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While mastering technology and industry convergence are essential for firms across a growing number of industries, convergence is often rapid and abrupt, challenging firms to develop appropriate strategic responses. Focusing on the historical convergence between information technology and communication technology, we examine the microlevel behaviors of scientists initiating and driving convergence. Analyzing a bibliometric dataset of 257 641 scientific articles, we demonstrate how industry convergence manifests in a microlevel scientific convergence, preceding industry convergence by several decades. Our article contributes to the literature on convergence by developing new bibliometric measures for scientific convergence, and by contrasting microlevel behaviors that underpin convergence. Based on our findings, we offer a set of methods and strategies to assist managers in technology-based businesses with anticipating and responding to convergence in a timely manner., IEEE Transactions on Engineering Management, 70 (4), ISSN:0018-9391, ISSN:1558-0040

Ante la situación del COVID-19 y la implementación del Plan “Universidad en Casa”, en Venezuela, se generó un cambio abrupto de modalidad que conllevó a un proceso de Enseñanza Remota de Emergencia por parte de los profesores de lengua extranjera (LE). A fin de lograr la transformación de las prácticas universitarias para una adecuada integración de las TIC y/o adopción de una modalidad virtual o mixta, es necesario que se revisen las experiencias docentes durante la pandemia y se propicie la reflexión en torno a estas. Por ello, la presente investigación parte de un enfoque mixto, bajo un diseño de campo descriptivo, para el análisis de las experiencias de siete (07) profesores universitarios de LE, las cuales fueron recogidas a través de una encuesta y el instrumento del cuestionario. Los datos recolectados mostraron una actitud favorable hacia la integración de las TIC en el aula de LE en tiempos de ERT. Sin embargo, esto vino acompañado de distintos desafíos, especialmente en lo que respecta a la enseñanza y la evaluación de la habilidad “hablar”, el diseño de evaluaciones y ofrecer retroalimentación a los participantes. Due to the COVID-19 situation and the implementation of the plan “Universidad en Casa”, in Venezuela, a sudden change of modality took place, which developed into an Emergency Remote Teaching scenario for Foreign Languages (FL) educators. In order to achieve transformation of university practices for an adequate ICT integration and/or the adoption of a virtual or blended modality, it is necessary to revise the teaching experiences during the pandemic and to promote their reflection. Thus, this research is based on field research with a mixed method and descriptive design, to analyze the experiences of seven (07) Foreign Languages professors through a survey and a questionnaire as a research instrument. Collected data showed a positive attitude toward ICT integration in the FL classroom in ERT times. However, this came with different challenges, especially concerning teaching and evaluating the “speaking” skill, assessment design, and offering feedback to participants. 11-30 entrelenguas@ula.ve jessicaadrianarivasmurillo@gmail.com ulaenglishjesus@gmail.com Anual http://www.saber.ula.ve/entrelenguas/

The advent of blockchain technology over the last decade has led to the development of multiple use-cases of decentralization in various fields including education. This paper presents a unique bibliometric and qualitative analysis of the blockchain in education with novel contributions on temporal development, emerging themes and practical case studies on adoption and integration with existing educational technologies. We focus on identifying the major actors in the space, demographic participation and adoption, current hot topics, grey areas, and potential areas for innovation. Our analysis shows that while the blockchain has been around for about 13 years, blockchain in education only became prominent 5 years ago. This research also reveals that most of the efforts have been focused on reporting and verifying academic certificates and transcripts: only very few research focused on reporting and connecting in-depth academic records such as learning behaviour logs, learning contents and assessment data. This calls for concern as current education blockchain systems do not consider interoperability at the blockchain level and the heterogeneous nature in which institutes create and consume academic data. Finally, we present discussions on the implications of our findings, potential solutions and aspects of education blockchain research that can help to improve educational outcomes for various stakeholders. Validerad;2022;Nivå 2;2022-11-09 (hanlid);Funder: Japan Society for the Promotion of Science, JSPS (22J15869, 20H01722, 21K19824 and 16H06304); New Energy and Industrial Technology Development Organization, NEDO (JPNP20006 and JPNP18013)

Background The coronavirus disease 2019 (COVID‐19) pandemic has highlighted the importance of using information and communication technology (ICT) to address daily and healthcare needs. The barriers for older adults in the United States to learn a new technology to go online during the pandemic remain to be studied. Methods Using data from the 2019–2020 National Health and Aging Trends Study (NHATS), a nationally representative survey of older Medicare beneficiaries aged 65 years and older in the United States, we used multivariable logistic regression models to identify sociodemographic and clinical factors associated with learning a new technology to go online during the COVID‐19 pandemic. Results Our sample represented 23,547,688 older adults nationally, of which the majority (60.2%) increased ICT use during the COVID‐19 pandemic. However, most older adults (71.8%) did not report learning a new technology to go online. Those who did not learn a new technology to go online had less of an increase in ICT use than those who learned either with help or by themselves (50.7% vs. 78.4% or 89.2% respectively, p

This paper reports a study investigating business English teachers’ belief about online assessment using Q methodology. To address the common practice that teachers had to conduct online assessment during COVID-19 period and with performance assessment as theoretical foundation, this paper studied 22 Chinese business English teachers’ belief when they had to do assessment in online context. With data analysis from Q-methodology and complementary interviews, the findings of this study showed a shared configuration among the business English teachers in three factors: strong belief in performance assessment for business English courses; belief in supportive role of ICT; and belief in assessment as an ongoing process. The three factors were further interpreted from systematic approach of assessment and the role of ICT in online teaching. This study will be of significance to help teachers improve the quality of online assessment and raise their awareness of effective use ICT in online teaching.

This descriptive study determine the teachers’ ICT knowledge, skills, and attitude as basis for support system in the Schools Division of Iloilo for the School Year 2020-2021. The respondents of the study were the public secondary school teachers and they classified according to age, sex, civil status, educational attainment, and length of service. The statistical tools used were the frequency count, percentage, mean, Mann-Whitney U-test, Kruskal Wallis H-test, and Spearman’s rho with the aid of computers’ Statistical Package for Social Sciences Software (SPSS) software. It found out that the level of teachers’ knowledge and skills on ICT were very high and had a very favorable attitude. In addition, there were significant differences existed in the level of ICT knowledge in sex, civil status, and educational attainment while no significant differences on age and length of service. That there were significant differences in the level of ICT teachers’ skills when classified according to sex and length of service while no significant differences existed on age, civil status, and educational attainment. Moreover, there were significant differences in teachers’ attitude on ICT when classified into sex and educational attainment while no significant difference existed on age, civil status and length of service. Lastly, there was significant relationships between skills and attitude among ICT teachers, no significant relationship existed between teachers’ knowledge and skills and between knowledge and attitude on ICT.

