Communicating data and information in disaster care.

Entrepreneurship plays an important role in the socio-economic development of the country. Its significance can be seen in terms of contribution towards economic growth, employment creation, poverty reduction and development of an industrial base. Kenya is going through a paradigm shift from an industry based economy to a knowledge based economy anchored on ICT. The government has reiterated the development of ICT industry in the country given its strategic importance. These commitments manifest in the various policies and strategies that the government has put in place over time, aimed at the growth and expansion of ICT in the country. Despite the policy and strategy pronouncements, there are various constraints that are currently facing the growth and expansion of ICT in the country especially amongst ICT providers. The Purpose of the study was to establish the factors affecting growth of ICT Firms in Nairobi. The specific objective of the study was; To establish the influence of policy environment on growth of ICT firms in Nairobi. The study involved a case study of ICT firms in Nairobi. The target population constituted ICT service providers located in Nairobi. The study targeted 92 firms out of 304 registered ICT service providers in the CCK database. The sampling frame used was acquired from the CCK directory of licensed ICT providers 2012. Stratified random sampling technique was used based on categories of ICT service providers registered by CCK. Questionnaires were used to collect data from a sample of 92 ICT Firms. The respondents were owner/ managers and selected employees. The study findings indicate that ICT policy environment significantly affects growth of ICT firms negatively or positively. Regarding ICT policy environment; The government has fully liberalized ICT sector in the country, there is effective and fair regulation of the ICT sector in the country, the policy environment is conducive for the growth and expansion ICT in the country, the government has favorable ICT policy to promote growth and expansion of ICT, the government has effectively promoted ICT infrastructure in the country and Government supports capacity building in ICT sector. Despite the existence of a conducive policy environment, there are no sufficient policy incentives to enhance investment in ICT. The study recommends the following regarding Policy Environment; The government should strive to improve the effectiveness of the existing institutions by strengthening the Department of Micro and Small Enterprise Development (DMSED) and MSE Associations, establishing National Council for Small Enterprises and legislating a Micro and Small Enterprises Act. The government should undertake to invest in ICT research centres that nurture innovation and networking of entrepreneurs, streamline licensing procedures and enhance capacity building initiatives in ICT firms especially on emerging technologies and monetization strategies for application developers.

Purpose – The purpose of this study/paper is evidence to suggest that information communication technology (ICT) capital projects are different from non-ICT projects and that as a result the appraisal of such projects is more difficult. This may suggest that organisations would use dissimilar financial and risk assessment models or place different importance levels on such models between the two types of investment. The purpose of this paper is to investigate this issue and present the results of research into the practices of organisations in Czech Republic that have recently undertaken an appraisal of both ICT and non-ICT capital projects. Design/methodology/approach – A factual and attitudinal survey was developed and conducted during the end of 2011, addressed to organisations based in the Czech Republic. The object of the survey was the identification of current practices in respect of the appraisal of both ICT and non-ICT projects and the opinions of senior executives on a number of important issues regarding such practices. This paper focuses on the issues relating to ICT projects being “different” from non-ICT projects. Findings – The empirical findings support the literature in that ICT projects are, in many respects, different from non-ICT projects. However, the evidence indicates that, in practice, there is no significant difference in the financial and risk assessment models used in their appraisal. This indicates that any perceived difficulties, which may infer that the projects are “different”, are overcome (or ignored), to some extent, when it comes to the formal financial and risk assessment stage of project appraisal. There is also evidence to suggest that practitioners use assessment models that academics regard as unsophisticated. The findings also show that strategic issues are more important with respect of ICT projects than non-ICT projects. The research therefore supports the view that ICT projects are perceived to be different, but that the current conventional (financial and risk) appraisal models are adequate to appraise such capital projects, provided they are supported by a strategic assessment. Research limitations/implications – As the findings are based on a survey of companies in the Czech Republic only, we accept that the research results may have some limitations in terms of drawing general conclusions. The concern over drawing general conclusions is also brought about by the relatively low response rate, although the rate is in line with previous published research. Practical implications – ICT projects are different and as such these differences must be taken into account when appraising capital projects. The evidence supports the need for practitioners to review their appraisal of ICT capital projects, by adopting more sophisticated financial and risk models (as prescribed by academics) and linking their appraisal to corporate strategic goals. Future research should be aimed at identifying the formal and informal strategic approaches adopted by practitioners in the appraisal of ICT capital projects. Originality/value – This is the only survey to simultaneously address the appraisal issues concerning both ICT and non-ICT projects in the Czech Republic. As such, it gives a valuable insight into the practices of Czech Republic organisations in their appraisal of ICT and non-ICT capital projects. The identification of the four main problem areas with respect to the appraisal of ICT projects will help to focus academic research in the future.

