ICT Project Management

This book could be beneficial to three different types of groups. The first is the researcher who will be involved in ICT project management; the second is the academic institution, which will improve their academic services through ICT and excellence; and the third is our students and teachers, who will be the users of excellent products developed through excellent research-based academic products. The research proposes a new ICT Project Management (IPM) framework based on an analogy to Business Process Management (BPM). The IPM framework includes the design and implementation of an ICT-based Pedagogy System (IPS) based on pedagogical theories and their implications practically. The framework also comprises the regular operation of IPS and its management at the educational organization(s), especially in Primary and Secondary Schools. For a user-friendly digital learning environment, the research introduces a standard and useful age-based curriculum and resources in the context of ICT pedagogy which is incorporated into the proposed system (IPS).

In today's organisation, ICT Project Management (IPM) plays a significant role in project management. Several studies on the management of ICT projects have been conducted to ensure that projects are completed as planned and that services are supplied in accordance with technological advancements. IPM necessitates a new management method that emphasizes greater coordination of people, capital, and objects, as well as rapid information interchange, continuing information, solid flexibility, and quick decision-making. However, merely researching or investigating IPM's strengths and limitations is insufficient; more information about what has been focused on ICT project management must be explored. Students' creativity and critical thinking are aided by interactive digital information and an automated evaluation method. ICT may modify the atmosphere of educational institutions, bringing revolution to the entire education sector, regardless of the actions of those teachers, professors and students. It's crucial to identify standard learning outcomes for distinct tasks at various stages of learning. When it comes to pedagogy in ICT, the learning task is crucial. Because the learning activity is linked to learning tasks, it is imperative to make it interesting and interactive for both students and teachers. Based on an analogy to Business Process Management (BPM), the research presents a new ICT Project Management (IPM) framework. The design and implementation of an ICT-based Pedagogy System (IPS) based on pedagogical theories and their practical implications are part of the IPM framework. The framework also includes IPS's regular operation and management at educational institutions, particularly in primary and secondary schools. The research introduces standard and relevant age-based curriculum and resources in the framework of ICT pedagogy, which are included into the suggested system for a user-friendly digital learning environment (IPS). This research and development (R&D) could be an excellent instrument for disseminating good work done in developing countries such as Bangladesh, India, Pakistan, China, and Africa, to name a few. The fact that all of the academic institutions are located in fairly rural locations will be more encouraging to the other institutions. This publication will encourage academic institutions around the country to open ICT-enabled academic institutions. This will be an outstanding example of automation employing a pedagogical approach, in addition to the range of academic products. These R&D products will considerably improve the quality of education at all levels of education, including primary and secondary schools, and hence will significantly contribute to human resource development. Target Audience and Potential Uses: Three different types of groups could benefit from this book. The first will be the researcher who will be involved in ICT project management; the second will be the academic institution, which will improve their academic services through ICT and excellence; and the third will be our students and teachers, who will be the users of excellent products developed through excellent research-based academic products. As a result, this book may eventually benefit three groups of potential users. Academic institutions will be aware of the quality of service they offer. They will be aware of the qualities that must be maintained in academic services for their organisations as a quality indicator.

In 1997, Suman Ahmmed graduated from Bangladesh University of Engineering and Technology (BUET) with a B.Sc. Engineering degree from the Department of Computer Science and Engineering (CSE). From the same department and institution, he earned his M.Sc. Engineering degree. He started his career as a lecturer at the University of Asia Pacific, Dhaka, in the department of Computer Science and Engineering. From 2001 to 2003, he was the Head of the CSE Department at the Asian University of Bangladesh. Then, as a Founder Trustee, he was one of the founding initiators for the establishment of the United International University (UIU) in Dhaka. He later joined the department of CSE at UIU as an Assistant Professor in 2003. He was the Director of Students Affairs at UIU from 2005 to 2016, in addition to his academic responsibilities. Following that, he became the Director of the UIU's Center for Development of IT Professionals (CDIP). In addition to his university career, he has worked with Bangladesh Digital Education Research Ltd., a company that provides research-based digital education systems, since 2017. As a member of various school/college management committees, he also contributes to the field of education. ICT project management, system analysis and design, ICT based pedagogy and education modeling, total quality assurance and monitoring system design, and so on are some of his main research interests.