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<meta name="description" content="Search results for: ICTs"> <meta name="keywords" content="ICTs"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="ICTs"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 86</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: ICTs</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">86</span> ICTs Knowledge as a Way of Enhancing Literacy and Lifelong Learning in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jame%20O.%20Ezema">Jame O. Ezema</a>, <a href="https://publications.waset.org/abstracts/search?q=Odenigbo%20Veronica"> Odenigbo Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study covers the topic Information Communication and Technology (ICTs) knowledge as a way of enhancing Literacy and Lifelong learning in Nigeria. This work delved into defining of ICTs. Types of ICTs and media technologies were also mentioned. It further explained how ICTs can be strengthened and the uses of ICTs in education was duly emphasized. The paper also enumerated some side effects of ICTs on learners while the role of ICTs in enhancing literacy was explained. The study carried out strategies to use ICTs meaningfully in Literacy Programs and also emphasized the word lifelong learning in Nigeria. Some recommendations were made towards acquiring ICTs knowledge, so as to enhance Literacy and Lifelong learning in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=distance-learning" title=" distance-learning"> distance-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning%20for%20sustainable%20development" title=" life-long learning for sustainable development"> life-long learning for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/30600/icts-knowledge-as-a-way-of-enhancing-literacy-and-lifelong-learning-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">85</span> Relationship between ICTs Application with Production and Protection Technology: Lesson from Rural Punjab-Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahir%20Munir%20Butt">Tahir Munir Butt</a>, <a href="https://publications.waset.org/abstracts/search?q=Gao%20Qijie"> Gao Qijie</a>, <a href="https://publications.waset.org/abstracts/search?q=Babar%20Shahbaz"> Babar Shahbaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Zakaria%20Yousaf%20Hassan"> Muhammad Zakaria Yousaf Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhnag%20Chuanhong"> Zhnag Chuanhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this paper is to identify the relationship between Information Communication Technology (ICTs) applications with Agricultural development in the process of communication at rural Punjab-Pakistan. The authors analyzed the relationship of ICTs applications with the most prominent factor for the Agricultural Information Services (AIS) in the Agricultural Extension Approaches (AEA). The data collection procedure was started from Jan. 2015 and completed in July 2015. It is the one of the part in PhD studies at China Agriculture, University Hadian-Beijng China. It was observed that on major constraint in the AIS disseminated was the limited number of farmers especially and unknown the farmers about new ICTs technology for Agriculture at rural areas. Majority of ICTs application e.g. Toll free number; Robo Calls; Text message was highly significances in the AIS approach. The recommendation is communication and capacity building one of the indispensable elements for sustainable and agricultural development and Agricultural extension should be provided training to farmer about new ICTs technologies to access and use of it for Sustainable Agriculture Development (SAD) and update the scenario of flow of information also with try to established ICTs hub at the village level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICTs" title="ICTs">ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=AEA" title=" AEA"> AEA</a>, <a href="https://publications.waset.org/abstracts/search?q=AIS" title=" AIS"> AIS</a>, <a href="https://publications.waset.org/abstracts/search?q=SAD" title=" SAD"> SAD</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20farmers" title=" rural farmers"> rural farmers</a> </p> <a href="https://publications.waset.org/abstracts/42646/relationship-between-icts-application-with-production-and-protection-technology-lesson-from-rural-punjab-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">84</span> Educational Innovation and ICT: Before and during 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Monge%20L%C3%B3pez">Carlos Monge López</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20G%C3%B3mez%20Hern%C3%A1ndez"> Patricia Gómez Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational innovation is a quality factor of teaching-learning processes and institutional accreditation. There is an increasing of these change processes, especially after 2000. However, the publications about this topic are more associated with ICTs in currently century. The main aim of the study was to determine the tendency of educational innovations around ICTs. The used method was mixed research design (content analysis, review of scientific literature and descriptive, comparative and correlation study) with 649 papers. In summary, the results indicated that, progressively, the educational innovation is associated with ICTs, in comparison with this type of change processes without ICTs. In conclusion, although this tendency, scientific literature must divulgate more kinds of pedagogical innovation with the aim of deepening in other new resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=descriptive%20study" title="descriptive study">descriptive study</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20society" title=" knowledge society"> knowledge society</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20innovation" title=" pedagogical innovation"> pedagogical innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a> </p> <a href="https://publications.waset.org/abstracts/10245/educational-innovation-and-ict-before-and-during-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">485</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">83</span> Modeling Child Development Factors for the Early Introduction of ICTs in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20E.%20Oyetade">K. E. Oyetade</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the fundamental characteristics of Information and Communication Technology (ICT) has been the ever-changing nature of continuous release and models of ICTs with its impact on the academic, social, and psychological benefits of its introduction in schools. However, there seems to be a growing concern about its negative impact on students when introduced early in schools for teaching and learning. This study aims to design a model of child development factors affecting the early introduction of ICTs in schools in an attempt to improve the understanding of child development and introduction of ICTs in schools. The proposed model is based on a sound theoretical framework. It was designed following a literature review of child development theories and child development factors. The child development theoretical framework that fitted to the best of all child development factors was then chosen as the basis for the proposed model. This study hence found that the Jean Piaget cognitive developmental theory is the most adequate theoretical frameworks for modeling child development factors for ICT introduction in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20development%20factors" title="child development factors">child development factors</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20development%20theories" title=" child development theories"> child development theories</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=theory" title=" theory"> theory</a> </p> <a href="https://publications.waset.org/abstracts/35189/modeling-child-development-factors-for-the-early-introduction-of-icts-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">82</span> The Interconnection between Curriculum Development and ICT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanane%20Sarnou">Hanane Sarnou</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabri%20Ko%C3%A7"> Sabri Koç</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the interconnection between curriculum development for basic education and the use of information and communication technologies (ICTs) in the classroom referring to the Licence, Master's and Doctorate (LMD) benefits under such link will be presented and analysed. This study seeks to achieve to what extent LMD, competency-based approach (CBA) and ICTs use are interrelated. Likewise, the data collected from the responses of our teachers and learners who are concerned with LMD impact on their learning and teaching through interviews will be discussed, analysed, and classified. This paper is divided into two sections. The first section is about the curriculum development for basic education and its relation with higher education under the LMD and its link with ICTs in the university while the second section is about the classification of learners’ and teachers’ positive/negative responses concerning their positive or negative attitudes towards the ICT integration. The focus will be on the positive aspects of students’ expectations, opinions and assumptions regarding the integration of ICTs into the classroom under LMD and CBA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMD%20system" title="LMD system">LMD system</a>, <a href="https://publications.waset.org/abstracts/search?q=CBA%20approach" title=" CBA approach"> CBA approach</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a> </p> <a href="https://publications.waset.org/abstracts/9957/the-interconnection-between-curriculum-development-and-ict" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9957.