To see the other types of publications on this topic, follow the link: Information and Communication Technology (ICT0).
Journal articles on the topic 'Information and Communication Technology (ICT0)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Information and Communication Technology (ICT0).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ratheeswari, K. "Information Communication Technology in Education." Journal of Applied and Advanced Research 3, S1 (2018): 45. http://dx.doi.org/10.21839/jaar.2018.v3is1.169.
Full textAbstract:
Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information communication technologies. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. ICT improves teaching and learning and its importance for teachers in performing their role of creators of pedagogical environments. ICT helps of a teacher to present his teaching attractively and able to learn for the learners at any level of educational programmes. Today in India teaching training programmes making useful and attractive by the term of ICT. Information and Communication Technologies (ICTs) exemplified by the internet and interactive multimedia are obviously an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in a teacher education institution.
2
Zulu, Saul F. C. "Emerging Information and Communication Technology Policy Framework for Africa." International Journal of ICT Research and Development in Africa 1, no. 3 (2010): 46–64. http://dx.doi.org/10.4018/jictrda.2010070103.
Full textAbstract:
While emerging information and communications technologies (ICTs) offer possible solutions to some of the problems of applying ICTs in Africa, there are many challenges that have to be addressed in order to create an environment that is conducive for harnessing these technologies. This chapter, therefore, reviews emerging ICTs and their potential for application in leveraging Africa’s efforts towards meeting its development efforts. The Chapter highlights the digital divide barriers that may inhibit emergent ICTs in Africa. A review of current ICT policies of selected African countries indicates that the policies are geared towards application of ICTs other than their production. The review also reveals a lack of appreciation for emerging ICTs in Africa, both at the national as well as the sub-regional economic bloc levels. The chapter proposes policy frameworks for emerging ICTs for Africa that are necessary for creating an enabling environment for harnessing the emerging ICTs that will propel the continent into the 21st Century and beyond. The barriers to ICTs cut across many different issues. As such, they require multi-pronged policy approaches to address them. And that an emerging ICT environment must be anchored on a number of strategic policy frameworks including the legal, regulatory/administrative institutional framework, infrastructure, technology advocacy, financial, human resources, education and research frameworks. It concludes that Africa can prepare for its future by creating an appropriate environment for fostering the adoption and application of emerging technologies.
3
Li, Xiaobin. "Information and Communication Technology in China." International Journal of Information and Communication Technology Education 5, no. 4 (2009): 34–43. http://dx.doi.org/10.4018/jicte.2009041004.
Full textAbstract:
This article provides an overview of the recent development of information and communication technology (ICT) utilized in Chinese elementary and secondary education. Specifically, the article discusses the positive impact ICT has on Chinese education, as well as the existing problems in the application of ICT. The potential for further developing education with ICT in schools is considered. In addition, challenges are discussed, and recommendations are made with regard to providing better education with ICT. The target audience of this article is policy makers, educators, ICT professionals and researchers.
4
Li, Xiaobin. "Information and Communication Technology in Education." International Journal of Information and Communication Technology Education 9, no. 1 (2013): 1–11. http://dx.doi.org/10.4018/jicte.2013010101.
Full textAbstract:
This article provides an overview of the current development of information and communication technology (ICT) utilized in Chinese education. Specifically, the article describes and discusses the impact contemporary ICT has on Chinese elementary and secondary education, as well as the existing challenges in ICT application. The article also examines ICT’s application in higher education, particularly in distance education, and the issues that have to be dealt with. The article discusses the potential for further developing education with ICT. In addition, it makes recommendations with regard to providing better education with ICT in China.
5
Peansupap, Vachara, and Derek H. T. Walker. "Information communication technology (ICT) implementation constraints." Engineering, Construction and Architectural Management 13, no. 4 (2006): 364–79. http://dx.doi.org/10.1108/09699980610680171.
Full text
6
Beni Akhy, Khalid, and Weningtyas Parama Iswari. "Information Communication Technology in EFL Classroom." Journal of English as A Foreign Language Teaching and Research 1, no. 1 (2021): 61–70. http://dx.doi.org/10.31098/jefltr.v1i1.485.
Full textAbstract:
Information Communication Technology (ICT) has penetrated into the teaching of English as a foreign language (EFL) around the world, not to mention in Morocco. However, due to some obstacles faced in its implementation, its effectiveness needs to be improved. This paper is intended to explore the potentials of ICT to be used in EFL classes in Morocco and how to prepare teachers to be ready in incorporating the ICT in their language teaching. The potentials cover, among others, what multimedia resources are available, how to make use of them and how ICT becomes the tools to develop student's English language skills. As the teachers' role is very significant, they should get professional development training in ICT for education
7
Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "INFORMATION COMMUNICATION TECHNOLOGY USAGE FOR INFORMATION SEARCH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (2012): 7–17. http://dx.doi.org/10.48127/gu-nse/12.9.06.
Full textAbstract:
Modern society receives a relatively big part of information using information communication devices. Information search possibilities are rapidly growing. On the other hand, the amount of information itself is expanding. One of the quickest ways of finding information is using internet search engines, e.g., “Google”, “Yahoo”, “AltaVista” and others. Their usage undoubtedly makes big influence on education. Pupils’ ability to find the necessary information is highly relevant. Thus, information search literacy is an inseparable component of general education. It is not enough only to find information, it is necessary to use it in the most effective way. Seeking to improve pupils’ information skills, it is necessary to know current position of an analysed question. The object of this research is information search using ICT. The aim of the research is to analyse how comprehensive school upper class students use ICT for information search. It has been ascertained by a research what additional information sources pupils use, where and how they get necessary literature, what information search engines and what electronic information sources they use most frequently. At least a few times per week apart from textbooks respondents use other literature as well (books, dictionaries, handbooks) for learning purposes. They use encyclopaedias very seldom or don’t use them at all. Pupils usually read books and newspapers which they have at home. They also use internet and library service; however, it is not popular to borrow books from friends or buy them. Pupils use internet daily both for leisure and learning. Girls more often than boys use internet for learning and for leisure – they use it equally. Respondents usually search information through Google search engine, less frequently – through Delfi. The other search engines and catalogues mentioned in the questionnaire are used very seldom, especially HotBot, Penki, On.lt and others. Both girls and boys, town and region pupils equally use search engines and catalogues. From electronic information sources respondents most frequently use internet encyclopaedia Wikipedia. Internet books and e magazines are read once a month on average, virtual library is scarcely used. It is absolutely not popular to use such sources as Nerandu.lt, tingiu.lt, Speros.lt. Key words: comprehensive school, electronic information sources, ICT, information search.
