Hasil untuk "Information technology"

Simin Ghavifekr, Wan Athirah Wan Rosdy

Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to future development. The Ministry of Education, through the latest Education Blueprint (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study aims to analyze teachers’ perceptions of the effectiveness of ICT integration to support the teaching and learning process in the classroom. A survey questionnaire was distributed randomly to a total of 101 teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this quantitative research were analyzed for both descriptive and inferential statistics using SPSS (version 21) software. The results indicate that ICT integration has great effectiveness for both teachers and students. Findings indicate that teachers’ well-equipped preparation with ICT tools and facilities is one of the main factors in the success of technology-based teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For future studies, there is a need for consideration of other aspects of ICT integration especially from a management point of view concerning strategic planning and policymaking.

F. Bélanger, Robert E. Crossler

Timothy G. Conley, C. Udry

Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich

Allen C. Johnston, Merrill Warkentin

H. Oinas-Kukkonen, M. Harjumaa

E. Mardis

Robin Williams, D. Edge

B. Ferguson, Xicheng Zhang

P. H. Hu, Patrick Y. K. Chau, O. R. Sheng et al.

Gérard P. Cachon, M. Fisher

R. E. Kirk, D. Othmer

Ritu Agarwal, J. Prasad

Mark T. Dishaw, D. Strong

D. Jorgenson, K. Stiroh

D. Jaccoud, Kaiman Peng, D. Feinstein et al.

Fan-Yun Pai, Kai-I Huang

V. Vaishnavi, W. Kuechler

Francisco-Jose Alvarado-Alcon, Rafael Asorey-Cacheda, Antonio-Javier Garcia-Sanchez et al.

The Internet of Things (IoT) is gaining significant attention for its ability to digitally transform various sectors by enabling seamless connectivity and data exchange. However, deploying these networks is challenging due to the need to tailor configurations to diverse application requirements. To date, there has been limited focus on examining and enhancing the carbon footprint (CF) associated with these network deployments. In this study, we present an optimization framework leveraging machine learning techniques to minimize the CF associated with IoT multi-hop network deployments by varying the placement of the required gateways. Additionally, we establish a direct comparison between our proposed machine learning method and the integer linear program (ILP) approach. Our findings reveal that placing gateways using neural networks can achieve a 14% reduction in the CF for simple networks compared to those not using optimization for gateway placement. The ILP method could reduce the CF by 16.6% for identical networks, although it incurs a computational cost more than 250 times higher, which has its own environmental impact. Furthermore, we highlight the superior scalability of machine learning techniques, particularly advantageous for larger networks, as discussed in our concluding remarks.

Jurrijn A. Koelen, Lisa de Koning, Matilda K. Nottage et al.

Online cognitive behavioral therapy (iCBT) is a promising treatment for depression and anxiety among university students but faces high dropout rates. Understanding the reasons behind dropout or completion can help improve the implementation of iCBT in educational settings. Semi-structured phone interviews were conducted with 32 students who dropped out early (n = 9), midway (n = 12), or completed (n = 11) guided or unguided iCBT in the context of a randomized controlled trial. Data were analyzed using Braun and Clarke's (2012) thematic analysis. Common themes among dropouts included personal factors (like competing priorities), perceived difficulty or redundancy of the intervention, and lack of human interaction. Early dropouts uniquely cited disbelief in the intervention's efficacy and preference for other mental health support. Midway dropouts mentioned issues with the interactivity, feedback, content, perceived effectiveness, and lack of personalization. Completers had positive initial impressions, valued the online format, found the exercises and guidance helpful, and felt cared for. The themes identified among participants who dropped out from or completed the iCBT intervention provide valuable insights into factors which may be of importance for retention. Implications regarding setting expectations, participant selection, interactive functionalities, personalized feedback, and the role of therapist guidance are discussed.