Integration Of Communication Technologies Research Articles

The Role of ICT in Enhancing Student Participation in Physical and Health Education in Public Secondary Schools in Plateau State, Nigeria

The integration of Information and Communication Technology (ICT) into Physical and Health Education (PHE) has the potential to revolutionise teaching and learning by enhancing student participation, engagement and performance. This study investigated the role of ICT in enhancing student participation in PHE in public secondary schools in Plateau State, Nigeria. We collected data from 340 students and 104 staff members across 32 secondary schools using a stratified sampling technique, employing a descriptive research design. A structured questionnaire titled Information Communication Technology and Physical and Health Education (ICTAPHE) was used for data collection, with a Cronbach’s Alpha reliability coefficient of 0.82. Findings revealed that ICT tools, such as fitness apps, online platforms, and interactive multimedia, positively influenced student interest, understanding and collaboration in PHE. However, limited access to ICT facilities, inadequate teacher training, and inconsistent power supply posed significant challenges. The study recommends targeted interventions to improve ICT infrastructure, professional development for teachers, and policy support to ensure successful integration of ICT in PHE. These findings underscore the transformative role of ICT in PHE and its potential to foster a more engaging and effective learning environment.

Fifth-Generation (5G) Communication in Urban Environments: A Comprehensive Unmanned Aerial Vehicle Channel Model for Low-Altitude Operations in Indian Cities

Unmanned aerial vehicles (UAVs) significantly shape the evolution of 5G and 6G technologies in India, particularly in reconfiguring communication networks. Through their deployment as base stations or relays, these aerial vehicles substantially enhance communication performance and extend network coverage in areas characterized by high demand and challenging topographies. Accurate modelling of the UAV-to-ground channel is imperative for gaining valuable insights into UAV-assisted communication systems, particularly within India’s rapidly expanding metropolitan cities and their diverse topographical complexities. This study proposes an approach to model low-altitude channels in urban areas, offering specific scenarios and tailored solutions to facilitate radio frequency (RF) planning for Indian metropolitan cities. The proposed model leverages the International Telecommunication Union recommendation (ITU-R) for city mapping and utilizes frequency ranges from 1.8 to 6 GHz and altitudes up to 500 m to comprehensively model both line-of-sight (LoS) and non-line-of-sight (NLoS) communications. It employs the uniform theory of diffraction to calculate the additional path loss for non-line-of-sight (NLoS) communication for both vertical and horizontal polarizations. The normal distribution for additional shadowing loss is discerned from simulation results. This study outlined the approach to derive a comprehensive statistical channel model based on the elevation angle and evaluate model parameters at various frequencies and altitudes for both vertical and horizontal polarization. The model was subsequently compared with existing models for validation, showing close alignment. The ease of implementation and practical application of this proposed model render it an invaluable tool for planning and simulating mobile networks in urban areas, thus facilitating the seamless integration of advanced communication technologies in India.

Incorporating ICT into Teaching, Learning, and Assessment

The integration of Information and Communication Technology (ICT) in education has revolutionized teaching, learning, and assessment processes. ICT facilitates dynamic and interactive learning environments, making education more engaging, accessible, and inclusive. It empowers educators with diverse tools such as digital whiteboards, e-learning platforms, and multimedia resources to cater to varied learning styles and needs. For students, ICT fosters active learning through virtual simulations, ramified content, and access to global knowledge repositories. In assessment, ICT introduces innovative methods like online quizzes, e-portfolios, and automated grading systems that provide immediate feedback and track progress over time. These technologies enable data-driven decision-making, allowing educators to customize instruction based on individual performance. Furthermore, ICT bridges geographical and socio-economic barriers, promoting equitable education through online and blended learning models.

The use of ICT in classrooms: The effect of the pandemic

Abstract Although various studies advocate for the integration of information and communication technologies in education, the forced digitization caused by the pandemic has yielded contradictory results on student learning. Conversely, research has shown that when students manage ICT, they achieve better learning outcomes but when teacher-centered approaches are employed, their effects on learning tend to be negative. Has the pandemic crisis served to promote or hinder the integration of ICT in classrooms? Have the uses of ICT changed? This article focuses on whether changes after the mandatory use of ICT in classrooms during the pandemic have favored the integration of digital technologies in classrooms. The analysis of these results has not only practical implications but also theoretical, since they allow us to test the influence of different variables on the change in teaching conceptions and practices. 731 primary and secondary Spanish teachers responded to a questionnaire investigating the frequency with which they used ICT in their classrooms, the type of use they made, and the learning outcomes they promoted. The results showed that teachers reported a higher use of ICT than in previous periods. Also, similar to studies before and during the pandemic, these results indicated a higher frequency of teacher-centered activities, mainly oriented towards the transmission of verbal content. However, this effect seems to have been moderated after the pandemic. There were, however, different teacher profiles reflecting different styles in the educational use of ICT. A critical variable for making student-centered use of ICT seems to be the frequency of use. Those teachers more familiar with ICT tended to make more complex and varied uses, suggesting that their inclusion in teacher training should be an essential step to promote the integration of ICT in classrooms.

