple random sampling, and purposive sampling techniques. The sample size included 356 public primary school teachers, 189 public primary school head teachers, and 1 County Director of Education. The study used questionnaires and interview schedules to collect responses from 546 participants. Tables and charts were used to present the data. The results were analyzed both quantitatively and qualitatively. The Chi-square (x2) test was used to assess the degree of correlation between teachers’ use of information and communication technology and teaching and learning in public primary schools. Cronbach alpha (0.05) was the criterion for significance. This study was significant since it increased our understanding and aided in the development of future ICT integration strategies for teaching in the classroom. The study revealed that the majority of public primary school teachers lacked Information Communication Technology training. In order to integrate ICT into teaching and learning, the study recommended that teachers acquire training in information and communication technology.

Constraints to and enablers for contextualizing digital health terminology standards in Uganda’s health services: a qualitative case study

ABSTRACTThis study investigated the constraints to and enablers for contextualizing digital health terminology standards using a case study approach of Uganda HIV services. Qualitative methods were used. The study was conducted at both the national and subnational levels of Uganda’s health system. Primary data were collected through key informant interviews, whereas secondary data were collected through document review. Twenty-one interviews were held at subnational levels among officers or their assistants including medical recorders, clinicians, nurses, laboratory technologists, pharmacists and administrators at health facilities and districts. Twelve interviews were held at the national level involving research institutions, academia, health development partners, health implementing partners, Ministry of Health and government agencies. The respondents were sampled purposively. Data were analysed using thematic analysis. The constraints to contextualizing digital health terminology standards were limited digital health terminology expertise, human resources deficits and inadequate information communication technology training. The enablers identified included presence of an installed base of established systems, digital health capacity-building endeavours and technical support at the health facilities. The study recommends that governments should invest in building capacities for digital health particularly training in terminology standards, with the vision of using uniform terminologies in health services across all levels of the health system. Constraints and enablers identified in this study informed our work of requirements generation and design of a framework for contextualizing digital health terminology standards for low- and middle-income countries like Uganda.

Does teacher's data literacy and digital teaching competence influence empowering students in the classroom? Evidence from China.

With the digital transformation of education, data and digital technologies are regarded as the driving forces for teaching innovation. Teachers’ data literacy and digital teaching competence are becoming increasingly important for empowering students’ digital capacity, ethically technology usage, and collaboration or communication skills in the classroom. Therefore, whether teachers’ data literacy and digital teaching competence can empower students in the classroom needs to be explored. This study aims to reveal the relationship between teacher’s information communication technology (ICT) attitude, ICT skills, data literacy, digital teaching competence and empowering students. The data were collected from an online self-assessment scale which included a total of 629 K-9 teachers who participated in this study. Using SPSS and AMOS, a model was built by using Structural Equation Models to explain and predict the relationships. The results indicated that: (a) ICT attitude had no significant impact on digital teaching competence, and ICT skills significantly predicted digital teaching competence, but neither ICT attitude nor skills had a significant direct impact on empowering students; (b) data literacy significantly predicted digital teaching competence and had a significant direct impact on empowering students; (c) digital teaching competence, as dominant mediator in ICT attitude, ICT skills and data literacy, strongly predicted empowering students. The findings provided valuable evidence for teachers, policymakers, administrators, teacher educators, and teachers to better reimagine the teachers’ digital teaching competence. In the future, the teachers’ digital teaching competence should become the top priority in teacher ICT training, which was the most direct influencing factor for empowering students.

Underutilisation of information communication and technology in the public sector construction project’s implementation

Purpose The construction industry’s daily processes demand heavy data usage and communication between project participants to meet client requirements. Thus, the application of information technology in project implementation has been increasing in the construction sector (CS) lately. However, the same cannot be seen in public sectors responsible for implementing government projects in South Africa. This study aimed to investigate the causes and effects of the underutilisation of information communication technology (ICT) in the building section of a public sector in a municipality in South Africa. Design/methodology/approach A qualitative approach was adopted for the study, using a public sector in one of the municipalities as a case study. Face-to-face interviews were conducted among the building unit workers, using unstructured interview questions. The data collected were analysed using the ATLAS.ti software. Findings The findings indicate a lack of understanding of existing and newly available ICT software and hardware technology among staff within the building technology due to lack of digitalisation in construction projects implementation, inadequate system upgrades, lack of adequate ICT resources, lack of financial resources for internet and software application subscriptions and lack of ICT training leading. The issues mentioned above have led to the outsourcing of projects professionals, slow pace of electronic emails, untrained professionals, usage of different and unlicensed software, resulting in the underutilisation of ICT within the whole building section. This change also adversely affects all officials, especially the junior officials who have graduated using the most recent ICT technology during their studies. Research limitations/implications The building department of only one public sector was used for the study; therefore, the findings may not be generalisable. The case study public sector’s name is withheld for confidentiality purposes. Practical implications Adequate change management and continuous development, combined with the allocation of proper resources, would be necessary for all staff members. Enormous investments had to be made in the ICT equipment by providing a sufficient budget in the building section of the public sectors. The building section within public sectors should provide change management to all aged skills staff by attending seminars to learn new ICT technology applied within its work environment. Originality/value The study established the causes of the underutilisation of ICT in the CS, especially in the public work departments and municipalities, and how this contributes to service delivery.

