scholarly journals CONCEPTIONAL FRAMEWORK FOR IMPLEMENTING AND ASSESSING AN INTRODUCTORY MODULE IN INFORMATION COMMUNICATION TECHNOLOGIES AT HEIS

2021 ◽  
Vol 9 (3) ◽  
pp. 52-63
Author(s):  
Talent MAWERE
Keyword(s):  
Case Study Research ◽  
Knowledge Worker ◽  
Communication Technologies ◽  
Subject Area ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Global Trends ◽  
Implementation Challenges ◽  
Experience Teaching ◽  
Information And Communication

It is imperative that every student be empowered with Information and Communication Technology skills early in their academic careers. This is expected to help students achieve higher grades in their academic endeavours and prepare them for their future careers. Global trends have shown that information communication technologies appropriation in HE is critical in developing the 21st-century knowledge worker. This paper highlights motives for implementing an introductory module in ICT in HE. The paper further investigates implementation challenges, as well as measures to address these challenges. An interpretative philosophy using a case study research design is adopted for the study. In-depth interviews were conducted with 10 lecturers who teach the module. These had been purposefully selected using a criterion of at least 2 years of experience teaching the university course. The importance of the module was articulated with major impediments in its implementation being highlighted. Data collected were transcribed, coded, and then analysed using thematic analysis. Results from the empirical study revealed eight key determinants for successfully implementing an introductory module in ICT. These were the availability of the physical infrastructure, availability of the technical infrastructure, availability of technical resources, aligning module content to subject area, implementing manageable classes, continuously updating module content to keep up-to-date with technological changes, fostering a positive attitude toward the module among students, and continuously training students and lecturers ICT skills through short courses and workshops. These key factors were used to conceptualise the study.

MODEL FOR FORMING THE BASIS FOR UNIVERSAL EDUCATIONAL ACTIVITIES IN CHILDREN OF THE OLDER PRE-SCHOOL AGE BY MEANS OF INFORMATION COMMUNICATION TECHNOLOGIES.

2021 ◽  
pp. 04-08
Author(s):  
A. Domikova
Keyword(s):  
Information And Communication Technologies ◽  
Work Experience ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
School Age ◽  
Meaning Of Work ◽  
Information Communication ◽  
Educational Organization ◽  
Information And Communication ◽  
Pedagogical Literature

The article reveals "universal educational actions", the main structures of this component, the problems of forming the prerequisites for universal educational actions in the context of the implementation of the innovative model of the use of ICT. For this study, methods of analysis of scientific and theoretical material and pedagogical literature on this issue are used. This work reveals the meaning of work experience in a preschool educational organization, reveals the specifics of work, methods and means of organizing information and communication technologies.

scholarly journals Refugee access to information in online and offline environments: results from focus group discussions

2021 ◽  
Vol 8 (1) ◽  
pp. 79-95
Author(s):  
Maria Jimenez-Andres
Keyword(s):  
Focus Group ◽  
Information Seeking ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
High Commissioner ◽  
Information And Communication ◽  
Migrant Integration

In today migration processes, Information Communication Technologies (ICT) are increasingly important for refugee experiences and mobilities (Gillespie, Osseiran and Cheesman, 2016). In this light, there is a call by institutions such as the United Nations High Commissioner for Refugees (2016a; 2020a) and researchers in the field of refugee integration (Abujarour et al, 2019) for initiatives employing ICT to cater for refugees need for information and communication. This article discusses some information seeking practices of asylum seekers and refugees, in online and offline environments. The data was gathered by means of nine focus group discussions with refugee communities in Greece, Italy, and Spain, involving a total of 41 participants of 13 different nationalities. Issues relating to the languages and the accessibility of the information that is available to them are discussed. The results of this research will inform the subsequent phases of REBUILD, a project funded by the European Comission whose aim is the creation of a user-centred ICT-tool to promote refugee and migrant integration in Europe.

