Thesis submitted in fulfilment of the requirements for the award of the Degree of Doctor of Philosophy in the Department of Library and Information Science, in the Faculty of Arts at the University of Zululand, South Africa, 2004. / The purpose of this study was to investigate the ditTusion of Information and Communication Technologies (ICTs) in the communication of agricultural information among agricultural researchers and extension workers in Kenya. In particular. the study focused on the public agricultural sector and covered the Kenya Agricultural Research Institute (KARI) and the Ministry of Agriculture and Rural Development (MoARD). A survey research method. comprising a self-completed questionnaire and a structured interview schedule was utilized to gather data from the respondents. This was supplemented by observation and document review. The questionnaire was used to solicit information from agricultural researchers and extension workers. while the face to lilCe interview was used to obtain information from the key informants of the study. The agricultural researchers were drawn from the 21 KARI research centres distributed in all the eight provinces of Kenya and strategically spread to cater for different agroecological zones and socio-economic systems. The extension workers, on the other hand. were drawn from the Uasin Gishu and Baringo Districts, while the Key informants of the study were drawn from all the institutions surveyed. A total of 356 respondents compnsmg 159 agricultural researchers, 138 extension workers and 59 key informants participated in this study. The completed questionnaires were reviewed to determine their usability. Two questionnaires were discarded because they were incomplete. A total 01'295 questionnaires (159 agricultural researchers and 136 extension workers) and 59 recorded interviews were usable. This brought the lotal number ofrespondents to 354. It was observed that KARI and MoARD had adopted a wide variety of ICT tools and services in an effort to facilitate information sharing and exchange among agricultural researchers. extension workers, farmers and other actors involved in research and extension. These ranged from modern ICT based on digital information that included computers, the Internet and emaiL electronic sources. scanners. digital cameras among others. Traditional ICTs based largely on analogue information wa\'Cs included radio VI cassettes, tape recorders, television. video cameras, VCR. telephone. fax (analogue and digital) among others. lt was further established that the Agricultural Information Centre (AIC) had a modern radio studio equipped with professional sound recording equipment and editing suites amongst a variety of other video production facilities. The wide range of leT models adopted addressed the ditTerent kinds of intormation needs and commtmication problems encountered by agricultural researchers. extension workers and fanners. The agricultural researchers and extension workers had a critical need for information that was specific to the nature of their work. In addition. they needed information on agricultural policies and meteorology. The intormation needs of the two categories of respondents were met through the use of print and electronic sources. Agricultural researchers obtained useful infornlation from the Internet and CD-ROM databases with TEEAL database having the most useful information, while the Kenya Agricultural Research Database (KARD) provided useful information on local content. In contrast. the extension workers were disadvantaged as the majority lacked skills and physical access to ICTs. Their information needs were, therefore, met through the use of printed sources of information, and by attendance of meetings, workshops and seminars, Most of the respondents used ICTs to communicate among themselves and also with actors involved in research and extension. The Internet and email was used for consultation purposes, for communicating agricultural information, for research purposes and for collaborative projects with other colleagues. Radio, television and video were used in disseminating agricultural information to the farming community. Mobile phones were found to be a convenient means of communicating short messages. It was observed that use ofICTs had increased the respondents' work productivity and creativity. Information literacy programmes were taking place in the institutions surveyed although at different levels of intensity and continuity. Through the programme most of the respondents had improved their skills on the use of computers. Internet, emaiI and VII electronic sources. The programmes were better coordinated and managed at KARI than the Ministry of agriculture. Although ICTs had facilitated communication of agricultural information among actors involved in research and extension. it was yet to improve the linkage between agricultural researchers and extension workers. For ICTs to be levera~ed in the agricultural sector. it ~ ~ was observed tbat the agricultural researchers and extension workers should work more closely as tbeir activities are interrelated. Each group should play their roles in the multifaceted process of transmitting new knowledge of farm technology to farmers and getting their leedback. An attempt had been made to formulate institutional ICT policies to guide the dilTusion of ICTs at KARl and the Ministry of Agriculture. Implementation of these policies had been hampered by the lack of adequate funds. poor infrastructure and lack of commitment by some of the policy makers. The policies had also failed to address the over-reliance of donor funded projects, capacity building and skill development and to bring institutional changes. It was observed that the Kenya Government had formulated policies to guide liberalization. privatization and tariff reform. These policies had been implemented to a greater extent and had paved the way for the involvement of the private sector in the development of the various sectors of economy in the country. The government was also in the process of formUlating a comprehensive national ICT policy to provide guidelines in the ICT sector. Despite the efforts to expand and modernize lCTs in the agricultural sector, its gro\\1h had been hampered by a number of constraints and challenges. Among them includc inadequate funding; poor infrastructure: inadequate skill development; lack of comprehensive national and institutional ICT policies: lack of monitoring and evaluation system; inadequate provision of ICTs tools and services; poor maintenance, and overreliance of donor funded projects leading to a low level of sustainability. To address these problems requires the intervention and interaction of all the stakeholders in the agricultura~ and ICT sector and also involvement of the government. The study viii recommends the following: improvement of telecommunication inti'astructure and rural electritication: tormulation of comprehensive institutional and national lCT policies: alternative sources of tinance: employment of more IT personnel: comprehensive strategies on lCT skills development: reduction of taxes on lCT tools and services: development of responsive content: development of monitoring and evaluation mechanisms tor lCT projects: improvement of communication between agricultural researchers and extension workers: and adoption of FAO Virtual Extension. Research and Communication Network (VERCON) system to improve the linkage among and between actors involved in research and extension. It is concluded that despite the constraints and challenges encountered in the application and use of lCTs in the agricultural sector. a wide variety of ICTs had been adopted to tacilitate information sharing and exchange among agricultural researchers and extension workers. The application and use of these lCTs have a greater role to play in the context of the changing paradigms in agricultural research and extension. where linear information flows are being replaced by pluralistic information flows.

