Journal articles: '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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Singh Buttar, Sandeep. "ICT IN HIGHER EDUCATION." PEOPLE: International Journal of Social Sciences 2, no. 1 (January 1, 2016): 1686–96. http://dx.doi.org/10.20319/pijss.2016.s21.16861696.

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Chaidi, Irene, Athanasios Drigas, and Charalampos Karagiannidis. "ICT in special education." Technium Social Sciences Journal 23 (September 9, 2021): 187–98. http://dx.doi.org/10.47577/tssj.v23i1.4277.

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In recent years, worldwide and in our country, the view has been established that all students, regardless of any element of differentiation, special need or characteristic related to national, cultural or social identity, should have equal learning opportunities in one school for all. The use of Information and Communication Technologies (ICT) contributes significantly to the learning process. Especially for students with special educational needs, ICT provides rich educational experiences. The following work refers to ICT in the field of application of Special Education, in assistive technology, educational sortware, which provides opportunities to approach knowledge, socialization of individuals and removal of physical barriers to access to knowledge of students with special educational needs .

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Muntjewerff, Antoinette J. "ICT in Legal Education." German Law Journal 10, no. 6-7 (July 2009): 669–716. http://dx.doi.org/10.1017/s2071832200001292.

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The Bologna Declaration (1999) started a process of reforming European higher education. The major aim of the declaration was to construct a single European Higher Education Area by 2010,“‥through increased compatibility and comparability of higher education systems in order to facilitate internal mobility for students, graduates and higher education institution staff members, but also to make European higher education more recognisable and attractive to students and scholars from outside Europe.”

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Hubackova, Sarka, and Marketa Ruzickova. "ICT in Lifelong Education." Procedia - Social and Behavioral Sciences 186 (May 2015): 522–25. http://dx.doi.org/10.1016/j.sbspro.2015.04.176.

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RABE, Vlasta, and Jan ŠLÉGR. "ICT APPLICATION IN NATURAL SCIENCE EDUCATION." Journal of Technology and Information 2, no. 2 (August 1, 2010): 13–15. http://dx.doi.org/10.5507/jtie.2010.027.

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KUBRICKÝ, Jan. "ICT IN EDUCATION - WEB PAGES TODAY." Journal of Technology and Information 3, no. 3 (December 1, 2011): 30–33. http://dx.doi.org/10.5507/jtie.2011.038.

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Yusuf, Adie E. "The Implementation of Ict Based Education in Elementary Teacher Education (PGSD) in Indonesia." Humaniora 7, no. 1 (January 30, 2016): 8. http://dx.doi.org/10.21512/humaniora.v7i1.3391.

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In fact, Information Communication and Technology (ICT) have been utilized in schools even though relatively small in numbers. At present, there is a program for Elementary Teacher Education called PGSD program in Indonesia. The PGSD program is an in-service teacher training program especially for elementary school teachers in Indonesia, to improve their qualifications from Diploma-2 to Strata-1 level, conducted through ICT-based distance learning mode. This study uses survey method to examine the accessibility of ICT infrastructure and networks, and the effectiveness of using ICT for teaching and learning in six university member of PGSD program in Indonesia. The results of the study show that the PGSD program needs to improve the ICT infrastructure and networks as well as apply ICT based teaching and learning skills.

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Bostan, Atila. "Impact of education on security practices in ICT." Tehnicki vjesnik - Technical Gazette 22, no. 1 (2015): 161–68. http://dx.doi.org/10.17559/tv-20140403122930.

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Kaur, Supreet, and Meenu . "Importance of ICT in Education for Gifted Students." Issues and Ideas in Education 1, no. 2 (July 2, 2013): 211–19. http://dx.doi.org/10.15415/iie.2013.12016.

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Johnson, T. David. "Need of Ict Education in Empowering Women Entrepreneurs." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–3. http://dx.doi.org/10.15373/22778160/august2014/183.

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Daiha Cho. "ICT Literacy Education in Japanese Language Education." Journal of the society of Japanese Language and Literature, Japanology ll, no. 76 (February 2017): 143–66. http://dx.doi.org/10.21792/trijpn.2017..76.007.

