Role Of ICT Research Articles

EFL Teachers’ Perceptions on ICT in English Classroom

Digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. This study aims to investigate the EFL teachers’ perceptions on ICT in English classrooms. To achieve this aim, a qualitative case study design with a semi-structured interview as the instruments was employed. The participants involved in this research were two English teachers in one of senior high schools in Garut. In conclusion, both participants had a positive perception about the use of ICT in English classrooms. This is indicated by their knowledge of ICT, the kind of ICT, the benefits of ICT, the role of ICT, and how to use it. In addition, they also supported the existence of ICT in English Classroom which is claimed to be helpful. However, they still had barriers in applying ICT in their classroom technically and non-technically

Promoting reading culture, the role of stakeholders and ICT for societal development

Reading is a culture and intellectual action mostly formed as a habit from childhood. This paper carefully examined the promotion of reading culture for better societal development and the role ICT and stakeholders played to bring back the culture of reading in our society most especially in schools. The paper provides a thorough review on stakeholders involvement in reading culture, they include, the government, schools, teachers, students and librarians. It identify roles ICTs played to transform reading culture in the knowledge age. The study concluded that reading culture builds morals and societal values in students and serves as a pathway to success in any economic driving society. Keywords: Reading Culture, Libraries, Schools, ICT, Government, Student.

The role of ICT and effect of national culture on economic growth

ABSTRACT The ubiquitous nature of ICT makes it an inevitable choice to address economic growth of a nation. The literature indicates a positive significance of ICT on economic growth, but intensity of the usage of ICT highly depends on the nature of the society. This study uses the perspective that sustained usage of ICT is highly dependent on various factors and facets of the society. Using national culture as a societal facet, the study demonstrates the necessity of congruence between ICT usage and national cultural values to attain desired level of economic growth. The results indicate that national culture dimensions and ICT have a significant influence on the economic growth of a nation. The study demonstrates variations in using ICT for economic growth depending on cultures in different regions of the world. The study has implications for policy makers at national and international levels regarding the usage of ICT for economic growth.

ICTs in inclusive education for learning disabilities

The current paper gives a brief description of the role of ICTs in the inclusion of children with autism, ADHD, and dyslexia. Therefore, many researchers note that ICTs play a key role in inclusive education and help to bridge the digital gap. Thus, the research team of this paper presents specific examples of ICTs that aid children with learning difficulties. ICTs promote the equal participation of all students in the educational system and consequently prepare them for everyday life outside of the school. The use of ICTs and assistive technology in the educational processes will have positive effects in the inclusion of children with learning difficulties and help them solidify the newly acquired knowledge as well as develop their consciousness.

Role of ICT in Primary and Secondary Education of Remote Area

Role of ICT in Primary and Secondary Education of Remote Area

Investigating Business English Teachers’ Belief About Online Assessment: Q Methodology Conducted During COVID-19 Period

This paper reports a study investigating business English teachers’ belief about online assessment using Q methodology. To address the common practice that teachers had to conduct online assessment during COVID-19 period and with performance assessment as theoretical foundation, this paper studied 22 Chinese business English teachers’ belief when they had to do assessment in online context. With data analysis from Q-methodology and complementary interviews, the findings of this study showed a shared configuration among the business English teachers in three factors: strong belief in performance assessment for business English courses; belief in supportive role of ICT; and belief in assessment as an ongoing process. The three factors were further interpreted from systematic approach of assessment and the role of ICT in online teaching. This study will be of significance to help teachers improve the quality of online assessment and raise their awareness of effective use ICT in online teaching.

Determinants of instructors' educational ICT use in Ethiopian higher education.

ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors’ educational use of ICT. First, it presents a conceptual framework of factors that explain instructors’ ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructure-related determinants of the framework are perceived to be relevant in determining instructors’ ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students’ ICT competence and access to ICT infrastructure as new determinants of instructors’ educational ICT use. Implications for theory-building are discussed and follow-up research is proposed.

Role of ICT in Crisis and Emergency Management: A Case of Nepalese Education Perspective

The COVID-19, a pandemic caused by acute respiratory syndrome Coronavirus 2, was first identified in December 2019 in Wuhan, China. It spread across the world leading the World Health Organization to declare it a pandemic on 11 March 2020. As WHO confirmed human to human transmission of COVID-19 and given the high rate of international movement that happens on a daily basis from and to all countries, Nepal has not remained unaffected by the pandemic. The objectives of this paper is to highlight major impacts of COVID-19 in education sectors in Nepal and use of ICT to cope with this pandemic. Different cases and impacts of COVID-19 were taken in this study and significance of ICT have been highlighted to minimize international pandemic.