A thesis submitted in fulfilment of the requirements for the degree of Masters in Communication Science at the University of Zululand, South Africa, 2012. / Majority of developing societies are usually succumbing to numerous socio-economic challenges. Communities in Maseru, the capital of Lesotho, are not excluded from this trend. Online collaborations are consequently at the heart of addressing these challenges. This study examines the probability of encouraging and engaging online communication for social and economic development in Maseru. The promises of online communication for transforming society and advancing the new economy have rested on the arguments that online communication could expand and widen access to electronic commerce, enhance the quality of distance education, improve the general quality and standard of living , and eventually improve the economy of Maseru. Information Communication Technologies (ICTs) are very powerful tools for diffusing knowledge and information to society which is a fundamental aspect of the development process. The presence of new communication technologies has a greater influence on human lives than we ever thought. It is imperative that every community in Lesotho examines ways and means of adopting their information communication technology (ICT) infrastructure as soon as possible or face the possibility of social and economic stagnation and isolation. The Internet has ushered in innovative ways of socialising and conducting business. Although it has, through the process of globalization, created a wide space to engage in business and eradicate poverty, many societies are still isolated. There are many reasons for this which could range from voluntary isolation, inadequate infrastructure, ignorance or sheer laziness. The study was conducted within the paradigm of both qualitative and quantitative methods. Stratified and simple random sampling techniques were used and this allowed the researcher to divide the population of Maseru into various Strata. This research explored why Maseru is slow to adopt ICTs to enhance their economic and social development. Revelations from the study will benefit this community and will also assist in making recommendations for overcoming economic and social decline.

The opportunities of the information communication technologies in the art lessons in the education of the teenagers’ social abilities are discussed in this work. In the introduction of the work the urgency of the theme is argued. As nowadays in the school of the general education it is important to use the information communication technologies (ICT) as much positive as possible using them as benevolent medium to the psycho social development of a teenager and taking into account every teenager’s cultural and social experience, abilities and individual opportunities. In the introduction the problems of this work are formed, the hypothesis is risen and the methods which were adapted in the work are indicated. In order to ground the aiming of the information communication technologies in the art lessons, upbringing teenagers’ social abilities theoretically, the understanding of upbringing and the understanding of the information communication technologies and information communication technologies as the development of the social form which shows teenagers’ psycho social development is benevolent time for using ICT. All this lets us to make the precondition that socialization problem is very urgent this time and positive, productive, creative teenagers’ communication should be induced and trained in every possible way, including art lessons which form peculiarly benevolent socialization conditions. In the second part of this work the opportunities in the content of the... [to full text]

