scholarly journals Students’ Creativity in Virtual vs. Classroom Courses on the Basis of Their Personality Traits: A Prediction Study

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Yasamin Abedini
Keyword(s):  
Personality Traits ◽  
Information And Communication Technologies ◽  
Pearson Correlation ◽  
Communication Technologies ◽  
Male Students ◽  
Statistical Population ◽  
Virtual Courses ◽  
Significant Difference ◽  
Information And Communication ◽  
The Relationship

The present study aims to compare the creativity of students in virtual and classroom courses at University of Isfahan and study its prediction based on the personality traits of these students. The statistical population of the study consisted of all faculty members and students at University of Isfahan in academic year 2017‑2018. Among them, 150 subjects were selected using Morgan Table and random sampling method. The data collection was done through Abedi’s Creativity Questionnaire (1993) and Costa and McCrae Personality Questionnaire (1992). Data were analyzed by T‑test for independent groups, Pearson correlation coefficient and multiple regression analysis. Results show that there is a significant difference in creativity scores of students attending virtual courses and those attending classroom courses, as well as between female and male students. However, the relationship between personality traits and creativity was significantly stronger among classroom students than the virtual students, and these traits were better predictors of creativity in classroom students than in virtual students. Based on findings, it can be concluded that more usage of the information and communication technologies such as internet, wireless networks, cell phone, etc.(ICTs) by virtual students not only increases their creativity, but also, as an important environmental and intrapersonal factor, affects the relationship between personality traits and creativity among these students and weakens it. This finding shows the great role of acquisitive‑digital factors in students’ creativity.

Exploring the Development of Pre-Service Teachers' ICT-TPACK Using a Cognitive Stimulation Tool

2018 ◽  
pp. 757-784
Author(s):  
Syh-Jong Jang ◽  
Meng-Fang Tsai
Keyword(s):  
Information And Communication Technologies ◽  
Self Regulation ◽  
Communication Technologies ◽  
Cognitive Stimulation ◽  
Self Regulated Learning ◽  
Cognitive Regulation ◽  
Significant Difference ◽  
Information And Communication ◽  
Regulation Strategies ◽  
The Relationship

Self-regulated learning (SRL) skills and Technological Pedagogical and Content Knowledge (TPACK) are important issues in current educational studies. Most of SRL studies have highlighted the relationship between self-regulation and academic performances. However, few existing research on the aspect of SRL is seldom applied to the research on TPACK of pre-service teachers. The purpose of this paper was to examine pre-service teachers' development of TPACK with appropriate Information and Communication Technologies (ICT) using cognitive stimulation tool (CST). Pre-service teachers self-rated their ICT-TPACK at two time points, and the statistical analysis indicated significant difference. The analysis of qualitative data showed that pre-service teachers used cognitive regulation strategies to develop their understanding and application skills on ICT-TPACK and were able to use reflective practices to demonstrate their understanding of TPACK at the end of the semester. The research implications of this study and TPACK instrument development are provided along with suggestions.

Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool

2016 ◽  
pp. 380-404
Author(s):  
Syh-Jong Jang ◽  
Meng-Fang Tsai
Keyword(s):  
Information And Communication Technologies ◽  
Self Regulation ◽  
Communication Technologies ◽  
Cognitive Stimulation ◽  
Self Regulated Learning ◽  
Cognitive Regulation ◽  
Significant Difference ◽  
Information And Communication ◽  
Regulation Strategies ◽  
The Relationship

Self-regulated learning (SRL) skills and Technological Pedagogical and Content Knowledge (TPACK) are important issues in current educational studies. Most of SRL studies have highlighted the relationship between self-regulation and academic performances. However, few existing research on the aspect of SRL is seldom applied to the research on TPACK of pre-service teachers. The purpose of this paper was to examine pre-service teachers' development of TPACK with appropriate Information and Communication Technologies (ICT) using cognitive stimulation tool (CST). Pre-service teachers self-rated their ICT-TPACK at two time points, and the statistical analysis indicated significant difference. The analysis of qualitative data showed that pre-service teachers used cognitive regulation strategies to develop their understanding and application skills on ICT-TPACK and were able to use reflective practices to demonstrate their understanding of TPACK at the end of the semester. The research implications of this study and TPACK instrument development are provided along with suggestions.

scholarly journals Web 2.0 vs. the Semantic Web: A Philosophical Assessment

Episteme ◽  
2009 ◽  
Vol 6 (1) ◽  
pp. 25-37 ◽  
Author(s):  
Luciano Floridi
Keyword(s):  
Semantic Web ◽  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Environment ◽  
The Past ◽  
Clear Explanation ◽  
Significant Difference ◽  
The Future ◽  
Information And Communication

