scholarly journals Pembangunan Sistem Knowledge Repository Manajemen Penyuluhan Pertanian dalam Rangka Mendukung Revitalisasi Penyuluhan Pertanian: Help Desk Penyuluhan Pertanian Komoditas Tanaman Pangan

2011 ◽  
Vol 2 (1) ◽  
pp. 373
Author(s):  
Harisno Harisno ◽  
Freddy Jingga
Keyword(s):  
Agricultural Practices ◽  
Agricultural Extension ◽  
Web Based ◽  
Help Desk ◽  
Knowledge Repository ◽  
Knowledge Based ◽  
Extension System ◽  
Language Data ◽  
Information And Communication ◽  
On Farm

Development of knowledge Repository Management System for Agricultural Extension aims to help the extension worker function for at least in three things: technology transfer, facilitation and advisory to farmers as the main actors of agribusiness. To support these functions, the extension workers need to master as well as utilize information and communication technology. A help Desk of Agricultural Extension System is developed using PC with PHP programming language. Data management in the Database of Agricultural Extension Knowledge Repository is managed by using MySQL. The web-based application will enable users to access data, information and agricultural extension knowledge based on needs. Help Desk of Agricultural Extension System is a knowledge repository that can be used to help the agricultural extension in disseminating agricultural technology packages from the on-farm upstream to the downstream sub-system, and can be used as a medium of communication forums about problems of actual agricultural practices. 

Interaction in Web-Based Learning

2011 ◽  
pp. 1130-1139
Author(s):  
Adams Bodomo
Keyword(s):  
Digital Libraries ◽  
Technological Development ◽  
Local Area ◽  
Digital Cameras ◽  
Web Based ◽  
Knowledge Based ◽  
Information Communications Technology ◽  
Computer Mediated ◽  
Information And Communication ◽  
Word Processors

At the beginning of the 21st century, we are faced with an age of rapid technological development in information and communication. Issues of educational reform have never been more urgent than now. One of the major challenges is how to design our educational system, in general, and our methods of instruction, in particular, to produce graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive use of information communications technology (ICT). ICTs, especially modern digital ones, include various types of computers; digital cameras; local-area networking; the Internet and the World Wide Web; CD-ROMs and DVDs; and applications such as word processors, spreadsheets, tutorials, simulations, e-mail, digital libraries, computer-mediated conferencing, videoconferencing, and virtual reality (Blurton, 1999). Four main features of these modern digital ICTs make them stand out as very useful educational tools. These are integration of multimedia, flexibility of use, connectivity, and interactivity (Blurton, 1999). The main focus

The Use of a Hybrid Model in Web-Based Education

2011 ◽  
pp. 331-346 ◽  
Author(s):  
Sherif Kamel ◽  
Khaled Wahba
Keyword(s):  
United Kingdom ◽  
Information And Communication Technology ◽  
Hybrid Model ◽  
Communication Technology ◽  
Information Dissemination ◽  
Web Based ◽  
Knowledge Based ◽  
Information And Communication ◽  
Partnership Agreement ◽  
Web Based Education

Education is one of the key sectors that benefited from the continuous developments and innovations in information and communication technology. The changes have affected the concepts of teaching, the methodologies used in class and online and the delivery mechanisms providing multiple opportunities for educators and scholars to engage in an invaluable knowledge-based environment that represents a unique opportunity for educators and scholars around the world to benefit and excel in their disciplines. In that respect, one of the technologies stemming from the innovations in information and communication technology has been Web-based education as a medium for learning and a vehicle for information dissemination and knowledge delivery. However, Web-based education has been implemented using different methodologies to maximize the quality level, where a primary concern has always been whether Web-based education matches traditional teaching mechanisms. Covered in this chapter is the experience of the Global Campus (GC) project whose idea is the delivery of academic programs using a hybrid model of traditional and unconventional methods. The project is a collaboration between the Regional IT Institute (Egypt) and Middlesex University (United Kingdom), aiming at delivering postgraduate education to the community in Egypt, Hong Kong, and the United Kingdom, while capitalizing on cutting-edge information and communication technology. The focus in this chapter is on demonstrating the lessons learned from managing a model for a globally extended enterprise in the education sector through a partnership agreement between the different parties that capitalizes on the opportunities enabled by the Internet, which is probably the most transformative technology in history, reshaping business, media, entertainment, and society in astonishing ways but also perceived to dramatically transform the learning process.

