Relevant bibliographies by topics / ICT in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ICT in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "ICT in education"

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Bezawada, Dr Ramaiah. "Women Entreprenuership: Importance of Ict Education." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/146.

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Dubey, Akash D. "ICT in Education." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 37–50. http://dx.doi.org/10.4018/ijicte.2016100104.

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In recent times, most of the developing countries have concentrated themselves on evolving with the help of Information and Communication Technologies, Republic of Fiji being one of them. Fiji National University, one of the leading universities in Fiji has been playing a very important role for the development of the country. In this paper, the author has evaluated and analyzed the concerns of the in-service students who are studying in Fiji National University. This paper follows the Concern-Based Adoption Model (CBAM) model to evaluate the stages of concern of 109 in-service students who are pursuing Bachelor of Education degree and also teach in primary and secondary schools in Fiji. The results showed that the in-service students have high concerns on the self-oriented levels. The results also exhibited a pattern between teaching experience of these in-service students and their stages of concern. Based on the analysis of results, the necessary steps have been recommended for the development of ICT in education.
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van der Westhuizen, Duan. "ICT in education." Education as Change 9, no. 2 (December 2005): 1–4. http://dx.doi.org/10.1080/16823200509487113.

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Kuusisto, Finn. "ICT for education." XRDS: Crossroads, The ACM Magazine for Students 19, no. 2 (December 2012): 63. http://dx.doi.org/10.1145/2382856.2382878.

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Lavy, Ilana, and Rachel Or-Bach. "ICT literacy education." ACM Inroads 2, no. 2 (June 2011): 67–76. http://dx.doi.org/10.1145/1963533.1963552.

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Perez, Paloma Diaz, and Telmo Zarraonandia Ayo. "Editorial ICT for Education on no ICT." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 13, no. 3 (August 2018): 101. http://dx.doi.org/10.1109/rita.2018.2862720.

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Kim, Bo-Hyun. "Current Status of Childhood ICT Education by Teacher ICT education experience." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 4 (February 28, 2019): 771–96. http://dx.doi.org/10.22251/jlcci.2019.19.4.771.

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Victor, Samson R., and Dr S. Srikanta Swamy. "Present Scenario Of ICT In Teacher Education." Indian Journal of Applied Research 1, no. 2 (October 1, 2011): 26–28. http://dx.doi.org/10.15373/2249555x/nov2011/8.

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C, Monisha. "ICT Role in Womens Education and Development." International Journal of Research in Arts and Science 5, Special Issue (March 29, 2019): 211–21. http://dx.doi.org/10.9756/bp2019.1001/22.

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Dr. D. Hassan, Dr D. Hassan. "Ict in Higher Education: Opportunities and challenges." Global Journal For Research Analysis 3, no. 4 (June 15, 2012): 45–47. http://dx.doi.org/10.15373/22778160/apr2014/16.

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Dissertations / Theses on the topic "ICT in education"

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Hollow, David. "Evaluating ICT for education in Africa." Thesis, Royal Holloway, University of London, 2010. http://repository.royalholloway.ac.uk/items/41e8820a-cde2-5f79-4bce-4e0b9cd149e8/8/.

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This thesis is situated at the intersection between the three themes of education in Africa, impact assessment, and Information and Communication Technologies (ICTs). Specifically, it seeks to develop a critique of current practices regarding monitoring and evaluation of ICT for education within Africa, and explores plausible alternatives to such practices that would make the benefits of education and technology more available and structured towards the poor and marginalised. Two participatory case studies of ICT for education programmes in Malawi and Ethiopia were used as the main empirical focus for the research. These involved working in partnership with implementing organisations, whilst simultaneously abstracting myself so as to evaluate the evaluation process and assess the underlying reasons for what was occurring. These case studies were supplemented by three international participatory workshops and a pan-Africa survey of ICT for education practitioners. The findings from the empirical work are examined within four analytical contexts. The first of these analyses the different methodological approaches employed in the case studies and considers the limitations and opportunities encountered. The second focuses on the role of partnerships within ICT for education programmes, especially in regard to their impact in defining the nature of monitoring and evaluation processes. The third investigates the marginalising of pedagogy within many ICT for education programmes, especially in regard to educational outcomes. The fourth explores the significance of aspiration within technology related development initiatives, focussing on consequences for effective impact assessment. The applied nature of the research emphasises the need for both critical rigour and innovative alternatives in assessing ICT for education in Africa. This thesis concludes by demonstrating the ways in which monitoring, evaluation and impact assessment can be positively reframed in the light of the research findings to emphasise process, participation, capacity enhancement, and the centrality of education.
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Leung, Kin-sang, and 梁健生. "ICT and change in physical education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29783306.