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">81</span> Females’ Usage Patterns of Information and Communication Technologies (ICTs) in the Vhembe District, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fulufhelo%20Oscar%20Maphiri-Makananise">Fulufhelo Oscar Maphiri-Makananise</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this paper is to explore and provide substantiated evidence based on the usage patterns of Information and Communication Technologies (ICTs) by females in the Vhembe District in Limpopo-Province, South Africa. The study presents a broader picture and understanding about the usage of ICTs from female’s perspective. The significance of this study stems from the need to discover the role, relevance and usage patterns of ICTs such as smartphones, computers, laptops, and iPods, internet and social networking sites among females following the trends of new media technologies in the society. The main objective of the study was to investigate the usability and accessibility of ICTs to empower the Vhembe District females in South Africa. The study used quantitative research method together with elements of qualitative research to determine the major ideas, perceptions and usage patterns of ICTs by females in the District. Data collection involved structured and self-administered questionnaire with both closed-ended and open-ended questions. Two groups of respondents participated in this study. Media Studies female students (n=50) at the University of Venda provided their ideas and perceptions about the usefulness and usage patterns of ICTs such as smartphones, internet and computers at the university level, while the second group were (n=50) Makhado comprehensive school learners who also provided their perceptions and ideas about the use of ICTs at the high school level. Also, the study provides a more balanced, accurate and rational results on the pertinent issues that concern the use of ICTs by females in the Vhembe District. The researcher also believes that the findings of the study are useful as a guideline and model for ICT intervention that work as an empowerment to women in South Africa. The study showed that the main purpose of using ICTs by females was to search information for writing assignments, conducting research, dating, exchanging ideas and networking with friends and relatives that are also members of social networking sites and maintaining existing friends in real life. The study further revealed that most females were using ICTs for social purposes and accessing the internet than entertaining themselves. The finding also indicated a high number of females that used ICTs for e-learning (62%) and social purposes (85%). Moreover, the study centred on providing strong insightful information on the females’ usage patterns and their perceptions of ICTs in the Vhembe district of Limpopo province. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=female%20users" title="female users">female users</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies" title=" information and communication technologies"> information and communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=usage%20patterns" title=" usage patterns"> usage patterns</a> </p> <a href="https://publications.waset.org/abstracts/34680/females-usage-patterns-of-information-and-communication-technologies-icts-in-the-vhembe-district-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">80</span> Teachers’ Experiences regarding Use of Information and Communication Technology for Visually Impaired Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zikra%20Faiz">Zikra Faiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaheer%20Asghar"> Zaheer Asghar</a>, <a href="https://publications.waset.org/abstracts/search?q=Nisar%20Abid"> Nisar Abid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technologies (ICTs) includes computers, the Internet, and electronic delivery systems such as televisions, radios, multimedia, and overhead projectors etc. In the modern world, ICTs is considered as an essential element of the teaching-learning process. The study was aimed to discover the usage of ICTs in Special Education Institutions for Visually Impaired students, Lahore, Pakistan. Objectives of the study were to explore the problems faced by teachers while using ICT in the classroom. The study was phenomenology in nature; a qualitative survey method was used through a semi-structured interview protocol developed by the researchers. The sample comprised of eighty faculty members selected through a purposive sampling technique. Data were analyzed through thematic analysis technique with the help of open coding. The study findings revealed that multimedia, projectors, computers, laptops and LEDs are used in special education institutes to enhance the teaching-learning process. Teachers believed that ICTs could enhance the knowledge of visually impaired students and every student should use these technologies in the classroom. It was concluded that multimedia, projectors and laptops are used in classroom by teachers and students. ICTs can promote effectively through the training of teachers and students. It was suggested that the government should take steps to enhance ICTs in teacher training and other institutions by pre-service and in-service training of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies" title="information and communication technologies">information and communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=in-services%20teachers" title=" in-services teachers"> in-services teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20institutions" title=" special education institutions"> special education institutions</a> </p> <a href="https://publications.waset.org/abstracts/102215/teachers-experiences-regarding-use-of-information-and-communication-technology-for-visually-impaired-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> Information and Communication Technologies-Based Urban Spaces: From Planning and Design to Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yountaik%20Leem">Yountaik Leem</a>, <a href="https://publications.waset.org/abstracts/search?q=Kwang%20Woo%20Nam"> Kwang Woo Nam</a>, <a href="https://publications.waset.org/abstracts/search?q=Sang%20Ho%20Lee"> Sang Ho Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Tae%20Heon%20Moon"> Tae Heon Moon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As to the development of the capitalist economy, local governments put their focuses on economic growth and quality of life including the management of declined urban area. Together with the rapid advances in ICTs (information and communication technologies) Korean government tried to adapt ICTs to urban spaces to catch these two goals. Ubiquitous city, concept introduced by Mark Weiser in 1988, is a kind of ICTs based urban space which can provide IT services anytime and anywhere. This paper introduces the experience of developing ICTs-based urban planning and it’s implementation process and discusses the effect of the R&D based U-City test-bed project. For a community center of a residential zone in a newly developing city, spatial problems and citizen’s needs were identified to plan IT-based urban services. The paper also describes the structure and functions of Community O/S (COS) as an IT platform which controls data and urban devices such as media facades and U-poles. Not only one-way information but also Interactive services were included. Public creating activities using this platform also added –CO2 emission management and citizen making safety map, etc. The effects of the comprehensive U-City planning in S/W, H/W and human-ware were discussed on the case study of similar individual projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICTs-based%20urban%20planning" title="ICTs-based urban planning">ICTs-based urban planning</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20IT%20service" title=" public IT service"> public IT service</a>, <a href="https://publications.waset.org/abstracts/search?q=U-City" title=" U-City"> U-City</a> </p> <a href="https://publications.waset.org/abstracts/49330/information-and-communication-technologies-based-urban-spaces-from-planning-and-design-to-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49330.