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Artykuły w czasopismach na temat „ICT use”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Rekha, Sandeep Kale. "Use And Application Of ICT In Libraries." International Journal of Advance and Applied Research 10, no. 1 (2022): 247 to 250. https://doi.org/10.5281/zenodo.7184959.

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<em>ICT has key Impact and effect in the environment of library and Information Centers. The libraries are now well equipped with ICT Infrastructure and Staff also using ICT for caring out different library activities .Due to ICT it is possible for libraries to provide right information to right user at right time form the globally distributed resources. Information communication Technology (ICT) and Web Technologies have changed the traditional concept of libraries. Today the Digital world is Concerned with creation, sharing and using information in digital form.21<sup>st</sup> century the bo

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Dar, Wahid Ahmad, and Kounsar Jan. "Student ICT Use Motives." International Journal of Cyber Behavior, Psychology and Learning 11, no. 4 (2021): 1–20. http://dx.doi.org/10.4018/ijcbpl.288498.

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Research on the second-level digital divide suggests that motivational factors are crucial for its comprehensive understanding. However, the literature survey indicates a lack of research on ICT usage motives and their relation with student alienation. Using data from an offline survey on university students, this study establishes psychometric properties of student's ICT usage motive scale in the Kashmiri context. Based on SCT theory, the scale distinguishing between three underlying ICT usage motives: socialising, Instrumental and mood management, with the latter two motives negatively corre

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Vrasidas, Charalambos, Irineos Pattis, Petros Panaou, et al. "Teacher Use of ICT." Proceedings of the International Conference on Networked Learning 7 (May 3, 2010): 439–45. http://dx.doi.org/10.54337/nlc.v7.9210.

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This paper presents the summary of findings from large-scale evaluations of ICT-related teacher professional development programs run by the Cyprus Ministry of Education and Culture, the Cyprus Pedagogical Institute, and the Centre for the Advancement of Research and Development in Educational Technology (CARDET). More than eleven thousand teachers participated in professional development programs, which focused among others on computer literacy skills, pedagogical knowledge needed for technology integration, infusing technology-based activities in the curriculum, and online learning. In addit

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Dar, Wahid Ahmad, and Kounsar Jan. "ICT Use Behaviour and Student Alienation." International Journal of Virtual and Personal Learning Environments 12, no. 1 (2022): 1–13. http://dx.doi.org/10.4018/ijvple.285600.

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Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socio-economic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student’s ICT use for education

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Atsoglou, Kanella, and Athanassios Jimoyiannis. "Teachers’ Decisions to Use ICT in Classroom Practice." International Journal of Digital Literacy and Digital Competence 3, no. 2 (2012): 20–37. http://dx.doi.org/10.4018/jdldc.2012040102.

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Presented are reports on a pilot study investigating Greek secondary education teachers’ perceptions and attitudes towards current use of ICT as a learning tool in their classroom practice and the possible factors that influence their decisions to integrate ICT in their instruction. The survey presented has adopted the Decomposed Theory of Planned Behavior (DTPB) with certain modifications a) to assess teachers’ beliefs of the potential of ICT to support classroom learning activities, and b) to better understand teachers’ decisions to adopt ICT as learning tool in classroom practice. A Likert-

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Luboslav, Szabo, Romanova Anita, Bolek Vladimir, and Zelina Michal. "Intensity of ICT use by managers of agricultural enterprises." Agricultural Economics (Zemědělská ekonomika) 63, No. 11 (2017): 485–92. http://dx.doi.org/10.17221/132/2016-agricecon.

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The growing importance and relevance of ICT in business increases the dependence of business entities on ICTs, to which the managers of agricultural enterprises need to pay the necessary attention. The penetration of ICTs also affects the companies that do business in the area of agriculture. High quality and accessible information today has a strategic economic and social importance for the management of this sector; therefore, the use of ICTs by the company managers is becoming an essential part of their daily lives. In their work, the managers of agricultural enterprises most often use a pe

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Reschová, S., D. Pokorová, Z. Nevoránková, and J. Franz. "Monoclonal antibodies to bovine coronavirus and their use in enzymoimmunoanalysis and immunochromatography." Veterinární Medicína 46, No. 5 (2001): 125–31. http://dx.doi.org/10.17221/7869-vetmed.

