Relevant bibliographies by topics / ICT tools

Contents

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

Academic literature on the topic 'ICT tools'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "ICT tools"

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KORTAN, Michal, and Miloš PROKÝŠEK. "THE INTERACTIVITY OF ICT TOOLS." Journal of Technology and Information 7, no. 2 (2015): 27–35. http://dx.doi.org/10.5507/jtie.2015.015.

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Kaur, Lakhwinder. "Future Classroom with ICT Tools." Educational Quest- An International Journal of Education and Applied Social Sciences 6, no. 2 (2015): 133. http://dx.doi.org/10.5958/2230-7311.2015.00020.3.

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Oldknow, A. "Micromaths: Modelling with ICT Tools." Teaching Mathematics and its Applications 18, no. 4 (1999): 185–88. http://dx.doi.org/10.1093/teamat/18.4.185.

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Drigas, Athanasios, and Jenny A. Vlachou. "Information and Communication Technologies (ICTs) and Autistic Spectrum Disorders (ASD)." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 4, no. 1 (2016): 4. http://dx.doi.org/10.3991/ijes.v4i1.5352.

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The aim of this report is to provide systematic analysis of studies investigating ICT tools for children with Autistic Spectrum Disorders. They are categorized into ICT assessment tools and ICT intervention tools. The review outlines the origin of each tool, its functionality by describing certain technological features and how it attributes to this scientific field. On the one hand, there are many ICT tools that contribute in the diagnosis of ASD. On the other hand, ICT intervention tools play also an important role, trying to enhance both cognitive and social abilities of the ASD child. Through the review of these articles, we try to investigate how far they have come in meeting these targets.
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Nagy, Judit, and Anita Habók. "Attitudes and Behaviors Related to Individual and Classroom Practices: An Empirical Study of External and Internal Factors of ICT Use." Libri 68, no. 2 (2018): 113–23. http://dx.doi.org/10.1515/libri-2017-0099.

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Abstract Our study aims to reveal the ICT use and related perceptions of university students through a self-developed online questionnaire. The research questions focus on (1) ICT attitudes, (2) frequency of ICT tool usage in a broad context and (3) frequency of ICT tool usage in the context of language learning. There seems to be agreement among both language and non-language majors concerning the motivating role and personal significance of ICT. Strong evidence is provided for the significant motivational role of ICT tools, while overall results confirm the substantial role of ICT use in learning, learner engagement and efficacy. Furthermore, ICT tool usage is more prominent among language majors in the areas of language, social and media tools, as well as blogs and vlogs. Generally, online dictionaries and lexicons are evaluated as most frequently used.
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Swandewi, N. K. "An Analysis of The Use of ICT Tools and Its Problems in Teaching and Learning Process at SMA Negeri 2 Semarapura." Journal of Psychology and Instructions 2, no. 1 (2018): 45. http://dx.doi.org/10.23887/jpai.v2i1.13741.

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This study aimed at investigating (1) types of ICT tools implemented in teaching and learning process (2) English teacher’ planning of the use of ICT tools in lesson planning (3) procedures implemented in teaching English using the ICT tools (4) the problems faced by English teachers who used ICT tools in teaching and learning process at SMA Negeri 2 Semarapura when using ICT tools in teaching and learning process. This study was descriptive qualitative research involving three English teachers of SMA Negeri 2 Semarapura. The instruments used for data collection were researcher, questionnaire, interview guide, teachers’ lesson plan, observation sheet, and recorder. The methods of data collection were survey, interview, lesson plan analysis, observation, and recording. The result of the study showed that English teachers of SMA Negeri 2 Semarapura had already implemented ICT tools in teaching and learning process. Types of ICT tools used were laptop, LCD projector, speaker, video, Power Point, internet, and e-learning namely Quipper School. Before implementing those types of ICT tools, teachers planned ICT tools in the lesson planning. The use of ICT tools were planned explicitely in teaching media and tools as well as learning resources, while implicitely in steps of teaching and learning activity. In implementing ICT tools, the teachers had their own procedures which depended on types of ICT tools used and topic taught. Teachers encountered four main problems namely infrastructural problems, technical problems, problem of time, and lack of teachers’ competence in using ICT tools.
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Nechypurenko, Pavlo P., Serhiy O. Semerikov, Tetyana V. Selivanova та Tetyana O. Shenayeva. "ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ЗАСОБИ ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ У ПРОФІЛЬНОМУ НАВЧАННІ ХІМІЇ". Information Technologies and Learning Tools 56, № 6 (2016): 10. http://dx.doi.org/10.33407/itlt.v56i6.1522.

