A Real-Time Simulation Framework for System Protection in Smart Grid Applications

This research determined the perception of secondary school teachers on the effect of teacher-related factors on the integration of information and communication technology (ICT) for instructional purposes. The study was conducted in 40 secondary schools of the North Rift Valley region of Kenya that had computers. Likert-type scale for each technology acceptance variable (Computer self-efficacy, teacher efficacy, attitude towards computer, Social influence, and Constructivist beliefs) was developed/ adopted for the study. These scales were established to have adequate reliability through a pilot study. Usable data from 400 respondents was collected and used to test the hypotheses. T-test, ANOVA and Fisher’s LSD post hoc analyses were conducted on the data collected using SPSS version 20.0. The results show that voluntariness and computer experience were the two main variables that determined teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. On the other hand, subject specialization, gender and teaching experience had marginal or no significant influence on teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. Therefore, it should be understood that a number of factors interact to produce a significant effect on ICT integration in pedagogy.

This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers’ pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of ‘informed’ Information and Communications Technology (ICT) integration. The pre-service teachers’ use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and ‘good’ learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.

Generation z, known as the digital literate generation, is a generation that is trendy and fluent in technology. The use of technology and communication has now become a basic need, as well as in the field of learning. The rise of learning using digital media requires teachers to be more innovative in choosing learning resources that students are interested in. The integration of Information and Communication Technology (ICT) in the basic education curriculum in Indonesia is a strategic step to improve the quality of learning in the digital era. This article aims to assess the implementation of ICT-based curriculum in Indonesia through relevant research and policies. The results show that despite great efforts in integrating ICT, challenges such as limited infrastructure, teacher competencies and the digital divide are still major obstacles. A comprehensive and collaborative strategy between the government, educational institutions and other stakeholders is needed to maximize the integration of Information & Communication Technology (ICT) in the basic education curriculum.

This study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.

Aims: This study is to investigate the integration of information and communication technology (ICT) with Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran from the perspective of students and related professors to optimize the mentioned curriculum. Methods: This is an evaluation study, and the researcher has utilized “field research.” The studied population includes: 921 undergraduate students in Educational Sciences and Professors of Educational Sciences, including 92 people who are teaching in different majors of Educational sciences accordingly, among 921 people a sample of 120 students and among 92 educational sciences experts 45 subjects were selected and random cluster sampling method was used. To determine the sample size in this study Morgan's table was used. Data collection tools included a researcher made questionnaire which consists of 50 questions of five-point Likert scale. Before the final implementation of the questionnaire, to ensure the applicability of the questionnaire “pilot implementation” was done. Face and content validity of the questionnaire were confirmed with the opinion of the professors and experts in this field and its reliability was calculated 96.5%, using Cronbach's alpha. In the area of inferential statistics, Chi-square test was used to study and analyze the data. Results: Show the same distribution of opinions of students and professors to use and integrate ICT to explain 4 elements of the curriculum. Conclusion: At the end a model of the integration of (ICT) to optimize the elements of the curriculum at Undergraduate Program Curriculum in Educational Sciences of Farhangian University in proposed which considers different levels of integration in the curriculum, including within field, interdisciplinary, integrated, and interdependent. The results of this research are a strategy for the development and integration of ICT curriculum elements with Farhangian university curriculum and national curriculum document.

The cognitive smart grid (SG) communication paradigm aims to mitigate quality of service (QoS) issues in obsolete communication architecture associated with the conventional electrical grid. This paradigm entails the integration of advanced information and communication technologies (ICTs) into power grids, enabling a two-way flow of information. However, due to the exponential increase in wireless applications and services, also driven by the deployment of the Internet of Things (IoT) smart devices, SG communication systems are expected to handle large volumes of data. As a result, the operation of SG networks is confronted with the major challenge of managing and processing data in a reliable and secure manner. The existing works in the literature proposed architectures with the objective to mitigate the underlying QoS issues such as latency, bandwidth, data congestion, energy efficiency, etc. In addition, a variety of communication technologies have been analyzed for their capacity to support stringent QoS requirements for diverse SGs environments. This notwithstanding, a standard architecture designed to mitigate the aforementioned issues for SG networks remains a work-in-progress. The main objective of this paper is to investigate the emerging technologies such as cognitive radio networks (CRNs) as part of the Fifth-Generation (5G) mobile technology for reliable communication in SG networks. Furthermore, a hybrid architecture based on the combination of fog computing and cloud computing is proposed. In this architecture, real-time latency-sensitive information is given high priority, with fog edge based servers deployed in close proximity to home area networks (HANs) for preprocessing and analyzing of information collected from smart IoT devices. In comparison to the recent works in the literature, which are mainly based on CRNs and 5G separately, the proposed architecture in this paper incorporates the combination of CRNs and 5G for reliable and efficient communication in SG networks.

