Relevant bibliographies by topics / Information technology – Study and teaching – Zimbabwe

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

Academic literature on the topic 'Information technology – Study and teaching – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Information technology – Study and teaching – Zimbabwe"

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Nkala, Gugulethu Shamaine, and Rodreck David. "ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY." Oral History Journal of South Africa 3, no. 2 (October 11, 2016): 82–93. http://dx.doi.org/10.25159/2309-5792/340.

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Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups.Â
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Musingafi, Maxwell Constantine Chando, and Christopher Chadenanga. "Information and Communication Technology in Classroom Situations in Rural and Urban Areas in Zimbabwe: A Comparative Study on the Use of Digital and Projected Media in Teaching and Learning at Six Secondary Schools in Masvingo." Review of Information Engineering and Applications 1, no. 2 (2014): 77–92. http://dx.doi.org/10.18488/journal.79/2014.1.2/79.2.77.92.

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Ayeni, Philips O., Blessed O. Agbaje, and Maria Tippler. "A Systematic Review of Library Services Provision in Response to COVID-19 Pandemic." Evidence Based Library and Information Practice 16, no. 3 (September 15, 2021): 67–104. http://dx.doi.org/10.18438/eblip29902.

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Objective – Libraries have had to temporarily shut their doors because of the COVID-19 pandemic, resulting in the provision of online and remote services. This review analyzed services offered by libraries, the technological tools used, and the challenges facing libraries during the pandemic. Methods – This study employed a systematic literature review, following the PRISMA checklist (Moher at al., 2009). The Building Blocks search strategy was employed to search for keywords of concepts in Library and Information Science Abstract (LISA), Library and Information Science Technology Abstract (LISTA), Library Science Database, Web of Science (WoS) core collections, and Google Scholar. A set of inclusion and exclusion criteria was pre-determined by the authors prior to database searching. Quality assessment of included studies was performed using the Mixed Methods Appraisal Tool (Hong et al., 2018). A tabular approach was used to provide a summary of each article allowing the synthesis of results, which led to the identification of eight broad categories of services provided by libraries in included studies. Results – The first set of searches from the 5 databases produced 3,499 results. After we removed duplicates and applied the inclusion and exclusion criteria based on titles and abstracts, 37 potentially relevant articles were identified. Further screening of the full-text led to the final inclusion of 23 articles used for the qualitative synthesis. The majority of the studies were conducted in the United States of America (n= 6, 26.1%), followed by India (n=4, 17%), and China (n=2, 8.7%). The remaining studies were carried out in United Kingdom, Ireland, Canada, Mexico, Romania, Czech Republic, Indonesia, Pakistan, Nigeria, Lesotho, and Zimbabwe. The most common method used in selected studies was the case study (n= 11, 48%), followed by survey (n=7, 30.4%), content analysis (n=4, 17.4%), and mixed methods (n=1, 4.3%). The majority of the studies were carried out in academic libraries (74%), while the rest were based on medical, public, and special libraries. Findings show that the majority of academic libraries in the included studies are providing and expanding access to electronic resources (n=16, 69.6%) and increasing open access resources and services (n=11, 47.8%). More so, most academic libraries are assisting in virtual education and teaching endeavors of faculty and students (n=13, 56.5%). In addition, some medical and public libraries are bolstering public health safety through health literacy (n=12, 52.2%), supporting research efforts, and engaging in virtual reference services, among others. In order to carry out these services, libraries are harnessing several educational, social networking, communication, and makerspaces technologies. Most of the libraries in the included studies reported budgetary challenges, and the need for new ICT infrastructure and Internet service as they move their services online. Conclusion – This review found that libraries are adapting in a number of ways to continue their roles in meeting patrons’ needs in spite of the growing challenges posed by COVID-19 restrictions and lockdown. For libraries to thrive in these trying times, there must be a well-structured approach to ensuring continuity of services. Libraries should prioritize the acquisition of electronic resources as well as increase their efforts to digitize resources that are only available in printed copies. As library services have predominantly shifted online, there should be concerted effort and support from government and funding agencies to equip libraries with the technological facilities needed to provide cutting-edge services. The quality assessment of the included studies shows that there is need for rigor and transparency in the methodological description of studies investigating library services provision in a pandemic. This review provides an overview of the ways libraries have responded to the challenges posed by a global pandemic, and hence will be of use and interest to all librarians especially those in health and academic sectors.
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Al-Haddad, Serina, Betty Thorne, Vikram Ahmed, and William Sause. "Teaching information technology alongside business analytics: Case study." Journal of Education for Business 94, no. 2 (October 2, 2018): 92–100. http://dx.doi.org/10.1080/08832323.2018.1507987.

