Knowledge Of Digital Technologies Research Articles

Digitalizáció és modern képalkotó technológiák a bőrgyógyászatban

Teledermatology is one of the most important developments of digitalisation in dermatology. It has helped to ensure continuity of care during the COVID-19 pandemic. The combination of teledermatology with artificial intelligence can significantly improve medical decision-making. Among imaging modalities, dermoscopy is the most widely used, and its effectiveness can be significantly enhanced when combined with artificial intelligence. Novel techniques that have emerged in recent years include high-frequency ultrasound, optical coherence tomography or multispectral imaging. These are currently used in dermatological research but are expected to gradually become part of daily patient care. The knowledge of digital technologies and new imaging techniques is essential for the modern dermatologist. In the future, it is expected to be an essential part of modern and optimised patient care.

Knowledge of Digital Technology, Its Access and Use to Enhance Dissemination of Health Information Among Residents of Ogui New Layout Enugu, Nigeria

Background: There seems to be a rapidly growing trend of consumers’ utilization of information technology (IT) systems in Nigeria. Ease of internet access via smartphones has made information on various subjects including health readily available to many Nigerians. About 50.2% of Nigerians use the internet. It has become a popular health intervention tool because of its easy access on a variety of devices (laptops, mobile phones, tablets) and is now a common resource to disseminate and find health information. Therefore, the need to obtain such data using this community-based survey to assess the feasibility of exploiting the full potential of ICT to disseminate health information and improve healthcare delivery in Nigeria, given the seemingly rising consumer uptake of internet and mobile electronic technology is important. Methodology: This community-based cross-sectional descriptive study was conducted among residents of Ogui New Layout, Enugu, Enugu state, Nigeria to assess knowledge of digital technology, its access and use among its residents to enhance dissemination of health information. All those living in the area at the time of study were included, excluding those less than 15yrs giving a total of 487 participants using multistage sampling method. Data was collected using structured self-administered questionnaire adapted from similar work done among New York state residents. Results: Health information seeking via digital technology was found to be highest among people aged 15-24 years and people who attained tertiary level of education. Conclusion: Given high access to ICT and utilization of its features as established in this work among our respondents for both health and non-health related activities, digital channels can be an effective means of facilitating healthcare and health promotion interventions among the people.

Бізнес-термінологія соціальних медіа в контексті об’єктів бухгалтерського обліку

The aim of the study is to adapt modern business terminology used in social networks (media) to the legislative framework of accounting and taxation. By drawing a parallel between terms in social media and terms (objects) used in accounting and taxation, it became possible to quickly adapt the legislative framework of accounting to the modern language of business. The works of domestic and foreign scholars related to accountance of business in social networks were studied, allowing to understand the identity of this problem both in Ukraine and over the world. As a result of the study, the problems of synchronization of terminology in social networks with accounting objects are allocated. Among the main ones are: differences in interpretation of terms, lack of standardization, limited context of information, rapid change of terminology, and cultural differences. It is determined that in order to successfully solve these problems, it is necessary to maintain clear communication, improve the accountants’ knowledge of digital technologies and relevant terminology in various spheres and spaces (either offline or online). An analysis of business terminology in social media in the context of accounting objects was carried out, which necessitates changes in the legislative framework of Ukraine, including accounting and taxation; the regulatory documents that require mandatory changes have been considered. The proposed changes in regulatory documents, first of all, will avoid many errors in accounting and reduce the time for studying specific accounting objects. This research is important for accountants and accounting and tax professionals because it will help them use social media effectively in the context of accountance and will help improve communication and understanding between different business sectors using different terms and approaches.

Is It Possible to Apply Gig Economy for Farmer in Indonesia?

The gig economy keeps growing along with the development of digital technology and internet accessibility. The gig economy already applied to various sectors, especially to digital-based jobs. The gig economy is going to optimize the farmer performance only is the farmers have the knowledge of digital technology, internet access, and the digitalized farming system. This research approached the farming activities and the farming environment that affected the application of the gig economy. The gig economy can apply to the farming activities that required more labour, such as planting, harvesting, and product marketing. The offline gig worker can involve in the planting and harvesting activities. The online gig worker can participate in the product marketing activities using the reseller or drop-shipping system to reach deeper into the market. The internal factor that should get attention is the farmer's readiness to hire the gig worker, especially the labour training. The external factors that should get attention are government policies, applicable law, and the health issue due to current pandemics condition.

