Search results

1

Information and Communication Technology within English for Academic Purposes Studies

100%

Zaščerinska J.

Signum Temporis

|

2009

|

vol. 2

|

issue 1

131-138

EN

Introduction. The use of Information and Communication Technology and of 3-5 languages is of the greatest importance today in order to form varied cooperative networks for the creation of new knowledge.Aim of the Study. To offer activities with the use of ICT within the English for Academic Purposes studies.Materials and Methods. The search for activities within English for Academic Purposes studies involves a process of analyzing the meaning of key concepts and demonstrates how the key concepts are related to the term of ICT.Results. The study presents a potential model for development indicating how the steps of the process are related.Conclusion. Activities with the use of Information and Communication Technology offer many interesting opportunities for studying English for Academic Purposes.

2

ИННОВАЦИОННЫЕ ПОДХОДЫ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ УЧАЩИХСЯ С ДЕТСКИМ ЦЕРЕБРАЛЬНЫМ ПАРАЛИЧОМ С ПОМОЩЬЮ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ С ТОЧКИ ЗРЕНИЯ УЧИТЕЛЯ

80%

Гарчарикова Т.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 7(51)

335-344

EN

In the article the author presents complex theoretical information related to the use of information and communication technologies in the learning process of students with cerebral palsy. The bulk of the text is a study of mixed character, consisting of several partial sections. The scope of the study includes the description and analysis of the current state, and identified determinants of the use of technology in the educational process in the target group of students. The author also gives the analysis and the facts of the real application of modern technologies in the selected schools from the point of view of pupils with cerebral palsy and their teachers. Partial part of the CaseStudy research are also aimed at the learning process, equipment and amenities in selected schools, in which students with cerebral palsy are taught with the help of digital technology. As a sample of the study were the teachers of basic schools, basic schools for pupils with disabilities and special classes for students with disabilities, teaching individuals with cerebral palsy within the Slovak Republic. A database of these schools we received from the Center for scientific and technical information of the Slovak Republic. Because the diagnosis of cerebral palsy in statistical information is not reflected, we had initially come from the information about the education of students with disabilities, and on this basis to choose a specific part of the teachers who come into contact with the target group in the educational process. It is stressed that the widespread use of computer technology helps students with disabilities not only in communication with the outside world in general, but also to strengthen confidence and self-esteem. Modern computer technology develop abilities of the individuals with disabilities in the social field and in the field of mobility (in relation to the surrounding world) and, of course, in the field of education. Computers, which, among other things, must meet the conditions of accessibility to the physical characteristics of individuals with disabilities, equipped with special programs and procedures, help students with disabilities to expand the scope of education in different spheres of life.

3

An empirical analysis of factors affecting sharing economy growth

80%

Grybaitė V., Stankevičienė J.

Oeconomia Copernicana

|

2018

|

vol. 9

|

issue 4

635-654

EN

Research background: There are widely recognized benefits of sharing economy for entrepreneurs and consumers. The European Commission emphasizes the importance of European countries being open to new opportunities that sharing economy brings. In order to promote the development of sharing economy, it is important to understand what factors contribute to its development. Purpose of the article: The presented paper aims to identify the main factors relevant for the growth of sharing economy and to determine whether there are factors which are more significant for the development of the sharing economy than others. Based on reviewed literature, the Authors compiled a set of indicators and employed them for research purposes. The selected indicators were assigned into four main groups: technological, political and regulatory environment, economic and social-cultural environment. Methods: The authors used two multicriteria methods (SAW and APH), which were applied to the set of indicators and modeled five different situations by attributing significance to the indicators. The Authors have applied this set of indicators for assessing the following selected countries: Lithuania, Latvia, Estonia and the United Kingdom. The data covers the years 2011-2015. Findings & Value added: The results of the research show that technological readiness and social-cultural environment are significant for the development of sharing economy. For further research the Authors recommend the creation of a composite Sharing Economy Index (SHEI).

