Academic literature on the topic 'Information and Communication Technologies (ICT) and Collaboration'
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Journal articles on the topic "Information and Communication Technologies (ICT) and Collaboration"
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Fang, Siyan, Chester K. M. To, Zhiming Zhang, and Jimmy M. T. Chang. "Adoption of Information and Communication Technologies in Textile Virtual Collaboration." Research Journal of Textile and Apparel 18, no. 3 (August 1, 2014): 1–14. http://dx.doi.org/10.1108/rjta-18-03-2014-b001.
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Modern organizations face more and more challenges in today's globalizing markets. Many textile firms operate collaboratively as a globally-networked virtual team to sustain their competitiveness. How to select and utilize a diversity of information and communication technologies (ICTs) to facilitate collaboration among these textile virtual teams is a critical issue to these enterprises. This paper explores the criteria of ICT adoption in collaboration processes from both theoretical and practical perspectives. First, ICTs theories of telecommunications are reviewed to conclude background knowledge and examine contextual requirements for ICTs. We find that the conveyance of social cues, the ability of fostering member involvement and coordinating interruptions, and the user-friendly interface of communication technology are crucial to the remote collaboration among textile firms. Second, empirical in-depth interviews with 20 practitioners in textile and apparel companies are conducted. Then, combining the findings, we discuss the features of primary ICTs adopted in practice at present. We recommend six essential facets in ICTs adoption during textile virtual team communication (i.e. synchronicity, medium richness, connectedness, disruptiveness, ease of use, and cost). We also suggest how these ICTs can be deployed in line with organizational and individual factors to facilitate textile virtual collaboration.
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Plachynda, Tetiana, Liudmyla Herasymenko, Galyna Pukhalska, and Kateryna Kryzhevska. "Using Information Communication Technologies in Professional Training of Future Civil Aviation Pilots." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (June 3, 2019): 270. http://dx.doi.org/10.18662/rrem/129.
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The present study underlines the importance of developing self-study skills for future aviation specialists aimed at embracing the concept of life long education. The article states that self-study skills should be formed in an effective self study environment which enhances acquiring professional competences and improves professional training. The analysis of the scientific literature has defined the term ‘self-study’. The application of ICT into educational process is based on social constructivism engaging students’ collaboration, active learning, and development self-study and self-control reflexive skills. The main principles (adaptability, longevity, accessibility, and cost efficiency) and methodological approaches (differential and system ones) of ICT implementation are described. The study shows that teachers’ collaboration plays a significant role in the organization of learning process in higher education. The results of the experiment at the Flight Academy of National Aviation University demonstrate that using the MOODLE Web-oriented platform improves the future pilots’ self-study and has a mutual positive effect for teachers and students.
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Fu, Jiawei Sophia, Katherine R. Cooper, and Michelle Shumate. "Use and Affordances of ICTs in Interorganizational Collaboration: An Exploratory Study of ICTs in Nonprofit Partnerships." Management Communication Quarterly 33, no. 2 (January 13, 2019): 219–37. http://dx.doi.org/10.1177/0893318918824041.
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Interorganizational collaboration relies on the use of information and communication technologies (ICTs). However, previous ICT research often takes place within a single organization, lacking insight into how ICTs sustain interorganizational structures. This study examined both the product categories and functional uses of ICTs for interorganizational collaboration, drawing from surveys among a random sample of 181 human services nonprofit organizations in the United States. Results showed that email, teleconference, and shared repositories (e.g., Dropbox) were most popular product types. Content analysis revealed that ICTs were used for coordination, information sharing, relational communication, and client management and ICT utilities varied based on collaboration types. Analyses also indicated that collaboration type, as opposed to organizational attributes (e.g., organizational capacity, resources, size), was related to the frequency of ICT use in nonprofit collaboration. Theoretical contributions to the study of ICTs, interorganizational collaboration, and management communication are discussed.
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Ngozi I. Anasi, Stella, Imo J. Akpan, and Titilayo Adedokun. "Information and communication technologies and knowledge sharing among academic librarians in south-west Nigeria." Library Review 63, no. 4/5 (July 1, 2014): 352–69. http://dx.doi.org/10.1108/lr-10-2013-0124.
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Purpose – This study aims to investigate the degree and frequency of utilisation of information and communication technology (ICT)-enabled platforms for knowledge-sharing by academic librarians in south-west Nigeria. It also seeks to identify possible barriers as well as strategies that will promote efficient utilisation of these platforms. Design/methodology/approach – This study adopted a descriptive survey design, using a researcher-developed questionnaire for data collection. Fifty-two professional librarians from selected academic libraries in south-west Nigeria were surveyed. Descriptive statistics were used for data analysis. Findings – Finding from the investigation revealed that academic librarians in south-west Nigeria are increasingly utilising ICT platforms for knowledge-sharing in preference to the traditional platforms. However, ignorance of existing ICT knowledge-sharing platforms, limited ICT skills and an unhealthy technology environment remain major challenges. Originality/value – The findings of this study have far-reaching implications for Nigerian academic librarians’ professional development. It advocates maximum utilisation of ICT platforms to enhance knowledge-sharing and collaboration for professional development, scholarly communication and efficient service delivery.
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Duranti, Cleber Marchetti, and Fernando Carvalho de Almeida. "Is More Technology Better for Communication in International Virtual Teams?" International Journal of e-Collaboration 8, no. 1 (January 2012): 36–52. http://dx.doi.org/10.4018/jec.2012010103.
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With the advent of the collaboration tools based on ICT (Information and Communication Technology), the distances between the team members of a company spread around the world have shrunk, at least virtually. Using the most complete collaboration/communication technologies for project meetings, although beneficial at first glance, is not always the best choice when one considers the diverse cultural aspects of the team members of different nationalities. This article examines the adequacy of the communication tools for project communication in line with the cultural differences by comparing the views of American and Brazilian groups used to communicating through ICT on a daily basis for project related work. The results show significant differences between the perceptions and attitudes of the two groups regarding the adequacy of the communication tools in addressing usual project tasks.
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LAZOI, MARIANGELA, FEDERICA CECI, ANGELO CORALLO, and GIUSTINA SECUNDO. "COLLABORATION IN AN AEROSPACE SMEs CLUSTER: INNOVATION AND ICT DYNAMICS." International Journal of Innovation and Technology Management 08, no. 03 (September 2011): 393–414. http://dx.doi.org/10.1142/s0219877011002398.
