Inappropriate application of ICT in research is an example of:
Absence of technical expertise of ICT resources
Understanding Inappropriate ICT Use in Research
In contemporary research, Information and Communication Technology (ICT) plays a crucial role. Researchers use various digital tools and resources for data collection, analysis, literature review, collaboration, and dissemination of findings. However, the effectiveness and validity of research significantly depend on the appropriate application of these ICT resources.
The question asks what an "inappropriate application of ICT in research is an example of". Let's analyze the given options:
Analyzing the Options
- Option 1: Technical lapse on the part of the researcher
A technical lapse is a mistake or error made during the execution of a technical task. While inappropriate application of ICT could lead to technical lapses, the inappropriate application itself isn't necessarily just a 'lapse'. It might be a systematic misuse or misunderstanding of the tool's function in the context of the research methodology.
- Option 2: Inadequate provision of ICT resources
This option refers to the lack of sufficient or suitable ICT tools available to the researcher. If resources are inadequate, a researcher might struggle to perform tasks effectively, but inappropriate application implies the researcher *has* the resource but is using it incorrectly, not that they lack it.
- Option 3: Violation of research ethics
Inappropriate use of ICT can sometimes lead to ethical violations, such as mishandling sensitive data, plagiarism facilitated by digital tools, or misrepresenting results generated by software. However, not all inappropriate application of ICT necessarily constitutes an ethical violation. For instance, using incorrect statistical software features due to lack of understanding might invalidate results but wouldn't automatically be an ethical breach unless done intentionally to deceive.
- Option 4: Absence of technical expertise of ICT resources
If a researcher lacks the necessary technical knowledge or skills to effectively use specific ICT tools for their research, they are highly likely to apply these tools inappropriately. Using software features incorrectly, misinterpreting outputs, or choosing unsuitable tools for a task are all forms of inappropriate application that stem directly from a lack of expertise. Therefore, inappropriate application can be seen as a direct consequence or demonstration of inadequate technical expertise.
Considering the options, the most direct and common reason for the inappropriate application of ICT in research is the lack of the required technical expertise on how to use those specific tools correctly and effectively within the research process.
| Concept | Description | Relation to Inappropriate Application |
|---|---|---|
| Appropriate ICT Use | Using ICT tools correctly, effectively, and ethically for research tasks. | Requires technical expertise. |
| Inappropriate ICT Use | Misusing, misunderstanding, or incorrectly applying ICT tools in research. | Often stems from lack of expertise. |
| Technical Expertise | Knowledge and skills needed to operate ICT tools effectively. | Absence leads to inappropriate use. |
Therefore, the inappropriate application of ICT in research is often an example of or a symptom revealing the absence of necessary technical expertise regarding those ICT resources.
Revision Table: Key Concepts
| Term | Meaning in Research Context |
|---|---|
| ICT in Research | Using digital tools/technologies (software, internet, databases) for research activities. |
| Appropriate Application | Using tools correctly according to their function and research methodology requirements. |
| Inappropriate Application | Using tools incorrectly, inefficiently, or in a way that harms the research process or validity. |
| Technical Expertise | Having the necessary skills and knowledge to use ICT tools effectively. |
| Research Ethics | Moral principles guiding research practice, including data handling, integrity, and transparency. |
Additional Information: Developing ICT Expertise for Research
To avoid the inappropriate application of ICT and enhance research quality, researchers should focus on developing their technical expertise. This can be achieved through:
- Formal training on specific software (e.g., statistical packages like SPSS, R; qualitative analysis software like NVivo; reference managers like EndNote, Zotero).
- Online tutorials and courses related to research tools and data management.
- Hands-on practice and experimentation with ICT tools.
- Consulting with experts or colleagues who are proficient in relevant technologies.
- Staying updated with new software versions and emerging technologies relevant to their field.
Developing strong technical expertise ensures that researchers can leverage ICT effectively, leading to more robust methodologies and reliable findings.
Important Questions from Application of ICT in Research - Teaching
Given below are two statements :
Statement I : A Webinar allows a speaker from the hosting organization to share multimedia content with audiences that can be located any where.
Statement II : A Webinar allows speaker and participants to share multimedia content located any where.
In the light of the above statements, choose the most appropriate answer from the options given below :
Given below are two statements :
Statement I : Data analysis in research being a technical job, 'research ethics' does not matter.
Statement II : ICT is helpful at almost all stages of research.
In the light of the above statement, choose the correct answer from the options given below :
The scope for employing ICT support is relatively more in which of the following stages of research?
A. Problem formulation
B. Hypothesis making
C. Data collection
D. Data analysis
E. Data interpretation
Choose the correct answer from the options given below:
Given below are two statements:
Statement I: Use of ICT in research is a super imposition which should be discouraged.
Statement II: Research ethics and its observance has to be a mandatory requirement.
In the light of the above statements, choose the correct answer from the options given below:
Match List I with List II
Content Area Integrating Technology Application A. Reading /Language Arts I. Software programs to develop basic reading skills B. Mathematics II. Simulations to explore distant places and times C. Science III. Graphing calculations to illustrate abstract or hard – to – visualize relationships D. Social Studies IV. Simulations to illustrate complex relationships
Choose the correct answer from the options given below