The ICT Antecedents and Sole Proprietary Practicing Audit Firms: A Quantitative Study

The main objective of this study is to investigate the mediating effect of Information Communication Technology (ICT) training on the linkage between ICT confidence, ICT challenges as antecedents of Sole Proprietary Practicing Audit Firms (SPPAFs) were the firms having lower than 100 clients. The study adopts a quantitative approach where a set of questionnaires were designed using a Likert scale to collect 165 usable data from auditors of SPPAFs in India. The data were analyzed using Smart PLS and SPSS statistical tools. The findings confirmed that ICT training mediates the linkages between ICT antecedents (ICT confidence and ICT challenges) and SPPAF. The conceptual model of the study can be useful to understand ICT antecedents of SPPAFs to increase the effectiveness of auditing. Hence, practicing auditors could realize ICT confidence and ICT challenges to improve firm effectiveness.

“For me, it's connection”: Older Adults Experience with Technology during COVID-19

As a result of COVID-19, older adults have experienced isolation, lost social contacts, and a decrease in connections. A recent study found that “approximately one-quarter of community-dwelling older adults are considered to be socially isolated, and 43% of them report feeling lonely.” Various innovative interventions have emerged, including technology-based interventions as a means to reduce social isolation in older adults, particularly as information communication technology (ICT) use is on the rise among this population. However, it remains to be known how these connections are faring for older adults in the pandemic and whether these ICT connections lead to greater or lesser feelings of social connectedness. Thirty-nine (N=39) in-depth semi-structured interviews were conducted to explore the lived experiences of technology use among older adults during COVID-19. Participants experiences with ICT ranged from illiterate to savvy. Most participants indicated Zoom was the primary means to stay socially connected to family and friends. Participants emphasized that ICT may be a possible solution to deal with loneliness for those older adults who are especially isolated due to COVID-19 restrictions. Barriers and challenges to ICT use included taking too much time to use and needing help to fix any problems that arose. Finally, participants shared essential aspects of ICT use, revealing that it was ‘technology or nothing.’ Findings from this study indicate a need for a simple ICT for the older adult population. Moreover, findings suggest opportunities for peer-support ICT training programs for older adults.

The Impact of Information Communication Technology (ICT) on Procurement Processes: Case of Zimbabwean Urban Councils (2009 to 2018)

The research aimed at determining the impact of ICT applications on procurement processes. The population of study was composed of 110 respondents from Chegutu, Kadoma, Kwekwe, Chinhoyi and Gweru urban councils with a representative sample of eighty-six participants all drawn from the procurement, finance and works departments of the five councils. Quota sampling was used in this research with strata based on the level of employment in the three different divisions. The research utilized a proportion of 78% from each stratum to select eight-six respondents. Both primary and secondary data was used. Primary data was collected through questionnaire which was designed to satisfy research objectives. Secondary data came from relevant literature review, journals, business magazines, conference papers, and internet. Questionnaire responses were tabulated, coded by use of Statistical Package for Social Sciences (SPSS) version 16 to analyze quantitative data. Qualitative analysis was used to obtain in depth knowledge of the level of ICT utilization and why users were operating at different levels. Findings of the study indicated that although ICT infrastructure with procurement application is in existence and available, utilization of Information Communication Technology is at basic level. Acceptance and adoption of ICT in procurement was driven by both organization and personal objectives. The view that technology adoption is based on the Technology Acceptance Model was applied in this study by testing the perceptions of ease of use and usefulness of ICT. The study revealed that ICT adoption in procurement improves the process and benefits other operations of the business. ICT training and skills development, coupled to organizations’ leadership commitment and availability of financial resources were cited as critical success factors in the acceptance and improved utilization of ICT in procurement. The researchers recommended further studies on the topic of ICT adoption in business operations by public entities.