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Calitz, André Paul. "A model for the alignment of ICT education with business ICT skills requirements." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1418.

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The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.
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Chung, Hyunsook. "Governmentality in educational development : education, development and the role of ICT." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/556102/.

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Contemporary discourse in the related fields of education and development are increasingly dominated by notions of the knowledge economy, global competition, market compatibility, privatisation, performativity and entrepreunership. These dominant notions or imaginaries, proliferating through discourse across the world, impact on how we think about education and development and how thoughts are materialised in our everyday actions. Drawing on a Foucauldian approach to discourse analysis, this thesis problematises these inconspicuous, taken-for-granted notions, to make them visible and tangible, and to interrogate their role as mechanisms of discourse formation. It traces how such notions are manifested through the rhetorics, structures and trajectories of some instances of ‘education for development’. It works towards a better understanding of how the apparent post-WW2 neoliberal consensus has framed, transmitted and ratified these globalised and globalising discourses, and changed the dynamics of our social construction as citizens of a [post]modern globalised world, through the constitutive power of governmentality. Recent developments in ICT and digital education technologies have contributed to transfers or mobility of global education policies and a widening technologisation of educational systems. The thesis argues that these changes have been fuelled by transnational development programmes, such as Official Development Assistance funding, public-private partnership funding, and large scale philanthropy - under the rubric of bridging the digital divide. It further argues that these changes at the level of discourse are formed and sustained through relations of knowledge and power, which serve to legitimate the discourse and, in a kind of strategic game, make its dominant imaginaries appear more real. International policy makers, researchers and consultants are positioned at the centre of production and reproduction of the dominant discourse/s, and the consequent formation of policy and governance. The empirical data for this study comprises interviews with 51 such global knowledge workers, together with the texts of some key national and transnational policy documents. The study shows how these actors have themselves been constructed as subjects in the process of educational globalisation, and how the logic of the knowledge economy has been objectified and naturalised through this technology of the self.
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Granberg, Carina. "ICT and learning in teacher education : The social construction of pedagogical ICT discourse and design." Doctoral thesis, Umeå universitet, Interaktiva medier och lärande (IML), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43489.

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Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education. Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis. Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.
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Aqeel, Ebtisam. "Evaluating ICT in mathematics teaching." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/7893.

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The challenge for educators is to prepare students for life in a technological advanced society that will continue to change exponentially. Work requirements have changed and computer skills have become a basic requirement for a majority of jobs. As computers have become more prevalent in everyday life and in the work place, their use has gained in importance around the world. Kuwait, like other countries, has recognised the need to increase the technological background of its students to compete better in world markets. This research recognises the importance of ICT in Education and realises the difficulties involved in its effective adoption. For that reason, it presents an empirical study of the ICT adoption process by examining perceived innovation attributes, and the relationship of individual characteristics in this process. The theory that supports the research effort is Rogers' theory of Diffusion of Innovation, which was used as the theoretical framework to hypothesise a model of ICT adoption. This model is called the ICT ARABIA Model (ICT Adoption using Rogers' model, and Bringing In Addition), and was designed to elicit the relative importance of the perceived innovation attributes in influencing ICT adoption in Mathematics education. The empirical context of the research is 259 participants in mathematics departments, which are analysed using quantitative and qualitative research approaches. Results indicated that the ICT ARABIA Model was most useful in explaining ICT adoption by mathematics departments. The relative importance of each factor of the ICT ARABIA Model was determined by rank ordering the mean importance scores for each factor. However, an additional factor emerged, and this was leadership. Also, demographic characteristics were found non-significant predictors of ICT adoption. These findings highlighted many issues for further study. The main concern was regarding the importance of the perceptions of innovation attributes in influencing the ICT adoption in mathematics education; however, leadership was also an influential factor, which resulted from interviews. Those interested in programme innovation and change in educational departments may need to focus on finding a strong leader to help in the process.
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Vrbka, Jan. "Analýza vzdělávacích portálů pro oblast ICT profesí." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114138.

