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The study investigates the use of Information and Communication Technology (ICT) in managing land administration information in Tanzania. The study specifically established the status of available ICT facilities and assessed the extent of their application in managing land administration information. The research involved a cross-sectional survey and interview with 422 stakeholders, revealing the presence of ICT facilities in land administration authorities and individuals. The result revealed the presence of ICT facilities in land administration authorities and among individuals. These technologies are used for planning, designing, surveying, and processing land documents. However, a lack of knowledge about certain ICT services hinders the government's efforts to enhance land services. Online services in land administration, such as search, building permits, and land application, can reduce bureaucracy and increase revenue. The potential of ICTs is significant, prompting land authorities to develop strategies and invest in their efficient use. The study recommends investing in modern ICT infrastructure in land offices to modernise land services, increase client satisfaction, and achieve the land sector's goals. Furthermore, it suggests providing online land-related services and integrating them with online payment systems to increase revenue and reduce travel time. The study also recommends improving government online platforms for land information communication, enhancing stakeholder self-service, and introducing SMS, mobile applications, and AI for land administration information services. Lastly, the study recommends reviewing the MLHHSD ICT Policy and providing training to adapt to technology trends. [ABSTRACT FROM AUTHOR]

The objective of the study was to determine socio-economic factors influencing the use of information and communication technology (ICT) for accessing agricultural information among cowpea farmers in Alkaleri Local Government Area of Bauchi State, Nigeria using using structured questionnaire. The result of the study showed that 83.33% of the respondents were males and about 77.50% of the cowpea farmers were married. Findings from the study also revealed that the mean age of the respondents was 39 year while the mean farming experience of the cowpea farmers was 18.60 years. Findings on educational status show that majority of the farmers had one form of formal education or another. The result also reveals that 70% of the cowpea farmers had no contact with an extension services. The co-efficient of gender and education were both positive and significant at 1% level and the co-efficient of farming experience was significant at 5%. Some of the major problems identified include unstable power supply, unaffordable cost of ICT tools, and lack of technical know-how and lack of confidence to operate ICTs. It was concluded that education, gender and farming experience were the socioeconomic variables that determine the use of ICTs for agricultural information on cowpea production among small holder farmers in the study area. It was recommended that trainings should be organized to help small holders cowpea farmers acquire the skills needed to operate ICTs tools, help them gain confidence on how to use ICTs, thereby facilitating adoption and use of ICTs for agricultural information. [ABSTRACT FROM AUTHOR]

The objective of the study was to determine socio-economic factors influencing the use of information and communication technology (ICT) for accessing agricultural information among cowpea farmers in Alkaleri Local Government Area of Bauchi State, Nigeria using using structured questionnaire. The result of the study showed that 83.33% of the respondents were males and about 77.50% of the cowpea farmers were married. Findings from the study also revealed that the mean age of the respondents was 39 year while the mean farming experience of the cowpea farmers was 18.60 years. Findings on educational status show that majority of the farmers had one form of formal education or another. The result also reveals that 70% of the cowpea farmers had no contact with an extension services. The co-efficient of gender and education were both positive and significant at 1% level and the co-efficient of farming experience was significant at 5%. Some of the major problems identified include unstable power supply, unaffordable cost of ICT tools, and lack of technical know-how and lack of confidence to operate ICTs. It was concluded that education, gender and farming experience were the socioeconomic variables that determine the use of ICTs for agricultural information on cowpea production among small holder farmers in the study area. It was recommended that trainings should be organized to help small holders cowpea farmers acquire the skills needed to operate ICTs tools, help them gain confidence on how to use ICTs, thereby facilitating adoption and use of ICTs for agricultural information.

Background and Purpose: The Theory of Planned Behaviour (TPB) is a framework utilized to comprehend human behaviour towards the adoption and utilization of technology, particularly in educational settings such as ICT usage during teaching and learning sessions. The study aimed to determine the validity of the TPB model in explaining the use of ICT (UICT) by secondary school teachers in Malaysia during their teaching and learning sessions. Additionally, the research sought to identify the most influential factor affecting the use of UICT, and examine the differences in UICT use in relation to demographic variables such as gender and years of teaching experience. Methodology: A total of 331 secondary school teachers from 30 schools in Selangor, Malaysia participated in the study and a 24-item online questionnaire was used to measure four constructs (BB, NB, CB, and UICT), and the validity of the TPB model in explaining the use of UICT by Malaysian secondary school teachers was confirmed using PLS-SEM analysis. Findings: The study found that all three constructs (BB, NB, and CB) had a significant influence on UICT use during teaching practices, with CB being the most significant predictor (ß = .388). Although no significant differences were found in relation to gender, the study did reveal significant differences based on years of teaching. Contributions: The findings of this study provide a valuable framework for future studies to build upon and extend their understanding of the factors that shape ICT use among secondary school teachers. Furthermore, the model could be replicated in other educational contexts, such as early childhood education and primary education, or with pre-service teachers from developing countries, in order to validate the generalizability of the results. [ABSTRACT FROM AUTHOR]