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> The Role of ICTS in Improving the Quality of Public Spaces in Large Cities of the Third World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayat%20Ayman%20Abdelaziz%20Ibrahim%20Amayem">Ayat Ayman Abdelaziz Ibrahim Amayem</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Abdel-Salam"> Hassan Abdel-Salam</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeyad%20El-Sayad"> Zeyad El-Sayad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, ICTs have spread extensively in everyday life in an unprecedented way. A great attention is paid to the ICTs while ignoring the social aspect. With the immersive invasion of internet as well as smart phones’ applications and digital social networking, people become more socially connected through virtual spaces instead of meeting in physical public spaces. Thus, this paper aims to find the ways of implementing ICTs in public spaces to regain their status as attractive places for people, incite meetings in real life and create sustainable lively city centers. One selected example of urban space in the city center of Alexandria is selected for the study. Alexandria represents a large metropolitan city subjected to rapid transformation. Improving the quality of its public spaces will have great effects on the whole well-being of the city. The major roles that ICTs can play in the public space are: culture and art, education, planning and design, games and entertainment, and information and communication. Based on this classification various examples and proposals of ICTs interventions in public spaces are presented and analyzed to encourage good old fashioned social interaction by creating the New Social Public Place of this Digital Era. The paper will adopt methods such as questionnaire for evaluating the people’s willingness to accept the idea of using ICTs in public spaces, their needs and their proposals for an attractive place; the technique of observation to understand the people behavior and their movement through the space and finally will present an experimental design proposal for the selected urban space. Accordingly, this study will help to find design principles that can be adopted in the design of future public spaces to meet the needs of the digital era’s users with the new concepts of social life respecting the rules of place-making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexandria%20sustainable%20city%20center" title="Alexandria sustainable city center">Alexandria sustainable city center</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20place-making" title=" digital place-making"> digital place-making</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20places" title=" urban places"> urban places</a> </p> <a href="https://publications.waset.org/abstracts/32045/the-role-of-icts-in-improving-the-quality-of-public-spaces-in-large-cities-of-the-third-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32045.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> Green Computing: Awareness and Practice in a University Information Technology Department</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samson%20Temitope%20Obafemi">Samson Temitope Obafemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The fact that ICTs is pervasive in today’s society paradoxically also calls for the need for green computing. Green computing generally encompasses the study and practice of using Information and Communication Technology (ICT) resources effectively and efficiently without negatively affecting the environment. Since the emergence of this innovation, manufacturers and governmental bodies such as Energy Star and the United State of America’s government have obviously invested many resources in ensuring the reality of green design, manufacture, and disposal of ICTs. However, the level of adherence to green use of ICTs among users have been less accounted for especially in developing ICT consuming nations. This paper, therefore, focuses on examining the awareness and practice of green computing among academics and students of the Information Technology Department of Durban University of Technology, Durban South Africa, in the context of green use of ICTs. This was achieved through a survey that involved the use of a questionnaire with four sections: (a) demography of respondents, (b) Awareness of green computing, (c) practices of green computing, and (d) attitude towards greener computing. One hundred and fifty (150) questionnaires were distributed, one hundred and twenty (125) were completed and collected for data analysis. Out of the one hundred and twenty-five (125) respondents, twenty-five percent (25%) were academics while the remaining seventy-five percent (75%) were students. The result showed a higher level of awareness of green computing among academics when compared to the students. Green computing practices are also shown to be highly adhered to among academics only. However, interestingly, the students were found to be more enthusiastic towards greener computing in the future. The study, therefore, suggests that the awareness of green computing should be further strengthened among students from the curriculum point of view in order to improve on the greener use of ICTs in universities especially in developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20computing" title=" green computing"> green computing</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20use" title=" green use"> green use</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a> </p> <a href="https://publications.waset.org/abstracts/96328/green-computing-awareness-and-practice-in-a-university-information-technology-department" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96328.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Health Information Needs and Utilization of Information and Communication Technologies by Medical Professionals in a Northern City of India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonika%20Raj">Sonika Raj</a>, <a href="https://publications.waset.org/abstracts/search?q=Amarjeet%20Singh"> Amarjeet Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Vijay%20Lakshmi%20Sharma"> Vijay Lakshmi Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: In 21st century, due to revolution in Information and Communication Technologies (ICTs), there has been phenomenal development in quality and quantity of knowledge in the field of medical science. So, the access to relevant information to physicians is critical to the delivery of effective healthcare services to patients. The study was conducted to assess the information needs and attitudes of the medical professionals; to determine the sources and channels of information used by them; to ascertain the current usage of ICTs and the barriers faced by them in utilization of ICTs in health information access. Methodology: This descriptive cross-sectional study was carried in 2015 on hundred medical professionals working in public and private sectors of Chandigarh. The study used both quantitative and qualitative method for data collection. A semi structured questionnaire and interview schedule was used to collect data on information seeking needs, access to ICTs and barriers to healthcare information access. Five Data analysis was done using SPSS-16 and qualitative data was analyzed using thematic approach. Results: The most preferred sources to access healthcare information were internet (85%), trainings (61%) and communication with colleagues (57%). They wanted information on new drug therapy and latest developments in respective fields. All had access to computer with but almost half assessed their computer knowledge as average and only 3% had received training regarding usage. Educational status (p=0.004), place of work (p=0.004), number of years in job (p=0.004) and sector of job (p=0.04) of doctors were found to be significantly associated with their active search for information. The major themes that emerged from in-views were need; types and sources of healthcare information; exchange of information among different levels of healthcare providers; usage of ICTs to obtain and share information; barriers to access of healthcare information and quality of health information materials and involvement in their development process Conclusion and Recommendations: The medical professionals need information in their in their due course of work. However, information needs of medical professionals were not being adequately met. There should be training of professional regarding internet skills and the course on bioinformatics should be incorporated in the curricula of medical students. The policy framework must be formulated that will encourage and promote the use of ICTs as tools for health information access and dissemination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20information" title="health information">health information</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20professionals" title=" medical professionals"> medical professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative" title=" qualitative"> qualitative</a> </p> <a href="https://publications.waset.org/abstracts/40636/health-information-needs-and-utilization-of-information-and-communication-technologies-by-medical-professionals-in-a-northern-city-of-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Information