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This diploma thesis deals with electronic educational portals and their applicability in the area of ICT. The aim is to determine key knowledge and skills of ICT professionals and assign those to courses from educational portals. The work is divided into theoretical and practical part. The theoretical part consists of definitions of issues elaborated in this work. The particular attention is paid to education and e-learning. Practical part seeks to match key professional knowledge and skills with each ICT professions. In this part graduates'depth of knowledge and skills required by employers are also described. The employers' requirements date to years 2006 and 2010. In the end of the thesis educational portals with most extensive supply of ICT courses in the Czech Republic are listed. From the supply of portals are chosen those courses which follow the knowledge from previous chapters. Consequently, these portals are compared.
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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
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Babair, Mervat A. "A Case Study of Saudi Girl's Education with ICT Informed by ICT Policy and Practice in England." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517593.

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Salmu, P. (Paula). "ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201612023178.

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Tämän tutkimuksen tavoitteena oli selvittää asiantuntijatasoista työtä tekevien ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta. Työssä tutkittiin, millä tavalla työssä opitaan ja miten työssä oppimista voidaan kehittää. Tutkimus toteutettiin laadullisena tutkimuksena, jolloin tutkimuksen tavoitteena on tutkimuksen kohteena olevien tulkintojen esiin saaminen. Tässä tutkimuksessa tulkinnat kohdistuivat käsityksiin ja niiden välisten suhteiden tulkintaan, joten tutkimussuuntaukseksi on valittu fenomenografia. Fenomenografisen ihmiskäsityksen mukaan ihminen tietoisena olentona muodostaa käsityksensä tietoisesti kokemastaan ilmiöstä. Oppimista tutkimuksessa tarkastellaan konstruktivistisen oppimiskäsityksen mukaisena oppimisena. Konstruktivistisen käsityksen mukaan oppiminen on oppijan omista lähtökohdista rakentuvaa tulkitsemista ja maailman hahmottamista. Tutkimusaineisto on kerätty puolistrukturoidulla Webropol-kyselylomakkeella. Aineiston analyysi on toteutettu fenomenografisella analyysimenetelmällä. Analysointiprosessi eri vaiheineen ja tutkimustuloksiin päätyminen ovat seurattavissa tutkimusraportista. Vaiheiden läpinäkyvyydellä on haluttu parantaa tutkimuksen eettisyyttä ja luotettavuutta. Tutkimustulosten perusteella sosiaalinen vuorovaikutus ja tieto ovat työssä oppimisen perusta. Vuorovaikutuksen kautta saadaan tietoa ja luodaan uutta tietoa. Sen kautta tieto myös liikkuu. Onnistuneessa vuorovaikutuksessa rakentuu ilmapiiri, jossa jokaista arvostetaan ja kannustetaan yhteistyöhön. Silloin myös oppimiselle avautuu monia mahdollisuuksia. Työssä oppiminen käsitetään sekä toiminnaksi että tiedoksi. Työskentely voidaan kokea opettavaisena ongelmanratkaisuprosessina, jonka tuloksena saadaan uutta tietoa ja opitaan. Opittua hyödynnetään käyttämällä ja soveltamalla sitä uusien tehtävien yhteydessä. Työssä oppimista voidaan kehittää selkeästi rajatuilla tehtävillä sekä suunnitelmallisella koulutuksella ja ohjauksella. Työn tekemiselle ja työssä oppimiselle tulee varata riittävästi aikaa, jotta työn tekeminen ja työssä oppiminen voidaan tehdä mahdollisimman tehokkaasti.
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Books on the topic "ICT in education"

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Wells, George, Monelo Nxozi, and Bobby Tait, eds. ICT Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92858-2.

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Leung, Wai Sze, Marijke Coetzee, Duncan Coulter, and Deon Cotterrell, eds. ICT Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95003-3.

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Gruner, Stefan, ed. ICT Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47680-3.

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Kabanda, Salah, Hussein Suleman, and Stefan Gruner, eds. ICT Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05813-5.

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Liebenberg, Janet, and Stefan Gruner, eds. ICT Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69670-6.

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Tait, Bobby, Jan Kroeze, and Stefan Gruner, eds. ICT Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35629-3.

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Barnett, Richard J., Daniel B. le Roux, Douglas A. Parry, and Bruce W. Watson, eds. ICT Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21076-1.

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Kharbirymbai, Brinda Bazeley, editor of compilation and North Eastern Hill University. Department of Education, eds. ICT in education. New Delhi: EBH Publishers, 2012.

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B, Powar K., Tiwari Murli D, Dikshit H. P, and Association of Indian Universities, eds. ICT enabled education. New Delhi: Association of Indian Universities, 2002.

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National Seminar on ICT in Education: Emerging Issues (2002 Vadodara, India). ICT in education. Vadodara: Centre of Advanced Study in Education, Faculty of Education and Psychology, M.S. University of Baroda, 2003.

