Skipjack tuna Katsuwonus pelamis is known to aggregate around fish aggregating devices (FADs), and many ultrasonic biotelemetry investigations have been conducted around FADs. However, the ...investigation areas have been limited to the area around surface type FADs where receivers can be installed, and adequate tracking cannot be achieved. To clarify the behavioral ecology of skipjack in more detail, it is necessary to carry out extensive and long-term observations. We have developed a fishing boat-mounted receiving system that combines an ultrasonic biotelemetry receiving system and a data communication terminal. The developed system was installed on a fishing boat that operated around FADs in waters around Yonaguni Island, Okinawa, Japan, located in the upper Kuroshio Current. The effectiveness of behavioral investigation of skipjack around FADs was verified. As a result, we were able to expand the tracking area and received the locations of individuals by GPS and successfully tracked them for long periods. Furthermore, data were collected in an efficient manner by using an information and communication technology (ICT) network as a data acquisition method.
The purpose of this research was to develop learning english subject based on ICT method.This study used a qualitative descriptive analysis technique.This classroom action research conducted by 2 ...cycles of the four phases: planning, implementation, observation, reflection. The subjects were students from class VIII-3 SMP Negeri 9 Tebing Tinggi which amounted to 38 students. The results showed that the method of the problem posing in English subject can improve student learning result characterized by increased mastery learning students, namely pre-cycle (60,52%), the first cycle (78,94%), cycle II (89,47 %) and complete learn the clasical equal to 89,47 %. Key word : ICT, English, Media
Education system of India is influenced by the development of computing. In today’s fast era education pattern, learning style is completely changed due to changes in the technology. Today we are ...focusing on paper less education system which is fast, effective and less time consuming. In this era the focus is goes more on concepts not only on concepts. Cloud computing technology has completely changed the world over the last decade. Not only have more In this paper we discuss the changes due to cloud infrastructure and consider the use of data decentralization to provide better, fast and effective content management system for e-learning. New architecture for education system easily connecting people and devices with learning management system. The purpose of paper is to give a cloud based e-learning environment for the new generation. This paper also discusses the architecture of the cloud based system, advantages of cloud based system and future aspects of new system. Provide cloud based e-learning system to reduce the cost, can be more effective, easier to update and modify and provide security to the end user by stopping unauthorized user access. Architecture of cloud based e-learning system needs fast and reliable internet services.With the help of cloud based learning users can easily access the information very fast and by the ease mode. By this proposed architecture various services are provided to user and on demand. As cloud is a very booming technology so by moving traditional web based learning on cloud environment, it becomes a great combination.
The use of Information and Communication Technology (ICT) is of immense importance in today's digital knowledge society. As a basis for private and vocational participation in society, ICT literacy ...has been widely discussed in recent decades. Although motivational and metacognitive facets play an important role in developing ICT literacy and competence, studies assessing media, computer or ICT literacy often fail to present a comprehensive concept on these motivational and metacognitive facets. This article addresses this issue by integrating them into the concept of ICT engagement. Its theoretically deduced dimensions of ICT-related interest, self-concept related to the use of ICT, and social exposure to ICT were analyzed in an explorative study assessing N = 445 students aged between 14 and 17 years in the German federal state of Baden-Wuerttemberg. The obtained dimensional structure included the assumed factors, and suggested to distinguish a positive and a negative self-concept on using ICT as well as to separate interest in computers and interest in mobile devices factor. The ICT engagement dimensions were related to individual differences in behavioral, cognitive and emotional ICT constructs as expected. (DIPF/Orig.)
•This study examines the effects of ICT diffusion and FDI on inclusive growth.•This study employs the utilitarian social welfare function and income growth method for generating inclusive growth.•ICT ...diffusion and FDI foster inclusive growth.•The inclusive growth effect of FDI is enhanced in the presence of ICT access, skills and usage.•Compared to ICT access and usage, ICT skills is most remarkable in driving inclusive growth.
This study examines the joint effects of ICT diffusion (composed of access, usage and skills), and foreign direct investment (FDI) on inclusive growth in sub-Saharan Africa (SSA). The study draws on data from the World Bank’s World Development Indicators, and the Global Consumption and Income Project for the period 1980–2019 for the analysis. The study provides evidence robust to several specifications from the ordinary least squares and dynamic system GMM estimation techniques to show that: (1) unconditionally, both FDI and ICT diffusion induce inclusive growth in SSA; (2) compared to its direct effect, ICT diffusion is remarkable in fostering shared growth in SSA in the presence of FDI, and (3) relative to ICT access and ICT usage, ICT skills is more effective for enhancing inclusive growth in SSA. Overall, FDI modulates our ICT dynamics to engender positive synergy effects on inclusive growth. Policy recommendations are provided in line with the implementation of the African Continental Free Trade Area (AfCFTA) Agreement and the projected rise in FDI to SSA from 2022.
Designing for Digital Transformation Majchrzak, Ann; Markus, M. Lynne; Wareham, Jonathan
MIS quarterly,
06/2016, Letnik:
40, Številka:
2
Journal Article
A thorough understanding of how ICT support provided by teacher preparation programmes influences preservice teachers' technological pedagogical content knowledge (TPACK) has become increasingly ...essential. This study aimed at exploring the mediating role of ICT perception, perceived ICT competence and ICT self‐efficacy between university ICT support and preservice teachers' TPACK. Data were collected through an online self‐assessment questionnaire translated and adapted from existing studies and verified with confirmatory factor analysis (CFA). A total of 298 preservice teachers, who were senior students studying at three different normal universities in China, participated in this study. Structural equation modelling revealed the following: (a) university ICT support significantly predicted preservice teachers' ICT perception, perceived ICT competence and ICT self‐efficacy, but had no significant direct effects on their TPACK; (b) ICT self‐efficacy was a strong predictor of preservice teachers' TPACK and ICT perception was a weak one, while perceived ICT competence did not predict TPACK at all; and (c) among three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK. These findings demonstrate strong positive effects of institutional support on preservice teachers' TPACK development, which was strongly underestimated in previous studies. Findings suggest normal universities should create practical opportunities for preservice teachers to perceive the power of technology, especially opportunities that could improve preservice teachers' self‐efficacy while applying technology into instruction.
Practitioner notes
What is already known about this topic
ICT support from schools is an essential precondition while enhancing in‐service teachers' motivation to apply ICT into instruction.
Research revealing how ICT support provided by teacher preparation programmes affects preservice teachers' TPACK is absent.
What the paper adds
This study adds to the previous literature by exploring the mediating role of ICT perception, perceived ICT competence and ICT self‐efficacy in the relationship between university ICT support and preservice teachers' TPACK.
This study found that university ICT support significantly predicted preservice teachers' ICT perception, perceived ICT competence and ICT self‐efficacy, but had no significant direct effects on their TPACK.
Among the three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK.
Implications for practice and/or policy
Normal universities need to provide effective and professionally targeted ICT support to meet preservice teachers' needs.
The mediating role of ICT self‐efficacy should be highlighted on the path from university ICT support to TPACK.