8
Igun, Stella E. "Gender and National Information and Communication Technology (ICT) Policies in Africa." International Journal of ICT Research and Development in Africa 1, no. 4 (2010): 46–58. http://dx.doi.org/10.4018/978-1-61520-847-0.ch013.
Full textAbstract:
This chapter discusses the importance of incorporating gender aspects into the national ICT policies in Africa. The mention of gender issues in national ICT policies in Africa is still very scanty (where they exist). Many countries in Africa have no clear gender aspects incorporated into their national ICT policies. The chapter focuses on the imperativeness of ICTs to the livelihood of women in Africa, the need and urgency of increasing and encouraging women participation in all aspects of ICTs. The enactment and implementation of ICT policies and strategies targeting women population in both rural and urban areas is inevitable. Thus, status of gender inequality of ICT in Africa, strategies geared towards addressing gender inequalities in ICT in Africa and gender and ICT perspectives were discussed.
9
Lamm, Kevan, Alexa Lamm, Kristin Davis, Jyothi Swaroop, and Leslie Edgar. "Identifying Information and Communication Technology Use Capacity Needs of Extension Networks." Journal of International Agricultural and Extension Education 26, no. 3 (2019): 58–71. http://dx.doi.org/10.5191/jiaee.2019.26304.
Full textAbstract:
Information and Communication Technology (ICT) has the potential to address critical considerations within rural advisory service (RAS) networks, specifically, getting the right information to audiences in a timely and appropriate manner. ICTs are technologies that facilitate knowledge and information sharing. For RAS networks, ICTs can be an important tool to ensure that both explicit and tacit information is shared with network members with the anticipated benefit of increased capacity of the network. Although the importance of ICTs are well documented within the literature, there are limited guidelines for what specific network capacities in ICT use are needed to better provide support for RAS providers to fulfill their responsibilities. Using the Delphi process, a panel of 31 experts from 24 countries arrived at consensus on 51 specific ICT use capacities associated with effective RAS networks. The results of the research provide a practical framework for RAS providers and networks to develop ICT use related capacity building and tactical planning activities. Keywords: Information Communication Technology (ICT); ICT use; Delphi; evaluation; capacity assessment
10
Sharafizad, Jalleh. "Women business owners’ adoption of information and communication technology." Journal of Systems and Information Technology 18, no. 4 (2016): 331–45. http://dx.doi.org/10.1108/jsit-07-2016-0048.
Full textAbstract:
Purpose This study aims to investigate the uptake and usage patterns of information and communication technologies (ICTs) by women small business owners (SBOs). Design/methodology/approach Semi-structured interviews were conducted with 25 women SBOs who were recruited through purposeful sampling methods. Interview data on communication technologies participants used were broken down into six main categories: internet search, internet advertising, online transactions, telephone, email and fax. Participants were also asked questions regarding proximity between them and different business contacts, and whether technology influenced how they communicated with these individuals. Findings All participants had moved up from having a basic website to transacting goods and services online. ICTs were used to acquire tangible and intangible resources as well as for informal learning. Geographical distance between SBOs and individuals within their business and convenience of ICT failed to affect participants’ preference for face-to-face communication with key business contacts. Research limitations/implications This study has limitations that tend to be commonly found in exploratory studies, such as a small sample size. However, the findings lay the groundwork for future quantitative studies that examine the potential influence of other factors, such as gender and culture, on adoption of ICT by SBOs. Originality/value This study responds to a call for research that develops a more nuanced understanding of how women SBOs use ICTs in their business. The findings can be used by policymakers and development agencies in their teaching and training interventions.
11
Paudel, Pitambar. "Teachers’ Skill and Motivation in Using Information and Communication Technology." Prithvi Journal of Research and Innovation 2 (December 16, 2020): 20–35. http://dx.doi.org/10.3126/pjri.v2i0.33431.
Full textAbstract:
Teaching and learning in the 21st century has been embedded with technology. Use of Information and Communication Technology (ICT) plays a crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. The government of Nepal has made provision of integrating ICTs in school education to enhance quality education and make both teachers and learners confident and competitive in the present global world. The teachers are the real implementers of the policy into practice. In this context, this research intended to investigate secondary level English teachers’ skill and motivation in using ICTs while teaching the English language. To achieve the objective, an explanatory sequential mixed research design was adopted. The survey questionnaire, unstructured interview and non-participant observation were used to determine the skills and motivation of forty secondary English teachers (20 from public and 20 from private schools). Two datasets, i.e. quantitative and qualitative were collected and analyzed sequentially. The findings of the research reveal that majority of the teachers have high motivation in using ICTs even though they are not skilful, knowledgeable and confident in handling and using new ICT tools and applications. The findings imply that teachers should be given opportunities for training on ICT use for building up their skill, motivation, knowledge and confidence.
12
Prasad, Chetlal, and Pushpa Gupta. "Use of ICT to Enhance the Learning Process in Higher Education." International Journal of Education (IJE) 8, no. 4 (2020): 97–102. http://dx.doi.org/10.5121/ije.2020.8409.
Full textAbstract:
ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.
13
Rahm, Dianne, and Christopher G. Reddick. "Information and Communication Technology (ICT) for Emergency Services." International Journal of E-Politics 4, no. 3 (2013): 30–43. http://dx.doi.org/10.4018/jep.2013070103.
