There has been a large volume of published studies describing the attitudes of teachers and students towards ICT usage to study English; nevertheless, limited research has been conducted to examine the use of ICT in terms of frequency of use, purposes, perceptions, and expectations among EFL students. Thus, the purpose of the current study was to address this research problem. The research used a convenience sample of 149 English major students who were invited to respond to the questionnaire survey. The findings indicated that the participants spent more time using ICT for private purposes than for English learning purposes. Most of them showed their positive attitudes towards ICT use to study English and expected that ICT should be used more frequently in the classroom in order to maximize language learning and teaching. Gaining an understanding of the way the learners employ ICT for their non-educational purposes may help “shed light on how best to determine their educational uses” (Fujimoto, 2012, p.165). Pedagogical implications were also given in this current inquiry.
The paper presents in a broad outline the main characteristics of the evolution of the Finnish high-tech industry and ICT sector within the context of general changes in industry and the national economy. In the last decades of the 20th century Finland dynamically developed a knowledge-based economy and became one of the leaders of the information society. A spectacular manifestation of this is the position of the country in global competitiveness rankings, where Finland has occupied a top position for several years, sometimes even being ahead of the United States. The so-called ‘Finnish model of information society’ is characterised, among others, by a significant growth in knowledge-intensive industries and a complex system of research and development support. However, all those changes were dependent on the previous development path of the country. The structure of Finnish industry was rather one-sided until the 1980s, when knowledge- and expertise-intensive production started to catch up with the level of manufacturing dominated by raw materials, capital and energy. For a long time, Finland specialised in the forest industry and in the processing of metals. A new sector that has developed during the past decades is electronics and, especially, the manufacturing of communication devices. Furthermore, the economy has changed more dramatically in Finland than in any other developed country over the same period of time. Industries have become technology-intensive and production is strongly characterised by specialisation. Finland has become the most specialised country in information and communication technology in the world, and this specialisation trend is continuing. The forest industry and other traditional industries rely more and more on the new technologies and state-of-the-art knowledge. In Finland, industrialisation started later than in other countries, but it was very rapid. Industrial production and exports grew faster than the rest of the economy in the 1990s, and the structure of exports diversified. Unlike other developed countries, Finland “re-industrialised” in the 1990s. The contribution of industry to the total volume of production and employment has been higher in Finland than in other advanced economies in the past couple of years.
The present paper will investigate the issues of ICT teacher training in the pre-service context of a five-year M.A. modern philology programme. The consideration of the content of training, mode of delivery, learning activities, teacher’s and learners’ role will be followed by a staged model of distributed ICT training illustrating growing student teacher competence. The lessons learnt from in-service teacher training already conducted will be used to improve the organisation of e-teacher education in the modern philology curriculum.
The terms “digital divide”, “digital exclusion” refer to the gap between those who have regular access to digital and information technology and are able to effectively use it, and those who do not have such access. The development of ICT infrastructure, with which we are experiencing in recent years, also in the Lodz region, was resulted in smaller digital divide of the first degree (inability to use the appropriate hardware and software), the problem remains, however, the digital divide of the second degree, having their roots in psychological barriers. This applies particularly to the elderly, whose skills are low, and their motivation for skill development is often weak. This paper presents a quantitative assessment of the scale of the digital divide Lodz region residents aged 50 years and older. In the paper I used for this purpose the results of nationwide researches - Social Diagnosis and "Diagnosis of the current situation of women and men aged 50+ on the labour market in Poland", on the basis of which the synthetic index of Internet versality were constructed. Analysis of these data are done using multivariate statistical analysis. In addition, in the paper the chosen activities undertaken in the fight against digital exclusion in the Lodz region.