The ability to listen attentively is of utmost importance for individuals who are learning a language, as it serves as the bedrock for effective communication and mastery of the language. Nonetheless, conventional methods employed in teaching listening tend to concentrate on passive listening exercises, resulting in limited engagement and insufficient development of this skill. To overcome these constraints, the integration of information and communication technology (ICT) tools alongside learner-centric teaching strategies has proven to be highly beneficial. This review will look at the current level of research and innovations in the use of ICT and learnercentered teaching techniques to improve EFL teachers' listening instruction from 2012 to 2023. On March 15th, 2023, 232 papers were collected from the Scopus database and a bibliometric analysis was performed to examine the publishing trend and geographic distribution, the contribution and collaboration of various nations, the most influential authors and publications, the most frequently used author keywords, and under-explored issues. From 2012 to 2023, the data revealed a rising trend in overall publication production, with 51 countries contributing to the research on EFL instructors' use of ICT and learner-centered teaching practices to improve listening instruction. The United States, Australia, and Iran were the top three contributors among these countries. The most commonly used author keywords were EFL, ICT, learner-centered teaching strategies, listening instruction, and teaching methods, indicating that these were the major themes of study in this area over the preceding decade. [ABSTRACT FROM AUTHOR]

Copyright of Edmetic: Revista de Educación Mediática y TIC is the property of EDMETIC Revista de Educacion Mediatica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, universal design for learning （UDL） frameworks enhanced with technology were introduced in programming courses, with the aim of constructing a learning environment that considers the diversity of learners in higher education. The curriculum was designed with options that encourage self-selection of learning formats and resources （e.g., face-to-face and online; teachers, peers, and web contents）. Analysis of learning logs in the learning management system and course-evaluation questionnaires revealed that students generally learned well based on their self-selection in accordance with their various characteristics and needs. Several students positively evaluated the flexibility of the course design. In addition, the students' behavior and attitudes made the instructor aware of the potential needs of the learners. These results suggest that the introduction of UDL with technology in programming course is helpful in creating an inclusive and autonomous learning environment with promoting the teacher's perception about diversity of learners. [ABSTRACT FROM AUTHOR]

Copyright of Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Innovative methodologies based on Information and Communication Technology (ICT) are a tested and motivating option for working with people with autism. Their use, however, should not be indiscriminatory and arbitrary, but didactic and appropriate. Objective: We aimed to discover the training in ICT they had, its frequency of use, and the types of digital resources that they used. Methods: We administered the questionnaire, “Demands and Potentials of ICT and Apps for Assisting People with Autism” to 310 educators in the city of Granada (Spain). The participants belonged to schools and associations that worked with people with autism. Adopting a quantitative-type study, we carried out descriptive analyses (frequencies, mean, mode, and standard deviation). Having confirmed that the data did not follow a normal distribution (Kolmogorov-Smirnov test for samples of >50 participants), we carried out non-parametric inferential and intrafactorial correlation analyses. We also calculated the effect size. Results: The educators revealed that they had ICT training for working with people with autism, but not enough. This suggests that there is still a need to improve the digital competence of these professionals. Strong, direct and significant correlations were found between ICT training and the frequency with which they were used. There were also statistically significant differences according to sex, gender, age, type of institution, and type of educator. The educators who worked as Therapeutic Pedagogy teachers and those who worked in Special Education schools were shown to be more competent than the rest in educational technology applied to people with autism. Conclusions: The results, which were not wholly positive since ICT training should be better and have achieved higher scores, revealed that there is a foundation in ICT education but it needs to be heightened and improved with greater knowledge and more practical experience.