Internet-based information and communication technology is altering our lives. Although medicine is traditionally conservative, it can benefit in many ways from adopting new technology and styles of care. Hypertension is a prime condition for the practical application of digital health management because it is prevalent and undercontrolled, and its primary index, home blood pressure, can be effectively telemonitored. Compared to other conditions that require laboratory measures or the use of drugs with frequent side effects, hypertension can be managed without actual office visits with sufficiently low risk. In this review of hypertension in Japan, we discuss the current and somewhat fragmented state of internet technology and the components and processes necessary for smooth, integrated, and multidisciplinary care in the future. Although further clinical trials are required to show the safety and efficacy of information and communication technology-based care for hypertension, the deployment of telemonitoring and telemedicine in daily practice should be expedited to solve the hypertension paradox. Challenges remain relating to cost, data integration, the redesigning of team-based care, and the improvement of user experience, but information and communication technology-based hypertension management is sure to become pivotal in improving public health.

The digital transformation of all socio-economic spheres of the country determines the inclusion of digital factors in the assessment of investment potential. The aim of this paper is to justify the need to include digital factors in assessing the investment potential and the assessment of the digital potential of St. Petersburg. The study includes statistical methods of correlation analysis, average values, comparison, and grouping. This paper defines the concept of digital potential; highlights indicators of digital technology development; presents a methodology and assessment of the digital capacity of St. Petersburg compared with other cities of federal status through 2016–2018. The author features three key components of digital potential: information and communication technology (ICT) infrastructure, digital government, and e-business. The study shows that St. Petersburg’s digital potential is sustainably growing. The research reveals that the digital capacity of St. Petersburg is improving by boosting the “e-business” component which reflects the use of ERP and CRM systems by organizations, as well as by the e-commerce. The low level of the “digital government” component has a negative effect on the integral level of digital potential despite the ongoing digitization process in the public sector services. The conclusions of the study suggest that the use of digital channels to interact with public authorities, the digitization of businesses, as well as the implementation of electronic workflow processes will improve the digital potential of St. Petersburg. Taking digital factors into account as a part of the investment potential of a city will make it possible to accurately assess its investment attractiveness. The findings of the study may be useful to scientists, rating agencies, and government officials when making investment decisions. The prospects for future research on this topic consist of expanding its base, clarifying the components of the digital potential factors, and methods for assessing the investment attractiveness of a territorial entity.

In this article, we show how Annemarie Mol's notion of ontological politics helps to open up the research agenda for cyber security in Critical Security Studies. The article hence seeks to further the debate about STS and Critical Security Studies. The article's main claim is that the concept of ontological politics enables an engagement with the complex and transformative dynamics of ICT and the new security actors and practices that shape security politics in the digital age. By examining the virulent attacks executed by the Mirai botnet – one of the world's largest, fiercest, and most enduring botnets – we point to four aspects of cyber security that attention to the ontological politics of cyber security attunes us to: the proliferation and entanglement of security agencies, actors, sites, and spaces. These aspects of cyber security, we argue, are becoming increasingly prominent alongside the development of the Internet of Things (IoT) and 5G network technology. In conclusion, we discuss the wider security theoretical and normative-democratic implications of an engagement with the ontological politics of security by exploring three avenues for additional conversation between ontological politics and Critical Security Studies.

The National Education Policy, 2020 emphasizes on the need to generate awareness as well as conduct research on various aspects of the emerging disruptive technologies. Chatbots are one of the disruptive technologies which are finding its way into education. Chatbots are the software programmes which can take the form of text/voice; facial mode or robots and can act like a helping hand to the teacher. Chatbots with and without educational intentions are being used in education for various purposes. With educational intention, chatbots developed on the basis of socio-constructivist approaches of learning can be used for various purposes like providing interactive quizzes, acting like virtual tutors, programmes for exercise and practice, assessment, answering questions, delivering videos of past lectures. Chatbots developed on the basis of behaviorist and cognitivist approaches of learning are used to perform various activities which do not have educational intentions like answering the FAQs related to course, handling many repetitive questions raised by students regarding project guidelines, deliverables, deadlines, grades, etc. Chatbots in education is less explored area and acceptance of chatbots by education stakeholders and its integration and effectiveness in education need to be explored further., {"references":["Lakshmi, V. Y. & Majid, I. (2022). Chatbots in Education System. University News: A Weekly Journal of Higher Education, 60(8), 15-18"]}

The rapid development of computer technology today has implications for high quality educational services and resources. Meanwhile, this era of Smart Education (SE) has given a new picture that the openness and sharing of global knowledge become a top priority for the advancement of education, especially in Digital Eco-Literacy (DEL) learning. The study aims to understand in depth the role of Smart Education (SE) in supporting the development of Digital Eco-Literacy (DEL). The research method used is a qualitative technique with a review paper approach. The findings show that SE will be the key to effectively and efficiently developing DEL Learning. A positive impact on improving student achievement and the ability to understand various environmental problems with a more dynamic and innovative perspective should be considered.

Fast-growing technology and the development of IT services have yielded the idea of founding a new application of stochastic processes and their properties. We give a new connection between electronic process management and a relatively new stochastic process named the Non-central Polya-Aeppli process. This process is applied as a counting process in the mathematical construction of the given model, and it has been introduced as a counting process in electronic process management.

The positive spillover impacts of the efficiency of information and communication technology (ICT) and land accessibility as factor inputs to agricultural productivity are well documented in the literature. Furthermore, input-output efficiency as a measurement of factors contributing towards gross production is no exception in this regard. Few studies on agricultural production and ICT at the household level in South Africa show divergent empirical results. This study investigates the effect of information and communication technology (ICT) and land for farming in the context of household food production in South Africa. Household engagement in agricultural activities is proxy for agricultural production, farm land size is a proxy for land accessibility, telephone and internet use are proxies for ICT in this study. Household data of twenty-one thousand, six hundred and one (21,601) households on agricultural activities and ICTs were generated from the existing survey data of General household survey, 2015 by Statistics South Africa. Majority of the households are not engaging in agricultural activities due to no access to land for farming, but more than 80 percent of the households have access to at least one form of ICTs penetration i.e. mobile telephony. The logit regression shows that internet connection in the household have positive and significant impact on household agricultural production but land accessibility is indirectly related and significant to household food production in South Africa. Therefore land accessibility may be a barrier to agricultural activity involvement in South Africa. The study shows that the positive spillover impacts of ICT may not be possible due to lack of access to land for agriculture. Land for farming, CDMA telephony and internet are highly required for agricultural activities in order to promote food production, reduce cost of telecommunications, promoting agricultural research and development via internet accessibility.