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The article analyzes the position of information and communication technologies for formation of pupils’ research competence at chemistry profile learning. The ICT tool groups, the use of which contributes to the formation of pupils’ research competence at chemistry profile learning, are highlighted. The results of expert assessment of the feasibility of using ICT tools for the formation of pupils’ research competence at chemistry profile learning are described. The choice of general and specific ICT tools of chemistry profile learning is grounded. The prospects for determining the most appropriate ICT tools for the formation of separate research competencies are identified.
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Kumar, Nanda, and Roumen Vragov. "Active citizen participation using ICT tools." Communications of the ACM 52, no. 1 (2009): 118–21. http://dx.doi.org/10.1145/1435417.1435444.

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PAĽOVÁ, Dana, and Dáša HUDÁKOVÁ. "INTERCURRICULAR RELATIONSHIP DEVELOPMENT USING ICT TOOLS." Journal of Technology and Information 2, no. 2 (2010): 46–50. http://dx.doi.org/10.5507/jtie.2010.033.

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Tabassum, Zeba. "ICT TOOLS IN TEACHING LEARNING OF CHEMISTRY: A STUDY OF THE IMPACT ON THE STUDENTS AT SENIOR SECONDARY LEVEL." Researchers' Guild 2, no. 1 (2020): 56–66. http://dx.doi.org/10.15503/rg2019.6.

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The present study focuses on the impact of teachers using traditional method and ICT tools on the academic achievement of the students, attitude of the students towards the subject chemistry, attitude of the students towards the use of ICT tools in teaching learning of Chemistry and the impact of the ICT tools on the written communication skills of the students. ICT tools in the present study may be understood as the application of digital equipment to all aspects of teaching and learning. Thus, the components of ICT would be video tapes, audio tapes, CDs, DVDs, television broadcast, video cassettes; computer-based learning materials, teleconferencing, video conferencing, internet, web conferencing etc. Sample for the present study comprised of students of 4 sections of class XII Science enrolled in Jamia Senior Secondary School and Syed Abid Hussain Senior Secondary School. As random assignment of subjects to control and Experimental Groups has not been applied, the present study is Quasi Experimental in nature. Of the many quasi experimental designs, Pretest- Posttest non-equivalent Groups Design was employed for the present study. The following tools were used for attaining the objectives of the study: Attitude Scales: a) Five point Likert scale for measuring Impact of ICT tools on the attitude of students towards chemistry (ATCS) b) Five point Likert scale for measuring Impact of ICT tools on the attitude of student towards the use of ICT tools in teaching learning of chemistry (ATIS). In accordance with the objectives of the study, the obtained data was analyzed using specific statistical techniques, which include computation of mean, S.D, t-test, ANCOVA (analysis of covariance). It was found from the study that traditional method must be used along with suitable ICT tool which may help in improving the teaching learning process and increasing the comprehensibility of the subject Chemistry. Thus, it was inferred that the use of ICT tools in the teaching learning of Chemistry has a positive impact on academic achievement, attitude and communication skills of the students.
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Dissertations / Theses on the topic "ICT tools"

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Campos, Jeria Jaime. "ICT tools for e-maintenance /." Växjö : Växjö University Press, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2399.

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Mella, Luca. "Ict security: Testing methodology for targeted attack defence tools." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/6963/.