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The aerospace industry is characterized by an intensive net of relationships and information in the supply chain. The small and medium enterprises (SMEs) working for this kind of industry needs to be innovative and adopt information and communication technologies (ICT) tools to work with bigger companies. This paper explore three networks of relations (i.e. complete, R&D, and production) inside an aerospace cluster of SMEs located in Italy with the aims to specify dynamics in the ICT adoption and innovation rising. The centrality in the R&D network emerges as key characteristics to explore innovation and ICT in such firms.
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Ali-Vehmas, Timo. "Complex Network Perspective on Collaboration in the ICT Standardization." International Journal of Standardization Research 14, no. 2 (July 2016): 33–64. http://dx.doi.org/10.4018/ijsr.2016070103.
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Standardization is a crucial enabler of global business of Information and Communications Technologies. Convergence of the underlying networking paradigms of licensed Mobile Communication and license exempted Internet has made progress but full integration is still far from being complete. For standardization professionals the unpredictable convergence makes decision-making and participation in standardization complicated. This study examines collaboration in five closely related standardization organizations working in this field during the years from 2003 to 2008. The results show similarities and differences in collaboration structures and behaviours reflecting the specific scope and context of each standardization organization. Furthermore, this study extends the use of social network analysis as a tool to the field of empirical standardization research. The results pave the way to better collaboration in standardization communities of converging Mobile Internet and beyond by providing better visibility and new insights to standardization leaders, policy makers and users.
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Dele-Ajayi, Opeyemi, Oluwakemi Dunsin Fasae, and Akachukwu Okoli. "Teachers’ concerns about integrating information and communication technologies in the classrooms." PLOS ONE 16, no. 5 (May 3, 2021): e0249703. http://dx.doi.org/10.1371/journal.pone.0249703.
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Teachers in developing countries are facing increasing social and political pressure to use Information and Communication Technologies (ICT) to improve the access to and the quality of education available to young people. This is a core part of several government-led initiatives to attain the United Nations Sustainable Development Goal 4-quality education. While there is no shortage of ICT, the adoption for actual use in the classroom is often a hurdle for teachers, due to various concerns they harbour. This research study used the Concerns-Based Adoption Model (CBAM) to assess the stages of concern of 340 Nigerian teachers about adopting and integrating ICT in the classroom. The findings indicated that teachers’ concerns were most intense in the awareness, management and information stages respectively, and lowest at the collaborative and consequence levels. Further examination of the results also shows a significant relationship between the stages of concern and teachers’ personal attributes like teaching experience, age and the class level they teach. These findings provide practical insights into how to better create effective teacher professional development interventions, to assist teachers in adopting and integrating ICT, to enhance the learning experience of young people within the classroom.
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Song, Jiahe, Muhammad A. Razi, and J. Michael Tarn. "Is High ICT Intensity Always the Ideal?" Journal of Cases on Information Technology 23, no. 1 (January 2021): 49–64. http://dx.doi.org/10.4018/jcit.2021010103.
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Virtual communication is a preferred working style for remotely structured teams to remain productivity while reducing cost. A variety of information and communication technologies (ICTs) are available for providing technical support to virtual teams. While companies as a whole have been accumulating a good deal of experience for executing virtual collaboration, challenges still exist due to the nature of different industries or organizations' business environment. The goal of this paper is to explore the types of ICTs adopted and ICT intensity implemented by contemporary virtual teams. Interview-based cases with companies located in U.S., U.K., and China were conducted to achieve our goal. Important insight for research and practice are discussed.
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Murray, Denise E. "TECHNOLOGIES FOR SECOND LANGUAGE LITERACY." Annual Review of Applied Linguistics 25 (March 2005): 188–201. http://dx.doi.org/10.1017/s0267190505000103.
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Information and communication technology (ICT) has been used in language classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation, and word processing to more interactive and communicative applications such as e-mail, chat, and web-based programs, requiring learners to acquire computer literacies. This chapter will begin by discussing both the parameters of ICT and the scope of literacies. It is then organized around discussion of the two types of literacies at the intersection of ICT and L2 learning: how new technologies facilitate acquisition of L2 literacies and what L2 literacies are needed for learners to participate in an increasingly digital world. Although research has mostly been limited to small-scale context-dependent case studies of individual classrooms, it has identified a number of issues that need to be considered as teachers (and learners) use ICT for language learning. Although ICT provides a natural context for learner autonomy, that autonomy needs to be developed systematically. In addition, ICT provides a context for learner identity formation through hybrid uses of language(s), in ways unexpected by teachers and learners. These new ways of using language may empower and motivate learners. Similarly, whereas ICT provides opportunities for collaboration and interaction, they are not automatic, and instruction needs to be skillfully scaffolded for learners to benefit from such opportunities.
Dissertations / Theses on the topic "Information and Communication Technologies (ICT) and Collaboration"
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Anglin, Patrick Alexander. "Improving business processes of Jamaican agritourism enterprises : using ICT to increase collaboration and information sharing." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/improving-business-processes-of-jamaican-agritourism-enterprises-using-ict-to-increase-collaboration-and-information-sharing(e9be71ee-807f-443d-8f73-c09f3cbd98e9).html.
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Information and Communication Technologies (ICT) have been used in several sectors and industries and have generated positive results especially in respect of increasing productivity and collaboration. While the discipline of social informatics has studied the use of ICT in agriculture and in tourism as separate fields, little work has been done to look at ICT use in agritourism – the intersection of agriculture and tourism. Even less (or no) work has been done on ICT use in agritourism in small island developing states, the Caribbean, or Jamaica. This thesis presents the first look at the variables to be considered in applying ICT to agritourism in the Jamaican context. A holistic view of the Jamaican agritourism sub-sector, in the form of the newly crafted Jamaican Agritourism Innovation System (JATIS) model, is presented showing the interactions among the various actors (sectors) required for successful ICT implementation. The JATIS model is an extension of previous Agriculture Innovation Systems (AIS) models and is specifically applied to the Jamaican context. However, as opposed to previous models, the JATIS highlights the critical role of purveyors, or middlemen, operating in Jamaican agritourism. The model formulates a mechanism, different from the current Jamaican agritourism structure, to include all industry players in the supply/demand interaction. The inclusion of all players is done through a series of farm and purveyor groups, enabled and facilitated by ICT. In addition, the model highlights the improved quality of information exchange among the players as a result of the modified interaction proposed. It might be possible to apply the model to other Small Island Developing States, particularly those in the Anglophone Caribbean, where the socio-cultural variables and economies are similar to Jamaica’s. However, further research will have to be conducted to verify, fine-tune, or customize the model for external application.
