scholarly journals Choice of Information and Communication Technology Tools in Tomato Marketing Among Smallholder Farmers in Kirinyaga County, Kenya

2021 ◽  
Vol 25 (3) ◽  
pp. 81-92
Author(s):  
Kevin Orangi Mauti ◽  
Samuel Njiri Ndirangu ◽  
Samuel Chege Mwangi
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Smallholder Farmers ◽  
Structured Interview ◽  
Farm Size ◽  
Small Scale ◽  
Tomato Production ◽  
Factors Affecting ◽  
Information And Communication ◽  
Ict Tools

This study examined the factors influencing the choice of information and communication technology (ICT) tools used in tomato marketing by smallholder farmers in Kirinyaga County, Kenya. Households were selected through a combination of purposive, two-stage stratified and probability proportionate to size sampling techniques. The study employed Semi-structured interview schedules to collect data from the sampled small-scale tomato farmers. Factors affecting the choice of ICT tools in tomato marketing were identified using multivariate model. The study revealed that age, income, level of education, farmers’ experience, and farm size, tomato production, willingness to pay for ICT tools, tomato prices and knowledge on ICT are predictors of choice of ICT use. ICT should be given in such a way that all farmers can get information as per their need. Policy makers and agricultural extension agents should create awareness on the use and importance of ICT tools for farmers to accept and use available ICT tools.

scholarly journals Is it possible to share tacit knowledge using information and communication technology tools?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Delio Ignacio Castaneda ◽  
Paul Toulson
Keyword(s):  
Tacit Knowledge ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Text Messaging ◽  
Explicit Knowledge ◽  
Knowledge Workers ◽  
Content Type ◽  
Information And Communication ◽  
Ict Tools ◽  
The Uk

Purpose This study aims to determine whether it is possible to use information and communication technology (ICT) tools to share tacit knowledge. Few studies have considered this subject, and they have reported both the ineffectiveness and effectiveness of ICT tools for sharing tacit knowledge. Design/methodology/approach In this study, the participants comprised 217 knowledge workers from New Zealand and researchers who attended a knowledge management conference in the UK. In all, 59% of the sample was men and 41% women. The research model compared the scores of knowledge workers in two categories of ICT, those that allow dialogue and those that do not, in relation to knowledge sharing in organizations. The instrument used a Likert scale with five levels of response. Findings It was found that not all ICT technologies let tacit knowledge to be shared, but those ICT that facilitate dialogue, for example, text messaging and video conferences. Emails did not facilitate the exchange of tacit knowledge. Research limitations/implications It is suggested to replicate the study with different countries to evaluate the role of culture in the communication of tacit knowledge. Practical implications An implication for practitioners based on this study is that email should not be the preferred mode for transferring knowledge between an organization and their workers. This mode is adequate for the exchange of explicit knowledge, but it has a limited capacity for transferring tacit knowledge. Thus, organizations may increase the use of audio and video tools to transfer electronically tacit knowledge. Interaction or socialization may facilitate the understanding and internalization of tacit knowledge by workers. Originality/value This study contributed to understand the reason for contradictory results from previous research. ICT tools are effective to share tacit knowledge when they facilitate dialogue. Results also support practitioners about how to obtain more effective exchange of tacit knowledge in organizations.

scholarly journals Making sense of ‘pure’ phenomenography in information and communication technology in education

2006 ◽  
Vol 14 (3) ◽  
Author(s):  
Graham Alsop ◽  
Chris Tompsett
Keyword(s):  
Qualitative Analysis ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Good Practice ◽  
Small Scale ◽  
Technology In Education ◽  
Methodological Issues ◽  
Scale Evaluation ◽  
Making Sense ◽  
Information And Communication