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J. Yellaiah, J. Yellaiah, and Sushila A. Sushila. A. "ICT Education for Rural Women and Girls: A case of Computer Education." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 69–71. http://dx.doi.org/10.15373/2249555x/mar2013/25.

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James Mukhula, Gideon, Deborah Manyiraho, Dennis Zami Atibuni, and David Kani Olema. "ICT Adoption Readiness and ICT Policy Implementation in Secondary Schools in Mayuge District, Uganda." American Journal of Educational Research 9, no. 8 (August 9, 2021): 479–87. http://dx.doi.org/10.12691/education-9-8-3.

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Tikam, Madhuri V. "Impact of ICT on Education." International Journal of Information Communication Technologies and Human Development 5, no. 4 (October 2013): 1–9. http://dx.doi.org/10.4018/ijicthd.2013100101.

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Information and communication technologies (ICT) are extremely influencing every discipline under the sun including Education. It is affecting every aspect of education from teaching-learning to assessment and evaluation. It improves the effectiveness of education. It aids literacy movements. It enhances scope of education by facilitating mobile learning and inclusive education. It facilitates research and scholarly communication. Impact of ICT and its potential for the education field is manifold. It positively affects all the stakeholders of the education field. The current papers discuss the same along with the various challenges posed by ICT. The challenges include economical issues, educational and technical factors. Appropriate content, Design and workability of ICT also play a crucial role in adoption of ICT in the education field. The paper delineates in brief the challenges and probable solutions.

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Li, Xiaobin. "Information and Communication Technology in Education." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 1–11. http://dx.doi.org/10.4018/jicte.2013010101.

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This article provides an overview of the current development of information and communication technology (ICT) utilized in Chinese education. Specifically, the article describes and discusses the impact contemporary ICT has on Chinese elementary and secondary education, as well as the existing challenges in ICT application. The article also examines ICT’s application in higher education, particularly in distance education, and the issues that have to be dealt with. The article discusses the potential for further developing education with ICT. In addition, it makes recommendations with regard to providing better education with ICT in China.

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Kunwar, Rajendra. "Impact of ICT on Adopting Online Education at Higher Education in Nepal: A Factual Analysis." Education and Development 30, no. 1 (December 31, 2020): 69–83. http://dx.doi.org/10.3126/ed.v30i1.49511.

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This article primarily concerns the impact of ICT in adopting online education in higher education in Nepal. It focuses on the baseline information about the impact of ICT on higher education. This study has adopted a narrative literature review with a descriptive-analytic method to reveal the salient features associated with the impact of ICT in higher education. The study has adopted a rigorous interpretative process and synthesized the impact of ICT on adopting online education. The utilization of ICT in education is enforcing teachers as well as educational institutions to review pedagogical practices. No matter, the issue of use of ICT has been raised in the whole educational system; and similarly, there are also the issues related to equality in access to education and the delivery of quality education for the learner due to the lack of policy provisions, infrastructure and competencies of the teacher and the student. Thus, the increasing trends of utilizing ICT have been enforcing to transform the structure of education system as well as educational pedagogy.

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Savage, Jonathan. "Reconstructing Music Education through ICT." Research in Education 78, no. 1 (November 2007): 65–77. http://dx.doi.org/10.7227/rie.78.6.

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Nair, Geeta, and Robert Hindle. "Use of ICT in Education." International Journal of Information Communication Technologies and Human Development 5, no. 4 (October 2013): 10–19. http://dx.doi.org/10.4018/ijicthd.2013100102.

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The present research paper discusses the use of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities’ to the generation that missed them in the first place, thus helping adult learners, particularly the employed and women; thus attempting to reduce gender inequities. The paper attempts to map the trajectory of ICT and its increased usage across the world in an era of globalism, spanning Asia with a focus on India. Technology helps update, modernize, and revolutionize knowledge, information teaching-learning processes et al that help to bridge the digital divide on multi levels-between the rich and poor nations, between the rich and poor classes within a nation, between the rural and urban areas, between the young and old population, between the first and second generation learners and teachers that have become the essence of the new knowledge economy comprising smart students, teachers, policy makers, and communities all woven together through the yarn of the world wide. Like any other innovation, this one too is a double-edged coin with its intrinsic advantages and disadvantages. It is for us to harness modern technologies and utilize the ICT revolution in education for modern global growth, interconnectedness, and inclusiveness that create ‘win-win’ situations for all stakeholders.