Full textAbstract:
While most would suggest that more effective use of ICT bodes well for emergency services, there are issues associated with the introduction of such use. To explore these issues in Texas, the authors administered a survey of Texas Emergency Services Districts (ESDs). These districts are charged with delivery of emergency and medical services throughout the state and receive modest tax revenue to fund operations. The results show that in Texas ESDs political and organizational factors are important. Budgets are closely related to the political process in the ESDs, so politics plays a central role. Organizational culture and prevailing sentiments in Texas ESDs are generally supportive of ICT adoption and use. While ICT is seen as essential to service delivery, survey results show that problems of interoperability of communication systems is an issue. The most commonly used ICTs include email, GPS, Google Maps, standard web pages, Wi-Fi networks, smart phones, reverse 911, emergency alerts, Facebook, and database management. GIS, You Tube, VOIP, Cloud Computing, Twitter, LinkedIn, Digital Billboards, 311 for non-emergency disaster, 3D mapping, blogs, podcasts, and Wikis were used by few ESDs. When social media are used, they are not used in such a way as to encourage wider participation of the community in information gathering rather they are used only as an alternative traditional delivery service from the ESDs to the community. Data analysis of past events is used to improve performance. Data management issues of significant concerns include privacy and security.
14
Small, Tamara A. "Communication Technology." Canadian Journal of Political Science 39, no. 1 (2006): 184–85. http://dx.doi.org/10.1017/s0008423906229998.
Full textAbstract:
Communication Technology, Barney, Darin, The Canadian Democratic Audit; Vancouver, UBC Press, 2005, pp. 210, xiii.When Darin Barney tells people he studies digital politics, they typically ask, “So, is the Internet good for democracy or isn't it?” (179). If you have ever wanted to know, Barney's Communication Technology provides an extremely comprehensive answer to questions about information and communication technologies (ICTs), democracy and Canadian politics.
15
Stich, Jean-François, Samuel Farley, Cary Cooper, and Monideepa Tarafdar. "Information and communication technology demands: outcomes and interventions." Journal of Organizational Effectiveness: People and Performance 2, no. 4 (2015): 327–45. http://dx.doi.org/10.1108/joepp-09-2015-0031.
Full textAbstract:
Purpose – The purpose of this paper is to review four demands employees face when communicating through information and communication technologies (ICTs). The authors review the outcomes associated with each demand and discuss relevant interventions to provide a set of evidence-based recommendations. Design/methodology/approach – This paper reviews the following demands associated with ICTs: response expectations, constant availability, increased workload and poor communication. The authors draw upon empirical research to highlight outcomes and intervention strategies, before discussing implications for research and practice. Findings – The findings suggest that there are diverse outcomes associated with each demand. The outcomes were not inherently negative as evidence suggests that positive performance outcomes can arise from response expectations and constant availability, although they may be allied by health and well-being costs. Practical implications – A number of practical strategies are described to help organizations address computer-mediated communication demands, including tailored training, organizational policies and role modeling. The paper also outlines suggestions for future research on the dark side of IT use. Originality/value – This paper integrates four interrelated demands that employees can face when communicating through technology. The authors extend knowledge by analyzing interventions which enables a synthesis of implications for practice.
16
Akdemir, Omur, Dincer Bicer, and R. Sukru Parmaksiz. "Prospective teachers’ information and communication technology metaphors." World Journal on Educational Technology 7, no. 1 (2015): 09. http://dx.doi.org/10.18844/wjet.v7i1.19.
Full textAbstract:
Determination of the perceptions of the prospective teachers about Information and Communication Technology (ICT) terms has a remarkable potential to provide input for technology integration plans and ICT training. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers for ICT terms. Data were gathered from 180 prospective teachers through a survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. The most common conceptual categories are “developing and changing” for technology, “making life easy” for computers and search engines, “limitless and endless” for the Internet, “means of communication” for social networks, and “addictive items” for video games. Future research should concentrate on investigating the match and mismatches between the intended use of the ICT tools and the perception of the prospective teachers. Keywords: metaphors, ICT, information and communication technology, technology integration, pre-service teacher, teacher education, prospective teachers.
17
Black, Joanna M., and Orest Cap. "Human Rights, Information, and Communication Technology (ICT)." International Journal of Civic, Political, and Community Studies 11, no. 2 (2014): 31–46. http://dx.doi.org/10.18848/2327-0047/cgp/v11i02/43550.
Full text
18
Khetarpal, Abha. "Information and Communication Technology (ICT) and Disability." Review of Market Integration 6, no. 1 (2014): 96–113. http://dx.doi.org/10.1177/0974929214560117.
Full text
19
Rani, Ruchi. "ICT (Information Communication Technology) in Teacher Education." Shikshan Anveshika 7, no. 2 (2017): 126. http://dx.doi.org/10.5958/2348-7534.2017.00025.3.
Full text
20
Sharma, Gajendra. "Implementation of Information and Communication Technology for Human Rights Awareness and Promotion." HighTech and Innovation Journal 1, no. 1 (2020): 33–38. http://dx.doi.org/10.28991/hij-2020-01-01-05.
Full textAbstract:
Information Technologies (ITs) are highly useful for Human rights promotion globally. Information and Communication Technologies (ICTs) have proved the influential tool to fight against violations of Human rights. ICT has represented a way to strengthen human rights. Technology also means that individuals’ human rights are exposed to unprecedented risks, caused by the transition of these rights to the digital field. If we observe the different revolutions around the world especially the county having autocracy for a long period of time has been overruled with the help of ICTs. In this study, the analysis of the role of ICTs in Human rights has been made. The study summarizes that the ICT is playing vital role in establishing awareness and preventing violation of human rights of the global citizens.
21
Hansen, Nina, Tom Postmes, Nikita van der Vinne, and Wendy van Thiel. "Information and Communication Technology and Cultural Change." Social Psychology 43, no. 4 (2012): 222–31. http://dx.doi.org/10.1027/1864-9335/a000123.