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Carvalho, Gonçalo Nuno Marques Domingos. "Development of an ambient assisted living ecosystem." Master's thesis, Faculdade de Ciências e Tecnologia, 2013. http://hdl.handle.net/10362/11224.
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Dissertação para obtenção do Grau de Mestre em Engenharia Electrotécnica e de ComputadoresThe society that we live in faces today big demographic changes. Nowadays, peo-ple live longer, and it is expected that this trend will proceed. In 2000, there were already 420 million people with more than 65 years old, which correspond to about 7% of the world population. In 2050, it is expected that this number reaches 1500 million which corresponds to about 16% of the world population. Naturally, in these circumstances, the number of disabled people will increase as well. This context brings new challenges to the traditional health care systems in Portugal and in the rest of the world. There is an urgent need to search for new solutions that will allow people to live in the best possible way, in the latest stages of life. In order to fulfill this need, it is necessary to develop systems that allow to extend their life in their favorite environment, improving their safety, autonomy, mobility and welfare. Nowadays, information and communication technologies (ICT) offer new opportunities to provide care and assistance. Ambient Assisted Living (AAL), is such a paradigm, in which technology is used as a way to improve the independ-ence and welfare of aged or disabled people at their homes. This dissertation has the purpose of contributing to providing an answer to this necessity, associated to a development of an ecosystem for Ambient Assisted Living, associated to a business model and the search for the possibility of collabo-rative networks creation, in order to look for efficient and accessible solutions for AAL services provision.
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Silva, Vitor de Almeida. "O ensino de Química e o desenvolvimento da aprendizagem a partir da relação entre as TICs e a experimentação em sala de aula." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5739.
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This research describes the relevancy of internet information access to development learning in chemistry teaching, departing from two features: theoretical aspect and experimentation. The study was conducted in a class of 1st year of high school at a public school in the metropolitan area of Goiânia. The students were organized into groups and then chose a subject they had interest in being investigated. Thereunto, the students used the Information Comunication Tecnologies (ICT) as main access to information about the subject they had chosen. The information accessed was from any site available on the internet. The research object was characterized by the student’s social interaction, comprehension and manipulation of the information and experimental activity development in classroom which approached chemistry knowledge through the use of internet. Thus, this study was built up in four steps: 1º) the choice of the subject by students; 2º) the virtual bibliographic survey; 3º) the questionnaire and discussion of the topic; 4º) the experimentation and the communication about the subject chosen. We used collaboration-cooperation theory to understand how the students handled the information to solve questions as well as to verify how the development of the cognition could be improved with the use and discussion of information accessed on the internet. The result shows that students use the information as a product that could be fragmented and later copied without establishing any comprehension about it. This demonstrated that students’ behavior considered the copy as a means to understand the information content. That happens when the sign present in information is misunderstood, consequently the student organizes his/her cognitive representation through the copy. This represents a low level of Piaget’s Equilibrium. In relation to teamwork they assume the collaboration state, that is, the intention of the group is to solve the questionnaire together. However, this doesn’t happen and the group distributes one question for each member to solve it. This is a way to work cooperatively. This means that the working group is fragmented not only physically, but cognitively. There are those who perform the activity and others who criticize what is done. We observe that in the moment of discussion about the subject chosen by the students, there is an improvement of knowledge of them. In this process, the teacher’s role is understood as a mediator, driving the students to comprehend the information beyond the common sense and previous knowledge. The work in laboratory showed to students the importance of chemistry knowledge to plan, execute, comprehend and formulate an intelligent explanation about the phenomenon investigated. It is present the streamline study of the sign that wasn’t comprehended by students and this enabled the teacher to develop the students from low to more complex levels regarding the Piaget’s equilibration processes. We concluded that the learning development, related to ICTs and experimentation classroom, is able to promote the development of an epistemological curiosity making it possible a scientific learning and a critic formation of the citizens.
Esta pesquisa descreve a relevância das informações acessadas pela internet para o desenvolvimento da aprendizagem no ensino de Química a partir de dois aspectos complementares, o desenvolvimento teórico e a prática experimental. O estudo foi desenvolvido em uma turma de 1º ano do Ensino Médio de uma escola da região metropolitana de Goiânia. O trabalho de pesquisa se iniciou com os alunos se organizando em grupos e, posteriormente, escolhendo um tema de interesse a ser investigado. Para isso utilizaram as Tecnologias da Informação e Comunicação (TICs) como principal instrumento para acessar os temas escolhidos. As informações coletadas pelos estudantes eram provenientes de sites diversos disponíveis na internet. O objeto de pesquisa se caracterizou pela interação entre os estudantes que compunham os grupos, a manipulação e entendimento das informações acessadas através da web e o desenvolvimento de uma prática experimental que contemplasse o conhecimento químico verificado nas informações acessadas previamente. Assim, a pesquisa foi desenvolvida em quatro etapas: 1ª) escolha do tema a ser investigado pelos alunos; 2ª) levantamento bibliográfico virtual; 3ª) questionário e discussão do tema; 4ª) experimentação e comunicação do tema investigado. Fundamentamos a metodologia de pesquisa a partir dos aspectos de colaboração-cooperação utilizada para compreender a forma como a informação era manipulada para a resolução de questionários e como se processava a dinâmica de desenvolvimento da concepção química do tema pesquisado por cada um dos grupos. Os resultados mostraram que para a resolução de atividades, como os questionários, os alunos se fundamentam em informações pesquisadas na internet. Porém, o comportamento que assumem diante à informação se estabelece a partir da cópia. Isso acontece, pois nem sempre os signos que compõe o conteúdo pesquisado são compreendidos. A fragmentação da informação e a cópia se expressam como formas de representação e equilibração incipiente. No que tange ao trabalho em grupo, o desenvolvimento da atividade é sustentado por um estado colaborativo, porém a execução da tarefa coletiva se processa a partir de um processo cooperativo. Isso resulta em divisões cognitivas para o desenvolvimento da atividade em grupo. A ampliação do conhecimento dos estudantes foi identificada a partir da discussão do tema de pesquisa em sala de aula. O papel mediador do professor foi capaz de direcionar o desenvolvimento dos alunos para além de uma compreensão fundamentada em senso comum ou conhecimento prévio dos signos presentes nas informações pesquisadas. O trabalho em laboratório evidenciou aos alunos a necessidade do conhecimento químico para planejar, executar, compreender e formatar uma explicação inteligível do fenômeno investigado. Dinamizar o estudo de signos ainda não compreendidos e que se encontra presente em informações disponíveis na web permitiu o desenvolvimento dos sujeitos desde níveis incipientes aos mais complexos ao que se refere à equilibração. Concluímos que o desenvolvimento da aprendizagem a partir da relação entre as TICs e a experimentação é capaz de promover o desenvolvimento de uma curiosidade epistemológica possibilitando uma aprendizagem científica e formação crítico-cidadã.