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Two monoclonal antibodies (MAb) to the outer structural protein E2 (spike peplomeric protein) and two MAb to the inner capsid protein N of bovine coronavirus (BCV) were prepared and identified by Western blotting to be used for increasing the specificity and sensitivity of BCV detection. The MAb were checked by the haemagglutination inhibition test and immunoperoxidase tests and no cross reactivity with rotavirus was demonstrated by the immunoperoxidase test and ELISA. A mixture of all the four MAb at predetermined optimum concentrations was first used in sandwich ELISA and then, in combinatio

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Ahn, Seonghun, and Kyounghwa Chae. "Correlation Analysis on ICT Literacy Level and Difference of Habit to Use ICT." Journal of The Korean Association of Information Education 20, no. 3 (2016): 303–12. http://dx.doi.org/10.14352/jkaie.20.3.303.

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Hasan, Fahim, M. Hammadur Rahman, Mohammad Jiaul Hoque, et al. "Farmers’ awareness on use of ICT in farm practices." Asian-Australasian Journal of Bioscience and Biotechnology 4, no. 1 (2019): 34–47. http://dx.doi.org/10.3329/aajbb.v4i1.64925.

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The main purpose of the study was to understand the extent of awareness of farmers on use of ICT in farm practices. At the same time, important factors were identified those could contribute to farmers‟ awareness on use of ICT. The study was conducted in the existing CIG of Ishwarganj upazila in Mymensingh district. Data were collected from 110 CIG farmers in the selected upazila during the period from 03 October to 05 November, 2018 by using a pre-tested structured interview schedule. Farmers‟ awareness was measured by checking extent of their extent of awareness of seven selected ICT service

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Mafara, R. M., and N. H. Adamu. "Challenges of ICT Use by Teachers and Students on Online Study during School Closure amidst COVID-19 Pandemic." Zamfara International Journal of Education (ZIJE) 3, no. 1 (2023): 1–18. https://doi.org/10.5281/zenodo.8367630.

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ICT-based learning is kind of learning that use Information and Communication Technology (ICT) to foster, optimize, enhance and support gaining knowledge. Covid-19 has caused the full transformation to ICT-based learning. This study aimed to investigate the advantages, opportunities and challenges of ICT-BL during the pandemic. Systematic analysis of the qualitative results indicated that possibility of Online learning, saving time and money, communication and motivation tool, usage of social media, sharing and processing the knowledge and improving the quality of education were the highest ra

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

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The use of ICT in educational settings is a catalyst for change. The paper has sought to explore the role of ICT in education as we progress into the 21st century. The first phase focuses on the conceptual framework of the use of ICT in education. In this model the dependent variable is education and its sub variables are educational level of teachers and students which is directly affected by the independent variables which are the use of ICTs, ICT infrastructure and staff development. The second phase is the pilot study to answer two major questions: (i) Is ICT mandatory or voluntary at your

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Pardede, Parlindungan. "Secondary School Students’ Perception of ICT Use in EFL Classroom." JET (Journal of English Teaching) 6, no. 3 (2020): 246–59. http://dx.doi.org/10.33541/jet.v6i3.2215.

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Its huge potential to facilitate learning has made information and communication technology (ICT) use grow as one of the main advancements in the education sector in the 21st Century. This study aims at exploring secondary school students’ perceptions of ICT use in the EFL classroom. To achieve the objective, 197 students in 15 secondary schools located in Jakarta, Depok, and Bekasi were surveyed using a questionnaire. The data obtained were analyzed employing the descriptive analysis technique. The results showed that the participants’ perception was positive and high in some dimensions of IC

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Gbughemobi, B.O., E.E. Umebali, and D.C. Nkamigbo. "Socioeconomic determinants and availability of ICT for use among small holder rice farmers in Southeast, Nigeria." International Journal of Environmental & Agriculture Research 7, no. 10 (2021): 07–15. https://doi.org/10.5281/zenodo.5624357.