4

Use of information and communication technology to access tourist information and services: The results of research conducted among Polish tourists in Małopolska Voivodeship

80%

Pawłowska-Legwand A.

Turyzm

|

2019

|

vol. 29

|

issue 2

105-112

EN

Information and communication technology (ICT) is widely used to access tourist information and services, and as a result using digital tools and sources influences tourist behaviour. The main goal of this paper, based on research, is to describe the behaviours and opinions of tourists who used ICT before travelling. The results include the evaluation of the usefulness of digital tools from a tourist’s point of view, and indicates that tourists are interested in using ICT. Respondents aged over 35, who are living in cities and have had at least secondary education or a university degree, are more active users of digital tools. Websites, mobile applications and other ICT uses have been treated by respondents primarily as a source of tourist information in its widest sense, and a tool which facilitates the process of planning travel routes and purchasing travel-related services. Social media, which facilitate sharing travel-related content, also have a major significance.

5

ICT-Enabled Climate Change Education and Children Rights

80%

Makrakis V., Gkotzos D., Larios N.

Journal of Teacher Education for Sustainability

|

2012

|

vol. 14

|

issue 2

89-110

EN

This paper deals with a web-based learning environment that introduces primary school learners into the issue of children’s rights and climate change education. The methodological approach used is based on critical pedagogy and hypermedia technology. Through open source learning technologies and authentic learning activities that are enriched by open education resources and learning objects largely elicited from the Web, learners are being informed and construct knowledge related to six key areas of children’s rights affected by climate change.

6

РОЗВИТОК ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ АНГЛІЙСЬКОЇ МОВИ У ВЕЛИКІЙ БРИТАНІЇ

80%

Стрельченко Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 4(48)

126-132

EN

The problem of training teachers of English as a foreign language through the integration of information and communication technologies and development of students’ ICT-competence in the educational process in British universities is actualized in the article. The scope of technology integration is examined with a view of showing its relationship with pedagogy. The successful solution of problems of quality training linguists in higher education establishments is based on the competence approach. Competence approach is regarded as the basis of modernization of higher teacher training education. The main tasks of higher education in the context of the competence approach are outlined. Professional competence formation completely allows investigating the question of specialist training quality. In this context IST- competence is considered to be a key integral characteristics of future specialists. Modern society demands professionally competent specialists with critical thinking, readiness for research work, self-realization in their professional activity. These tasks may be achieved through modernization teaching technologies innovation and their integration into the process of language teaching/learning. Development of information and communication competence at university graduates is a key component of their professional training and is carried out in the course of the program disciplines study with wide integration of information and communication technologies in the instructional process. It is noted that technology means the application of research findings to promote teaching/learning language for professional goals and is used to facilitate students learning. This article discusses the result in a wide use of technology for instructional purposes, which is not restricted to the mechanical application of various new computer hardware and software devices during the process of instruction. It includes the strategies for selecting the desired technologies, skill to demonstrate how the selected technologies will be used, skill to evaluate such technologies, as well as the skill to customize the use of such technological skills in a way that addresses instructional problems. In further exploration it is worth studying the characteristics of the educational process for the preparation of teachers of English in UK universities for using Moodle, Mahara and Totara Partner and the development of information and communication competence when working with masters programs.

7

Wirtualne Muzea w Internecie – forma promocji i udostępniania dziedzictwa kulturowego czy nowy walor turystyczny?

80%

Pawłowska A., Matoga Ł.