PL
Pojęcie wykluczenia cyfrowego odnosi się do różnic pomiędzy osobami, które mają regularny dostęp do technologii cyfrowych i informacyjnych i potrafią efektywnie z niego skorzystać, a tymi, którzy tego dostępu nie posiadają. Rozwój infrastruktury teleinformatycznej, jakiego doświadczamy w ostatnich latach, sprawia, że również w województwie łódzkim mniejsze jest wykluczenie cyfrowe I stopnia (brak możliwości korzystania z odpowiedniego sprzętu i oprogramowania), problemem pozostaje jednak wykluczenie II stopnia, mające swoje podłoże w barierach psychologicznych. Dotyczy to w szczególności osób starszych, których umiejętności informatyczne są niskie, a motywacja do ich rozwoju często słaba. W artykule dokonano ilościowej oceny skali wykluczenia cyfrowego mieszkańców województwa łódzkiego w wieku 50 i więcej lat. Wykorzystano w tym celu wyniki ogólnopolskich badań – Diagnozy Społecznej i „Diagnozy obecnej sytuacji kobiet i mężczyzn 50+ na rynku pracy w Polsce”, na podstawie których skonstruowano i poddano weryfikacji i wielowymiarowej analizie wskaźnik syntetyczny wszechstronności wykorzystania Internetu. Dodatkowo, ocenie poddano aktywności podejmowane w zakresie przeciwdziałania wykluczeniu cyfrowemu w województwie łódzkim.
Technology in education is defined as one that achieves a practical purpose and that can assist teachers in motivating students. In the past, instructional technology consisted of mainly visual instruction, made up of pictures, films, graphs, charts, and other visual aids. By 1985, the Internet was already well established as a technology supporting a broad community of researchers and developers. Today’s children are known as the “iGeneration” due to their advanced technology skills and use. It is estimated that teenagers spend from 15 up to 20 hours each day “multitasking”, i.e. using different forms of ICT tools. The use of technology devices turned to be an integral part of sporting performance analysis, allowing coaches and teachers to understand the physical demands on team sport athletes. The advances in ICT in the 21st century involves children that are naturally growing in areas of higher levels access to information. Nowadays, a collection of ICT tools such as pedometers, smartphones, tablets (applications), virtual reality simulators, heart rate monitors, and others, are being used in physical education to enhance engagement, pedagogy and performance. It is critical for children to adapt their capacity to acquire knowledge and develop their skills through technology usage. If theseICT tools are used properly in PE classes, they have the potential to impact teachers’ teaching practice and, consequently, student learning. Teachers should possess the skills and behaviors of digital-age professionals, particularly in physical education. Technology usage would be beneficial for increasing physical activity, improving dietary choices and encouraging other health-related behaviors.
Artykuł opisuje nowoczesną formę uczestnictwa mieszkańców w tworzeniu prawa i dokumentów strategicznych na przykładzie Estonii. Estonia to państwo, które jako jedno z pierwszych w Europie wprowadziło głosowanie internetowe, podpis internetowy czy mobile-ID, czyli cyfrowy dowód osobisty zamieszczony na karcie SIM. To właśnie dzięki innowacjom Estonia w ciągu ostatnich 25 lat stała się „bałtyckim tygrysem”. Warto wyciągać wnioski z sukcesów państwa, które dokonania zarówno w zakresie gospodarki, jak i rozwiązań ICT budzą podziw na całym świecie.
EN
During the last fourteen years amount of the Internet users increased more than 7 times – to 3035,7 million people in 2014. In North America around 87,7% of the population have access to the Internet, whereas in Europe it reaches nearly 70,5%. The Estonian government decided that being connected is one of the most important human rights nowadays. In consequence Estonia spent 2-7% of their budget developing broadband Internet connections and e-administration tools, as well as for effective social dialogue improvement. During the last fourteen years the Estonian government completed three e-participation projects, developed useful electronic tools for improving citizens’ access to public life and invited self-government to adapt e-participation systems in local environment. Example: Today I Shall Decide (2000-2006) – first pioneer electronic participation project in Europe. Government agencies have run a website, where citizens could propose, discuss and vote for their propositions of new legislation. In seven years time, people submitted 1187 new proposals, 1% of which was entered into force. Though TID was innovative it had some issues like declining interests and disappointing involvement of the officials. Estonia has also run Osale.ee (from 2007) – heir of the TID project. A perfect website with 3 key features: deliberation, participation and information. With this project they increased the engagement of the officials and users are taken more serious – and Volis – project where government assists local governments in improvement of e-participation systems. In March 2000 Estonian parliament gave e-signature the same legal weight as traditional one. Since 2005 every Estonian citizen has the possibility to vote via Internet from every place in the world. Estonia is an example of modern governing in post- -socialist world. Polish public agencies should learn from them and create effective e-governance to become a friendly and modern state.