and Communication Technology and Business Education in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oloniyo%20Kemisola%20Eunice">Oloniyo Kemisola Eunice</a>, <a href="https://publications.waset.org/abstracts/search?q=Odere%20Oladunni%20Oluwafeyikemi"> Odere Oladunni Oluwafeyikemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technological change and globalization have created a new global economy with Information and Communication Technology (ICT) occupying a complex position in relation to globalization. The emergence of this new global economy has serious implications on the nature and purpose of educational institutions. The paper is basically a theoretical discourse. Data for analysis were obtained from secondary sources. The paper found that significant challenges confront the integration of ICTs in education in the areas of educational policy and planning, infrastructure, language and content, capacity building and financing in Nigeria. The paper concluded that business education needs to be well equipped to anticipate and respond to opportunities created by ICTs in order to participate productively and equitably in an increasingly technology-rich and knowledge-driven world. The paper recommended, among others, that the investments in ICTs should be used to promote the development of basic skills, problem-solving and communication skills and the professional development of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=business" title=" business"> business</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/45937/information-and-communication-technology-and-business-education-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45937.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> Information and Communication Technology (ICT) and Yoruba Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayoola%20Idowu%20Olasebikan">Ayoola Idowu Olasebikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global community has become increasingly dependent on various kinds of technologies out of which Information and Communication Technologies (ICTs) appear to be the most prominent. ICTs have become multipurpose tools which have had a revolutionary impact on how we see the world and how we live in it. Yoruba is the most widely spoken African language outside Africa but it remains one of the badly spoken language in the world as a result of its outdated teaching method in the African schools which prevented its standard version from being spoken and written. This paper conducts a critical review of the traditional methods of teaching Yoruba language. It then examines the possibility of leveraging on ICTs for improved methods of teaching Yoruba language to achieve global standard and spread. It identified key ICT platforms that can be deployed for the teaching of Yoruba language and the constraints facing each of them. The paper concludes that Information and Communication Technologies appear to provide veritable opportunity for paradigm shift in the methods of teaching Yoruba Language. It also opines that Yoruba language has the potential to transform economic fortune of Africa for sustainable development provided its teaching is taken beyond the brick and mortar classroom to the virtual classroom/global information super highway called internet or any other ICTs medium. It recommends that students and teachers of Yoruba language should be encouraged to acquire basic skills in computer and internet technology in order to enhance their ability to develop and retrieve electronic Yoruba language teaching materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20method" title=" teaching method"> teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba%20language" title=" Yoruba language "> Yoruba language </a> </p> <a href="https://publications.waset.org/abstracts/48266/information-and-communication-technology-ict-and-yoruba-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> Introducing Information and Communication Technologies in Prison: A Proposal in Favor of Social Reintegration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Rocio%20Fernandez%20Diaz">Carmen Rocio Fernandez Diaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the relevance of information and communication technologies (hereinafter referred as ‘ICTs’) as an essential part of the day-to-day life of all societies nowadays, as they offer the scenario where an immense number of behaviors are performed that previously took place in the physical world. In this context, areas of reality that have remained outside the so-called ‘information society’ are hardly imaginable. Nevertheless, it is possible to identify a means that continue to be behind this reality, and it is the penitentiary area regarding inmates rights, as security aspects in prison have already be improved by new technologies. Introducing ICTs in prisons is still a matter subject to great rejections. The study of comparative penitentiary systems worldwide shows that most of them use ICTs only regarding educational aspects of life in prison and that communications with the outside world are generally based on traditional ways. These are only two examples of the huge range of activities where ICTs can carry positive results within the prison. Those positive results have to do with the social reintegration of persons serving a prison sentence. Deprivation of liberty entails contact with the prison subculture and the harmful effects of it, causing in cases of long-term sentences the so-called phenomenon of ‘prisonization’. This negative effect of imprisonment could be reduced if ICTs were used inside prisons in the different areas where they can have an impact, and which are treated in this research, as (1) access to information and culture, (2) basic and advanced training, (3) employment, (4) communication with the outside world, (5) treatment or (6) leisure and entertainment. The content of all of these areas could be improved if ICTs were introduced in prison, as it is shown by the experience of some prisons of Belgium, United Kingdom or The United States. However, rejections to introducing ICTs in prisons obey to the fact that it could carry also risks concerning security and the commission of new offences. Considering these risks, the scope of this paper is to offer a real proposal to introduce ICTs in prison, trying to avoid those risks. This enterprise would be done to take advantage of the possibilities that ICTs offer to all inmates in order to start to build a life outside which is far from delinquency, but mainly to those inmates who are close to release. Reforming prisons in this sense is considered by the author of this paper an opportunity to offer inmates a progressive resettlement to live in freedom with a higher possibility to obey the law and to escape from recidivism. The value that new technologies would add to education, employment, communications or treatment to a person deprived of liberty constitutes a way of humanization of prisons in the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deprivation%20of%20freedom" title="deprivation of freedom">deprivation of freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies" title=" information and communication technologies"> information and communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=imprisonment" title=" imprisonment"> imprisonment</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reintegration" title=" social reintegration"> social reintegration</a> </p> <a href="https://publications.waset.org/abstracts/84809/introducing-information-and-communication-technologies-in-prison-a-proposal-in-favor-of-social-reintegration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84809.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> Digitalization: The Uneven Geography of Information and Communication Technology (ICTS) CTSoss Four Major States in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanchari%20Mukhopadhyay">Sanchari Mukhopadhyay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, almost the entire realm of human activities are becoming increasingly dependent on the power of information, where through ICTs it is now possible to cater distances and avail various services at a few clicks. In principle, ICTs are thus expected to blur location-specific differences and affiliations of development and bring in an inclusive society at the wake of globalization. However, eventually researchers and policy analysts realized that ICTs are also generating inequality in spite of the hope for an integrated world and widespread social well-being. Regarding this unevenness, location plays a major role as often ICT development is seen to be concentrated into pockets, leaving behind large tracks as underprivileged. Thus, understanding the spatial pattern of ICT development and distribution is significant in relation to exploring the extent to which ICTs are fulfilling the promises or reassuring the existing divisions. In addition, it is also profoundly crucial to investigate how regions are connecting and competing both locally and globally. The