Turystyka Kulturowa

|

2014

|

issue 9

46-58

EN

The development of the information society contributes to the emergence of new forms of participation in culture and tourism, also in cultural tourism. One of these forms are virtual museums, as a tool of sharing and disseminating cultural heritage to a wide audience. Digitalization of the museum collections and creating digital repositories are indicated as important actions in national programs of heritage protection and development strategies of cultural institutions. The aim of the article was to present the essence of solutions, which are virtual museums in the promotion and sharing of cultural heritage and location them among existing tourist values. The article refers to examples of two projects: the Virtual Museums of Małopolska and Virtual Museums of Podkarpacie. Application of information and communication technologies in the cultural sector is an important area of social policy and one of the directions of the development of contemporary cultural tourism. The result is also creation of a new tourist attraction, encouraging to visit not only the virtual collections but also the place or region.

8

Signs of a Generational Change in Social Movements-Activists’ Use of Modern Information and Communication Technologies

80%

Konieczny P.

Polish Sociological Review

|

2014

|

vol. 187

|

issue 3

261-290

EN

In this study I explore the use (and the non-use) of ICTs in the broad survey on their use by modern social movements, providing data on the demographics of the movements and their activists worldwide, and on the use (and non-use) of the ICTs. Based on four online surveys (including international, local US and Polish), data on distribution of social movement organizations, age of organizations and activists, numbers of activists and supporters, and organization goals are presented. Analysis of the diffusion and use of specific new ICTs follows. The research questions revolve around the blurring boundaries between members and non-members (unofficial supporters and volunteers) and the specifics of the use of new media (by whom and for what) with particular focus on the importance of organizational and membership age. The findings with regards to the use of modern ICTs show the success (wide diffusion and estimates of empowerment) of email, static websites, phones and social networking, contrasted with the relatively poor performance of blogs, podcats and online petitions on the social movement scene.

9

ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ СТУДЕНТІВ ВЕДЕННЯ ДІЛОВИХ АНГЛОМОВНИХ ЗАСІДАНЬ

70%

Биконя О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 6(40)

160-167

EN

The article deals with teaching the students of economic specialties Business English using information and communication technologies, especially business meetings at their self-study out of work at class. It has been worked out urgency of conducting the students of economic specialties reference English-speaking business meetings using information and communication technologies. The theoretical premises of organization of independent extracurricular activities of the students of economics in Business English and the study of the technology used to handle information and aid communication have been studied. The author describes how to teach future economists Business English meeting, especially how to make a group of people agree to an important business decision which can seem like a difficult task. In Business English meeting the students should come to the table with different values, visions, opinions, experiences and priorities. That’s why different types of dialogues and monologues are appeared and these differences also make decisions stronger. It is discussed how to get groups to agree, to reach consensus when different types of dialogue and monologues are wiser and better. There is a variety of techniques that the teacher of Business English may use. In this article it is studied an option, highlighting a final choice, and testing for consensus in written and oral forms which are appeared in the meeting. Information and communication technologies in teaching the students of economics in Business English meetings refers to teaching and learning the subject matter that enables understanding the functions and effective use of these technologies. A review and contextualization of the literature on teaching Business English meetings using information and communication technologies as a subject implied that there is limited, systematically-derived, quality information. The major Internet services are World Wide Web, electronic mail, forum, chat, video conferencing, Skype that can be used in teaching conducting Business meetings in the English-speaking at self extracurricular work. The forms of oral communication Business such as monological and dialogical speech may appear in the process of English-speaking Business meetings. It is planned to create the system of exercises and tasks using information and communication technology in teaching future economists English-speaking Business meetings concluding monological and dialogical speech in different parts of meeting.

10

The Family And ICT

70%

RUŽIĆ-BAF M., Kadum S., DAMIĆ M.