A Web-Based Platform for Crop-Specific Data Management and Exchange of Farmers' Experiences

2021 ◽  
pp. 236-256
Author(s):  
Rosa Maria Gonzalez-Amaro ◽  
Miguel Angel Hidalgo-Reyes ◽  
Virginia Lagunes-Barradas
Keyword(s):  
Information And Communication Technologies ◽  
Agricultural Practices ◽  
Communication Technologies ◽  
Production Cycle ◽  
Web Based ◽  
Ancestral Knowledge ◽  
Research Theme ◽  
Information And Communication ◽  
The Relationship ◽  
Web Platform

In this chapter, the research theme is focused on the relationship between small farmers and information and communication technologies (ICT). Although there are other previous works that have already analyzed this same relationship, the authors believe that access to information remains a major challenge for farmers. With the application of workshops on agricultural practices of maize, in communities of Oaxaca and Veracruz, they learned about the practices of farmers around the production cycle and applied a survey to find out their opinion regarding the use of ICT. In addition, they used a specialized database to complement the workshops objectives. Next, in collaboration between researchers in the areas of biology and computing, they developed a web platform for access and use of information related to the variables of interest to farmers. Among the main results, they highlight that the community prefers to use cell phones to access such information and that the older generations are looking to transmit experiences and knowledge to the young with the aim of conserving ancestral knowledge.

scholarly journals Challenges and opportunities of information and communication technologies for dissemination of agricultural information in Ethiopia

2020 ◽  
Vol 8 (1) ◽  
pp. 57-65
Author(s):  
Abebaw A. Getahun
Keyword(s):  
Information And Communication Technologies ◽  
Agricultural Sector ◽  
Smallholder Farmers ◽  
Secondary Data ◽  
Communication Technologies ◽  
Agricultural Extension ◽  
Extension System ◽  
Challenges And Opportunities ◽  
Related Service ◽  
Information And Communication

This review paper analyses the challenge and opportunities of information and communication technologies for dissemination of agricultural information in Ethiopia. Understanding the challenges and opportunities of information and communication technologies enables to solve the problem of information problem to smallholder farmers. The data was collected, assessed and reviewed from recent secondary data sources from Central statistical agency, and scholarly articles published on the issue of information and communication technology in agriculture (ICT 4 Ag).Compared to the other sector like governance, health and education sectors, ICT-adoption in the agricultural sector has started relatively late in Ethiopia. Even though it is in infant stage, there are many agricultural ICT related service and application in Ethiopia. The current radical penetration of ICTs like mobile phone, website, social media and other internet/online services brings an immense prospect to farmers to create, share, store, process, interpret and preserve agricultural information and knowledge. ICT related agricultural extension system is the solely choice for dissemination of agricultural knowledge and information. Ethiopia is the country which has more than 65000 extension personnel for agricultural extension. But this extension system is not sustainable since it is very costly and inefficient. Thus, agricultural extension policy and intervention should focus on ICT based extension system.

Interaction in Web-Based Learning

2011 ◽  
pp. 1250-1258
Author(s):  
Adams Bodomo
Keyword(s):  
Digital Libraries ◽  
Technological Development ◽  
Local Area ◽  
Digital Cameras ◽  
Web Based ◽  
Knowledge Based ◽  
Information Communications Technology ◽  
Computer Mediated ◽  
Information And Communication ◽  
Word Processors

At the beginning of the 21s t century, we are faced with an age of rapid technological development in information and communication. Issues of educational reform have never been more urgent than now. One of the major challenges is how to design our educational system, in general, and our methods of instruction, in particular, to produce graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive use of information communications technology (ICT). ICTs, especially modern digital ones, include various types of computers; digital cameras; local-area networking; the Internet and the World Wide Web; CD-ROMs and DVDs; and applications such as word processors, spreadsheets, tutorials, simulations, e-mail, digital libraries, computer-mediated conferencing, videoconferencing, and virtual reality (Blurton, 1999). Four main features of these modern digital ICTs make them stand out as very useful educational tools. These are integration of multimedia, flexibility of use, connectivity, and interactivity (Blurton, 1999).