How can the connection model for integrating Information and Communication Technology solve four major grade 12 accounting problems?

There are several problems that affects the quality of teaching and learning in accounting in secondary schools. In grade 12 particularly, English language misunderstanding, limited advance teaching skills and abilities, restricted teaching times and lack of parental support have been observed as major problems that hinders quality teaching and causes poor academic performance. Therefore, this study aimed to demonstrate how the connection model for integration of Information and Communication Technology can solve these four major grade 12 accounting problems. Actor Network Theory (ANT) informed this empirical inquiry. In addition, critical paradigm and Participatory Action Research were used to understand the research phenomenon. Six teachers were purposively sampled to participate in the discussion and the data collected was analysed using a content analysis. Results showed that connection model can solve the four major problem in grade 12 by offering opportunities of communicating in one language and using auto-correct to improve vocabulary. Through reinforcing technological knowledge and skills for new pedagogical ideas. Furthermore, by providing an alternative convenient learning method and connecting teachers with parents via WhatsApp. Considering the above results, the study suggested that connection model must be more embraced in accounting. The model must be documented and made available to accounting teachers to also use it for ICT integration in accounting. It is recommended that the connection model should be developed into an app for accounting.

Promoting soft skills in higher engineering education: Assessment of the impact of a teaching methodology based on flipped learning, cooperative work and gamification

Abstract In the dynamic and complex environment of industrial engineering, soft skills have become fundamental elements to achieve professional success. This work analyzes (i) how industrial engineering students at the University of Valladolid in Spain perceive the effect of a teaching methodology (characterized by a sound and systematic integration of Information and Communication Technologies (ICT) in all phases of the teaching–learning process and based on the combination of Flipped Learning, cooperative work and gamification), on the development of their soft skills, and (ii) the relationship between this development of soft skills and academic performance. Voluntary surveys were applied to students of seven engineering degrees during four academic years. Data collected have been analyzed by means of graphical and statistical techniques to obtain a deep and rigorous understanding of the impact of teaching methodology. The results show a positive perception by students of the effect of teaching methodology. It is not only a motivating element that improves participation but, moreover, students perceive that it significantly contributes to the development and enhancement of skills such as communication, teamwork, problem solving, critical thinking and the effective use of ICT. In addition, the positive influence of these competencies on academic performance was evidenced. This work identifies several key aspects related to the results obtained: (i) the synergies achieved by combining Flipped Learning with cooperative work and gamification; (ii) the importance of face-to-face activities and encouraging students' active participation; (iii) the outstanding effect of the appropriate integration of ICT on the results; (iv) the adaptation of teaching to the needs of each group of students; and (v) the fundamental role of monitoring and continuous improvement of methodology as pillars to guarantee its long-term effectiveness and to overcome any challenges that may arise.

The Role of Education Leaders in Implementing and Sustaining ICT in Compulsory Education in Morocco

The COVID-19 pandemic brought about a profound shift in education, underscoring the urgent need for the integration of Information and Communication Technology (ICT) in learning environments. This study investigates the teachers’ perspectives about the role of educational leaders in introducing and sustaining the use of technologies almost three years after the pandemic lockdown. 130 teachers from primary and secondary levels throughout Morocco, who do not anymore use technology, filled a questionnaire enquiring about their challenges and barriers of introducing and sustaining the use of technologies after the pandemic. Findings report that despite the important institutional initiatives in ICT integration in education and the accelerated digital connectivity during Covid-19, Moroccan education still faces major challenges hindering the development of long-term educational technology learning goals. Findings also report that the assets emanating from the efforts deployed during COVID-19 have not been capitalized. This implies that the education leaders need to play a more major role in sustaining technology integration.

