Use Of Information And Communication Technologies Research Articles

Nutrition and techniques for memory’s enhancement in children with special learning difficulties and the role of ICTs

Specific learning difficulties are neurodevelopmental disorders connected to deficits in working memory. As the suitable nutrition affects both brain devlopment and memory function, it affects positively the ways of coping with learning difficulties. The specific articlee attempts to locate, by means of a literature review, the nutritional elements that are beneficiary in the case of children with learning difficulties, and also to seek the most suitable strategies for the enhancement of their memory. Based on conclusions it was found that the adoption of a balanced diet consisting of fatty acids trace elements, amino acids, metals and vitamins minimizes the possibility for the appearance of specific learning difficulties. Research has also led to the conclusion that the utilization of ICT, the conquest of metacognition, breathing techniques, the pivotal role of exercise, quality sleep and clinical hypnosis are crucial intervention methods for the enhancement of the memory of children with specific learning difficulties.

PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

The background of this research is based on the need to understand the influence and implications of utilizing Information and Communication Technology (ICT) in the learning processes of 10th-grade students at SMAN 1 Banjaran. The implementation of technology in the educational context has become an integral part of enhancing learning quality and influencing students' motivation to learn. A qualitative method was employed. Data were gathered in the field through in-depth, structured interviews, and from literature sources. Findings from the literature review and field study are presented as research outcomes. The presented data are then abstracted with the objective of showcasing facts. In the subsequent stage, this data is interpreted to produce information or knowledge. The study concludes that the use of ICT at SMAN 1 Banjaran, especially by 10th-grade students, has a significant impact on the learning context. Although the majority of students actively use the internet for learning, challenges such as unstable connections and inadequate devices remain barriers. The majority of students show good learning motivation, but there is a small group that is less motivated, emphasizing the importance of a more inclusive learning approach. Nonetheless, the use of technology contributes positively to student engagement. Despite challenges such as access difficulties and technological limitations, more effective utilization of ICT is expected to enhance the overall learning motivation of students at SMAN 1 Banjaran

Utilisation of Information and Communication Technology in Teaching and Assessment of Secondary School Students in Tanzania

This study assessed the implementation of ICT as a pedagogical tool in teaching and assessment of secondary school students in Tanzania. The study employed a survey design with 179 secondary school science teachers. One teacher was randomly sampled from each of 179 randomly selected secondary schools. The teachers responded to questionnaires. Responses from questionnaires were coded and numbers entered into M-Excel for processing. Results obtained were presented in Tables showing absolute numbers and percentages. The study established that 62 per cent of teachers were trained in ICT as a pedagogical tool. They used the knowledge in teaching and assessment aspects such as searching teaching materials through internet (90%), examination word-processing (81%), typing notes (80%), processing examination results (59%) and using projectors in classroom instruction (56%). However, no teacher was found to use computer technology for assessment. Teachers faced various challenges in utilisation of ICT such as inadequate number of ICT equipment (78%), inadequate knowledge and skills in ICT (59%), unreliable internet (35%) and absence of electricity or power cut-off (34%). The study recommends that all teachers should be trained in the use of ICT in both teaching and assessment. Moreover, the challenges observed in the use of ICT should be addressed for effective utilisation and integration of ICT in secondary education.

Navigating the ‘grey zone’: teachers’ practices around students’ online interactions

ABSTRACT Background A wide variety of information and communication technologies (ICTs) is increasingly embedded into numerous facets of everyday life. Young people, in particular, are often viewed as eager and skilful users of new ICTs who have various educational and leisure-related purposes for ICT use. Although school and home lives have traditionally been viewed as separate, ICT use has blurred the lines between these environments. This study focuses attention on the negotiation of this ‘grey zone’ within the school setting, in terms of teachers’ practices around students’ online interactions. Purpose This study sought to gain insight into teachers’ perceptions of the challenges related to students’ online interactions and how these become visible in the school context. This included exploring strategies identified by teachers in efforts to surmount difficulties. Methods Data collection involved semi-structured interviews with 15 teachers in Finland working in primary and/or lower secondary education. The transcribed data were analysed qualitatively, using a thematic approach. Findings According to the teachers, there were significant challenges associated with young people’s online interactions that affected their students and the flow of school life, such as online conflicts and dysfunctional behaviour in messaging groups. Although teachers found that the boundaries and the obscurity of their roles made it difficult to address some situations, they nonetheless identified strategies to overcome challenges, often including collaboration with students and parents. Conclusions The study highlights how students’ online interactions can affect the ways that teachers view themselves and their roles as educators. Given the pace with which ICT, and young people’s use of it evolves, the study suggests that there is a need for frequently reviewed guidelines or practices that help clarify the roles of different actors in relation to the realities of students’ ICT use.

Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programs

PurposeThis study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.Design/methodology/approachThe study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.FindingsStructural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.Originality/valueThis study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.

ICT Skills Acquisition and Utilization Among Postgraduate Students in Universities in Kwara State, Nigeria

This study investigates the ICT skills utilization among postgraduate students in Universities in Kwara State, Nigeria. The research design was a descriptive survey of the correlational type. A proportional random sampling technique was adopted to select 250 respondents from the 580 postgraduate students of the Faculties of Education of the selected Universities in Kwara State, Nigeria. The Instrument titled ICT Skills Acquisition and Utilization Questionnaire (ICTSAUQ) was used for data collection. The instruments were validated by experts in the Department of Educational Management and Counselling and found reliable with a reliability coefficient of 0.82. Three research questions were raised for the study and answered using descriptive statistics of mean and standard deviation. One research hypothesis formulated was tested using inferential statistics of Pearson Product Moment Correlation (PPMC) Statistics at a 0.05 level of significance. The findings of this study revealed that there is a significant relationship between the Acquisition of ICT skills and usage among postgraduate students in universities in Kwara State. Based on the findings the study recommends among other things that postgraduate students of Universities in Kwara states should undergo a compulsory ICT skill acquisition skill to aid their academic activities.

Leveraging ICT for improved quality services in secondary healthcare facilities in Nigeria: Evidence from Kogi State

This study focused on investigating the relationship between Information and Communication Technology (ICT) and the provision of high-quality healthcare services. The research employed a survey research design and concentrated on secondary healthcare facilities within the state. A total of 273 healthcare personnel were randomly selected from these facilities using a simple random sampling technique. Data was collected through a well-structured questionnaire. The secondary information was provided through the Kogi State Strategic Health Development Plan, textbooks, journal articles, conference papers, theses, and the internet. The gathered information was analysed using descriptive statistics and linear regression. Data on respondents’ demographic characteristics and ICT utilisation were presented using simple percentages in tables. The findings of the study demonstrated that the adoption of ICT significantly influences the delivery of quality healthcare services in secondary healthcare facilities. Specifically, the utilisation of ICT can enhance patient safety by facilitating comprehension of medical information, enabling online treatment evaluations, monitoring patient progress, and predicting potential medical complications. Based on the results, it can be concluded that improving ICT adoption is crucial for enhancing and sustaining the provision of quality healthcare services. Therefore, the study recommends that the management of secondary healthcare facilities should prioritise efforts to enhance ICT adoption within their operations. The practical implication of the study is that incorporating ICT in healthcare practices can contribute to more informed decision-making and proactive measures, ultimately fostering a safer and more effective healthcare environment in secondary healthcare facilities.

DIGITAL EMPOWERMENT IN EDUCATION: EXPLORING THE DYNAMICS AND SIGNIFICANCE OF ICT – A REVIEW

In the wake of the unprecedented global transformations triggered by the pandemic, various sectors underwent profound changes, with Education being notably affected. This prompted the exploration of novel approaches and refined methodologies to sustain continuous learning without encountering disruptions. Information and Communication Technologies (ICTs) emerged as pivotal change agents in the realm of education. Teaching, acknowledged as a profession that shapes individuals' character and destinies, faced challenges in adapting to digital platforms. This study delves into the digital literacy of educators, the hurdles encountered in embracing ICT, and the application of ICT in diverse teaching scenarios. Data for this research were gathered from faculty members across different undergraduate colleges in Bangalore city. ICTs have evolved into potent tools for fostering effective teaching and learning experiences. Notably, the assimilation of ICTs has heightened educators' confidence, transforming lessons into more engaging and interactive experiences for students. Observations suggest that the prudent use of ICT can serve as a catalyst, revolutionizing traditional teaching methods and ushering in an era of blended learning. The inclusion of diverse resources and technologies represents a significant development, benefiting both students and faculty members and ultimately ensuring the delivery of quality education. Keywords: - ICT, Teaching – Learning, digital technologies, Higher education, Technology, online learning

The Relationship Between the Daily Use of Digital Technologies and the Reading and Information Literacy Skills of 15-Year-Old Students