One of the central themes across education policies in South Africa is ensuring equal access to education in a context of diminishing resources. The roll-out of technology in schools plays a pivotal role in achieving equity. With the emphasis on technology integration, it is imperative to fully understand the factors that influence this process. Thus, this study investigated the role of access to tablets, and learners’ attitudes towards tablets, on learner achievement. A convenience sample of 276 learners from an independent high school in Johannesburg, where tablets were used in the learning environment, completed a cross-sectional survey consisting of a demographics section, a section on access to technology, and a scale on attitudes towards the use of tablets. The results indicate that learner achievement is largely influenced by learner attitudes towards tablets, and in particular, enjoyability of use. Findings provide evidence that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent redress of equality in education in South Africa. Keywords: access; attitudes; educational technology; enjoyability; Information and Communication Technology (ICT); learner achievement; tablets

This paper investigates the methods by which firms take advantage of information and communication technologies (ICTs) to achieve transformation. The research results advance current knowledge on the mechanism of ICT-facilitated firm transformation. Based on the literature, we propose a conceptual framework that describes firm transformation occurs at three interrelated layers: 1) operation mode/technological capability layer, 2) open innovation layer, and 3) actor network layer. It argues a firm can leverage ICTs to practice open innovation and accordingly form a supportive actor network, which will help the firm build its capability and upgrade the operation mode. We further use this framework to analyse cases of non-farm rural enterprises (REs) in a coastal region of China. The case study demonstrates that, on the condition that the government has ensured the availability of ICTs infrastructure, a latecomer firm from a disadvantaged context such as a RE in China can take advantage of ICTs to transform itself and advance in the industry value chain mainly with its own indigenous efforts. Researchers can use our proposed framework as an analytical tool in future research on ICTs in firm transformation. The framework offers reference for firms to design their strategies for leveraging ICTs to promote the transformation.

Recent advances in data-driven research approaches offer new and exciting perspectives and insights across a spectrum scientific fields concerned with technological change and the socio-economic impact thereof, while also providing the opportunity to address persistent gaps in existing theories. The present investigation suggests a novel approach to identify and analyse the evolution of technology sectors, in this case Information and Communications Technology (ICT), considering international collaboration patterns and knowledge flows and spillovers via information inputs derived from patent documents. The objective is to utilize and explore information regarding inventors’ geo-location, technology sector classifications, and patent citation records to construct various types of networks. This, in turn, will open up avenues to discover the nature of evolutionary pathways in ICT technology trajectories, and also provide evidence of how the overall ICT knowledge space, as well as directional knowledge flows within the ICT space, evolved differently. It is expected that this data-driven inquiry will deliver intuitive results for decision makers seeking evidence for future resource allocation and who are interested in identifying well-suited collaborators for the development of potential next-generation technologies. Further, it will equip researchers in technology management, economic geography, or similar fields with a systematic approach to analyse evolutionary pathways of technological advancements and further enable them to exploit existing and develop new theories regarding technological change and its socio-economic consequences. European Research Council Working paper completed 1 September 2018, published in this series October 2019. This paper was submitted for publication and accepted as a journal article in Information Processing & Management Volume 56, Issue 4, July 2019, Pages 1576-1591, DOI: https://doi.org/10.1016/j.ipm.2018.09.007. Also available at http://hdl.handle.net/10197/11176.

espanolIntroduccion: El gran impacto tecnologico de las ultimas decadas y el amplio desarrollo de las Tecnologias de la Informacion y Comunicacion (TIC) se han establecido como una caracteristica propia de la sociedad actual. Este avance vertiginoso, y la cantidad y diversidad de cambios que se van generando en el conocimiento, estan induciendo a la escuela y a su curriculum a una importante innovacion y transformacion. La irrupcion de las TIC en el ambito educativo, conlleva un incremento en la motivacion y el interes de los procesos de aprendizaje en el alumnado. Asimismo, han fomentado el desarrollo de una mayor autonomia y competencia dentro de esta sociedad en continua transformacion. Por otro lado, la cantidad de tiempo que los alumnos dedican al uso de determinadas tecnologias (movil, internet, redes sociales y videojuegos) fuera del contexto escolar y la variedad de recursos digitales y audiovisuales que se estan desarrollando, lleva a plantearse su influencia en algunos de los procesos psicologicos basicos para el aprendizaje, y su pertinencia para la practica docente. Se ha demostrado que la utilizacion de las TIC influye en habilidades como la atencion, la percepcion o la memoria. Metodo: En el presente estudio participaron 70 alumnos, 35 ninas y 35 ninos, de edades comprendidas entre 10 y 11 anos, matriculados en 5o curso de Educacion Primaria de un centro concertado de la ciudad de Granada Resultados: Los resultados muestran que tanto la metodologia empleada a traves de TIC como el desarrollo neuropsicologico del alumnado influyen en el aprendizaje del ingles como segunda lengua. Discusion y conclusiones: Asi pues, una metodologia basada en las TIC en la ensenanza de segundas lenguas favorece el interes hacia el aprendizaje, facilita el acceso a otras culturas, mejora la interaccion entre los alumnos, la independencia de los alumnos en su propio aprendizaje, asi como su motivacion hacia el mismo. EnglishIntroduction: The great technological impact of the last decades and the wide development of Information and Communication Technologies (ICT) have been established as a characteristic of today's society. This vertiginous advance, and the quantity and diversity of changes that are being generated in knowledge, are inducing the school and its curriculum to a significant innovation and transformation. The irruption of ICT in the educational field leads to an increase in motivation and interest in the learning processes in students. Likewise, they have fostered the development of greater autonomy and competition within this society in continuous transformation. On the other hand, the amount of time that students dedicate to the use of certain technologies (mobile, internet, social networks and videogames) outside the school context and the variety of digital and audiovisual resources that are being developed, leads us to consider their influence on some of the basic psychological processes for learning, and their relevance to teaching practice. The use of ICT has been shown to influence skills such as attention, perception or memory. Method: 70 students, 35 girls and 35 boys, aged between 10 and 11 years, enrolled in the 5th year of Primary Education of a concerted center in the city of Granada, participated in this study Results: The results show that both the methodology used through ICT and the neuropsychological development of the students influence the learning of English as a second language. Discussion and conclusions: Thus, a methodology based on ICT in the teaching of second languages favors interest towards learning, facilitates access to other cultures, improves interaction between students, independence of students in their own learning, as well as their motivation towards it.