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<strong>Abstract</strong><strong>—</strong> The study examined socioeconomic determinants and availability of ICT for use among small holder rice farmers in Southeast, Nigeria. Specifically, it described enterprise characteristics of the farmers, ICT availability to rice farmers, enterprise characteristics and their level of use of ICT. Data were collected with a well-structured questionnaire from 476 randomly selected rice farmers and were analyzed using a combination of analytical tools such as descriptive statistics, Tobit regression, Analysis of variance, correlation and z-test. The

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Pilat, Dirk, Franck Lee, and Bart van Ark. "Production and Use of ICT." OECD Economic Studies 2002, no. 2 (2003): 47–78. http://dx.doi.org/10.1787/eco_studies-v2002-art9-en.

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

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The present research paper discusses the use of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities’ to the generation that missed them in t

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Lee, Chei Sian, and Mary Beth Watson-Manheim. "Perceived Risks and Ict Use." Journal of Computer Information Systems 54, no. 2 (2014): 16–24. http://dx.doi.org/10.1080/08874417.2014.11645682.

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Cogill, Julie. "You can use ICT to …" 5 to 7 Educator 2006, no. 15 (2006): 15. http://dx.doi.org/10.12968/ftse.2006.5.3.20772.

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Siraj-Blatchford, John, and Kimberly Caroline Smith. "Use ICT to support thinking." Early Years Educator 11, no. 9 (2010): 22–26. http://dx.doi.org/10.12968/eyed.2010.11.9.45924.

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Kumar, Jitendra, and Priya Soni Khare. "ICT: USE, VIEWS AND IMPACT." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 53 (2022): 13464–75. http://dx.doi.org/10.21922/srjhsel.v10i53.11648.

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The end of the twentieth century is marked by change, of revolutionary scope and scale, characterized by a series of transformations, such as technological convergence and world-wide media coverage, not to mention the globalization of their content. These in turn are leading the way to a true revolution, based on information and knowledge. This change is of immense significance, for they imply a break with the past, heralding a new era of economic, social and cultural development fundamentally different from anything that has gone before. Information now plays an increasingly important part in

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Sawant, Mr. Kamalakar Madhukar. "Use of ICT in Libraries." Journal of Research & Development 15, no. 20 (2023): 28–29. https://doi.org/10.5281/zenodo.10155969.

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<strong>Abstract:</strong>Paper deals with application of ICT tools and techniques in academic libraries in present scenario. The new information technologies can potentially support a number of traditional and non-traditional library services. Because of ICT developments, the library environment has changed from a traditional model to a modern library. The structure, management, and retrieval of information have also changed in the ICT era. The impact of the Web-based learning and teaching environment has affected all facets of library and information services in academic libraries, providing

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SHIDLINGASWAMY., P. M. "Relationship of Awareness of ICT, Use of ICT, Attitude towards ICT with Teaching Effectiveness." International Journal of Arts and Social Science 3, no. 3 (2023): 302–12. https://doi.org/10.5281/zenodo.7721745.

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Information and Communication Technology (ICT) is the buzzword today everywhere as the world has entered into an information and communication age. Computers have proliferated, becoming increasingly fast, powerful, small and cheap, so that now there is scarcely a human activity in which they are not to be found, bearing an increasing share of the burden of repetitive information processing activities. Now, information cannot only be stored, retrieved, communicated, and broadcasted in enormous quantities and at phenomenal speeds, but it can also be rearranged, selected and transformed, of the h

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Dang, Xuan Thu, Howard Nicholas, and Ramon Lewis. "ICT Training and ICT Use among Vietnamese Foreign Language Teachers." Ubiquitous Learning: An International Journal 5, no. 3 (2013): 13–24. http://dx.doi.org/10.18848/1835-9795/cgp/v05i03/40374.

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Zubković, Barbara Rončević, Rosanda Pahljina-Reinić, and Svjetlana Kolić-Vehovec. "Predictors of ICT Use in Teaching in Different Educational Domains." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 145. http://dx.doi.org/10.26417/ejser.v11i2.p145-154.

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This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of

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Zubković, Barbara Rončević, Rosanda Pahljina-Reinić, and Svjetlana Kolić-Vehovec. "Predictors of ICT Use in Teaching in Different Educational Domains." Humanities Today: Proceedings 1, no. 1 (2022): 75–91. http://dx.doi.org/10.2478/htpr-2022-0006.

