Ubiquitous Personal Learning Environment model (uPLEMO)

The incorporation of Information and Communication Technology (ICT) into higher education has profoundly revolutionized the manner in which students engage with educational resources and acquire knowledge. Personal Learning Environments (PLEs) facilitate a tailored and adaptable learning approach, empowering students to take charge of their own educational experiences. Nonetheless, to effectively leverage PLEs in higher education, a robust ICT framework is imperative. This paper explores the development of an ICT framework specifically designed for PLEs within the context of higher education. The framework encompasses diverse ICT attributes, including accessibility, flexibility, data analysis, extensive capacity, automation, personalization, and security. Analyzing interview data led to the formulation of a PLE-ICT framework prototype, comprising five dimensions: ICT hardware, ICT software, ICT services, project development, and support team. The findings of this study enrich the theoretical comprehension of ICT integration in PLEs and offer valuable insights for the future elaboration of more intricate PLE-ICT scales. The suggested ICT framework delivers a comprehensive and pragmatic blueprint for the implementation of PLEs in higher education institutions, with the potential to augment student learning experiences and outcomes.

This paper belongs to a PLE (Personal Learning Environment) research, whichis in a development phase. This research is about PLE design, production andevaluation, and is designed with the goal of qualifying university staff in theusing of Information and Communication Technologies (ICT).The research presents four revised phases, all of them focused in methodology and working plan: a) PLE design, production and evaluation; b) pilot study; c) virtual environment dissemination; d) development of the final report. Owing to the fact that the research is in a development phase we don’t have results. It’s our purposal to obtain different scientific-technical taxes and benefits with this project, for example: identify the most significant aspects for the faculty’s training in order to incorporate ICT in teachers’ professional development; create a PLE with the aim of developing an environment for the faculty’s training on ICT; recognize the impact that different tools have in the faculty training; become aware of the necessary methodological change that involves incorporate the PLE in the European Space for Higher Education (ESHE) at university. Before concluding this paper, we would like to present our intention to incorporate some proposals from PLE Congress. (Julio 2010, Cornella)

A Design Framework for Personal Learning Environments

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.

Higher Education institutions have the challenge of including flexible and open methodologies for learning, which allow to take advantage of the educational potential of Information and Communication Technologies (ICT). An example of that is the Personal Learning Environments or PLEs emerge as a pedagogical approach strongly tied to digital tools. The objective of this article is to finalize the profiles of higher education students in relation to their perception of the digital tools they use for their learning strategies. Thus, this research corresponds to a quantitativedescriptive design of transversal cut. A survey-type technique was used to collect the data. The present study was applied with the sample was 376 students. It was found the students who prefers traditional Tools for learn and the student use the digital tool for search information but not to create and share. The higher education institutions need to generate scenarios for the training of students and offer opportunities to build knowledge to take advantage of the use ICT

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

Objective: This study explores students' perceptions of using Personal Learning Environments (PLEs) in the era of generative artificial intelligence as a learning resource in higher education. The specific objectives are: 1) to determine the current tools that students incorporate into their PLEs and 2) to identify students' perceptions of the use of PLEs for lifelong learning. Theoretical Framework: UNESCO and other institutions recognize lifelong learning as an essential competency for personal and professional development. Personal Learning Environments (PLEs) are considered effective tools for promoting self-directed learning, allowing students to manage their learning processes, especially with the advent of generative artificial intelligence technologies. Method: A qualitative study was conducted with 207 first-semester engineering students from a public university in Peru. Participants were introduced to a training program to develop their PLEs using various digital tools, including generative AI tools such as ChatGPT DALL-E. The instrument used to evaluate students' perceptions was the MUSIC model (Jones, 2009), which focuses on empowerment and usefulness. Results: The results indicate that more than 80% of the students positively perceive PLEs, considering them valuable and empowering tools for achieving their learning objectives. Integrating generative AI tools into PLEs is notable, as it provides a dynamic and personalized learning experience. Most students found PLEs helpful for their future and relevant for promoting lifelong learning skills. Research Implications: The research suggests that PLEs, especially when integrated with generative AI tools, positively impact self-directed learning and promote collaborative and social learning. These findings can inform the development of educational programs and policies that encourage using PLEs as a student-centered learning strategy. Originality/Value: This study contributes to the understanding of the role of PLEs in the context of higher education and generative artificial intelligence. It is one of the first studies to examine students' perceptions of using PLEs with generative AI tools, highlighting their potential to enhance learning autonomy and personalization.

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.

Role of ICT in Enhancing the Educational Productivity

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

The widespread use of Information and Communication Technology (ICT) in this century plays an important role in the delivery of information to society, particularly in the education sector. The integration of technology is now viewed as a necessity in the teaching and learning (T&L) process in the classroom. Along with the rapid development of global technology, ICT functions as an effective medium that can enhance student engagement, interaction, and learning motivation. The use of digital tools, multimedia resources, and interactive platforms is believed to create a more dynamic learning environment and improve students’ understanding of subject content. Therefore, this study was conducted to examine the concept of ICT integration in the subject of Islamic Education in secondary schools. In addition, this study aims to evaluate the level of effectiveness of student achievement at Sekolah Menengah Kebangsaan Dato Harun for the subject of Islamic Education. This study also proposes improvements to the use of ICT as a strategy to enhance the academic achievement of secondary school students in Islamic Education. The design of this study is quantitative in nature and focuses on collecting measurable data related to students’ perceptions and learning outcomes. The study findings were obtained through questionnaires and supported by relevant past studies. A total of 100 students from Sekolah Menengah Kebangsaan Dato Harun were selected as respondents. The questionnaire was used as the main instrument to collect data, which was then analyzed using Statistical Package for the Social Sciences (SPSS) version 29 software through descriptive statistical methods. Therefore, it is hoped that this study can contribute to initiatives aimed at improving the effectiveness of the education system through the application of information technology and subsequently have a positive impact on the teaching and learning process of Islamic Education. Keywords: Applications, ICT Concepts, Achievements, Students, Islamic Education