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La tesi di laurea presentata si inserisce nell’ampio contesto della Sicurezza Informatica, in particolare tratta il problema del testing dei sistemi di sicurezza concepiti per contrapporsi alle odierne minacce: gli attacchi mirati (Targeted Attacks) ed in generale le minacce avanzate persistenti (Advanced Persistent Threats). Il principale obiettivo del lavoro svolto è lo sviluppo e la discussione di una metodologia di test per sistemi di sicurezza focalizzati su questo genere di problemi. Le linee guida proposte hanno lo scopo di aiutare a colmare il divario tra quello che viene testato e quello che in realt`a deve essere affrontato realmente. Le attività svolte durante la preparazione della tesi sono state sia di tipo teorico, per quanto concerne lo sviluppo di una metodologia per affrontare al meglio il testing di sistemi di sicurezza a fronte di attacchi mirati, che ne di tipo sperimentale in quanto si sono utilizzati tali concetti per lo svolgimento di test su più strumenti di difesa in uno scenario d’interesse reale.
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Machado, Fernanda Ramos. "The use of ict tools in undergraduate english language programmes." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93113.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009.<br>Made available in DSpace on 2012-10-24T16:51:06Z (GMT). No. of bitstreams: 1 273351.pdf: 699043 bytes, checksum: ca6583897d797434859668115e0a4cb3 (MD5)<br>O presente estudo tem por objetivo investigar (a) o uso de ferramentas de TIC por ambos os professores e alunos em cursos de Letras Inglês, (b) as crenças desses professores e alunos em relação ao uso de ferramentas de TIC nesses cursos e (c) a relação entre o uso das ferramentas de TIC nesses cursos e as crenças dos professores e alunos em relação a esse uso. Os dados foram coletados de 9 professores dos cursos de Letras Inglês da UFSC, UFRJ e UFMG, e de 48 alunos da UFSC e da UFRJ. Os instrumentos utilizados para a coleta dos dados foram questionários abertos online, entrevistas semi-estruturadas online e auto-relatos. Ao todo, todos os 9 professores e 48 alunos responderam o questionário; 3 professores e 6 alunos da UFSC participaram da entrevista e outros 2 professores e uma aluna também da UFSC escreveram o autorelato. A análise dos dados para o presente estudo consistiu de um processo cuidadoso de reflexão, interpretação e construção de significados a partir da triangulação dos dados obtidos através daqueles três instrumentos. Os resultados indicam que os professores do curso de Letras Inglês da UFSC, da UFRJ e da UFMG usam várias ferramentas de TIC nos cursos que lecionam com o objetivo de complementar as suas aulas e de auxiliar seus alunos no seu processo de aprendizagem. Além disso, a maioria dos professores e alunos expressou crenças positivas em relação ao uso de ferramentas de TIC, apontando várias formas como essas ferramentas podem complementar o próprio curso e ajudar os alunos a melhorarem suas habilidades lingüísticas. Porém, alguns poucos alunos reportaram não se beneficiar da maneira como algumas ferramentas estavam sendo empregadas, e ainda um aluno afirmou não acreditar que as ferramentas de TIC podem de alguma forma auxiliar no seu processo de aprendizagem. Por fim, um bom grau de coerência foi encontrado da relação entre o uso que professores e alunos dizem fazer das ferramentas de TIC e as suas crenças em relação a esse uso. Ou seja, os participantes não apenas acreditam que as ferramentas de TIC podem auxiliar no seu processo de ensino/aprendizagem, mas eles de fato as utilizam.
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Daniulaityte, Neringa. "ICT tools usage in Virtual teams : Analysis of the correlation between the ICT Toolscapabilities & Virtual teams challenges." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-63886.

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This quantitative research study focuses on the capabilities of ICT tools used by virtualteams and seeks to find out what, if any, correlation between the ICT tools capabilitiesand challenges that virtual teams face exist. The study addresses four prominent virtualteam challenges: forming trust and relationships, information overload, communicationbreakdown, lack of team synergy and cohesion. It analyses ICT tools and establishhypothesis using MST theory and the existing research in this field. The data analysis isconducted using Spearman’s Rho correlation. The findings show that the correlationbetween ICT tools usage and the challenges that virtual teams face are not statisticallysignificant to establish a link between virtual team challenges and ICT tools usage. Thiscould mean that a significantly larger sample is required to establish the link betweenthese two variables. It could also mean that the virtual team challenges need to be reevaluatedas the collected data suggests that the discussed challenges are rarelyexperienced by virtual teams. Therefore, further studies are needed in order to establishthe correlation between the virtual team challenges and ICT tools usage.
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Swinford, Amanda. "An empirical evaluation of ICT tools designed to support water environmental awareness." Thesis, Cranfield University, 2005. http://dspace.lib.cranfield.ac.uk/handle/1826/7838.