This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

In the context of the Philippine educational system, the integration of Information and Communication Technology (ICT) in various subjects is a growing trend that has the potential to enhance both teaching and learning processes. This study assessed the influence of the teachers’ attitudes and perceptions toward the integration of Information and Communication Technology tools in the selected upland elementary schools of Tabogon District, Tabogon, Cebu, for the school year 2024–2025 as the basis for a targeted intervention plan. The research design utilized a descriptive correlational research design. The weighted mean and the Pearson product-moment correlation r were also employed. The study revealed that there was no significant relationship between most of the respondents’ profile variables such as age, gender, highest educational attainment, number of years in teaching, learners’ general academic performance, and availability of ICT tools and their perceptions in all three aspects (challenges, benefits, and ethical considerations). In addition, it also concluded that variables such as age, gender, highest educational attainment, number of years in teaching, participation in ICT tools, learners’ general academic performance, and the availability of ICT tools do not significantly influence respondents’ attitudes in these three areas. Therefore, the researcher highly recommends applying the output of this study entitled “Intervention Plan on Enriching Attitudes and Perceptions Toward the Integration of Information and Communication Technology Tools and Academic Performance in EPP”.

Purpose: In today’s rapidly evolving business landscape, the integration of Information and Communication Technology (ICT) has redefined the parameters of innovation, challenging businesses to adapt and leverage technology-driven solutions to maintain competitiveness. This investigative analysis delves into the profound impact of ICT on innovative business, shedding light on the transformative role of technology in reshaping strategies, processes, and outcomes. Research Methodology: The paper employs a mixed-methods approach, combining qualitative six case studies to comprehensively explore the intersection of ICT and innovation. Result: The study examines how businesses across industries have harnessed ICT to revolutionize their product development, marketing, supply chain management, and customer service processes. The framework of the Technology-Organization-Environment (TOE) model and the Innovation Ambidexterity concept guide the analysis, offering theoretical underpinnings for understanding how technology interacts with the organizational context and fosters both exploitative and explorative innovation endeavors. Conclusion: The transformative potential of ICT comes hand in hand with a set of challenges. The research elucidates the barriers encountered when integrating ICT into innovation strategies, including data security concerns, skills gaps, resistance to change, and regulatory complexities. By addressing these challenges, businesses can unlock the full spectrum of benefits that ICT offers. Keywords: Information and Communication Technology (ICT), Innovation, Product Development, Technology Organization Environment, Supply Chain Management.

The diffusion of technology resources in education may widen the horizon of the learning domains. Information and Communication Technology (ICT) has been credited as a kind of building block which appears to be basic in laying foundations for a modern society in which the criteria of lifelong learning and adjustment are fulfilled. For developing nations, ICT has proved dynamic enough in increasing the access of education and also in improving the quality and relevance of education for the common mass. ICT resources help students in undergoing reasoning, creativity & problem solving and there exists a positive correlation between the ICT supported academics learning and critical thinking skills. ICT oriented curricula must be augmented by appropriate cognizance at ethical, legal and social level of technology use also as there may be unwanted attempts of plagiarism and software piracy. The formal education system is undergoing a radical change from lecture oriented & teacher centred trend to interactive learning and student centred pattern. ICT inclusion in school system boosts the effectiveness of teachers and improves learning on the part of students and the student achievement is also enhanced when ICT is used in some structured and planned way in formal teaching-learning. On ground level there are some obstacles, from both the teachers and learners perspectives, which stand as barriers in ICT inclusion in the school system.