Šiuo metu Lietuvoje nėra centralizuotos skatinimo bei paramos programos naudoti vaizdo konferencijas mokyklose. Stebimi pavieniai aktyvesnių mokyklų atvejai. Lietuvoje vaizdo konferencijos mokyklose labai mažai naudojamos, tai įtakoja: - Ne visos mokyklos turi pakankamą perdavimo spartą ir ryšio kokybę reikalingą norint realizuoti vaizdo konferencijas (dauguma mokyklų prijungtos radijo ryšiu). - Vaizdo konferencijoms yra reikalinga speciali įranga (pvz., kameros, mikrofonai, projektoriai, ekranai). - Vaizdo konferencijas reikia kruopščiai suplanuoti, reikalingos tam tikros techninės žinios bei įgūdžiai, jų organizavimas reikalauja atitinkamo pasirengimo. - Iniciatyvos trūkumas plėtoti tokią paslaugą mokyklų lygmenyje. Darbo tikslas – ištirti ir įvertinti vaizdo konferencijų galimybes Lietuvos mokyklose, prijungtose prie akademinio tinklo LITNET. Darbo tikslui įgyvendinti buvo iškelti tokie uždaviniai: - Informacinių komunikacinių technologijų privalumų įvertinimas; - Kitų šalių patirties analizė diegiant vaizdo konferencijas; - Vaizdo konferencijų galimybių apžvalga; - Vaizdo konferencijų technologijų nagrinėjimas; - Sprendimo reikalingo vaizdo konferencijoms mokyklose prijungtose prie LITNET tinklo organizuoti ir vykdyti analizė ir parinkimas; - Pateikti vaizdo konferencijų naudojimo mokymosi vadovą (kursą) mokytojams, norintiems išbandyti šią technologiją mokyme. / There are no centralized support and motivation system for using videoconferencing at schools in Lithuania. In this research project were measured advantages of Information Communication Technologies for learning and teaching process, analyzed videoconference’s experience at schools of United Kingdom and treated situation of Lithuanian schools connected to academic and research network LITNET. Also, there were proposed possible videoconferencing solutions according to school network connection type. The main problem of organizing videoconferences at schools – lack of teacher’s qualification and knowledge of videoconferences. There was created distance learning course “Videoconferences at schools” with purpose to encourage schools to use videoconferences. The object of this work is videoconferencing in Lithuania Schools connected to academical computer network LITNET. The problems: - Not all schools have enough bandwidth and required connectivity quality to use good quality videoconferencing (mostly connected using wireless technology); - For using videoconferences schools need to buy special equipment; - Videoconferencing needs careful planning; there are needs of special knowledge and experience for school personal. Use of videoconferences at schools provides great possibilities to active pupils learning; also provide content from remote locations. For schools that are connected with low bandwidth technology (wireless) the best solution to implement videoconferencing is to... [to full text]