focus of the research paper is to evaluate the spatial structure of ICT led development in India. Thereby, it attempts to understand the state level (four selected states) pattern of ICT penetration, the pattern of diffusion across districts with respect to large urban centres and the rural-urban disparity of technology adoption. It also tries to assess the changes in access dynamisms of ICTs as one move away from a large metropolitan city towards the periphery. In brief, the analysis investigates into the tendency towards the uneven growth of development through the identification of the core areas of ICT advancement within the country and its diffusion from the core to the periphery. In order to assess the level of ICT development and rural-urban disparity across the districts of selected states, two indices named ICT Development Index and Rural-Urban Digital Divide Index have been constructed. The study mostly encompasses the latest Census (2011) of the country and TRAI (Telecom Regulatory Authority of India) in some cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20development" title="ICT development">ICT development</a>, <a href="https://publications.waset.org/abstracts/search?q=diffusion" title=" diffusion"> diffusion</a>, <a href="https://publications.waset.org/abstracts/search?q=core-periphery" title=" core-periphery"> core-periphery</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a> </p> <a href="https://publications.waset.org/abstracts/35697/digitalization-the-uneven-geography-of-information-and-communication-technology-icts-ctsoss-four-major-states-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> Digital Employment of Disabled People: Empirical Study from Shanghai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Zi">Yan Zi</a>, <a href="https://publications.waset.org/abstracts/search?q=Han%20Xiao"> Han Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the globe, ICTs are influencing employment both as an industry that creates jobs and as a tool that empowers disabled people to access new forms of work, in innovative and more flexible ways. The advancements in ICT and the number of apps and solutions that support persons with physical, cognitive and intellectual disabilities challenge traditional biased notions and offer a pathway out of traditional sheltered workshops. As the global leader in digital technology innovation, China is arguably a leader in the use of digital technology as a 'lever' in ending the economic and social marginalization of the disabled. This study investigates factors that influence adoption and use of employment-oriented ICT applications among disabled people in China and seeks to integrate three theoretical approaches: the technology acceptance model (TAM), the uses and gratifications (U&G) approach, and the social model of disability. To that end, the study used data from self-reported survey of 214 disabled adults who have been involved in two top-down 'Internet + employment' programs promoted by local disabled persons’ federation in Shanghai. A structural equation model employed in the study demonstrates that the use of employment-oriented ICT applications is affected by demographic factors of gender, categories of disability, education and marital status. The organizational support of local social organizations demonstrates significate effects on the motivations of disabled people. Results from the focus group interviews particularly suggested that to maximize the positive impact of ICTs on employment, there is significant need to build stakeholder capacity on how ICTs could benefits persons with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabled%20people" title="disabled people">disabled people</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=uses%20and%20gratifications" title=" uses and gratifications"> uses and gratifications</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20social%20model%20of%20disability" title=" the social model of disability"> the social model of disability</a> </p> <a href="https://publications.waset.org/abstracts/109787/digital-employment-of-disabled-people-empirical-study-from-shanghai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Different Goals and Strategies of Smart Cities: Comparative Study between European and Asian Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yountaik%20Leem">Yountaik Leem</a>, <a href="https://publications.waset.org/abstracts/search?q=Sang%20Ho%20Lee"> Sang Ho Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, different goals and the ways to reach smart cities shown in many countries during planning and implementation processes will be discussed. Each country dealt with technologies which have been embedded into space as development of ICTs (information and communication technologies) for their own purposes and by their own ways. For example, European countries tried to adapt technologies to reduce greenhouse gas emission to overcome global warming while US-based global companies focused on the way of life using ICTs such as EasyLiving of Microsoft™ and CoolTown of Hewlett-Packard™ during last decade of 20th century. In the North-East Asian countries, urban space with ICTs were developed in large scale on the viewpoint of capitalism. Ubiquitous city, first introduced in Korea which named after Marc Weiser’s concept of ubiquitous computing pursued new urban development with advanced technologies and high-tech infrastructure including wired and wireless network. Japan has developed smart cities as comprehensive and technology intensive cities which will lead other industries of the nation in the future. Not only the goals and strategies but also new directions to which smart cities are oriented also suggested at the end of the paper. Like a Finnish smart community whose slogan is ‘one more hour a day for citizens,’ recent trend is forwarding everyday lives and cultures of human beings, not capital gains nor physical urban spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20cities" title="smart cities">smart cities</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20strategy" title=" urban strategy"> urban strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20direction" title=" future direction"> future direction</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20study" title=" comparative study"> comparative study</a> </p> <a href="https://publications.waset.org/abstracts/90905/different-goals-and-strategies-of-smart-cities-comparative-study-between-european-and-asian-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90905.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> Digital Divide and Its Impact on the Students’ Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aissa%20Hanifi">Aissa Hanifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People across different world societies are using information and communication technology (ICT) for different purposes. Unfortunately, in contemporary societies, some people have little access to ICT and thus cannot have effective participation in society compared with those who have better access. The purpose of this study is to test the impact of ICTs on university life in general and students' performance in particular. The study relied on an online survey questionnaire that was administered to 30 undergraduate students at Chef University. The findings of the survey revealed that there is still an important number of students who do not have easy access to ICT. Such limited access to ICTs is attributed to varied factors. Some students live in rural areas, where due to the poor internet coverage, they face difficulties in competing with students who live in urban areas with better ICT access. The lack of ICT access has hindered the students' university performance in general and their language skills, and the exchange of information with teachers and classmates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=access" title="access">access</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/154838/digital-divide-and-its-impact-on-the-students-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Indigenous Knowledge Management: Towards Identification of Challenges and Opportunities in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Desmond%20Chinedu%20Oparaku">Desmond Chinedu Oparaku</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Uwazie%20Anyanwu"> Emmanuel Uwazie Anyanwu</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyemike%20Victor%20Benson"> Oyemike Victor Benson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ogbonna%20Isaac-Nnadimele"> Ogbonna Isaac-Nnadimele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to provide a theoretical discourse that highlights the challenges associated with management of indigenous knowledge with reference to developing countries. Literature review and brainstorming were used to collect relevant data and draw inferences. The findings indicate that non-existence of indigenous knowledge management policy (IKMP), low level of partnership drive among library and information services providers, non-uniformity of format and content of indigenous knowledge, inadequate funding, and lack of access to ICTs, lack of indigenous people with indigenous expertise and hoarding of knowledge as challenges to indigenous knowledge management. The study is based on literature review and information gathered through brain storming with professional colleagues the geographic scope as developing countries. The study has birth several implication based on the findings made. Professionally, it has necessitated the need for formulating a viable indigenous knowledge management policy (IKMP), creating of collaborative network through partnership, and integration of ICTs to indigenous knowledge management practices by libraries in developing countries etc. The originality of this paper is revealed in its capability as serving as an eye opener to librarians on the need for preserving and managing indigenous knowledge in developing countries. It further unlocks the possibilities of exploring empirical based researches to substantiate the theoretical issues raised in this paper. The findings may be used by library managers to improve indigenous knowledge management (IKM). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title="developing countries">developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a> </p> <a href="https://publications.waset.org/abstracts/56882/indigenous-knowledge-management-towards-identification-of-challenges-and-opportunities-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> ICT in Education – A Quest for Quality Learning in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Johnbull">Adam Johnbull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses ICT in Education as a quest for quality learning in the 21st century. Education is the key that unlock the door to development, without adequate education of the citizenry, the development of a nation becomes a sham. Information Communication Technologies (ICTs) has revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICT’s to win global recognition and attention and thus ensure desire quality in our school system. Thus, the purpose of the paper is to discuss amongst others, what is ICT. The roles of ICT’s in education, limitation and key challenges of integrating ICT to education in the enhancement of student learning and experiences in other to encourage policy makers, school administrators and teachers pay the required attention to integrate this technology in the education system. The paper concludes that regardless of all the limitation characterizing it. ICT benefit education system to provide quality education in the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICTs" title="ICTs">ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=quest" title=" quest"> quest</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=global" title=" global"> global</a>, <a href="https://publications.waset.org/abstracts/search?q=sham" title=" sham"> sham</a>, <a href="https://publications.waset.org/abstracts/search?q=century" title=" century"> century</a> </p> <a href="https://publications.waset.org/abstracts/33976/ict-in-education-a-quest-for-quality-learning-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> Agricultural Extension Workers’ Education in Indonesia - Roles of Distance Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adhi%20Susilo">Adhi Susilo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses the roles of distance education in the agricultural extension workers’ education. Agriculture plays an important role in both poverty reduction and economic growth. The technology of agriculture in the developing world should change continuously to keep pace with rising populations and rapidly changing social, economic, and environmental conditions. Therefore, agricultural extension workers should have several competencies in order to carry out their duties properly. One of the essential competencies that they must possess is the professional competency that is directly related to their duties in carrying out extension activities. Such competency can be acquired through studying at Universitas Terbuka (UT). With its distance learning system, agricultural extension workers can study at UT without leaving their duties. This paper presenting sociological analysis and lessons learnt from the specific context of Indonesia. Diversities in geographic, demographic, social cultural and economic conditions of the country provide specific challenges for its distance education practice and the process of social transformation to which distance education can contribute. Extension officers used distance education for personal benefits and increased professional productivity. An increase in awareness is important for the further adoption of distance learning for extension purposes. Organizations in both the public and private sector must work to increase knowledge of ICTs for the benefit of stakeholders. The use of ICTs can increase productivity for extensions officers and expand educational opportunities for learners. The use of distance education by extension to disseminate educational materials around the world is widespread. Increasing awareness and use of distance learning can lead to more productive relationships between extension officers and agricultural stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agricultural%20extension" title="agricultural extension">agricultural extension</a>, <a href="https://publications.waset.org/abstracts/search?q=demographic%20and%20geographic%20condition" title=" demographic and geographic condition"> demographic and geographic condition</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a> </p> <a href="https://publications.waset.org/abstracts/18747/agricultural-extension-workers-education-in-indonesia-roles-of-distance-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18747.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Spatially Referenced Checklist Model Dedicated to Professional Actors for a Good Evaluation and Management of Networks </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdessalam%20Hijab">Abdessalam Hijab</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafida%20Boulekbache"> Hafida Boulekbache</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Henry"> Eric Henry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this article is to explain the use of geographic information system (GIS) and information and communication technologies (ICTs) in the real-time processing and analysis of data on the status of an urban sanitation network by integrating professional actors in sanitation for sustainable management in urban areas. Indeed, it is a smart geo-collaboration based on the complementarity of ICTs and GIS. This multi-actor reflection was built with the objective of contributing to the development of complementary solutions to the existing technologies to better protect the urban environment, with the help of a checklist with the spatial reference "E-Géo-LD" dedicated to the "professional/professional" actors in sanitation, for intelligent monitoring of liquid sanitation networks in urban areas. In addition, this research provides a good understanding and assimilation of liquid sanitation schemes in the "Lamkansa" sampling area of the city of Casablanca, and spatially evaluates these schemes. Downstream, it represents a guide to assess the environmental impacts of the liquid sanitation scheme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=GIS" title=" GIS"> GIS</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20checklist" title=" spatial checklist"> spatial checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=liquid%20sanitation" title=" liquid sanitation"> liquid sanitation</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a> </p> <a href="https://publications.waset.org/abstracts/128808/spatially-referenced-checklist-model-dedicated-to-professional-actors-for-a-good-evaluation-and-management-of-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128808.