HİZMETLER TİCARETİNİN ÖNEMİ VE REKABETÇİ AVANTAJLAR VAKA ÇALIŞMASI

Purpose: The services sector has been emerging as a key driver of global trade rather than merchandise trade. Together with the re-shaping role of digitalization, ICT and ICT enabled services have been of high importance for the global growth and presenting opportunities both for developed and even more for developing economies. Telecommunications, computer and information, insurance and pension, financial services, intellectual property are emphasized for being more efficient on economic growth and after the Covid-19 pandemic outbroke, the importance of ICT and related services were highlighted due to the rapid digital transformation the pandemic has triggered. The purpose of this paper is to analyze Turkey’s foreign trade competitiveness in ICT and ICT-enabled services comparing with the major exporters of aforementioned services. Method: Competitiveness of Turkey, USA, India and China are compared in the trade in services by using competitive advantage indices RCA, RXA, RMP, RTA, RC. Findings: Turkey has a surplus in its services trade, however, the sectors Turkey has competitiveness are travel and transport but not the ICT and ICT-enabled services. Digital transformation may help Turkey to both enable sustainable trade and faster recovery from pandemic. Originality: Originality of the paper comes from the indication of necessity to change the mixture of Turkey’s trade in services and the literature lacks this kind of research.

Digitalization as a Determinant of Tax Revenues in OECD Countries: A Static and Dynamic Panel Data Analysis

The tax challenges of digitalization have been to the forefront of national and international discussions on public revenues in recent years. The digital transformation is seen as being an exacerbating factor in the erosion of tax bases and the shifting of profits to low tax jurisdictions, particularly by multinational companies, thus reducing tax revenues for governments. While there is a large literature examining the role of ICT and digitalization in raising economic growth, productivity and other macroeconomic variables, the relationship between digitalization and tax revenues has been relatively understudied – despite being one of key drivers of what could be most significant change to international tax rules in a century. This study utilizes panel data covering OECD countries during the period from 1995 to 2018, and examines the effect of the rise of digitalization on tax revenues employing both static and dynamic panel data analysis techniques. The findings indicate that digitalization may have a negative impact on the ability of a country with high digital dynamics to generate higher tax returns. JEL Codes: H20, H25, L81, L86 Keywords: digitalization, taxation, tax revenues, ICT, OECD countries

In‐depth Understanding of the Effects of Intramolecular Charge Transfer on Carbon Nitride Based Photocatalysts†

AbstractIntramolecular charge transfer (ICT) derived from a donor‐acceptor system has been applied for years to enhance the charge mobility in the field of organic photovoltaics and chemical sensing. Similar strategies have gradually been developed in polymeric graphitic carbon nitride (GCN) photocatalytic systems for promoting the light absorption and charge separation. However, there are no reviews focusing on the effects of ICT after the modification of GCN so far. Herein, we summarize some typical literature on GCN engineering to expound profoundly the roles of ICT in electronic properties regulation in terms of in‐situ formation and molecular coupling. At last, some important perspectives are also proposed. This review will deepen understanding of the traditional theory for a new recognition among such many methods to improve the performance of GCN.

ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK: Evidence from three normal universities in China

AbstractA thorough understanding of how ICT support provided by teacher preparation programmes influences preservice teachers' technological pedagogical content knowledge (TPACK) has become increasingly essential. This study aimed at exploring the mediating role of ICT perception, perceived ICT competence and ICT self‐efficacy between university ICT support and preservice teachers' TPACK. Data were collected through an online self‐assessment questionnaire translated and adapted from existing studies and verified with confirmatory factor analysis (CFA). A total of 298 preservice teachers, who were senior students studying at three different normal universities in China, participated in this study. Structural equation modelling revealed the following: (a) university ICT support significantly predicted preservice teachers' ICT perception, perceived ICT competence and ICT self‐efficacy, but had no significant direct effects on their TPACK; (b) ICT self‐efficacy was a strong predictor of preservice teachers' TPACK and ICT perception was a weak one, while perceived ICT competence did not predict TPACK at all; and (c) among three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK. These findings demonstrate strong positive effects of institutional support on preservice teachers' TPACK development, which was strongly underestimated in previous studies. Findings suggest normal universities should create practical opportunities for preservice teachers to perceive the power of technology, especially opportunities that could improve preservice teachers' self‐efficacy while applying technology into instruction. Practitioner notesWhat is already known about this topic ICT support from schools is an essential precondition while enhancing in‐service teachers' motivation to apply ICT into instruction. Research revealing how ICT support provided by teacher preparation programmes affects preservice teachers' TPACK is absent. What the paper adds This study adds to the previous literature by exploring the mediating role of ICT perception, perceived ICT competence and ICT self‐efficacy in the relationship between university ICT support and preservice teachers' TPACK. This study found that university ICT support significantly predicted preservice teachers' ICT perception, perceived ICT competence and ICT self‐efficacy, but had no significant direct effects on their TPACK. Among the three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK. Implications for practice and/or policy Normal universities need to provide effective and professionally targeted ICT support to meet preservice teachers' needs. The mediating role of ICT self‐efficacy should be highlighted on the path from university ICT support to TPACK.

