The use of information and communication technology (ICT) in education and clinical purposes is growing immensely. The usage skill, attitude of dental students, and difficulties faced by students are ...important concerns to be addressed.
The study was designed to investigate the knowledge, attitude, and skills of ICT of undergraduate dental students
assessing the ease of computer and internet use among students, the level of computer skills and training of the students, and usage pattern of computer activities.
A cross-sectional survey was conducted among students of three dental colleges in Haryana using a self-designed questionnaire having sections related to demographics, devices, softwares and search engine usage, ICT skills, ICT attitude, and educational and social use.
The response rate was 81.96%. A total of 99.1% of the individuals responded affirmatively to the usage of mobile phones, 48.4 and 13.1% for laptops and tablets, respectively. The average duration of use of smartphones per day was 4.2121 ± 2.834 hours. Google was opted as the most popular search engine used and PubMed the least popular. Only 12.9% of participants showed a negative attitude toward the use of ICT in studies. More social use than academic use was observed. Attitude scores showed a significant correlation with the educational use of ICT (
= 0.89,
= 0.003).
Most of the participants were well acquainted with the usage and had a positive attitude toward ICT for educational purposes. Sensitization and training in scientific literature search and basics of ICT and their practical utilization in dental education, research, and practice should be included in the curriculum.
Sikka N, Arya L, Bala S,
Knowledge, Attitude, and Perception of Undergraduate Dental Students on Information and Communication Technology and Computer-assisted Learning. Int J Clin Pediatr Dent 2023;16(5):711-715.
PurposeThe current study aims to identify work-related use of information and communication technologies after-hours (W_ICTs) from passive and active perspectives and examine mechanisms and different ...effects of information and communication technologies on employee innovation behavior.Design/methodology/approachExperience sampling method (ESM) was employed to capture dynamic within-person variance in daily-behaviors and daily-mood. In total, 92 employees completed an identical online survey each day for ten workdays.FindingsThe findings showed that the influence patterns and mechanisms of passive and active W_ICTs were utterly different. Passive W_ICTs was negatively associated with employee innovation behavior via emotional exhaustion, while active W_ICTs was positively associated with employee innovation behavior through perceived insider status. Furthermore, differential leadership significantly narrowed the positive relationship between passive W_ICTs and emotional exhaustion. However, differential leadership did not significantly moderate the relationship between active W_ICTs and perceived insider status.Originality/valueThis study is an important step forward in dividing W_ICTs into passive and active W_ICTs and discovers a dual path of two types of W_ICTs on employee innovation behavior. Findings of this study have heuristic value for future research.
Implementation of information and communication technologies (ICTs) in education is defined as the incorporation of ICTs into teaching and learning activities, both inside and outside the classroom. ...Despite widely studied, there is still no consensus on how it affects student performance. However, before evaluating this, it is crucial to identify which factors impact students' use of ICT for educational purposes. This understanding can help educational institutions to effectively implement ICT, potentially improving student results. Thus, adapting the conceptual framework proposed by Biagi and Loi (2013) and using the 2018 database of the Program for International Student Assessment (PISA) and a decision tree classification model developed based on CRISP-DM framework, we aim to determine which socio-demographic factors influence students' use of ICT for educational purposes. First, we categorized students according to their use of ICT for educational purposes in two situations: during lessons and outside lessons. Then, we developed a decision tree model to distinguish these categories and find patterns in each group. The model was able to accurately distinguish different levels of ICT adoption and demonstrate that ICT use for entertainment and ICT access at school and at home are among the most influential variables to predict ICT use for educational purposes. Moreover, the model showed that variables related to teaching best practices of Internet utilization at school are not significant predictors of such use. Some results were found to be country-specific, leading to the recommendation that each country adapts the measures to improve ICT use according to its context.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Work-related use of information and communication technologies after-hours (W_ICTs) blurs the boundaries between work and non-work domains, representing a typical boundary-crossing behavior that ...affects employees' lives and organizational development. Drawing on the Job Demands-Resources theory, this study develops a dynamic curvilinear model of the impact of W_ICTs on work procrastination, considering intrinsic motivation (self-efficacy and enjoyment) and regulatory focus (prevention focus). Empirical testing of the research hypotheses is conducted through a survey involving 817 employees with standard working hours (e.g. 9 a.m. to 5 p.m.). The results indicate that W_ICTs can be regarded as both inhibitors and promoters, with a U-shaped impact on work procrastination and an inverted U-shaped effect on self-efficacy and enjoyment. The mediating roles of self-efficacy and enjoyment are significant. Moreover, prevention focus moderates the relationship between W_ICTs and enjoyment, whereas the moderating effect between W_ICTs and self-efficacy is insignificant. This dynamic curvilinear relationship may explain the inconsistent results of prior studies regarding the relationship between W_ICTs and employees' negative behaviors. It contributes to expanding research on the outcomes of W_ICTs and the antecedents of work procrastination. Moreover, the proposed influence mechanism between W_ICTs and work procrastination has not been established from the perspective of intrinsic motivation and prevention focus. Hence, this study responds to scholars’ calls and adds to the existing research on how W_ICTs affect work procrastination. These research findings enhance the current understanding of the effects of W_ICTs and offer valuable insights for organizations to effectively manage W_ICTs and address work procrastination behavior in practice.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
We examined the effects of work-related use of information and communication technologies after hours (W_ICTs) by applying the job demands-resources model and person-environment fit theory. Our focus ...was on the mechanism of the impact of W_ICTs on employees' nonwork time
error admission, the mediating effect of emotional exhaustion, and the moderating effect of person-organization fit. We used experience sampling to make repeated measurements at different time points to obtain the dynamic variation of the variables. There were 55 participants who completed
online questionnaires for 10 consecutive workdays, resulting in 1,035 valid questionnaires for analysis. We found that employees' daily W_ICTs had significant negative effects on their error admission, and significant positive effects on their emotional exhaustion. Further, emotional exhaustion
mediated the relationship between W_ICTs and error admission, and person-organization fit negatively moderated the relationship between emotional exhaustion and error admission.