scholarly journals Problems of Introducing Information and Communication Technologies into the Educational Process during the COVID-19 Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 257-266
Author(s):  
Tetiana Kotyk ◽  
Iryna Shaposhnikova ◽  
Olena Berezyuk ◽  
Olga Savchenko ◽  
Anna Helesh
Keyword(s):  
Information And Communication Technologies ◽  
Professional Training ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Higher Educational Institutions ◽  
Information And Communication ◽  
Higher Educational

Informatization of postmodern society is a promising path to economic, social and educational development. The informatization of education is aimed at the formation and development of the intellectual potential of the nation, the improvement of the forms and content of the educational process, the introduction of computer teaching and testing methods, allows solving problems at the highest level, taking into account world requirements. One of the important directions in the development of informatization of education in the context of a pandemic is new computer technologies. Interactivity, intensification of the learning process, feedback - are the real advantages of these technologies, which necessitated their application in various fields of human activity, primarily in those related to education and professional training. Now, in a pandemic, the number of studies has noticeably increased, the subject of which was the use of information and communication technologies in the educational process. The article deals with the problem of psychological and didactic aspects of the introduction of information communication technologies in the process of teaching students of higher educational institutions. An analysis of the problems and prospects of using information communication technologies in higher educational institutions was carried out, as a guarantee of building an intensive process of assimilating knowledge, skills, and abilities of students of higher educational institutions.

scholarly journals Bytes not waves: information communication technologies, global jihadism and counterterrorism

2020 ◽  
Vol 96 (5) ◽  
pp. 1305-1325 ◽  
Author(s):  
Michael Chertoff ◽  
Patrick Bury ◽  
Daniela Richterova
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Future Research ◽  
Information Communication Technologies ◽  
Turn Of The Millennium ◽  
Information Communication ◽  
Terrorist Organizations ◽  
Global Impact ◽  
Information And Communication ◽  
Central Argument

Abstract Rapoport's conceptualization of the last, religious wave of four global waves remains highly influential. But it, and other typologies, have placed too little emphasis on the influence of information and communication technologies (ICTs) on the evolution of global jihadist activities. This article makes two new contributions by developing both a new ICT-based typology for understanding jihadist evolutions, and by focusing on successful attacks. Our central argument is that ICTs’ impact on global jihadism has facilitated dramatic transformations of its strategy, organization and tactics since the 1990s, and that these can be understood as four overlapping iterations. ‘Jihadism 1.0’ describes the hierarchical, top-down directed and overseas financed and trained terrorist organizations that conducted iconic attacks at the turn of the millennium. Jihadism has since evolved into ‘Jihadism 2.0’ and then ‘Jihadism 3.0’. Jihadism 2.0 recognizes that a number of smaller, coordinated attacks can have a global impact. Jihadism 3.0 is inspired terrorism that has no links to the central terror organization, utilizing individuals and crude tactics. Finally, jihadism is evolving toward ‘Jihadism 4.0’, or cyberterrorism. We argue this typology provides a useful basis for scholars and practitioners to conceptualize the ICT dynamics influencing global jihadism, and these may be applicable to other global terrorists. The conclusion analyses how counter-terrorism services can respond to these evolutions and charts areas for future research.

scholarly journals Teaching and Learning Foreign Languages with ICT

2016 ◽  
Vol 21 (1) ◽  
pp. 21-27
Author(s):  
Alina Negoescu ◽  
Simona Boştină-Bratu
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Learning And Teaching ◽  
Language Class ◽  
Information And Communication

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

scholarly journals A Comparative Study of ICT Innovation Policy for the Countries Development Perspective

2014 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ayesha Saleem ◽  
Kiyohide Higuchi
Keyword(s):  
New Technologies ◽  
Innovation Policy ◽  
Communication Technologies ◽  
Economic Factor ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Diffusion Of Information ◽  
Information And Communication ◽  
Frame Work ◽  
High Level

