Experiences in Creating Inclusive Information and Communications Technologies (IICT): Democratizing Software Development in Social Development

Background. Life expectancy is an important health status indicator based on average number of years a person at a given age may be expected to live given current mortality rates. Given this significance, it would be necessary to probe into the factors affecting the life expectancy. Ensuring that information and communication technology (ICT) services are properly used could contribute to development and achievement, as it represents an important issue for the countries moving toward knowledge-based and information-based societies. Therefore, this study explored the impact of the information and communication technology on life expectancy. Methods. This study covers annual data from 2008 to 2018 for a group of countries in the Middle East. Data were retrieved from the Annual Reports such as World Bank and International Telecommunication Union (ITU) data sets. The effects of ICT on life expectancy are estimated with the Panel model. We also used the Hausman test to investigate fixed versus random effects. The data were analyzed by Stata 14 software. Results. The core findings of this study confirm the significant impact of ICT on life expectancy in the Middle East. The calculated Coefficient of the regression was 0.551 indicating how much life expectancy changes when ICT variable increases by one unit. Moreover, the rho (intraclass correlation) was found to be 0.975 showing that 97.5% of the variance is due to differences across panels. Conclusion. Considering the effect of ICT on life expectancy, policymakers of the Middle Eastern countries should integrate the use of ICT with the existing programs and systems. Technology is not an end in itself but merely the means to reinforce the existing system and to meet the locally determined goals. It can be used as a tool to attain broader health and development goals. Background Life expectancy is an important health status indicator based on average number of years a person at a given age may be expected to live given current mortality rates. Given this significance, it would be necessary to probe into the factors affecting the life expectancy. Ensuring that information and communication technology (ICT) services are properly used could contribute to development and achievement, as it represents an important issue for the countries moving toward knowledge-based and information-based societies. As ICT affects everyday lives, it also impacts the macroeconomic growth, which in turn further affects everyday lives by allowing improvements in infrastructures and a higher standard of living. ICTs inherently entail the economic development of countries, regions and cities, while also improving social inclusion, well-being and therefore quality of life. Therefore, this study explored the impact of the information and communication technology on life expectancy. Methods This study covers annual data from 2008 to 2018 for a group of countries of in the Middle East. Data were retrieved from the Annual Reports such as World Bank dataset and International Telecommunication Union (ITU) data set. The effects of information and communication technology on life expectancy were estimated through the Panel model. First, stationary tests were performed with the Fisher’s generalized unit root test. In the Fisher test for panel data, the null hypothesis of a unit root was rejected at the 5% level of significance. The cross-section correlation test was performed with the Freeze test. The null hypothesis of no correlation was rejected at the 5% level of significance. We also used the Hausman test to investigate fixed versus random effects. The null hypothesis of no fixed effects was accepted so the random effects model was used. The Hausman test detects endogenous regressors in a regression model. Endogenous variables have values that are determined by other variables in the system. The data were analyzed by Stata 14 software. Results The core findings of this study confirm the significant impact of information and communication technology on life expectancy in the Middle East. The Coefficient of the regression was 0.551 indicating how much life expectancy changes when information technology variable increases by one unit. The coefficient of ICT shows that 1% increase in ICT variable causes 0.551 % incline in life expectancy and this result is significant at 5% level of significance. Regarding control variables, we found that all have expected statistically significant effects on life expectancy. The intra-cluster correlation coefficient (rho) is a measure of the relatedness, or similarity, of clustered data. Values of rho range from 0 to 1 in human studies, and as the rho increases, more individuals within the clusters resemble one another. The rho (intraclass correlation) was found to be 0.975 showing that 97.5% of the variance is due to differences across panels. This research recommends that human development programs need to focus on polices which foster digital inclusion. Conclusion Considering the effect of information and communication technology on life expectancy, policymakers of the Middle Eastern countries should integrate the use of information and communication technology with the existing programs and systems. The digital citizen is happier and values living in regions with technological capacity, investing in research & development, and committed to achieving sustainable growth. ICT use leads to improved assessments of the efficiency and management of the public administration by more technological users, underlining the importance of an understanding between users and public services in the virtual sphere. Technology is not an end in itself but merely an instrument to reinforce the existing system and to meet the locally determined goals. It can be used as a tool to attain broader health and development goals. The findings from this study provide key insights that explain how life expectancy may be enhanced through ICTs. Practical Implications of Research According to the influence of information and communication technology (ICT) on life expectancy, policymakers should provide ICT infrastructures and adopt strategies integrating ICT policies with human life criteria such as education, health and work to improve life expectancy. Ethical Consideration The paper reflects the author’s own research and analysis in a truthful and complete manner. Conflict of Interests This study was an independent research and the author declares no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Acknowledgement I would like to thank Dr Marzieh Ronaghi for her guidance and assistance throughout this research.