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Narooie, Mahnaz. "Boosting Public Participation in Urban Planning Through the Use of Web GIS Technology : A Case Study of Stockholm County." Thesis, KTH, Urbana och regionala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-147870.
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Providing citizens with the robust and suitable tools to effectively participate in the planning process is a necessity nowadays. Also, changes in the capabilities and popularity of new technologies have dramatically raised the number of technology-based tools that are potentially available for enhancing public participation in the planning process. This study explores both the theoretical aspect of collaborative planning and the effects that Web-based Public Participatory GIS (WPPGIS) applications and Information and Communication Technologies (ICT) has on the planning process. Findings indicate that the WPPGIS applications have the potential for increasing participation. It is also found that besides the contextual elements like the attitudes of planners and decision makers, the technological features such as proper user interface, price of software, technical and literacy skills are seen as crucial hindrances to bridging the planning process and technology-based solutions. This research also attempts to combine IAP2 Public Participation Spectrum and technological functionalities into a single framework to understand the implementation of WPPGIS applications in Stockholm, the capital of Sweden. Finally, based on the given criteria and assessment of the reviewed applications, this study concludes with the design and implementation of a prototype WPPGIS application using Open-Source Technologies (OST).
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Berber-Irabien, Diana. "Information and communication technologies in conference interpreting." Doctoral thesis, Universitat Rovira i Virgili, 2010. http://hdl.handle.net/10803/8775.
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New technologies, more specifically, Information and Communication Technologies (ICTs), are today indispensable in all professions. It is undeniable, however, that some professions have been affected to a greater extent than others. This study describes ICTs used in conference interpreting, in both professional and educational settings. It also records the interpreters' and interpreter trainers' perceptions of ICTs, especially in terms of improving the quality of their performance and their professionalism. The data has been collected through two global surveys, both conducted mainly through questionnaires and personal interviews, and triangulated with in situ observations.
As to the results of the research, it was found that variation in use was not always due to generational or regional differences as had been expected. Conference interpreter trainers, on their part, are identifying different ways to overcome budgetary restrictions to allow students to learn about ICTs in order to better prepare them for the labor market.
Las nuevas tecnologías, especialmente las Tecnologías de la Información y la Comunicación (TICs), son actualmente un componente indispensable de todas las profesiones. Sin embargo, es innegable que hay profesiones que han resultado más beneficiadas por las TICs que otras. La presente investigación describe las TICs utilizadas en la interpretación de conferencias, tanto en el ámbito profesional como en el formativo. Registra asimismo la percepción y actitud de los intérpretes y de los formadores de intérpretes de conferencia hacia las TICs, en cuanto a mejorar la calidad de su desempeño y su profesionalismo. Para recoger la información, se llevaron a cabo dos encuestas a nivel global por medio de cuestionarios, complementadas con una serie de entrevistas y observaciones.
En cuanto a los resultados de la investigación, se encontró que la variación en el uso no era siempre resultado de diferencias generacionales o regionales. Los formadores de intérpretes de conferencia, por su parte, están encontrando nuevas formas de superar las restricciones presupuestales para que sus estudiantes aprendan sobre el uso de las TICs, con el objeto de prepararlos mejor para su inserción en el mercado laboral.
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Griffith, Kenfield A. (Kenfield Allistair). "Information to iteration : using information and communication technologies [ICT] in design for remote regions." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/72820.
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Thesis (Ph. D. in Design and Computation)--Massachusetts Institute of Technology, Dept. of Architecture, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 155-159 (i.e. [190]-[194])).
Remote design comes with significant challenges. A major barrier to designing in remote regions is the lack of communication between designers and users. As a result, the lack of information flow leads to assumptions about the community's needs- an inherent weakness in the design process. This study examines the role that mobile phones play as a mode of communication between designers of products for communities in developing countries and the users within the communities themselves, in order to provide a better sense of context and environment. This study focused on the use of a communication software called mSurvey and its ability to create accessible feedback flows, that would otherwise be difficult to achieve within remote areas. The investigation uses three case studies as examples. These case studies differ in location, design team, and distance. The first case study took place in Trinidad and Tobago and had software engineers as the design team. The second case study, in Nairobi, Kenya, consisted of architects, engineers, and Masters of Business Administration (MBAs) as the design team. The third case study, in Tanzania, consisted of a company of over 160 employees, whose job titles ranged from designers and engineers, to supply chain strategists. The findings illustrate that, although each design task was different, there are similar challenges when designing for remote regions, specifically, developing countries. The solution to some of these challenges is the increased use of mobile technologies between designers and communities.
by Kenfield Allistair Griffith.
Ph.D.in Design and Computation
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Phago, Setotolwane Johannes. "Internationalisation constraints : a South African information and communication technologies entrepreneur’s perspective." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25626.
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There are constraints hindering South Africa‘s ICT entrepreneurs form being internationally competitive. The purpose of this research was to explore them through experiential surveying of South African ICT experts who have successfully internationalised. The outcome of the research was an understanding of both internal organisational constraints and external environmental constraints. Six constraints were explored in detail: human resource, strategy and finance from within the enterprise and political/regulatory, economic and socio-cultural within the environment. It was established that internal constraints exert more influence than external constraints. Human resource was the critical constraint followed by financing which could be influenced both externally and internally. Other constraints are also explored including technology constraints and lack of national planning and collaboration. Recommendations are made to stakeholders. CopyrightDissertation (MBA)--University of Pretoria, 2011.
Gordon Institute of Business Science (GIBS)
unrestricted
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Costa, Ana Maria Simões Netto. "Twitter e Facebook: aprendizagem colaborativa em Matemática." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1908.