BackgroundThe significant increase of Information Communication Technologies (ICTs) use for individuals with Neurodevelopmental Disorders (NDD) has created an urgent need to examine the implications of both the design and the research methodologies used to study them. MethodsWe searched four databases (PubMed, IEEXplore, Scopus, and ACM Digital Library) to find relevant reviews on clinical applications of ICTs with individuals with NDD. We extracted all studies (n = 1879) from 301 reviews, and classified them into categories: robots, serious games (SG), video modeling (VM), Augmentative and Alternative Communication (AAC). We randomly assessed 182 studies (45 per ICT category) stratified by years of publication using the Connolly methodology scale and design ICT inventory (DICTI). We also described the best papers per ICT (most cited or highest impact factor journals). ResultsOur assessments have indicated that the overall research methodology quality of ICT studies is poor. Serious Games (SG) studies have the best research methodology and ICT design quality scores. Studies on robots, Augmentative and Alternative Communication (AAC), and video modeling (VM) have shown improved research methodology over the years, though only SG design shown improvement consistently. Autism is the most prevalent NDD in terms of clinical focus in ICT therapeutic and educational interventions. Currently, no ICT has been approved as a prescription treatment in NDD, with the notable exception of EndeavorRx™, a SG for Attention Deficit Hyperactivity Disorder (ADHD). The literature also emphasizes that meeting the main research methodology criteria is essential for evidence-based medicine, Personalization, adaptability, positive feedback, human interaction and affordability are among the most important features to take into consideration in ICT design for NDD. ConclusionThe review highlights the need for higher-quality studies, user-friendly technologies, personalization, positive feedback, and accessibility. ICTs are not detrimental to learning and demonstrate potential benefits for individuals with NDD. However, more evidence-based studies are needed to reach treatment prescription recommendation.

: Teaching nowadays is fast expanding rapidly and it requires modern technologies to provide more flexible and effective ways of improving teacher education, and connect ing teachers to the global community. ICT ( Information and Communication Technology) integration into teacher education , therefore, is the key to equipping and producing professional teachers as well as improved pedagogy. However, there is the need to consider the type and nature of teacher trainees before integrating ICT in teacher education programmes, because their perceptions are likely to differ. This study , therefore , focuses on the perceptions of teacher trainees (regular and sandwich students) regarding the integration of ICT in teacher education programme at the UNILAG ( University of Lagos ) in Akoka, Nigeria. It adopted the descriptive research design. Two hundred and fifty participants were involved. One research question and two hypotheses, based on the specific purposes , were raised and answered in the study. A self-constructed validated and reliable instrument was used to collect data. Results revealed that teacher trainees are favourably disposed to the integration of ICT into teacher education as indicated by the grand mean and standard deviation (M = 3.22; SD = 12.22). Significant differences in the perceptions of teacher-trainees regarding the integration of ICT in teacher education programme based on type of the programme was also discovered (t-cal = -2.315; df = 98; P < .05). Teacher-trainees have to realise that ICT has come to stay in their programme. They need to develop more confidence in their individual ability at becoming computer literate teachers in order to remain relevant in the modern day information age. KEY WORDS: Teacher Education ; Information and Communication Technology ; Teacher-Trainees ; Perceptions ; C omputer L iterate T eachers. About the Authors: Dr. Olusola Angelina Thomas is an Academic Staff at the Department of Educational Administration UNILAG (University of Lagos) in Akoka, Nigeria; and Dr. Maruff Akinwale Oladejo is currently a Lecturer at the Department of Educational Administration UNILAG in Akoka, Nigeria. For academic interests, the authors can be contacted via their e-mails at: soowler@yahoo.com and maoladejo@unilag.edu.ng Suggested Citation: Thomas, Olusola Angelina & Maruff Akinwale Oladejo. (2017). “Teacher-Trainees’ Perceptions of ICT (Information Communication Technology) Integration in Nigerian Teacher Education Programme” in EDUCARE: International Journal for Educational Studies , Volume 10(1), August, pp.1-10. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. A rticle Timeline : Accepted (February 22, 2017); Revised (May 20, 2017); and Published (August 30, 2017).