It is true that research skills are developed throughout life, however, it is the duty of schools to promote and encourage children from childhood to develop these problem-solving skills, whose process is the problematization, analysis, solution and verification of problematic situations. We must also highlight the use of scientific ICT as a virtual pedagogical resource, which allowed us to develop scientific thinking skills in children. We seek to apply the "scientific ICT" program to strengthen research skills in five-year-old children. An experimental type of research was carried out, whose design was pre-experimental, the nonprobabilistic sampling represented children28 of initial education, who worked with the "Scientific Tic" program, executing pedagogical activities to develop scientific skills in children, making use of digital platforms; descriptive and inferential statistics and SPSS hypothesis testing were applied. The results show that the implementation of the Scientific ICT program had a significant influence on the achievement of research skills in children. It is concluded that the application of the scientific ICT as a pedagogical resource does develop scientific skills. [ABSTRACT FROM AUTHOR]

This research investigated the perceptions of English majors at Ho Chi Minh City Open University of the use of ICT by their teachers in teaching their Listening-Speaking classes. Twenty- eight out of about 700 freshmen and sophomores who were studying the subject in-charged by 9 different teachers volunteered to participate in semi-structured interviews. The interviews were transcribed and analyzed qualitatively. The findings indicated that in general, the students have positive attitudes towards their teachers’ use of ICT in teaching English Listening-Speaking courses. Nonetheless, the interviews revealed the students’ difficulties and recommendations, which the school and the teachers should take into account. These findings set the ground for teaching recommendations and suggestions for future research presented at the end of the paper. Keywords: Students’ perception, English majors, English listening and speaking subject, use of ICT.

The aim of this work is to deepen the understanding of the impact of modern technological progress on the nature of transformation of the labor market, changes in the role of qualification level of the employed population, and determination of the skills and competences of employees necessary for forming competitiveness of labor resources and overcoming modern challenges in the labor market. The article presents an assessment of the potential of intra-industry polarization by individual types of economic activity, with consideration for the use of information and communication technologies (ICT) at enterprises. It is noted that information and communication technologies replace certain tasks performed by humans. Consequently, the share of employed among not only highly qualified and paid experts but low-skilled service personnel related to this sphere will increase as well. An assessment of the share of employees who used ICT in enterprises is performed. It is determined that, in Ukraine, the maximum number of employees who used ICT in their professional activities were employed in the fields of information technologies, telecommunications, as well as scientific and technical activities. The close to the Ukrainian average value share of employees using ICT in enterprises is observed in industry. The minimal use of ICT was in the field of transport, warehousing, postal and courier activities and water supply. The results obtained have allowed to single out a number of enterprises with the maximum potential for applying the latest technologies and reformatting the structure of the employed population. The role of skills and competences necessary for forming competitiveness of labor resources and overcoming various challenges in the labor market is determined. The core skills and competences for effective employment are defined with the use of the content-based model O*NET and proposed in the study. It is noted that promoting the development of non-routine skills is the most relevant strategy for the formation of labor competitiveness under modern conditions, especially as a result of the impulse created by the COVID-19 pandemic.

The aim of the study. The aim of the study is a statistical analysis of the accessibility and the use of information and communication technologies for the population and households based on the developed integrated indices in the regional aspect.Fundamental international documents refer to the increasing role of information in all spheres of society, and indicate that the number of the poorest households with, for example, a mobile phone is higher than that with the access to clean drinking water.Thus, it can be noted that the level of accessibility and use of information and communication technologies is a priority for the development of both individual countries and the world community as a whole.Materials and methods. Methods of grouping and multidimensional classification, analysis of variation, normalizing, construction of multidimensional averages and correlation analysis, as well as tabular and graphical methods of visual representation of the results of the study were used as statistical tools for the study. Microsoft Excel was used to process the primary information.Results. Comparison of currently used indicators has revealed the need to develop and build integrated indices in four main areas of ICT research: infrastructure (physical and information), ICT accessibility (physical and price affordability), the use of ICT (by the population and households, enterprises and organizations, in the public sector), knowledge and skills (education, digital skills). In this study, the analysis was carried out according to the characteristics of the accessibility and the use of ICT for the population and households. The results of the study at the federal district level led to the conclusion that, despite the existence of a unified policy in the field of ICT development and information society at the federal level, there are significant differences in the management of this process and the level of implementation of system development measures for ICT in individual federal districts and regions. The main result of the study is the classification of regions by levels of accessibility and use of ICT. The analysis revealed a significant direct relationship between the components of ICT accessibility and its use. The ratings based on the calculated multidimensional averages allowed us to reveal the leader and lagging regions of the Russian Federation in terms of the development of ICT and information society.Conclusion. According to the results of the statistical research positions of regions of the Russian Federation on the accessibility levels and the use of information and communication technologies were determined, as well as a direct relationship between the indices of accessibility and the use of ICT was revealed as a whole in the Russian Federation, and in individual federal districts.

