scholarly journals What lies ahead in the future for the Information and Communication Technologies’ Use in the Criminal Procedure?

2020 ◽  
pp. 23-38
Author(s):  
Dentisa Kozhuharova ◽  
Atanas Kirov
Keyword(s):  
Information And Communication Technologies ◽  
Criminal Procedure ◽  
Communication Technologies ◽  
The Future ◽  
Information And Communication

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.

Support for Cloud-Based Mobile Learning

2016 ◽  
pp. 225-246 ◽  
Author(s):  
Kritika Verma ◽  
Sonal Dubey ◽  
M. A. Rizvi
Keyword(s):  
Cloud Computing ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Communication Technologies ◽  
Information Resources ◽  
Learning System ◽  
Learning Content ◽  
The Future ◽  
Information And Communication ◽  
Current Scenario

Cloud based mobile learning (m-learning) is emerging as one of the most important branches of cloud computing, and is still in its infancy. These days, there are two emerging archetypes in Information and Communication Technologies (ICT) for learning. The first one is the anytime, anywhere, on-the-move, to be called the mobility archetype, and the second one is the cloud computing. Both archetypes are radically transforming the way we learn, communicate, access, and utilize information resources, and connect with peers and colleagues, thus affecting all aspects of education. This chapter delivers an introduction of the evolution of cloud based m-learning, benefits and characteristics of cloud based m-learning. It also canvasses the current scenario of m-learning utilizing the cloud, various challenges for implementing the m-learning system on the cloud. It further confers technologies used for cloud based m-learning. It also considers a brief look at methods for creating m-learning content and experiences, suggested by various researchers and concluded with the future aspects of the cloud based m-learning.

The Web as a Learning Environment for Kids

2000 ◽  
pp. 166-185 ◽  
Author(s):  
Sherif Kamel
Keyword(s):  
World Wide Web ◽  
Human Resources ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
World Wide ◽  
Communication Technologies ◽  
The Internet ◽  
The World ◽  
The Future ◽  
Information And Communication

The Internet and the World Wide Web are demonstrating the growing influence of information and communication technologies in various aspects of the economy. Regardless of the barriers of time and distance, newly introduced information highways are linking the world countries together, their societies and cultures contributing effectively to globalization. One of the growing trends in societal development and growth is investment in people. Therefore, the learning process is a priority issue that information and communication technologies are serving trying to upgrade and leverage human resources to become more competitive as we approach the 21st century with all its challenges and opportunities. This chapter covers an initiative that was launched in Egypt in 1997 that targets the investment of Egypt’s young generation, the kids of the present and the leaders of the future. This initiative is part of a national plan that aims at leveraging the capacities of Egypt’s human resources. The focus of the chapter will be the learning process, the Internet and the presence of the first Egyptian Web site for children on the Internet “Little Horus.” With the introduction of the Internet since 1993 in Egypt, today there are around 250,000 Internet subscribers, among which are a growing community of schools, teachers and children. As the Internet grows in magnitude and capacity, perceived to reach over one million subscribers in the coming five years with an estimated 20 percent under the age of 16, the Internet and the World Wide Web could play an active role in the education process in Egypt. The chapter, therefore, will demonstrate the “Little Horus” initiative, the steps that were achieved so far, the plan for the future and the building blocks that represented the critical success factors for the realization of this initiative with relatively modest resources.

scholarly journals The Future of Schools from a European Union Perspective: Selecting, Analyzing and Disseminating the Most Innovative Approaches towards the School of Tomorrow

2005 ◽  
Vol 3 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Henrik Hansson ◽  
Scott Hall
Keyword(s):  
European Union ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Selection Process ◽  
Communication Technologies ◽  
Local Context ◽  
Learning Approaches ◽  
European Science ◽  
The Future ◽  
Information And Communication

What can we learn from European Union (EU) school projects about future learning approaches? The EU has invested massively in information and communication technologies (ICT) projects promoting innovative use of new technologies in school settings. The aim of the project ‘School Foresight’, with partners in Bulgaria, Estonia, Greece, Romania, the Czech Republic and Sweden, was to select and reflect on the best projects done so far. These projects were popularized and presented at the European Science Week in the autumn of 2004 and reached more than 10,000 students in five countries. This article describes and discusses the School Foresight project and the selection process of innovative EU projects showing the way towards the school of tomorrow. A number of best cases will be presented and discussed in a European, American and global context. The school of the future is both a question of what is possible and what is desired. Different scenarios might be preferable depending on local context, history, language, etc., or, are we all moving into the ‘global classroom’?