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Abstract This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first

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qizi, Omonillayeva Maxfuza Ilyosjon, and Ozoda Soipova. "EFFECTIVE USE OF ICT IN TEACHING NOUNS IN PRIMARY SCHOOL CLASSES." American Journal of Philological Sciences 4, no. 11 (2024): 125–30. http://dx.doi.org/10.37547/ajps/volume04issue11-23.

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In modern education, it is crucial to deliver knowledge using new pedagogical tools in addition to traditional methods. To enhance cognitive development, improve the quality of education, and increase students' interest, it is necessary to effectively utilize information and communication technologies (ICT). In Uzbek language lessons, using ICT tools in teaching the noun word class not only increases student activity but also significantly improves their understanding. This article analyzes the importance of ICT in teaching nouns, its methods of use, and its role in developing students' langua

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Joshi, Bishnu Maya, and Shambhu Prasad Khatiwada. "Teachers’ Characteristics, ICT Use and Educational Outcomes." Teacher Half-Yearly Journal 17, no. 1 (2025): 63–81. https://doi.org/10.3126/thj.v17i1.77840.

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The integration of Information and Communication Technology (ICT) into education has gained momentum due to its potential to revolutionize teaching and learning. However, the success of ICT implementation relies heavily on various factors related to teachers' attitudes, skills, and beliefs toward technology use. This study sought to examine the relationship between teachers' characteristics, their use of ICT, and its impact on educational outcomes. A systematic review was conducted, identifying 17 high-quality studies that met rigorous methodological criteria. The analysis revealed that teache

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Bhandari, Bhim Lal, and Sabina Bhandari. "Use of ICT in English Language Teaching Classroom." Vox Batauli 9, no. 01 (2024): 24–36. http://dx.doi.org/10.3126/vb.v9i01.70397.

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Information Communication Technology (ICT) in teaching and learning is indispensable for improving teachers' professional skills in English language teaching (ELT). This paper examines secondary English language teachers' experiences in using ICT in teaching English in Nepal. The extensive semi-structured interview as a key information-gathering strategy under the phenomenological research method was employed to explore the participants’ experiences in applying ICT skills in teaching English. Four English language teachers who had been using ICT in teaching for at least two years were selected

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Suet Yet, Tam, and Nooreen Binti Noordin. "The Use of ICT among Pre-Service English Language Teachers." International Journal of English Language Education 5, no. 1 (2017): 100. http://dx.doi.org/10.5296/ijele.v5i1.10779.

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Information Communications and Technology (ICT) was first introduced through the Smart School project in 1997. Results from past studies on teachers’ use of ICT were mixed whereby their confidence in using ICT and their use and integration of ICT in their classroom practice were incoherent. Hence, this study intends to investigate the confidence level and skills of current pre-service teachers in teaching the English language through the use of ICT. Forty six pre-service English language teachers were selected purposively from a local university and a teacher training college, based on these f

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Yumnam, Rosy. "THE USE OF ICT IN ESL CLASSROOMS IN MANIPUR." Social Sciences, Humanities and Education Journal (SHE Journal) 2, no. 2 (2021): 147. http://dx.doi.org/10.25273/she.v2i2.8898.

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<p>The use of Information and Communication Technology (ICT) in education has increased manifold in the present times. The role and use of ICT as a tool for English Language Teaching (ELT) is increasingly explored by educators as they assist in creating collaborative and independent learning environment. ICT plays a pertinent role in enhancing motivation, creativity and critical thinking of the learners. In the study, the attitudes of the students and teachers of the secondary schools of Manipur, a state in northeast India towards using ICT in teaching and learning English language are i

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Poudel, Gajendra. "Use of ICT in Teaching Conic Section." Journal of Aadikavi 12, no. 1 (2023): 16–26. http://dx.doi.org/10.3126/joaa.v12i1.65810.

