Teens and Information and Communication Technologies

21St Century ◽

Continuous Change ◽

Information And Communications Technologies ◽

Early 21St Century ◽

Emerging Issues ◽

Information And Communication

The focus of this article is on how young people, ages 12–19, in the early 21st century use information and communications technologies. The wide and diverse nature of the landscape, composed of multiple platforms and applications in continuous change, necessitates a broad approach. Information technologies are now bundled with communications capabilities and vice versa, making a focus on one and not the other virtually impossible. Furthermore, one of the difficulties in studying ICT use among children and teenagers is that statistics and studies are still limited, even within digitally privileged countries. Ironically, while research in this area has focused on the educational use of ICT, young people overwhelmingly use it for personal reasons. This article, therefore, looks at ICT through a wide angle and offers a snapshot of the role of ICT in the lives of young people in the early days of the 21st century, suggesting in broad terms where the emerging issues and trends may lie.

Students' perception of the International University of Novi Pazar on the exchange and transfer of knowledge through information technology

Univerzitetska misao - casopis za nauku kulturu i umjetnost Novi Pazar ◽

10.5937/univmis2019111a ◽

2020 ◽

pp. 111-118

Author(s):

Suada Aljković-Kadrić ◽

Suad Bećirović

Keyword(s):

Young People ◽

Modern Society ◽

Transfer Of Knowledge ◽

International University ◽

The One ◽

The Right

A characteristic of modern society in the last few decades is the increasingly powerful exchange and transfer of knowledge through information technologies that offer tools for the production, creation, collection, organization, use and storage of knowledge and information. The research was conducted among students of the International University of Novi Pazar, with indicators that indicate the degree of understanding and use of computers and the development of information literacy, after which young people should understand and rationally use information and communication technologies. Students provided answers to questions such as: how to access information and how to evaluate information in a youth support process related to research processes that enable young people to find, download and make relevance assessments, Everyday use of computer-aided technologies by young people also generates larger amounts of information that are difficult to manage. So, young people have a large amount of important information that needs to be recognized on the one hand, and understood on the other, and finally situated in a harmonious relationship, so for them, in computer and IT terms, complex tasks are set, such as how to choose the right technology and how to manage that information. Information management refers, among other things, to the ability of young people to take responsibility, fundamentally for the process of planning, organizing, coordinating and controlling.

Practice, Progress, and Proficiency in Sustainability - Handbook of Research on Sustainable Development and Economics ◽

The Influence of Information and Communication Technologies on Societies and their Cultures

10.4018/978-1-4666-8433-1.ch016 ◽

2015 ◽

pp. 360-385 ◽

Cited By ~ 2

Author(s):

Lee Allen

Keyword(s):

Information And Communications Technologies ◽

Historical Significance ◽

Technological Advances ◽

Communications Technologies ◽

Cave Paintings ◽

Information And Communication

In this chapter, the various ways technologies have exerted influence upon cultures and societies since the dawn of human existence is examined. Be it man-made fire, sharpened stone tools and weapons, or cave paintings, humans are always inventing “something” to sustain or improve their lives and/or livelihoods, and generally make their existence more tolerable – and comfortable. The culture surrounding and thus influenced by technological advances differs from traditional definitive criteria of groups. A technologically-influenced society and culture is identified by its populace's ability to access and use its defining technologies. Nowadays social communication and interactions often occur with others across cultures, continents and socioeconomic systems as constantly evolving information technologies emerge as communication tools. In order to understand the role of technology's influence on our societies, we must understand the historical significance of various information and communications technologies' influence on culture and how changes in our interactions and relationships across all groups have occurred as a result.