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Mugwisi, Tinashe. "ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY." Mousaion: South African Journal of Information Studies 33, no. 1 (January 25, 2016): 23–42. http://dx.doi.org/10.25159/0027-2639/842.

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Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.
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Tian, Xian Zhi. "Character-Oriented Education to Success Information Technology Self-Study Center." Advanced Materials Research 108-111 (May 2010): 985–92. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.985.

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In the present day, many universities have put their efforts on teaching reform. As for linguistic teaching reform, many teachers have probed into reform measures concerning character-oriented education to success and information technology. Therefore, the author has put her focus on linguistic teaching reform of independent college . Thus, zero-approach teaching mode and self-study center become her study focuses in the paper. The author tries her best to study relationships among them and tries to improve linguistic teaching reform in independent college.
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Wang, Hong-Mei. "Study on promoting quantum mechanics-teaching modernization by information technology." Natural Science 02, no. 02 (2010): 112–14. http://dx.doi.org/10.4236/ns.2010.22018.

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Munyoka, Willard. "Electronic government adoption in voluntary environments – a case study of Zimbabwe." Information Development 36, no. 3 (July 28, 2019): 414–37. http://dx.doi.org/10.1177/0266666919864713.

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Many governmental organisations across the world are progressively implementing electronic government systems to enhance their back-office operations and offer better and efficient services to citizens. Zimbabwe is not an exception to this e-government wave. Previous studies note that the acceptance and utilisation of e-government systems by citizens in Zimbabwe remains suboptimal, sluggish and problematic due to several factors. This study sought to establish the effect of seven predictor variables on citizens’ behavioural intentions to use e-government systems in Zimbabwe. Drawing from the extended Technology Acceptance Model (TAM2), extended Unified Theory of Acceptance and Use of Technology (UTAUT2), Framework for National and Donor Action, and e-Government Trust model as theoretical underpinnings, this study proposed a conceptual framework to predict citizens’ behavioural intentions on e-government. Survey data for testing the conceptual framework were collected from 247 respondents in Zimbabwe using structured questionnaires. Confirmatory factor analysis using IBM AMOS structural equation modelling method was conducted to establish the structural model fit of the proposed model. Findings of this study establish that eight of the hypothesised constructs explain 89% of the discrepancies of behavioural intention to demonstrate good predictive power of the proposed model in voluntary environments. Thus, level of education, facilitating conditions, e-government awareness, price value; privacy, security and trust; political self-efficacy and influence were all confirmed as salient predictors of e-government adoption. These findings provide invaluable insights and pointers to practitioners and policy-makers on e-government implementation and may guide further research on e-government adoption in voluntary environments.
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Tian, Xian Zhi. "A Brief Study on Teaching Materials Reform Based on Modern Information Technology." Advanced Materials Research 219-220 (March 2011): 1716–19. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1716.

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With the development of teaching reform,some measures have been adopted to change the traditional teaching mode to improve learning efficiency of students. In fact, students are also required to learn autonomously by themselves with some methods. During the course of teaching reform, teachers and students are regarded as the main elements for teaching reform. But teaching materials are the connected elements for teachers and students. Due to the connection role, teachers and students can play their own roles effectively and independently. In the paper, the author tries her best to dig out effective measures to improve teaching materials reform, thus the author hopes to reflect teaching charming through teaching materials.
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Zhan, Xiao, Xi Wang, and Ying Wu. "Study on Innovative Instruction Technology in Manufacturing Engineering." Applied Mechanics and Materials 484-485 (January 2014): 202–5. http://dx.doi.org/10.4028/www.scientific.net/amm.484-485.202.

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Teaching environment has changed a lot under information-based society today, educational circle has been advocating that we should reach the most optimization in respect of using innovative instruction technology teaching means, and the aids of teaching media, and playing the role of modernization teaching facilities largely depends on the ability that the teacher uses education technology of capacity, this article illustrates the difference and contact between education technology and information technology this article gives some advice on training based on the reflection of innovative instruction technology capacity in manufacturing engineering
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Dissertations / Theses on the topic "Information technology – Study and teaching – Zimbabwe"

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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.