Enhancing School Administration in Rural South African Schools: Challenges and Opportunities-Using the Scooping Review Method

This scoping review investigates the deployment and operational challenges of the South African School Administration and Management System (SA-SAMS) within rural secondary schools in the iLembe District. Aiming to understand the integration of Information and Communication Technology (ICT) in educational administration, this review analyses existing literature from 2008 to 2024 to map the effectiveness and obstacles encountered by SA-SAMS. Rural schools often need help adopting technological innovations due to inadequate ICT infrastructure, limited access to technology, and a deficit in training and support for educators and administrators. The review highlights that while SA-SAMS is designed to enhance administrative efficiency and improve data management, its implementation needs to be improved by these systemic issues, complicating its potential benefits. Furthermore, using the Technology Acceptance Model (TAM), the review identifies a need for targeted interventions, including enhanced training programmes, better ICT resource allocation, and infrastructure development. Overcoming these challenges could improve educational outcomes by enabling more efficient school management practices. This review contributes to the broader discourse on educational technology integration in rural settings, providing a foundation for policy recommendations and future research to optimise the use of SA-SAMS in improving school administration.

Exploring ESL teachers’ experiences about ICT-based 4Cs skills: a phenomenological study

This study examines the experiences of university-level English as a Second Language (ESL) teachers in relation to the integration of Information and Communication Technology (ICT)-based 4Cs (communication, collaboration, critical thinking, and creativity) skills in English language teaching and learning. The research aims to explore the impact of 4Cs skills on the teaching and learning process, particularly in the context of ESL education. Through a phenomenological study approach, data have been collected through semi-structured interviews with the five ESL teachers of a public sector university’s education department. The recorded semi-structured interviews were transcribed into verbatim form and analysed thematically to gain insights into the ESL teachers’ experiences and perceptions regarding ICT-based 4Cs skills. The phenomenological approach offered a rich and nuanced understanding of the five ESL teachers’ experiences by exploring the subjective meanings they attribute to their lived experiences. The findings provided valuable insights into the experiences of ESL teachers and emphasize the significance of ICT-based 4Cs skills in the twenty-first century. The results highlight the effectiveness of various teaching techniques in implementing these skills but also identify challenges faced by ESL teachers when teaching ESL learners. Overall, this research underscores the importance of integrating ICT-based 4Cs skills in ESL instruction and contributes to the understanding of their implementation in the field of education.

Teacher training in lifelong learning—the importance of digital competence in the encouragement of teaching innovation

The rapid advancements in society over recent years have necessitated changes in the expectations placed upon both citizens and educators. The integration of information and communication technologies (ICT) into the educational landscape has highlighted the importance of developing digital competence among teachers, which has emerged as a critical challenge for teacher training programs. In light of this context, this study aims to evaluate the digital competence of educators involved in Lifelong Learning within the Delhi/NCR region. To achieve this objective, a quantitative, cross-sectional research design was employed, involving a sample of 40 teachers from various schools in the area. The findings revealed a significant deficit in teachers' skills across the five dimensions of digital competence, with particular weaknesses noted in the area of digital content creation. Additionally, the analysis clarified that there is a direct correlation between prior ICT training and the dimensions of communication and collaboration, as well as content creation. The research also indicated that the teachers who expressed concerns about their preservice ICT training tended to be younger and had less than ten years of professional experience. This demographic insight suggests that younger educators may feel less prepared to integrate digital tools effectively into their teaching practices. In conclusion, the ongoing development of digital teaching competence remains a pressing challenge for the education system. Addressing this issue is imperative, as it will continue to be a central focus in the training of current educators. Enhancing digital competence is essential for fostering innovative teaching methods and ensuring that educators can adapt to the evolving demands of the digital age. By prioritizing this development, we can establish a foundation for a transformative educational landscape that supports effective learning and prepares students for the future.

Technological Tool for Formative Assessment in Higher Education: ZipGrade

This descriptive study examines the effectiveness of ZipGrade, a digital assessment tool, in the context of formative evaluations within classroom settings, focusing on its deployment for multiple-choice question quizzes. This research contributes to the dialogue on the integration of information and communication technology to promote quality education and address the literature gap in providing immediate feedback to enhance the learning outcomes. Drawing on a sample of 63 fourth year B.Ed. students in Bahrain, the study combines quantitative and qualitative methodologies to assess student perceptions about the utility and effectiveness of ZipGrade. Data were collected through a semi-structured questionnaire following the administration of a series of formative tests across selected course segments. The findings reveal a predominantly positive reception of ZipGrade among students, highlighting its ease of use, immediate feedback provision, and potential to more effectively engage learners in the assessment process. Challenges such as the necessity for physical printing of answer sheets, a predisposition towards multiple-choice questions, and infrastructural and policy-related barriers were identified, suggesting areas for further development and support.