Selling Singapore's E-Lifestyle Initiative to Late Adopters

2005 ◽  
pp. 635-639
Author(s):  
Ian Weber ◽  
Eric T.K. Lim
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Asia Pacific ◽  
Business Services ◽  
Web Based ◽  
Knowledge Based ◽  
Comprehensive Information ◽  
Knowledge Economies ◽  
Information And Communication ◽  
The Government

Singapore’s transformation to a knowledge-based, information and communication technology (ICT) hub in the Asia-Pacific region began in 1992 with A Vision of an Intelligent Island (The IT 2000 Report) initiative. This blueprint for Singapore’s future was initiated by the government “to spread the use of computers in everyday life and ... to have all households ... linked to the Internet” (Kuo et al., 2002, p. 1). To achieve this goal, the government implemented five strategic themes: development of a global hub for business, services and transportation; improvement in the quality of life by using technology to reduce or simplify mundane activities; boosting the economic engine through pursuit of information and knowledge economies; linking communities locally and globally through a comprehensive information and communication technology (ICT) platform to support civic and social networking; and enhancing the potential of individuals through the use of Web-based learning (Chun, 2002).

scholarly journals Intermediation Capabilities of Information and Communication Technologies (ICTs) in Ghana’s Agricultural Extension System

2021 ◽  
pp. 1-37
Author(s):  
Nyamwaya Munthali ◽  
Rico Lie ◽  
Ron Van Lammeren ◽  
Annemarie Van Paassen ◽  
Richard Asare ◽  
...  
Keyword(s):  
Social Media ◽  
Information And Communication Technologies ◽  
Interactive Voice Response ◽  
Communication Technologies ◽  
Agricultural Extension ◽  
Agricultural System ◽  
Extension System ◽  
Information Matching ◽  
Information And Communication ◽  
Information Harvesting

Information and communication technologies (ICTs), specifically those that are digital and interactive, present opportunities for enhanced intermediation between actors in Ghana’s agricultural extension system. To understand these opportunities, this study investigates the capabilities of ICTs in support of seven forms of intermediation in the context of agricultural extension: disseminating (information), retrieving (information), harvesting (information), matching (actors to services), networking (among actors), coordinating (actors), and co-creating (among actors). The study identifies the types of ICTs currently functioning in Ghana’s agricultural system, and applies a Delphi-inspired research design to determine the consensus and dissensus of researchers, scientists, and practitioners about the potential of these ICTs to support each of the seven intermediation capabilities. The findings reveal that experts reached consensus that interactive voice response (IVR) technologies currently have the highest potential to support disseminating, retrieving, harvesting, and matching. Meanwhile, social media messaging (SMM) technologies are currently seen as highly capable of supporting coordinating and, to a lesser extent, co-creating, but no consensus is reached on the potential of any of the technologies to support networking.

scholarly journals Towards a Revolutionized Agricultural Extension System for the Sustainability of Smallholder Livestock Production in Developing Countries: The Potential Role of ICTs

2021 ◽  
Vol 13 (11) ◽  
pp. 5868
Author(s):  
Obvious Mapiye ◽  
Godswill Makombe ◽  
Annelin Molotsi ◽  
Kennedy Dzama ◽  
Cletos Mapiye
Keyword(s):  
Developing Countries ◽  
Information And Communication Technologies ◽  
Smallholder Farmers ◽  
Farming Systems ◽  
Communication Technologies ◽  
Agricultural Extension ◽  
Smallholder Farming ◽  
Extension System ◽  
Development Agenda ◽  
Information And Communication

The creation of commercialization opportunities for smallholder farmers has taken primacy on the development agenda of many developing countries. Invariably, most of the smallholders are less productive than commercial farmers and continue to lag in commercialization. Apart from the various multifaceted challenges which smallholder farmers face, limited access to extension services stands as the underlying constraint to their sustainability. Across Africa and Asia, public extension is envisioned as a fundamental part of the process of transforming smallholder farmers because it is their major source of agricultural information. Extension continues to be deployed using different approaches which are evolving. For many decades, various authors have reported the importance of the approaches that effectively revitalize extension systems and have attempted to fit them into various typologies. However, there is a widespread concern over the inefficiency of these extension approaches in driving the sustainability of smallholder farming agenda. Further, most of the approaches that attempted to revolutionize extension have been developed and brought into the field in rapid succession, but with little or no impact at the farmer level. This paper explores the theory and application of agricultural extension approaches and argues the potential of transforming them using digital technologies. The adoption of information and communication technologies (ICTs) such as mobile phones and the internet which are envisaged to revolutionize existing extension systems and contribute towards the sustainability of smallholder farming systems is recommended.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

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