The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies (ICT). This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of designers, increasing students' interest in the educational process and the ability to apply their knowledge in practice in the future. The focus is on the need to develop appropriate strategies for a new educational role and, in addition, to enhance the role of learners in integrating information and communication technologies (ICT) into the educational process. The role and perspective of the teachers was very important, highlighting them as key players in the process. The data show that there is a belief that the use of information and communication technologies (ICT) in the educational process will help increase the effectiveness of education and facilitate the organization of the educational process. In particular, it shows that the contribution of information and communication technologies (ICT) to the improvement of the educational process in educational institutions, where information and communication technologies (ICT) is an innovative factor, is high. Achieving this high level means that the educational institution must not only modernize technological means, but also change the models of teaching.

Reviewed by: Information and Communication Technology in Nigeria: Prospects and Challenges for Development Kwame D. Dakwa Akpan-Obong, Patience Idaresit. 2009. Information and Communication Technology in Nigeria: Prospects and Challenges for Development. New York: Peter Lang Publishing. 203 pp. Since the early 1980s, information and communication technology (ICT) has permitted people to participate in a world in which school, work, and other activities have been increasingly enhanced by access to varied and developing technologies. ICT tools have helped people find, explore, analyze, exchange, and present information—most importantly, without discrimination. When efficiently used, ICT can provide quick access to ideas and experiences from a wide range of people, communities, and cultures. It is this aspect of modern society that Patience Akpan-Obong's book presents in a useful report on her native country, Nigeria—a book in which she carefully presents Nigeria's efforts to use ICT to drive socioeconomic growth. Readers might wonder how ICT has been integrated into Nigerian life and how it could be used to alleviate poverty. Akpan-Obong covers Aso Rock (the Nigerian White House) and shows how ICT has permeated the seat of government. She mentions how a fringe sector of the Nigerian community has used ICT in criminal activities—what has globally been referred to as "419." To help readers understand the problems in ICT in Nigeria, she analyzes the evolution of Nigerian economic development by addressing the [End Page 95] economic plans of previous colonial governing entities and successive governments since the achievement of independence. Though the book was published in 2009, she does not mention how "Vision 2010," a plan proposed by the Abacha regime in 1996, has been realized; its impact on ICT is not heavily discussed. We are made aware that the colonial government improved communication to "facilitate the administration of the colony," and governments of independent Nigeria improved ICT "to be in line with the modernization zeitgeist." However, a whole chapter is devoted to Nigeria's National Policy on Telecommunications and other matters that have dogged Nigerian telecommunication. It brings to the fore issues pertinent to the question of how ICT is being used in national development. This is broken down into the number of telephones, fax machines, computers, printers, photocopiers, and internet usage (dial up or VSAT). This pattern of usage helps readers grasp how the government and private sectors have applied ICT. With 66 percent of Nigerians reported to be living in poverty, coupled with a literacy rate of 69.1 percent as of 2003, it would have been interesting for Akpan-Obong to have addressed how ICT has been used in Asia, particularly in India, to create job opportunities through outsourcing. Several books addressing the global phenomenon of outsourcing only mention in passing the capabilities of African countries. Thomas Friedman's The World Is Flat (2005) does not mention the potential that ICT can have in elevating poverty in Africa. In addition, ICT is present in interesting ways; for example, a small number of Nigerians and other Africans use it for fraudulent purposes. It is hoped that a future edition of the book will emphasize more strongly critical business opportunities in the ICT industry and the educational options for rural education via ICT. In fact, as Bonk (2009) has argued, "It is the opening up of education that ultimately makes a fatter or more robust economic world possible. In the twenty-first century, education trumps economy as key card to participation in the world" (2008:26). Though some chapters of Akpan-Obong's book point out how approaches in ICT do affect the Nigerian economy and serve larger political and educational purposes, there is a wish for more. Of course, there is a limit to what a book can do, especially this book, a foundational publication for anyone interested in the history of ICT in Nigeria. [End Page 96] Kwame D. Dakwa Indiana University, Bloomington Copyright © 2010 Indiana University Press

