facilities effectively. With the ICT facilities, the professional librarians, Para-professional and other staff working in the university libraries who are the custodian and purveyors of information are challenged with new information to store, process and disseminate. The implication is that the library staff that is at the forefront of information provision in these university libraries must possess adequate ICT competencies to be able to maximize the facilities to full benefits. Abdulgany (2000) points out that the new informationtechnology cannot be fully exploited if there is no adequate level of ICT competencies among the library staff. Given this, staff working in university libraries are now expected to be aware of and capable of using and demonstrating emerging ICT. They must be competent in the use of some basic ICT packages like the MS Office, Online databases, internet searches etc. Similarly, Ikpaahindi (1999) advocate’s skills acquisitions requirement in the areas of knowledge of computer, how it functions; imputing and retrieval of information from it, ability to organize and use ICT based resources. It is therefore pertinent for university library staff to develop the required competencies in the area of ICT to augment the traditional library services. They must develop expertise in and establish program in knowledge search and management support of clienteles‟ needs.
the professionalcompetency of teachers. Digital technologies improve teacher education programme. Teacher is, nowadays not a mere transmitter of knowledge but also a facilitator, collaborator, coach mentor, knowledge navigator, and co-learner in the teacher learning process. Presently ICT includes content and pedagogy, collaboration and networking, social issues and technical issues. ICT can facilitate both the teachers and the children construct new knowledge or experience and thus can strengthen the learning process. ICT can be briefly described as the result of convergence of technologies telecommunications and television with informatics. The computer considered as an engine of the mind has tremendous capacity to store and process data and to produce and disseminate information with the emergence of diverse multimedia and networking possibilities computers have emerged as tools for innovative teaching and learning. Students are proving more adopt than their teachers at mastering ICT based delivery system. The scope of the new technologies for transforming existing educational set up is indeed enormous and includes the possibility globalization of education, adaptation of foreign curricula, new teaching materials and the networking of schools. Teachers must master the use of information skills of research, critical analysis, linking diverse types and sources of information reformulating retrieve data – if they are to teach their pupils to develop these skills. Teachers must be adequately equipped with more didactic competencies so as to assume their new role as experts in the learning process. ICTs are to be used as tools for training of teachers.
Leadership is an important component in guiding the teaching-learning process. Principal as school leaders have a major responsibility for initiating and implementing school change through the use of Information and CommunicationTechnology (ICT) and can facilitate complex decision to integrate it into learning, teaching and school administration. Hence, educational leaders must understand, promote and implement the notion that technology integration is not about the technology; it is about focusing on the future generations and leading teachers to a change in pedagogy. However, few studies have empirically examined computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of a baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals are using computers for instructional and administrative purposes and they have moderate competency in computer applications. This paper also suggests that the idea of transformational leaders can enhance the computer use in schools. Hence, policy makers must design professional development programs, such as leadership studies, in order to teach the components of transformational leadership; idealized influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.
All the villagers’ had known from their neighbors about ICT and existing information of their village in this knowledge fair. There were numbers of rural people who had saw computer first in their life in that fair. Most of the rural people of Bangladesh are listened about computer and informationtechnology. But they have not clear idea about ICT. The young rural people are wanted to learn computer for getting a better job, but they don’t know why their computer skills is important for the job providers. Actually what has happened in modern ICT times in the job market? The rural people had known many uses of ICT in the modern age from the stalls and all events of the fair, like how a school can digitalized their information for globalization by visiting the schools panel, how and why a government and non-government organization serve information to the society (AIDS, Human rights, Women rights, ICT4D etc.) by visiting the BFES, Rupantor and BISIC panels, how we can be benefited by management our knowledge by visiting the hand made mat stall and vegetables in salt earth stall and other handicrafts stall and all the extra ordinary knowledge like mathematical problem solving technique, chess and caroms playing, dance, poetry, singing songs, arts/painting etc. are also important for the real life that the villagers also known from the fair. Finally the fair was the successful events for the awareness of the rural people about the ICT4D.
The healthcare system and nursing education system has undergone major changes over the past few years and the competencies of newly qualified professional nurses within this system has been questioned by a number of researchers (Moeti et al (2004); Morolong & Chabeli 2005). How competencies are being measured and whether the tools used are reliable and accurate was also questioned by some researchers. Meretoja, Isoaho and Leino-Kilpi (2004) found in their review that definitions for the categories of competency differ and that there was no reliable and accurate measuring instrument for competency of nurses in Finland who are practicing in the profession. A search for literature using different books and journals, found on databases such as Scopus, Science Direct, NEXUS, CINAHL and MEDLINE, and using keywords such as “competence”, “clinical competence”, “Perceptions of competence” and “factors influencing competency” contained many of the articles from which information was obtained for this study. This chapter will include definitions of the concepts of competence, competency and clinical competence. Critical elements involved in understanding competence are highlighted and the developmental nature of competency and proficiency will be noted. The Competency Outcomes and Assessment (COPA) model (1999) and the Framework of Competencies of the International Council of Nurses (ICN) (2003) that were used as conceptual frameworks for the study, will be discussed.