Journal of Education Culture and Society

|

2020

|

vol. 11

|

issue 2

EN

Aim. In the last three to four decades, many technological changes have taken place that have affected the world, the family and the relationships between family members. In order to determine the impact of information and communication technology on the family and its members, and how much time the research participants spend using modern technology, a survey was conducted in which 160 respondents (parents) participated. Methods. The research used a measuring instrument designed precisely for the purposes of this research. It consisted of three independent variables (gender, parental age and child's age) and nine dependent variables grouped into three sets: electronic media and time of their use, the impact of modern technology on family relationships and impact on the health of the children of the research participants. The Likert-type scale, adapted to the needs of this research, was used. Results. The research results show: the respondents' answers regarding the variable of “How much time your child spends using information and communication technologies (ICT)" are statistically significant (c2 = 48.650, p < .000); the correlation between the variables ("Gender" and "Do you talk to your children about the negative impact of ICT") is r = .180 and is significant at the .05 level; (3) the respondents' answers regarding the variable ("The knowledge of ICT in the early childhood is essential") are statistically significant (c2 = 43.438, p < .000); (4) the correlation between the variables ("The use of ICT affects family relationships" and "It affects the health of the child") is r = .194 and is significant at the .05 level. Conclusion. Children no longer live under the constant supervision of their parents, but are given the freedom to develop, think and form opinions independently. As a result, they are increasingly left to different environmental influences.

11

The Comparison of the Trends in Services Provided Worldwide with the Trends in Slovakia

61%

Karičková M.

Studia Commercialia Bratislavensia

|

2012

|

vol. 5

|

issue 17

41-54

EN

The author highlights the services from the perspective of the service providers and clients. Furthermore, the author discusses the issues raised to the centers of support services and the criteria according to which a multinational corporation makes a decision about destinations where their centers should be located. The author deals with the current trends of the international service providers, who established shared services centers in Slovakia. The benefits that Slovakia offers, such as convenient location, low labor costs or low tax burden in recent years are the main criteria that attract foreign companies to establish their services support centers in Slovakia. Multinational corporations, mainly focus on the outsourcing of accounting and financial services, customer service covering the entire region as well as IT services.

12

ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ЕЛЕКТРОННИХ ІГРАШОК У НАВЧАННІ Й ВИХОВАННІ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

61%

Горленко В.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 8(52)

204-211

EN

The article analyzes theoretical and experimentalforeign research on the use of electronic toysin pre-school education as a means of information and communication technologies.The problem of the use of electronic toys in preschools consideredresearch within different levels: global – project «Recognizing thepotential of ICT in early childhood education» under the auspices of UNESCO;European – «The Fibonacci Project» financed byThe European Union; National – British project «Computers and Children’s Electronic Toys» and scientific exploration of individual Russian researchers. The researches were built around the use of toys such as Bee-Bot, Furby and Lego WeDo. Some other researches were built on simultaneous use of different approaches such as combination of PC and toys interaction, combination of children interaction and parallel use of different ICT means. Receivedresults indicate that the world scientific community considerselectronic toys as a means of information and communication technologies with only some difficulties in the proper use of electronic toys as such. Older researches had a goal to prove or disprove bad influence electronic toys can exert on education process in preschool. And they successfully disproved existence of such bad influence. More recent work provedpositive impact on the development of children due to electronic toys that to some extentdepends on the type of a toy and made some suggestions on proper use of the electronic toys in preschool education. So in general experiments conducted by researchersprove the feasibility of the use of information communication technologies means in preschools. Considerable attention is given to the global results of the project «Recognizing the potential of ICT inearly childhood education» based upon use of Bee-Bot – programmable electronic toy with possibility to move according to custom list of actions the user enters. Children were the operators of such toys and were given insights on basic principles of programming. Results lead to conclusions onthe use of electronic toys in preschool education, on shapinginformation and communication competence of the teachers of preschool institutions,on the use of electronic toys in the educational process.In summary, the author suggests paying attention to formation ofinformation and communication competence of teachers in preschool institutionsin the light of the experience of other countries with the use of electronic toys inpreschools.

13

Model technokratyczny demokracji informacyjnej: osobliwości i problemy stosowania

61%

Mytko A.

Historia i Polityka

|

2014

|

issue 11(18)

107-116

EN

The article is about that today in the political system of information and communication links plays an important role technocratic model of information democracy. Its essence lies in the fact that by using ICT to bring your democracy to its ideal form – to ensure the largest possible number of citizens in public and political life , participate in the affairs of local government, accelerating the political process and making effective policy decisions. Examples of contemporary political processes driving in different countries.