Information and communication technology (ICT) has changed and continues to change almost every aspect of our daily lives. Our personal lives, social interactions, educational systems, business atmosphere, and corporate culture-everything has changed in one way or another due to advances in the field of ICT. The construction industry is no exception. ICT provides an unprecedented opportunity as well as enormous challenges to the construction industry.

The tremendous developments in information and communication technologies (ICTs) over the last 20 years have substantially changed communication practices across the world. The Internet and mobile phones help to open new horizons for connections between people, leading to a global network for the sharing of information and ideas. In this new environment, human rights need to have a place, and traditional notions related to mass media need to be adapted to the needs of civil society. Freedom of expression has become much more individualistic, with information exchanges no longer relying on the traditional intermediaries (mass media) but on the exchange of ideas on social networking and other platforms. Civil society participation in the information world requires the necessary infrastructure however. And since states have an obligation to see to it that human rights are realized in practice, this may mean the facilitation of private investments to improve the ICT infrastructure. In this context, ICT policies favoring human rights must encompass a right to development.

The use of Information and Communication Technology (ICT) in English language learning at the primary school level is becoming increasingly important in line with digital developments and the demands of the Merdeka Curriculum. This study aims to analyze the effectiveness of Information and Communication Technology (ICT) in improving English proficiency among primary school students through a directed literature review of three experimental studies. These studies examine the use of visual media, interactive multimedia, and game-based learning as Information and Communication Technology (ICT) based learning approaches. Data were analyzed using thematic-comparative techniques to identify patterns across findings. The analysis shows that Information and Communication Technology (ICT)consistently has a positive impact on improving vocabulary, listening skills, speaking skills, and student motivation. Visual media proves effective in supporting basic vocabulary acquisition, interactive multimedia enhances listening and speaking performance, while game-based learning significantly boosts motivation and student interaction. This study concludes that systematic Information and Communication Technology (ICT) integration has strong potential to improve the quality of English learning at the primary level. The study recommends selecting Information and Communication Technology (ICT) media appropriate to learning objectives and providing teacher training to optimize Information and Communication Technology (ICT) use in classroom settings.

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies (ICTs) in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools (especially centralized) may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition (limitation) of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies (ICT) in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries

The experience in Ethiopia rapid development of Information and Communication Technologies, which facilitates the flow of data and information, has tremendously enhanced the knowledge management practice in agriculture. The objective of this paper is to review the impact of information and communication technologies to improve agricultural productivity and rural income in Ethiopian and review the recently developed agricultural knowledge and information systems in Ethiopia and others related documents. The study is based on a systematic review of existing literature of agricultural information communication and knowledge management system work in the country and supported documents of others countries. The review paper is organized in four sections. Section I focuses on importance of Information and Communication Technologies to the Ethiopian agricultural extension system. The second section discusses types of Information and Communication Technologies used by the farmers in Ethiopia. The third section to review the challenges and opportunities of Information and Communication Technologies ICT in provision of information services for the developments of agricultural production and generates rural income in Ethiopia. The findings of this study reveal that the various forms of Information and Communication technology have been used in agricultural service delivery and were more in tune with the circumstances and requirements of smallholder farmers. Therefore, the emergence of Information and Communication Technologies (ICT) in this era has opened new opportunities in agricultural knowledge management that could play an important role in meeting the prevailing challenges related to innovation, sharing, exchanging and disseminating agricultural information, knowledge and technologies to the intended smallholder farmers. Keywords: Information communication technology; Agricultural Information ; productivity; Rural Income; knowledge management system; Ethiopia DOI: 10.7176/IKM/10-5-01 Publication date: August 31 st 2020