Research in information and communication technology in education places an increasing emphasis on the use of qualitative analysis (QA). A considerable number of approaches to QA can be adopted, but it is not always clear that researchers recognize either the differences between these approaches or the principles that underlie them. Phenomenography is often identified by researchers as the approach they have used, but little evidence is presented to allow anyone else to assess the objectivity of the results produced. This paper attempts to redress the balance. A small-scale evaluation was designed and conducted according to ‘pure’ phenomenographic principles and guidelines. This study was then critiqued within the wider context of QA in general. The conclusion is that pure phenomenography has some procedural weaknesses, as well as some methodological limitations regarding the scope of the outcomes. The procedural weaknesses can be resolved by taking account of good practice in QA. The methodological issues are more serious and reduce the value of this approach for research in collaborative learning environments.DOI: 10.1080/09687760600837058

Impact of Infrastructure Barriers on Electronic Government Implementation

2021 ◽  
Vol 38 (4) ◽  
Author(s):  
Mosleh Zeebaree ◽  
Saman Sattar ◽  
Goran Yousif Ismael ◽  
Abdulkhaleq Nader Qader ◽  
Musbah Aqel
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Electronic Government ◽  
Government Services ◽  
Critical Success ◽  
Government Sector ◽  
Spare Time ◽  
Information And Communication ◽  
Ict Tools ◽  
Societal Problems

Electronic government (e-government) in its simplest form can mean utilizing information and communication technology (ICT) tools to give services to citizens. With the enormous benefits that e-government gives to government and societies, it still faces obstacles and challenges. Therefore, there are always a number of critical success and risk factors associated with e- Government implementation. In this modern life, data is a huge item that should be ace so as to enhance the competitive power of an association. Various uses of Information and Communication (ICT) in some domestic governments made it become apparent. Nonetheless, indeed, ICT didn’t have a worthy impact on the productivity of government sector. A lot of governments all throughout the globe are presenting e-government as inclusion to their process on the most proficient method to spare time and costs, enhance assistance and raise productivity and adequacy of public sector. Along these lines, the distinguishing proof of e-government has been the highest need for all administration offices. Nonetheless, the appropriation of e-government is confronting a great deal of boundaries and difficulties, for example, technological, institutional, national and societal problems that should be repair and think cautiously by any pondering government's appropriation. This paper further states the methodical analysis to recognize the infrastructural barriers that affects the execution of e-government services. It would also create a record of potential tactics that would made e-government services execution successful.  

Empirical evaluation of basic Information and Communication Technology (ICT) skills of final year students of Federal College of Education (Technical), Omoku

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Onyedimekwu Okechi ◽  
Oruan K. Memoye
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Research Result ◽  
Research Work ◽  
Empirical Evaluation ◽  
College Of Education ◽  
Basic Information ◽  
Ict Skills ◽  
Information And Communication ◽  
Ict Tools

This research work titled “Empirical Evaluation of Basic Information and Communication Technology (ICT) Skills of Final Year Students of Federal College of Education (Technical), Omoku” used UNESCO ICT-Competency Framework for Teachers version 3, 2018 as a conceptual framework to assess basic ICT skills and competency level of students. It employed evaluative survey design using questionnaire as the instrument of data collection, designed and administered to all the 51 Part-Time final year students. Analysis of the research result using SPSS Version 20 shows that 4 (7%) of the students lack basic ICT skills, 13 (25%) of them are average in the use of ICT tools and 14 (27%) of them have above average ICT skills. A mean of 3.7 shows that 74% of the students agree that their ICT Instructors possesses the requisite professional skills and competencies to teach. Since 25% of the students can averagely use ICT tools, the researcher recommends that the Government should implement the Monitory and Evaluation of its huge investment in ICT in Education by making sure ICT Facilities are used for teaching and learning in schools.