14

Assessment of the Use of Synchronous Virtual Classrooms in Higher Education

61%

Arias-Masa J., Alonso-Díaz L., Cubo-Delgado S., Gutiérrez-Esteban P., Yuste-Tosina R.

The New Educational Review

|

2014

|

vol. 38

221-235

EN

The presented paper describes the characteristics of a study conducted on Synchronous Virtual Classrooms (SVCs), virtual spaces which harbour such resources as videoconferences, shared desk-tops, etc. The main objective of the research was to assess teaching and methodological, communication and technological aspects of SVCs in e-learning processes. Empirical methodology of quantitative and descriptive nature was used; a questionnaire was designed to assess these issues with a sample of 116 university students from six different fields of study at the University of Extremadura. As a conclusion, we report that SVCs with a constructive methodology enhance students’ creativity, favour virtual collaborative work, promote critical and independent thought, and create alternative channels to stimulate students’ active participation by means of flexible and attractive interfaces.

15

ДИДАКТИЧНА ЕФЕКТИВНІСТЬ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ ПРИ ФОРМУВАННІ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ

51%

Євсюков О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 5(39)

263-269

EN

At the present stage of development of our society, participants in the educational process more often and widely use information technologies. In the article the author reveals the urgency and necessity of the use of this technology in addition to traditional learning technologies, especially in the process of forming professional-pedagogical competence of the future teachers of higher education institutions. The author indicates that new information technology training can enrich the content of traditional didactic principles of learning and requires changes not only of all components of the methodological training system, and need to view and update their traditional content from a position of teaching in new conditions. In materials of the article the author’s definition of information technologies in the process of professional-pedagogical training of future teachers as a set of methods and technical means of organization, collection and selection, retention, comprehension and processing, transmission and presentation of information that extends the knowledge and develops new capabilities in the management of teaching and educational process is given. The requirements of didactic effectiveness of information technologies, which allow you to increase the information saturation of training material, provide visibility, expand opportunities for independent cognitive activity of future teachers and activate their thinking and provide an opportunity to achieve the integral result of pedagogical activities are identified. It is concluded that information technology is one of the means of teaching, which contributes to the realization of pedagogical ideas. Any training tool has specific didactic possibilities that according to the educational objectives determine its didactic function. The involvement of information technologies to the educational process must be combined with traditional methodological training systems. Education at the present stage must satisfy new needs and at the same time retain their best traditional sides. The use of information technologies in the educational process of future teachers’ preparation to the professional activity provides the opportunity to study all disciplines at a qualitatively new level.

16

Predyktory organizacyjne dodatkowej pracy po godzinach za pośrednictwem technologii (TASW)

51%

Rudnicka P., Chrupała-Pniak M.

Zarządzanie Zasobami Ludzkimi

|

2019

|

issue 3-4(128) „Nowe trendy i różnorodność w bezpieczeństwie pracy"

163-174

PL

Dodatkowa praca po godzinach za pośrednictwem technologii (TASW, technology-assisted supplemental work) to nowe zjawisko wiążące się z przenoszeniem pracy do sfery życia prywatnego, będące konsekwencją rozwoju technologicznego. Wyniki prezentowanych badań potwierdzają wyższą tendencję do pracy zdalnej po godzinach w małych organizacjach, a także w firmach, w których panuje wspierający klimat. Także autonomia związana np. z pełnieniem ról menedżerskich, łączy się z wyższą tendencją do pracy po godzinach za pośrednictwem technologii. Wyniki analizy regresji wskazują, że konieczna jest dalsza eksploracja indywidualnych uwarunkowań TASW.