This study aimed to scrutinize Information and Communication Technology (ICT) competence of English as a Foreign Language (EFL) instructors in Turkey and their professional development (PD) needs in ICT in relation to the variables of gender, institution, teaching experience, and their past PD experience. This study also explored the types of training sources EFL instructors preferred to further their PD in ICT. The data were collected by administering a questionnaire of ICT competence and PD needs of teachers. The participants were 193 EFL instructors teaching at various universities in Turkey. The data were analyzed by using IBM SPSS Statistics (i.e. Mean, Standard Deviation, ANOVA, Mann-Whitney U and Kruskal-Wallis test). The results indicated that EFL instructors perceived their current ICT competence as low in the seven major areas. However, gender and previous PD experience in ICT played a role in their perceived ICT competence. The study also revealed that regardless of gender, type of institution, previous PD experience in ICT, and teaching experience, EFL instructors reported a medium and higher amount of ICT training needs. The most preferred modes of PD in ICT were immersion or internship activities while the least preferred modes of PD were workshops/conferences/seminars. The implications of the study are also presented.

This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms.

Publisher Copyright: © 2021 The Authors Advanced digital technologies, such as the Internet of Things, blockchain, big data analytics and augmented reality, are gradually transforming the way multinational firms do business. Due to the extent of this transformation many scholars argue that the integration of these technologies marks the commencement of the fourth industrial revolution (Industry 4.0). However, the question how these advanced technologies impact international business activities needs further attention. To this end, we adopt a multidisciplinary approach to review the related literature in international business (IB), general management, information systems, and operations research. We include the two latter fields, because advanced technologies have received more attention in these bodies of literature. Based on our analysis, we discuss the implications of these technologies for international business. Further, we highlight the drivers of technology utilisation by multinational firms and likely outcomes. We also provide future research avenues.

Since last decades world, predominantly urban areas, is experiencing huge voluminous road traffic growth, resulting in heavy congestion, air pollution, accidents, and poor efficiency. Many people every day are the victims of this poor management of tremendous traffic. Since many years, there had been some automation in managing the traffic namely Electronic Toll Collection (ETC), Electronic parking payment, normal traffic information etc. However, there are little efforts for making the system more advanced. Recently, several kinds of research are being launched by many countries to develop Intelligent Transport System (ITS), with the objectives to minimize congestion, ensure better safety, reduce air pollution etc. ITS are planned to establish robust communication between vehicle to vehicle (V2V), vehicle to pedestrian (V2P), vehicle to infrastructure (V2I), and vehicle to network (V2N). Initially, for communication links ITS, deploys Wi-Fi network, but because of limited capacity and huge requirement, some links use 5.8 GHz radio frequency for such purposes. IEEE, International Telecommunications Union (ITU) and other advanced research organisations are studying 700 MHz band and mm frequency bands for advanced ITS. ITS is poised to use Information & Communication Technology (ICT) networks for such purposes. ITU has established Study Groups/study questions for addressing ITS issues. The World Radio Conference (WRC-2019) has made a Recommendation 208 regarding harmonization of frequency bands for ITS applications. This paper presents a comprehensive overview of ITS, its applications and analysis etc. The radio frequency spectrum aspects and role of 5 G in ITS are also described in detail.

There is evidence that ICT developments can improve bank efficiency and performance. Previous studies often employ data envelopment analysis (DEA) to first examine bank performance and then use a second-stage regression to explain the influences of other environmental factors, including ICT, on such efficiency. Since DEA efficiency scores are bounded between the (0, 1] intervals, Tobit and truncated regressions are commonly used in this stage. However, none has accounted for the skewness characteristic of DEA efficiency. This paper applied a bootstrap-censored quantile regression (BCQR) approach to triply account for the issues of a small sample (via bootstrap), bounded intervals (via censored regression), and skewness (via quantile regression) in DEA analysis. We empirically examined the efficiency and performance of 27 Vietnamese commercial banks in the 2007–2019 period. The efficiency scores derived from our first stage revealed that they are skewed and thus, justify the use of the BCQR in the second stage. The BCQR results further confirmed that ICT developments could enhance bank efficiency, which supports the recent policy to restructure the Vietnamese banking sector toward innovation and digitalization. We also examined the impacts of other factors such as bank ownership, credit risk, and bank size on efficiency.

Modern information and communication technologies (ICTs) may be used to improve health care. Residents in rural areas appear to be at risk because they may still be plagued by diseases that might have been more easily prevented or managed if they have easy access to online e-health information provided by modern ICTs. Good health is vital for meaningful progress. Achieving good health is the third in the United Nation’s Sustainable Development Goals. However, this goal may not be achieved among the people living in some rural areas because they do not have quick and adequate health information online. A field survey was carried out to sample the opinions of 621 respondents from 14 rural communities in Ota, Western Nigeria, on their access to online services. Since they have little or no access to online health information, their active participation and contribution to achieving sustainable e-health are almost non-existent. This study recommends that government and non-governmental organizations take urgent steps to increase residents’ access to the internet to facilitate their adoption of e-health and, by extension, SDG Goal Three’s speedy achievement.

Dentro de los canales de formación permanente del profesorado, la formación en centro educativo es fundamental. En entornos rurales como los Centros Integrados de Formación Profesional (CIFP) Agrarios, donde el profesorado tiene unas peculiaridades de diversidad y alejamiento de modelos actualizados de integración de recursos tecnológicos para su docencia, la incorporación de TIC es aún más compleja. Para responder al desarrollo de modelos formativos más actualizados, donde las tecnologías son una base fundamental de las nuevas formas de educación, hemos llevado a cabo un Proyecto de Innovación que se ha centrado, por una parte, en la integración de Tecnología Educativa a través del uso del “Aula Virtual”, espacio ofertado por la Junta de Castilla y León a los centros educativos. Por otra, y en relación con el aprendizaje de esta tecnológica educativa, el desarrollo de un programa formativo en Centros, dentro de la variedad seminario enmarcado en los canales de formación permanente del profesorado (FPP) que ofertan los Centros de Formación del Profesorado e Innovación Educativa (CFIES). Y para ello hemos realizado una investigación basada en el Estudio de Casos con el uso de un enfoque mixto. Este artículo nos muestra los resultados de ese período apoyado en fuentes de datos mixtos, así como la estructura tecnológica que al final del proceso, esta experiencia y estudio nos han ido proporcionando. Cómo el profesorado valora la utilización de la tecnología educativa, así como su propia formación para su práctica docente y las necesidades que puedan encontrarse en este contexto de CIFP Within the channels of permanent teacher training in the educational college itself is indispensable. In rural environments such as the Integrated Vocational Training College (IVTC) Agrarian, where teachers have peculiarities of diversity and distance from updated models of integration of technological resources for their teaching, the incorporation of ICT is even more complex. To respond for at more up-to-date training models, where technologies are a fundamental and basis new way of education, we have carried out an Innovation Project that has focused, on the one hand, on the integration of Educational Technology through use of the "Virtual Classroom", space offered by the Junta de Castilla y León to educational schools. On the other hand, relation to the learning of this educational technology, the development of a training program in colleges, within the variety of seminars framed in permanent teacher training channels (PTT) offered by the Teacher Training and Innovation Colleges Educational of regional government. And in this case, we have carried out a research Case Study with a mixed approach. This paper shows us the results of that period supported by mixed data sources, as well as the technological structure that at the end of the process, this experience and study has been providing us. How teachers value the use of educational technology, as well as their own training for their teaching practice and the needs that may be found in this context of IVTC