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Rodriguez Casal, Carlos. "ICT for education and development." info 9, no. 4 (July 3, 2007): 3–9. http://dx.doi.org/10.1108/14636690710762093.

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Douglas, Graeme. "ICT, Education, and Visual Impairment." British Journal of Educational Technology 32, no. 3 (June 2001): 353–64. http://dx.doi.org/10.1111/1467-8535.00204.

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Rani, Rinku, and Ritu Rani. "Reorienting Teacher Education with ICT." Shikshan Anveshika 7, no. 2 (2017): 121. http://dx.doi.org/10.5958/2348-7534.2017.00024.1.

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Morgan, Alun. "Argumentation, Geography Education and ICT." Geography 91, no. 2 (July 1, 2006): 126–40. http://dx.doi.org/10.1080/00167487.2006.12094158.

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Fillion, Gérard, Moez Limayem, Thérèse Laferrière, and Robert Mantha. "Integrating ICT into Higher Education." International Journal of Web-Based Learning and Teaching Technologies 3, no. 2 (April 2008): 48–72. http://dx.doi.org/10.4018/jwltt.2008040104.

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Pandey, Nabaraj. "Effectiveness of ICT Tools in Science Education." Educator Journal 10, no. 1 (July 27, 2022): 154–63. http://dx.doi.org/10.3126/tej.v10i1.46738.

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The objective of this study, “Effectiveness of ICT tools in Science Education,” was to determine the current status of ICT use among secondary school students and teachers and to explore the problems while using the ICT tools. Simple random sampling was used as the sampling strategy. The instruments used to acquire the required data were student questionnaires and teacher interviews. I used a survey using descriptive data to achieve the study’s goals. Simple statistical tools such as frequency and percentage were used to assess the data. The descriptive technique was used as the analysis procedure for quantitative data. The findings and conclusions were drawn after a thorough review of the data. According to the findings, the participants preferred ICT tools, but there was a lack of information about how to use it. It was discovered that students frequently confront issues such as a lack of access to an e-library and a lack of understanding of computer capabilities. Teachers do not have sufficient ICT tools for teaching them also. There must be included ICT tools in the science curriculum. It is necessary to provide ICT tools, an appropriate time, and ongoing training to increase ICT abilities. It included recommendations for improving ICT in the classroom instructors and students

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Afifah, Isna Zahrotun, and Novan Ardy Wiyani. "Information and Communication Technology Based Education Marketing Management." Al-Idarah : Jurnal Kependidikan Islam 12, no. 2 (December 15, 2022): 183–94. http://dx.doi.org/10.24042/alidarah.v12i2.12801.

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This study aimed to describe information and communication (ICT)-based education marketing management in MTs Ma’arif NU 1 Jatilawang Banyumas. This study employed qualitative approach by using interview, observation, and documentation for the data collection. The collected data were analyzed by Miles and Huberman model, consisted of data reduction, data presentation and data verification. The results of the study shows that education marketing management in MTs Ma’arif NU 1 Jatilawang Banyumas utilized information and communication technology (ICT), especially in its education marketing. In this study, the education marketing was done by George R. Terry’s theory in management function analysis which were planning, organization, implementation, and evaluation. ICT-based education marketing management in MTs Ma’arif NU 1 Jatilawang Banyumas was done through ICT-based planning of education marketing management, ICT-based organization of education marketing management, ICT-based implementation of education marketing management, and ICT-based evaluation of education marketing management. Keywords: Education, ICT, Management, Marketing.

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Dr. M. Rajeswari, Dr M. Rajeswari, and Dr A. R. Saravanakumar Dr. A R. Saravanakumar. "Computing and ICT As a Change Agent For Education." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 134–35. http://dx.doi.org/10.15373/22778179/dec2013/44.

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Samarakoon, Shanil, Amé Christiansen, and Paul G. Munro. "Equitable and Quality Education for All of Africa? The Challenges of Using ict in Education." Perspectives on Global Development and Technology 16, no. 6 (December 6, 2017): 645–65. http://dx.doi.org/10.1163/15691497-12341454.