Harnessing information and communication technologies for effective knowledge creation

2017 ◽  
Vol 30 (5) ◽  
pp. 831-855 ◽  
Author(s):  
Vikas Gupta ◽  
Namita Jain
Keyword(s):  
Information And Communication Technologies ◽  
Customer Service ◽  
Online Courses ◽  
Communication Technologies ◽  
Content Type ◽  
The Future ◽  
Brick And Mortar ◽  
Technological Developments ◽  
Information And Communication ◽  
Future Of Education

Purpose Education is subject to the same pressures as a business, it has to spur innovation, improve customer service and achieve operational excellence. Education is expected to solve intricate problems that heralded the twenty-first century. Niche areas emerged in education that need further study and research. The authors postulate such demands may be met by information and communication technologies (ICTs) that opened up the avenue for innovation and experimentation in education. One such innovation is online learning and massive open online courses (MOOCs) that represent immense opportunities in education. With their advent, even the permanent relevance of physical classrooms has been questioned. The purpose of this paper is to answer to all these questions and attempts to fill gaps in the understanding of the future of education. Design/methodology/approach The paper came into being after a review of literature pertaining to the changing ecosystem of education and an analysis of newer platforms like MOOCs. The paper surveyed books, scholarly articles, reports, conference proceedings and online databases in the area of education and related technological developments. Findings The existence of MOOCs in the education landscape cannot be ignored. This is proven by the fact that MOOC enrollment surpassed 35 million users in 2015. MOOCs were considered a popular concept in the developed world to start with. But, today MOOCs are being offered by universities in developing nations too. As the number of participant countries increases, MOOCs in vernacular languages are being developed to overcome the language barrier. The paper found that the online model cannot replace the brick and mortar model completely. Rather, it will complement it by providing an enriching experience to various stakeholders, including the learner and the instructor. In the future, students will have the advantage of a blended classroom where the best of online and offline models converge into an optimal experience. Research limitations/implications As the theme of the paper is new and the educational landscape continues to evolve, it is very difficult to determine the pace of transformation of education. However, the authors have tried to suggest a conceptual framework for the future in education, subject to empirical validation. Practical implications This paper helps us understand that we are in a rapidly evolving scenario where innovations have the potential to disrupt the existing model. Such disruptions can have behavioral, economical and social ramifications. A better understanding of such alterations will help academicians equip themselves for evolving classrooms and the changing nature of their jobs. The new ICT enabled ecosystem will also try to overcome issues related to the quality of education and knowledge dissemination. Originality/value The present paper is a comprehensive study of the opportunities and challenges posed by emerging classrooms.

scholarly journals CONTENT AND STRUCTURE OF THE COURSE “INFORMATION AND COMMUNICATION TECHNOLOGIES IN PEDAGOGICAL STUDIES”

2018 ◽  
Vol 66 (4) ◽  
pp. 245
Author(s):  
Liudmyla H. Havrilova H. Havrilova ◽  
Yana V. Topolnik ◽  
Liudmyla O. Kuhar ◽  
Liudmyla A. Matviychuk
Keyword(s):  
Information And Communication Technologies ◽  
Survey Methods ◽  
Reliability And Validity ◽  
Communication Technologies ◽  
Testing Procedure ◽  
Cloud Services ◽  
The Future ◽  
Information And Communication ◽  
The Creation ◽  
Independent Work

The article describes the content and structure of the discipline “Information and Communication Technologies in Pedagogical Studies”, which was introduced into the curriculum of training future Doctors of Philosophy in the field of knowledge “Education”. The course consists of two modules: 1) theoretical basis of using information and communication technologies in pedagogical studies; 2) using information and communication technologies at different stages of pedagogical study. In addition, the topics of lectures, general content of practical classes and independent work are given. The content of practical classes contains work in cloud services, checking scientific materials for plagiarism, organizing and conducting questionnaires and testing, creating websites, blogs, etc. Among the tasks of independent work: the creation of a distant course in Moodle, work in MS Excel, the statistical recording of the pedagogical experiment data, the creation of presentations (MS Power Point, Prezi). The results of the implementation of the course in the training of future Doctors of Philosophy in the field of education were monitored; the levels of formation of their ICT competence were. The authors used survey methods, testing, creative tasks, etc. In particular, they described the testing procedure, which was conducted in compliance with all the necessary requirements for designing tests, which ensured the reliability and validity of the monitoring. The authors proved the urgency of implementing the mentioned course into the future scholars’ training, which corresponds to the modern tendencies of education informatization. The course “ICT in Pedagogical Studies” reveals a complex of opportunities and prospects of using computer technologies during scientific and pedagogical research, provides quality training of the specialists with a new type of thinking, promotes the efficiency of their research and pedagogical activity, which is confirmed by the results of implementing the course into the training of the future Doctors of Philosophy in the field of knowledge “Education”.