Podstawowym celem niniejszego artykułu jest identyfikacja możliwości wykorzystania ICT (Information Communication Technology) we wspomaganiu twórczości organizacyjnej. Realizacja tak sformułowanego zadania badawczego wymagała wykorzystania różnych metod badawczych, a zwłaszcza analizy literatury przedmiotu, krytycznego wnioskowania i myślenia dedukcyjnego oraz metody sondażu z wykorzystaniem techniki badań ankietowych. Logikę wywodu w niniejszym artykule przeprowadzono w następujący sposób. Na wstępie omówiono istotę twórczości organizacyjnej oraz rolę ICT w jej wspomaganiu. Następnie zaprezentowano wybrane wyniki badań, które przeprowadzono w 232 organizacjach. Na koniec dokonano podsumowania oraz wskazano kierunki dalszych prac nad problematyką komputerowego wspomagania twórczości organizacyjnej.
EN
The main objective of this study is to identify the possibilities of ICT use in organizational creativity support. Different methods and techniques are used to achieve the research task. They included in particular: analysis of the literature, critical thinking and survey technique. The logic of the discourse is as follows. At start, the issue of organizational creativity is described and the role of ICT in its support is investigated. Then, the selected findings from the survey that was conducted among 232 organizations are presented and discussed. Finally, based on the analysis of the literature and on the conducted surveys, some conclusions and for future research in organizational creativity support area are indicated.
Firmy z sektora kreatywnego coraz częściej podejmują współpracę w ramach klastrów, które umożliwiają im dostęp do brakujących zasobów. Klastry kreatywne, które dążą do dalszego rozwoju i pozyskiwania nowych członków, decydują się na szersze wykorzystanie technologii informacyjno-komunikacyjnych. Zastosowanie ICT prowadzi do częściowej wirtualizacji działań. Biorąc jednak uwagę specyfikę oraz cechy charakterystyczne klastrów, ich przekształcenie w organizację wirtualną wydaje się niemożliwe. Kluczowym wyzwaniem staje się natomiast identyfikacja tych procesów wewnątrz klastra, które mogą być usprawnione przy wykorzystaniu narzędzi informatycznych.
EN
Nowadays enterprises from creative industries more often decide to collaborate within clusters that enable them access to the missing recourses. Those clusters who are interested in further development and gaining new members over decide to implement information and communication technologies. In result the process of partial virtualisation of activities is taking place. Taking into account the creative clusters features the process of their transforming into fully virtual organisation seemed to be hard to achieve. Thus the key issue is to identify those areas in which technology use could profit the biggest benefits.
W artykule zaprezentowano uwarunkowania rozwoju społeczeństwa in¬formacyjnego (SI) oraz związki między koncepcją SI a rozwojem gospodarczym. Na podstawie przeprowadzonych badań ankietowych gospodarstw domowych, przedsię¬biorstw i administracji publicznej zidentyfikowano kluczowe czynniki determinujące rozwój SI w Polsce. Zbadano zależności pomiędzy miernikami SI i rozwoju gospo¬darczego w wybranych krajach europejskich.
EN
The article presents determinants of information society (IS) development and relation between information society and economic development. Based on survey conducted in households, companies and public administration entities key factors for IS development in Poland were identified. Correlation between measures of information society and economic development in selected European countries was examined.
