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Emerging collaborative technologies and working methods often require tremendous engineering and organisational efforts for successful implementation of information and communication technologies (ICTs).
In the last two decades, the rapid development and widespread implementation of Information and Communication Technologies (ICT) in education is well recognized.
In this context of formative assessment, and in particular in a peer feedback context, the development and implementation of information and communication technologies (ICTs) have generated an added value (IEA, 2013).
The implementation of information and communication technologies (ICT) can positively influence many aspects of healthcare provision (1– 4).
The implementation of information and communication technologies in health care can play an essential role in this shift [ 5].
While the implementation of information and communication technologies (ICTs) in healthcare settings has the potential to improve the safety and quality of services [ 3], it may also introduce potential safety risks [ 4– 6].
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School leaders are key factors in implementation of information and communication technology (ICT) in schools.
As concerns the logistics industry, it is well known that the vast majority of logistics firms are small and medium sized enterprises (SME), which, by definition, tend to lag behind in implementation of information and communication technology (ICT) systems [20].
For this purpose, the evolution of retail financial services is contrasted against the backdrop of the implementation and development of information and communication technologies (ICTs).
In the context of Information and Communication Technologies (ICT) adoption, the literature focuses either on organisational factors influencing its implementation, or on individual factors influencing its adoption into practice.
Nowadays learning technologies transformed educational systems with impressive progress of Information and Communication Technologies (ICT).
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