Revolusi Pembelajaran dan Tantangan Pendidik pada Kurikulum Berbasis Digital

Basically, educational curriculum is dynamic. This means that the curriculum will continue to change according to the times. These changes that occur also require a new orientation to education that education must lead to creativity, communicativeness, and cooperation. Currently, education is facing a digitalization era. Where, educators are required to be able to keep up with the times and also be able to carry out their role as carriers of good change in a dynamic environtment. Professional theachers in the digital ra are teachers who in carrying out their professional duties are based on digital era must be able to bring students to adapt to digital and foster students to have high morals with good values in reigious, national and state life. This research was conducted with an approach, where the data were obtained through field research using interviews and library research. The conclusion of this research is that there is a revolution and innovation in learning and curriculum that has a big impact on the woorld of education. Knowledge workers to successfully win and convey digital technology knowledge and produce students who have advanced abilities and skills in knowledge and are able to master digital technology.

Revolusi Pembelajaran dan Tantangan Pendidik pada Kurikulum Berbasis Digital

Basically, educational curriculum is dynamic. This means that the curriculum will continue to change according to the times. These changes that occur also require a new orientation to education that education must lead to creativity, communicativeness, and cooperation. Currently, education is facing a digitalization era. Where, educators are required to be able to keep up with the times and also be able to carry out their role as carriers of good change in a dynamic environtment. Professional theachers in the digital ra are teachers who in carrying out their professional duties are based on digital era must be able to bring students to adapt to digital and foster students to have high morals with good values in reigious, national and state life. This research was conducted with an approach, where the data were obtained through field research using interviews and library research. The conclusion of this research is that there is a revolution and innovation in learning and curriculum that has a big impact on the woorld of education. Knowledge workers to successfully win and convey digital technology knowledge and produce students who have advanced abilities and skills in knowledge and are able to master digital technology.

Problems and prospects of the development of creative design thinking of higher education students in the conditions of digitalization

The modern development of education is focused on acquiring special work skills: quick adaptation to working conditions, ability to work in a team, thorough knowledge of digital technologies, which are combined in the design thinking. The purpose of the article is to analyze the problems and prospects of creative design thinking of higher education students in the conditions of digitalization. The work is written on the basis of the use of general scientific cognitive research methods and special pedagogical methods: analysis, synthesis, induction, deduction, generalization, specification, abstraction, observation. The results of the study analyzed the importance of digitization of education and design thinking, the history of the concept of "design thinking" and the peculiarities of its use, problems of using digital education in design thinking. The conclusions summarize that the correct use of this technique can not only create a creative learning atmosphere but also affect its effectiveness in general. In order for the design thinking technology to be as effective as possible, we offer our own recommendations for its use: systematic identification of empathy by teachers for students, critical analysis of the application of this technique, its constant improvement, experimentation with various tasks.

Assistance in using the marketplace platform for scavenger groups

A problem in small-scale industries is the lack of marketing knowledge of digital technology. Based on this problem, this Community Service activity was carried out with the aim of increasing the knowledge of the scavenger group who are members of the Tunas Mulia Foundation, in the Bantar Gebang Integrated Waste Management Site, Bekasi. Activities are carried out through training and assistance in using sales applications through the marketplace platform. The purpose of this activity is to help increase the income of scavenger families by expanding the market through digital technology. The method used is the presentation of the material at the location of the Foundation. The material is given by the lecturer and then direct practice in making the platform is assisted by students as a companion to the participants. A total of 40 scavengers who participated in the mentoring were divided into two classes. The PKM activity was carried out for half a month, starting on December 14-30, 2021. The results of this activity were very satisfying for the participants, as seen from the results of the questionnaire and had increased the ability of participants to market their products through the marketplace and proved to significantly increase family income.