The Concept and Application of ICT on SMEs performance in Nigeria: Limitation and Challenges

Small and Medium Enterprises (SMEs) play a vital role in growing and building developing nations' national economy. This study investigates a deep understanding of the influence of Information Communication Technology (ICT) on SMEs' performance in Nigeria. The study found out that most SME owners engage in local business practices in nature of the operation, and marketing strategies are limited within the country. Hence, this is a growing concern, the need to broaden the field of doing business through global integration with ICT aid, which would improve the country's economic growth at large. Based on the literature reviewed, this research work helps to identify the underlying causes, limited ICT readiness, its effectiveness and the need for ICT implementation into business processes, and the knowledge of its potential benefit. Therefore, this paper examines the role of ICT in small businesses' performance; this is estimated to enhance firm productivity and increase profitability, improving overall SMEs’ performance. The study recommends that provision be made for more ICT training facilities, and SMEs need to embrace information and communication technology in terms of resources, networks, and consumer skills. Entrepreneurs are to be enlightened and educated on how ICT can be used to boost operating efficiency. The government should create an enabling environment by offering ICT infrastructure that will promote its growth and implementation in SMEs. This study's data relied on secondary data and current research on SMEs worldwide, focusing on Nigeria.
 Keywords: Small and Medium Enterprises, Information Communication Technology, Limitation, Challenges

Impact of Information Communication Technology Competency Among Auditing Professionals

The objective of this study is to find out the influence of Impact of Information Communication Technology competencies and Information Communication Technology Training among auditing professionals. This paper proposes a defined set of survey questionnaires to measure Information Communication Technology (ICT) competency and ICT Training variables. The sample size focuses on junior qualified professional auditors who were selected based on their experience in the field of accounting or auditing. The sample of population consists of individual practicing auditors from small audit firms in Kerala. Data were analyzed using partial least squares structural equation modeling approach (PLS-SEM). Expectedly, ICT competencies among auditing professionals and their ICT training are imperative among junior auditing professionals for auditing in a computer-based environment. The impact of audit efficiencies, ensuring client's fair financial statements, and timeliness of audit tasks were achieved by auditing professionals with ICT competencies and ICT training. This is important not only for junior staff, but also for lead auditors who have the authority to sign audit reports. The value of the research studies lies with a comprehensible examination of findings of various previous studies and enlightened commentaries on ICT enabled audit practice by sole proprietorship practicing audit firms, mainly in rural locations. In addition, such scientific method of understanding the implications of ICT enables auditing which involved in auditing professional policy makers intervention.

Influence of Teachers’ Characteristics on Their Attitude Towards the Integration of ICT in Mathematics Instruction in Primary Schools Mathematics Instruction in Nakuru East Sub-County – Kenya

There is pressure placed on the Government of Kenya and the private sectors in the country to strive and compete in the digital world in their operations. In particular, the use of Information Communication Technology (ICT) in institutional operations in Kenya is significant, especially in the education sector. Teachers’ lack of ICT skills is the main challenge to integration of ICT in the instructional processes in schools. This study sought to find out whether teachers characteristics influence their attitude towards ICT integration in their classroom practice. Teachers’ characteristics entailed qualification and teachers’ computer competencies, experiences and computer training. The study investigated the influence of teachers’ characteristics on their attitude towards integration of ICT in primary school mathematics instruction in Nakuru Town East Sub-county of Nakuru County, Kenya. In the study, a Correlational research design was applied. A total of 1364 primary school teachers in Nakuru Town East Sub-County, was the target population in the study. The accessible population were all the mathematics teachers from the public primary schools from which a sample size of 140 participated in the study. Simple random sampling was used to select five divisions and proportionate stratified sampling was used to select participating schools and teachers in the study. The head teachers in the participating schools were selected purposefully as part of the teachers to provide information about ICT resources. The data was collected using a self-report questionnaire. The experts in the department of curriculum Instruction and Educational Management validated the instrument. The tool was pilot tested in schools in the neighboring county which had similar characteristics as the study are. The reliability of the research instrument was found to be 0.906 which was within acceptable threshold for social science research. Descriptive (frequency distributions, means, and percentages) and inferential statistics (correlation and regression analysis) were used to analyze the collected data with the help of SPSS program version 26. The hypothesis was tested at 0.05 Alpha (α) level of significance. The study established the existence of a strong statistically significant positive relationship (r = 0.879, p < 0.05) between teacher characteristics and attitude towards the integration of ICT in mathematics instruction. The study established that teacher characteristics (Teaching experience, qualification, and ICT training) were strong predictors of teacher attitude towards integration of ICT in mathematics instruction (b = 0.155, p < 0.05, b = 0.247, p < 0.05 and b = 0.465, p < 0.05) respectively. The findings may help in informing policymakers and teacher trainers to include ICT in both on the job and out of job teacher training programs. Keywords: Attitude, Information Communication Technology, teacher characteristics and integration of ICT, and mathematics instruction DOI: 10.7176/JEP/11-36-11 Publication date: December 31 st 2020

Influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya

The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education.