IMPROVING THE EFFICIENCY OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE BANKING SYSTEM

Innovation in the economy ◽

10.26739/2181-9491-2021-4-6 ◽

2021 ◽

Vol 4 (4) ◽

pp. 41-46

Author(s):

Ra’no Parpieva ◽

◽

Nafisa Norboyeva ◽

Adiba Turayeva

Keyword(s):

Banking Sector ◽

Banking System ◽

Modern Society ◽

Payment Systems ◽

Effective Use ◽

The Impact

This article will serve to select the system required for the effective use of information and communication technologies in the banking system and the impact of national payment systems in the banking sector on modern society, the effective use of new modern information technologies in the system.Study of foreign experience to select information and communication technologies that should be used in modern banks with information and communication technologies in the banking system, which have been used before.

Populism in the 21st century: Today, tomorrow, always?

Moscow University Bulletin of World Politics ◽

10.48015/2076-7404-2021-13-2-33-61 ◽

2021 ◽

Vol 13 (2) ◽

pp. 33-61

Author(s):

A. V. Glukhova

Keyword(s):

21St Century ◽

Global Financial Crisis ◽

Public Support ◽

Political Scientist ◽

Early 21St Century ◽

Political Processes ◽

Characteristic Features ◽

The Global Financial Crisis

The concept of populism has been known since Antiquity. However, in recent decades it gained new prominence amongst politicians and political experts. The present paper attempts to reconstruct the image of populism of the 21st century and to assess the viability of populist parties and movements involved in the context of current social and political processes within Western societies. The ﬁrst section of the paper examines various deﬁnitions of populism elaborated by both Russian and foreign political scholars. On that basis the author attempts to identify the core meaning of this phenomenon, its historic roots and psychological underpinnings, as well as a social-political proﬁle today. The author highlights such constituent elements of the populist discourse that crystallized throughout its development, as direct appeal to the public sentiments, oversimpliﬁcation of reality and the use of manipulative techniques. The second section of the paper examines the origins and characteristic features of the populist wave that spanned across both developed and developing countries in the early 21st century. For that matter, the eﬀects of globalization are considered particularly problematic, as they have uncertain implications for international relations and exacerbate social and economic tensions even within developed societies creating both ‘winners’ and ‘losers’. They also allowed various populist movements to take advantage of the growing social instability in the wake of the global ﬁnancial crisis of 2008–2009. Additionally, the author links the recent rise in the populist sentiments to the deepening crisis of traditional political party systems, the erosion of principles of parliamentarianism and the development of new information and communication technologies. The author stresses that in these circumstances diﬀerent charismatic leaders gain new opportunities for mobilizing public support. The research concludes that the prospects for the ongoing populist wave are best described by a formula, proposed by a German political scientist Klaus von Beyme: ‘Populism never lasts very long — but it is somehow always around’.

Introduction to information and communication technologies

10.12737/1189946 ◽

2021 ◽

Author(s):

Larisa Gagarina ◽

Grigoriy Kuznecov ◽

Evgeniy Portnov ◽

Anna Doronina

Keyword(s):

Educational Institutions ◽

Federal State ◽

Multimedia Networks ◽

History Of ◽

State Educational ◽

Network Operating Systems

The textbook examines the main milestones in the history of the development of information technologies, computing and computer technology abroad and in Russia. Special attention is paid to the methodology of scientific research in the field of infocommunications. The current sections of the development of telecommunications technologies in the field of multimedia networks and network operating systems are presented. In order to develop practical skills, a laboratory workshop is given. Meets the requirements of the federal state educational standards of higher education of the latest generation. For senior students of technical specialties, postgraduates, researchers, teachers of higher educational institutions, students of advanced training institutes.

MODELING INNOVATIVE YOUTH ENTREPRENEURSHIP: THE EXPERIENCE OF BELARUS

International scientific journal Internauka ◽

10.25313/2520-2057-2021-1-6806 ◽

2017 ◽

Cited By ~ 1

Author(s):

Venelin Krastev Terziev ◽

◽

Vladimir Klimuk ◽

Keyword(s):

Young People ◽

Modern Society ◽

Digital Society ◽

Youth Entrepreneurship ◽

Great Damage

The model of a modern society is a „digital society” based on the widespread use of information and communication technologies. Information is of utmost importance. However, „unprocessed“, „unprepared“ information is not valuable, but quite the opposite – it causes great damage economic, technical, psychological, political and others). First of all, this concerns young people, who are exposed to the influence of „harmful factors“ (information messages, appeals) more than other categories of the population.