Internationally professional development for teachers in information and communicationtechnology (ICT) is currently a major priority. This paper reveals why informationcommunicationtechnology is necessary for teachers. Paper includes causes and solution of informationcommunicationtechnology and different professional development approaches.
“essential” (Faulconbridge, 2008, p. 202), and moving into business development (Goodman, 2007; Malhotra et al., 2010; Stanfield, 2009) and up the hierarchy (Humphries, 2008),
although the role is not as prevalent in other countries, such as the US.
Both PSLs and LIPs can be characterised as “hybrid professionals”, manifesting “boundary- spanning roles which occupy the expanding shared territory that represents the overlap between formerly distinct domains” (Corrall and Cox, 2008, p. 43). Stanfield (2009, p. 293) distinguishes between qualified lawyers that have “taken on an information role” and PSLs “who fulfil a role between that of the information professionals and the lawyers”. Law librarianship (along with health informatics and learning technology) is a “mature hybrid specialism” (Corrall and Cox, 2008, p. 44), with its professional association, BIALL, formed in 1969, in contrast to the informal networks supporting PSLs (Hoult, 2003). However, although PSLs lack a recognised sector-wide career development framework, several firms have introduced their own PSL career structures (Goodman, 2007; Humphries, 2008). The maturity of the PSL function is indicated by the decision in 2009 of online vendor Lexis- Nexis to launch a new legal intelligence product named Lexis®PSL, providing access to legal “know-how”, precedents and guidance, and described as “like having your own professional support lawyer”. Some authors (e.g., Harvey, 2003) view PSLs as a threat to the
Knysna is the first municipality in Africa to roll out a municipal-wide wireless broadband network for use by its citizens and public officials. The municipality implemented a wireless network project to connect 62 of its offices in a network configuration. The same wireless system that connects the offices will be used to provide both government and private users throughout Knysna with access to a WiFi network. In this way, the municipality aims to deliver cheaper, faster and more reliable information and communication services to the Knysna community. The wireless network, with forty base stations, includes last mile access and provides rural coverage for many of the informal settlements in the area. Knysna municipality will offer wireless access to residents as part of its public service delivery strategy, providing VOIP services.
Grading will be based on the Georgia Institute of Technology system (A=90-100, B=80-89, C=70-79, D=60-69, F=below 60). No plus or minuses will be applied to the final grade. However, plus and minuses may be used for submissions during the semester. Final grades will be based on an aggregate point total for participation, attendance, individual assignments/presentations, and group projects/presentations and related papers. Grading for this course will be based on class participation and 6 assignments.
Functional Responsibility: The Operations Specialist will lead complex projects that involve the successful management of teams composed of data processing and other professionals that have been involved in analyzing, designing, integrating, testing, documenting, converting, extending, and implementing Information Systems. They will be adept in oral and written communications, will formulate statements of management and business problems and devise procedures for solution, and will evaluate proposed automated systems to determine technical feasibility, implementation costs, operation costs, and functional adequacy. Must have a thorough knowledge of the capabilities of applicable computer and communications configurations. Meets with Government personnel and contractor personnel to formulate and review delivery order plans and deliverable items. Ensures conformance with delivery order schedules and costs. May serve as Task Leader over one or more projects.
Responsibility The Project Coordinator will be responsible to help implement Project Management processes and methodologies designed to ensure that projects are delivered on-time, within budget, adhere to high quality standards, and meet customer expectations. Provides written and oral reports of activity on assigned contracts. Coordinates various and multiple IT projects, some of which may be large-scale in nature. Assists Project Management in tracking budget expenses. Coordinates communication regarding IT projects, including aspects impacting the scope, budget, risk, and resources of the work effort being managed. Develops project reports and other deliverables as assigned by Project Management. Documents activities and develops feedback reports to communicate project findings and activities to collaborators and others involved. Assembles project plans and teamwork assignments. Aides the creation of agendas and preparation of materials for meetings. Escalates functional, quality, timeline issues as needed. Monitors project deliverables and timelines; notifies Project Management when issues arise, and aides in taking corrective actions, as needed. Provides input to Project Management regarding team member performance. Tracks the work progress of resources assigned to the project team for specific task assignments. Tracks key project milestones and adjusts project plans and/or
Companies from a variety of industries recruit graduates with expertise in information systems and technology. Many firms seek students who have knowledge in the areas of operations, marketing, or finance who can combine this knowledge with cutting-edge technology skills. In recent years, on-campus recruiting has focused on business process and IT consulting, with many students finding positions in leading firms in California, New York, Illinois, Massachusetts and New Jersey, as well as with the best firms in Minnesota. Graduates typically seek employment with Fortune 500 firms where IT and information processing plays a critical role (e.g., financial services, brand management firms, multi- divisional manufacturing), especially in the top consulting companies both nationally and abroad.