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The United Nations launched their 'Decade for Sustainable Development', which directly relates to Education for Sustainable Development, a new environmental management system for schools. The formal education process provides a key testing ground for the development of new Infori-nation and Communication Technology (ICT) tools designed to raise environmental awareness. Several types of purpose designed ICT tool are available, but there is a distinct lack of empirical research into their design and effectiveness. Strategic objectives performance takes the central role in the work reported here. A number of strategic objectives of the use of ICT tools were identified; learning, education, trust, motivation, commitment, inclusion, justice and openness. A number of prc-existing software platforms, each specifically designed to provide environmental education and to raise awareness specifically focussing on issues surrounding water were selected and forinally evaluated under controlled conditions with small groups of evaluators. The respondents involved in this investigation included the developers of the tools thernselves, school and postgraduate students (representing users) and experts from academia and industry. The developers of the tools were asked which strategic objectives they considered when they designed their respective tools and the degree to which their tools promoted the strategic objectives was tested in evaluation sessions involving the users. The results from the evaluation sessions involving the users and the experts revealed that strategic objectives such as learning, education, trust and openness were promoted by the tools to some degree, whilst objectives such as justice, motivation and inclusion were promoted to a lesser degree. Whilst it is possible that the tools evaluated simply do not promote the objectives listed, the evaluation methodology adopted in this investigation may go some way to explaining why only certain strategic objectives were found to be promoted. A discussion into the possible methods by which the presence of these strategic objectives could be determined is presented in the concluding chapters of the thesis.
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Juhl, Ditte. "Assessment of ICT Tools for Construction Material Management in the Stockholm Region." Thesis, KTH, Industriell ekologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-155702.

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The aim of the master’s thesis is to assess potential for implementing ICT tools to support smarter regional management of secondary construction materials. It is estimated that about 4.8-15.4 million tons of secondary construction material is generated in Stockholm every year. However the management of the material is not optimal. The methods chosen to complete the aim were based on systems analysis tools for an overview of the environmental effects from the system and a method focusing on interviews of salient stakeholders. Two new management scenarios were proposed and studied. Both scenarios included an ICT tool, where buyers and sellers can exchange secondary material via a website, call center or application. One scenario also included a medium term storage solution to store material before being allocated. The results from the systems’ analysis were mostly positive, showing a significant potential reduction in GHG emissions. Also a high potential economic profit was estimated. Most stakeholders responded positively to the proposed scenarios. However, the stakeholders also pointed out some challenges with the system. Such as the unwillingness of companies to corporate together and that planning is very sensitive to changes. Due to the major potential gain, it is recommended to continue the development of such a project with a key client as owner and large contractors as strategic business partners.
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Brown, Joy. "English teaching and the use of ICT : English teacher's experiences of the use of ICT during the corona pandemic." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180714.

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Despite teachers already using Information and Communications Technology as a tool in their English teaching, the corona pandemic and the subsequent transition to online teaching presented teachers with the challenge of using ICT for all of their teaching. Teaching a language which is not the students’ mother tongue makes online teaching an even greater challenge. The purpose of this study, therefore, is to increase the knowledge surrounding the use of ICT in online English teaching in an effort to support teachers in the future. The experiences of ten English teachers were obtained through the use of semi-structured interviews. A thematic analysis revealed a mixture of positive and negative experiences from the teachers, in terms of personal feelings, the actual process of online teaching and professional competence. The need for extra support for teachers in various areas of online teaching is discussed. Further research is needed to provide more detailed information in order to learn how teachers can be better supported in their role as an online educator, or in the use of ICT in a physical classroom.
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Bianchi, Giovanni. "ICT as a tool and a resource in teaching English : A study of teachers’ motivations and attitudes towards using ICT in the English classroom." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30927.