In the globalized environment, the economic growth significantly depends on the countries capacity to develop, to apply new technologies and vice versa. Diffusion of information communication technologies is a global phenomenon. Despite of rapid globalization there are considerable differences between nations in terms of adoption and usage of new technologies. This paper aims to draw together the highly eclectic literature on the diffusion of Information and Communication Technology (ICT) Innovation in order to know what have been done, highlight the generic issues, relevant to policy and will initiate further research and develop potential opportunities. This paper also highlight the low level and high level income countries data and ICT policies frame work to draw conclusions and some case studies as an example. The objective is to review the finding the social economic factor for diffusion of ICT Innovation to make policy recommendation for the development of the country.

scholarly journals Use of information and communication technologies in social work institutions in extraordinary circumstances

2021 ◽  
Vol 1 (2) ◽  
pp. 8-15
Author(s):  
Enisa Hodžić ◽  
Sabina Baraković ◽  
Anesa Kavazović ◽  
Jasmina Baraković Husić
Keyword(s):  
Social Work ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Daily Basis ◽  
Public Institution ◽  
Information Communication Technologies ◽  
Information Communication ◽  
The Public ◽  
The Social ◽  
Information And Communication

Information-Communication Technologies (ICTs) are currently used in various fields and there are many amazing inventions that are already present and make communication and life easier for us on a daily basis. The use of ICTs is less represented in the social work institutions. Therefore, this paper presents the implementation of ICTs through the chatbot application for the needs of social work created on the Tidio platform and within the webpage of the Public Institution “Center for Social Work Tešanj”. The application facilitates the work of social workers in collecting information from the users and eases the aid received by the users of social care in terms of faster responses to inquiries during emergencies, such as the COVID-19 pandemic, but also after. For the purpose of this research, an end-user survey was created and conducted with the aim of collecting user opinions on the acceptance and motivation for the use of chatbots in social work institutions. The results showed good acceptance and usage motivation of social work chatbot.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES IN PROFESSIONAL WORK OF THE PRINCIPAL

1970 ◽  
Vol 2 (1) ◽  
Author(s):  
Volodymyr V. Dyvak
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Professional Work ◽  
Actual Problem ◽  
Information And Communication

In clause the actual problem of use of information-communication technologies in professional work of the principal for search, processing, an exchange, transfer, use, storage of the information is investigated.

scholarly journals EXPERIENCE OF CREATION, ORGANISATION AND ASSISTANCE OF NETWORK MAINTENANCE FOR RESEARCH WORKS ON BASIS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

1970 ◽  
Vol 8 (4) ◽  
Author(s):  
Vitalii A. Tkachenko
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Flow Diagram ◽  
Local Network ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Support Organization ◽  
Network Maintenance ◽  
Information And Communication ◽  
Network Technologies

The article is devoted to description of technical support organization for carrying out of research works using the network technologies. The material of the article is based on the experience of information-communication technologies use in the work of research institute. The flow diagram of local network as well as the list of hardwares which it is built on, and description of separate facilities is presented.

scholarly journals A new approach to teaching general and inorganic chemistry

2021 ◽  
Vol 2 (5/S) ◽  
pp. 403-410
Author(s):  
Bakhtiyor Yodgorov
Keyword(s):  
Inorganic Chemistry ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Electronic Textbooks ◽  
Chemistry Students ◽  
Teaching Aids ◽  
Information And Communication

Traditional means of teaching and supervising the training of chemistry students should be updated through the introduction of information and communication technologies. The following information communication technologies are used in the educational process: electronic educational and methodological complexes, electronic textbooks, video lectures, animations; electronic laboratory and practical work, didactic tests, electronic reference books (cases, projects, organizers), etc. It is very important to use information communication technologies in teaching general and inorganic chemistry. The use of new interactive teaching technologies has advantages over traditional methods. There are also some features of the use of information communication technologies in teaching general and inorganic chemistry. The article provides a detailed analysis of the use of information communication technologies. This allowed the author to conclude that the updating of traditional teaching aids in teaching a course in general and inorganic chemistry covers the entire educational process of teaching.

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