Digital Transformation and Organizational Learning: Situated Perspectives on Becoming Digital in Architectural Design Practice

The architecture, engineering, and construction (AEC) industry is negotiating a slow and fragmented shift toward digital transformation (DT). To identify the drivers and barriers to DT in the AEC industry, this article draws on organizational learning theory. More specifically, it investigates learning dynamics related to digital technology knowledge and skills development in organizations in the architecture sector. Adopting an empirical approach, the research has collected data through a series of semi-structured interviews (n = 17) with employees from four large-scale architecture organizations in Sydney, Australia. The article conceptualizes the interviewees’ experiences of engaging with digital technology knowledge and skills in their workplace along a learning loop continuum and in relation to modes of single-, double-, and triple-loop learning. It finds that organizations are primarily fostering modes of single-loop learning and potentially missing opportunities to innovate. The research highlights the hybrid, extensible, and platform nature by which individuals “learn” digital technologies and computational systems in the architecture workplace and identifies opportunities for intervention. The research demonstrates the utility of organizational learning as a method to rethink approaches to DT in the AEC industry.

Construction Delays and Project Failures due to the Biological Pandemic of COVID-19 and Lockdown Effects

A biological disaster can be as risky in the construction sector as a natural hazard. In the past, a lot of damage in the construction industry has been observed in the pandemic of different biological disasters. Currently, the whole world is suffering from the coronavirus COVID-19 crisis, and it has left an imperishable effect on construction industries around the world. The construction due to the pandemic, with widespread restrictions on the movement of people and enforcement of partial or full lockdown since March 2020 has suffered badly. The coronavirus has harmed the construction industry, prompting project delays, cancellations, and layoffs yet it remains difficult for most firms to find the skilled staff and labor to hire within the appropriate cost budget. In Pakistan, a lot of construction projects have been postponed and suspended due to the current scenario. This paper presents survey-based research on the impacts of COVID-19 on the construction industry of Pakistan. In this paper, 100 people associated with the construction industry have been interviewed and surveyed for this research against different aspects of project delays and construction costs resulting from the spread of coronavirus. The results of the survey are presented in graphical form and conclusions were derived. Imposed lockdown, limited workforce, and lack of knowledge of digital technology are found to be the most critical factors for project delays and halts while an increase in the material cost is the main root cause of the increased cost of project and cost for the safety of employees has been observed as the least contributing factor on the cost of a construction project.

Optimizing Development Through Media Technology of Creativity in the New Normal Era

Knowledge and technology are an inseparable combination, always developing and giving rise to various new technologies. With the development of technology 4.0 which is very massive and fast, we are forced to be able to live in tandem with the development of digital technology, even in the field of education, the use of digital technology as teaching materials has grown rapidly. The training activities carried out at SDN 01 Caringin have the aim of sharing digital technology knowledge as part of classroom teaching media, to be more effective. By using audiovisual media, internet of things online games makes it easier for students to receive material presented by the SDN 01 Caringin teacher. Seeing the problems and needs of teachers, community service was carried out by holding technology empowerment training. Through this training, it is hoped that teachers can be more creative in utilizing digital technology to the fullest in teaching and be able to develop new teaching patterns in a fun teaching through digital technology.

The Relationship Between eHealth Literacy and Self-Efficacy Levels in Midwifery Students Receiving Distance Education During the COVID-19 Pandemic.

ABSTRACTBackgroundDuring the ongoing COVID-19 pandemic period, most university courses in Turkey have been taught via distance education. Beyond knowledge of digital technologies, self-efficacy is known to affect the learning motivation and learning goals of students.PurposeThis study was conducted to determine the relationship between eHealth literacy and self-efficacy levels in midwifery students receiving distance education during the current COVID-19 pandemic. The research data were collected using a literature-based questionnaire developed by the researchers, the eHealth Literacy Scale for Adolescents, and the Online Technologies Self-Efficacy Scale. The data were analyzed using IBM SPSS Statistics 25.0, with values of p < .05 considered to be significant.MethodsThis cross-sectional study was carried out during the COVID-19 pandemic on a sample of 578 female midwifery students. Snowball sampling method was used for data collection using an online questionnaire.ResultsOn the basis of the results, eHealth literacy and self-efficacy levels were relatively low in students who were 20 years old or below, who were in their first year, who were from low-income families, who spent less than an hour a day on the Internet, who had a low level of satisfaction with distance education, and who wanted to continue taking theoretical courses via distance education. In addition, self-efficacy related to online technologies was shown to be relatively low in students who found Internet services to be expensive, who had Internet connection problems, and who preferred asynchronous courses. Furthermore, a significant relationship was found between eHealth literacy and self-efficacy levels for online education.Conclusions/Implications for PracticeIn the context of distance education, integrating the teaching/promotion of self-efficacy with regard to eHealth literacy and online technologies into midwifery education curriculum should better enable midwives to increase the quality of healthcare they provide and improve patient safety.