Role of ICT in Educational Development during COVID-19 Pandemic in Bagmati, Gandaki and Lumbini Zone of Nepal

Role of ICT in Educational Development during COVID-19 Pandemic in Bagmati, Gandaki and Lumbini Zone of Nepal

ICT for Sustainability or Sustainability in ICT? A Review of the Role of ICT in Enhancing Sustainability versus the Need to Enhance Sustainability in ICT

Is ICT a solution to sustainability problems or is it just a greater environmental problem? Throughout their lifecycle, ICT products and services are associated with significant levels of energy consumption and carbon emissions. On the contrary, despite being one of the main contributors to global carbon emissions, the ICT sector has a crucial role to play in boosting productivity and sustainability in many sectors—education, transport, agriculture, business, buildings, health, power, and manufacturing. To improve their efficiency and mitigate carbon emissions from ICT products, producers and end-users of such ICT products should therefore, employ measures that enhance their sustainability. Such measures identified in this article include the use of sustainable manufacturing processes, sustainable procurement/purchasing of ICT products, proper ICT product use, reuse, recycle, and proper disposal of ICT devices that are out of use. In data centres, such measures include virtualisation, recovery and reuse of waste heat, designing data centres to allow free cooling, control of restricted air conditioning, replacement of old servers and processors with new energy-efficient ones, and locating data centres near renewable energy sources. This is because apart from enhancing sustainability in the ICT sector itself, ICT has the potential to enhance sustainability in other sectors through improvement in efficiency and reduction in carbon emissions. This article discusses how ICT can enhance sustainability in the transport, power, manufacturing, and building sectors, which are the major energy consumers and carbon-emitting sectors.

Docetaxel, cisplatin and 5-FU compared with docetaxel, cisplatin and cetuximab as induction chemotherapy in advanced squamous cell carcinoma of the head and neck: Results of a randomised phase II AGMT trial

PurposeInduction chemotherapy (ICT) with cisplatin (P), 5-FU (F) and taxanes (T) is a therapeutical option in patients suffering from locally advanced or unresectable stage III or IV squamous cell carcinoma of the head and neck (SCCHN). The role of ICT is controversial, and toxicity and/or delay of radiotherapy (RT) may reduce the potential benefit of this treatment regimen. Here, we report the results of a randomised phase II trial comparing TPF with TP + cetuximab (C). Patients and methodsIn this trial, 100 patients with locally advanced stage III or IV SCCHN were included in the analysis. Patients were randomly assigned to either TPF-ICT (N = 49) or TPC-ICT (N = 51), both followed by RT + C. The primary end-point of the study was overall response rate (ORR) three months after RT + C was finished. ResultsOn an intention-to-treat basis, the ORR (complete remission + partial remission) was 74.5% in the TPC arm compared with 63.3% in the TPF arm (p = 0.109). OS was similar in both arms 400 days after treatment was initiated (86.1% [95% confidence interval {CI}, 73.0–93.1%] in the TPC arm and 78.5% [95% CI, 63.7–87.8%] in the TPF arm). TPC resulted in slightly less serious adverse events and in less haematological, but more skin toxicities. Two patients randomised in the TPC arm died during ICT and RT. Four patients in the TPF arm died after completion of RT. No delay from the end of ICT to RT + C was observed. A total of 83.1% of patients (80% in the TPC arm; 86% in the TPF arm) received RT without dose reduction and/or modification. ConclusionTPC-containing ICT for patients with locally advanced SCCHN was found to be an effective and tolerable one-day regimen. Further prospective evidence from larger trials is warranted.