This study was conducted to examine the influence of access to and use of information and communication technology (ICT) on academic achievement and motivation. Data were collected from 300 students (12- to 16-year-old; 160 boys) from Sanandaj, Iran. The ICT Familiarity Questionnaire was used to assess the level of students' access to and use of ICT at school and outside of school. Students' Grade Point Average was considered as an indicator of academic achievement and their scores of Academic Motivation Scale as a measure of academic motivation. The findings revealed that students had more access to and use of ICT at home than school. The majority of participants reported that they used digital devices for the first time when they were between 7 and 10 years old. The students spent more time using the Internet outside of school during weekdays. They used digital devices more frequently for general than academic activities. The canonical analysis indicated that ICT-related factors are significantly correlated with academic performance. However, students' access to and use of ICT at school was the most influential factors affecting academic achievement. Furthermore, access to ICT at school and using digital devices at an earlier age were the most contributing factors correlated with academic motivation. [ABSTRACT FROM AUTHOR]

Copyright of EDU REVIEW: International Education & Learning Review / Revista Internacional de Educación & Aprendizaje is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to assess the impact of COVID-19 on catholic pastoral care, an exploratory study was conducted in South Tyrol (Italy) by administering an online survey to parish priests and laypeople with an office within the local Diocese. With reference to the lockdown period, the research aimed to investigate: (1) how pastoral care was delivered; (2) changes in the use of ICT within religious activities; and (3) the vision of the future for the Church in a mediatized world. Respondents believe that: (1) pastoral activities have slowed down, even though contact with the faithful was kept up through phone or the Internet; (2) the level of digitalization of the parishes has increased; however, the communication was mostly one-way and top-down. Finally, results show that (3) attitudes towards digital media are divergent: they are perceived as having the potential to either strengthen or weaken the relationship between the Church and the faithful. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Financial, Accounting & Managerial Studies is the property of Journal of Financial, Accounting & Managerial Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examines the use of ICT by school teachers in Sri Lanka and it intends to understand the knowledge of ICT and the use of ICT for their information provision. The survey method was adapted and the questionnaire used as the main data collection tool for the study. The results revealed that the most preferred information source was a colleague followed by personal knowledge or experience ranked second and professional books ranked third with high preference level. With regarding the level of confidence of ICT, the results showed that the highest skill or application in the teachers' responses was utilizing the basics of operating the ICT while managing files was second with high arithmetic mean which implying a higher degree of convergence among teachers at this level. The results further established that there was a positive relationship between use of ICT in teaching and teaching methods by the school teachers. In terms of ICT facilities available in schools, even majority of schools had ICT laboratories, only 11% had well-resourced in terms of infrastructure facilities. With regarding the ways of access to the internet more than half of them accessed from their modems while 18% accessed from private cyber cafes and 15% accessed from their school's ICT laboratories. With regarding the internet search, nearly two third of teachers reported that they had ever searched on the internet for a topic but only 41% mentioned that information retrieved from the internet was either relevant or very relevant to their topics. Majority of teachers used Google as search engine to access the internet while76.4% had not received any training on ICT. Based on the findings and the conclusion, the recommendations were made. [ABSTRACT FROM AUTHOR]

Copyright of Problems of Economy is the property of Research Centre for Industrial Developmen Problems of Nas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study discusses the library professionals’ perception of the ICT Applications in engineering college libraries in Tamil Nadu. The relevant data was collected from the library professionals in the self financing engineering colleges situated in Kanchipuram and Thiruvallur district of Tamil Nadu. 625 questionnaires were distributed, 504 replied with a response rate of 80.64%. It was found that the respondents with experience ‘Below 5 years’gave ‘Lack of infrastructure’ as the first priority. ‘Lack of interest on the part of users’ and ‘No support from administration in training library professionals’ were the second and third preferences indicated by the respondents. The least preferences were given for ‘Fear of ICT application’. Similarly, respondents with experience ‘6-10 years’ indicated ‘No support from administration in training library professionals’ as the first priority. The least preference was given for ‘Inadequate training in ICT applications’ by the above respondents. It can be inferred that the professionals accepted and need the training in ICT applications.