scholarly journals Shaping the future e-patient

2009 ◽  
Vol 22 (1) ◽  
pp. 24-43
Author(s):  
Ulrike Felt ◽  
Lisa Gugglberger ◽  
Astrid Mager
Keyword(s):  
Information And Communication Technologies ◽  
New Technology ◽  
Communication Technologies ◽  
Problem Solution ◽  
The Public ◽  
New Information ◽  
The Future ◽  
Information And Communication ◽  
Future Citizen ◽  
Material Form

This paper investigates how public discourses, as articulated in EU policy and Austrian media documents, take part in the creation and stabilisation of a new patient figure – the e-patient. The documents we analysed act as one material form for enacting, performing and giving meaning to the changes occurring when a new technology enters established networks in the medical realm. Our analysis will show that the public discourses we studied deploy three rather different forms of discursive registers, each of which address and perform a specific relation between currently new information and communication technologies and citizen-patients. From one place, moment or problem-solution package to the next a slightly different hybrid and ‘multiple citizen-patient’ is being shaped, discussed, observed or concealed. The multiplicity we observed reveals crucial tensions and contradicting expectations expressed towards the future citizen-patient, showing the challenges for e-health in the making.

eHealth Systems, Their Use and Visions for the Future

2009 ◽  
pp. 346-353
Author(s):  
Pirkko Nykänen
Keyword(s):  
Information And Communication Technologies ◽  
Health Professionals ◽  
Care Delivery ◽  
Communication Technologies ◽  
The Internet ◽  
Related Information ◽  
The Future ◽  
Health Related ◽  
Information And Communication ◽  
Physician Patient

eHealth refers to use of information and communication technologies to improve or enable health and healthcare. eHealth broadens the scope of health care delivery, citizens are in the center of services and services are offered by information systems often via the Internet. In this chapter eHealth systems are classified on the basis of their use and their functionality and the use is discussed from the viewpoints of citizens and health professionals. Citizens are increasingly using Internet and eHealth systems to search for medicine or health related information, and they become better informed and may take more responsibility of their own health. Health professionals are more reluctant to use the Internet and eHealth systems in physician-patient communication due to power and responsibility problems of decisions. In the future the socio-technical nature of eHealth should be considered and future systems developed for real use and user environment with user acceptable technology.

Virtuality and the Future of Organizations

2011 ◽  
pp. 32-46
Author(s):  
Erastos Filos
Keyword(s):  
Information And Communication Technologies ◽  
Information Society ◽  
Business Processes ◽  
Communication Technologies ◽  
Virtual Organizations ◽  
Socioeconomic Impact ◽  
The Future ◽  
Information And Communication ◽  
Organizational Patterns ◽  
The Impact

This chapter aims at drawing a picture of how organizations are likely to develop in the context of “virtuality,” i.e., following the impact of technologies relevant to the information society. Organizations will expand their traditional boundaries to form new organizational patterns that will allow them to adapt to the changing environment of the information society as well as to exploit the opportunities of a digital economy. The chapter, therefore, shows how research, in particular research that was supported under the European Commission’s R&D programs, has played a significant role in shaping these developments. The research aimed at developing the underpinning information and communication technologies as well as at understanding the business processes and the socioeconomic impact of virtual organizations. Although many of the features of this new organizational paradigm are still not fully understood, there is hope that organizations in the future will be smart in various respects and will develop in a way that maximizes the leveraging of knowledge and innovation.

Social Impacts of Cyber Culture and Predictions About the Future of Open and Distance Education

2021 ◽  
pp. 135-153
Author(s):  
Buket Kip Kayabaş
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Internet ◽  
Daily Lives ◽  
Cyber Culture ◽  
The Future ◽  
Information And Communication ◽  
Open And Distance Learning ◽  
Over Time

Developments in information and communication technologies play a major role in shaping economic, political, and cultural fields. Together with its inherent features, the internet, in addition to offering opportunities such as a new cultural space, freedom, and reality, has led the change of learning habits, cultural forms, and identities. Open and distance learning starting from correspondence education to computer networks-based education is one of the most affected areas by internet technologies. Various applications have developed in the field of open and distance education over time with the reflections of cyber culture. The aim of this study is to define cyber culture with its components and examine which areas it affects in our daily lives then to investigate the future open and distance education applications shaped by cyber culture.

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