The main purpose of the study was to evaluate the information and communication technology (ICT) sector in the teaching process based on teachers’ attitudes and the strategic collaboration between universities and industry. The most common issue faced by the graduated students is to find a desired job at the end of the course of study. The main obstacle in finding a desired job is not enough ICT knowledge, which is not adequately learned at universities. On the other hand, the ICT teaching process at universities could be slow because many teachers do not have the right attitude toward ICT application in the learning process. In this study, a survey was performed among ICT working students and ICT teachers as well to reveal the relationship between the skills required for a job and the skills being taught at universities; whether the employability skills of fresh graduates increase hiring opportunities. The sample of examinees for this study consisted of the ICT sector in the European Union as well as ICT teachers based on the World Bank database. The proposed model was analyzed using structural equation modeling. It was found that the relationship between the academic program and job market along with ICT skills affected the employability factor. Hence the relationship between the academic program and job market significantly affects the employability factor. In effect, more focus on designing the academic curriculum is needed.

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

Embracing of Information and Communication Technology (ICT) by most secondary schools in Uganda, especially in Kigezi region is faced by a number of challenges which had not yet been clearly documented. The purpose of this study was to establish whether ICT is being integrated in the teaching and learning process among selected secondary schools in Kigezi region. The study was guided by MICTIVO model (2009) of ICT integration. The quantitative research approach was the main approach while the qualitative approach was complementary. A sample of 332 students and 24 teachers from six (6) schools were required to participate in the study. Data was collected by means of a questionnaire and analysed using SPSS. The findings from the study indicated that ICT is not being used in the teaching and learning process, most of ICT Infrastructures were not available in schools and most respondents lacked the basic ICT skills and competencies. The model developed revealed that location of the schools and the year of existence were found to be significant while class and gender were found to be insignificant to ICT adoption in secondary schools. Based on the findings of the study, it is recommended that government and stakeholders should ensure that; schools are provided with the necessary ICT infrastructure, recruitment of qualified computer teachers, recruitment of computer laboratory technicians, continuous retooling of both students and staff and schools should encourage ICT usage at home.

This research aimed to investigate the technology potential, especially regarding the learning process of Mathematics. We focused on the Information and Communication Technologies (ICTs) and on the students at the Adult Basic Education (ABE). Taking into account the digital culture immersion the society is nowadays, the research aimed to study, to investigate and to observe the contributions the ICTs may present to the learning process of exploratory and investigative Mathematics' tasks for students at the ABE. This is a qualitative, hermeneutic and collaborative study, and it presents some similarities to action research. The study involved twenty-five students from three different Elementary School classes (6th, 7th and 9th grades) from a government program called Proeja (National Integration Program of the Vocational Education into the Basic Education at the Adult Basic Education). The actions and reflections were guided by the following question: Which pedagogical contributions the teaching proposal using technological resources may offer to the Mathematics' teaching and learning process of students at the ABE? As observing the possible benefits and challenges of using technology resources at the ABE classes, regarding the needs and specific characteristics of this kind of teaching, it was aimed to investigate the potentials of educational technology for the Mathematics' teaching and learning process at the ABE; to evaluate the benefits it may bring to the teaching and learning process of exploratory and investigative Mathematics' tasks; to offer the Mathematical community teaching techniques that evaluate the possibility of developing critical mathematical thinking on the ABE students. To achieve the goal of this study, it was designed two teaching proposals. One of the proposals focus the contents Area and Perimeter and it used only the ICTs as pedagogical resources. The other one approached the contents Symmetry and Angle and it used the ICTs and the Plane Mirror. The hypothesis assumed was that the integration between these technological artefacts could contribute to the teaching and learning process. During the field research, we used the following strategies to produce data: questionnaires, audio and video recording, semi-structured interviews, records of the teaching proposals developed, and field notes taken by the teacher researcher. The theoretical basis came from authors that performed research about the related themes. The study analysis had a hermeneutic nature. This characteristic originated by the information that emerged from the data collected during the research, but only the data that presented elements to add evidence that could answer the investigation's question. Three analysis categories were identified: 1) Feelings aspects of ABE students; 2) Emerging Mathematics and Technological Knowledge and 3) Reflex of the Technology. The second category had two subsections: a) Students' Emerging Knowledge and b) Teacher Researcher's Emerging Knowledge. The results indicated that the use of technology, especially the ICTs, helped the teaching and learning process of Mathematics when presenting exploratory and investigative tasks to the ABE classes. It is expected that this research may contribute to Mathematics teacher's education and to the teaching and learning process of ABE students.