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DOBA, FSPLJ, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This paper analyzes inequalities in using information and communication technologies (ICTs) for educational activities outside school by social origin, immigrant background, and gender. It examines ...whether these inequalities just work additively or whether certain combinations of these groups are associated with specific advantages or disadvantages and which factors drive these differences. Data from the EU sample of the Programme for International Student Assessment (PISA) 2018 are used for the empirical analyses. The results show that male students with immigrant background and highly educated parents have the highest frequency of educational ICT use, while native female students with less educated parents show the lowest frequency. However, the group categories also interact: An academic family background is more advantageous for students with immigrant background and for boys than for native students and girls. The male advantage can be attributed to a general higher frequency of boys using ICTs in their free time, while the advantage of an academic family background is mainly due to a better endowment with educational resources at home. Implications for research and practice are discussed.
IMPACT SUMMARY
a. Prior State of Knowledge:
Inequalities in students' (offline) educational activities according to their social origin, immigrant background, and gender are well known. Differences in students' ICT usage have been documented as well. However, the two literatures have hardly been combined so far.
b. Novel Contributions:
The paper examines whether inequalities in adolescents' ICT use for educational purposes outside school exist according to social origin, immigrant background, and gender. It also analyzes how far these inequalities interact and which factors drive these inequalities.
c. Practical Implications:
As some social groups were shown to be less familiar with educational ICT use at home, all students should be supported in acquiring familiarity in using ICTs for educational purposes, e.g., by strengthening the inclusion of ICTs at school.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
The purpose of this study was to investigate the pedagogical uses of information and communication technology in self-regulation and self-efficacy of postgraduate students of Sistan and Baluchestan ...University. The research method was correlation. The research population consisted of about 3,000 graduate students of Sistan and Baluchestan University with a sample of 248 people in accordance with Morgan's table with using simple random method. The research tool was three questionnaires the pedagogical uses of information and communication technology Charles & Issifu (2015), self-efficacy and self-regulation Senkbeil & Ihme(2017), that the reliability and reliability of all three tools reported appropriate. The data analysis method was using the LISREL software and the structural equation model. The results indicated direct and indirect effects of the pedagogical use of information and communication technology on self-efficacy and self-regulation. self-efficacy has also had a direct impact on self-regulation. The result is the use of information and communication technology has a constructive role in teaching and learning through self-regulation and self-efficacy. On the other hand, self-efficacy will lead to technology self-regulation in learners.
INTRODUCTION.
In today’s world, threats to international information security are increasing. One of them is the use of information and communication technologies for criminal purposes. The United ...Nations has become the centre for the development of measures to counter such practices. The article discusses the role of the United Nations in the formation of a new international legal institution.
MATERIALS AND METHODS
.
The study was based on resolutions of the United Nations General Assembly, the United Nations Security Council, the texts of relevant international treaties and draft treaties, and academic writings. The methodological basis of the study was the general scientific and private scientific methods of knowledge which are traditional for legal works.
RESEARCH RESULT.
As a result of the research, the authors corrected the view of the term "information terrorism" that is being approved in legal science, and highlighted the provisions of UN General Assembly and UN Security Council resolutions that form the normative basis for state ‘countering crimes in the information space, and more broadly, the use of information and communication technologies for criminal purposes.
DISCUSSION AND CONCLUSIONS
.
The authors note that the formation of a new international legal in- stitution takes place within the framework and under the auspices of the United Nations mainly under the basis of soft law norms. But now a new stage of "switching" is beginning. It is the stage in which the method of developing international recommendatory norms turns to the method of developing international Treaty norms that have a more stringent legal force.
Purpose
The purpose of this paper is to investigate the adoption and use of information and communication technologies (ICTs) by school administrators in the management of schools, as well as factors ...that influence use of ICTs by the administrators.
Design/methodology/approach
Survey research design was adopted. A two-stage sampling procedure (random and purposive) was used to select the respondents, while quantitative and qualitative methods were used for data collection.
Findings
Findings reveal that the school administrators use various ICTs to carry out administrative and management duties. Task characteristics, task-technology fit, attitude and perceived ease of use have significant relationships with use of ICTs by the administrators.
Research limitations/implications
The findings and conclusion from this paper cannot be generalised to all schools in Nigeria because the population was limited to only private secondary schools.
Practical implications
The study contributes to an existing knowledge on adoption and use of ICTs in schools, and provides information to policymakers on factors that should be given consideration when there is a need to implement ICTs in schools.
Social implications
This paper could assist school administrators that are yet to adopt and implement ICTs in their schools of the need to do so in order to enjoy the benefits associated with ICTs use in the workplace.
Originality/value
This paper is one of the first pieces of empirical research that has adopted the integrated technology acceptance and task-technology fit models to investigate use of ICTs by administrators of schools in Nigeria.
Tourism is one of the largest industries in the world, based on information, modern information and communication technologies and the Internet are basically one of the most effective ways to ...exchange any information. Modern information and communication technologies have contributed to significant innovations in tourism, which affect the digitalization and modernization of the entire tourism industry and infrastructure, and is often referred to as electronic tourism. The aim of this paper is to show that the modern information and communication technologies have become the support of many critical functions in the tourism and travel industry to provide innovative and useful tools, whereby companies whose business is tourism can boost their presence in the global tourism market.
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