Defining ICT in a Boundaryless World : The Development of a Working Hierarchy

Zuppo, Colrain M.

doi:10.5121/ijmit.2012.4302

Cited by 116 publications

(71 citation statements)

References 5 publications

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“…There are various definitions exist around the term ICT. Scholars and practitioners have diverse understandings of its scope since the term has been used widely in a variety of contexts, including government, business, industry and education (Lloyd, 2005;Zuppo, 2012). In educational context, in particular, scholars often use others terms, such as Information Technology (IT), educational technology, and instructional technology to substitute the term ICT (Ashleigh, 2005;Hlynka and Jacobsen, 2009;Surjono and Gafur, 2010).…”

Section: Ictmentioning

confidence: 99%

Model of Online-Teaching Platform Use in Higher Education Business School

Rahayu¹

2019

Proceedings of the Proceedings of the 1st International Conference on Economics, Management, Accounting and Business, ICEMAB 20

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This study aims to depict a model of Information and Communication Technology use, especially an online teaching-learning platform known as eLearning, in a Higher Education Business Schools. The investigation focuses on two aspects, how and why HEBS lecturers use eLearning in teaching. Sixty five lecturers participated in the study. Data was collected through interviews and physical artefact study by accessing eLearning accounts of each lecturer. Using a qualitative descriptive analysis approach, the results shows that although all participants had accessed eLearning, but the utilization was not as expected. Mostly the lecturers used eLearning just for uploaded their course material. Their main reason for using eLearning platform is the pedagogical reason, it is using online teaching platform to improve learning process. However, this reason is inconsistent with the fact that not all lecturers use eLearning actively and optimally to improve the quality of lectures. This research contributes to the development of Faculty policies, particularly in the improvement of the quality eLearning use which can improve teaching and learning.

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Section: Ictmentioning

confidence: 99%

Model of Online-Teaching Platform Use in Higher Education Business School

Rahayu¹

2019

Proceedings of the Proceedings of the 1st International Conference on Economics, Management, Accounting and Business, ICEMAB 20

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“…A skill has a great deal to do with experience and is related to the context in which the skill is applied (Sahay, Mukherjee, Yaqub, & Westrup, 2015). In attempting to define ICT skills, there is a challenge of where to set the boundaries in order to create a succinct definition (Zuppo, 2012). ICT is today very pervasive and is embedded in almost every menial task and critical function.…”

Section: The Meaning Of Ict Skills and Ictmentioning

confidence: 99%

“…ICT has been implicitly and explicitly defined under three broad perspectives: the usage, the domain impacts and the contextual views (Orlikowski & Iacono, 2001;Sein & Harindranath, 2004;Zuppo, 2012). In terms of the usage, ICT is defined in terms of how it is used as a commodity, driver or enabler (Zuppo, 2012). The domain impacts are differentiated dependent on the impact that ICT has on the domain (Sein & Harindranath, 2004).…”

Section: The Meaning Of Ict Skills and Ictmentioning

confidence: 99%

“…This paper found the most appropriate inclination to defining ICT through broad categorizations. ICT has been implicitly and explicitly defined under three broad perspectives: the usage, the domain impacts and the contextual views (Orlikowski & Iacono, 2001;Sein & Harindranath, 2004;Zuppo, 2012). In terms of the usage, ICT is defined in terms of how it is used as a commodity, driver or enabler (Zuppo, 2012).…”

Section: The Meaning Of Ict Skills and Ictmentioning

confidence: 99%

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Towards a shared worldview on e-skills: A discourse between government, industry and academia on the ICT skills paradox

Twinomurinzi¹,

Schoefield²,

Hagen³

et al. 2017

SACJ

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There is often criticism from industry that there are not enough ICT skilled professionals in the market, and that the situation may only be getting worse. On the other hand, some ICT graduates struggle to find jobs. This phenomenon is referred to as the ICT skills paradox. A recent panel at the 2015 South Africa Computer Lecturers Association (SACLA) conference composed of leaders from industry, academia and government discussed their perspectives on the ICT skills paradox. The Habermasian goal of the panel, and the objective of this research, was to make sense of the paradox from the different sectors’ worldviews involved in ICT skills, and to identify mutually acceptable means of dealing with the paradox. The discourse of the panel session was analysed using techniques from grounded theory. There were three overarching findings; South Africa needs a formal accreditation body which is sensitive to and reflective of the unique local contexts; there is a need for a central coordinating agency on ICT skills between academia, government and industry; and rather than attempt to define ICT or ICT skills, efforts should be placed on embracing transdisciplinary practices. Based on the findings, the paper makes recommendations on how to deal with the contrasts, the dynamism of the ICT sector, and how the current ICT skills paradox could be resolved in South Africa and similar developing country contexts. The paper also makes a contribution to ICT theory on how to achieve consensus and implement ICT strategies from seemingly contradictory sectors using Habermas’ theory on social interactions.

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“…Para ser possível suprir as demandas de cidades com populações tão numerosas será necessário usar diversos tipos de tecnologias e um desses tipos são as TICs que podem facilitar as transações dos mais diversos tipos de informações através de meios de comunicação, proporcionando facilidades para as pessoas (Zuppo, 2012).…”

Section: Introdução E Objetivo Geralunclassified

Cidades inteligentes baseadas em tecnologias de informação e comunicação: experiências em regiões urbanas sob a ótica da sustentabilidade

Pupo¹

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Defining ICT in a Boundaryless World : The Development of a Working Hierarchy

Abstract: ABSTRACT

Cited by 116 publications

References 5 publications

Model of Online-Teaching Platform Use in Higher Education Business School

Model of Online-Teaching Platform Use in Higher Education Business School

Towards a shared worldview on e-skills: A discourse between government, industry and academia on the ICT skills paradox

Cidades inteligentes baseadas em tecnologias de informação e comunicação: experiências em regiões urbanas sob a ótica da sustentabilidade

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