ABSTRACTThe paper develops some of the conclusions, reached in Floridi (2007), concerning the future developments of Information and Communication Technologies (ICTs) and their impact on our lives. The two main theses supported in that article were that, as the information society develops, the threshold between online and offline is becoming increasingly blurred, and that once there won't be any significant difference, we shall gradually re-conceptualise ourselves not as cyborgs but rather as inforgs, i.e. socially connected, informational organisms. In this paper, I look at the development of the so-called Semantic Web and Web 2.0 from this perspective and try to forecast their future. Regarding the Semantic Web, I argue that it is a clear and well-defined project, which, despite some authoritative views to the contrary, is not a promising reality and will probably fail in the same way AI has failed in the past. Regarding Web 2.0, I argue that, although it is a rather ill-defined project, which lacks a clear explanation of its nature and scope, it does have the potentiality of becoming a success (and indeed it is already, as part of the new phenomenon of Cloud Computing) because it leverages the only semantic engines available so far in nature, us. I conclude by suggesting what other changes might be expected in the future of our digital environment.

scholarly journals Information and communication technologies in primary healthcare facilities in Egypt

2017 ◽  
Vol 19 (01) ◽  
pp. 88-95 ◽  
Author(s):  
Taghreed M. Farahat ◽  
Nagwa N. Hegazy ◽  
Maha Mowafy
Keyword(s):  
Information And Communication Technologies ◽  
Primary Healthcare ◽  
Health Sector ◽  
Communication Technologies ◽  
World Health ◽  
Continuous Training ◽  
Cross Sectional ◽  
Community Based Research ◽  
Significant Difference ◽  
Information And Communication

BackgroundThe health sector has always relied on technologies. According to World Health Organization, they form the backbone of the services to prevent, diagnose, and treat illness and disease. It is increasingly viewed as the most promising tool for improving the overall quality, safety and efficiency of the health delivery system.Aim of the studyThis was to assess the current situation of information and communication technologies (ICTs) in primary healthcare in the terms of describing and classifying the existing work, identify gaps and exploring the personal experiences and the challenges of ICTs application in the primary healthcare.Subjects and methodsA mixed research method in the form of sequential explanatory design was applied. In the quantitative phase a cross-sectional study was conducted among 172 family physicians using a predesigned questionnaire. Followed by qualitative data collection among 35 participants through focused group discussions.ResultsNearly half of the physicians have ICTs in their work and they were trained on it. None of them developed a community-based research using ICTs technology. Training on ICTs showed a statistically significant difference regarding the availability and the type of ICTs present in the workplace (P<0.05). Focused group discussion revealed that the majority of the participants believe that there is poor commitment of policymaker toward ICTs utilization in the primary care. Nearly 97% thinks that there is insufficient budget allocated for ICTs utilization in the workplace. Almost 88% of the participants demanded more incentives for ICTs users than non-user at the workplace.ConclusionsICTs resources are underutilized by health information professionals. Lack of funds, risk of instability of the electric supply and lack of incentives for ICTs users were the most common barriers to ICTs implementation thus a steady steps toward budget allocation and continuous training is needed.

scholarly journals Proficiency Perceptions and Attitudes of Pre-Service Teachers on İnformation and Communication Technologies

2018 ◽  
Vol 12 (1) ◽  
pp. 24
Author(s):  
İlhami Arseven ◽  
Ahmet Turan Orhan ◽  
Ayla Arseven
Keyword(s):  
Information And Communication Technologies ◽  
Teacher Candidates ◽  
Communication Technologies ◽  
Attitude Scale ◽  
Internet Usage ◽  
Usage Frequency ◽  
Significant Difference ◽  
Computer Ownership ◽  
Information And Communication ◽  
Faculty Of Education

The aim of this study is to examine teacher candidates’ perceptions of their own proficiency in using information and communication technologies and their attitudes towards information and communication technologies in terms of gender, major, internet usage frequency and computer ownership. The study group consists of 336 teacher candidates, 98 male (29%) and 238 female (71%) senior students, in different departments at Cumhuriyet University Faculty of Education during the 2017-2018 academic year. The “Proficiency Perception Scale for Using Information and Communication Technologies” and “The Attitude Scale for Information and Communication Technologies” developed by different researchers were administered to the candidate teachers. As a result of the findings obtained from the research, there was no significant difference between proficiency levels of the teacher candidates regarding the use of information and communication technologies. Besides, there was not significant difference between the means of attitude towards information and communication technologies in terms of majors and the internet usage frequency, and between the mean proficiency perception scores of using information and communication technologies with regard to gender. It was ascertained that there was a slightly meaningful difference between the attitudes scores for information and communication technologies in favor of males in terms of gender, and as to computer ownership, there was a low level of difference between both attitude and perception scores in favor of computer owners. The findings are discussed within the scope of literature.