International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 12, 12, 12A12P: 1-10

Este artículo presenta nuevos datos de investigación sobre un proyecto virtual de tutoría recíproca entre iguales para el aprendizaje y la mejora del español e inglés. Se emparejó a alumnos de entre 9 y 12 años de Escocia y Cataluña, de forma que cada alumno ejerciese de tutor de su propia lengua de otro compañero. Se pretendía que los alumnos mejoraran tanto su propia lengua (corrigiendo al tutorado) como la lengua extranjera (a partir de las ayudas de su tutor), mediante la tutoría recíproca entre iguales. Con una metodología que combina un estudio cuasiexperimental y un análisis cualitativo de los textos realizados, los resultados pretest y postest muestran mejoras estadísticamente significativas en la comprensión lectora (cuando los alumnos actúan como tutores) y en la expresión escrita (cuando actúan como tutorados) en los alumnos catalanes. Los alumnos escoceses mejoran solo en la expresión escrita (cuando actúan como tutorados). El análisis de los textos, especialmente de las ayudas que ofrecen los tutores, parece desvelar que el grado de ayuda ofrecido por el tutor repercute en las oportunidades de aprendizaje del tutorado. De este modo, se crea una cierta paradoja que parece indicar que cuanta más ayuda ofrece el tutor, más oportunidades de aprendizaje tiene este y menos el tutorado; y viceversa: el tutorado aprende más cuando las ayudas son menos elaboradas -lo que conlleva menos oportunidades de mejora para el tutor- y la resolución del error requiere de su actuación. La resolución de la paradoja tiene que ver con las posibilidades de ajustar la ayuda andamiada, como se discute al final del artículo. This article presents new research data on a virtual project of reciprocal peer tutoring for learning and improving Spanish and English. Students aged 9 to 12 years from Scotland and Catalonia were matched to act as a tutor of their own language to his pair. It was intended that students improve both, their own language (helping the tutee), and a foreign language (through their tutor's help) through reciprocal peer tutoring. Through a methodology that combines a quasiexperimental study and a qualitative analysis of texts, pre-test and post-test results showed statistically significant improvements in reading comprehension (acting as tutors) and writing (acting as tutees) for Catalan students. Scottish students improved only part of their writing (acting as tutees). The analysis of the texts, especially of the support offered by tutors, seems to reveal that the level of support offered by the tutor affects the tutee's learning opportunities, creating a paradox because the results seems to indicate that when more support given, facilitates more learning opportunities for the tutor, but less for his tutee, and vice versa: the tutee learns more with less structured support -leading to lower opportunities for the tutor's improvement- where the correction of the error requires more efforts . The resolution of the paradox has to do with the possibilities of adjusting the scaffolding support, as discussed at the end of the article.

Previous research has established the lack of motivation by primary education students vis-à-vis the acquisition of the necessary key competencies compulsory in the Spanish school curriculum and this is closely linked to poor academic performance on the part of the aforesaid students. Based on this current educational reality, we present a quantitative study regarding the perception of students after the implementation of a new gamified experience in the classroom such that it integrates, for the first time and jointly, the benefits of gamification (Deterding et al., 2011a; Deterding & Zagal, 2018) with interdisciplinary methodologies (Candel, 2018; Cruz-Pichardo & Cabero-Almenara, 2020; Flores-Aguilar, 2019) and technology-enhanced transmedia narratives (Scolari 2018a, 2018b; Jenkins, 2003; Scolari 2018a, 2018b). This integrative and innovative proposal was implemented in a primary school in Valencia (Spain) between October 2019 and February 2020. The research is designed based on survey-type studies, employing an experimental cross-sectional quantitative methodology with pretest and posttest, in addition to experimental and control groups. Regarding the cross-sectional approach, descriptive analyses (means and standard deviation) have been conducted, together with histograms of each of the items in the questionnaire, as well as the Student's t test and an analysis of variance, which is of significant value when working with independent samples from a normal distribution, as in our case. The instrument utilised in the present study confirms the existence of a high and adequate internal consistency (Alpha = .873). The results obtained, as presented herein, confirm that the incorporation of the gamified proposals in primary school classes, unprecedentedly intertwined with the benefits provided by interdisciplinary work and transmedia narratives, notably improves the students' training process and their motivation, while also contributing to the better acquisition of compulsory curricular contents and enhanced academic performance., Educational; Game; Information and communication technology (ICT); Student motivation; Transmedia storytelling.

Se anexa imagen sobre el modelo comunicativo de Weaver and Shannon . Este análisis se realiza con el objetivo de indagar y descubrir un enfoque que pueda mejorar las habilidades orales y de escucha de los estudiantes de octavo grado del colegio San Carlos en Sevilla Valle, donde se ha notado la ausencia de estas competencias en los estudiantes. Estas habilidades son esenciales para alcanzar un nivel avanzado en el idioma con el desarrollo de estas competencias estudiantes podrán comunicarse y emplear el idioma de una forma exitosa. Este es un estudio cualitativo realizado a través de un análisis bibliográfico, para esto fueron consultadas bibliotecas virtuales, artículos y revistas científicas donde fue posible extraer información relevante para el estudio. Inicialmente se definen los conceptos de adquisición de un segundo idioma y aprendizaje de un segundo idioma donde se evidenció como la adquisición si bien, no es posible reproducirla en un salón de clase si puede ser adaptada simulando un entorno natural en a las lecciones de inglés por medio de herramientas tecnológicas. Además, fueron analizadas algunas metodologías y teorías como el constructivismo, el enfoque comunicativo, la teoría de las inteligencias múltiples, la metodología de aula invertida y el aprendizaje basado en tareas. The development of speaking and listening skills in the learning of English as a foreign language (EFL) is essential to the students can progress integrally in the learning of a foreign language. The lack of listening and speaking abilities in students of eighth grade of San Carlos School has affected the performance of students in this area. This paper studies the acquisition theory and how this concept could be adapted in the English lessons of San Carlos School. Likewise, it analyzes different alternative approaches that could be used by teachers with the purpose to change the way teachers design their lessons. This might benefit the development of these abilities when teachers adapt them in the classroom through technological resources. The main purpose of this study is to promote the acquisition through communication and to encourage students to acquire and improve these skills. This document presents a bibliographical study of different theories related to teaching EFL, and through of a qualitative research that extracted from virtual libraries, research of articles and scientific magazines relevant information to answer the question about how can be improved the performance and level of all abilities of students. Initially, the study tries to clarify the concept of acquisition and learning of EFL and how the acquisition theory can be adjusted in the process of teaching a foreign language. On the other hand, different methodologies were analyzed like the Natural Approach, Constructivism, Multiple Intelligences, Task Based Language Teaching, Flipped Classroom and resources of ICT that could help to this purpose. With this study it was possible to determine that the acquisition of language is possible through natural environment where the learner can listen to a wide amount of the target language. To reproduce a natural environment is not possible to teachers, but some technological resources can be used to give some features that permit somehow simulate natural settings. Finally, with the information collected was created a guide template to instruct the planning lessons in San Carlos School, according to the Natural approach taking into account the basic principles of this theory.