Full textAbstract:
This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.
22
Daling, Rudy F. "Proposed Recommendations in Implementing Information and Communication Technology ICT Integration in Schools’ Curriculum." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (2018): 2736–42. http://dx.doi.org/10.31142/ijtsrd15764.
Full text
23
Thi Kim Loan, Le. "TRENDS IN DEVELOPING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) COMPETENCIES FOR PRE-SERVICE TEACHERS." Journal of Science, Educational Science 62, no. 6 (2017): 67–73. http://dx.doi.org/10.18173/2354-1075.2017-0130.
Full text
24
Jamal, S. M. Khalid. "Empowerment Of Women Through Information And Communication Technology [ICT]." Pakistan Journal of Gender Studies 6, no. 1 (2012): 143–57. http://dx.doi.org/10.46568/pjgs.v6i1.406.
Full textAbstract:
Our world has seen enormous improvements in mobile telephony, the internet, and ebusiness. Information and Communication Technology (ICT) play a critical and core role in today’s society. All over the world nations have recognized information and communication Technology (ICT) as a powerful tool in accelerating the economic activity, efficient governance and developing human resources. Whether it’s the electronic form of conducting business or social/professional networking over the World Wide Web, ICT has proved that it is a basic requirement for social and economic development. To increase the flow of Information and improving communications and to increase possibilities and opportunities, ICT infrastructure is a rudimentary need. ICT has proved that it is one of the major difference between developed and developing countries. Take for example India. India has achieved the status of the world’s 4th biggest economy, major fraction of which is basically IT driven. The information and communication technology could be used to empower the Women in Pakistan by making the resources available to them at home, where a nearby area / residential based environment could be created for working at home where they could fulfill their home based liabilities as well.
25
Tawiah, Sampson, and Itumeleng I. Setlhodi. "Introducing Information and Communication Technology Training for Rural Women in South Africa." International Journal of Adult Education and Technology 11, no. 1 (2020): 45–59. http://dx.doi.org/10.4018/ijaet.2020010103.
Full textAbstract:
In a contemporary world, ICT training is vital for socio-economic advancement, which is why it should be included in the curriculum that seeks to empower rural women with computer skills to enhance their livelihoods. Rural women lack access to ICTs and they do not know how to use them. A lack of knowledge and skills in ICTs can result in unemployment, poverty and societal discrimination. Through the lens of the human capital theory, this article investigates and reports on the strategies for introducing ICT in the teaching and learning of rural women. Document analysis approach was used to investigate journals, government policy documents and reports from studies to arrive at the findings which include, among others, the employment of computer experts to teach rural women in disadvantaged communities. The study concludes that the introduction of ICT in the curriculum of rural women especially can ensure their socio-economic transformation.
26
Fajri, Nur Sobihatul, and Novan Ardy Wiyani. "Manajemen Marketing Sekolah Berbasis Information and Communication Technology." J-MPI (Jurnal Manajemen Pendidikan Islam) 4, no. 2 (2019): 107. http://dx.doi.org/10.18860/jmpi.v4i2.7857.
Full textAbstract:
<pre><em>The purpose of this research is to describe the process of marketing management of an ICT-based school at SMK Citra Bangsa Mandiri Purwokerto. This research uses a qualitative approach with descriptive methods. Data were collected using interview, observation, and documentation techniques. The data collected was then analyzed using Miles and Huberman's model data analysis techniques, namely data reduction, data presentation, and verification. The results of this study indicate that marketing at SMK Citra Bangsa Mandiri Purwokerto is carried out by utilizing ICT especially for school marketing. ICT-based school marketing is carried out through ICT-based school marketing management planning activities, organizing ICT-based school marketing, mobilizing/implementing ICT-based school marketing, supervision of ICT-based school marketing.</em></pre>
27
Yazçayir, Nevriye, and Kıymet Selvi. "Information and communication technology competencies of class teachers." International Journal of Innovative Research in Education 3, no. 1 (2015): 20. http://dx.doi.org/10.18844/ijire.v1i1.120.
Full textAbstract:
Teacher competencies refer to general information, skills and attitudes required for being an effective and a productive teacher. According to traditional approach, teacher competencies are determined in three main fields: field competencies, pedagogical competencies and cultural competencies. However, nowadays teacher competencies are discussed in broader and different dimensions with regard to reform studies in education, developments in teacher education, scientific results in the fields of education sciences and other sciences. ICT competencies defined as one of the teacher competencies have been one of the most important competencies for all individuals. While ICT competencies are included in some studies of teacher competencies in literature, these competencies are examined under the heading of “general competencies” and in a limited scope. This study aimed at to determine the ICT competencies of class teachers. This research was carried out as a qualitative research. In the research, the data gathered at four stages and with different data collection methods from class teachers and experts by means of using Delphi technique. In the first stage, three written open-ended research questions were given to 40 class teachers and teachers’ responses to these questions were taken in a written form. Teachers’ written opinions were analyzed by researchers and teacher’s ICT competencies were determined. In the second stage, a three-hour face to face brain storming meeting comprised of two rounds was organized and 20 class teachers’ opinions were collected. In the third stage, a list of class teachers’ ICT competencies were made based on the opinions determined at stage 1 and stage 2. The list was given to 20 teachers. It was been asked if they agree with competencies in the list. In the fourth stage, ICT competencies of class teachers was been defined based on the data gathered from the research. ICT competencies of teachers in research; competencies of ICT knowledge acquiring and maintain, competencies of ICT use in teaching design and practices, competencies of teaching and developing ICT skills to students, ICT competencies related to the development of their professional knowledge and skills, competencies of ICT use in student counseling services and competencies of ICT use in e-school applications including consists of six competency areas. Each subcompetencies that should be owned under the area of competence was also determined. Keywords: ICT, class teacher, competency, learning, education
28
Osmani, Mohamad, Nitham Hindi, and Vishanth Weerakkody. "Incorporating Information Communication Technology Skills in Accounting Education." International Journal of Information and Communication Technology Education 16, no. 4 (2020): 100–110. http://dx.doi.org/10.4018/ijicte.2020100107.