Acquisition of Competencies and Practical Skills in Theory and their Exercise in the Practical Field

Introduction: Society demands that higher education institutions prepare highly qualified, competent and committed professionals. Objective: As a result, the study examined the acquisition of practical skills and competencies, both in theory and in their application in real-world settings. Methods: Questionnaires were administered to students in health sciences programs who were undertaking their pre-professional internships (PPP). Results: Through the analysis of results from supervised learning (AI), significant data was obtained showing that the relationship between theory and practice, through didactic tools (ICT) and appropriate environments, strengthens the PPP. It was also observed that the most satisfied age group was between 22 and 32 years old. Conclusions: it can be asserted that the integration of Information and Communication Technologies (ICT), along with simulation spaces and other resources, will enhance the training of health professionals.

La perspectiva hacker para la educación en derechos humanos en la cultura digital

This article presents a participatory and activist action-research project conducted in Brazil by the Federal Universities of Santa Catarina and Bahia, in collaboration with public schools. The systematized and researched experience offers a thoughtful reflection on the integration of Information and Communication Technologies (ICT) in human rights education, presenting it as both a challenge and an opportunity for new possibilities. The proposal merges hacker education with human rights education. The hacker education paradigm emphasizes the value of autonomy, agency, empowerment, authorship, and collective, collaborative production in an openness of sources and know ledges with, for, and through ICT. This paradigm intersects with the human rights education paradigm, particularly in its promotion of the acceptance of otherness and its commitment to democratic coexistence, plurality, and intercultural education. Based on a project carried out between 2018 and 2022 with basic education teachers, this research aimed to analyze the challenges and opportunities presented by the hacker perspective in human rights education in the digital age. The university-school action is analyzed through the collective understanding of the project's participants and presents principles to guide public policies, teacher education, and educational research, including the importance of research on the margins, the role of public intellectuals, the dismantling of the subject-object distinction, the promotion of non-hierarchical relationships between universities and schools, and the recognition of teachers as researchers.

Evaluating the Role of Technological Pedagogical Content Knowledge in ICT-Enhanced Science Education

This study investigates the critical factors influencing the integration of Information and Communication Technologies (ICT) in science education, focusing on Technological Pedagogical Content Knowledge (TPCK), ICT teaching self-efficacy, enjoyment, control appraisal, and value appraisal among pre-service and in-service science teachers. Utilizing structural equation modelling, the findings highlight that ICT teaching self-efficacy, enjoyment, and control appraisal significantly predict value appraisal, demonstrating their crucial roles in teachers’ perceptions of ICT value. TPCK also emerged as a significant predictor, emphasizing the importance of integrated knowledge for effective ICT use in teaching. The strong prediction relevance of the study confirms the model’s effectiveness. These findings align with the TPCK framework and imply that in-service programs must include greater emphasis on practical workshops, online courses as well and group activities to enhance teachers’ ICT self-efficacy and TPCK. In this way, it is possible to know how best to integrate ICT in teaching science, resulting in actionable ways to improve teaching practices and student learning outcomes.

Exploration of Opportunities and Challenges of Technology-based Mathematics Teaching: Students and Teachers Perspectives

The pervasive integration of Information and Communication Technology (ICT) in education necessitates systematic investigation of its practical effectiveness in mathematics instruction, as empirical evidence of its impact on teaching and learning processes remains crucial for enhancing pedagogical practices. This study investigated the opportunities and challenges of ICT integration in mathematics instruction among Bachelor of Education (B.Ed.) students majoring in mathematics and their teachers at Tribhuvan University. The information/data was gathered through interviews with eight students and four teachers who had studied and taught for various years (first, second, third, and fourth) using interpretative phenomenological techniques. From the study, it was found that high motivation, self-paced learning, conceptual understanding of contents, anytime-anywhere learning, opportunities for repeated learning, and feedback were the fundamental opportunities in the use of ICT. Furthermore, insufficient prior knowledge and skills on ICT use by both students and teachers, insufficient class time, less knowledge to prepare the course materials, less supportive infrastructure, insufficient access to ICT devices with internet, and availability of freely available software were found the challenges on the use of ICT.

Validation of an instrument using exploratory factor analysis to measure technostress in university students

Globalization and the integration of Information and Communication Technologies (ICT) have profoundly transformed academic and professional sectors, offering significant benefits while also presenting psychosocial risks such as technostress. This phenomenon, characterized by difficulty adapting to ICT, impacts well-being and academic performance, particularly among university students. This study, conducted on 211 business administration students from a Mexican university, examines technostress using a questionnaire validated through exploratory factor analysis, identifying two main dimensions: ICT usage and academic stress. Findings indicate that 43.1% of research participants experience significant levels of ICT-related technostress, while 31.8% associate it with the academic environment. These results underscore the need for pedagogical strategies to mitigate the negative impact of technostress and promote healthy ICT use in educational settings.