One of the areas in which these technological advances are dramatically influencing people’s lives is information technology and telecommunications hence the claim that we are in the midst of a ‘digital revolution’ that is driving us towards an ‘information society’. The development of human learning abilities has been changed over the past 60 years of technological innovation starting from the widespread use of the radio, through television, and finally to the mass implementation of computers and information and communication technologies (ICT). With information revolution on the go, shift towards knowledge-based economy is the prime target of all nations of the world. Also, there is a growing concern about the current trends in ICT adoption and use. Throughout the world communities are grappling with the concept of knowledge based development. Education is considered, as the most important contributing factor to nations development and achievement of knowledge economy in the era of information revolution. Education especially the primary and secondary education is important; as it is here the foundations of knowledge are led. The literature on educational technology lacks empirical research on the social practice of information and communication technology (ICT) that would enable us to extend our understanding of the barriers to adoption and integration of ICT in the educational context. The present field study was undertaken with teachers, students, parents and staff of a government primary educational institute in a disadvantaged rural area of India. Research was initiated with the investigation by adapting participatory appraisal methods suitable to a rural context. The anthropological approach used in the present research focuses on the influences of culture and society on the individual adoption behavior; it emphasizes participant observation and academic analysis of behavior through both management and consumer perspectives. The cultural capital in question includes knowledge about ICT product features and qualities, ICT skills, digital literacy, the level of education of family elders, and proficiency in English. Economic capital includes access to electricity, lack of knowledge of the ICT market, a transportation system, and ownership of ICT equipment. Social capital includes distrust of rural and semi-urban sources of ICT purchases, lack of motivation, and access to ICT. In addition to finding ways to facilitate the work of teachers and educational institutions in both formal and non-formal learning environments, the informal learning environment has to be considered. The paper explores that every culture, organizational or national, is different, and not all technologies are equally acceptable in all cultures. It brings forward the ground realities including policy concerns, failures in governmental efforts and community’s role in facilitating ICT adoption. It also highlights the role of teacher’s in promoting ICT adoption and use in education. The better we understand culture, the better we can maximize the usefulness of new information technology in the workplace. Keywords: ICT4d, educational technology, digital literacy, developing countries, barriers to technology, diffusion of innovations.

Information and Communication Technology (ICT) Governance is strongly associated with the successful of an organization's management especially about how to control physical assets, data and information were applied. In organizations, universities (Higher Education) Data and information is extremely important given the orientation of utilization is in the form of shared knowledge, through teaching and learning, research and community service (Tri Dharma). With a potential source of threats posed by humans (Human Threats), natural disasters (Natural Threats), and disruption of the environment (Environmental Threats) can interfere with the management of ICT colleges. NIST Framework Model is implemented by integrating the concept of Information Technology (IT) Risk Management through assessment risk mitigation strategies and recommendations to measure the probability of the threat and the level of impact on the institution. Then, through indepth interviews with ICT department/unit using IT General Control Questionnaire (ITGCQ) and also review operational documents to found risk analysis issues. Risk analysis results are summarized in the form of safeguard implementation plan to reduce the level of IT risk governance PTS. XYZ. More and more ICT management activities that do not have control, the higher the level of risk management of ICT.