The integration of Information and Communication Technology (ICT) has become a key factor in driving this change. This research aims to elucidate educational management strategies to maximize the effectiveness of integrating information and communication technology in the teaching and learning process. The research method used in this study is a literature review with a qualitative approach. Data sources are derived from Google Scholar for the period 2004-2024. This research utilizes Google Scholar as the primary source to obtain relevant, credible, original, and publicly available articles for systematic analysis. The study results indicate that in the era of Information and Communication Technology (ICT) development, the integration of ICT in education is crucial to enhance learning effectiveness. To achieve this, focused and comprehensive educational management strategies are highly important. These strategies should be based on a strong understanding of the role of ICT in learning, integration of ICT into the curriculum, training and support for educators and students, development of technological infrastructure, development of supportive policies, inclusive and sustainable approaches in ICT strategy development, as well as collaboration among educational institutions, government, industry, and the community

The integration of information and communications technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. These changes have necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning (T&L). Hence, this qualitative study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in T&L in uMgungundlovu secondary schools. Convenience sampling was employed to select nine EGD teachers to partake in this study. Semi-structured interviews and classroom observations were used to collect data. Data gathered from interviews was subjected to thematic analysis, and data gathered from observations was reported descriptively. The findings of this study revealed that EGD teachers in uMgungundlovu District are ready to integrate ICT into the T&L of EGD, as they indicated that ICT integration in EGD lessons is essential. The study further revealed a shortage of ICT resources and a lack of ICT skills among teachers, which hinder the successful integration of ICT. The study recommends that the Department of Basic Education (DBE) provide teachers with ICT training so that those who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE give the schools an AutoCAD license, as it has been proven to be a useful ICT tool.

Интеграция информационно-коммуникационных технологий в электронном управлении (e-Governance) (Integration of Information and Communication Technologies in the Electronic Management (e-Governance)

The smart grid has evolved into cyber-physical power system (CPPS) with the integration of information and communication technologies (ICTs). CPPS can be treated as a typical hierarchical control system (HCS) which can be divided into two parts: power grid and communication network, and four layers: physical layer, secondary device layer, zone control layer and control layer. Compared with traditional power systems, CPPS will face new contingencies, especially from communication networks which can cause cascading consequences. To address this challenge, a vulnerability assessment using double power flow method is proposed in this paper. In addition, a whole CPPS model including four layers is presented. The model is based on the IEEE 39-bus network using MATLAB and MATPOWER toolbox. The model contains double power flows, one is to simulate the virtual power flow driven by the decision from the control centre and second one is to simulate the actual power flow. During a cyber-attack, the results from the double power flow method demonstrate a difference which serves as an indicator that a cyber-attack has occurred. The proposed novel vulnerability assessment index considers cyber latency, voltage variation and node centrality as three key parameters in comparing the importance of different nodes. The results can quantify the vulnerabilities in cyber nodes and assess the impact for cyber security strategy.

Integration of Information and Communication Technology (ICT) in modern smart grids (SGs) offers many advantages including the use of renewables and an effective way to protect, control and monitor the energy transmission and distribution. To reach an optimal operation of future energy systems, availability, integrity and confidentiality of data should be guaranteed. Research on the cyber-physical security of electrical substations based on IEC 61850 is still at an early stage. In the present work, we first model the network traffic data in electrical substations, then, we present a statistical Anomaly Detection (AD) method to detect Denial of Service (DoS) attacks against the Generic Object Oriented Substation Event (GOOSE) network communication. According to interpretations on the self-similarity and the Long-Range Dependency (LRD) of the data, an Auto-Regressive Fractionally Integrated Moving Average (ARFIMA) model was shown to describe well the GOOSE communication in the substation process network. Based on this ARFIMA-model and in view of cyber-physical security, an effective model-based AD method is developed and analyzed. Two variants of the statistical AD considering statistical hypothesis testing based on the Generalized Likelihood Ratio Test (GLRT) and the cumulative sum (CUSUM) are presented to detect flooding attacks that might affect the availability of the data. Our work presents a novel AD method, with two different variants, tailored to the specific features of the GOOSE traffic in IEC 61850 substations. The statistical AD is capable of detecting anomalies at unknown change times under the realistic assumption of unknown model parameters. The performance of both variants of the AD method is validated and assessed using data collected from a simulation case study. We perform several Monte-Carlo simulations under different noise variances. The detection delay is provided for each detector and it represents the number of discrete time samples after which an anomaly is detected. In fact, our statistical AD method with both variants (CUSUM and GLRT) has around half the false positive rate and a smaller detection delay when compared with two of the closest works found in the literature. Our AD approach based on the GLRT detector has the smallest false positive rate among all considered approaches. Whereas, our AD approach based on the CUSUM test has the lowest false negative rate thus the best detection rate. Depending on the requirements as well as the costs of false alarms or missed anomalies, both variants of our statistical detection method can be used and are further analyzed using composite detection metrics.