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This study examines what motivates language teachers in primary school to use ICT and what attitudes they have towards ICT. Six teachers working in four different Swedish primary schools between the first and third grade were interviewed. The teachers actively used some kind of ICT resource during their English lessons. The study showed that external factors such as requirements from the school and local school authorities motivate teachers to work more actively with ICT. These external motivators can influence the teacher’s perception and use of ICT in both positive and negative ways. When it comes to internal factors that affect the teachers’ motivation to use ICT in English, the most important factor is whether they consider ICT tools to be a positive addition to their teaching and whether a good balance between digital and traditional tools can be achieved to accommodate every student’s need.
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Badran, Maj. "Digital Tools and Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28745.

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The study focuses particularly on the effects digital tools may have on language learning for students with special needs. The qualitative empirical material was collected through interviews and observations in a Norwegian school. The observation involves four students from two school years (the first and the second students comes from year 8, and the third and fourth students comes from year 9). The data also comes from two different qualitative interviews with the headmaster of the same school. The main findings are that, digital tools are adapted for the majority of the students in the classroom by the school board. Students with disabilities, however, need more tools, and more support. Only the school board can change their own recommendations for the use of digital tools. A comparison between Norway’s and Sweden’s curriculum is also included, to contextualized the headmaster’s point of view upon the Norwegian curriculum when it comes to digital tools.
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Chauma, Crecencia Naison. "The application of project management tools and techniques in ICT SME projects in Western Cape." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2546.

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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2017.<br>Introduction The research looked at the application of project management tools and techniques in ICT SME projects in the Western Cape. Problem Statement Previous literature revealed that small to medium enterprises (SMEs) are vital to developing economies as they provide employment and contribute to overall sustainable economic productivity. Literature further alludes that project management tools and techniques enhance SME’s ability to innovate, grow and compete in industry. However, it is unclear if ICT SMEs in Western Cape are applying project management tools and techniques in their projects. Therefore, this study aimed to investigate whether ICT SMEs in Western Cape applied these tools and techniques in their projects. Aims / Objectives The primary objective of the research was to determine the extent to which ICT SMEs in Western Cape were using project management tools and techniques. The secondary research objectives were: to determine the extent to which ICT SMEs in Western Cape knew about the project management tools and techniques and how to use them; to establish the extent to which the ICT SMEs knew the benefits of using project management tools and techniques; and to determine the extent to which project management tools and techniques were used by SMEs to achieve success. Methodology The research was non experimental. An electronic questionnaire was distributed using Survey Monkey and Mail Chimp to collect responses. Some questionnaires were hand delivered to ICT SMEs based in the Cape Town CBD areas accessible to the researcher. The results presented in the research were based on a survey of ICT SMEs, located in Western Cape. Out of the 341 responses targeted a total of 210 responses were obtained. The results obtained represent 60- 70% of the population interviewed. The sample was chosen using stratified random sampling that classified the respondents according to organisational hierarchy, and the amount per strata was noted. The respondents within each stratum were chosen using simple random sampling thus eliminating bias.
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Books on the topic "ICT tools"

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Odemwingie, Osaro. ICT tools and Africa. DevNet, 2005.

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Odemwingie, Osaro. ICT tools and Africa. DevNet, 2005.

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Tomei, Lawrence A. Learning tools and teaching approaches through ICT advancements. Information Science Reference, 2013.

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New tools for learning: Accelerated learning meets ICT. Network Education Press, 2005.

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Al-Mutairi, Mubarak S., and Lawan Ahmed Mohammed. Cases on ICT utilization, practice and solutions: Tools for managing day-to-day issues. Information Science Reference, 2011.

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Ice: Tools and technique. Elk Mountain Press, 1995.

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Sassa, Kyoji, Fausto Guzzetti, Hiromitsu Yamagishi, et al., eds. Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57774-6.

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Sassa, Kyoji, Binod Tiwari, Ko-Fei Liu, Mauri McSaveney, Alexander Strom, and Hendy Setiawan, eds. Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57777-7.