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Book chapters on the topic "ICT in education"

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Kenning, Marie-Madeleine. "ICT and Education." In ICT and Language Learning, 103–34. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591325_4.

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Bandyopadhyay, Somprakash, Arina Bardhan, Priyadarshini Dey, and Sneha Bhattacharyya. "ICT in Education." In Bridging the Education Divide Using Social Technologies, 79–99. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6738-8_4.

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Cheah, Kenny S. L. "ICT in Malaysian education." In Education in Malaysia, 165–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003244769-11.

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Marín-Díaz, Verónica. "ICT-Based Inclusive Education." In Encyclopedia of Education and Information Technologies, 868–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_79.

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Marín-Díaz, Verónica. "ICT-Based Inclusive Education." In Encyclopedia of Education and Information Technologies, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_79-1.

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Hepp, Pedro, and Ernesto Laval. "ICT for rural education." In IFIP Advances in Information and Communication Technology, 115–26. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35668-6_12.

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Kommers, Piet. "ICT in Secondary Education." In Springer Texts in Education, 301–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88903-6_20.

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Pombo, Lúcia, Nídia Salomé Morais, João Batista, Marta Pinto, Dalila Coelho, and António Moreira. "The Use of Communication Technologies in Higher Education in Portugal: Best Practices and Future Trends." In ICT in Education, 1–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22900-3_1.

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Dusik, Claudio Luciano, and Lucila Maria Costi Santarosa. "Mousekey Syllabic Virtual Keyboard: An Assistive Technology Tool for People with Physical Disabilities." In ICT in Education, 171–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22900-3_10.

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Nunes, Vanessa Battestin, Isaura Alcina Martins Nobre, and Marize Lyra Silva Passos. "The Participatory Management Process of the Coordination Team of a Postgraduate Distance Education Course Supported By the Use of Interaction and Communication Technologies." In ICT in Education, 21–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22900-3_2.

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Conference papers on the topic "ICT in education"

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"ICT in education." In ITI 2008 - 30th International Conference on Information Technology Interfaces. IEEE, 2008. http://dx.doi.org/10.1109/iti.2008.4588454.

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"ICT in education." In Proceedings of the ITI 2009 31st International Conference on Information Technology Interfaces (ITI). IEEE, 2009. http://dx.doi.org/10.1109/iti.2009.5196104.

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"Session ICT: ICT in education and commerce." In TELSIKS 2011 - 2011 10th International Conference on Telecommunication in Modern Satellite, Cable and Broadcasting Services. IEEE, 2011. http://dx.doi.org/10.1109/telsks.2011.6112081.

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Fardal, Harald. "ICT Strategy in an ICT User Perspective: Exploring Alignment between ICT Users and Managers." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3149.

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This study adds to the body of knowledge in research of ICTs in organizations by exploring the relevance of alignment between ICT users and managers responsible for the ICT strategy and ICT project processes. Alignment research is usually conducted at an organizational analytical level, but this study explores alignment between individuals by addressing ICT managers and ICT users, considering both the organizational and individual perspectives. Data was collected by interviewing ICT users and the CIO in a Norwegian entrepreneur corporation. Using a grounded theory analytical approach, the findings provide support for an emerging User Management Alignment Model (UMAM) where the outcome is better ICT strategy and project processes.
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"ICT in higher education." In 28th International Conference on Information Technology Interfaces, 2006. IEEE, 2006. http://dx.doi.org/10.1109/iti.2006.1708489.

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Kaur, Manpreet. "ICT in teacher education." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362917.

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Kum Leng Chin and E. Chang. "Sustainable ICT education ecosystem." In 2009 3rd IEEE International Conference on Digital Ecosystems and Technologies (DEST). IEEE, 2009. http://dx.doi.org/10.1109/dest.2009.5276709.

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Šibor, Jiří, and Hana Cídlová. "ICT AND CHEMISTRY EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2105.

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Goga, Maria, and Roxana Nistor. "ICT IN PRESCHOOL EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1867.

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Wickramasinghe, S., W. G. C. W. Kumara, and J. M. N. D. B. Jayasekara. "ICT education for non-ICT professionals through e-learning." In 2015 8th International Conference on Ubi-Media Computing (UMEDIA). IEEE, 2015. http://dx.doi.org/10.1109/umedia.2015.7297457.

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Reports on the topic "ICT in education"

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Faber, Benjamin, Rosa Sanchis-Guarner, and Felix Weinhardt. ICT and Education: Evidence from Student Home Addresses. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21306.