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Previous issue date: 2013-08-16The present study begins research on how social networking sites Twitter and Facebook involved modifying the teaching-learning of mathematics. Therefore, it approaches the Information and Communication Technologies (ICT) in everyday school life through the influence of the social context in which it is inserted contemporary society and exceeds the physical education that occurs. Specifically on ICT discusses the possibility of using social networking sites as spaces mediators of teaching-learning process, aiming collaborative production of knowledge, the development of teaching projects involving research into the history of mathematics. This research is based on theories that discuss the use of ICT in education such as Pierre Lévy, the research as a process that enables the student to work in the construction of their learning as Pedro Demo and articulates the concepts of the theory socio-cultural-historical Vygosky to be the student, the active subject in the process of learning and development. It is concluded in this study that social networking sites actually participated and changed the teaching-learning process, and enabled the collaborative production of knowledge in enabling change to teaching.
O presente trabalho tem origem na investigação sobre como os sites de rede social Twitter e Facebook participam e modificam o processo ensino-aprendizagem da Matemática. Para tanto, aborda-se as Tecnologias de Informação e Comunicação (TIC) presentes no cotidiano escolar pela influência do contexto social no qual está inserida a sociedade contemporânea e que transcende os espaços físicos em que ocorre a educação. Sobre as TIC, mais especificamente, aborda-se a possibilidade de uso dos sites de rede social como espaços mediadores do processo ensino-aprendizagem, visando a produção colaborativa do conhecimento, no desenvolvimento de projetos de ensino que envolvem a pesquisa sobre a História da Matemática. Esta investigação está respaldada em teóricos que discutem o uso das TIC na educação como Pierre Lévy, a pesquisa como um processo que possibilita o aluno atuar na construção de seu aprendizado conforme Pedro Demo e articula os conceitos da teoria sócio-histórico-cultural de Vygosky por ser, o aluno, o sujeito ativo no seu processo de aprendizado e desenvolvimento. Constatou-se nesta investigação que os sites de rede social de fato participaram e modificaram o processo ensino-aprendizagem, bem como viabilizaram a produção colaborativa do conhecimento e propiciaram mudança no fazer docente.
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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&rsquoperceived 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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Linder, Gottfriedz Jonathan, and Sven Wolf. "Modelling How Information and Communication Technologies Can Change the Energy Use in Stockholm’s Södermalm District." Thesis, KTH, Tillämpad termodynamik och kylteknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-118737.
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This master’s thesis is a contribution to the cross-disciplinary research project SitCit that addresses the issue of urban sustainable development. It aims to investigate how Information and Communication Technology (ICT) can be used to reduce the energy use and increase the energy demand flexibility in Stockholm’s Södermalm district. This study uses a bottom-up approach to model how ICT can change the energy use. The basis of the approach is the human activities that cause demand for services, delivered by different appliances, which in turn use energy to provide these services. The human activities are represented by Human Activity Systems (HAS) and the different appliances by Energy Usage Systems (EUS). A method for defining an energy system with a bottom-up approach was developed and used to build a conceptual model. Relevant ICT solutions were thereafter identified and described both technically and how they interact with the HAS, the EUS and the surroundings to change the energy use by means of automation, information and persuasion. It was also assessed how and when planning and implementation of ICT can be achieved, and who are the involved actors. The findings were compiled into an integrated qualitative model which was split into two parts, one that illustrates the interrelatedness of the different components expressed in terms of information flows, and one that shows who are the actors involved in the strategies to implement the various ICT solutions. Weaknesses in the bottom-up approach were identified and changes were suggested. The HAS should be split into human activities and what can be denoted “human” since most information flows due to ICT are not with the actual activities. The human can communicate through and with ICT. He or she can decide the activities and how much of them should be carried out, and is also the most important actor when it comes to the implementation of ICT. Furthermore, it was found that the coupling of HAS and EUS is weak, and time-use data and actual measurements on the energy use is therefore needed as input to a quantitative model. This study explains and illustrates how different ICT solutions work and how they can be implemented to change the energy use in an urban area. Together with the improvements in the bottom-up approach, and the methodological discussion, it can be used as groundwork for a quantitative model, or as a tool for decision makers to create and implement a strategy for urban sustainable development.
Books on the topic "Information and Communication Technologies (ICT) and Collaboration"
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Kaufman, Carol. Study skills with ICT - information and communication technologies. Reading: British Dyslexia Association, 1998.
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Cecconi, Federico, and Marco Campennì, eds. Information and Communication Technologies (ICT) in Economic Modeling. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22605-3.
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Board, Toronto District School. Standards for information and communication technologies (ICT), kindergarten to grade 12. Toronto: TDSB, 2004.
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Shortis, Tim. The language of ICT: Information and communication technology. London: Routledge, 2001.
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Delassale, Malika. Madagascar: Technologies de l'information et de la communication (TIC) = the information and communications technology (ICT). Antananarivo: CERIC, 2010.
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International Conference on Advances in Information and Communication Technologies (2010 Cochin, India). Information and communication technologies: International conference, ICT 2010, Kochi, Kerala, India, September 7-9, 2010 : proceedings. Berlin: Springer, 2010.
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Peter, O'Connor, Höpken Wolfram, and Gretzel Ulrike, eds. Information and communication technologies in tourism 2008: Proceedings of the international conference in Innsbruck, Austria 2008. Wien: Springer, 2008.
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Mambi, Adam J. ICT law book: A source book for information and communication technologies & cyber law in Tanzania & East African community. Dar es Salaam, Tanzania: Mkuki na Nyota, 2010.
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Bibby, Andrew. Information and communication technologies in Europe: The trade union perspective : an anthology of writings marking ten years of UNI's ICT Forums. Nyon: UNI, 2002.
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Naumov, Vladimir. Markets information and communication technology and sales organization. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/21026.
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In the textbook sets out the basic information about the structure of markets, information and communication technologies (ICT), the methods of their research, assessing the attractiveness and forecasting, criteria and methods of segmentation. Deals with the organization of the sales Department of an IT company, involving analysis of organizational forms, population division, methods of remuneration and non-material incentives for experts dealing with sales of ICT products. Sets out the methodology for strategic sales of complex IT solutions, the technique of negotiation and the basics of neurolinguistic programming.
The textbook pays attention to the peculiarities of the sales and promotion of ICT products through the Internet, the possibilities of the use of CRM systems. The principles of the organization of partnerships with clients. This methodical approaches to the assessment of the efficiency of the sales Department of an IT company and its sales staff. Discusses the economic evaluation of the project implementation in selling IT solutions.
The textbook is prepared in accordance with the requirements of Federal state educational standard of higher education of the last generation.
Designed for students enrolled in training 38.03.05 "Business-Informatics", but it can be useful to students from other disciplines and practitioners working in the field of information and communication technologies.
