scholarly journals Technology Related Dangers: The Issue of Development and Security for Marginalized Groups in South Africa

2007 ◽  
Vol 2 (3) ◽  
Author(s):  
Amy Ruth West
Keyword(s):  
South Africa ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education And Training ◽  
Human Interaction ◽  
Marginalized Groups ◽  
Information And Communication ◽  
And Training

This paper seeks to clarify why the relevance of certain information and communication technologies [“ICTs”] is wanting, why the importance of context is crucial to progress, and why mapping technologies from one place to another is no guarantor of success. Disconnects between theories and realities are illustrated, emphasizing the need to challenge and address factors that cannot be leapfrogged by technology: namely, education and training, basic human and service infrastructure, and the importance of human interaction.

An Innovative E-Learning Platform for Vocational Training of European Local Police Forces

2011 ◽  
pp. 1204-1211
Author(s):  
Ioannis P. Chochliouros ◽  
George Heliotis ◽  
Anastasia S. Spiliopoulou ◽  
George Agapiou
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Education And Training ◽  
Telecommunication Networks ◽  
Global Knowledge ◽  
Market Competitiveness ◽  
Information And Communication ◽  
E Learning ◽  
And Training

Over the last years, the astonishing progress of modern telecommunication networks and the simultaneous spread of the Internet have brought about unprecedented access to a wealth of information and resources. The full development of Internet’s potential to improve access to education and training, and to enhance the quality of learning, is a key prerequisite for building a European (and a global) knowledge society. In particular, not only education but also social cohesion and market competitiveness depend more and more on Europe’s ability to adapt (appropriately) its educational and training systems in order to realize this major challenge (Stewart, 2004). Without any doubt, information and communication technologies (ICT) can offer significant potential for the improvement of education and training (Kruse, 2002; Tsai & Machado, 2002) in several areas, as they can strongly support learning processes through enhanced communication, discovery, simulation, exploration, and problem solving (Ewing & Miller, 2002).

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Rethinking Religious Practice and Activities through the lenses of Information and Communication Technologies in the era of the COVID-19 Pandemic

2021 ◽  
Author(s):  
M.Z Ramorola
Keyword(s):  
South Africa ◽  
Information And Communication Technologies ◽  
Technology Use ◽  
Communication Technologies ◽  
Religious Practice ◽  
Social Needs ◽  
Religious Organizations ◽  
Religious Activities ◽  
Use Of Technology ◽  
Information And Communication

There has been a steady rise in the practice and performance of religious activities within the cyberspace since the 1980s. Many pastors have embraced the use of technology in their religious and ministerial practices. However, what would be more critical is to understand how technology, once adopted and operational would assume the function of support and fulfil religious members’ spiritual, emotional and social needs. This paper discusses technology use in religious organizations, particularly during the lockdown period of Covid-19 between March 2020 to the July 2021. The article uses South Africa as a research context to explore technology use and its role to address the challenges of support, space and practice. The paper employed a qualitative interpretive paradigm to source data from six members from different religious organizations in South Africa. Three themes arose from the data: information and communication technologies provide space for religious member to network; information and communication media facilitate religious practice and activities; and information and communication technologies enhance management of resources.

PSYCHOLOGICAL AND PEDAGOGICAL COMPONENT IN THE PERSONALITY STRUCTURE OF A NON-PEDAGOGICAL UNIVERSITY TEACHER

2020 ◽  
Vol 68 (4) ◽  
pp. 12-17
Author(s):  
A.K. Iigibaeva ◽  
◽  
A.D Toleukhanova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Human Activity ◽  
Communication Technologies ◽  
Personality Structure ◽  
Modern Education ◽  
Information And Communication ◽  
Key Features ◽  
Human Education ◽  
Education And Development ◽  
And Training

The article is devoted to problems of cybermedicine industry as an innovative pedagogical science.Some aspects of the prerequisites for the formation of cyberspedagogics are considered. The authors give a conceptual series of cyberpedagogics. The article substantiates the necessity of using a cyberontological approach in education, which is effective in solving the actual problems of human education and training in the XXI century. Cyberspace is characterized as a new environment of human activity and a factor of social and intrapsychic changes. The key features of a modern person using information and communication technologies are described. Substantiates the importance of developing a culture of cybersocialization of each person, as well as cybermediary – science of the XXI century – as the basis of organization of modern education with regard to the influence of cyberspace on the processes of learning, education and development. The article analyzes a number of concepts on the problem of cyberspedagogics.

Effective Implementation of an Interuniversity E-Learning Initiative

2014 ◽  
pp. 273-293
Author(s):  
Daniel Perez-Gonzalez ◽  
Pedro Soto-Acosta ◽  
Simona Popa
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Human Interaction ◽  
Educational Approach ◽  
Class Environment ◽  
Information And Communication ◽  
E Learning ◽  
Spanish Higher Education

Education has expanded from the traditional in-class environment to the new digital phenomenon where teaching is assisted by Information and Communication Technologies (ICT). This wave of e-learning is challenging the effectiveness of the traditional educational approach still in place at higher education institutions. Academics and professionals agree that, to adapt higher education institutions to the 21st century, it is imperative to extend the use of ICT as well as the virtualization of many human-interaction activities. In this sense, public institutions and international reports suggest the need to deepen the application and study of e-learning within higher education as a means for achieving flexible, dynamic, and personalized e-learning initiatives. This chapter presents a case study that analyzes the implementation of a virtual interuniversity campus in which nine Spanish higher education institutions took part. For this purpose, the genesis of the project and the main characteristics of the virtual environment are described.

Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation

2014 ◽  
pp. 237-255 ◽  
Author(s):  
Oladiran Stephen Olabiyi
Keyword(s):  
Information And Communication Technologies ◽  
21St Century ◽  
Technical Education ◽  
Communication Technologies ◽  
Vocational Education And Training ◽  
Information Communication ◽  
Knowledge Based ◽  
The World ◽  
Information And Communication ◽  
And Training

The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.

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