Although communication is an essential value in construction projects, the construction industry is confronted with the importance and use of information and communicationtechnology (ICT). As most firms in developed countries have increased and will increase further their investment in ICT, this has raised productivity within their construction industry and resulted in an increase in the quality and speed of work, financial controls, communications, and access to common data. Firms in the third world countries are yet to understand this essential value and its importance to the development of their construction sector. However, the benefits of ICT come at a cost since the complexity of work, the administrative needs, the costs of doing business, the continual demand for upgrading and the greater knowhow required. In this study, the objective is to document and analyse ICT, its importance, obstacles and preconditions for an effective use by focusing on literatures and journals concerning communication in construction projects. The two most important areas of future research are the implementation of computer-integrated design and construction, and the development of new tools to support concurrent practice and to assist construction project managers in the conceptual stages.
In such situation, education institutions play an important role to eradicate these problems. One of which is by facilitating the students to do edutainment or educational games. Schools can let their students be familiar with educational games adjusted by their teachers. Besides, they can also support and facilitate their students to have their own blogs in the internet. A lot of Weblog providers are free to the users, such as Word Press. In their blogs, the students can create and write something, like an article, poem, news, short stories, features, or they can also express their opinion by an online forum provided in the internet. They are able to share experiences throughout their blogs to others from all over the world. I think it will be an interesting activity for them, and it will lessen their time to visit the negative or porn sites existed. By doing so, I think our young generation will get more and more information and knowledge by browsing in the internet. They can also create innovation in web design that it may be out of the formal curriculum content, but it will be useful for their future.
The impact of globalization has compelled MSME sector to adopt Information and CommunicationTechnology practices to survive and compete with large scale companies. The potential benefits of information and communication technologies (ICTs) to micro, small- and medium-sized enterprises (MSMEs) are well known. ICTs enhance MSME efficiency, reduce costs, and broaden market reach, both locally and globally. Since the MSME sector plays a major role in national economies, these benefits to individual MSMEs collectively translate into positive results in the form of job creation, revenue generation and overall country competitiveness. Governments, therefore, have an interest in the promotion of access to, and use of, ICTs by MSMEs. This study is an attempt to describe about the benefits of ICT in MSME sector and also describe that how the Ministry of MSME promotes the ICT in MSME sector through their schemes as a policy.
implementation plan. We found 60% of respondents to our survey thought DoE did not clearly communicate with schools about future obligations and requirements for ICT. We observed, and a DoE commissioned independent review identified, that DoE provide a significant amount of information on their intranet. However, the information is overly technical and schools do not necessarily have the expertise to understand it. DoE needs to provide schools with improved guidance material on how to plan and manage their ICT. DoE knows that schools lack a clear understanding of the Departments’ strategic direction and are working with DoE project staff to improve engagement. DoE is using customer relationship managers to meet with school staff to improve engagement during roll out of the SOE. DoE has also delivered workshops to regional areas to address ICT leadership in schools.
One of the most vital contributions of ICT in the field of education is- Easy Access to Learning. With the help of ICT, students can now browse through e-books, sample examination papers, previous year papers etc. and can also have an easy access to resource persons, mentors, experts, researchers, professionals, and peers-all over the world. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments (Young, 2002). Wider availability of best practices and best course material in education, which can be shared by means of ICT, can foster better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new international educational markets. As well as learning at anytime, teachers are also finding the capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile technologies and seamless communications technologies support 24x7 teaching and learning. Choosing how much time will be used within the 24x7 envelope and what periods of time are challenges that will face the educators of the future (Young, 2002). Thus, ICT enabled education will ultimately lead to the democratization of education. Especially in developing countries like India, effective use of ICT for the purpose of education has the potential to bridge the digital divide. India has a billion-plus population and a high proportion of the young and hence it has a large formal education system. The demand for education in developing countries like India has skyrocketed as education is still regarded as an important bridge of social, economic and political mobility (Amutabi and Oketch, 2003). There exist infrastructure, socio- economic, linguistic and physical barriers in India for people who wish to access education( Bhattacharya and Sharma, 2007). This includes infrastructure, teacher and the processes quality. There exist drawbacks in general education in India as well as all over the world like lack of learning materials, teachers, remoteness of education facilities, high dropout rate etc (UNESCO,2002). Innovative use of Information and CommunicationTechnology can potentially solve this problem. Internet usage in home and work place has grown exponentially. (McGorry, 2002). ICT has the potential to remove the barriers that are causing the problems of low rate of education in any country. It can be used as a tool to overcome the issues of cost, less number of teachers, and poor quality of education as well as to overcome time and distance barriers (McGorry, 2002).
According to Livingstone (2012), technologies have transformed society from top to bottom, particularly in terms of education and what the public expects education systems to deliver. Technology has made it possible to view the world through a digital lens, and teachers can access this knowledge at will via interactive smartboards (touch boards) or students' laptops and touchpads/iPads. The research on iPad use and adoption overwhelmingly reports that tablet devices like these have a positive impact on students' engagement with learning. In a study by Karsenti and Fievez (2013), they highlight the benefits of using iPads: information access, portability, creativity, higher student motivation, and possibility to work in one’s own space. Furthermore, the results from the study also show that the collaboration both among students and with the teacher increased, and the improvement of the quality of the presentations are remarkable.