<p style="text-align:justify">Digital technologies in all forms have become ubiquitous in our media-rich, modern information society, but the connection between their use and information literacy is not always clear. This paper examines the impact of daily use of digital technologies on the reading and information literacy skills of 15-year-old students in Slovenia, based on data from the Programme for International Student Assessment (PISA) 2018 study. The study examines PISA 2018 variables related to Information and Communication Technologies (ICT), as well as a reading task involving the use of ICT. The sample consists of 2612 Slovenian students with a gender distribution of 50.8% girls and 49.2% boys. The study explores students' experiences, enjoyment, self-efficacy, autonomy, and independence in using ICT and learning about its use and identifies two groups of students: one group that is curious and another that is cautious. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) show that the constructs of enjoyment, self-efficacy, learning, autonomy, and independence are highly/strongly correlated but have a low/insignificant impact on information literacy skills.</p>

Adoption Of ICT By Basic Education Teachers: A Systematic Review

The current study seeks to explore the current situation of the adoption of Information and Communication Technologies (ICT) in basic education schools, specifically at the primary level. For this purpose, a systematic review of scientific articles related to the topic published in 2023 was carried out. Three databases were used to find the articles (Scielo, Scopus, ScienceDirect), of which, of the 1169 articles found, 18 were chosen for analysis. examination. The results were obtained that the use of ICT in primary school has mixed effects on academic performance. Its adoption requires conditions such as equity in access to devices and the Internet, development of teaching and student digital skills, curricular adaptations and adequate infrastructure. Otherwise, instead of supporting learning, poor implementation can frustrate the educational community.

The impact of work-related ICT use on perceived injustice: Exploring the effects of work role overload and psychological detachment

Multiple studies have provided evidence that the hospitality and tourism sector is experiencing a growing reliance on information and communication technology (ICT). Consequently, employees in this industry are facing an escalating expectation to stay connected and address work-related communication even outside their regular working hours. Little is known about how using ICTs during off-job can raise employee unfairness perceptions and job overload and how managers can control this. The primary focus of the current study is to examine the association between work-related ICT use after hours and employees' perceived injustice and the mediating role of work-role overload and the moderating role of psychological detachment in this relationship within the hospitality and tourism industry. By convenient sampling method, 400 employee responses were collected. The collected data were analyzed using structural equation modeling (SEM) with the "Partial least squares (PLS)" technique, employing SmartPLS-4 software. The empirical findings demonstrate a positive association between work-related ICT use after hours and employees' perceived injustice (EPI) and work role overload (WRO). Similarly, the mediating role of work-role overload and the moderating role of psychological detachment were supported. The study concludes by providing theoretical and practical implications and discusses how these findings can be applied within the tourism and hospitality industry.

Evaluation of Barriers to Deployment of Information and Communication Technologies to Sustain Information and Communication Flow in Floods

A sustainable information and communication flow (ICF) supports lifelines in floods, especially transport systems. A detailed insight into barriers regarding effective ICF through the implementation of information and communication technologies (ICTs) in the lifecycle of floods was given for evolved and evolving economies, i.e., York and Head-Marala, with sample sizes of 240 and 300 experts, respectively. All experts responded on an ethically approved questionnaire with further information notes that were used whilst discoursing the factors. ICTs were segregated into two groups, ranging from simple to advanced technologies. KMO and Bartlett’s tests confirmed high sampling adequacy with values ranging from 0.679 to 0.823 (≥0.5) with p-values ≤ 0.05. An amended version of Q-Methodology was used to identify nine factors in total. Each factor with an Eigenvalue ≥1 was retained, and all factors were highly reliable with values between 0.89 and 0.96. Factors were explained through communalities, factor loadings, pattern and structure matrices, and notes from experts. Results showed that under-evolved economies have limited technological resources and under-developed flood coping plans compared to evolved economies. Also, the unacknowledged possibility was uncovered that ICF can certainly be sustained if all possibly available ICTs are engaged through a thorough deployment plan of action. Authorities needed to make ICT engagement plans simple and efficient through effective coordination among different institutions. Though authorities were trained and equipped with modern tools, equipment, and technologies, dense and dependent populations overwhelmed the rescue capabilities. Other than VMS, social media pages, and radio, other ICTs were not tried and tested in floods for the exchange of transport–flood ICF. These findings are useful for stakeholders from all communities, transport planning institutions, and flood managers who are not fully benefiting from the extended use of ICTs to manage travel activities in floods.