Design for learning – involving teachers in digital didactic design (D3)

PurposeThis study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies.Design/methodology/approachDuring two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.FindingsThe results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.Research limitations/implicationsThis research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.Practical implicationsAs this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.Social implicationsThe society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.Originality/valueAcross the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

Patterns of virtual care among long-term cancer survivors.

335 Background: The recent pandemic led to an untypical demand for virtual care visits in our comprehensive cancer center. Our institution responded to this paradigm shift by offering virtual care to all cancer patients, including cancer survivors. In place of an in-person visit, patients were offered a live video or telephone (audio) appointment for their survivorship clinic visit. We conducted a quality improvement study to identify patterns in the type of virtual visits preferred by patients scheduled for appointments in eight dedicated survivorship clinics. Methods: We conducted a retrospective review of 4784 patients’ medical records who were seen in eight site-specific survivorship clinics from April 2020 – April 2021. Variables reviewed included type of visit, i.e. telephone, live video, or in-person, and patient characteristics such as age, gender, clinic, and distance from cancer center. Descriptive statistics were performed to assess for patterns of virtual care. The review was approved by the Quality Improvement Assessment Board. Results: Virtual care visits varied by clinic (0-86%). Five clinics ((breast, lymphoma, sarcoma, melanoma, and gynecological) performed &lt; 3% of visits using virtual format. A sub-analysis of the 8 clinics performing virtual visits demonstrates 59.5% virtual activity (19.23% phone compared to 39.3% video). Older patients were more likely to use any form of virtual visit compared to in-person (58.9% for those ≥ 65 vs. 54.9% for 18-39). Older patients were more likely to prefer phone visits (25.5% for ≥ 65 vs. 11.2% for 18-39). Local patients were more likely to utilize virtual visits (63% for patients &lt; 75 miles vs. 45% for patients &gt; 500 miles). Patients who lived furthest from the cancer center were more likely to travel in for their appointment, though this population contained fewer patients than those within 75 miles. Use of virtual visits for survivorship care varied, depending on the types of clinical diagnostic tests or examinations required for an annual visit. Conclusions: Our results indicate the use of virtual care was optimal when only lab testing was ordered by their provider. Older adults, with no or limited access to and knowledge of digital technology (computers, smartphones, and others similar tools) may need additional support to engage in video visits. Our findings suggest virtual care can be successfully implemented in the care of survivors. Further research would help determine best-practice approaches to facilitating patient engagement in virtual visits since telemedicine continues to evolve as a standard method to deliver safe and optimal cancer care.

Perceptions and Beliefs of the Teachers of Kindergarten and the First Primary Stage for Employing Digital Technologies in the Education Process in Jordan

This study aims to explore the reality of employing digital technologies in the education of kindergarten children and the primary stage. It also aims to determine the views and perceptions of children towards these technologies and how to deal with them. The study also aims to determine the perceptions of kindergarten teachers and the primary stage towards employing digital technologies in children's education. This study included two approaches: the qualitative to reveal the reality and perceptions of employing digital technologies through conducting interviews and recording observations, and the second one quantitative by preparing a scale to measure teachers' perceptions towards employing digital technologies in children's education (PBDT), which consists of (62) paragraphs measuring (6) Various aspects. The sample consists of (64) children from kindergarten and primary stage, from both the government and private sectors. As for the sample of teachers, it reached (99) teachers from kindergarten and primary stage teachers from both the government and private sectors. The study concluds that the majority of children use digital technologies, and this use is done under the supervision of parents; (YouTube) is the most used application, electronic games are the most topics that employ digital technologies, then religious studies and music. The study also shows that children prefer traditional games, story-telling from a mother or teacher, and studying through books instead of using digital technologies. The study also shows that teachers' perceptions of employing digital technologies are moderate. Besides, the number of years of experience, the teaching stage, and the level of knowledge of digital technologies are all factors that do not affect teachers' perceptions towards employing digital technologies.