The paradigmatic change in adult education that took place in the 1990s, involving “a shift from teaching towards learning”, resulted not only in deeper reflection of andragogists on the epistemological issues concerning the specific character and conditions of adult learning, but also in the redefinition of andragogic notions including the title category of empowerment. Another consequence of this change is a different attitude towards the educational activity of adults, an example of which is the international educational project “ICT-Guides” described in the article. The first part of the article analyzes the concept of lifelong learning and characterizes empowerment, which provides the theoretical context for further deliberations. Then, the assumptions of the “ICT-Guides” project are presented. The project shows a new way of determining educational tasks and organizing educational work in the context of lifelong learning. The “ICT-Guides” project is also an example of a good practice serving empowering functions.
PL
Empowerment w kontekście uczenia sie przez całe życie.Przykład z projektu “ICT Guides”W pierwszej części artykułu poddano analizie koncepcję całożyciowego uczenia oraz scharakteryzowano kategorię empowerment, co tworzy teoretyczny kontekst rozważań. Pojęcie empowerment (upełnomocnienie) jest tu definiowane jako złożona kompetencja, którą rozwinąć można w wielowymiarowym procesie społecznego uczenia się, wiąże się ona z uzyskaniem kontroli nad własnym życiem poprzez zdobycie wiedzy i umiejętności, które umożliwiają poprawę sytuacji życiowej. Upełnomocnienie można analizować z perspektywy indywidualnej i zbiorowej. Indywidualny aspekt upełnomocnienia zwraca uwagę na dostęp ludzi do takich typów wiedzy, które umożliwią rozwój wykraczający poza rolę pracownika czy konsumenta; odnosi się do sposobu, w jaki ludzie postrzegają siebie i myślą o sobie, oraz świadomości w zakresie wiedzy eksperckiej i umiejętności, które rzeczywiście posiadają. Upełnomocnienie zbiorowe z kolei, odnosi się do przełamywania barier, do zmiany pozycji społecznej, umożliwia bycie „aktorem społecznym” w pełni zdolnym do wnoszenia wkładu indywidualnego i kolektywnego w zmianę świata wokół siebie. W drugiej części artykułu zostały przedstawione cele i założenia projektu „ICT- -Guides”, który jest egzemplifikacją nowego sposobu określania zadań edukacyjnych i organizacji pracy dydaktycznej w zakresie rozwijania wiedzy i umiejętności, przyczyniających się do upełnomocnienia jednostek zarówno w obszarze indywidualnym, jak i zbiorowym. Projekt jest realizowany m.in. w miastach Goeteborg, Berlin, Madryt, Sheffield, w których od lat notuje się wysoki odsetek osób (głównie imigrantów) zagrożonych ubóstwem i wykluczeniem społecznym. Celem projektu jest zbadanie możliwości zastosowania technologii teleinformatycznych (ICT) jako narzędzia łączącego młodych imigrantów, zagrożonych przedwczesnym porzuceniem edukacji szkolnej, z pokoleniem starszym, w celu ograniczenia wśród imigrantów zjawiska porzucania szkoły i wykluczania społecznego. Wstępne wyniki badań potwierdzają założenie, że projekt „ICT- -Guides” to przykład „dobrej praktyki” pełniącej funkcje upełnomacniające.
The article presents the results of research on the evaluation of European Union countries in terms of the level of ICT usage in enterprises in 2018. The analysis used methods of multivariate comparative methods such as Hellwig method, TOPSIS method and linear ordering method without the pattern of development. These methods allowed to establish a hierarchy of countries due to the degree of ICT usage in enterprises. Statistical data used in the analysis come from Eurostat. Based on the calculated ratio a grouping of countries was made, distinguishing countries with a high, medium-high, medium-low and low level of ICT usage in enterprises. The results of the research show that regardless of the method of linear ordering, Denmark, Finland and Sweden were leaders in terms of the level of the usage of information and communication technologies in enterprises. The lowest positions were taken by Bulgaria, Greece, Romania and Latvia.