Full textAbstract:
Information and communications technology (ICT) is widely utilized in the accounting profession and has transformed the accounting functions in business and the role of accountants. Acknowledging the significance of ICT skills in accounting education, many employers and professional associations are calling for integration of accounting curricula with ICT. Therefore, it is vital for potential accounting professionals to be equipped with the most current ICT skills pursued by employers. This study searches the current job market to capture a snapshot of the most in demand graduate skills, in particular, ICT skills. Furthermore, it also lists a number of software systems for accountancy solutions and their supplier firms.
29
Shih, Yu-Chih Doris. "Instructional Design for the Information and Communication Technology (ICT)-Assisted Intercultural Communication Course." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 132. http://dx.doi.org/10.3991/ijet.v12i06.7083.
Full textAbstract:
Today’s era of societies comprise of one coherent global village, in which learning about and understanding other cultures is crucial. Fu-Jen Catholic University (FJCU), a private university in northern Taiwan, has joined the “Global Academic Initiatives” (GAI) coordinated by East Carolina University (ECU) in USA since 2007. A course entitled Cross-Cultural Communication: Global Understanding is offered in FJCU to allow students in the English department to discuss cultural topics with students from two other countries via Information and Communication Technologies (ICTs) for authentic contacts. The ICT tools support both the synchronous and asynchronous mode of communication. This paper describes the instructional design of the Cross-Cultural Communication: Global Understanding course including the pre-connection trainings and the connection discussions. For the post-connection part, students’ learning and reflections will be discussed along with their e-learning styles. This example could offer other educators who are interested in designing similar intercultural communication courses.
30
Tatarko, A. N., E. V. Maklasova, Z. K. Lepshokova, et al. "Assessment methodology of involvement in information and communication technology using." Social Psychology and Society 11, no. 1 (2020): 159–79. http://dx.doi.org/10.17759/sps.2020110110.
Full textAbstract:
Objective of the study is to develop and test a methodology for assessing the degree of involvement in the use of ICT in various areas of life. Background. Modern social and physical environments are saturated with digital incentives that encourage people to get involved in interacting with these environments through information and communication technologies (ICT). However, to this date, there are no psychological instruments that comprehensively assess the involvement of individuals in the use of ICTs. Study design. The study was conducted using a socio-psychological survey. To measure involvement in the use of ICT, an authoring methodology was developed and validated. Participants. The study included two samples. The first sample included 859 respondents (average age 36.1 years; 32% of males). The second — 171 respondents (35% of males; age range from 25 to 44 years). Measurements. For data processing, exploratory and confirmatory factor analyses, Cronbach coefficient alpha, and correlation analysis were applied in the SPSS 19.0 and AMOS 20 programs. Results. Good results of confirmatory factor analysis indicate the presence of reliability-consistency of the methodology. The final version of the methodology includes 4 scales: “Economic actions on the Internet”, “Communication on social networks”, “Using a smartphone”, “A variety of areas of ICT use”. The empirical and external validity of this methodology was also evaluated, as a result of which we received confirmation of these types of validity from the developed methodology. Conclusions. The technique developed by the authors is reliable and valid and can be used both for research and for applied purposes.
31
Al-Rahmi, Waleed Mugahed, Ahmed Ibrahim Alzahrani, Noraffandy Yahaya, Nasser Alalwan, and Yusri Bin Kamin. "Digital Communication: Information and Communication Technology (ICT) Usage for Education Sustainability." Sustainability 12, no. 12 (2020): 5052. http://dx.doi.org/10.3390/su12125052.
Full textAbstract:
Today, developments in information and communication technology (ICT) have a significant influence on education sustainability. In this study, the factors influencing students’ intentions towards using ICT in education sustainability, as well as their satisfaction from its use, were examined. This study aims to investigate student intentions to use information and communication technology, as well as their satisfaction with such use. Therefore, this study employed an extended model of the Technology Acceptance Model (TAM) as the research framework, and adopted quantitative data collection and analysis methods by surveying 502 university students who were chosen through stratified random sampling. Using structural equation modeling (SEM), student responses were sorted into eight study constructs and analyzed to explain their intentions towards technology use and satisfaction. A significant relationship was found between computer self-efficacy (CSE), subjective norms (SN), and perceived enjoyment (PE), which were significant determinants of perceived ease of use (PEU) and perceived usefulness (PU). PEU, PU, and attitudes towards computer use (ACU) influenced students’ intentions to use (SIU) ICT and students’ satisfaction (SS). The constructs succeeded in explaining usage intentions towards ICT among students and their satisfaction from this usage.
32
Calderón, Juan, Annia Cherrez, Germán Darío Ramón, et al. "Information and communication technology use in asthmatic patients: a cross-sectional study in Latin America." ERJ Open Research 3, no. 3 (2017): 00005–2017. http://dx.doi.org/10.1183/23120541.00005-2017.
Full textAbstract:
Rapid diffusion, low cost and broad availability of information and communication technologies (ICTs) make them an attractive platform for managing care, communication and interventions in asthma. There is little information in Latin America about usage frequency of ICTs in asthmatic patients.The analysis undertaken consisted of an observational, cross-sectional study that aimed to identify the frequency and type of ICTs most often used by asthmatics. The Spanish version of the Michigan questionnaire was employed in five Latin American countries. Age and educational level was categorised. Logistic regression was performed among these groups concerning the frequency of ICT usage and the level of interest shown in seeking and receiving information about asthma.In total, 673 asthma patients were surveyed. The mean age was 43.44 years. Over two-thirds of the participants were female (68.4%). The most used ICT was the short message service (SMS) (69.9%). SMS and E-mail are useful tools for communicating (i.e.receiving and seeking information) with all asthma patients, irrespective of their age. WhatsApp (61.5%) and Facebook (32.0%) were rated as being the most interesting channels of communication for receiving information. Regression analysis showed that younger asthmatics and asthmatics with higher educational levels were most likely to use almost all forms of ICTs.ICTs are generally an attractive platform for managing care, communication and interventions to improve asthma care. SMS and E-mail were found to be the preferred ICT forms among users. However, social media forms such as WhatsApp and Facebook may also be appropriate for certain types of patient.