The role of ICT in information seeking and use amongst research officers in research institutes in Nigeria: The nigerian institute for oceanography & marine research institute experience

Training academics in ICT utilisation has been widely regarded as a key to successful staff development practice in higher education and, hence, considerable efforts and resources have been invested into ICT training programmes. However, little is known about the extent to which higher education policymakers in Africa give attention to the issue of preparing academics for ICT usage. This paper reports the findings of a research study exploring the utilisation of ICT in Uganda, Africa. Qualitative research methods were employed and data were collected through interviews, observations and open-ended questionnaires. The findings indicate that the university has put resources into the development of ICT policies, including policies related to training academics. Subsequently, academic staff were trained in ICT utilisation. However, little attention appears to have been given to the issue of engaging academics in ICT training. The paper also highlights the importance of engaging academics in ICT training for successful ICT staff-development outcomes.

In the first half of this contribution, the author focuses on what information communication technology (ICT) could be implemented in Africa in order to integrate the continent into the emerging global culture and associated economy. In the second half, he assesses the state of ICT implementation in Africa. The emergence of worldwide information and communications technology (ICT) networks in the last quarter of the 20th century has steadily effected vast and permanent changes with regard to how people in free market open societies communicate, work, do business, and spend their leisure time. In spite of the recent bursting of the dot com bubble and increasing strains experienced in the ICT manufacturing sector, advances in information technology and telecommunications (ICT) will continue to reshape the major institutions of society in the 21st century. This ought to lead to a more efficient way of life for at least some people. However, it is not clear whether this “progress” will actually be satisfactory for all. There are many more facets to the application of ICT than simple business efficiency. This chapter asks, “after 50 years of ICT, what kind of society do we want to create for ourselves, and what level of choices are available to individuals and corporate entities?” As was pointed out at the EU meeting in Lisbon in 2000, we need to be particularly aware of the potential for ICT to improve the lives of those who are disadvantaged.

This paper explores the dynamic synergy between English Language Teaching (ELT) and Information Communication Technology (ICT) within the realm of 21st century education. It delves into the increasing demands and disorientations faced by educational systems in adapting to the rapid advancements of this century. The study investigates the pivotal role of integrating ELT with ICT as a solution to meet these challenges. By examining the complementarity of ELT and ICT, this research seeks to provide insights and recommendations for educators and provides educational strategies for the evolving needs of learners in the digital era. Applications of ICT in ELT can be practiced to the influence of the students learning English language and literature which create several prospects of learning opportunities such as exploring, creating, reflecting, evaluating, presenting and communicating. The primary objectives of this research are to: Evaluate how ICT is incorporated into ELT to fulfil changing demands in education. Examine how ICT and ELT can work together to improve the study of English language and literature. Determine tactics and suggestions that instructors can use to successfully integrate ICT into ELT. The study concludes that ICTs are very useful for the learner in their teaching and learning activities such as preparing and presenting their academic lessons and exercises. The method includes case studies that highlight effective implementations in addition to a thorough analysis of the body of research on ICT integration in ELT. However, it is found that application of ICT in ELT requires the skilled educator to especially at the secondary and higher secondary level. Trained educators can access a variety of ICT tools in ELT.

