scholarly journals Information and communication technology (ICT) in education of comprehensive Methodological foundations and concept

2022 ◽  
Vol 3 (1) ◽  
pp. 42-53
Author(s):  
Na’imeh Ahmad.A. Arshood

This paper Information and communication technology (ICT) in education of comprehensive Methodological foundations and concept ,fills two major civilizational functions of personality development: its spiritual, moral, artistic, cultural development and its socialization, as well as the economic function, the reproduction of skilled labor resources for social production. The intensification of the process of obtaining knowledge, the requirements for quality and individualization of the process of obtaining education by different categories of students cause an urgent need to develop and implement a wide range of educational programs that allow everyone who wants to get that education, at the time and place that seem most acceptable to him, regardless of gender, age, social origin and abilities. On the study of the role of education in this context, inclusive pedagogy is aimed.

2002 ◽  
Vol 29 (5) ◽  
pp. 729-755 ◽  
Author(s):  
Galit Cohen ◽  
Peter Nijkamp

Information and communication technology (ICT) is widely accepted as a potentially favourable set of instruments, which may improve the welfare and competitiveness of nations and cities. Nowadays, both public and private actors aim to exploit the expected benefits of ICT developments. The authors seek to investigate the potential of ICT use at an urban level and, in particular, to shed more light on various factors that influence urban ICT policies in the public domain. First, a conceptual framework, designed to improve understanding of the driving forces of urban ICT policies, is outlined. It focuses on the way decisionmakers perceive their city, and shape their opinions about ICT; it addresses in particular the way these decisionmakers evaluate the importance of ICT for their city. Next, interviews with urban decisionmakers in different European cities in three countries (Austria, Spain, and the Netherlands) are used to analyse the complex relationship between perceived urban characteristics (for example, nature of problems and urban image), personal attitudes towards ICT, administrative features of the cities concerned, and perceptions of the relevance of ICT to the cities. The authors' main focus is on the identification of a possible systematic relationship between the aforementioned explanatory factors and urban decisionmakers' attitudes towards ICT policies. Understanding the decisionmakers' perceptions is an important step towards grasping the nature and substance of the policy itself, and may explain some of the variance among different cities. Because the ‘urban ICT’ discourse is still relatively new, an open-interview method is used to capture a variety of different views and perceptions on ICT and on the information age in the city. With the aid of qualitative content analysis, the interview results are transformed into a more systematic and comparable form. The results suggest that even interviewees from the same city may have a different understanding of their urban reality whereas, on the other hand, cities with different characteristics may appear to suffer from similar problems. Moreover, the authors found a wide range of attitudes toward ICT and its expected social impacts, although most of the interviewees appeared to be more sceptical than had been expected. The authors identified a clear need for a more thorough investigation of background factors and, therefore an approach originating from the field of artificial intelligence—rough-set analysis—was deployed to offer a more rigorous analysis. This approach helped in the characterisation and understanding of perceptions and attitudes regarding urban policies, problems, and images.


2014 ◽  
Vol 2 (1) ◽  
pp. 121-130
Author(s):  
Fatimah Ahmad Thahir

Abstract: This research aims to uncover the benefits of the introduction of information and communication technology in education. The researcher analyzes documents from formal and non-formal institutions in facilitating the use of information and communication technology to meet the needs of today's students. In order to maximize the benefits of having ICT in education, universities have to have more interactions with the world community through communication with pople in the community and their leaders. The universities should also take advantages of available possibilities to ensure the comprehensive and sustainable development, which we desperately need them at this critical juncture for our just cause. DOI: 10.15408/tjems.v1i1.1122


2018 ◽  
Vol 16 (2) ◽  
pp. 128-143
Author(s):  
Ali Rahman

ABSTRACTICT is one of the learning media that is widely used in various fields of educationbecause it increases the effectiveness and efficiency in the learning process. Theuse of ICT in learning includes tutorials, application tools and communication,while the application of ICT in the world of education is in the form of electronicbooks and e-learning. The use of information and communication technology ineducation is absolutely necessary to answer problems in the education sector,especially for access and equity and the quality of education. Everything will runsmoothly depending on the technology and network conditions available.Standardization and utilization of ICT in education is very important to ensure thequality of educational processes and outcomes. Teachers as implementers ofeducation are required to design the learning process by presenting the rightlearning atmosphere so that the learning process can take place effectively,efficiently and pleasantly. One learning model that can be used as a reference formodel design and learning based material is the ADDIE model.


Author(s):  
Mrs. Marthamma D Y

Abstract: There is no doubt that the integration of ICT in the provision of library services can bring great benefits to the entire community and the nation. ICTs, which continue to be a support tool for the provision of up-to-date and timely information and library services, are also essential for sustainable development .This paper is an attempt to examine the critical role that information and communication technology (ICT). How it plays important role in the management and delivery of library services in sustainable development. Despite the wide range of opportunities offered by the advent of ICT, it has been observed that the application of ICT to library services appears inadequate, probably due to several challenges. Using the simple literature search methodology, the paper sought to review the related literature on ICT resources and ICT-based services in libraries, the benefits of ICT and the role of libraries in sustainable development. The document also identified the challenges of using ICT in libraries. Among other things, it was recommended to improve the capacity and level of adoption of ICT by libraries. Keywords: Information and Communication Technology (ICT), Libraries, Sustainable Development, ICT-based library services


Politik ◽  
2015 ◽  
Vol 18 (3) ◽  
Author(s):  
Karen Lund Petersen ◽  
Vibeke Schou Tjalve

New forms of information and communication technology, surveillance and data collection have blurred the boundary between public and private responsibility: whereas it used to be only the statesman and his selected few who made decisions regarding national security, it is, in the age of unpredictability and resilience, a very wide range of both state and civilian actors who, on a daily basis, participate in the national intelligence practice. is article argues that a new security politics, driven by the notion of unpredictable risks and made possible by new data and surveillance technologies, has created a new kind of intelligence practice in which ethico-democratic questions about ownership, responsibility and control are urgent. e intelligence services’ current answer to these questions is more ‘method’ and better ‘procedures’. is is, however, not good enough. By identifying not just an ethos of rules but also an ethos of judgement in the Western tradition of state, this article recommends that we rediscover and democratise the line of thinking in our bureaucratic ethos that emphasises the ability to make (self-)critical judgements. 


Author(s):  
Adán A. Gómez ◽  
Manuel F. Caro ◽  
Angela M. Solano ◽  
Yina M. Vega

Educational Informatics is a multidisciplinary research area that uses Information and Communication Technology (ICT) in education. This article reports a wide overview about the new perspective of educational informatics that has been implemented in Latin America. This general view is the result of the different talks presented during the XIII Conference of Educational Informatics, organized by the Ibero-American Network of Educational Informatics RIBIE (Red Iberoamericana de Informática Educativa) in Colombia. These talks were proposed by international panelists from various parts of Latin America in the lines of ICT for Education and Peace, Thinking and Artificial Intelligence, Emergent Scenarios in Education and Mobiles Technologies and Apps for Entrepreneurship and Learning.


2020 ◽  
Vol 25 (6) ◽  
pp. 4721-4745
Author(s):  
Jawaher Alghamdi ◽  
Charlotte Holland

Abstract This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.


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