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Wagner, Willis H. Modern woodworking: Tools, materials, and processes. Goodheart-Willcox Co., 1991.

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Wagner, Willis H. Modern woodworking: Tools, materials, and processes. Goodheart-Willcox Co., 1996.

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Book chapters on the topic "ICT tools"

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Kodama, Mitsuru. "Workplace and Collaborative ICT Tools." In Competing through ICT Capability. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137286932_7.

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Mckenney, Susan, and Nienke Nieveen. "ICT Tools for Curriculum Development." In Curriculum Landscapes and Trends. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_12.

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Kodama, Mitsuru. "Collaborative ICT Tools and Organizational Development." In Competing through ICT Capability. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137286932_5.

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Kodama, Mitsuru. "Product Development and Collaborative ICT Tools." In Competing through ICT Capability. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137286932_6.

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Doulamis, Anastasios, Nikolaos Doulamis, Ioannis Rallis, and Ioannis Georgoulas. "Ancient Digital Technologies Using ICT Tools." In Strategic Innovative Marketing and Tourism. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36126-6_72.

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Dimitrova, Nevenka, Sitharthan Kamalakaran, Angel Janevski, et al. "Tools for High Throughput Differential Methylation Study in Cancer." In ICT Innovations 2009. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-10781-8_4.

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Scupola, Ada. "ICT in the FM supply chain." In Facilities Management Models, Methods and Tools. Routledge, 2019. http://dx.doi.org/10.1201/9780429001055-43.

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Mohanta, Ashaprava, and Sutapa Das. "ICT-Based Facilities Management Tools for Buildings." In Advances in Intelligent Systems and Computing. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0129-1_14.

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Kiran, Sandhya, and Anusha D. Shetti. "ICT Tools for Fishermen Assistance in India." In Information and Communication Technology for Competitive Strategies (ICTCS 2020). Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0882-7_99.

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Agal, Sanjay, and Pooja Devija. "The Analytical CRM OLAP Analysis Tools and Data Mining." In ICT Analysis and Applications. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0630-7_1.

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Conference papers on the topic "ICT tools"

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Lekka, Aspa, and Jenny Pange. "What ICT tools do undergraduate students use?" In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2015. http://dx.doi.org/10.1109/imctl.2015.7359625.

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Kumar, Sachin, and Saibal K. Pal. "ICT Integrated Social Media Framework for consumer awareness in society using ICT tools." In 2014 IEEE/ACIS 13th International Conference on Computer and Information Science (ICIS). IEEE, 2014. http://dx.doi.org/10.1109/icis.2014.6912139.

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Ertl, Tanja, and Konstantin Aal. "Psychosocial ICT – Therapeutic Methods becoming Self-Help Tools." In MobileHCI '20: 22nd International Conference on Human-Computer Interaction with Mobile Devices and Services. ACM, 2020. http://dx.doi.org/10.1145/3406324.3424594.

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Schulz, Renee, Ghislain Maurice Isabwe, and Frank Reichert. "Ethical issues of gamified ICT tools for higher education." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403481.

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Meloche, Joseph A., and Helen Hasan. "ICT Devices as Ubiquitous Tools for Information Seeking Activity." In 2008 The Second International Conference on Mobile Ubiquitous Computing, Systems, Services and Technologies (UBICOMM). IEEE, 2008. http://dx.doi.org/10.1109/ubicomm.2008.86.

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Artal-Sevil, Jesús Sergio, Ana Gargallo-Castel, and Marta Sofía Valero-Gracia. "DO ICT TOOLS AFFECT HOMOGENEOUSLY IN HIGHER EDUCATION STUDENTS?" In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2260.

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Moyano, Paula, Jose Manuel Garcia, Jimena Garcia, et al. "GLOBAL LEARNING STRATEGIES FOR TOXICOLOGY STUDENTS, USING ICT TOOLS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0274.

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Rinaldi, Alessandro, Michele Roccotelli, Bartolomeo Silvestri, et al. "Development and Integration of ICT Tools for Electric Mobility." In 2021 29th Mediterranean Conference on Control and Automation (MED). IEEE, 2021. http://dx.doi.org/10.1109/med51440.2021.9480210.

