The benefits of information communication technology use by the homeless: a narrative synthesis review

2014 ◽  
Vol 23 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Adrien Sala ◽  
Javier Mignone
Keyword(s):  
Communication Technology ◽  
Technology Use ◽  
Information Communication Technology ◽  
Narrative Synthesis ◽  
Information Communication

scholarly journals Information Communication Technology Use Related Challenges and their Coping Strategies in Monastic Religious Life

2021 ◽  
Vol 3 (4) ◽  
pp. 23-39
Author(s):  
Catherine A. Muthoki Mutuku ◽  
◽  
Chrispine Ouma Nyandiwa ◽  
Bibiana Ngundo ◽  
◽  
...  
Keyword(s):  
Coping Strategies ◽  
Information And Communication Technologies ◽  
Communication Technology ◽  
Technology Use ◽  
Group Discussion ◽  
Information Communication Technology ◽  
Religious Life ◽  
Communication Technologies ◽  
Target Population ◽  
Information Communication

The study attempted to investigate the challenges that the monastic religious encounter in the use of information communication technologies with reference to internet, mobile phones, computers/laptops and digital televisions; and their coping strategies, a case of the Missionary Benedictine Sisters of Tutzing (MBST) in Nairobi Priory, Kenya. The world today is witnessing tremendous changes and development in the information and communication technologies. However, there is scanty literature that addresses the challenges and the strategies that can be used by religious consecrated men and women, to cope up with the modern communication technologies effectively. The study employed sequential explanatory mixed methods. The target population included the perpetually professed sisters, junior sisters in the leadership team (superiors, formators and administrators) of the monastic religious congregation of the MBST Nairobi Priory, Kenya. Questionnaires, interviews and focus group discussion (FGD) were the instruments used to collect data. The findings of the study in which both the challenges and the strategies were presented in a 4-point Likert scale and respondents were asked to indicate their choices from; 4=Strongly agree, 3=Agree, 2=Disagree, 1=Strongly disagree revealed that: With the challenges the use of ICTs pose to the monastic lifestyle (community life and the evangelical counsels); majority of them in all the 14 challenges presented, agreed and strongly agreed to them. Likewise the interviews and FGD had similar experiences with the same challenges. The strategies for coping up with the challenges too showed similar responses to a greater extent in agreement. From the study it is clear that, as monastic religious, the MBST cannot not afford to be alien to the modern means of communication as they are the chief means of information and education, of guidance and inspiration. Since they are unavoidably embedded in daily life, the religious consecrated should use them conscientiously and responsibly to become a factor of humanization, which calls for a proper formation of conscience. Keywords: Information Communication Technology, Challenges, Coping Strategies, Monastic Religious Life, Missionary Benedictine Sisters of Tutzing, Kenya

scholarly journals Influence of Use of Learning Strategies in Information Communication Technology on Standard Seven Pupils’ Academic Self-Concept in Bungoma County, Kenya

2021 ◽  
Vol 11 (3) ◽  
pp. 120
Author(s):  
Fred Juma Wakasiaka ◽  
Chrispus Wawire ◽  
Edward Kigen
Keyword(s):  
Learning Strategies ◽  
Learning Theory ◽  
Communication Technology ◽  
Technology Use ◽  
Primary Schools ◽  
Learning Strategy ◽  
Information Communication Technology ◽  
Self Concept ◽  
Traditional Learning ◽  
Information Communication

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Poor trends in academic achievement are associated with pupils’ low academic self-concept as an outcome of continued use of traditional learning strategies. The purpose of the present study was therefore to investigate the influence of learning strategies in the use of information communication technology on pupils’ academic self-concept. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that significant differences in academic self-concept existed between pupils using traditional learning strategies and those using learning strategies in the use of ICT (t = 3.990, df = 238, p< 0.05), (t= 4.256, df = 238, p< 0.05) and (t= 2.014 df=251, p<0.05). Apart from Individual Learning Strategy in the use of computer, Child-to-Child and Child-teacher learning strategies were found to have significant relationships with academic self-concept [r(186)= 0.300, 0.275 and 0.311, p< 0.05]. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

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