Uses of ICT on Language III

Services III

Goals:

1. Personnel  performance  
2. Human Resources-related  business  processes  
3. Supportive information and communication technology (ICT)

Human Resources Management

Development and well-being of the people working in organizations such as:

• human  capital  management
• corporate  social  responsibility
• organization development
• reward management
• employee relations 
• employee well-being 
• health and safety
• provision of employee services

Performance Drivers

The term “performance driver” is used to mark activities or actions that increase potential to achieve higher level of corporate performance.

Performance Drivers can be divided into two categories:

* generic and speficic

* recurring and no-recurring

1. free up time for critical management tasks
2. increased human resource processes/practices contribution to organizational outputs
3. attention to security and the necessity of “being prepared for anything”
4. quick return to adequate performance levels

Teaching III
UNESCO’s education policies & projects

1. Inculcating the community’s core values
   and passing on its cultural legacy.
2. Supporting the personal developtment of children, young people and adults.
3. Promoting democracy and increasing participation in society.
4. Encouraging cross-cultural understanding and the paceful resolution of the conflict.
5. Supporting economic developtment, reducing poverty and increasing widespread prosperity.

The frame-work project:

• ICT-CFT emphasizes poverty reduction, quality of life & improvements in the quality of education 
• ICT-CFT is the key to poverty reduction and increased prosperity
• ICT-CFT seeks to balance human well-being with sustainable economic development

The 6 aspects of a teacher's work:

1. Understanding ICT in education
2. Curriculum and assessment
3. Pedagogy
4. ICT
5. Organisation and administration
6. Teacher professional learning

- Curriculum→ improving basic literacy skills through technology
- Pedagogical practice→ the use of ICT tools and digital content as part of a whole class
- Teacher practice→ knowing where and when to use technology for classroom activities

Knowledge deepening

To increase the ability of students, citizens and the workforce to add value to the society and the economy by applying the knowledge gained in school subjects to solve complex real-world problems

• Problem solving
• Communication 
• Collaboration
• Experimentation
• Critical thinking
• Creative expression 

Implementation

Courses and professional  learning activities should not consist of a small number of disconnected competencies.
They have to be selected (relevant) modules.
Professional learning providers and teacher-educators are encouraged to offer suggestions to UNESCO.

Development paths

Teacher educations programmes are often out of phase with development goals.

ICT-CFT provides education policymarkers
with policy objectives in the form
of new approaches to teaching.

Different Societies

However, countries differ in their social and economic situations and their development goals.



The aim of ICT-CFT is to provide a common education improvement framework applicable to MULTIPLE situations and  MULTIPLE development paths.
Countries with different growth strategies will find different parts of the framework useful.

Traslation III

There is a wide range of information and communications technologies (ICT) available to translators today:

1. general-purpose software applications 

2. special- purpose software

Internet has transformed the way in which translators receive and deliver translation assignments, with much of this now being undertaken via electronic mail, rather than by fax or via the conventional postal system.

PROJECT

The purpose of the project is identfy the adoption of information and communication technologies by freelance translators in the UK.


ICT strategy: covering translators' opinions and thoughts about ICT use in their translation workflow, their perceptions of translation technologies, and their approaches to business planning and strategy issues.

Translator´s experience

• 24% had between 6 and 10 years 
• 36% had between 11 and 20 years' experience 
• 20% had worked as translators for over 20 years 
• 20% were relative newcomers 
• 63% were female
• 71% have a bachelor level or master degrees

The principal languages covered by the respondents were as follows:

• German to English (37%),
• French to English (37%),
• Spanish to English (16%).

The most common subject specialisms were:

• business / commerce 
• technical translation (science and technology)
• legal translation

Respondents were asked to indicate the software applications they use in their translation work.

1. Document production activities 
2. Information search and retrieval activities 
3. Translation creation activities
4. Communication activities
5. Marketing and work procurement activities
6. Business management activities