EN

Technology–assisted supplemental work (TASW) is a new phenomenon linked with work–life spillover, a consequence of technological development. The presented results of research confirm the greater tendency for remote working after hours in small organizations as well as in companies with a supportive climate. Furthermore, autonomy coupled with managerial roles, for example, is linked to a greater tendency to work after hours using technology. Regression analysis confirms that further exploration of individual TASW specificities is necessary.

17

ПОБУДОВА ІНТЕЛЕКТУАЛЬНОЇ СИСТЕМИ ОЦІНЮВАННЯ ЗНАНЬ З УРАХУВАННЯМ МОДЕЛІСТУДЕНТА З ВИЩОЇ МАТЕМАТИКИ

51%

Гулєша О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 7(51)

23-31

EN

Information and communication technologies have a high pedagogical potential, allow significantly diversify the methods of organizing and implementing effective educational process, create intelligent learning system. Therefore, the purpose of article is building intelligent testing system taking into accout the model of the student and presentation of the program developed by WEB-final test and analyzing the results of the study of higher mathematics for engineering students. Research methodology of the problems raised are: pedagogical research methods and simulation, systems analysis, methods of formalized representation of the systems, methods, based on the use of knowledge and intuition of experts, test control methods (non-adaptive methods, partially adaptive, fully adaptive methods). In this work the following concepts are defined: intelligent learning, student model, classification of models of the student. WEB-developed program of testing and analysis of final results in higher mathematics is presented. In developing WEB-testing program summary and analysis of training was used partly adapted method and formed stereotyped of student model. Organization of control in this case is intended to: accelerate testing through the previous grading students; increase the objectivity of the inspection and assessment of knowledge; facilitate the work of teachers, freeing them from the routine checking of written work (he can devote more time to individual sessions with students). The program has two modes: «Teacher-administrator», «Student». In subsystem «Teacher» was made the formation of the student model, which contains a lot of information about the student. These data represent the set of input parameters for decision-making system of teaching and testing environment adaptation. The control system provides knowledge in subsystem «Student». In subsystem «Student» were used the algorithms of adaptation of difficulty levels for the system to the level of students’ knowledge. This program is designed for the use in schools during testing. It may be noted that intellectual knowledge assessment systems of student model are gaining popularity, due to their objectivity, availability and economic efficiency. Student modeling plays an important role in the adaptation of electronic systems testing. Further work includes an experimental verification algorithm of adaptation of the degree of difficulty of the task, analyzing the results and making the necessary changes to the system.

18

Cultural Animation in Educational Practice: Selected Activities for Students of Primary Schools in Toruń

51%

Kwiatkowska W., Skibińska M., Majewska K.

Studia Paedagogica Ignatiana

|

2018

|

vol. 21

|

issue 3

129-143

EN

This article is devoted to the issue of cultural animation in educational practice. The authors share their experiences in the field of animation of educational activities for regional and global education of students of primary schools in Toruń during workshops carried out as part of the Toruń Science and Art Festival. The active and committed attitude of the participants in the classes was intensified by information and communication technologies constituting a specific transmission channel of the cultural components and elements of nature. The aim of the presented text is to popularize initiatives that stimulate socio-cultural and educational activity of citizens confronted with the emerging civilizational challenges of the 21st century.

PL

Niniejszy artykuł poświęcony jest zagadnieniu animacji kulturalnej w praktyce edukacyjnej. Autorki tekstu dzielą się swoimi doświadczeniami w zakresie animacji działań edukacyjnych na rzecz edukacji regionalnej i globalnej uczniów toruńskich szkół podstawowych zdobytymi podczas warsztatów realizowanych w ramach Toruńskiego Festiwalu Nauki i Sztuki. Aktywną i zaangażowaną postawę uczestników zajęć potęgowały technologie informacyjno-komunikacyjne stanowiące swoisty kanał transmisyjny składników kultury i elementów przyrody. Celem prezentowanego tekstu jest popularyzacja inicjatyw pobudzających aktywność społeczno-kulturalną i edukacyjną współczesnych obywateli w obliczu pojawiających się wyzwań cywilizacyjnych.

