How Does Teachers' Workload Affect Their Utilization of Information and Communication Technology: Research Results by Cluster Analysis on Primary and Secondary Teachers in China

Author(s):  
Liu Min
Author(s):  
Ulf-Daniel Ehlers

Research in information and communication technologies (ICTs) has proven to be a major driver for innovation and growth in many countries around the world and is therefore the focus of policies to strengthen research, collaboration and application of research results. This chapter represents a detailed policy analysis of ICT research policies from the European region. The analysis follows a four step pattern: (1) Introduction: the situation of ICT R&D (Information and communication Technology Research and Development) and in Europe, (2) The main actors and programmes funding ICT R&D, (3) The main actors and projects active in ICT R&D and (4) The main ICT R&D themes.


2021 ◽  
Vol 15 (2 (29)) ◽  
pp. 67-89
Author(s):  
Sanela Merjem Rustempašić ◽  
Matej Livančić

This article examines the use of information and communication technology (ICT) in teaching Science as well as the organisation and realisation of online classes during the ongoing COVID-19 pandemic. In respect to this, the research results are used to gather teachers' viewpoints and opinions regarding the application of ICT in Science classes, as well as to determine the best method of application of the aforementioned technologies and the form of ICT most often used in Science classes. The results are also used to gather teachers' opinions about online classes, and to examine the problems and disadvantages the teachers encountered when organising and holding online Science classes for the lower grades of elementary schools in Bosnia and Herzegovina during the COVID-19 pandemic. The results of the research also illustrate that teachers have a positive opinion in regards to the use of ICT in Science classes as well as the frequent (albeit not constant) use of it. The teachers not only consider themselves competent enough to apply all forms of new technologies in their classes, but express the will and motivation for further education related to ICT application as well. On the other hand, teachers do not have a positive opinion about online classes due to the many difficulties they encounter, such as technical issues, inteference by parents, lack of direct contact with students, the inability to monitor their progress and the general deficiency of equipment needed to incorporate ICT into regular classes, as well as other difficulties of a similar nature. However, the research results also show that teachers believe new technologies are connected to the development of new skills and the improvement of students' existing skills.


2016 ◽  
Vol 8 (3) ◽  
pp. 197
Author(s):  
Jamal Mohammadi ◽  
Aboozar Bakhshi ◽  
Houshang Bashiri

<p>This article considering the interrelationships between knowledge and Urban Development. An Overview is of complementary views, such as knowledge-based cities, learning cities, intelligent cities and creative cities. There are four main channels whereby cities join the knowledge society: human capital, economic structure, innovation systems, information and communication technology. On this basis provinces of Iran are subjected to a comparative analysis of their knowledge indicators in each of these four components. The study is <em>descriptive-analytical</em><em> </em>and <em>practical</em> in terms of objective. For comparative analysis, 31 provinces of Iran and 55 indexes were selected based on knowledge. Use was made of Shannon Entropy to measure relative importance and weight of each index. Also, usingmulti-attribute decision making methods of TOPSIS and VIKOR to rank provinces and cluster analysis was used to classify. Finally, using the software Arc GIS, map of the provinces benefit levels were drawn. Research findings showed that using TOPSIS method the benefit rate of provinces in Iran from the indexes of knowledge-based society and economy and rank of each province in different indexes represented a high loss of imbalance in the how distribution of these indexes in the provinces of the country. According to this, Tehran province was considered as the highest benefit province and is ranked 1on all four indexes of human capital, economic structure, innovation and ICT systems with values (priority factor) 0.941, 0.741, 0.8206 and 0.752, respectively. In contrast, provinces of South Khorasan in “human capital” index with value 0.009, Ilam in “economic structure” index with value 0.140, Kohgiloyeh-Buyerahmad in “innovation systems” index with value 0.024, and North Khorasan in “information and communication technology” index with value 0.062 were identified as the lowest benefited provinces. Using TOPSIS and VIKOR methods, assessment of the province’s position in knowledge-based society and economy suggests that in the TOPSIS method, Tehran was recognized as the highest benefit province with value 0.740 and Ilam was considered as most deprived benefit province with value 0.069. But in the VIKOR method, Isfahan was identified as highest benefit province with value 1.129 while Ilam was determined as the most deprived benefit province with value 0.627. According to the scores obtained from the above methods, through density-based hierarchical cluster analysis method, the country provinces have been classified into 3 equal groups. On this basis, Tehran province was at the highest benefit level in cluster 1, Isfahan, Khorasan Razavi, East Azerbaijan, Fars and Khuzestan were at the half benefit levels in cluster 2 and the other 25 provinces were at the lowest levels of knowledge-based society and economy in cluster 3. Results of classification of provinces showed that the country provinces were located in the heterogeneous and unbalanced conditions. The overall results showed that not a significant proportion of Iranian provinces have been introduced in the process of joining knowledge-based society and economy.</p>


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