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As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in their usual teaching/learning ambience, referred to as natural settings in this study. Using activity theory as a theoretical lens, multiple case studies were chosen as a strategy using 10 schools, 15 Physics teachers, 20 A-level Physics students and 10 ICT teachers (computer specialists). Questionnaires, observations and informal and focus group interviews were used to elicit responses from students, teachers and computer specialists. It emerged from the case studies that despite the presence of apt ICT infrastructure in the schools and although the teachers had a positive attitude towards the use of ICT for teaching and learning of Physics, teachers were apathetic when it came to the actual use. Some of the reasons militating against use were lack of an ICT policy, school authority, and monopoly of computers enjoyed by computer studies teachers. However among students there were ‘early starters’ who used ICTs outside of school, a situation that tended to change the Physics learning environment. These findings led to a proposal for a post of Computer Specialist (CS) in the schools. The need for developing ICT policy at all levels namely national, Ministry of Education and the school was also proposed. Lastly staff development in the use ICT for Physics teachers was proposed as indispensable.
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Chipo, Dzikite. "The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2127.

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Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
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Gonzalez, Cesar Augusto Gonzalez. "Teaching math with technology| A study of teachers' attitudes and beliefs." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646786.

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Today's economy is driven by information technology (IT). Education and business should come to an agreement that functional technology skills should be integrated with core academic courses to create an educational system that truly prepares workers for the 21st Century. The business realm theoretical foundation for this study laid on the match/mismatch established between technology—math education and business' readiness—[math] skills. The level of education and skills of workers needed by business and industry has increased. Nonetheless, scholars underlined the belief that the skills workers possess are generally not sufficient for the demands of the more sophisticated jobs in today's economy. With this study this researcher pretended to fill the gap in the literature by examining the hypothesis that poor education results in low skills is hampering U.S. businesses and the disparity between what employers need and what workers offer is getting serious enough. Within this investigation the researcher tested for first time three theories: the AST/TML theory, the TAM theory, and the Constructivist theory, whereas having behind scenes K-12's mathematics arena. This study found that "there is no statistically significant relationship between the degree to which teachers accept new technologies and technology usage in mathematics instruction" and that "teachers' individual affective reactions to technology toward integrating computers and technology into math instruction are not related to readiness skills." However, a Post Hoc analysis demonstrated that at least for one of the individual predictors, problem solving construct scores, the null hypothesis was rejected. It means in a long path to academic success, small waves of effectiveness in education are penetrating the sandy beaches of skills. Additionally, this researcher confirmed some scholars' assertion about Confirmatory Factor Analysis, which described that sample sizes smaller than 100 as dangerous and recommended using sample sizes larger than 200 for safe conclusions. Finally, the researcher tested and validated the Technology-Mediated Learning (TML) theory while adding his research positive conclusion(s) to the body of knowledge.

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Mak, Yee-chi. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23436700.

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Mak, Yee-chi, and 麥綺慈. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196252X.

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Horlik, Veronika. "The river : the relevance of craft disciplines in our information technology-driven society." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98932.

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This thesis addresses the relevance of craft disciplines in our present-day world, one that is driven largely by information technology. It is an examination of the contemporary value, benefits and importance of making objects 'by hand' from the perspective of both the craftsperson and the people who take pleasure in craft objects. In the thesis, craft is interlinked with an issue of time, more precisely, with the need for slowing down in order to live and work at a variety of speeds or rhythms. The impact of this on our understanding of learning, in the formal education system and beyond, is central.
The thesis draws on a variety of sources from contemporary education and economic theories to craft philosophies of the past and issues relating to the current international Slow movements which urge us to enjoy the sensual, visual and tactile pleasures of life.
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Ketterer, Kimberley Anne. "Second language immersion, integrated curriculum, constructivism, and information technology : a case study of the blending of frames through the lens of information technology /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998039.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.
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Turns, Jennifer. "Supporting engineering education with information technology : the case of instructional design experiences." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/24942.

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Alkhawaldeh, Mustafa. "Information and communication technology (ICT) : practice within Jordanian early years education." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678628.

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This study investigates the current status of integration and implementation of ICT practice in Jordanian kindergartens, stakeholders' understanding of policy recommendations for ICT integration, obstructions to the implementation of ICT practices in ECE, and the types of ICT practices used in ECE and their effects on children's development.
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方偉雄 and Wai-hung Raymond Fong. "Implementation of information and communication technology in chemistry classrooms: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256223.

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Books on the topic "Information technology – Study and teaching – Zimbabwe"

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Jayne, Roper, ed. Teaching information technology 14+. Maidenhead: Open University Press, 2010.

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Rackham, Tony. GCSE information technology. London: Letts Educational, 1997.

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Ennals, J. R. Taking responsibility: Information technology. London: Pluto Press, 1994.

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Doyle, Stephen. GNVQ advanced information technology. Cheltenham: Stanley Thornes, 1997.

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Peter, Bishop. Revise GCSE information technology. London: Hodder & Stoughton, 1997.

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Scaife, Jon. Information technology in science and technology education. Buckingham: Open University Press, 1993.

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Devarajan, G. Readings in information science and information technology. New Delhi: Ess Ess Publications, 2011.