33
Djiwandono, Patrisius Istiarto. "How language teachers perceive information and communication technology." Indonesian Journal of Applied Linguistics 8, no. 3 (2019): 607. http://dx.doi.org/10.17509/ijal.v8i3.15260.
Full textAbstract:
The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.
34
Mehmood, Bilal, Azka Arif Malik, and Rabia Khalid. "ICT Augmented Gravity Model Application: Sector Level Analysis of the Asia-Pacific Region." Revista Digital Mundo Asia Pacífico 10, no. 18 (2021): 43–66. http://dx.doi.org/10.17230/map.v10.i18.03.
Full textAbstract:
The use of information and communication technologies (ICT) in commerce improves the commercial structure and economic capacity of a country. This study empirically assesses the impact of ICTs on international trade in 36 countries in Asia and the Pacific, at the sectoral level, between 2007 and 2018. The study evaluates whether ICTs improve international trade by hiring the gravity model of international trade and increasing it with the ICT variable. An ICT development indicator (IDI) is formed by joining seven different ICT variables that show ICT infrastructure, use, and skills. Using the Poisson pseudo-maximum likelihood (PPML) estimation technique, this study shows that ICTs improve trade by reducing transaction costs. The findings reveal that information and communication technology positively and significantly influence international trade in all sectors of the Asia-Pacific region, and that trade intensifies when both trading partners have a high endowment of information and communications technology. The study recommends that governments in developing countries upgrade their ICT infrastructure levels.
35
Umida, Khalikova. "Information and communication technology (ICT) in preschool education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 4 (2020): 877. http://dx.doi.org/10.5958/2249-7137.2020.00204.9.
Full text
36
Proctor, Romina M. J., Glenice Watson, and Glenn Finger. "Measuring Information and Communication Technology (ICT) Curriculum Integration." Computers in the Schools 20, no. 4 (2003): 67–87. http://dx.doi.org/10.1300/j025v20n04_06.
Full text
37
Prasad, Poonam J. "Information communication technology (ICT) - its waste and consequences." International Journal of Environmental Technology and Management 15, no. 3/4/5/6 (2012): 363. http://dx.doi.org/10.1504/ijetm.2012.049234.
Full text
38
Perron, Brian E., Harry O. Taylor, Joseph Glass, and Jon Margerum-Leys. "Information and Communication Technologies in Social Work." Advances in Social Work 11, no. 1 (2010): 67–81. http://dx.doi.org/10.18060/241.
Full textAbstract:
Information and communication technologies (ICTs) are electronic tools used to convey, manipulate and store information. The exponential growth of Internet access and ICTs greatly influenced social, political, and economic processes in the United States, and worldwide. Regardless of the level of practice, ICTs will continue influencing the careers of social workers and the clients they serve. ICTs have received some attention in the social work literature and curriculum, but we argue that this level of attention is not adequate given their ubiquity, growth and influence, specifically as it relates to upholding social work ethics. Significant attention is needed to help ensure social workers are responsive to the technological changes in the health care system, including the health care infrastructure and use of technology among clients. Social workers also need ICT competencies in order to effectively lead different types of social change initiatives or collaborate with professionals of other disciplines who are using ICTs as part of existing strategies. This paper also identifies potential pitfalls and challenges with respect to the adoption of ICTs, with recommendations for advancing their use in practice, education, and research.
39
Zelenka, Martin, and Marek Vokoun. "Information and Communication Technology Capabilities and Business Performance." Review of innovation and competitiveness 7, no. 1 (2021): 99–116. http://dx.doi.org/10.32728/ric.2021.71/5.
Full textAbstract:
This paper analyzes the rapid onset of Robotic process automation (RPA) technologies in the Czech financial sector between 2015-2020. The development and experience from the “hype-and-fear” phase contributed to business process integration and technological spillovers are expected in the future. If ICT capabilities are the source of performance differences, then most likely candidates are inventory and finances business process integration and implemented Enterprise Resource Planning and Customer Relationship Management systems. The RPA should not be seen only as simple automation but as a complex instrument offering a lot of advantages with a focus on benefits for internal and external stakeholders. PURPOSE. The goal is to qualitatively analyze the experience with RPA implementation and quantitatively assess ICT capabilities via analysis of differences between various organizational ICT activities and types of companies in the Czech financial sector. DESIGN/METHODOLOGY/APPROACH. The qualitative case study was performed in the bank ČSOB, a.s. in 2019, respondents, owners of processes in the final part of automation, were chosen randomly from different departments of the bank. Data for the quantitative part comes from the ICT survey (Czech Statistical Office), business performance dataset (EMIS) and a case study about ICT capability implementation. Differences are assessed and indirectly interpreted using goodness-of-fit approach. FINDINGS AND IMPLICATIONS. The results from the RPA case study revealed that the Czech financial sector is past the “hype and fear” phase and many companies focused on their return on investment and are beginning to focus more on other stakeholders. According to this development, the requirements and outputs are suggested in the phases of RPA implementation. The possible source of rofitability performance differences are integrated business processes. LIMITATIONS. Financial sector data are anonymized in ICT surveys and the measurement of the competitive advantage of ICT capabilities is only indirect. Qualitative approach is suggested with focus on technological efficiency measurement using data envelopment approach. ORIGINALITY. This paper provides an understanding of the strong experience in RPA in Czech financial sector. Certain initial setbacks in RPA are expected and this paper suggest to focus on knowledge management (lessons learned) and other requirements influencing the successful RPA prototyping and implementation process.