The purpose of this study is to identify the perception of students in fifth and sixth grade public elementary schools on their competencies in the use of Information and Communication Technology (ICT) and investigate whether there are differences based on gender, have a computer and Internet access at home. A non-experimental quantitative methodology transactional was used and the sample was composed of 201 students from public elementary schools where 51.6% are fifth- and sixth 48.4% of which 52.6% were boys and 47.4% girls. The instruments used were two surveys Likert scale with five response options. The first survey measures the use of ICT in daily life and the second survey measures the use of ICT in school. The results show that students make moderate use of ICT and that there are no significant differences based on gender and have or not have a computer but do exist in access to the Internet. It is concluded that the students use ICT more for recreation than for school activities and their competencies in the matter are limited.

The substantive purpose of this study was to identify the effect of using ICT on students' personality development. Population of the study consisted of students of two universitiesof Lahore. Sample of the study comprised randomly selected 242 students. A self-developed and validated instrument was used for data collection. Instrument comprised two sections one contained demographic variables and other statements related to personality development of students. A pilot study was conducted to validate the instrument. The reliability index (cronbach alpha) was .83 which is statistically significant. Data were analyzed through SPSS. t- test was run to identify mean difference in personality development of male and female students. ANOVA was applied to see mean difference in the responses of students, regarding their personality development in different programs. Results showed that use of ICT has a profound effect on Female students' personality. Results of ANOVA revealed that students of BBA department show more effect of ICT on their personality. Recommendations were made on the basis of findings.

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers’ working days. However, among today’s teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers’ ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers’ self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers’ self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts.

This article aims to communicate research study carried out as part of our mastery in "ICT in Education", at University of Salamanca, in the academic year 2011/2012. The objective of this study is to characterize the level of technological and pedagogical knowledge, attitude towards the use of ICT and the use of ICT by teachers of Spanish as a Foreign Language. For this purpose, we designed a descriptive study with a sample of teachers of basic education in the public education network of the Federal District of Brazil. For data collection has been developed a specific questionnaire for this research. The results indicated that they contextual problems of availability of technological resources, high proper use and, consequently, the integration of ICT in education. Lastly, we identified that should be considered the results achieved in this study when planning and implementing strategies for the distribution of technological equipment for schools and the definition of continuing education programs of good quality to teachers.

The purpose of this study was to test the perception of teachers and students about the incorporation of information and communication technologies in the third cycle of Primary Education and its relationship with the acquisition of competences regarding its use. To reach this goal, a descriptive research was proposed, using a quantitative methodological approach. A questionnaire was designed that was completed by 133 teachers and 365 students, all of them belonging to the Network of schools from the Montes Orientales area in the province of Granada (Andalusia, Spain). The data was analysed with the statistical package SPSS, version 15. The results indicated that technological literacy was quite acceptable for the two sectors. The teachers perceived a greater training and use of information and communication technologies than the students. Based on the results of the study, it was concluded that training in these technologies has no correlation with the use of this resources in the classes. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Matemática de la Universidad del Atlántico is the property of Universidad del Atlantico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students deal with large amounts of digital information each day, which, clearly, they need to be able to evaluate. Teachers can play pivotal roles in fostering students' evaluation of digital information. Here, using Norwegian data drawn from 1158 teachers in 116 schools, we report on an investigation into ways in which variables interact and influence such fostering. Overall, most teachers are found to report that student skills in evaluating digital information are a focus of instruction, especially in respect of the evaluation of accuracy, credibility and relevance. In addition, the results show moderate to high positive associations among the use of information communication and technology (ICT) in teaching generally, ICT self-efficacy for instructional purposes, collegial collaborations and the teacher fostering (of students' capabilities to evaluate digital information). Finally, a structural equation modeling (SEM) analysis indicates that the use of ICT in teaching and ICT self-efficacy for instructional purposes are positive predictors of variations in teaching practices related to fostering students’ abilities to evaluate digital information. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of 3C TIC is the property of Area de Innovacion y Desarrollo, SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study discusses the library professionals' perception of the ICT Applications in engineering college libraries in Tamil Nadu. The relevant data was collected from the library professionals in the self financing engineering colleges situated in Kanchipuram and Thiruvallur district of Tamil Nadu. 625 questionnaires were distributed, 504 replied with a response rate of 80.64%. It was found that the respondents with experience 'Below 5 years'gave 'Lack of infrastructure' as the first priority. 'Lack of interest on the part of users' and 'No support from administration in training library professionals' were the second and third preferences indicated by the respondents. The least preferences were given for 'Fear of ICT application'. Similarly, respondents with experience '6-10 years' indicated 'No support from administration in training library professionals' as the first priority. The least preference was given for 'Inadequate training in ICT applications' by the above respondents. It can be inferred that the professionals accepted and need the training in ICT applications. [ABSTRACT FROM AUTHOR]