Siekiant išspręsti didelio studijuojančiųjų bei norinčių studijuoti geografinio išsibarstymo bei laiko, galimo skirti studijoms, stokos problemas Kauno medicinos universitete įsteigtas nuotolinių studijų centras. Tačiau, pradėjus rengti nuotolines studijas, susidurta su Studentų bei dėstytojų kompiuterinio raštingumo stokos, mažo studentų aktyvumo paskaitose bei atliekant užduotis, nuolatinio vėlavimo atsiskaityti bei nepakankamo studijų dalyvių tarpusavio bendravimo problemomis. Atlikus sinchroninių ir asinchroninių informacinių komunikacinių technologijų lyginamąją analizę medicinos specialistų tęstinio mokymo nuotoliniu būdu aspektu įvertinta, jog asinchroninės komunikacinės priemonės studentams yra daug priimtinesnės ir tinkamesnės mokymosi procesui. Dažniausiai ir efektyviausiai naudojama priemonė yra elektroninis paštas. Siekiant bent dalinai išspręsti kursų organizaciniame etape kylančias problemas bei tokiu būdu užtikrinti teikiamų kursų kokybę, sukurta studentų savalaikio informavimo sistema, kurios pagrindinė funkcija yra laiku informuoti studentus apie artėjančius atsiskaitymus, paskaitas ar kitus įvykius elektroninio pašto žinute. Tyrimas rodo, kad studentų savalaikio informavimo sistemos veiksmingumas pasiteisino, todėl tikėtina, kad ši sistema bus plačiai naudojama ateityje rengiant medicinos specialistų nuotolinio mokymo programas. / Distance learning center was established in Kaunas medical university trying to solve the problems of large distribution of students and lack of time, that could be spent on learning,. When distance education was started, new problems were encountered: weak computer knowledge of students and teachers; low activity in video lectures and performance of tasks; permanent lateness with performing task or taking tests; not enough of communication between participants of studies. Synchronous and Asynchronous information communication technologies comparative analyses in aspect of continuous medical distance education showed, that asynchronous communication technologies are more suitable and preferable for the process of studying. Most frequently and most effectively used asynchronous communication technology is e-mail. Trying to solve problems occurring in the stage of presenting distance courses and thereby to ensure the quality of courses, well-timed information system for students was constructed. Main function of the system is to inform students about the forthcoming events – tests, videoconferences, group discussions and etc., by sending e-mail messages. The investigation shows that well-timed information system for students is effective, so, most probably, it will be used in future distance courses in Kaunas medical university.

The purpose of this thesis is to assess the implications of Information Communication Technologies (ICTs) on the agricultural supply chain in Greece by examining the relationships between farmers and their intermediaries, and their interactions during the buying and selling process. More specifically, the focus of the research takes place in Pouri, a small village in central Greece whose economy centers around Apple Farming, where we can observe the exchange of locally grown goods between farmers and intermediaries. The thesis consists of two parts; the first part examines how Greek farmers perceive the process of buying and selling agricultural products and how they respond to problems within their current structure; through observing processes, conducting interviews and collecting narrative stories to identify the issues, we assess whether it would be advantageous for farmers to implement ICTs as part of the solution. The second part consists of a review of the academic literature to examine the same or similar situations in the agricultural supply chain of other global regions and their economic contexts. Lastly, a thorough thematic analysis of the research data provides a better understanding of the issues facing farmers and their needs as they pertain to ICTs, to improve the agricultural supply chain and the entire rural sector.

This study focused on examining distance education In-Service Teacher Education (INSET) programmes for the education of secondary school teachers in Uganda. The study traced the historical development of distance education, explored some of the theories underpinning it and related these to distance education in Uganda. In addition the study explored INSET programmes provided in Uganda through Distance Education since 1990. The study then focused on Makerere University’s Bachelor of Education (B.Ed) (External) Programme. This study explored issues related to the viability of distance education to meet the increasing demands of education in Uganda, factors impacting this growth, strengths and weaknesses of the teacher education programmes that have been run in the country since 1990 especially the B.Ed (External) programme and the possibility of integrating Information Communication Technologies (ICTs) in these programmes. To gather the relevant data, two instruments were used; questionnaires for students of B.Ed and Bachelor of Science (External), prospective students, tutors, managers and administrators of the B.Ed (External); an interview schedule for policy makers at the Ministry of Education and Sports, District Education offices, National Teachers’ Colleges and Primary Teachers’ Colleges. A total of 305 respondents participated in this study and they were drawn from different districts - Soroti, Tororo, Masindi, Mbarara, Kampala, Entebbe, Wakiso, and Mpigi - in the country. The data gathered was then analysed using descriptive and inferential statistics; and presented descriptively, in tables and graphs. The study established that distance education has a huge potential in Uganda but there are a number of factors that may be limiting the full realisation of this potential especially with regard to the running of science-oriented courses and with regard to meeting the practical demands of teacher education. However, with careful planning of the programmes, it is possible to effectively and efficiently provide any course. The study revealed a number of strengths and weaknesses in INSET programmes that have been run by distance education, and in the B.Ed (External) in particular. The specific areas included content, practical work; management and administration; study materials development and provision; student support; assessment and examination; and integration of ICTs in these programmes. To make these programmes much more effective and efficient, the study identified some strategies that could be used. Of particular note is the need to decentralise services and to put in place quality assurance mechanisms. Also, since ICTs occupy a central role in distance education programmes, the study explored the different ICTs that the B.Ed (External) stakeholders have access to, strategies of financing and making this technology more accessible, reasons for choosing a particular technology and the prerequisites that must be put in place for these to work. Furthermore, the study revealed that, in Uganda, access to the ICTs, is still a huge problem to students and staff of the B.Ed (External) programme. Personal ownership of the video, TV, computer and Internet is limited. Alternative ways especially collaborative ventures, and use of centres should therefore be utilised much more. Finally, a Framework for High Quality INSET Distance Education for Secondary School Teachers in Uganda was suggested. Makerere University can use this framework as the beginning of a restructuring and reorganisation process so as to ensure the B.Ed (External) achieves its objectives and produces high quality teachers. / Thesis (PhD)--University of Pretoria, 2005. / Education Management and Policy Studies / Unrestricted