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Abstract Technological advances are increasing interest in the potential role of information and communication technologies (ict) in enabling quality education outcomes in Africa. At present, however, the geographies of ict use in Africa is poorly understood, and ict education policy development has occurred in a relative empirical void. Relevant studies have largely been focused on wealthier African nations, largely neglecting poorer regions where education issues are most acute. This article works to address this lacuna. Drawing upon extensive fieldwork, it provides a detailed snapshot of ict use in education in the northern Sierra Leonean district of Koinadugu. We subsequently argue that a lack of access to electricity, along with limited numbers of qualified teaching staff, presents fundamental barriers for realizing ict use in classroom settings. Nevertheless, we also identify some promising trends with respect to the informal use of mobile Internet by teachers and students to augment learning in the classroom.

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Fedorenko, Elena H., Vladyslav Ye Velychko, Andrii V. Stopkin, Alona V. Chorna, and Vladimir N. Soloviev. "Informatization of education as a pledge of the existence and development of a modern higher education." CTE Workshop Proceedings 6 (March 21, 2019): 20–32. http://dx.doi.org/10.55056/cte.366.

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This article focuses on the special significance of education informatization as the main aspect of the existence and development of a modern higher education. The process of computerization of education is considered as the main basis of informatization in the historical aspect. This paper emphasizes the importance of implementing information and communication technologies (ICT) in the learning process of free software and the interest of scientists in the field of education. The interest of modern scholars is analyzed in the consideration of such problems as the application of ICT in education; problems of informatization of education and goals of informatization of education; didactic and psychological aspects of application of ICT in the educational process; problems associated with the widespread introduction of ICT in higher education institutions and informatization of education in general. The article’s focus is on the importance of the acquired skills and abilities as a result of informatization of education and implementation of the educational process of ICT. The goals of informatization of education at a modern higher educational establishment are determined. The primary goals of informatization of education are singled out. The types of education that are directly related to ICT are considered. It is acknowledged that the practice of implementing ICT in the educational process of higher educational institutions are expanding every day and yields only positive results. The conclusions highlight the relevance of this study. It is noted that educational activity based on the use of ICT is a basis for changing the structure of the educational process for both teachers and students.

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Ratheeswari, K. "Information Communication Technology in Education." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 45. http://dx.doi.org/10.21839/jaar.2018.v3is1.169.

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Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information communication technologies. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. ICT improves teaching and learning and its importance for teachers in performing their role of creators of pedagogical environments. ICT helps of a teacher to present his teaching attractively and able to learn for the learners at any level of educational programmes. Today in India teaching training programmes making useful and attractive by the term of ICT. Information and Communication Technologies (ICTs) exemplified by the internet and interactive multimedia are obviously an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in a teacher education institution.

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Oye, N. D., and M. A. Shakil . "The Use of ICT in Education: Focus on Nigeria." Information Management and Business Review 3, no. 3 (September 15, 2011): 185–92. http://dx.doi.org/10.22610/imbr.v3i3.932.

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The use of ICT in educational settings is a catalyst for change. The paper has sought to explore the role of ICT in education as we progress into the 21st century. The first phase focuses on the conceptual framework of the use of ICT in education. In this model the dependent variable is education and its sub variables are educational level of teachers and students which is directly affected by the independent variables which are the use of ICTs, ICT infrastructure and staff development. The second phase is the pilot study to answer two major questions: (i) Is ICT mandatory or voluntary at your institutions? (ii) What are the greatest barriers to using ICT to you as an academician? The results show that majority of the academic staff (86%) responded that ICT is mandatory. However, the survey revealed that most of the part-time lecturers ticked the use of ICT as voluntary. Some of these part-time lecturers in the cadre of professors, responded to Q32 as (do not fit my program). Actually in their dispensation, lecturing was done using the chalk board only. The research confirms that two major barriers affect the use of ICT; they are lack of time to use ICT the systems and training opportunities. Respondents on these are 38% and 32% respectively. Based on these findings, the paper recommended that, all employed teachers in Federal, State and Private institutions should undertake mandatory training and retraining on ICT programmers. The government should develop ICT policies and guidelines for the application of ICT in education.