This study determined the influence of using social media on the academic achievement of senior secondary school students. A sample of 150 students comprising 70 males and 80 females were drawn from five schools and used for the study, this was arrived at through multi-stage sampling procedure. Social Media Questionnaire (SMQ) and Students’ Accounting Achievement Proforma (SAAP) were used for data collection. The result showed that students frequently engage in social media in order to make new friends, research about their assignments and source for other educational materials, stay up to dates with latest trends and news. The finding also showed that students spend an average, 2 to 4 hours daily on social media. There was no significant influence of frequency of social media use by students on their mean academic achievements in Accounting; however, gender of students was found to have a significant influence on students’ mean academic achievement in Accounting. Students should be guided properly and informed on the vulnerabilities likely to come their way if they fail to appropriately utilize the opportunities that come with having social media platforms.

Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). As such, ICT is commonly integrated in academic institutions on a global level, and has been used in the educational process inside and outside the classroom. Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). However, the integration of such technology in teaching and learning may face some barriers especially in emerging academic institutions. Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of such technology (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016). This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University, a new university in Saudi Arabia, served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009). Doctor of Philosophy Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of ICT (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016). This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009).

El objetivo general de este artículo es revisar los estudios publicados entre enero de 2008 y diciembre de 2018 acerca del uso y la eficacia de las intervenciones que emplean las TIC en el tratamiento de los problemas de ansiedad. Se revisan 22 estudios y se describen los diferentes formatos de aplicación de las TIC. Aunque los estudios revisados parecen reducir de manera significativa los síntomas de ansiedad hay que señalar que los 22 estudios difieren en aspectos tales como el número y edad de los participantes, el tipo de trastorno de ansiedad objeto de estudio, el tipo de intervención (basada en una App, internet, realidad virtual, etc.), el diseño o las variables de cambio e instrumentos de evaluación elegidos. Todas estas diferencias dificultan poder extraer conclusiones sólidas acerca de la eficacia del uso de las TIC en el tratamiento de los problemas de ansiedad.

Post-secondary institutions are facing increased pressure by accessibility legislation, such as the Accessibility for Ontarians with Disabilities Act (AODA), to ensure students with disabilities have equitable access to the academic environment (Flaherty & Roussy, 2014). This Organizational Improvement Plan (OIP) examines the situation regarding the Student Accessibility Office (SAO) in a large Ontario university. Traditionally, student service-based offices like the SAO require an in-person visit to access tools, services and resources. The growth of information and communication technology (ICT) into post- secondary education is increasing accessibility of academic programs (Yamamoto & Yamaguchi, 2019), but not student services. The research Problem of Practice (PoP) for this OIP determines how post-secondary institutions can make student service-based departments more accessible through the implementation of ICT. Using transformational (Bass 1996; Burns, 1978) and distributed leadership (Spillane, 2004) models while viewing the PoP through the social model of disability lens (Oliver, 2013) informs the leadership approach to change. An integrated change model (Cawsey et al., 2016; Beckhard & Harris, 1987) leads the change process. The zone of proximal agency determines that developing an online course for the SAO is the best solution to increase the accessibility of tools, services and resources. The course will be developed in consultation with university stakeholders and adhere to the AODA’s accessibility standards (Flaherty & Roussy, 2014). Future considerations of this OIP are to develop a framework to support the implementation of ICT university wide. Keywords: accessibility, information and communication technology, distance education, AODA, social model of disability

Les technologies numériques sont désormais bien implantées dans les programmes d’éducation musicale. Toutefois, les musiciens éducateurs ne disposent pas encore de fondements philosophiques tenant compte des changements provoqués par l’utilisation des TIC en enseignement de la musique. Cet article a pour objectif d’exposer les principaux enjeux philosophiques liés à l’intégration des TIC en éducation musicale. Pour ce faire, nous présentons d’abord les principaux arguments pour et contre l’intégration des TIC dans le domaine de l’éducation en général, afin de situer le sujet traité dans un contexte plus global. Ensuite, nous abordons le thème des TIC sous l’angle spécifique de l’éducation musicale. De façon plus précise, nous brossons un tableau des effets qu’ont les TIC sur l’environnement musical actuel et nous proposons une définition des TIC dans le contexte de l’éducation musicale. Ensuite, nous présentons les enjeux philosophiques concernant l’intégration des TIC en éducation musicale autour de trois axes : le pédagogique, le sociétal et le professionnel., Digital technologies are now well established in music education programs. However, musicians-teachers do not yet have philosophical foundations that take into account the changes caused by ICT’ use in music education. This article aims to set out the main philosophical issues related to ICT’s integration in music education. To do this, we first present the main arguments for and against ICT’s integration in the field of education in general, in order to situate the subject in a more global context. We then discuss ICT from the specific angle of music education. More precisely, we give a picture of the effects that ICT have on the current musical environment and we offer a definition of ICT in the context of music education. We then present the philosophical issues concerning ICT’s integration in music education around three areas: the pedagogical, the societal, and the professional.