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Trend, Roger. Information and communications technology. London: Letts Educational, 1999.

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Knott, Geoffrey. Information technology, GNVQ Intermediate. Sunderland: Business Education, 1998.

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Hampshire (England). Education Department. Education Department. Inspection and Advisory Support Service. Information technology in the curriculum: A guideline. (Winchester): Hampshire Education, 1990.

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Book chapters on the topic "Information technology – Study and teaching – Zimbabwe"

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Chi, Wencheng, and Zhen Wang. "Study on the Application of Multimedia Technology in English Teaching." In Information and Business Intelligence, 221–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29087-9_33.

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Lorenz, Birgy, and Kaido Kikkas. "Challenges in Mobile Teaching and Safety – A Case Study." In IFIP Advances in Information and Communication Technology, 12–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37285-8_2.

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Qin, G. H., and H. C. Ye. "Reformation and Study on Practical Teaching in Mechanical Manufacturing Technology." In Communications in Computer and Information Science, 89–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24022-5_14.

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Feng, Xitao. "Study about Integration of Information Technology and Primary Mathematics Teaching." In Advances in Intelligent and Soft Computing, 407–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_64.

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Zhang, Bin. "Study on Teaching Reform for University Computer Information Technology Curriculum." In Lecture Notes in Electrical Engineering, 769–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35470-0_95.

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Tejasvee, Sanjay, and Manoj Kuri. "Linking and Digital Story Telling Approach in Teaching Towards Enhancing and Engagement of Smart Study." In Advances in Information Communication Technology and Computing, 173–79. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5421-6_17.

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Cao, Yonghua, Yinhao Gao, Xuwen Guo, and Lianfeng Zhang. "Study of University Physics Teaching Based on Information Technology with Education Practice." In Advances in Computer Science, Intelligent System and Environment, 1–5. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23753-9_1.

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Yong, Zhang, and Sayedeh Parastoo Saeidi. "The Study on International Business Negotiation Strategy Based on Incomplete Information." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 141–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_21.

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Zhang, Min, Zhongchao Hao, and Xiaojie Liu. "Study on Training Mode for Applied Undergraduate Talents in Electronic Information-Majors." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 277–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_39.

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Maheshwari, Shikha, Suresh Kumar, Naresh Kumar Trivedi, and Vijay Singh Rathore. "Innovative Classroom Activity with Flipped Teaching for Programming in C Course—A Case Study." In Proceedings of Fifth International Congress on Information and Communication Technology, 247–52. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5856-6_24.

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Conference papers on the topic "Information technology – Study and teaching – Zimbabwe"

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"Study on Computer-assisted English Teaching." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.088.

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"Study of Business Japanese Teaching Reform." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.037.

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Ge, Mei. "Study on Teaching Model for Translation Teaching Practice of College English." In 2013 International Conference on Information, Business and Education Technology (ICIBET-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icibet.2013.295.

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"Study on Application of "Output-oriented Teaching Method" in College English Teaching." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.238.

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Jin, Haiwei. "Study on Evaluation Method of Practical Teaching: A Practical Teaching Test Analysis." In 2010 IEEE 10th International Conference on Computer and Information Technology (CIT). IEEE, 2010. http://dx.doi.org/10.1109/cit.2010.362.

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Xinfeng, Xia, and Lv Weiwei. "Study of Experimental Teaching Mode Based on OBE." In 2021 10th International Conference on Educational and Information Technology (ICEIT). IEEE, 2021. http://dx.doi.org/10.1109/iceit51700.2021.9375563.

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Xin, Yang. "Study on the Distributed English Teaching Information System Design." In 2016 Eighth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2016. http://dx.doi.org/10.1109/icmtma.2016.160.

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Zhang, Chongming, Yanfei Zhu, Chunmei Wang, Yang Luo, and Chuanjiang Li. "Blended Teaching Based on Multiple Teaching and Learning Platforms: A Case Study of Programming Course." In 2021 10th International Conference on Educational and Information Technology (ICEIT). IEEE, 2021. http://dx.doi.org/10.1109/iceit51700.2021.9375587.

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Wang, Jinfeng. "Applied Study on Information Technology and College English Teaching Integration." In 2011 2nd International Symposium on Intelligence Information Processing and Trusted Computing (IPTC). IEEE, 2011. http://dx.doi.org/10.1109/iptc.2011.66.

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Liu, Xiaohong, Yan Wang, and Xiaohong Du. "Study on Individualized Teaching Model based on Multimedia Technology." In 2007 First IEEE International Symposium on Information Technologies and Applications in Education. IEEE, 2007. http://dx.doi.org/10.1109/isitae.2007.4409262.

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