19

Paradoks Solowa i determinanty wdrożenia technologii informacyjnych i telekomunikacyjnych

51%

Arendt Ł.

Gospodarka Narodowa. The Polish Journal of Economics

|

2016

|

vol. 281

|

issue 1

29-53

EN

The paper presents the main arguments that explain the causes for a productivity paradox formulated by American economist Robert M. Solow in 1987 in connection with the rapid development of information and communication technology. The paper discusses the conditions that need to be met to support the growth of productivity related to the use of ICT, particularly in developing countries. The analysis is based on a literature review focusing on the Solow paradox. It argues that there are two prerequisites to “see” a positive impact of ICT on productivity statistics: the time necessary for the completion of learning-by-doing processes, and the existence of ICT complementarities. ICT complementarities usually include changes in workplace organization and business processes, coupled with investment in human capital, foreign direct investment and the creation of an entrepreneurship-friendly institutional environment. The main conclusion from the analysis - in the context of how developing countries take advantage of ICT investment to accelerate the convergence process – is that special attention should be paid to ICT complementarities. They are a key determinant of a productive use of ICT. Research studies reviewed in the article show that it is not enough to simply invest in ICT capital stock (through investment in hardware and software) in order to materialize the benefits of ICT. Complementary investments are also necessary, mainly in human capital, changes in workplace organization at the enterprise level, and investment in intangible assets.

PL

Celem artykułu jest przedstawienie głównych argumentów, które wyjaśniają przyczyny paradoksu produktywności, sformułowanego przez R. Solowa w 1987 roku w związku z dynamicznym rozwojem technologii informacyjnych i telekomunikacyjnych. W rezultacie, artykuł omawia warunki, jakie powinny zostać spełnione, aby coraz szersze wykorzystanie ICT faktycznie wspierało wzrost produktywności, w szczególności w krajach rozwijających się. Analiza ma charakter przeglądu literatury dotyczącej badań nad paradoksem Solowa. Jej wyniki wskazują, że ujawnienie się pozytywnego wpływu wdrożenia ICT na produktywność wymaga po pierwsze czasu, a po drugie – zaistnienia komplementarnych w stosunku do ICT inwestycji. Wśród czynników komplementarnych wymienia się zazwyczaj zmiany w organizacji pracy i procesach biznesowych, inwestycje w kapitał ludzki, bezpośrednie inwestycje zagraniczne, a także budowanie przyjaznego otoczenia instytucjonalnego dla przedsiębiorczości. Głównym wnioskiem z analiz, w kontekście możliwości wykorzystania inwestycji w ICT przez kraje rozwijające się do przyspieszenia procesów konwergencji, jest potrzeba zwrócenia szczególnej uwagi na czynniki komplementarne wobec ICT. Stanowią one kluczową determinantę produktywnego wykorzystania ICT – jak bowiem wskazują wyniki badań, aby osiągnąć korzyści z ICT nie wystarczy proste powiększanie zasobu kapitału ICT (poprzez inwestycję w sprzęt i oprogramowanie). Niezbędne są także inwestycje komplementarne – przede wszystkim w kapitał ludzki, wdrażanie zmian w organizacji pracy na poziomie przedsiębiorstw, czy inwestowanie w wartości niematerialne

20

Poziom rozwoju gospodarki cyfrowej i społeczeństwa cyfrowego w Federacji Rosyjskiej – główne trendy i wyzwania

51%

Radomska E.