Utilisation of Information Communication Technologies among Male and Female Rural Dwellers of Southwestern Nigeria

The study assessed the utilisation of Information Communication Technologies among rural dwellers of Southwestern Nigeria. A multistage sampling procedure was used to select 240 respondents using an interview schedule. Data collected on socioeconomic characteristics, use, purpose, benefits, constraints, disposition to ICT utilisation, and the difference between the use of ICT among males and females were analysed with percentages, mean, Chi-square, and Pearson’s Product Moment Correlation at α 0.05. The results showed that most of the respondents were members of a social group (82.9%) who mostly used mobile phones (WMS=1.64); for networking among males (98.5%) and female (100.0%). Respondents’ most derived benefit from ICT use was network facilitation (WMS=0.87); with females (M=13.06±3.90) benefiting than males (M=12.73±3.97). However, the most realised constraint to ICTs use was inadequate funds (WMS=0.60) affecting females (M=9.46±3.90) more than males (M=8.27±4.05); with males (M=85.75±10.80) being favourably disposed to ICTs use than females

The Use of ICT as a Resource and Media for Modern 21st Century Learning in Primary Schools

The advancement of technology and information makes human life easier, but at the same time it makes some humans lack morals and behave badly due to lack of socialization. Behind all the bad impacts on the development of technology, there are also positive impacts in it, such as in the field of education. One of the positive impacts is ICT (Information and Communication Technology) learning media. The purpose of this study is to determine the use of ICT (Information and Communication Technology) as a Source and Media for Modern 21st Century Learning in Elementary Schools. This research uses quantitative methods, data obtained from distributing questionnaires and through interviews. The results of the study explain that the usefulness of ICT (Information and Communication Technology) as a source and modern learning media in elementary school children is very useful and helps students in carrying out learning. The conclusion of this study explains the usefulness of ICT (Information and Communication Technology) as a source and modern learning media in elementary school children is very helpful in the learning process. The researcher realizes the limitations of this study were only conducted in elementary schools in one of the districts in West Sumatra province, the researcher hopes that future researchers can conduct the same research with a wider range in order to continue this research. Researchers also recommend to researchers who will continue to be a benchmark in conducting research related to the use of ICT (Information and Communication Technology) as a modern learning resource and media in elementary schools.

Involuntary Adoption of Information and Communication Technologies During Emergencies: Temporality of Technology Use in Virtual Collaborations

Emergencies often require multiple organizations to respond, and coordinating this response may involve the use of information and communication technologies (ICTs). The COVID-19 pandemic demonstrated both the potential and challenges of ICT use within emergency collaborations, especially as ICT adoption was often spontaneous and forced, rather than voluntary and planned. In this research, we engaged a temporal perspective, which is interested in how organizational members understand and enact time, to understand involuntary ICT adoption. This study consisted of interviews and observations of a public safety collaboration during the pandemic. We found two themes in how ICT use changed over time during the pandemic: first, understanding of the crisis was interpreted through ICT usage, and second, constraints to collaboration caused by ICTs were ultimately transformed into assets. This study contributes to ICT scholarship by finding that, beyond conveying collaboration information, ICT use also influences and changes the collaborative process over time.

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICTrelated provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT. Keywords: National Education Policy (NEP) -2020, Information and Communication Technology (ICT), National Educational Technology Forum (NETF)

The Impact of Demographic Factors on Information Communication Technology Use: A Case of Mathematics Teachers in Kathmandu District

The use of information and communication technology (ICT) is an important issue for teaching learning activities due to global changes; however, the success of this use depends on the readiness of the teachers. This study investigated the effect of demographic variables on the use of ICT among secondary-level mathematics teachers in the Kathmandu district. This study describes a research hypothesis testing the absence of statistically significant differences in ICT use based on demographic variables such as gender, age, marital status, teaching experience, educational level, job position, and school location. For quantitative research, an online survey design was used. The data were collected through a validated online survey questionnaire, which consisted of seven demographic variables and seven items on the use of ICT. The online survey questionnaire was administered to 287 subjects. The response of mathematics teachers was only 59.23%. The response data was downloaded into Excel and cleaned. Frequency, percentage, independent sample t-tests, and one-way ANOVA were used to analyze the cleaned data using the JAMOVI software. The results revealed no statistically significant differences in ICT use across demographic variables. Specifically, gender, marital status, age groups, teaching experience, educational level, job positions, and school locations did not significantly affect the use of ICT among secondary-level mathematics teachers. The small effect sizes limited practical significance, despite the absence of statistical significance. The findings provide valuable insights into the relationship between demographic factors and ICT integration in education. Further research should validate these results in diverse educational contexts in Nepal.