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Lubaale, Grace. "Information and Communication Technology in Higher Education of Uganda and Education Implications: A Case of Kyambogo University." Journal of Education and Training Studies 8, no. 6 (May 5, 2020): 29. http://dx.doi.org/10.11114/jets.v8i6.4842.

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The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.

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Greenhalgh-Spencer, Heather, and Moja Jerbi. "Technography and design–actuality gap-analysis of internet computer technologies-assisted education: Western expectations and global education." Policy Futures in Education 15, no. 3 (April 2017): 275–94. http://dx.doi.org/10.1177/1478210317712087.

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In this paper, we provide a design–actuality gap-analysis of the internet infrastructure that exists in developing nations and nations in the global South with the deployed internet computer technologies (ICT)-assisted programs that are designed to use internet infrastructure to provide educational opportunities. Programs that specifically pinpoint females’ access to schooling are foregrounded in this paper. For our research, we aggregated data on internet infrastructure and data on where ICT-assisted educational endeavors were being deployed in order to create a technography – a series of maps – that would illustrate where there is internet infrastructure that might support ICT-assisted educational programs, where ICT-assisted educational programs are being deployed, and where there is a design–actuality gap. Our research highlights two types of design–actuality gaps: there are places where there is access to internet infrastructure, but very little access to ICT-assisted educational programs; and there are also places where ICT-assisted educational programs have been deployed, but there is very little access to the kind of internet infrastructure that is necessary to support these programs.

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Jha, Anila. "ICT Pedagogy in Higher Education: A Constructivist Approach." Journal of Training and Development 3 (September 27, 2017): 64–70. http://dx.doi.org/10.3126/jtd.v3i0.18232.

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Information and communication technology (ICT) has been an integral part of pedagogy in educational institutions in general and higher education in particular. My focus in this paper is to see how ICT plays a role in constructing knowledge and improving learning in the higher educational institutions. The arguments are based on the review of existing ICT related literature, and in- depth interviews with few ICT pedagogy and social constructivist related educationists. So, the method applied is qualitative. First, ICT plays a role of a means to an end in the sense that it carries messages with higher level of accuracy. Second, it makes the interactions among the target group ‘living’ and creates the environment for effective learning. Third, ICT links the performers (teachers and students) in the learning groups cognitively and affectively to transform the unit of learning among the learners. This means that ICT plays a vital role in the part of the learners in which they are liberated from their teachers’ dominance.

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Griffiths, Matthew. "Access to ICT." British Journal of Educational Technology 37, no. 2 (March 2006): 313–15. http://dx.doi.org/10.1111/j.1467-8535.2006.00602_9.x.

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Bratina, Tomaz. "Study content and motivation for using ICT in education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 105–14. http://dx.doi.org/10.18844/prosoc.v4i6.2919.

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Only a digitally competent teacher can effectively use ICT in the educational process. Teachers must be educated and adequate ICT learning contents are required. The study contents should fulfil the objectives of knowledge upgrade and motivation for use of ICT in educational processes. The aim of this study was to get better insight into the pre-service teacher’s assessment of topics’ popularity, estimations of achieved skills and motivation for implementation of ICT in education. Our research sample consists of two generations of students of elementary education that attended the ICT in Education course. The two-year time gap is considered suitable to discover differences between generations because of the rapid development of ICT. The data were statistically analysed using descriptive and inferential statistics. The results show the increased acceptance of ICT in education, but the trends for the forthcoming generations are left to future researches. Keywords: ICT in education, pre-service teacher, motivation, teaching process, digital competences.

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Osmani, Mohamad, Nitham Hindi, and Vishanth Weerakkody. "Incorporating Information Communication Technology Skills in Accounting Education." International Journal of Information and Communication Technology Education 16, no. 4 (October 2020): 100–110. http://dx.doi.org/10.4018/ijicte.2020100107.

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Information and communications technology (ICT) is widely utilized in the accounting profession and has transformed the accounting functions in business and the role of accountants. Acknowledging the significance of ICT skills in accounting education, many employers and professional associations are calling for integration of accounting curricula with ICT. Therefore, it is vital for potential accounting professionals to be equipped with the most current ICT skills pursued by employers. This study searches the current job market to capture a snapshot of the most in demand graduate skills, in particular, ICT skills. Furthermore, it also lists a number of software systems for accountancy solutions and their supplier firms.