PL
Artykuł prezentuje rezultaty badań, dotyczące oceny krajów Unii Europejskiej pod względem stopnia wykorzystania w przedsiębiorstwach technologii ICT w 2018 roku. W analizie wykorzystano wybrane metody Wielowymiarowej Analizy Porównawczej, tj. wzorcowe metody porządkowania liniowego (metoda Hellwiga i metoda TOPSIS) oraz bezwzorcową metodę porządkowania liniowego. Umożliwiły one ustalenie rankingów krajów UE ze względu na stopień wykorzystania technologii informacyjno-komunikacyjnych w przedsiębiorstwach. Dane statystyczne pochodzą z Urzędu Statystycznego Unii Europejskiej – Eurostatu. Na podstawie wartości obliczonej miary syntetycznej dokonano grupowania krajów, wyróżniając kraje o wysokim, średniowysokim, średnioniskim i niskim poziomie stopnia zastosowania technologii ICT w przedsiębiorstwach. Wyniki badań pokazują, że niezależnie od zastosowanej metody porządkowania liniowego Dania, Finlandia i Szwecja były liderami pod względem stopnia wykorzystania technologii informacyjno-komunikacyjnych w przedsiębiorstwach, a najniższe lokaty zajmowały Bułgaria, Grecja, Rumunia oraz Łotwa.
W perspektywie kilkunastu ostatnich lat wdrażano ICT na wielu płaszczyznach w polskiej oświacie. Procesy cyfryzacji są kolejnym etapem unowocześnienia szkolnych procesów kształcenia. Dla tej publikacji ważniejsze są cienie tychże zmian, niż ich niewątpliwe blaski. Z wielu zagrożeń, które czyhają na drodze do nowoczesnej edukacji, wybrano te, które były już sygnalizowane we wcześniejszych etapach modernizacji. W wybranych aspektach widoczna jest pełna analogia do zjawisk, które miały miejsce w pierwszych etapach wdrażania Internetu do polskich szkół.
EN
In the last several years we implemented ICT in many areas in the Polish education. Digitiza-tion processes are next step in the modernization of school learning processes. For this publication more important are the shadows of these changes, than their undoubted brilliance. Of the many threats, that lurk on the way to modern education, we selected the ones, that had already been signaled in the earlier stages of modernization. In some respects can be seen full analogy to the events that took place in the early stages of implementation of the Internet to Polish schools.
Rozwój ICT wpływa znacząco na obszar kultury technicznej. W programach nauczania ICT pomijane są zagadnienia prawidłowej i bezpiecznej eksploatacji urządzeń i oprogramowania. Te elementy mają istotne znaczenie dla wzrostu poziomu kultury technicznej, która w innych obszarach jest kształcona prawidłowo. Zaprezentowano cele i treści kształcenia, odpowiednie dla podniesienia poziomu kultury technicznej, które są implikowane upowszechnieniem zdobyczy ICT.
EN
The ICT development has significant effects on the area of technical culture. In the ICT cur-riculum issues of proper and safe operation of equipment and software are ignored. These elements are important for the growth of the level of technical culture, which in other areas is educated properly. The objectives and content of education appropriate to raise the level of technical cul-ture, which are implied by the spread of ICT achievements, are presented.
The way cyberspace is conceptualized in security discourses shapes strategies, tools and possible solutions developed within the ICT security debate. Putting forward processual ontology of cyberspace helps in apprehending the unique dynamics of this new domain arising from the intersection of ICT with social and political phenomena. Cyberspace is presented as a process of data transmission and information cognition/processing in the digital domain. It contains time as an inherent dimension and includes all subjects and objects of this process: data (codes, packets, files, texts), information (structured or operationalized data), human and computer agents (people, software) and communication environment (hardware, protocols). Processual ontology is based on the fact that ICT is a man-made realm with almost unlimited potential to expand, where physical distance is lapsed and bits are the primary matter. This theoretical stance blurs the line between human and non-human agents, dehumanizing the idea of actorness by categorizing both humans and computers as actors. Finally, processual ontology of cyberspace promotes resilience strategies both in the private sector as well as on national and international level.