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> The Pedagogical Functions of Arts and Cultural-Heritage Education with ICTs in Museums – A Case Study of FINNA and Google Art </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei%20Zhao">Pei Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Sintonen"> Sara Sintonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Heikki%20Kyn%C3%A4slahti"> Heikki Kynäslahti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital museums and arts galleries have become popular in museum education and management. Museum and arts galleries website is one of the most effective and efficient ways. Google, a corporation specializing in Internet-related services and projects, not only puts high-resolution arts images online, but also uses augmented-reality in digital art gallery. The Google Art Project, Google’s production, provides users a platform in appreciating and learning arts. After Google Art Project, more and more countries released their own museum and arts gallery websites, like British Paining in BBC, and FINNA in Finland. Pedagogical function in these websites is one of the most important functions. In this paper, we use Google Art Project and FINNA as the case studies to investigate what kinds of pedagogical functions exist in these websites. Finally, this paper will give the recommendation to digital museums and websites development, especially the pedagogical functions development, in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts%20education" title="arts education">arts education</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural-heritage%20education" title=" cultural-heritage education"> cultural-heritage education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20with%20ICTs" title=" education with ICTs"> education with ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20functions" title=" pedagogical functions"> pedagogical functions</a> </p> <a href="https://publications.waset.org/abstracts/24955/the-pedagogical-functions-of-arts-and-cultural-heritage-education-with-icts-in-museums-a-case-study-of-finna-and-google-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">548</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> Love and Loss: The Emergence of Shame in Romantic Information Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Caudwell">C. Caudwell</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Syed"> R. Syed</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Lacey"> C. Lacey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While the development and advancement of information communication technologies (ICTs) offers powerful opportunities for meaningful connections and relationships, shame is a significant barrier to social and cultural acceptance. In particular, artificial intelligence and socially oriented robots are increasingly becoming partners in romantic relationships with people, offering bonding, support, comfort, growth, and reciprocity. However, these relationships suffer hierarchical, anthropocentric shame that is a significant barrier to their success and longevity. This paper will present case studies of human and artificially intelligent agent relationships, in the context of internal and external shame, as cultivated, propagated, and communicated through ICT. Using an interdisciplinary methodology we aim to present a framework for technological shame, building on the experimental and emergent psychoanalytical theories of emotions. Our study finds principally that socialization is a powerful factor in the vectors of shame as experienced by humans. On a wider scale, we contribute understanding of social emotion and the phenomenon of shame proliferated through ICTs, which is at present under-explored, but vital, as society and culture is increasingly mediated through this medium. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=shame" title="shame">shame</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=romance" title=" romance"> romance</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a> </p> <a href="https://publications.waset.org/abstracts/94094/love-and-loss-the-emergence-of-shame-in-romantic-information-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94094.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> Using Information and Communication Technologies in Teaching Translation: Students of English as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guessabi%20Fatiha">Guessabi Fatiha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, there is no sphere of human life that does not use Information and Communication Technologies (ICTs) in practice. This type of development grew widely in the last years of the 20th century and impacted many fields such as education, health, financing, job markets, communication, governments, industrial productivity, etc. Recently, in higher education, the use of ICTs has been essential and significant during the Covid19 pandemic. Thanks to technology, although the universities in Algeria were locked down during the period of covid19, learning was easily continued, and students were collaborating, communicating, socializing, and learning at a distance. Therefore, ICT tools are required in translation courses to enhance and improve translation teaching. This research explores the use of ICT in teaching and learning translation. The research comes along with a theoretical framework; the literature review is produced to highlight some essential ICT concepts and translation teaching. In order to achieve the study objective, a questionnaire is distributed to the third-year English LMD students at Tahri Mohamed University, and an interview is addressed to the translation teacher. The results and discussion obtained from this investigation confirmed the hypothesis and revealed that the use of ICT is essential in translation courses and it improves translation teaching. Hence, by using ICT in the classroom, the students become more active, and the teachers of translation become knowledge facilitators and leaders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID19" title="COVID19">COVID19</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=TMU" title=" TMU"> TMU</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/157681/using-information-and-communication-technologies-in-teaching-translation-students-of-english-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Neo-Filipino: A Study on the Impact of Internet and Mobile Technology on the Identity Formation of Selected Filipino Third Culture Kids (TCKs)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erika%20Mae%20L.%20Valencia">Erika Mae L. Valencia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Third Culture Kids (TCKs) are children who experienced a cross-cultural upbringing – being raised and lived outside their parents’ culture. As a result, TCKs experience the difficulty of building and attaining a concrete cultural identity. However, in the context of globalization and the emergence of ICTs, the internet, and mobile technology creates better ways of constructing cultural identities. This study investigates the social and cultural impacts of the internet and mobile technology on the multi-cultural identity development among selected Filipino TCKs. Moreover, this research seeks to understand how the Filipino TCKs form their identity and address their complex issue of belonging with the use of different internet platforms and mobile technology. To explore the lived experiences of Filipino TCKs, this research employs a transcendental phenomenological design. Also, this study uses purposive and snowball sampling and conduct in-depth interviews through Skype, phone call, or face-to-face. This study utilizes Pierre Bourdieu’s social capital as a theoretical lens to gain understanding of the TCKs’ identity formation process in relation to the said ICTs. This research argues that the internet and mobile technology play a significant role in facilitating multi-cultural identity formation of Filipino TCKs, as well as potentially broadening their social network through its various technological platforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20culture%20kids" title=" third culture kids"> third culture kids</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a> </p> <a href="https://publications.waset.org/abstracts/48796/neo-filipino-a-study-on-the-impact-of-internet-and-mobile-technology-on-the-identity-formation-of-selected-filipino-third-culture-kids-tcks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48796.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> A Comparative Analysis of the Application and Use of Information and Communication Technologies (ICTS) in Selected Manufacturing Industries for Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kolawole%20Taiwo%20Olabode">Kolawole Taiwo Olabode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a comparative study of ICTs adoption and use in selected manufacturing industries in for development. This study was carried out 2004 and was repeated 2013 (nine years after) using the same selected manufacturing industries to assess the level, improvement and extent ICT facilities used in these companies. The theory of modernization was explored to explain some developmental issues in this study. The same semi-structured questionnaire and IDI were used to elicit data on the subject matter. About 24.9% of the total workers (1,247) were sampled for this study using quota sampling technique. SPSS was used to analysis the quantitative data. The qualitative data was used to buttress the quantitative data. Findings indicated that Seven-Up Bottling Company and Frigoglass Glass Industry still remained Intensive ICT Users while only Niger Match Nigeria Limited still remained Non-Intensive ICT User while unfortunately, Askar Paint Nigeria Limited has gone liquidated. It is also important to discover that only the Intensive ICT users improved on relevant ICT facilities. The existing problems of ICT adoption and used in these companies remained the same in Niger Match Limited. The study concluded that for a society to be developed, management and government at all levels must do all things necessary to ensure that all existing organisations must be ICT compliance for workers and organisational performance and to enhance nation’s development in order to compete with other companies for global standard or recognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20ICT-users" title=" intensive ICT-users"> intensive ICT-users</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial" title=" entrepreneurial"> entrepreneurial</a>, <a href="https://publications.waset.org/abstracts/search?q=manufacturing%20industries" title=" manufacturing industries"> manufacturing industries</a>, <a href="https://publications.waset.org/abstracts/search?q=industries%20and%20development" title=" industries and development"> industries and development</a> </p> <a href="https://publications.waset.org/abstracts/22042/a-comparative-analysis-of-the-application-and-use-of-information-and-communication-technologies-icts-in-selected-manufacturing-industries-for-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> Examining the Perceived Usefulness of ICTs for Learning about Indigenous Foods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khumbuzile%20M.