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This study entitled “Use of ICT in conic section: An experimental study” is an experimental research. ICT can be applied in conic sections which include parabola, ellipse, hyperbola, circle etc. For graphics and visualisation, geometric modelling, optics and imaging, satellite orbits, signal processing, engineering design, architectural design; ICT is used. The objectives of the study was “to compare the achievement of students taught by using ICT software and conventional teaching method while teaching conic section of grade XII.” The research was based on Vigotski’s constructivist view of le

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Adhawiyah, Rabiatul, and Mohammad Salehuddin Salehuddin. "The Ability of Kindergarten Teacher to Use Information and Communication Technology." Psikoborneo: Jurnal Ilmiah Psikologi 11, no. 2 (2023): 279. http://dx.doi.org/10.30872/psikoborneo.v11i2.11531.

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In the 21st century, teachers are required to have the characteristics of cooperation, creativity, critical thinking, and communication. This demand needs to be supported by the ability to use ICT (information and communication technology) for kindergarten teachers who play a role in educating and educating students well according to the times, but there are still teachers who do not understand and do not have ICT skills. This study aims to describe the ability of kindergarten teachers to use ICT. The method used is descriptive quantitative with data collection using surveys. The research subj

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Dr., S. N. Vijaya Kumari, and D'Souza Flavia. "SECONDARY SCHOOL TEACHERS' DIGITAL LITERACY AND USE OF ICT IN TEACHING AND LEARNING." International Journal of Computational Research and Development 1, no. 1 (2016): 141–46. https://doi.org/10.5281/zenodo.220927.

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The rapid growth in the field of Information, Communication and Technology (ICT) in the past decade has highly influenced the teaching-learning process in Secondary Schools. In addition, student life too now-a-days is incomplete without technology around them. Be it in urban or rural parts of India, learning is no more time-bound and place-bound both for teachers and students in the presence of digital devices and internet. However, the challenge of today’s educators is to exploit such intimacy of students with technology devices to develop constructive learning in students. For successful int

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Rimba, Catherine, and Albert Tarmo. "Teachers’ beliefs and their effects on the use of ICT in teaching science and mathematics in Tanzania." Papers in Education and Development 42, no. 2 (2025): 1–21. https://doi.org/10.56279/ped.v42i2.special.1.

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This study investigated secondary school teachers’ beliefs about ICT use and their espoused use of ICT in teaching science and mathematics. Specifically, the study examined the relationship between teachers’ beliefs about ICT use and their espoused use of ICT in teaching science and mathematics. It further assessed the effect of teachers’ beliefs about ICT use in teaching science and mathematics. The study employed a cross-sectional survey design, involving 172 randomly selected science and mathematics teachers from Kibaha District in Pwani Region, Tanzania. The findings revealed that teachers

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Alshammari, Yousef, Omran Alharbi, and Awatif AlMutairi. "Pre-service Teachers' Use of ICT in Saudi Education: Literature Review." Advances in Social Sciences Research Journal 9, no. 7 (2022): 668–72. http://dx.doi.org/10.14738/assrj.97.12762.

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Various technological tools are commonly used in education, due to rapid advances in the Information and Communications Technology (ICT) field. In recent years several institutions and schools in Saudi Arabia have started using ICT in the classroom. The purpose of this review is to assess the available literature to establish the extent of pre-service teachers' understanding of ICT and the level of ICT use in Saudi education, over the last decade. The findings show that pre-service teachers seem to lack the necessary level of technical knowledge to use ICT effectively in the classroom. The res

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Solihin, O., Y. Mogot, T. Rohmawati, and Yasundari. "The Use of ICT by SME Shoe Crafters in Cibaduyut." Proceeding of International Conference on Business, Economics, Social Sciences, and Humanities 6 (March 31, 2023): 1189–94. http://dx.doi.org/10.34010/icobest.v4i.497.

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The era of information and communication technology (ICT) advancement has brought changes to various sectors of life. This study aims to analyze the utilization of ICT by shoe crafters in Cibaduyut, Bandung. A case study was conducted on several shoe crafters in Cibaduyut as small and medium-sized enterprises. Data collection methods included in-depth interviews and field observations. The results showed that the majority of shoe crafters in Cibaduyut have utilized ICT. For them, ICT provides benefits such as faster access to information, increased operational efficiency, improved competitiven

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Gündoğdu, Serhat. "Perceptions of Families on ICT Use of Pre-School Children in Turkey." Theory and Practice in Child Development 3, no. 2 (2023): 52–70. http://dx.doi.org/10.46303/tpicd.2023.12.