This study examined the ICT integration used by student teachers from a public university during their teaching practices in four high schools in Indonesia. This qualitative inquiry with a case study approach focused on video-based observations and focus group discussions as techniques of data collection. We utilized random sampling for the video-based observation and purposive sampling for the focus group discussion with 60 participants in the discussion and 10 classes in the observation. We organized our analysis and discussion around the field facts and participants’ perceptions on the contexts whether or not the integration of ICT was carried out in their pre-teaching practices. Despite the fact that most participants who were student teachers informed that they had good competency levels and experience in the use of technology and believed that technology would have many benefits in improving their teaching performance, the findings of this study showed that they did not integrate ICT in their teaching practices. The major reason for this lack of technology use was the school condition. The findings can be a reference for the importance of a systematic and comprehensive development of method of the teaching practice in the 21st century to help the appropriate transition of student teachers, as they will become professional teachers in the future.
W dobie nasilających się przemian globalizacji zachodzących na rynku światowym coraz większą rolę odgrywają korporacje transnarodowe, a wśród nich firmy związane z branżą telekomunikacyjną. Zajmujące się technologią informacyjną firmy ujednolicają świat i przyspieszają jego rozwój gospodarczy i społeczny (Zioło 2001). Wśród światowych firm telekomunikacyjnych najważniejsza rolę odgrywają korporacje: Nokia, Siemens, Alcatel, Motorola i Ericsson, które łącznie w roku 2003 osiągnęły wartość rynkową 176 mld USD.
The purpose of this research is to investigate English teachers’ perception and challenges of the implementation of ICT in ELT classrooms. This study used mixed methods, qualitative and quantitative in nature. A purposive sampling technique was used to select the study subjects, who are 26 English teachers from 16 public senior high schools in Banda Aceh. Questionnaires and interviews were used to collect data. The data were analysed and interpreted through qualitative and quantitative procedures. The results showed that the English teachers found ICT very helpful in teaching. However, the limited time and tools, coupled with a poor Internet connection as well as a lack of knowledge and experience of ICT training were obstacles for the teachers using ICT. The results of this study give meaningful insights for policy makers in relation to the implementation of ICT for teaching and learning in the classroom.
Nowadays, ICT and the Internet are the key factors of innovations, research, economic growth and social changes. In Russia there are significant regional disparities in development of the ICT sector in comparison to other countries. The reason for this is relatively large size of Russian Federation and the high density of population living in agglomerations. The ICT sector in Russia is growing much faster in big cities. The aim of this research was to show the spatial differences in development of the ICT sector in Russian Federation on federal districts level.
This critical essay describes three contemporary discourses which threaten the essential principles of educational sciences to such a degree that it is possible to start talking about the end of educational sciences, albeit with a hint of exaggeration. The end of educational sciences is understood to herald a change in educational constants and their replacement with different elements. We understand discourse as a way of perception in a given fi eld at a given time which is mirrored both in language and in the framing of debates in the fi eld. We progressively analyse three discourses (evidence-based discourse, discourse of practical research and technological discourse) and describe in detail the individual concepts and thoughts from which the discourses stem. The essay concludes with a summary of infl uences of the described discourses and also with showing how the discourses can replace some educational concepts, if the fi eld is not consolidated.
In the recent years much attention has been given to the building of a knowledge-based economy (KBE). Of crucial importance in this process is the designing and practical use of innovations. They enhance the competitiveness of enterprises, regions and countries. Among the innovations of rapidly increasing significance are information-communication technologies, which make it possible to accumulate, process and circulate an ever-growing number of data over a short period of time. This allows a widespread and highly dynamic diffusion of knowledge. The article presents spatial differences among voivodships in Poland in the use of information communication technologies in industrial plants. The analysis is preceded by a theoretical introduction, presenting J.A. Schumpeter’s theory of a creative destruction of the economic system as well as Kondratiev’s conception of long waves and cycles of industrial evolution. In this way the importance of innovations – including those in information-communication technologies – for economic growth is stressed. By showing differences among voivodships in the use of information-communication technologies, leaders in this field and those lagging behind are identified. A comparison is also made of the dynamics of economic growth of voivodships based on their per capita GDP figures and their use of this group of technologies. The article closes with the description of barriers hindering access to those technologies and their use. The conclusions present prospects of their development.
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