Democracy depends on the civic and political engagement of individuals. Despite a growing body of research analyzing political engagement in the United States, little attention has been paid to the relationship between information and communication technologies (ICTs) and perceptions of citizens concerning civic participation. The purpose of this quantitative study was to examine the relationship between ICTs, perceptions of citizenship, and participatory preferences for 18- to 35-year-olds in the United States. Applying Olson's theory of collective action, the goal of the study was to understand how ICT use influenced changes in perceptions of citizenship between 2004 and 2014. A repeated cross-sectional design, pooling secondary data retrieved from the U.S. General Social Survey database, was used to answer the research questions on the effect of ICT use on perceptions and actions concerning citizenship and participation. The hypotheses were tested using multiple linear regression analysis. Study findings suggested that ICT use had no notable effect on changes in perceptions of citizenship. More specifically, results indicated that changes in perceptions and actions between 2004 and 2014 were not the result of ICTs, despite increasing ICT usage over the period. These findings indicate that ICTs are just tools, rather than agents of change. Acknowledging ICT use as a form of expression permits practitioners to deploy ICTs as tools to support civic engagement. Benefits from leveraging them as tools are likely to accrue individuals, society, and practitioners alike. The resulting implications for positive social change include increased participation as well as the adoption of democratic practices reflective of modern participatory demands and behaviors.

No description available.

Science teaching at the secondary level can be made more effective with the judicious utilization of a multi-media approach involving modem information and communication technologies that is entering the Indian educational system in general and the schools in Jammu region (J&K State), in particular, surely but slowly. A major impact of technology today in the field of education is that at all levels classrooms are becoming technology-rich learning environments and as such there is a need to conduct research to study the learning environments of technology-supported classrooms. The study described in this thesis utilized the Technology-Rich, Outcomes-Focused Learning Environment Inventory (TROFLEI), to study the perceptions of students' actual and preferred classroom learning environment in a technology-supported science classroom at the secondary level in an Indian school situation. An important aspect of this research was to determine the reliability and validity of this scale for use in Indian classroom settings. An attitude scale derived from the Test for Science Related Attitudes (TOSRA) for studying the attitude of students towards science was also employed and lastly the Questionnaire on Teacher Interaction (QTI) was used to analyze the teacher student interactions in a technology-supported science classroom environment. Data for research were collected from 700 secondary students in a co-educational Indian school in the city of Jammu. / The study reported that the TROFLEI and the QTI were reliable and valid instruments for assessing the psychosocial learning environments III a technology-supported classroom and the teacher-student interactions III such environments. Significant associations are also reported between the students' perceptions of their technology-supported learning environment and their perceptions of the teacher-student interactions with three learner outcomes; attitude towards science, academic efficacy and academic achievement. Significant gender differences in technology-supported learning environments have also been reported in this study. This research study happens to be the first of its kind in this region and should provide a thrust towards the use of technology-supported classrooms for effectively teaching other school subjects.