Digital Literacy in Mathematics Education: Transformative Praxis in Nepal

This study was carried out to sightsee amidst digital literacy together with transformative praxis of undergraduate teachers and the existing situation of the digital divide in Nepal. The entire research process of the study was guided by the post-positivism paradigm followed by survey design. This was a cross-sectional survey of school teachers were chosen as a sample by using the purposive sampling method within 183 participants. Document analysis and SPSS v.23 was used for multivariate data analysis that reaping intensive information regarding the current situation of Information Communication Technology (ICT) literacy in the context of Nepal.The results of the study reveal that there is a substantial issue of the digital divide and fear of digital dictatorship among the teachers to continue their job for the long run and compete in the twenty-first century. However, teachers are doing their job with utmost efficiency even with the lack of knowledge of digital technology.

Teachers’ Perception On Digital Media Technology

Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. Education in India faces a number of problems. These problems include the shortage of qualified teachers, very large student population, high dropout rates of teachers, students, and weak curricula. All of these negative aspects result in poor delivery of education. The most obvious technique for professional development of teacher is to provide basic Digital Technology knowledge and skills. It is necessary for teachers to become skilled in operating the new technologies and in exploiting them effectively as educational tools. Teachers must master the use of digital media technology skills of research, critical analysis, linking diverse types and sources of information, and reformulating retrieved data

The hype factor of digital technologies in AEC

PurposeThis paper aims to focus on 11 digital technologies (i.e. building information modeling, artificial intelligence and machine learning, 3D scanning, sensors, robots/automation, digital twin, virtual reality, 3D printing, drones, cloud computing and self-driving vehicles) that are portrayed in future trend reports and hype curves. The study concentrates on the current usage and knowledge of digital technologies in the Swedish architecture, engineering and construction (AEC) industry to gain an insight in the possible expectations and future trajectory of these digital technologies.Design/methodology/approachThe study applies an abductive approach which is based on three different types of methods. These methods are a literature and document study which focused on 11 digital technologies, two workshops with industry (13 participants) and an online survey (N = 84).FindingsThe paper contributes to a current state analysis of the Swedish AEC industry concerning digital technologies and discusses the trajectory of these technologies for the AEC industry. The paper identifies hype factors, in which the knowledge of a digital technology is related to its usage. From the hype factors, four zones that show different stages of digital technology usage and maturity in the industry are induced.Originality/valueThe contribution of the paper is twofold. The paper shows insight into opportunities, the current barriers, use and knowledge of digital technologies for the different actors in the AEC industry. Furthermore, the study shows that the AEC industry is behind the traditional Gartner hype curves and contributes with defining four zones for digital technologies for the Swedish AEC industry: confusion, excitement, experimentation and integration.

Akademske performanse mikropreduzetnika u programima poslovne obuke - dokazi o primeni obrazovnog sistema i4.0 tokom pandemije Kovid-19

There is limited information on the academic performance obtained by teaching through an i4.0 educational system. Therefore, this article aims to close the gap by presenting the existing literature and the quantitative results obtained from the evaluations and surveys made to micro-entrepreneurs with little knowledge of digital technologies, and in many cases with different levels of education, who have been trained during the COVID-19 pandemic, between August and December 2020. The business training program used an i4.0 educational system based on IoT, the cloud, social networks and Web services. The results showed that the participants achieved a satisfactory academic performance and met the objectives of the training program in business-related topics. Likewise, the results established that the academic performance of the student in a business training program through an i4.0 system is not directly related to the student's previous educational level.

Analysis of Technological Pedagogical Content Knowledge (TPCK) in Higher Education

Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to gather information about the use of technological tools, the integration of technology, pedagogy, and content in teaching English as well as knowledge about their components. Results revealed that although teachers applied technology in lessons and had knowledge of digital technology, potential learning activities were often overlooked. Teachers were not sufficiently skilled in technology-related knowledge domain. Since English teachers reported difficulty integrating the Technological Pedagogical Content Knowledge framework to plan technology-rich language instructions skillfully, research outcomes suggest that such a framework is needed in training programs. This affords teachers practical opportunities integrate technology into their classroom teaching practices. Ideally, research findings will uncover pedagogical implications and applications for further research.