The study sought to establish the use of information technology in literacy instruction by university lecturers. The focus was on the main demographic factors which significantly impact on the use of Information Communication Technologies (ICTs) in literacy instruction. The following variables were of interest: age, gender, highest qualification attained, work experience, tenure and employment status. The research was carried out at Great Zimbabwe University (GZU), a university in Masvingo Town, Zimbabwe. A descriptive survey was used as research design. Interviews and questionnaires were used as data collection instruments to eighty (80) lecturers from the Robert Mugabe School of Education and Culture based at GZU. The current study rides on the knowledge gap that previous studies had a tendency to look at primary and secondary school practitioners’ use of ICT and yet the problem could be at institutions of higher learning. The research looked at GZU’s perspective or policy to the use of ICT, teaching /learning outcomes for both students and lecturers, impediments to the use of technology and uses of technology by both lecturers and students. Quite significant therefore, is the fact that the research empowers all stakeholders to redirect their efforts to address the use of technology to enhance literacy instruction in institutions of higher learning. The results of the study revealed that there is less use of ICTs by lecturers in teaching and learning at the Robert Mugabe School of Education and Culture, Great Zimbabwe University. Variables such as age and gender were seen to affect the use of ICTs. Educational and academic qualifications and use of ICTs had an inverse relationship whereby an increase in one’s educational/academic qualifications showed a decrease in the use of ICTs. It is recommended that the university has to come up with a clear policy to guide lecturers on the use of ICTs in research, lecture preparation and presentation and assessment. Members of staff (Lecturers) were to frequently attend refresher workshops and seminars on the use of ICTs in education. It is also envisaged that personal computers and laptops are availed to teaching members’ offices and computer laboratories. This would result in effective teaching and research.&#x0D; &#x0D; &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0730/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Clinical research is complex. The knowledge base is information and data rich where value and success depend upon focused, well designed connectivity of systems achieved through stakeholder collaboration. Quality data, information, and knowledge must be utilized in an effective, efficient, and timely manner to affect important clinical decisions and communicate health prevention strategies. In recent decades, it has become apparent that information communication technology (ICT) solutions potentially offer multidimensional opportunities for transforming health care and clinical research. However, it is also recognized that successful utilization of ICT in improving patient care and health outcomes depends on a number of factors such as the effective integration of diverse sources of health data; how and by whom quality data are captured; reproducible methods on how data are interrogated and reanalyzed; robust policies and procedures for data privacy, security and access; usable consumer and clinical user interfaces; effective diverse stakeholder engagement; and navigating the numerous eclectic and non-interoperable legacy proprietary health ICT solutions in hospital and clinic environments (1, 2). This is broadly termed health informatics (HI). We outline three scenarios from across the health spectrum where these issues are exemplified: (i) for a given clinical trial methodology and study design, the nature of how quality data is captured, by whom, how it is aggregated, reused and repurposed is just as critical as the data content itself. This becomes critical with the desire to simultaneously evaluate and optimize the effective and cost-effective use of new medications (3); (ii) in a systems biology context, clever strategies to combine disparate datasets at the gene, gene expression, protein as well as at a protein–protein interaction levels are essential to unlock underlying molecular mechanisms that affect routine clinical decisions (4); and (iii) in evidence-based medicine, encoding expert clinical knowledge into decision support systems and data standards for collecting diverse patient’s physiological measurements are critical to ensure effective cross jurisdictional data sharing for diseases (5). These three examples highlight the potential broad spectrum of the role of ICT in health. Simply stated, at one end of the spectrum, health ICT systems are critical for the routine day-to-day running of hospitals and clinics. These systems are used by various health stakeholders for a diverse range of clinical services and administrative procedures. More recently, there is an increasing demand to reuse and repurpose health data contained within these ICT systems for clinical research and reporting such as compliance, efficiency metrics, funding of health programs, epidemiological studies, and health promotion. On the other end of the spectrum, clinical research embeds ICT and its application involving bioinformaticians, biostatisticians, and analytic workflow environments within research projects. There is a growing demand to embed outputs of this research as evidence to inform health-care policy and improve clinical practice. The significant challenge is how we bridge these two ends of the spectrum. While the overall driver of improved patient outcomes is shared, the demands placed on available ICT systems for data capture, access, and analysis are usually beyond what they were originally designed for. We contend that the field of HI is the important bridge that delivers the promise spanning ICT spectrum in both health care and clinical research. We now explore the challenges in HI that need to be overcome.

Capital markets in the late 1990s were shaped by the US stock market bubble which imploded in 2001. The new economy hype has shown all typical bubble aspects of a new sector taking-off: many new firms entering the market, few newcomers realizing enormous profits and a small number of firms with sustained profits. As the New York stock market dominates international stock markets, there were considerable international spillover effects from the US bubble which implied negative costs of capital for firms in most OECD countries and thus stimulated overinvestment in the late 1990s and a following phase of underinvestment. However, telecommunications services and software have remained dynamic drivers of the digital economy. Part of the overvaluation in the stock market in the late 1990s was caused by fraudulent investment bankers who publicly recommended investment in Information & Communication Technology (ICT) shares while putting the thumb down on New Economy firms in internal meetings. The main motive for such inconsistent public reinforcement of the stock market rallies apparently was the desire of investment bankers to stimulate positive cross-selling effects for the mergers & acquisitions department of the bank. Fraudulent accounting at some New Economy firms further drove the stock market boom and contributed to biased pricing. When prices in capital markets suddenly and strongly fell from their high levels in 2000, this move reflected some normalization of stock market prices in the New Economy segment. Is the New Economy over? An analysis of the perspectives of the digital economy requires a focus on the valid core of Information & Communication Technology. As regards the role of ICT, there is one key indicator for the strategic role of this sector for both productivity and growth. The number of software engineers in the US in 2000 was higher than the number of all conventional engineers which indicates that there is an enormous number of highly skilled people who build the digital economy. Indeed, ICT was the key driver of productivity and income growth in the US and part of Europe in the 1990s. High productivity growth in ICT production and productivity effects from the use of ICT have raised economic growth in most OECD countries and several