Information and communication technologies (ICTs) have been provided by higher education authorities to ensure that teachers use ICT to enhance their teaching, learning, and research outcomes. However, ICT has been found to be underutilized, especially by teachers. To investigate this issue, the technology adoption and gratification (TAG) model was validated and used to examine Malaysian university teachers' adoption and gratification of ICT for teaching and research purposes and then used to investigate the moderating effect of universities in different regions. The 397 teachers from the west and east Malaysian universities were surveyed using a stratified random sampling technique. The research data were analyzed using the three-stage structural equation modeling. There were focused use factors: 1) academic purpose; 2) research purpose; and 3) teaching purpose. The TAG model was useful in explaining differences in ICT uses. West Malaysian teachers' perceived usefulness and ease of use mediated the relationships between computer self-efficacy, gratification, and intention to use ICT, respectively. However, for east Malaysian teachers, only perceived ease of use did not mediate the relationship between computer self-efficacy and gratification. Finally, west and east Malaysian teachers' intentions to use ICT mediated the relationships between actual use, perceived usefulness, and ease of use. This paper confirms the utility of the TAG model for comparing teachers' adoption and gratification of ICT. In addition, this paper provides a basis for the targeted professional development of teachers in the east and west Malaysian universities which were selected based on the known differences.

Este documento tiene la intención de mostrar las ventajas y desventajas del uso de la tecnología (TIC) en la enseñanza del inglés como segundo idioma para estudiantes de jardín de infantes. El marco teórico tiene tres partes. La primera muestra una breve introducción a la educación moderna, una conexión entre educación y tecnología y, finalmente, un segundo idioma y tecnología. La segunda parte presenta ideas claras sobre la tecnología en la educación de la primera infancia. Además, las ventajas y desventajas de la tecnología (TIC) en el segundo idioma en niños pequeños. Y finalmente, la tercera parte muestra opiniones y puntos de vista sobre los padres, la educación y la tecnología, también, la influencia de la educación en los niños y, por último, la conciencia tecnológica sobre los estudiantes. Student, Daniel G., The Use of ICT Resources for Teaching English as a Second Language to Kindergarten Learners. Licenciatura en Lenguas Extranjeras con énfasis en Inglés, April, 2020, Universidad Nacional Abierta y a Distancia. Since technology started to develop resources for education, a large debate was created about the use of ICT tools for teaching English on kindergarten students as a second language. This paper aims to present the benefits and a diverse kind of applications and platforms that help kindergarten with their English learning process, followed with bibliographic research from different authors that present the advantages of using ICT resources in English classes and how kindergarten students develop learning and social skills improving their English as a second language. Finally, this paper intends to create a conscience on parents, teachers, and schools about the correct use of ICT tools inside the classrooms with great knowledge about these resources and a responsible way to use them on kindergarten students.

The electronic tourism era has rapidly emerged during the explosive spread of the COVID-19 pandemic worldwide. The role of information technology was also evident in the religious tourism sector, and this facilitated the organization of religious events for Muslims, such as Hajj and Umrah. In the present study, we assessed the usability of a mobile application (Eatmarna) which provides permits to perform Umrah and other religious practices in Makkah and Madina in Saudi Arabia. We sought also to assess the impact of usability on the app effectiveness in improving Umrah experience. Pilgrims were asked to fill out an electronic survey distributed by the coordinators of Umrah service providers. Results showed that the perceived effectiveness was predicted by two domains of usability, namely system information arrangement (β = 0.27, 95% CI, 0.09 to 0.46, p = 0.004) and app usefulness (β = 0.52, 95% CI, 0.34 to 0.69, p < 0.0001). Both the usability domains were independently associated with all the subdomains of app effectiveness, including performance expectancy, facilitating the practice of rituals, and feelings of spirituality. The Eatmarna application was effective in providing a safe environment for pilgrims, which was accounted for by the app usability, and this facilitated the improvement of Umrah experience. National authorities can further integrate additional services in the app to improve pilgrims’ perceptions.

This research intends to draw implications for digital governance establishment by analyzing how the president’s leadership has worked in the digital government innovation promoted in South Korea over the past 30 years. This research examines the process of digital government development in South Korea from the 1990s onwards, chronologically and in the order of presidential administrations. The analysis proceeds from the following three perspectives: the political characteristics of digital government, the presidents’ leadership on government innovation through digital government process, and the composition of a strong cross and joint governmental promotion system. The implementation of digital government is not simply about a computerized government. Driving digital government means the overall transformation of government. From this point of view, to successfully implement digital governance, we must approach it from a highly political perspective. The implementation of digital government in South Korea has been continuously pursued as a national agenda. Since South Korea has a well-established high-speed information and communication infrastructure, e-Government and digital government innovation have been promoted as national agendas regardless of regime change. However, in this process, the president’s leadership determined the success or failure of digital government innovation. Therefore, the most important success factor for digital government innovation is securing policy sustainability regardless of administration change.

This paper explores the unique relationships care home residents have with communication media. Drawing on findings from an ethnographic case study at a long-term care site in British Columbia, Canada, I describe how care home residents’ everyday media practices are intertwined with their negotiations of longstanding attachments and new living spaces. The research draws connections between the spatiotemporal contexts of media use and residents’ experiences of social agency. Long-term care residents in this research were challenged to engage with the wider community, maintain friendships, or stay current with events and politics because their preferred ways of using communication media were not possible in long-term care. The communication inequalities experienced by care home residents were not simply about their lack of access to media or content but about their inability to find continuity with their established media habits in terms of time and place. While most research about communication media in care homes has been intervention oriented, this research suggests that long-term care service and funding policies require greater attention to create flexible, diverse, and supportive media environments.

By the mean of E governance this informative research paper focus on general trait and main criteria of challenges in front of services provide by government. When we deliberate about Information and Communication Technology ICT E governance is a part of it and it provide convenient application on citizens and government. We accept India is in list of growing country E governance is an important key element for both citizens as well as government to increase transparency between Government-to-Citizens G2C . Same when we talked about E governance we must focus of some focal challenges for it as primary level in this research paper contest is categories like - Environment - Social - Economical - Technical part to build E governance as successful model it leads to the Gross Domestic Product GDP . Before proposed model for E Governance we must contemplate some major aspect and challenges for the same. Dr. Abhijeetsinh Jadeja | Mr. Vraj Bhatt "E-Governance: Contests for State Level Model" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Conference on Digital Economy and its Impact on Business and Industry , October 2018, URL: https://www.ijtsrd.com/papers/ijtsrd18679.pdf