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AlSheikhTheeb, Thaer, Rachel Chuang, and Sanjana Pandit. Key considerations when developing an ICT in Education strategy. EdTech Hub, July 2022. http://dx.doi.org/10.53832/edtechhub.00100.

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AlSheikhTheeb, Thaer, Rachel Chuang, and Sanjana Pandit. Key considerations when developing an ICT in Education strategy. EdTech Hub, July 2022. http://dx.doi.org/10.53832/edtechhub.0100.

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Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.
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Barrett, Angeline Mbogo Barrett, Leon Tikly Tikly, Marie Joubert Joubert, and Vicki Gardner Gardner. Approaches to Strengthening Secondary STEM & ICT Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.35787.

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Ermolayev, Vadim, Frédéric Mallet, Vitaliy Yakovyna, Vyacheslav Kharchenko, Vitaliy Kobets, Artur Korniłowicz, Hennadiy Kravtsov, Mykola Nikitchenko, Сергій Олексійович Семеріков, and Aleksander Spivakovsky, eds. ICTERI 2019: ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer : Proceedings of the 15th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer. Volume II: Workshops. Kherson, Ukraine, June 12-15, 2019. CEUR Workshop Proceedings, June 2019. http://dx.doi.org/10.31812/123456789/3170.

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This volume represents the proceedings of the Workshops co-located with the 15th International Conference on ICT in Education, Research, and Industrial Applications, held in Kherson, Ukraine, in June 2019. It comprises 82 contributed papers that were carefully peer-reviewed and selected from 218 submissions for the five workshops: 3L-Person, CoSinE, ITER, RMSE, and TheRMIT. The volume is structured in five parts, each presenting the contributions for a particular workshop. The topical scope of the volume is aligned with the thematic tracks of ICTERI 2019: (I) Advances in ICT Research; (II) Information Systems: Technology and Applications; (III) ICT in Education; and (IV) ICT Cooperation in Academia and Industry.
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Burov, Olexandr, Serhiy Semerikov, and Hennadiy Kravtsov. ICTERI 2020: ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer 2020 : Proceedings of the 16th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer. Volume II: Workshops. Kharkiv, Ukraine, October 06-10, 2020. Edited by Oleksandr Sokolov, Grygoriy Zholtkevych, Vitaliy Yakovyna, Yulia Tarasich, Vyacheslav Kharchenko, and Vitaliy Kobets. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4124.

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This volume represents the proceedings of the Workshops co-located with the 16th International Conference on ICT in Education, Research, and Industrial Applications, held in Kharkiv, Ukraine, in October 2020. It comprises 101 contributed papers that were carefully peer-reviewed and selected from 233 submissions for the five workshops: RMSEBT, TheRMIT, ITER, 3L-Person, CoSinE, MROL. The volume is structured in six parts, each presenting the contributions for a particular workshop. The topical scope of the volume is aligned with the thematic tracks of ICTERI 2020: (I) Advances in ICT Research; (II) Information Systems: Technology and Applications; (III) Academia/Industry ICT Cooperation; and (IV) ICT in Education.
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Jiménez, Carmen Rodríguez, Juan Carlos De la Cruz Campos, María Natalia Campos Soto, and Magdalena Ramos Navas-Parejo. Teaching and Learning Mathematics in Primary Education: the role of ICT. A systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0083.

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Review question / Objective: The aim of this paper is to provide a detailed view of how the role of ICT is being dealt with in the scientific literature within the mathematics teaching-learning process , specifically at the Primary Education stage, as this has certain specific characteristics that influence this process. The aim is to show the state of this literature and of this research, to check where the focus of attention is, what aspects are highlighted and researched, what elements the research focuses on and where the greatest innovations can be found. Condition being studied: Innovative methodologies using ICT for teaching mathematics in primary education, which can be very effective and appropriate for the students of the 21st century.
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Ків, Арнольд Юхимовиx, Сергій Олексійович Семеріков, Володимир Миколайович Соловйов, Andrii M. Striuk, and Андрій Миколайович Стрюк. 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education. Криворізький державний педагогічний університет, February 2022. http://dx.doi.org/10.31812/123456789/6982.

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This is an introductory text to a collection of selected papers from the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021), held in Kherson, Ukraine, on the October 1, 2021. The volume presents the contributions to theworkshops affiliated with the ICTERI 2021: the 17th International Conference on ICT in Education, Research, and Industrial Applications.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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