TEACHERS’ ICT LITERACY AND ICT INTEGRATION IN ELT IN THE INDONESIAN HIGHER EDUCATION SETTING

The use of Information Communication Technology (ICT) in English Language Teaching (ELT) in higher education settings in Indonesia is still under research. This is a correlational study that investigates teachers’ knowledge, experiences, ICT literacy levels, and to what extent they integrate ICTs in ELT. Numbers of 280 English lecturers of different universities in Indonesia completed the online questionnaires that are distributed through emails and social media messengers during December 2018. The result shows that more than 60 % of the respondents’ ICT literacy levels are above average and they frequently use ICT in their daily teaching, although they still face problems in internet facility and lack of ICT training. The study also reveals that there is a significant correlation among teachers’ ICT literacy levels with their training experiences, internet frequency usage, and ICTs integration in language teaching. The more frequent teachers implement the ICTs, the more literate they will become. Training experiences surely generate teachers’ ICT literacy. The majority of English lecturers in Indonesia are ICT literate and ready to integrate their ICT skills in their teaching-learning activities. More frequent training and stronger policy support of ICT facilities from the institution and government would be advantageous to encourage greater ICT integration in education, especially in ELT.

Promoting Information Communication Technology Adoption and Acceptance for Aging-in-Place: A Randomized Controlled Trial.

The prevailing digital divide along with barriers to information communication technology (ICT) adoption among older adults is well elucidated. To contribute evidence on ICT education, a 2-year randomized controlled trial verified the long-term effect of a novel individualized ICT training program for older adults in demographic cohorts who are known to underutilize ICT (n = 42 in the training and n = 43 in a control group). Mixed-model repeated measures analysis of data was conducted from baseline and 6-month intervals (df = 4, 1) post training. Older adults in the training group engaged in a wide range of leisure (p = .03), health management (p = .006), and instrumental activities of daily living (p = .02) significantly more than those in the control group. They also reported significantly enhanced technology acceptance and sustained sense of independence in key ICT-based activities. The study supports the implementation of one-on-one ICT training programs to promote access and utilization of digital resources for aging-in-place.

INFORMATION AND COMMUNICATION TECHNOLOGY TRAINING IN FULFILLING INCLUSIVE EDUCATION AS THE ACHIEVEMENT OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) POINTS 4

The Sustainable Development Goals (SDGs) covers 17 goals with 169 measurable achievements and deadlines determined by the United Nations in 2015 as the world development agenda for the benefits of human beings and the Earth. The joint development ambition is set to be done in 2030. For the community service discussed in this article, the team focuses on the 4th goal, namely quality education. The goal ensures the quality of inclusive and equitable education, and promotes a lifetime learning opportunities for all. The practical objectives of such education include direct goals by children, teachers, parents, and the community. Such education means providing equal and fair opportunities for all disregarding their backgrounds, circumstances, economic abilities, etc., which are considered as obstacles to obtain education. The development of Information Communication Technology (ICT) has touched many fields in everyday life and is no exception for persons with disabilities. For persons with disabilities, ICT devices are widely used to support and ease the process of completing tasks and encourage creativity. The ICT training for educators and caregivers is an educational process aiming to provide sufficient understanding on the use of ICT device systems as supporting systems for completing daily tasks thus increasing productivity.

Multi-stakeholder perspectives on information communication technology training for older adults: implications for teaching and learning

Objectives: The objective of this research was to identify and conceptualize barriers and strategies for effective implementation of information communication technology (ICT) training for older adults.Methods: A grounded theory approach was used to collect and analyze qualitative data from 61 participants in three stakeholder groups: older-adult ICT trainees, care providers and ICT trainers.Results: Care providers expressed older adults’ reluctance, lack of affinity, fears and socio-contextual attributes as barriers to overcome with ICT training. ICT trainers highlighted motivation, trainer–trainee relationship, patience, self-reliance and mutual value as strategic themes. ICT trainees elucidated occupational accomplishment, challenges and a sense of competence as themes from their experience with training.Discussion: While digital literacy and skill building have traditionally been the key focus of ageing-centred ICT training, a deeper approach to address internal (personal) and external (socio-contextual) barriers, as conceptualized in the study finding, is vital in yielding successful outcomes.Implications for rehabilitationInformation communication technology (ICT) is a vital resource for older adults to age-in-place and for health professionals in delivery of tele-rehabilitation.Family members and care providers realize the scope of ICT for ageing-in-place but raise doubts on the inherent motivation and abilities of older adults to adopt ICT.On the other hand, older adults who engage in one-on-one ICT training value their new-found sense of accomplishment and competence in using the Internet and social media.Graduate students who provided the training greatly appreciate their own learning experience, and stress the need for mutual trust, patience and simplicity in teaching ICT.A major precursor to imparting digital literacy and skills in older adults who lack ICT exposure is to help them overcome deep-seated attitudinal and socio-contextual barriers through a one-on-one approach.