Un projet de recherche a réuni des patients partenaires, des leaders en soins infirmiers de six milieux cliniques du Québec ainsi que des chercheurs en vue de développer et tester un outil web, le Portail d’échange des savoirs (PES), afin d’améliorer les pratiques de planification des congés et les transitions au cours des soins oncologiques. Le projet a débouché sur la création d’un PES axé sur l’oncologie ouvert à toute la francophonie. Il en a aussi émergé une stratégie novatrice de transfert des connaissances (TC) prenant appui sur le PES et alimentée par le travail collaboratif des différents partenaires, parmi lesquels les patients ont tenu un rôle essentiel. Les résultats ont mis en lumière l’importance, pour la recherche en santé, de donner la parole à des patients partenaires dans le cadre d’une étroite collaboration avec des cliniciens et des chercheurs, pour que les pratiques cliniques soient mieux adaptées aux besoins réels des patients et de leurs proches., A research project brought together patient partners, nurse leaders from six clinical settings in Quebec and researchers to develop and test a web technology, the Forum for Knowledge Exchange (FKE), in order to improve discharge planning practices and oncological care transitions. The project led to the creation of a FKE accessible to the oncology sector of the Francophonie. It revealed an innovative strategy of knowledge transfer (KT) based on the FKE and was fed by collaborative work among partners, where the patient partners played a vital role. The results highlighted the importance, for health research, of giving a voice to patient partners in close collaboration with clinicians and researchers so that clinical practices are better adapted to the actual needs of patients and of their relatives., info:eu-repo/semantics/published

The recent technological advancements and innovations in sensor development, Internet of Things (IoT) and Information and Communication Technologies (ICT) have been instrumental for the inclusive growth of industry 4.0, development of national digital quality infrastructure and the economic growth of the country. The digital transformation in metrology, quantum-based measurement technologies and measurement information infrastructure shall be pivotal for Industry 4.0, Smart Cities, Digital India, and AtmaNirbhar Bharat missions of the government of India. The present paper reports the paradigms of metrology cloud in Indian perspectives for the establishment of national digital quality infrastructure thus strengthening the three main pillars: metrology accreditation and standardization. The study describes the SWOT analysis carried out on the digital transformation in metrology for the development and the establishment of a metrology cloud and national digital quality infrastructure in India in the next few years.

Do industry clusters derive their success from a strong ‘local buzz’ or from access to ‘global pipelines’? This important question is addressed in the context of the Chicago (Illinois, United States) information and communication technology (ICT) cluster, which has shown growth and dynamism and is a significant sector not only in terms of the jobs it creates directly but also by supporting other sectors in Chicago. Cluster mapping and analysis studies have provided industry and policy-makers with instruments to explain the cluster structure and its connection to an economy for over two decades. Visualization of linkages in networks and clusters (V-LINC), a methodology that records, maps and analyses the linkages that firms in clusters engage in, is applied to the ICT sector in Chicago. Visualizing the firm linkages of Chicago ICT firms provides a geographical footprint of the cluster’s ecosystem. Through an understanding of the various linkages that firms in a cluster engage in, targeted policy recommendations can be developed to build on strengths and address weaknesses. The visualization of firm linkages has considerable potential to add to cluster analysis by improving how data are portrayed, the dissemination of research and explaining how clusters operate.

This article addresses the relation between the current proliferation of Information and Communication Technology (ICT) goods and services and the development of different kinds of risk assessments and policy documents. The ambition is to shed light on a, hithertho, less-discussed aspect of the development of risk assessments and policy documents, namely the time span between the development of new technologies and the development of regulatory frameworks. The concept of risk and danger can be seen as a potential means through which we can start to think about the consequences of the delay between the increased generation of electronic waste (e-waste) and the regulations to manage this increase. By using e-waste as a case study, this article provides the basis for a more general understanding of the relation between the development of new technologies and the development of regulatory frameworks. While it might be difficult to pin down the effects that this delay had/has for the subsequent development of ICTs, this article highlights the importance of taking into account not only how and by whom risk assessments and policy documents are developed, but also when they are developed in relation to the technologies that they serve to regulate.

Education has to constantly adapt and renew itself in order to be compatible with the technology-dominated world we live in. There has been heated debate over the introduction of information and communication technology (ICT) in the educational process. The ICT, especially in foreign language teaching, has become the researchers’ focus of attention in the last two decades. Today’s armed forces require highly-skilled military personnel to be digitally literate and to have well-developed cultural awareness, intercultural communication ability and critical thinking competence. In this context, foreign language classes in the military higher education system should become an environment in which language, culture and civilisation encounters may be facilitated and enhanced by ICT, promoting the acquisition of knowledge and skills demanded by the exercise of roles that the armed forces have in the international theatres of operations. This paper aims at examining the necessity of introducing ICT in foreign language teaching, pointing to the numerous advantages of using these new technologies. The paper also discusses the new role and skills of the teacher in the context of exploiting the various resources provided by the ICT. In addition, we mention some of the modalities in which ICT can be put to good use in developing the cadets’ foreign language skills.

The evolution of information technology has rapidly increased the sophisticated online application where accommodates most activities of users. Information and communication technology nowadays have become the importance part of our life. Majority of us are depending on the technology. Agreed or not, we cannot deny that technology helps us a lot in our daily activities. Besides the usage of Information and Communication Technology (ICT), another thing that we need to know is about the privacy concern especially when it comes to the personal information. Nowadays, we used an online transaction for the daily life operation. Online banking, online games, social media networking such as Facebook, Instagram, twitter and so on are an example of social networking that we used in our daily life with the help of ICT. In fact, we actually expose our personal data by our own without prejudice. This article will identify the use of ICT, internet and social networking that affect the privacy concern of personal information.

Self-care monitoring at home can be a challenge for patients with heart failure (HF). Tools that leverage information and communication technology (ICT), comprise medical devices, or have written material may support their efforts at home. The aim of this study was to describe HF patients&rsquo, experiences and their prioritization of tools that support, or could support, self-care monitoring at home. A descriptive qualitative design employing semi-structured interviews was used with HF patients living at home and attending an HF outpatient clinic in Norway. We used a deductive analysis approach, using the concept of self-care monitoring with ICT tools, paper-based tools, medical devices, and tools to consult with healthcare professionals (HCPs) as the categorization matrix. Nineteen HF patients with a mean age of 64 years participated. ICT tools are used by individual participants to identify changes in their HF symptoms, but are not available by healthcare services. Paper-based tools, medical devices, and face-to-face consultation with healthcare professionals are traditional tools that are available and used by individual participants. HF patients use traditional and ICT tools to support recognizing, identifying, and responding to HF symptoms at home, suggesting that they could be used if they are available and supplemented by in-person consultation with HCPs.

Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

Contains fulltext : 216377.pdf (Publisher’s version ) (Open Access) Previous research on the relationship between students' home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students' academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students' attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students' use of those resources (at school, outside school for schoolwork, outside school for leisure), and students' attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2% male). Student gender and students' economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance. 17 p.