Book chapters on the topic "Information and Communication Technologies (ICT) and Collaboration"
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Ribadiya, Shivam, Dweepna Garg, and Janardan Bharvad. "A Survey on Collaboration Technologies and Systems of ICT Application in the Field of Education." In Information and Communication Technology for Competitive Strategies (ICTCS 2020), 751–59. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0739-4_71.
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Mohelska, Hana, and Marcela Sokolova. "Collaborative Style of Teaching and Learning with Information and Communication Technology (ICT) from University Teachers and Student’s Perspectives." In Emerging Technologies for Education, 79–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03580-8_9.
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Bradley, Gunilla. "ICT, Work Organisations, and Society." In Information Communication Technologies, 3273–84. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch231.
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The present fourth period, the network period, is characterised by a convergence of three main technologies (computer technology, telecommunication technology, and media technology) into information and communication technology (ICT). ICT are embedded in many things and the invisible microcomputerisation that once took off with the chips is enhanced through nanotechnology, biotechnology, and wireless technology—often entitled ubiquitous computing. The author presents ongoing changes in work life and presents a rtheoretical model: The convergence theory on ICT and psychosocial life environment. The convergence model reflects some main ongoing processes in the network society encompassing various spheres of life (professional, private, and public). Sociological theories on the Information Society are discussed in this context as well as theories from the information systems (IS) community. In the Future Trends section the new international collaboration is addressed where research and policy (including politics) develop goals and strategies to deal with societal and psychosocial changes related to the development, introduction, and use of ICT.
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Day, Peter. "Community (Information and Communication) Technology." In Information Communication Technologies, 2282–96. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch166.
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This chapter illustrates the significance of developing a shared understanding of community, which is more than an adjective qualifying a certain type of ICT usage in a rapidly developing area of social practice and academic study — Community Informatics. Highlighting the importance of contextualising ICTs within their social environments, the chapter approaches Community Informatics from a human-centered perspective. It introduces a framework of democratic design criteria intended to assist the community planning and implementation processes of community technology initiatives. Examining the significance of community policy, community partnerships and community practice, the author invokes the need for interdisciplinary and cross-sectoral collaboration in Community Informatics and argues that community ICT initiatives should be grounded in the needs of local communities if they are to be utilised successfully as tools of community empowerment.
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Rahman, Hakikur. "Role of ICT in Establishing E-Government System for Disadvantaged Communities." In Information Communication Technologies, 1482–93. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch101.
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Information and communications technologies (ICTs) are playing an increasingly vital role in the daily lives of all communities by revolutionizing their working procedures and rules of governance. ICTs offer a unique opportunity for governing elite to overcome the crisis of representative democracy, as ICT and the Internet empower civil society to play its role more effectively and facilitate the performance of governments’ main function-serving the people who elect them (Misnikov, 2003). In the realm of government, ICT applications are promising to enhance the delivery of public goods and services to common people not only by improving the process and management of government, but also by redefining the age-old traditional concepts. Community networking groups and local government authorities are well placed to campaign for greater inclusion for all members of the community in the information society. Possible areas to target include the provision of technology at low or no cost to groups through community technology centres or out of hours school access. There are many possibilities and local government must take a significant role in these activities (Young, 2000). Information society is based on the effective use and easy access of information and knowledge, while ICT for development (or ICTD) is not restricted to technology itself but focusing on manifold development and diverse manifestations for the people to improve their well-being. ICTD has deep roots in governance, is part of governance and has effects on governance patters and practices at both central and local level. By recognizing these facts, UNDP focuses on technologies to end poverty at WSIS Cyber Summit 2003, and emphasizes on ways that new technologies can help lift more than one billion people out of extreme poverty (UNDP, 2003). Apart from the four Asian IT giants (Korea, Rep., Hong Kong, China, Taiwan, China, and Japan), most of the Asian countries have fallen under the “low access” category of the Digital Access Index. This has also been referred in the WSIS Cyber Summit 2003, until now, limited infrastructure has often been regarded as the main barrier to bridging the digital divide (ITU, 2003). Among the countries with ICT spending as share of their GDP, Sweden, UK, The Netherlands, Denmark, and France (8.63, 7.97, 7.39, 7.19, and 6.57% respectively during 1992-2001) remain at the top (Daveri, 2002, p. 9), while countries like Bangladesh, Greece, Mexico, Niger, and many more remain at the bottom (EC, 2001; ITU, 2003b; Miller, 2001; Piatkowski, 2002). In a similar research it has been found that in terms of average share of ICT spending GDP, New Zealand, Sweden, Australia, USA, and UK (9.3, 8.4, 8.1, 8.1, and 7.8% respectively during 1992-1999) were among the highest (Pohjola, 2002, p. 7), though most of the countries in the Asian and African regions remain below the average of 5%. The disadvantaged communities in the countries staying below average in ICT spending seem to be lagging in forming appropriate information-based economy and eventually fall behind in achieving proper e-government system. The e-government system in those countries need to enhance access to and delivery of government services to benefit people, help strengthen government’s drive toward effective governance and increased transparency, and better management of the country’s social and economic resources for development. The key to e-government is the establishment of a long-term dynamic strategy to fulfill the citizen needs by transforming internal operations. E-government should result in the efficiency and swift delivery and services to citizens, business, government employees and agencies. For citizens and businesses, e-government seems the simplification of procedures and streamlining of different approval processes, while for government employees and agencies, it means the facilitation of cross-agency coordination and collaboration to ensure appropriate and timely decision-making. Thus, e-government demands transformation of government procedures and redefining the process of working with people and activities relating to people. The outcome would be a societal, organizational, and technological change for the government and to its people, with IT as an enabling factor. E-government should concentrate on more efficient delivery of public services, better management of financial, human and public resources and goods at all levels of government, in particular at local level, under conditions of sustainability, participation, interoperability, increased effectiveness and transparency (EU, 2002). ICT brings pertinent sides more closely by prioritizing partnerships between the state, business and civil society. A few East European countries have became economically liberal with the high level of foreign direct investment per capita and at the same time became ICT-advanced regional leaders in terms of economic reform. These countries also present the region’s most vivid examples of partnerships and collaboration. They have clearly manifested the importance of the public-private partnerships, transparent bottom-up strategies, involvement of all stakeholders, total governmental support, capturing economic opportunities, and enabling electronic mediated businesses, responding to the challenges of globalization.
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Mushi, Restituta T., and Wanyenda Chilimo. "Contribution of Information and Communication Technologies to Malaria Control in Tanzania." In ICT Influences on Human Development, Interaction, and Collaboration, 132–41. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1957-9.ch007.