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The present qualitative study was conducted to investigate the perceptions of families regarding the use of ICT by preschool children in Turkey. The study group was created by snowball sampling method and consisted of 40 parents. An interview form which included semi-structured interview questions was used for data collection. Content analysis, which is one of the qualitative research data analysis methods, was used for data analysis. The results showed that tablets were the electronic device owned by most children, children mostly used television, children used ICT more when they are with the

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Umarova, Fotima Abdurakhimovna. "USE OF MODERN INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE TRAINING OF DESIGNERS." Journal of Central Asian Social Research 01, no. 01 (2020): 34–44. http://dx.doi.org/10.37547/jcass/volume01issue01-a4.

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The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies (ICT). This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of designers, increasing students' interest in the educational process and the ability to apply their knowledge in practice in

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McCormick, Robert. "Learning and the use of ICT in the classroom." Educational and Child Psychology 18, no. 3 (2001): 6–19. http://dx.doi.org/10.53841/bpsecp.2001.18.3.6.

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AbstractThis paper examines the context for the use of information and communications technology (ICT) in the classroom, through the development of the technology itself, the government’s policy of funding hardware and the Lottery New Opportunities Fund ICT training of all teachers in the UK. The paper suggests that ICT has the potential to open up new opportunities that may call into question traditional views of learning and knowledge. Participatory views of learning are examined as a basis for considering how ICT can be exploited to the full. An important result of a participatory view is c

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Rassy, Jessica, Cécile Bardon, Luc Dargis, et al. "Information and Communication Technology Use in Suicide Prevention: Scoping Review." Journal of Medical Internet Research 23, no. 5 (2021): e25288. http://dx.doi.org/10.2196/25288.

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Background The use of information and communication technology (ICT) in suicide prevention has progressed rapidly over the past decade. ICT plays a major role in suicide prevention, but research on best and promising practices has been slow. Objective This paper aims to explore the existing literature on ICT use in suicide prevention to answer the following question: what are the best and most promising ICT practices for suicide prevention? Methods A scoping search was conducted using the following databases: PubMed, PsycINFO, Sociological Abstracts, and IEEE Xplore. These databases were searc

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Taylor, Dan, and Gary Packham. "Social Inclusion through ICT: Identifying and Overcoming Barriers to ICT Use." Strategic Change 25, no. 1 (2016): 45–60. http://dx.doi.org/10.1002/jsc.2046.

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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjeily. "Lebanese Secondary Physics Teachers’ Attitudes Towards the Use of ICT." International Journal of Learning and Teaching 11, no. 1 (2019): 8–27. http://dx.doi.org/10.18844/ijlt.v11i1.3891.

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ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the

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Turel, Vehbi, Sinan Calık, and Adem Doganer. "Tertiary Students' ICT Self-efficacy Beliefs and the Factors Affecting Their ICT-Use." International Journal of Information and Communication Technology Education 11, no. 2 (2015): 90–104. http://dx.doi.org/10.4018/ijicte.2015040108.

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This study looked at tertiary (i.e. undergraduate /a four-year degree) students' information and communication technology (ICT) self-efficacy beliefs and their level in use of certain common programmes at a newly established (i.e. 2007) university in Turkey in the spring of 2012. The study examined the tertiary students' (a) demographic background, (b) their ICT self-efficacy beliefs and (c) their ICT-using level in certain common programs. The students at three different departments were given the questionnaires to complete. 363 participants completed them. The study was mostly quantitative a

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Erkulova, Feruza, Umidjon Samandarov, and Guzalkhon Samandarova. "The use of ict in teaching English grammar in secondary schools." International Journal on Integrated Education 3, no. 1 (2020): 129–31. http://dx.doi.org/10.31149/ijie.v3i1.297.

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Nowadays, in every aspect of our life information, communication and technology (ICT) are playing a vital role. Even in the field of education the technological developments have shown great impact on the learners to become innovative and a source for motivating tool towards learning. ICT is often used to talk about computers and other technology use in schools. There are many ways to involve ICT in language teaching. In this article, we discuss the role of ICT and ways of using of ICT in teaching English Grammar in secondary schools.