Bypassing digital literacy: Marginalized citizens’ tactics for participation and inclusion in digital societies

This article asks what digital literacy tactics low-literate Dutch adults employ to bypass their low-literacy to be able to participate in digital society, and what the consequences are for their socio-digital exclusion and inclusion. It contributes to a better understanding of the impact of digitalization for low-literate citizens, and the linguistic and digital barriers encountered in everyday life. Drawing upon participant observations and semi-structured interviews with low-literate adult citizens in four libraries, a community center, and a school for adult education ( N = 73), this article develops a taxonomy of five tactics which enables low-literate citizens to digitally participate despite their linguistic and digital barriers: (1) informal support structures, (2) formal support structures, (3) non-written communication, (4) translation software, and (5) optimal character recognition. We show how these tactics of appropriating the affordances of information and communications technologies (ICTs), and making use of social networks enable low-literate Dutch citizens to participate in socially situated manners, making use of social support structures and digital literacies developed in relation to “foreign” languages. Consequently, this study counters the stigma on such marginalized groups, who are often assumed to be unable or unwilling to participate, and presents them as not adhering to the dominant discourse of participatory culture. Hence, the added value of this study is threefold: (1) it centers the capabilities of low-literate citizens stemming from social capital and obfuscated linguistic potential, (2) it gives visibility toward more hidden everyday (digital) practices of marginalized subgroups with a larger distance toward the digital society, and (3) it foregrounds the lived experiences of the user and their (limited) use of ICTs, and how tactics are developed and practiced to bypass linguistic and/or digital barriers showing situated agency and problem-solving capacities. We argue that digital literacies should not be considered as a prerequisite for digital participation and inclusion, as our findings show that low-literate Dutch citizens are a highly diverse group that are capable of participating, despite their low (digital)-literacy. However, they do so in socially situated and non-written manners, in line with their digital and linguistic capabilities and barriers.

Perception and utilisation of information and communication technology (ICT) in the management of diabetes in children: Insights from health students in Indonesia

Background/Aim: The management of diabetes in children necessitates active involvement from diverse stakeholders, encompassing parents, lecturers, medical experts, nutritionists and technology-facilitated information and communication technology (ICT). In this context, medical students play a crucial role in the management of diabetes in children. Aim of this study was to delineate the perceptions and utilisation of ICT in the management of diabetes in children among students in Indonesia. Methods: This study employed the cross-sectional method, enlisting participants from bachelor and diploma programs in midwifery, nursing and nutrition at the Health Polytechnic of the Ministry of Health, Indone-sia. Data were gathered through the distribution of questionnaires via the WhatsApp platform. The questionnaire encompassed respondent demo-graphics, knowledge about diabetes in children, perceptions and utilisation of ICT in the management of paediatric diabetes, factors influencing ICT perception and utilisation and the efficacy of ICT implementation in paediatric diabetes management. The collected data were subjected to univariate and multivariate analyses, employing structural equation model-ling with partial least squares. Results: The analytical findings revealed a noteworthy correlation be-tween perception factors and the effectiveness of managing diabetes in children. Nevertheless, ICT utilisation and knowledge about paediatric diabetes did not exhibit significant individual influences on the effectiveness of diabetes management in children. These findings underscored the significance of a comprehensive understanding of diabetes, a favourable perception towards ICT utilisation and engagement in activities involving ICT to enhance the effectiveness of paediatric diabetes management. Conclusion: The utilisation of ICT in the management of paediatric dia-betes by health students holds significant potential for enhancing effec-tiveness in management. This necessitates a profound understanding of diabetes, a favourable perception regarding ICT utilisation and active engagement in ICT-related activities as integral components of paediatric diabetes management strategies.

Development and effectiveness of exercise rehabilitation system for dysphagia using information and communication technology systems.

In older patients, dysphagia is a major risk factor for aspiration pneumonia and choking as it progresses slowly and recurs repeatedly without awareness. Information and communication technology (ICT) is used in various medical fields. However, no feeding or swallowing disorder prevention program has been developed to date and no reports have verified its effectiveness and safety. This study aimed to develop a dysphagia rehabilitation system using ICT and verify its effectiveness. Changes in swallowing function and functional prognosis were examined in 120 patients with aspiration pneumonia: 60 in the control and 60 in the ICT group. Physical therapists performed pulmonary rehabilitation in the control group. There were additional activities within the ICT rehabilitation system, such as motor and swallowing function evaluations, training sessions, and provision of dietary instructions, in addition to the rehabilitation content of the control group. The Functional Oral Intake Scale (FOIS) score, a measure of swallowing function, significantly improved in the ICT group (P<0.001). ICT use was considered an influencing factor of FOIS change (β=0.49, 95% confidence interval, 1.47 to 2.97 P<0.001). ICT use positively affected the Barthel index gain (β=0.49, 95% confidence interval, 14.73 to 32.72 P<0.001). A rehabilitation program using ICT improved swallowing function and the Barthel index. The system can also be used in sparsely populated and rural areas where there are few rehabilitation professionals, and high ripple effects are expected.