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Fernandez, M. A., M. J. Munoz, J. M. Rivera, R. Leon, E. Escrig, and I. Ferrero. "Using Web 2.0 Learning Tools: Two Virtual Experiences?" In 2013 International Conference on Advanced ICT. Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.93.

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Peñaranda, David Sanchez, Carmen Naturil Alfonso, Francisco Marco Jiménez, and José Salvador Vicente Antón. "Flipped classroom and ICTs as the tools to reach key competences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8122.

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The contemporary society demands proffessionals with competences directly conected to information and communication technology (ICT). In fact, the ICTs have registered a relevant advance through last decades, making possible the implantation of new educational strategies like: the inverted or flipped model. Nevertheless, ICT have been used in a superficial manner at educational system, even at higher education system.The aim of the present work will be the description of an innovative teaching programme which proposes the implantation of flipped classroom using ICTs to reach the key competences in two environments: students using English as foreign/second-language and students using Spanish as first language.The key competences will be developed through 5 e-learning activities. The students, outside of the classroom, will perform the tasks using ICTs and afterwards delivering the competence evidence. Once in classroom, the students should make a presentation of their work and open discussion will be performed.The teacher based on the indicators of achievement and competence evidence will be able to assess the grade of fulfillment of the key competence. Finally, the effectiveness of the teaching project will be evaluated making the comparison between the competence achievement before and after teaching programme implantation.
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Reports on the topic "ICT tools"

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McMillan, Colin A., and Vinayak Narwade. The Industry Energy Tool (IET): Documentation. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1484348.

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Grout, R. W. IHT: Tools for Computing Insolation Absorption by Particle Laden Flows. Office of Scientific and Technical Information (OSTI), 2013. http://dx.doi.org/10.2172/1107439.

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Greenwood, Allen G. Pathfinder 2: In Situ Design Cost Trades (IDCT) Tool. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada416272.

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Adibi, Ali. An ICP Etching Tool for Accurate Fabrication of Photonic Crystal Structures. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada450957.

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Woods, Mel, Saskia Coulson, Raquel Ajates, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool
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Scherer, Axel. Inductively Coupled Plasma Reactive Ion Etching (ICP-RIE): Nanofabrication Tool for High Resolution Pattern Transfer. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada396342.

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Hotsur, Oksana. SOCIAL NETWORKS AND BLOGS AS TOOLS PR-CAMPAIGN IMPLEMENTATIONS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11110.

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The article deals with the ways in which social networks and the blogosphere influence the formation and implementation of a PR campaign. Examples from the political sphere (election campaigns, initiatives), business (TV brands, traditional and online media) have revealed the opportunities that Facebook, Telegram, Twitter, YouTube and blogs promote in promoting advertising, ideas, campaigns, thoughts, or products. Author blogs created on special websites or online media may not be as much of a tool in PR as an additional tool on social media. It is noted that choosing a blog as the main tool of PR campaign has both positive and negative points. Social networks intervene in the sphere of human life, become a means of communication, promotion, branding. The effectiveness of social networks has been evidenced by such historically significant events as Brexit, the Arab Spring, and the Revolution of Dignity. Special attention was paid to the 2019 presidential election. Based on the analysis of individual PR campaigns, the reasons for successful and unsuccessful campaigns from the point of view of network communication, which provide unlimited multimedia and interactive tools for PR, are highlighted. In fact, these concepts significantly affect the effectiveness of the implementation of PR-campaign, its final effectiveness, which is determined by the achievement of goals. Attention is drawn to the culture of communication during the PR campaign, as well as the concepts of “trolls”, “trolling”, “bots”, “botoin industry”. The social communication component of these concepts is unconditional. Choosing a blog as the main tool of a marketing campaign has both positive and negative aspects. Only a person with great creative potential can run and create a blog. In addition, it takes a long time. In fact, these two points are losing compared to other internet marketing tools. Further research is interesting in two respects. First, a comparison of the dynamics of the effectiveness of PR-campaign tools in Ukraine in 2020 and in the past, in particular, at the dawn of state independence. Secondly, to investigate how/or the concept of PR-campaigns in social networks and blogs is constantly changing.
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James Francfort, Kevin Morrow, and Dimitri Hochard. Cost Benefit Analysis Modeling Tool for Electric vs. ICE Airport Ground Support Equipment ? Development and Results. Office of Scientific and Technical Information (OSTI), 2007. http://dx.doi.org/10.2172/911917.