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Getnet, Endalew, Adem Kedir, and Jemal Yousuf. "Challenges and Prospects of ICT Use in Agricultural Marketing." International Journal of ICT Research and Development in Africa 4, no. 1 (2014): 41–60. http://dx.doi.org/10.4018/ijictrda.2014010103.

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Up-to-date market information on prices for commodities, inputs and consumer trends can improve farmers' livelihoods substantially and have a dramatic impact on their negotiating positions. Information on new marketing opportunities and the market prices of farm inputs and outputs is fundamental to an efficient and productive agricultural economy. The main focus of this study was on Information and Communication Technologies (ICT) use on agricultural marketing. Use of ICT (mobile phone, radio and television) and factors affecting ICT use in agricultural marketing in Eastern Hararghe were the o

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Sulistiyo, Urip, Tubagus Zam Zam Al Arif, Reli Handayani, M. Faruq Ubaidillah, and Mujiyono Wiryotinoyo. "Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning." Journal of Language and Education 8, no. 2 (2022): 17–30. http://dx.doi.org/10.17323/jle.2022.12467.

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Background. The use of ICT in learning English can assist learners to improve their language skills, aside from empowering and motivating them in English language learning. ICT utilization can provide opportunities for collaboration and interaction in the learning process. Purpose. The present study was conducted to examine the motivation, ICT skills, equipment, and attitudes factors towards the use of ICT tools for English learning in English as a Foreign Language (EFL) context. Methods. The quantitative method was applied involving 303 pre-service teachers of English department a

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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.

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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 H

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Kule, Ashirafu Masudi, Mugizi Wilson, Kariisa Henry Ampeire, and Victor Turiabe. "Teacher characteristics and the Use of ICT in Rural Secondary Schools of Bwera Sub County, Kasese District, Uganda." Interdisciplinary Journal of Rural and Community Studies 3, no. 2 (2021): 30–40. http://dx.doi.org/10.51986/ijrcs-2021.vol3.02.04.

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This study investigated the relationship between teachers’ characteristics and their use of ICT in teaching in rural secondary schools located in Bwera Sub County, Kasese District of Uganda. Bwera Sub County is a hard-to-reach rural area in western Uganda. Specifically, the study examined whether teacher characteristics, namely, teachers perceived usefulness, perceived ease of use and teacher ICT competence, influenced teachers’ use of ICT in teaching with the secondary schools. Using the correlational research design, data were collected using a self-administered questionnaire on a sample of

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Sanz, Maria T., Carmen Melgarejo, and Emilia López-Iñesta. "Indicators of knowledge, usefulness, and use of ICT among primary schoolteachers." Journal of Technology and Science Education 13, no. 3 (2023): 917. http://dx.doi.org/10.3926/jotse.1998.

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This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT

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Reinke, Kathrin, and Sandra Ohly. "Double-edged effects of work-related technology use after hours on employee well-being and recovery: The role of appraisal and its determinants." German Journal of Human Resource Management: Zeitschrift für Personalforschung 35, no. 2 (2021): 224–48. http://dx.doi.org/10.1177/2397002221995797.

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Research suggests that work-related use of information and communication technologies (ICTs) after hours involves both harms and benefits for employee well-being. Yet, these findings are mainly based on examining the extent of ICT use as the focal construct of interest. Based on cognitive appraisal theories of stress, we argue that research needs to include individuals’ evaluation of their work-related ICT use after hours as well as the conditions shaping this appraisal to explain double-edged effects of ICT use on well-being. Thus, we investigate (1) how situational and personal factors influ

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Eshete, Petros Bekele. "Pre-Service Teachers' Attitudes Toward ICT Use and ICT Integration Self-efficacy Beliefs." Ethiopian Journal of Business and Social Science 5, no. 1 (2023): 57–69. http://dx.doi.org/10.59122/134f53pv.

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In this modern world, Information and Communication Technology (ICT) is an effective teaching tool. To effectively incorporate technology into the curriculum, teachers need to have the necessary skills, a positive attitude towards technology, and an understanding of how to integrate it into their teaching. This study, thus, aimed to investigate the pre-service teachers' attitudes towards ICT use for teaching, scrutinize their ICT integration self-efficacy beliefs, and examine the association between the teachers' attitude towards ICT use and ICT integration self-efficacy beliefs. A descriptive

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