Comparing hybrid media systems in the digital age: A theoretical framework for analysis

2018 ◽  
Vol 33 (5) ◽  
pp. 540-557 ◽  
Author(s):  
Alice Mattoni ◽  
Diego Ceccobelli
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
State Intervention ◽  
Theoretical Framework ◽  
Media And Politics ◽  
National Differences ◽  
National Media ◽  
Information And Communication ◽  
Media Systems ◽  
The Relationship

The relationship between media and politics today is deeply entrenched in the wide use of information and communication technologies to the point that scholars speak about the emergence of hybrid media systems in which older and newer media logics combine. However, it is still unclear how the configuration of hybrid media systems changes across countries today, especially with regard to the interconnection between media and politics. In the article, we aim to develop a theoretical framework to capture such national differences. In so doing, we want to develop a heuristic device to understand whether the transformations brought about by information and communication technologies in the media and political realm also contribute to reshaping national media systems and to what extent. After outlining the main scope of the article in the ‘Introduction’ section, we discuss the theoretical framework that Hallin and Mancini developed to compare media systems across countries, and we present this framework’s main strengths and weaknesses when used as a tool for understanding the relationship between media and politics in the digital era. We then argue for the need for an updated and expanded version of such a theoretical framework: first, we update its four original dimensions (structure of media market, political parallelism, state intervention and journalistic professionalism) transversely including information and communication technologies–related indicators; second, we expand the original theoretical framework with one new dimension (grassroots participation) and the related indicators. In the ‘Conclusion’ section, we summarize our theoretical proposal and present some indicators and potential comparative data sources to assess similarities and differences of national media systems across countries. Finally, we also note two limitations of the article.

Information Literacy and Lifelong Learning

2015 ◽  
pp. 223-234
Author(s):  
Tella Adeyinka
Keyword(s):  
Literature Review ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Communication Technologies ◽  
Learning Processes ◽  
Information Environment ◽  
Information And Communication ◽  
Development Goals ◽  
The Relationship

Information literacy is regarded as the basis for learning in our contemporary environment of rapid and sophisticated technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the needs for learners to engage with the information environment as part of their formal learning processes. The achievement of lifelong learning and making citizens become information literate is the target of many nations as far as millennium development goals and vision 2015 are concerned. This chapter presents a literature review on information literacy and lifelong learning pointing out the relationship between the two and their benefits, and finally, the chapter makes recommendations to improve both programs.

Information Literacy and Lifelong Learning

2016 ◽  
pp. 11-22
Author(s):  
Tella Adeyinka
Keyword(s):  
Literature Review ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Communication Technologies ◽  
Learning Processes ◽  
Information Environment ◽  
Information And Communication ◽  
Development Goals ◽  
The Relationship

Information literacy is regarded as the basis for learning in our contemporary environment of rapid and sophisticated technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the needs for learners to engage with the information environment as part of their formal learning processes. The achievement of lifelong learning and making citizens become information literate is the target of many nations as far as millennium development goals and vision 2015 are concerned. This chapter presents a literature review on information literacy and lifelong learning pointing out the relationship between the two and their benefits, and finally, the chapter makes recommendations to improve both programs.

Integrating ICT into Sustainable Local Policies

2010 ◽  
pp. 340-364 ◽  
Author(s):  
Antonio Caperna
Keyword(s):  
Information And Communication Technologies ◽  
Planning Process ◽  
Information Age ◽  
Communication Technologies ◽  
Agenda 21 ◽  
Sustainable Policy ◽  
Potential Problems ◽  
Information And Communication ◽  
Local Policies ◽  
The Relationship

This chapter analyses the Information and Communication Technologies (hereafter referred to as ICT) phenomenon, the opportunities it offers, the potential problems, and the relationship with local policies. It moves on the actions needed to develop, within the Agenda 21 process, a framework able to define some fundamental features for a new spatial theory in the information age, which will eventually consider Information and Communication Technology not just a simple tool, but a crucial aspect of a sustainable policy, capable, if well addressed, to mitigate various current or emerging territorial challenges such as literacy and education, public participation in the planning process, social and geographical divide, institutional transparency, etc.. This chapter will illustrate a framework able to assist politicians and planners in planning a sustainable development through ICT.

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