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Latané, Annah, Jean-Michel Voisard, and Alice Olive Brower. Senegal Farmer Networks Respond to COVID-19. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rr.0045.2106.

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This study leveraged existing data infrastructure and relationships from the Feed the Future Senegal Naatal Mbay (“flourishing agriculture”) project, funded by the US Agency for International Development (USAID) and implemented by RTI International from 2015 to 2019. The research informed and empowered farmer organizations to track and respond to rural households in 2020 as they faced the COVID-19 pandemic. Farmer organizations, with support from RTI and local ICT firm STATINFO, administered a survey to a sample of 800 agricultural households that are members of four former Naatal Mbay–supported farmer organizations in two rounds in August and October 2020. Focus group discussions were conducted with network leadership pre- and post–data collection to contextualize the experience of the COVID-19 shock and to validate findings. The results showed that farmers were already reacting to the effects of low rainfall during the 2019 growing season and that COVID-19 compounded the shock through disrupted communications and interregional travel bans, creating food shortages and pressure to divert seed stocks for food. Food insecurity effects, measured through the Household Food Insecurity Access Scale and cereals stocks, were found to be greater for households in the Casamance region than in the Kaolack and Kaffrine regions. The findings also indicate that farmer networks deployed a coordinated response comprising food aid and access to personal protective equipment, distribution of short-cycle legumes and grains (e.g., cowpea, maize) and vegetable seeds, protection measures for cereals seeds, and financial innovations with banks. However, food stocks were expected to recover as harvesting began in October 2020, and the networks were planning to accelerate seed multiplication, diversify crops beyond cereals, improve communication across the network. and mainstream access to financial instruments in the 2021 growing season. The research indicated that the previous USAID-funded project had likely contributed to the networks’ COVID-19 resilience capacities by building social capital and fostering the new use of tools and technologies over the years it operated.
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Appleyard, Bruce, Jonathan Stanton, and Chris Allen. Toward a Guide for Smart Mobility Corridors: Frameworks and Tools for Measuring, Understanding, and Realizing Transportation Land Use Coordination. Mineta Transportation Institue, 2020. http://dx.doi.org/10.31979/mti.2020.1805.

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The coordination of transportation and land use (also known as “smart growth”) has been a long-standing goal for planning and engineering professionals, but to this day it remains an elusive concept to realize. Leaving us with this central question -- how can we best achieve transportation and land use coordination at the corridor level? In response, this report provides a review of literature and practice related to sustainability, livability, and equity (SLE) with a focus on corridor-level planning. Using Caltrans’ Corridor Planning Process Guide and Smart Mobility Framework as guideposts, this report also reviews various principles, performance measures, and place typology frameworks, along with current mapping and planning support tools (PSTs). The aim being to serve as a guidebook that agency staff can use for reference, synergizing planning insights from various data sources that had not previously been brought together in a practical frame. With this knowledge and understanding, a key section provides a discussion of tools and metrics and how they can be used in corridor planning. For illustration purposes, this report uses the Smart Mobility Calculator (https://smartmobilitycalculator. netlify.app/), a novel online tool designed to make key data easily available for all stakeholders to make better decisions. For more information on this tool, see https://transweb.sjsu.edu/research/1899-Smart-Growth-Equity-Framework-Tool. The Smart Mobility Calculator is unique in that it incorporates statewide datasets on urban quality and livability which are then communicated through a straightforward visualization planners can readily use. Core sections of this report cover the framework and concepts upon which the Smart Mobility Calculator is built and provides examples of its functionality and implementation capabilities. The Calculator is designed to complement policies to help a variety of agencies (MPOs, DOTs, and local land use authorities) achieve coordination and balance between transportation and land use at the corridor level.
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