Background During the Covid-19 pandemic, people with chronic conditions experienced delayed or missed care, while their carers endured social isolation, loneliness, and reduced support. Information communication technology (ICT) can be utilized to encourage continuity of care, address misinformation, and allocate support. This study aimed to identify factors associated with the ICT adaptation of South Asian carers of individuals with chronic conditions by comparing changes in ICT utilization and preferences before and during the pandemic. Method 416 South Asian carers reporting feelings of loneliness and isolation were identified from the Coping with Loneliness, Isolation and Covid-19 (CLIC) online survey. Descriptive statistics and multinomial regression models were utilized. Result The most commonly used ICT modality was auditory, followed by written and audio-visual. Four variables identified were: social network size and relationship proximity, Covid-19-induced distress, age, and living arrangements. We identified a negative correlation between social network size and ICT frequency/intensity, reductions in communication frequency/intensity associated with Covid-19-induced distress, working-age carer (18-60) preference adaptation toward written communication during the pandemic, written and auditory ICT fluency in carers spending time alone by choice, and aversion from auditory ICT in carers who lived and were often alone involuntarily. Conclusion The findings provide insights into South Asian carers’ ICT usage, preferences, and adaptation in response to the pandemic. The findings aid in the development of health and social care pathways that fulfil local caregivers’ unmet support and resource needs.

The purpose of this study was to investigate the relationship between students'performance in online reading literacy and Information Communication Technology (ICT) familiarity for junior high school students. The primary data collection instruments were the researcher-designed Taiwan Adolescent Digital Reading Assessment and the PISA 2003 (Programme for International Student Assessment) ICT familiarity questionnaire to illustrate features of online reading literacy, overview of ICT familiarity, and interpretation of ICT familiarly with respect to online reading literacy. A total of 601 8th graders, 317 male and 284 female, participated in this study (N=601). Polytomous Rasch unidimensional IRT was adapted to estimate the scale scores and indicators, and linear regression was used to analyze the interpretation of all indicators toward online reading literacy. The results indicated that the online reading literacy of most students was situated on grade level. 8th graders can retrieve information from single webpage, can retrieve one or more source of information across multiple webpages, and can interpret the location of the information after searching several webpages; they can integrate information from designated webpages or from problem-related webpages; they can evaluate the reliability of data sources. 8th graders have reasonable frequency of computer use, and moderate computer using confidence. There is no significant difference of ICT familiarity between males and females. Among all the variables of ICT familiarity, frequency of using computer at home ranked first for explaining the online reading literacy level (R2=.14). However, frequency of using ICT and confidence did not positively correlate with online reading literacy.

Today, manufacturing is faced with a sustainability paradox in maintaining economic growth while consuming fewer resources. Information communication technology (ICT) has proven central to the performance driven development of modern manufacturing in supporting production systems on all levels. Given this pervasiveness ICT’s have an unparalleled opportunity to address this sustainability paradox by enabling energy efficient viable manufacturing. The paper introduces the newly developed REViSITE methodology and taxonomy used and posited as a common means of categorising, comparing and qualitatively assessing ICT impact on energy efficiency. The approach was utilised in identifying that which is homogenous, heterogeneous and synergetic in terms of ICTs and best practices across multiple sectors within the project. This paper outlines ICTs that can support energy efficiency throughout the main lifecycle phases of a production system, identifying current gaps and describing a vision as to where future research technology development (RTD) efforts should focus. Optimizing the energy usage of a production system often has implications that extend beyond its boundaries and as such this paper also highlights potential synergies with the energy grid sector, the built environment and support infrastructure like lighting. Finally, the paper reiterates some of the more important ICT elements to consider throughout the Manufacturing lifecycleand re-emphasises the opportunity ICTs have for integrating manufacturing into a wider sustainable eco-system.

While the World Health Organisation’s (WHO) benchmark is 15.6 percent, ‘Sim’ (pseudonym) University is way below that benchmark as only 0.001 percent are students classified as ‘disabled’ despite being in existence for more than 50 year. Within the 0.001, students with visually impaired (SwVI) are the majority estimated at 70 percent. In the 21st century, ICTs generally serve as catalysts to academic success of students in Universities. Therefore, the purpose of this study was to explore the role played by Information Communication Technologies (ICTs) as enablers to academic success of SwVI at Sim University. A Hermeneutic Phenomenology approach guided the research process. Seven participants volunteered to voice their lived experiences and a cluster of themes on ICT usage emerged subsequently. Emerging from the lived academic experiences of SwVI is a host of self-initiated ICTs in use namely: ordinary typewriters, voice recorders, scanners, jaws and computers meant to facilitate learning amidst a negatively charged learning environment. In conclusion, if ICTs are to serve as effective assistive learning devises, ICTs developers and ICT policy makers should consider SwVI not just as ICTs consumers but equal innovators who must be consulted to transform the education landscape at tertiary level.