%20Ngcobo">Khumbuzile M. Ngcobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Seraphin%20D.%20Eyono%20Obono"> Seraphin D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science and technology has a major impact on many societal domains such as communication, medicine, food, transportation, etc. However, this dominance of modern technology can have a negative unintended impact on indigenous systems, and in particular on indigenous foods. This problem serves as a motivation to this study whose aim is to examine the perceptions of learners on the usefulness of Information and Communication Technologies (ICT's) for learning about indigenous foods. This aim will be subdivided into two types of research objectives. The design and identification of theories and models will be achieved using literature content analysis. The objective on the empirical testing of such theories and models will be achieved through the survey of Hospitality studies learners from different schools in the iLembe and Umgungundlovu Districts of the South African Kwazulu-Natal province. SPSS is used to quantitatively analyse the data collected by the questionnaire of this survey using descriptive statistics and Pearson correlations after the assessment of the validity and the reliability of the data. The main hypothesis behind this study is that there is a connection between the demographics of learners, their perceptions on the usefulness of ICTs for learning about indigenous foods and the following personality an e-learning related theories constructs: computer self-efficacy, trust in ICT systems, and conscientiousness; as suggested by existing studies on learning theories. This hypothesis was fully confirmed by the survey conducted by this study except for the demographic factors where gender and age were not found to be determinant factors of learners’ perceptions on the usefulness of ICT's for learning about indigenous foods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20foods" title=" indigenous foods"> indigenous foods</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies" title=" information and communication technologies"> information and communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20theories" title=" learning theories"> learning theories</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a> </p> <a href="https://publications.waset.org/abstracts/15281/examining-the-perceived-usefulness-of-icts-for-learning-about-indigenous-foods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> Heightening Pre-Service Teachers’ Attitude towards Learning and Metacognitive Learning through Information and Communication Technology: Pre-Service Science Teachers’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abiodun%20Ezekiel%20Adesina">Abiodun Ezekiel Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Ijeoma%20Ginikanwa%20Akubugwo"> Ijeoma Ginikanwa Akubugwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technology, ICT can heighten pre-service teachers’ attitudes toward learning and metacognitive learning; however, there is a dearth of literature on the perception of the pre-service teachers on heightening their attitude toward learning and metacognitive learning. Thus, this study investigates the perception of pre-service science teachers on heightening their attitude towards learning and metacognitive learning through ICT. Two research questions and four hypotheses guided the research. A mixed methods research was adopted for the study in concurrent triangulation type of integrating qualitative and quantitative approaches to the study. The cluster random sampling technique was adopted to select 250 pre-service science teachers in Oyo township. Two self-constructed instruments: Heightening Pre-service Science Teachers’ Attitude towards Learning and Metacognitive Learning through Information and Communication Technology Scale (HPALMIS, r=.73), and an unstructured interview were used for data collection. Thematic analysis, frequency counts and percentages, t-tests, and analysis of variance were used for data analysis. The perception level of the pre-service science teachers on heightening their attitude towards learning and metacognitive learning through ICT is above average, with the majority perceiving that ICT can enhance their thinking about their learning. The perception was significant (mean=92.68, SD=10.86, df=249, t=134.91, p<.05). The perception was significantly differentiated by gender (t=2.10, df= 248, p<.05) in favour of the female pre-service teachers and based on the first time of ICTs use (F(5,244)= 9.586, p<.05). Lecturers of science and science related courses should therefore imbibe the use of ICTs in heightening pre-service teachers’ attitude towards learning and metacognitive learning. Government should organize workshops, seminars, lectures, and symposia along with professional bodies for the science education lecturers to keep abreast of the trending ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%E2%80%99%20attitude%20towards%20learning" title="pre-service teachers’ attitude towards learning">pre-service teachers’ attitude towards learning</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20learning" title=" metacognitive learning"> metacognitive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%E2%80%99%20perspectives" title=" pre-service teachers’ perspectives"> pre-service teachers’ perspectives</a> </p> <a href="https://publications.waset.org/abstracts/154897/heightening-pre-service-teachers-attitude-towards-learning-and-metacognitive-learning-through-information-and-communication-technology-pre-service-science-teachers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154897.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Internet Economy: Enhancing Information Communication Technology Adaptation, Service Delivery, Content and Digital Skills for Small Holder Farmers in Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baker%20Ssekitto">Baker Ssekitto</a>, <a href="https://publications.waset.org/abstracts/search?q=Ambrose%20Mbogo"> Ambrose Mbogo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study reveals that indeed agriculture employs over 70% of Uganda’s population, of which majority are youth and women. The study further reveals that over 70% of the farmers are smallholder farmers based in rural areas, whose operations are greatly affected by; climate change, weak digital skills, limited access to productivity knowledge along value chains, limited access to quality farm inputs, weak logistics systems, limited access to quality extension services, weak business intelligence, limited access to quality markets among others. It finds that the emerging 4th industrial revolution powered by artificial intelligence, 5G and data science will provide possibilities of addressing some of these challenges. Furthermore, the study finds that despite rapid development of ICT4Agric Innovation, their uptake is constrained by a number of factors including; limited awareness of these innovations, low internet and smart phone penetration especially in rural areas, lack of appropriate digital skills, inappropriate programmes implementation models which are project and donor driven, limited articulation of value addition to various stakeholders among others. Majority of farmers and other value chain actors lacked knowledge and skills to harness the power of ICTs, especially their application of ICTs in monitoring and evaluation on quality of service in the extension system and farm level processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT4agriculture" title=" ICT4agriculture"> ICT4agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20chain" title=" value chain"> value chain</a>, <a href="https://publications.waset.org/abstracts/search?q=logistics" title=" logistics"> logistics</a> </p> <a href="https://publications.waset.org/abstracts/148889/internet-economy-enhancing-information-communication-technology-adaptation-service-delivery-content-and-digital-skills-for-small-holder-farmers-in-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ICTs&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ICTs&page=3">3</a></li> <li class="page-item"><a class="page-link" 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