The role of ICT as a media in learning activities before the COVID-19 pandemic: undergraduate perspective

The crisis caused by COVID-19 has an impact on education in Indonesia, one of which is that classes are postponed due to the implementation of PSBB regulations. The education system is responding to the pandemic with an "emergency e-learning" protocol, with virtual learning. ICT is the main medium of learning with the help of technological resources which is often termed e-learning. Has great potential in the development of the education system by providing freedom of interaction without time and space boundaries. With the results of the descriptive analysis survey, the respondents were 63 students of the Sarjanawiyata Tamansiswa University and Tidar University. Respondents were dominated by female gender as 55 people (87.3%) and male respondents as 8 people (12.7%). Students considered ICT understanding to be very important 61.9% and believed that ICT could expand access to learning 66.7%, with internet usage by 90%, followed by PPT as an ICT tool that was often used by 87.9%. Also, there are obstacles faced by students such as lack of understanding of system operations (40%) and difficulty operating equipment as 36.7%. Thus, knowing students’ expectations will be a consideration for further research. Students have hopes of increasing the use of ICT in lecture activities by 80%-100%, such as increasing internet access by 70% to make it easier and faster.

A Comparative Study of ICT and Conventional Teaching Roles in Boat Class of Coastal Areas

This research aimed to explore the roles performed by ICT teachers and conventional ones in the implementation of boating class for coastal students in Pangkep Regency. It is specifically focusing on roles as educators, mentors, managers, and evaluators. The research used descriptive qualitative approach. Two ICT teachers and two conventional ones were taken as the subjects of the research using purposive sampling technique. The results of the research showed that (1) In educating role, both ICT and conventional teachers act as models who possess emphatic feeling towards their students and environment. If the conventional teachers teach students at boat class conventionally using printed modules, the ICT teachers make use of ICT applications such as Whatsapp beside the use of printed modules, (2) In mentoring role, conventional teachers display their patience and loyalty to provide unrestricted knowledge to students inside and outside the classroom whereas ICT teachers provide students with more flexible services using social media applications in discussing the student worksheet and giving feedback, (3) In managerial role, conventional teachers organize the class directly so that the class becomes quiet, convenient, and students do not disturb each other. Differently, ICT teachers manage the class virtually from planning to evaluation. The teaching materials and worksheet are not only given in printed modules but also uploaded online via Whatssapp. and (4) In evaluating role, onventional teachers evaluate the students’ cognitive competence by using printed test. However, ICT teachers make use of technological aids in evaluating students’ competence and skill. The test is made in google form and its link is sent to students so that the students can do it wherever and whenever they are available.

Investigating the Implementation of Online Learning in Remote Learning Context

Covid-19 brings many changes in educational field especially on the role of ICT which is frequently used to support learning recently. However, even without this pandemic, teaching agents actually should slowly adjust the way learning is done since 21st century learning and industrial revolution 4.0 bold important point on the use of ICT for learning besides the 4Cs (Communication, Collaboration, Creativity and Critical thinking). This study aims to analyze teacher’s cognition towards online learning; the implementation of online learning; the consistency of teacher’s cognition and implementation of online learning; teacher’s perception toward online; students’ perception toward online learning; and parents’ perception toward online learning. In collecting the data, questionnaires, interview and observation checklist analysis were done. The result showed that the teacher had high cognition towards online learning; the teacher did several preparations and there were some procedures applied in online learning in remote learning context; teacher’s cognition and the implementation were consistent; the teacher perceived online learning positively; the students perceived online learning positively with some surprising information from the open-ended questionnaire which was in different side from the closed ended questionnaire; the parents perceived online learning in a balance view at first but the open-ended questionnaire stood on negative side.

Information and Communication Technology Integration on Human Rights Advocacy

The inalienable human rights codifications form the basis of human progress. “The goal of this document is to resolve a current and significant problem regarding the convergence of human rights advocacy and the role of ICTs. It will promote efforts to advocate, educate and communicate with others, including media and political stakeholders within and outside the human rights world”[3]. The use of social media can consciously trigger the human rights movement and can also add to their outrage. Any public member or a human rights organisation sends the post, it is reasonably straightforward to explicitly concentrate public attention on social media. The present investigationtried to assess integration of online environment for human rights advocacy.

The role of ICT in scaling social enterprises in India

The role of ICT in scaling social enterprises in India