Evolution of the framework for 21st century competencies

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2013.05.002b ◽

2013 ◽

pp. 10-24

Keyword(s):

21St Century ◽

International Organizations ◽

Conceptual Models ◽

Educational Policies ◽

Special Focus ◽

Ict Competencies

This article presents the successive changes and evolution of the frameworks for 21st century competencies, since the appearance of the first conceptual models during the final years of the last century, and also it is a review of the competencies that are needed in the 21st century with a special focus on the Information and Communication Technologies (ICT) competencies. The included frameworks have been elaborated by diverse institutions such as international organizations, private consortia and also governments as a guideline for educational policies in elementary and secondary schools. Later, the frameworks are compared and analyzed according to a classification of the competencies into general categories, in order to visualize some trends and obtain some insights about the direction they are heading. Finally, it provides some suggestions for the conception of future frameworks.

The evolving landscape of learning technology

Research in Learning Technology ◽

10.3402/rlt.v10i3.11407 ◽

2002 ◽

Vol 10 (3) ◽

Cited By ~ 6

Author(s):

Gráinne Conole

Keyword(s):

Virtual World ◽

Organizational Context ◽

Learning Technology ◽

Infrastructure Policy ◽

Emerging Issues ◽

Ict Development ◽

The Uk

This paper provides an overview of the current and emerging issues in learning technology research, concentrating on structural issues such as infrastructure, policy and organizational context. It updates the vision of technology outlined by Squires' (1999) concept of peripatetic electronic teachers (PETs) where Information and Communication Technologies (ICT) provide an enabling medium to allow teachers to act as freelance agents in a virtual world and reflects to what extent this vision has been realized The paper begins with a survey of some of the key areas of ICT development and provides a contextualizing framework for the area in terms of external agendas and policy drivers. It then focuses upon learning technology developments which have occurred in the last five years in the UK and offers a number of alternative taxonomies to describe this. The paper concludes with a discussion of the issues which arise from this work.DOI:10.1080/0968776020100302

Quo Vadis? School Principals' Educational Leadership in the Technological Era of the 21st Century

Educatia 21 ◽

10.24193/ed21.2021.21.04 ◽

2021 ◽

Author(s):

Dana Daniel Horowitz ◽

◽

Nicolae Paun ◽

Keyword(s):

21St Century ◽

Role Models ◽

Primary Schools ◽

Teaching And Learning ◽

School Principals ◽

Peripheral Region ◽

Quo Vadis

This article focuses on a case study of primary schools in the northern peripheral region in Israel. Its aim is acquiring insights into the influence of principals as educational leaders of meaningful use of information and communication technologies (ICT) in teaching and learning. The data source in this study is qualitative based on personal interviews with 6 school principals and 9 teachers. The conclusion arising from these interviews was that school principals’ areas of responsibility are anchored in leading teaching, educational and learning processes, molding schools’ future image – vision and managing change, leading, and professionally developing staff, while concentrating on in individuals, managing links between schools and communities. School leaders do not need to be IT experts, but it is important they have the vision to adopt change reform in the technological era of the 21st century. Principals are role models for teachers when they provide them with support and training to encourage them to employ ICT in planning their lessons. which is likely to improve their teaching and students’ learning.

Effects of Information Capitalism and Globalization on Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

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

10.4018/978-1-4666-6162-2.ch020 ◽

2014 ◽

pp. 237-255 ◽

Cited By ~ 1

Author(s):

Oladiran Stephen Olabiyi

Keyword(s):

21St Century ◽

Technical Education ◽

Vocational Education And Training ◽

Information Communication ◽

Knowledge Based ◽

The World ◽

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.