Innovative ICT Applications in Transport and Logistics

2013 ◽  
pp. 2150-2163
Author(s):  
Mark Goh ◽  
Kym Fraser
Keyword(s):  
Supply Chain ◽  
Public Sector ◽  
Case Studies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Service Provider ◽  
Logistics Service ◽  
Logistics Service Provider ◽  
Information And Communication ◽  
Ict Tools

This chapter examines the applications of innovative information and communication technology (ICT) applications in transport and logistics in Asia. Specifically, the authors examine two case studies of how a Logistics Service Provider (LSP), and a public sector agency based in Asia who acts as a regulator of ports and maritime services and facilities have effectively used ICT tools and applications to their advantage and how this has shaped the innovation landscape of the supply chain in Asia.

Improving the Educational Effectiveness of MOOCs by Using Web-Based Information and Communication Technology

2016 ◽  
pp. 186-201 ◽  
Author(s):  
Bhavik Pathak
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Business Models ◽  
Online Courses ◽  
Educational Effectiveness ◽  
Educational Models ◽  
Web Based ◽  
Online Retailers ◽  
Information And Communication ◽  
Ict Tools

Massive Open Online Courses (MOOCs) have proved their cost effectiveness in extending the reach of the traditional classroom education to thousands of learners across the globe. However, many questions have been raised regarding the educational effectiveness of these MOOC models. In particular, the lack of personalization, social interactions, and credibility have been cited as some of the most important factors that create uncertainties regarding the viability of the MOOC based educational models. In the last couple of decades, Web-based businesses including online retailers, electronic marketplaces and online portals have successfully integrated information and communication technology (ICT) led initiatives and evolved to become viable business models. The focus of this chapter is to analyze the challenges of the current MOOC based educational models and suggest how they can adopt ICT tools to transform into MOOC 2.0 - the next generation of MOOCs.

scholarly journals Experimentar con TIC en la formación inicial de profesores

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 255-274
Author(s):  
Natália Lopes ◽  
Anabela Gomes
Keyword(s):  
Elementary Education ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Processes ◽  
Future Teachers ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

En una sociedad en la que las tecnologías poseen cada vez mayor relevancia, son varios los argumentos que justifican su integración en la escuela. Efectivamente, el uso de las Tecnologías de la Información y Comunicación surge como una gran y valiosa posibilidad de cambio, ofreciendo al proceso de enseñanza-aprendizaje un nuevo soporte. Parece evidente que su uso constituye un hecho inevitable al que ningún docente debería permanecer indiferente. Esta es la finalidad del artículo, al preocuparse por la importancia de utilizar las TIC en el contexto de prácticum. Para ello, se presenta un relato de diez seminarios de practicum realizados en la Universidad de Trás-os-Montes e Alto Douro (Portugal), con futuros/as profesores/as de diferentes áreas de enseñanza básica y su potencial formativo. En este contexto, se recurre al uso de diferentes tecnologías para presentar herramientas susceptibles de ser usadas en las aulas,mostrar su utilidad en la futura práctica pedagógica y dejar indicadores para que los futuros docentes pudiesen elaborar materiales pedagógicos digitales capaces de responder a sus intenciones didácticas y, también, a los ambientes de aprendizaje que crean conforme a sus características y estilos de aprendizaje. Se concluye con una reflexión sobre la pertinencia de estos seminarios y la utilidad de las TIC en el contexto del prácticum. In a society in which technologies have increasing relevance, there are several arguments for their inclusion in school. Indeed, the use of Information and Communication Technology emerges as a great and valuable possibility of change, a new support of teaching-learning processes. It seems clear that its use constitutes an unavoidable fact to which no teacher should remain indifferent. This is the purpose of this article which focuses on the importance of ICT in the context of practicum placements. To this extent, we describe 10 seminars about practicum placements in the Trás-os-Montes y Alto Douro University (Portugal), with future teachers of elementary education. During these seminars some ICT tools were presented so that students could check how they could use those tools in their lessons, show their usefulness in their future teaching and leave advice on how future teachers might elaborate digital pedagogical materials which respond to their educational intentions and to different learning environments according to learning characteristics and styles. It concludes by highlighting the relevance of these seminars and the usefulness of ICT in the context of practicum placements.

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