40
Bhoite, Dr Sudhakar D. "e-Governance a Strategic Tool with an Usage of Information And Communication Technology (ICT)." International Journal of Scientific Research 2, no. 9 (2012): 66–68. http://dx.doi.org/10.15373/22778179/sep2013/24.
Full text
41
Kumar, Anil, and Kunwar Pal Singh Arya. "Changing Role of Information & Communication Technology (ICT) Management in the Higher Education Sector." SIJ Transactions on Industrial, Financial & Business Management 04, no. 01 (2016): 01–06. http://dx.doi.org/10.9756/sijifbm/v4i1/04020050202.
Full text
42
Paudel, Pitambar. "Information and Communication Technology in Foreign Language Classes in English: Roles and Practices." International Journal of Technology in Education and Science 5, no. 1 (2020): 37–55. http://dx.doi.org/10.46328/ijtes.179.
Full textAbstract:
Teaching and learning process in 21st century has been embedded with technology. Use of ICTs plays crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. The government of Nepal has made provision of integrating ICTs in school education with the aim of enhancing quality education and make both teachers and learners confidence and competitive in the present global world. In this context, this research intended to investigate roles and practices of ICTs at English as Foreign language classes (EFL) of Nepal. To achieve the objective, explanatory sequential mixed research design was adopted. Survey questionnaire, unstructured interview and non-participant observation were used to as the tools of data collection and forty secondary English teachers (20 from public schools & 20 from private schools) were the sample population. Two datasets; quantitative and qualitative were collected and analyzed sequentially. The findings of the research reveal that majority of the teachers were positive towards roles of ICTs in language teaching even they were doubt if ICTs could develop creative and critical abilities of the students. Though the teachers practiced ICTs in their classes, they felt discomfort in using new ICT tools and applications. The findings imply that teachers should be given training on ICT use for building up their skills; knowledge and confidence to achieve optimum advantages form it.
43
Baporikar, Neeta. "Information and Communication Technology for SMEs' Competitiveness." International Journal of Strategic Information Technology and Applications 7, no. 3 (2016): 41–55. http://dx.doi.org/10.4018/ijsita.2016070103.
Full textAbstract:
Competitiveness of a firm is its capacity to achieve its targets. These targets are likely to be expressed in a variety of terms depending on the context (Barney 2002). Within a macroeconomic perspective, a competitive firm develops and sustains a level of performance that contributes to the Gross Domestic Product (GDP), employment opportunities, and the wealth of the people. From an entrepreneurial perspective, a competitive firm needs to survive in the market and to achieve market share and profitability. This paper deliberates regarding the theory of competitive advantage and discusses the role of Information and Communications Technology (ICT) for augmenting SMEs' competitiveness.
44
Kristiawan, Muhammad, and Muhaimin Muhaimin. "TEACHERS’ OBSTACLES IN UTILIZING INFORMATION AND COMMUNICATION TECHNOLOGY." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 1, no. 2 (2019): 56–61. http://dx.doi.org/10.33369/ijer.v1i2.8846.
Full textAbstract:
This study aims to study teacher barriers to utilizing information and communication media (ICT) for learning media. This research was carried out at Public Elementary School 24 Pulau Rimau located in Karang Manunggal village, Pulau Rimau sub-district, Banyuasin district. The subjects of this study were teachers at Public Elementary School 24 Pulau Rimau who tested 16 people. In conducting this research, data from certain sources are needed that are as expected in this study. The technique of collecting data is by observation and interview. Data were analyzed using percentages to see the percentage of respondents' answers. Furthermore, all data is processed by analyzing qualitative data, namely data reduction, data display, and data verification. The formulation of the problem in this study is what forms are questioned by the teacher in utilizing technology-based media in Public Elementary School 24 Pulau Rimau ? From the results of research on teacher barriers to using Information Technology (ICT) in Public Elementary School 24 Pulau Rimau, two aspects related to the ability of teachers and Information and Communication Technology (ICT) were inadequate. The obstacle of the teacher's ability to master ICT is that the teacher is not proficient in using computers, judging from the percentage of teacher answers, 75% say they are not proficient in using technology-based media, whereas using computers is one of the activities that support computer-based media. In addition, teachers do not have an advanced educational background in the use of ICT media. Another obstacle in terms of facilities, in Public Elementary School 24 Pulau Rimau there is no electricity network (PLN). In addition to not having a PLN, there is also the unavailability of computer facilities and laptops at the Public Elementary School 24 Pulau Rimau.
45
Gergely Ráthonyi. "Information and Communication Technologies in tourism." Acta Agraria Debreceniensis, no. 44 (November 20, 2011): 49–53. http://dx.doi.org/10.34101/actaagrar/44/2605.
Full textAbstract:
Technological progress and tourism have gone hand in hand for years. Information communication technology (ICT) and tourism are two of the most dynamic motivators of the emerging global economy. Tourism can be considered as one of the most profitable sectors of the Hungarian economy, and in rural areas it is often the only successful economic activity.Development of ICTs and the expansion of the Internet have changed dramatically in the past few decades. This process is noticeable inHungary, as well. Platform of tourism increasingly get to the Internet nowadays, which is vitally important because tourism is an information-intense industry. Therefore, it is critical to understand changes in technologies in order to maintain the crucial role of this sector in the Hungarian economy.The aim of my study is to support the significance of tourism in Hungary and especially in the North Plain Region with the help of statistical data. Then, I try to show how ICTs appear in this sector and emphasize the role of these tools with some concrete examples.
46
Kautsarina, Kautsarina, Onny Rafizan, Ahmad Budi Setiawan, and Ashwin Sasongko Sastrosubroto. "Information and Communication Technology Service Industry Development in Indonesia." Australian Journal of Telecommunications and the Digital Economy 5, no. 3 (2017): 50. http://dx.doi.org/10.18080/ajtde.v5n3.96.