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The term Information Communication Technology (ICT) includes any communication device or application. In malaria control, ICTs can ease communication, improve doctors’ training, and increase access to information by individuals and groups that are historically unaware of malaria. Successful malaria vector control depends on understanding causes, prevention, and treatment. This paper examines the possibilities of using ICTs to eradicate malaria in Tanzania. It also explores the coverage of the malaria subject related to Tanzania on various electronic databases and e-journals. This paper concludes that Tanzania’s Ministry of Health must put forth more effort on ICT management and be more active in their approach of disseminating malaria information.
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Balram, Shivanand, and Suzana Dragicevic. "An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning." In Information Communication Technologies, 1254–69. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch087.
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Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.
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Ehlers, Ulf-Daniel. "Research Policies for Information and Communication Technologies in Europe." In Handbook of Research on Information Communication Technology Policy, 616–30. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-847-0.ch039.
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Research in information and communication technologies (ICTs) has proven to be a major driver for innovation and growth in many countries around the world and is therefore the focus of policies to strengthen research, collaboration and application of research results. This chapter represents a detailed policy analysis of ICT research policies from the European region. The analysis follows a four step pattern: (1) Introduction: the situation of ICT R&D (Information and communication Technology Research and Development) and in Europe, (2) The main actors and programmes funding ICT R&D, (3) The main actors and projects active in ICT R&D and (4) The main ICT R&D themes.
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Onu, Godwin. "Information and Communication Technology and Good Governance in Africa." In Information Communication Technologies, 132–43. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch010.
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The 20th and 21st centuries have witnessed major paradigm shifts in the conceptualization of development and governance. These phenomena are aided and propelled by a new “network intelligence” consummated in the introduction of information and communication technology (ICT). The world has also witnessed a reinvention of the whole process of governance that has impacted society in various ways. Through the Internet and digital connectivity, today’s world has come to be closer than ever before. Efficiency and processes of governance have been improved through faster information flow in the governance chain. Bottlenecks and cost of labor have been reduced across the world. Furthermore, ICT has opened new possibilities, improved transparency and access to information as well as partnership and collaboration, leading to improved relationships between the citizen and state. While Europe and North America, as well as some countries of Asia and the pacific, have taken advantage of this development to improve their economies and governance process, Ningo (1999) observes that sub-Saharan Africa has remained either passive or in the periphery, often reduced to a consumer for reasons related to its history or its system of governance—or lack of one. This has led to a yawning digital divide (especially between Africa and developed states of the world. What led to this divide and how can Africa, then, benefit from this revolution? What are the obstacles?
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Juntunen, Arla. "Creating Competitive Advantage." In Information Communication Technologies, 3634–57. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch256.
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This chapter addresses collaborative business networks at the level of industry/cluster networks, which is important and relevant from the strategic management perspective in several industries. This chapter examines two current “hot topics”: the emergence of a new Internet driven business group, and its construction through a series of intentionally developed collaborative networks. Networks are seen to offer firms collective benefits beyond those of a single firm or market transaction. The author of this chapter aims to contribute to the development of the emerging theory of network management by inte-grating notions from the Industrial Network Approach and the Resource-Based View of the firm, in particular its extensions into dynamic capabilities and learning. The starting premise is that the charac-teristics of the task that organizations try to accomplish through forming a specific collaborative net-work influence, the management of that network, and thus, the capabilities developed and required. This chapter is based on a longitudinal case study in the ICT-sector.
Conference papers on the topic "Information and Communication Technologies (ICT) and Collaboration"
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Whatley, Janice, Frances Bell, Jan Shaylor, Elena Zaitseva, and Danuta Zakrzewska. "CAB - Collaboration across Borders: Peer Evaluation for Collaborative Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2848.
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Use of information and communication technologies (ICT) and the development of tools to enable communication, can change the ways in which students in higher education learn, including online learning, both as individuals and through collaboration with other learners. This paper is a review of two cases of online peer evaluation of web sites or multimedia presentations, between students from several countries. Examining the research feedback from these collaborative activities has contributed to our understanding of online learning tasks, and led to the development of a dedicated online portal for carrying out collaborative activities. We have found that there is a clear benefit to be derived from incorporating activities of this type within the learning of students in higher education. The CAB portal we have developed helps tutors, wishing to set up a collaborative activity, to address issues of reciprocity of learning outcomes and guidelines for students’ participation.
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Neubauer, Georg, Alexander Preinerstorfer, Gerald Lichtenegger, Heinrich Humer, Harold Linke, Gerhard Zuba, Uberto Delprato, et al. "Common information space as enabler for collaboration in disaster management: Demonstration of the validity of the EPISECC CIS concept." In 2017 International Conference on Information and Communication Technologies for Disaster Management (ICT-DM). IEEE, 2017. http://dx.doi.org/10.1109/ict-dm.2017.8275685.
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Lynch, Kathy. "Readiness to Communicate in a Digital World." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2985.
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Communicating with friends, family, peers and colleagues has always underpinned work and social behaviour. However, the devices that act as conduits to this communication have changed over time, and differ across the globe. People in industralised corners of the world are more and more frequently using advances in information and communication technologies (ICTs) to assist both the senders and receivers to have more timely, synchronous and value-added communiques. Well, that is what the promotional material is telling us. The primary role of undergraduate education is to best prepare graduates for the workforce that they are being primed. To this end, educators need to be knowledgeable in what students already know, do, and their perceptions of what is required and is of value in assisting them to communicate with colleagues or peers. This paper presents a study that aimed to identify directions for undergraduate IT curriculum in developing the information and communication technology (ICT) readiness of beginning IT (in particular Information Systems) professionals to work in a collaborative team. Three hundred undergraduate Information Systems (IS) students were invited to participate in the study, one-hundred and sixty responded. The results indicate that there is a definitive relationship between frequency of use and the perceived value of an information and communication technology, and that the use of an ICT as a communication device in a social situation does not guarantee its use or even its perceived value as a communication device in a work situation: Visa versa is also true. Findings from the research could be used to influence IS curriculum developers in preparing undergraduate students’ readiness for communicating (and collaborating) in the digital workforce of today.
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Benali, Mohammed, and Abdessamad Reda Ghomari. "Information and knowledge driven collaborative crisis management: A literature review." In 2016 3rd International Conference on Information and Communication Technologies for Disaster Management (ICT-DM). IEEE, 2016. http://dx.doi.org/10.1109/ict-dm.2016.7857229.