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Tinmaz, Hasan, and Yunus Emre Ozturk. "ICT Integration into Education: a Comparison of South Korea and Turkey." Perspectives on Global Development and Technology 18, no. 4 (October 22, 2019): 422–56. http://dx.doi.org/10.1163/15691497-12341527.

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Abstract In this modern era, information and communication technology (ICT) devices such as smartphones have been influencing every aspect of our lives, including education systems. It is needless to say that ICT-integrated education systems enable more effective and efficient teaching and learning environments for societies. However, the levels and processes of ICT integration into education are different by country. Accordingly, the purpose of this study is to compare South Korea and Turkey in terms of the of ICT integration into their education systems. For this, the study has been conducted as an archival study, and has comprehensively analyzed the academic resources and governmental reports by employing ICT Literacy framework. The results showed that both countries have made, and have been continuing to make, efforts to bring ICT and its benefits into education environments. While South Korea has had PCs and video systems for a long time, Turkey has only recently acquired tablet PCs and smartboards in classroom settings. Besides, both countries have been experiencing similar challenges integrating ICT into education, including stakeholders’ acceptance and teacher-training programs related to ICT utilization. Lastly, the obvious difference of these two countries seems that there is a huge business sector regarding ICT-based education in South Korea compared to Turkey due to the fact that South Korea initiated the ICT utilization in education years before Turkey. It is hoped that this study provides various helpful insights on integrating ICT into education for other countries.

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Batra, Shinam, and Sunil Kumar. "Amalgamation of ICT in Education during Covid-19." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 2 (February 20, 2022): 71–74. http://dx.doi.org/10.31305/rrijm.2022.v07.i02.011.

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Educational System is not static and keeps changing with time. It meets the demands of the society, by synchronising the advances in technology. Today ICT is integrated in educational process in various manners as e-learning, collaborative learning, blended learning, creative learning, evaluative learning, open and distance learning (Sharma, 2015). All these methods are contributing significantly not only in the quality improvement, but also in making education more accessible during Covid 19. ICT worked as following ways during Covid-19. PRE STAGE( March & April, 2020) ICT was just considered as Specific Oriented Learning. It refers to learning about ICT. It was organized in a specific course, where ICT was learnt in Insolation, how it can be expanded into virtual world have never thought about it and afterthen all were prepared to use of ICT in education, future occupation and social life in while and post stage. WHILE STAGE(May, 2020 Onwards) ICT was used as assisting tool, While making assignments, collecting data, documentation, communicating, conducting researches and others. It also helped to achieve learning outcomes during Covid-19. ICT as a medium for teaching and learning. This refers to ICT as a tool for teaching and learning itself, the medium through which teachers could teach and learner’s learn. It appeared in many different forms, such as drill and practice exercises, in simulations and educational networks. ICT used as a tool for organization and management in schools. POST STAGE(October, 2020-2021&2021-22) Virtual Learning environments became a necessary part of our life. All Scholastic and Co-scholastics activities held through virtually within a ICT-mediated communication, just like in a formal classroom. A student in a virtual set up participated in synchronous mode of system, whereas teacher and students are blogged into the virtual setup at a time. In relation to professional education, use of ICT related inventions helped the learner to be more professional, focused and skillful. It has the potential to provide first- hand information with the help of which the youth could prepare according to the global demands and trends being followed.

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Dagiene, Valentina. "Development of ICT Competency in Pre-Service Teacher Education." International Journal of Digital Literacy and Digital Competence 2, no. 2 (April 2011): 1–10. http://dx.doi.org/10.4018/jdldc.2011040101.

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Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

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Heemskerk, Irma, Monique Volman, Wilfried Admiraal, and Geert ten Dam. "Inclusiveness of ICT in secondary education: students’ appreciation of ICT tools." International Journal of Inclusive Education 16, no. 2 (February 2012): 155–70. http://dx.doi.org/10.1080/13603111003674560.

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Journal articles on the topic 'ICT in education'

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