Full textAbstract:
With the Indonesian Commitment to fulfill the Millennium Development goals which are mainly aimed to improve quality of life, followed by similar commitments to empower Information and Communication Technology (ICT) to achieve those goals, ICT developments in Indonesia has been growing very fast.Basically, the developments of ICT Infrastructure are based on several basic methods. Firstly, the ICT backbones were developed with the support of the Government, then liberalization of the ICT Service Industries was caried out so that private companies are encouraged to develop ICT business, followed by subsidized ICT services for selected areas where ICT services cannot be carried out feasibly. In addition, with the growing democracy in Indonesia, application and content are also liberalized, resulting fast growth of application and content provider, and this has pushed also the development of ICT Infrastructures by private companies.This paper will review the development of ICT service Industries in Indonesia, the history of how the industries was developed, both the policy as well as the development itself. This is followed by the description of the current situation. The future plan of ICT development will be also included. A more in depth explanation is given for the Telecommunication sector.
47
Kautsarina, Kautsarina, Onny Rafizan, Ahmad Budi Setiawan, and Ashwin Sasongko Sastrosubroto. "Information and Communication Technology Service Industry Development in Indonesia." Journal of Telecommunications and the Digital Economy 5, no. 3 (2017): 50–82. http://dx.doi.org/10.18080/jtde.v5n3.96.
Full textAbstract:
With the Indonesian Commitment to fulfill the Millennium Development goals which are mainly aimed to improve quality of life, followed by similar commitments to empower Information and Communication Technology (ICT) to achieve those goals, ICT developments in Indonesia has been growing very fast.Basically, the developments of ICT Infrastructure are based on several basic methods. Firstly, the ICT backbones were developed with the support of the Government, then liberalization of the ICT Service Industries was caried out so that private companies are encouraged to develop ICT business, followed by subsidized ICT services for selected areas where ICT services cannot be carried out feasibly. In addition, with the growing democracy in Indonesia, application and content are also liberalized, resulting fast growth of application and content provider, and this has pushed also the development of ICT Infrastructures by private companies.This paper will review the development of ICT service Industries in Indonesia, the history of how the industries was developed, both the policy as well as the development itself. This is followed by the description of the current situation. The future plan of ICT development will be also included. A more in depth explanation is given for the Telecommunication sector.
48
Zhang, Wei Ya. "Information Communication Technology Applications for World Heritage Site Management." Applied Mechanics and Materials 599-601 (August 2014): 1879–82. http://dx.doi.org/10.4028/www.scientific.net/amm.599-601.1879.
Full textAbstract:
With the development of information communication technology (ICT), World Heritage Site becomes rely on ICT to manage tourist and resource. This paper examines the concept of ICT and how it could be applied to World Heritage Sites (WHS). This paper also presents the uses of ICT at heritage sites and determines the extent to which ICT can be applied to WHS.
49
Horvat, Nikola, Niccolò Becattini, and Stanko Škec. "USE OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN DISTRIBUTED PRODUCT DESIGN STUDENT TEAMS." Proceedings of the Design Society 1 (July 27, 2021): 3329–38. http://dx.doi.org/10.1017/pds.2021.594.
Full textAbstract:
AbstractThis paper analyses the use of information and communication technologies (ICTs) in a distributed product design project-based learning (PBL). The paper presents the ICT use of five international student teams during three product design phases: identification of opportunities, conceptual design, embodiment design. General results show that student teams used around 30 different ICTs for both taskwork and teamwork. Students reported that they used previously known ICTs or ICTs properly introduced to them during the initial course workshop. Results also show that team members often work individually on their tasks and use various procedures to share their results. Also, teams conduct some activities synchronously, suggesting the need for teams to have a collaborative workspace. Cloud-based collaborative ICTs (e.g. whiteboard, computer-aided design, document editor, task management) showed huge potential for individual and team tasks. Hence, educators and teams should carefully consider which ICTs to implement and learn, as it might greatly impact the execution of the product design PBL course.
50
Nurhadryani, Yani, Halimah Tus Sa'diah, Desta Wirnas, and Firman Ardiansyah. "Evaluasi ICT (Information and Communication Technology) Literacy Petani Kedelai." Jurnal Ilmu Komputer dan Agri-Informatika 5, no. 2 (2019): 128. http://dx.doi.org/10.29244/jika.5.2.128-133.
Full textAbstract:
<p>Penerapan ICT di bidang pertanian dapat meningkatkan layanan informasi bagi para petani karena dapat menyediakan informasi yang relevan dan tepat waktu. Namun, masih terdapat hambatan dan kegagalan dalam adopsi teknologi dikarenakan adanya perbedaan prefensi antara <em>developer </em>dan <em>user</em>. Oleh karena itu, diperlukan evaluasi ICT <em>literacy</em> petani agar <em>software</em> yang dikembangkan dapat dimanfaatkan secara optimal oleh petani. Penelitian ini bertujuan untuk mengukur ICT <em>literacy</em> petani melalui evaluasi kuesioner berdasarkan <em>framework</em> ETS (<em>Educational Testing Service</em>). Ukuran sampel yang digunakan adalah 30 petani kedelai. Dari 30 responden, 73% petani telah menggunakan HP,13 % komputer dan 7% internet. ICT <em>proficiency</em> petani dalam penggunaan HP, komputer dan internet adalah 59%, 21% dan 18%. Hal ini menunjukkan bahwa HP merupakan tool yang tepat untuk penerapan ICT dibidang pertanian. ICT yang dapat dikembangkan oleh <em>developer</em> untuk diterapkan langsung kepada petani sebagai <em>user</em> utamanya hanya berbasis SMS<em> Gateway</em>. Aplikasi berbasis <em>website</em> dan <em>mobile</em> belum dapat diimplementasikan langsung kepada para petani karena sebagian besar petani belum menggunakan <em>smartphone</em> dan penggunaan komputer serta internet masih cukup rendah.</p><p>Kata kunci: evaluasi ICT, ICT, ICT literacy, ICT petani, ICT proficiency</p>