The advancement and the rapid growth of information and communication technologies (ICTs) have facilitated teaching and learning effectively. Practicing ICT plays a big role in the facilitation, improvement of pedagogy and content knowledge. This study investigates the influence of ICT on teaching and learning in Rwanda polytechnics a case of Rwanda Polytechnic-IPRC-Tumba. The study used mixed methods approach research design and targeted 682 respondents that included 643 students and 39 lecturers. A sample size of 88 respondents of target population was sampled using simple random sampling method. Stratified sampling technique was used to identify students and lecturers. A questionnaire instrument was used to collect data from both students and lecturers. Gathered data were coded and processed by mean of SPSS. Quantitative data was analyzed by means of descriptive statistics and regression analysis, such as percentages, Durbin-Watson, tolerance, and VIF. Qualitative data was analyzed thematically harmonized with the objectives of the study. The study findings were reported in summary form using tables. About the findings, Durbin-Watson on ICT resources availability, ICT resources usage, and users ICT support on teaching and learning was 1.731 and ICT resources scored tolerance of 0.735 and VIF of 1.360, ICT resources usage scored tolerance of 0.533 and VIF of 1.878 and users ICT support scored tolerance of 0.531and VIF of 1.883. The study finally concluded ICT had a significant influence on ICT capacity in Rwanda polytechnic- IPRC Tumba (Rulindo district-Rwanda). Therefore, the ministries of education and Rwanda Polytechnic administrators were recommended to deploy ICT in teaching and learning.   Keywords: Information Technologies (IT), Rwanda Polytechnic (RP), Education Sector, ICT (Information Communication Technology), IPRC Tumba

An area of increasing attention for policymakers is the potential for growth as small businesses take up new information and communication technologies (ICTs), This interest has added to the broad discussion on small firms which use information technology (IT) and the take-up of IT by small firms, Often it is an implicit assumption that benefits for the business will accrue as new information-processing technologies are adopted and, accordingly, there has been a flurry of concern over the take-up of ICTs by small firms. Much less attention has been paid within small-firms research to the policy mechanisms and programmes which are enabling take-up, and the reasons why small firms should use ICTs. It is not our intention in this paper to question the rights or wrongs of policy of this nature; rather we seek to make three main points. The first is that there is a scattered and piecemeal approach to this area, consistent with many other small-firm policy issues. We indicate the type of ICT programmes taking place, initiated by UK and European governments, and suggest that an important rationale to this rests with the notion of increasing economic competitiveness. A second point is that there is a clear distinction between the aims and ideals of ICT programmes and the perspectives of owner/managers in small firms. We suggest that policy has not been grounded in the experience of the small firm. The third is that there needs to be further work by small-firm researchers to develop a more rigorous conceptual base for small firms and ICTs. This needs to go beyond notions of use and towards thinking about the ways in which small firms do business in an informational economy. We draw on our previous and current work on small firms, local economic policy, and ICTs and the raison d’être for this paper is that there is a place on the policy agenda for further discussion on the way small firms are being encouraged to use ICTs.

Digital development for a progressive networked society

Although the potential of Information and Communication Technologies (ICT) to foster social capital in civil society has been duly acknowledged, few studies have empirically explored the ICT-social capital nexus in the context of community organizations. Huysman and Wulf (2004) consider the lack of interest in the area of ‘ICT and social capital’ as worrisome in today’s increasingly network-centric society. Since the prospect of ICT furthering social capital is simply too significant to ignore, this paper responds to this gap by reporting on one aspect of a 2008 survey of environmental community organizations (ECOs) undertaken to develop a broader understanding of the linkages between organizational social capital and information and communication technologies in the Perth region of Western Australia. By exploring the trend of ICT uptake, pattern of intra-organizational as well as inter-organizational interactions, and the association between ICT uptake and organizational interactions, this paper critically engages in the ‘ICT and social capital’ debate and discusses the implications of ICT-social capital nexus in the context of environmental governance.

Gender and IT in the Concept of Sustainability