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Mihajlov Carević, Miroslava, Milena J. Petrović, and Nebojša Denić. "MODERN TEACHING TECHNOLOGIES AND DEVELOPING CONSTRUCTIVE THINKING." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.s.p.2020.147.
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Numerous researches in the previous period have shown the effectiveness of mathematical learning with the use of information and communication technologies (ICT) and mathematical software packages. Also, through theoretical studies and research results, the quality of mathematics teaching in schools was examined. The results of the research of the authors of this paper showed the lack of a visual-logical approach in solving mathematical problems. Primary and secondary school students are primarily trained in mastering formulas and algebraic procedures that help them solve a given task. In order to develop the ability to perceive lawfulness and logical thinking, we organized introducing elementary and secondary school students to figurative numbers and selected examples that demonstrate the observation of lawfulness among numbers. We applied work in collaborative groups using computers and GeoGebra software. The results showed the students’ ability to perceive lawfulness and to successfully solve tasks by applying the observed lawfulness. They also confirmed the effectiveness of mathematical learning with the use of computers, mathematical software and working in collaborative groups.
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Martin, Jennifer, Elspeth McKay, and Janki Shankar. "Bias Misinformation and Disinformation: Mental Health Employment and Human Computer Interaction." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3016.
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This paper explores the design and application of information communication technologies and human computer interaction for people recovering from severe mental illness wishing to gain employment. It is argued bias, misinformation and disinformation limit opportunities for people recovering from mental illness who are seeking employment. Issues of bias are explored in relation to systems design as well as dominant socially constructed paradigms of ‘mental health’ and ‘mental illness’ and employment. Misinformation is discussed according to the contemporary dominant paradigm of ‘recovery’ as well as web resources, discrimination and employment. Disinformation is considered in terms of media myths and stereotypes and vocational rehabilitation. Multidisciplinary collaboration is required to meet the ICT needs of this diverse group.
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Gamito, Rakel, Pilar Aristizabal, and María Teresa Vizcarra. "Pre-school Education Degree students´ prior knowledge and perception of digital competence." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8218.
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Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to strengthen future teachers´digital skills. This work has examined and explored Pre-School Education Degree students´ digital competence level. Results have provided concepts and ideas to guide the work to strengthen future teachers´ digital skills and to guarantee digitally competent teachers. Pre-School Education Degree students´ have good skills in Information and data literacy and Communication and collaboration areas but need training in skills related to Digital content creation, Security and Problem solving.
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Skvorcovs, Aleksandrs, Tatjana Titareva, and Graurs Igors. "The development trends of the main drivers for attracting students into the tertiary education sector in Latvia – distance learning and internationalization." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8013.
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The European Union (EC-JRC, 2010), has stressed that higher education must change and adapt to economic and social needs, that institutional change is essential to educational innovation, and that information and communication technologies (ICT) must form part of the teaching and learning process. The second international challenge is to encourage international cooperation between institutions in order to share knowledge across borders and facilitate collaboration (Morin, 2009) and post-cosmopolitan citizenship (Dobson and Bell, 2006). The dramatic decrease of the number of students in Latvia in the last 10 years by 64% and disproportionally high number of HE institutions, makes Latvia’s Government, the Ministry of Education and Science and higher education institutions to look for new ways to structure and optimize the processes in the higher education sector. The main research question of this paper is: the general development trends of the main drivers for attracting more students into the tertiary education sector in Latvia by means of online education and internationalization. The relevance of the research: the authors review the intersections of the distance learning and internationalization as the optimal solutions for the critical situation in the Latvian higher education sector with lack of students.
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"Exploring the Features of Social Media to Promote Research Activities." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3991.
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Aim/Purpose: This paper, explored features of popular social media in promoting research activities for successful integration of information services on social media platforms. Background: Leisure, in the early days, was more aligned with reading and research activities and enjoyed a long term monopoly until the advent of Information and Communication Technologies (ICTs). The society milieu is now accentuated with arrays of technological innovations and academic activities are, therefore, relegated to remnant time resulting from application and the use of ICTs. While reading and research are required more now than ever, social media, as components of ICTs, present their distractive features. However, studies have shown that social media could be incorporated to promote and communicate academic and research activities. Methodology: The paper analytically reviewed empirical literatures on information as obtained from innovative and sustained academic activities, which is a key to research development. The paper also discussed ways academic librarians could adapt and utilize popular social media such as facebook, whatsapp, instagram, badoo, skype, imo, wechat, twitter, blogs, flikr and youtube to provide Library services, Selective Dissemination of Information (SDI), and communicate specialized literature search result, to promote purposeful networking, communication and transfer of information to support teaching and research activities. Contribution: The study reviewed the features of 21st century popular social media, and proffered ways of promoting research and academic culture through the adoption and use of social media platforms by information professionals. Findings: The paper assessed and listed the potentials of the features of social media as a communication tool in academic and research processes, making it possible for librarians to incorporate the features of these communication tools in the discharge of library services in areas such as reference services, professional collaboration, virtual help desk, consortium/resource sharing, selective communication and information, dissemination of knowledge, and information bank. Recommendations for Practitioners: The paper assessed and listed the potentials of the features of social media as a communication tool in academic and research processes, making it possible for librarians to incorporate the features of these communication tools in the discharge of library services in areas such as reference services, professional collaboration, virtual help desk, consortium/resource sharing, selective communication and information, dissemination of knowledge, and information bank. Recommendation for Researchers: With the exponential growth and use of social media as primary mode of communication, this paper elucidated how librarians could utilize such phenomenon to promote academic culture. Researchers are encouraged to capitalize on this opportunity for effective and timely research communication aimed at bridging the research communication gap between developed and developing nation and ultimately, for solving societal developmental problems. Impact on Society: The paper explored the features of popular social media that have the potentials that could be harnessed by librarians to create a 21st century technology enhanced learning arena aimed at bridging the research communication gap between developed and developing nations for societal growth. Future Research: The paper has added to the body of literature to serve as a pivot for researchers with focus on social media and concepts such as learning, research, academic achievement, library services and information profession.
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Huiming Wang and Nianlong Luo. "Collaborative filtering enhanced by user free-text reviews topic modelling." In 2014 International Conference on Information and Communications Technologies (ICT 2014). Institution of Engineering and Technology, 2014. http://dx.doi.org/10.1049/cp.2014.0584.
Full textReports on the topic "Information and Communication Technologies (ICT) and Collaboration"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Full textAbstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.