ВИКОРИСТАННЯ МОБІЛЬНОГО ЗАСТОСУНКУ ACTIONTRACK У ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ З МУЗЕЄЗНАВСТВА ТА ПАМ’ЯТКОЗНАВСТВА

Modern trends are aimed at the integration of information and communication technologies into the educational process, in particular, thanks to the active use of mobile devices and relevant applications. Teachers can quickly disseminate information among students, provide them with access to various materials, as well as receive feedback from them, etc. The involvement of information and communication technologies forms practical skills and consolidates theoretical knowledge during the training of specialists, and for the specialty 027 “Museum studies, monument studies” at Lesya Ukrainka Volyn National University, which became the subject of the research. The article confirms the positive experience of using the ActionTrack, because the students created an excursion-tourist product using information and communication technologies and participated in its implementation. This testified that it allows students not only to improve digital competencies, but also to work in small groups (quest designers and excursionists) and build internal communication, improve spatial orientation skills, consolidate theoretical knowledge related to interpretation and actualization cultural heritage. The research analyzed the stages of development and implementation of a quest-excursion in the ActionTrack mobile app: obtaining access to the software; displaying the points of the excursion route on the online map and developing tasks for them in the application; making corrections regarding locations directly near cultural heritage objects; monitoring the performance of tasks and movement of participants during the quest. It was established that through the use of ActionTrack, the excursionists of the quest consolidate knowledge about the cultural environment, improve digital skills, and develop interest in the excursion using information and communication technologies. It has been proven that the use of the ActionTrack mobile application in the educational process is a successful form of work with students, which contributes to the improvement of their professional competencies, in particular, аbility to conduct innovative activities in museum affairs and monument preservation activities.

Methods for utilizing communicative competencies in the pedagogical process

The article explores the methods of utilizing communicative competencies within the pedagogical process, focusing on their role in enhancing effective teacher-student interactions. In the context of modern education, fostering communicative skills among teachers is essential to achieve a supportive and interactive classroom environment. The study addresses the importance of communication in establishing mutual understanding, trust, and a positive psychological climate in both school and university settings. It also examines practical strategies, such as modelling communicative situations, problem-solving activities, and case-based learning, which support the development of future teachers’ communicative skills. By emphasizing the integration of communication technology and psychological tools in teacher training, the article aims to highlight the significance of these competencies for effective education and the advancement of pedagogical objectives.

Disaster-Resilient Telecommunication with Optical Technologies

Telecommunication services enable transmission of data, voice, video, and other forms of communication over long distances through various technologies such as telephone lines, satellites, fiber optics, and wireless systems. These services are fundamental in enabling communication across different sectors, including healthcare. In disaster scenarios, the rapid and reliable delivery of healthcare services is critical for saving lives and ensuring the well-being of affected populations. Telemedicine, enabled by advanced telecommunication systems, plays a pivotal role in providing remote healthcare services when traditional medical facilities are inaccessible. This paper explores the integration of optical communication technologies, such Free Space Optics (FSO), into telemedicine systems to enhance their effectiveness in disaster response. Optical wireless communication (OWC) technologies offer high-speed, secure, and resilient communication channels, making them ideal for transmitting large volumes of medical data, real-time video consultations, and remote patient monitoring in challenging environments. By leveraging the bandwidth, low latency, and reliability of optical communication, telemedicine can support critical care operations, including remote diagnostics, emergency triage, and real-time collaboration between healthcare providers. This paper examines the potential of optical communication technologies to strengthen telemedicine services in disaster scenarios, ensuring that healthcare remains accessible, efficient, and secure, even under the most adverse conditions

Design and research of numerical control simulation platform in discrete manufacturing disturbed by vibration

It is of great significance to study the deep integration of manufacturing technology and new-generation information communication technology under vibration interference of machine tools to improve the intelligence level of CNC machine tools. In this paper, a numerical control manufacturing workshop affected by vibration in discrete manufacturing is taken as the research background, and a solution for a digital workshop operation simulation platform based on the industrial internet is proposed. By constructing the simulation environment of the operation process of the digital factory, the generation and transmission of manufacturing information in the digital factory are simulated. The application architecture of the machining workshop based on a numerical control simulation platform is proposed, and the business process of the numerical control machining workshop is analyzed. Then, the key technologies of NC machine tool modeling, synchronous mapping of data and model, data integration, and fusion are studied. Through the integration and implementation of the NC machine tool simulation platform in the machining workshop, the top-down data instructions can be issued accurately, and the bottom-up feedback information can be confirmed in time. Finally, the system is applied to the electronic information and ship machining workshop to verify the effectiveness of the system framework and method proposed in this paper.