Środkowoeuropejskie Studia Polityczne

|

2021

|

issue 1

33-52

EN

The aim of the article is to assess the level of development of the digital economy and the digital society in the Russian Federation, as well as identify the main trends and challenges. The analysis has shown that the level of development of the digital economy and the digital society in the Russian Federation is at an average level compared to the world’s most competitive economies in terms of digitization. Despite progress in the development of the digital economy and the digital socjety in the Russian Federation under the digitization program, there are still many areas for improvement and further action. The government’s digitalization program and the projects it contains are important, but the economic downturn in the Russian Federation, caused by, among other things, the Covid-19 pandemic, and internal system conditions are not conducive to their implementation in accordance with accepted assumptions and timeframes (many of the objectives of the projects included in the program have been put forward to 2030). Progress in the digitalization of the Russian Federation for the economy and society will be visible in the long term.

PL

Celem artykułu jest ocena poziomu rozwoju gospodarki cyfrowej i społeczeństwa cyfrowego w Federacji Rosyjskiej wraz z identyfikacją głównych trendów i wyzwań. Przeprowadzona analiza wykazała, iż poziom rozwoju gospodarki cyfrowej i społeczeństwa cyfrowego w Federacji Rosyjskiej kształtuje się na średnim poziomie w porównaniu do najbardziej konkurencyjnych na świecie gospodarek pod względem cyfryzacji. Mimo postępów w rozwoju gospodarki cyfrowej i społeczeństwa cyfrowego w FR w ramach programu cyfryzacji, wciąż występuje wiele obszarów wymagających poprawy i dalszych działań. Rządowy program cyfryzacji i ujęte w nim projekty mają znaczenie, ale pogorszenie koniunktury gospodarczej w FR wywołanej m.in. przez pandemię Covid-19 oraz wewnętrzne uwarunkowania systemowe nie sprzyjają ich wdrażaniu zgodnie z przyjętymi założeniami i ramami czasowymi (realizację wielu celów w ramach projektów ujętych w programie przesunięto do 2030 r.). Postępy w procesie cyfryzacji FR służące gospodarce i społeczeństwu dostrzegalne będą w perspektywie długookresowej.

Refine search results

Information and Communication Technology within English for Academic Purposes Studies

An empirical analysis of factors affecting sharing economy growth

Use of information and communication technology to access tourist information and services: The results of research conducted among Polish tourists in Małopolska Voivodeship

ICT-Enabled Climate Change Education and Children Rights

РОЗВИТОК ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ АНГЛІЙСЬКОЇ МОВИ У ВЕЛИКІЙ БРИТАНІЇ

Wirtualne Muzea w Internecie – forma promocji i udostępniania dziedzictwa kulturowego czy nowy walor turystyczny?

Signs of a Generational Change in Social Movements-Activists’ Use of Modern Information and Communication Technologies

ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ СТУДЕНТІВ ВЕДЕННЯ ДІЛОВИХ АНГЛОМОВНИХ ЗАСІДАНЬ

The Family And ICT

The Comparison of the Trends in Services Provided Worldwide with the Trends in Slovakia

ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ЕЛЕКТРОННИХ ІГРАШОК У НАВЧАННІ Й ВИХОВАННІ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

Model technokratyczny demokracji informacyjnej: osobliwości i problemy stosowania

Assessment of the Use of Synchronous Virtual Classrooms in Higher Education

ДИДАКТИЧНА ЕФЕКТИВНІСТЬ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ ПРИ ФОРМУВАННІ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ

Predyktory organizacyjne dodatkowej pracy po godzinach za pośrednictwem technologii (TASW)

ПОБУДОВА ІНТЕЛЕКТУАЛЬНОЇ СИСТЕМИ ОЦІНЮВАННЯ ЗНАНЬ З УРАХУВАННЯМ МОДЕЛІСТУДЕНТА З ВИЩОЇ МАТЕМАТИКИ

Cultural Animation in Educational Practice: Selected Activities for Students of Primary Schools in Toruń

Paradoks Solowa i determinanty wdrożenia technologii informacyjnych i telekomunikacyjnych

Poziom rozwoju gospodarki cyfrowej i społeczeństwa cyfrowego w Federacji Rosyjskiej – główne trendy i wyzwania