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1
Hazzard, Catherine. "Women and information technology /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16195.pdf.
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Fung, Yat-chu, and 馮一柱. "Information technology and empowerment in information society: use of computers amongst senior persons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31245298.
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Smith, Sally. "An exploration of professional identity in the information technology sector." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/9731.
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At present the Information Technology profession appears to be dogged by high profile project failure, high graduate unemployment rates, employers unable to recruit suitable staff and a professional body under attack. It is not even clear that IT can be considered a profession when compared with other occupational groups in which professional bodies regulate entry and employers demand professional status from their employees. There are some advantages in belonging to a recognised profession, including external recognition and status; and, consequentially, disadvantages in not belonging. To find out more about the nature of professional identity as experienced in the workplace, this study was designed to explore how IT professionals in leadership roles self-identify. Professional identity is defined to be a coherent self-conception based on skills, abilities, experiences and identification with a profession. The underlying identity theories accept a complex picture of multiple identities with identity commitment and salience affecting behaviour in different contexts. This study explored the nature of professional identity construction and adaptation for experienced IT professionals. As a previously unexplored group in a relatively new profession, the life narrative technique was used to identify factors in the construction and adaptation of identity with insights drawn over the course of a working life. The findings revealed that participants constructed organisational, technical skills-based and leadership identities but there was little identification with the IT profession, as would have been in evidence, for example, through membership of the British Computer Society or developmental interactions with prototypical IT professionals. Analysis of the data uncovered mechanisms which could explain the lack of identification with the IT profession, including the rate of technological change and an underpowered professional body. The findings were evaluated and a set of emerging recommendations for stakeholders in a strong and stable IT sector were framed, including encouraging employers to endorse chartered status and careful consideration of the review on computing course accreditation underway.
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Tsang, Currie. "Higher education in information technology & its impacts on a changing urban job market : case study: Hong Kong /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12324413.
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Zhou, Xiaosong. "Understanding serendipity and its application in the context of information science and technology." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52100/.
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Serendipity is widely experienced in current society, especially in the digital world. According to the Oxford Concise English Dictionary, the term “serendipity” is defined as “the occurrence and development of events by chance in a happy or beneficial way”. This PhD research project aims to understand serendipity in the context of information research, and then attempts to design information technologies which can support the encountering of serendipity in cyberspace. The whole PhD project is organised with two parts. The first part investigates the nature of serendipity by conducting three user studies. After a systematic literature review on existing empirical studies of serendipity, the author finds there are research methodological problems in current studies; for example, the most widely used methods are those conventional ones like interview or survey, and it is mainly the subjective data that can be collected from participants. The author then conducted the first user study, which was an expert interview, where nine experts in the research area of serendipity were interviewed with a focus on the research methodological issues. This study successfully helped the author to gain a broader understanding of the advantages and disadvantages of employing different research methods in studying serendipity. Then the second user study, which was a diary-based study, was performed among a group of Chinese scholars with the aim to have a further investigation on the role of “context” played in the process of serendipity. The study lasted two weeks and successfully collected 62 serendipitous cases from 16 participants. The outcome of this study helped us with a better understanding of how these Chinese scholars experience serendipity, and a context-based research model was constructed, where the role of external context, social context and internal context were identified in detail during the process of serendipity. One interesting finding from the second user study is that emotions played a role in these participants’ experiencing serendipity, which was a part largely ignored by current serendipity researchers; therefore, the author conducted the third user study with the main objective to find out the impact of emotions during serendipitous encountering. This study first employed electrodermal activity (EDA) device to test participants’ psychological signals during the process of serendipity, which was implemented through a self-developed algorithm and the algorithm was embedded through a “Wizard of Oz” approach in a sketch game. The results of the study show that participants are more possible to experience serendipity under the influence of positive emotions and/or with skin conductance responses (SCRs). The second part of the PhD project is the application of serendipity through recommendation technology. A recommender system is an important area that practises serendipity in the digital world, as users in today’s society are no longer satisfied with “accurate” recommendations, and they aim to be recommended with the information that is more serendipitous and interesting to them. However, a review of existing studies on serendipitous recommendation, I have found that the inspiring achievements of understanding the nature of serendipity from information science failed to gain attention by researchers in the area of recommender systems. I then developed a new serendipitous recommendation algorithm by adopting the theory of serendipity from information research and implemented the algorithm in a real data set. The algorithm was implemented in Movielens, which involves 138,493 users with about 20,000,263 ratings across 27,278 movies. The evaluation of the algorithm was conducted in a sub-dataset, which consists of 855,598 ratings from 2,113 users on 10,197 movies. The developed algorithm was compared with another two widely used collaborative filtering algorithms (user-based collaborative filtering and item-based collaborative filtering), and the results demonstrated the developed algorithm is more effective in recommending “unexpected” and “serendipitous” movies to users. A post user study on twelve movie scholars showed that these participants were possible to experience serendipity when they were recommended with movies under the developed algorithm; and compared to user-based collaborative filtering, these participants were more willing to follow the recommended use by the serendipitous algorithm.
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Sweeny, Louis J. (Louis Joseph). "Connecting people not computers : information technology and culture change in environmental management." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/37010.
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Bin, Ishaq Alseiari Khalid. "The management of risk awareness in relation to information technology (MERIT)." Thesis, University of Gloucestershire, 2015. http://eprints.glos.ac.uk/2739/.
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Current business environments are characterised by a wide range of factors and issues which combine to create an unprecedented level of uncertainty and exposure to risks in IT management and all areas of strategic and operational activities. However IT risk awareness presents both a problem and an opportunity to achieve effective IT risk management. This context creates an imperative for conceptualising risk awareness to account for the intensity, diversity and complexity of IT risks ensuring a heightened level of awareness. The central focus of this study is founded on the premise that IT risk awareness among individuals in all levels of the organisation is critical and involves consideration of human and social factors. The research aimed to evaluate current practice in IT risk awareness in police forces and explore what police forces in the UAE can learn from the best practices of other UAE public and private enterprises. The study further aimed to develop a new holistic conceptual model of IT risk awareness supporting IT risk management. Quantitative and qualitative data was collected to achieve the research objectives utilising three main techniques of structured survey, a Delphi method and in-depth interviews. The findings underline that IT risk awareness is not being maximised or embedded in UAE organisations and there is a lack of formalisation of risk management processes. Although the ADP particularly demonstrated these weaknesses this was also reflected to a lesser extent in other UAE organisations. The results show that a diverse level of knowledge in relation to risk awareness and management is evidenced and detailed knowledge of risk management was weak in addition to low awareness of policies and guidelines. Moreover IT risk awareness and management was perceived as solely the domain of IT departments and not as a collective responsibility. A further key finding is validation of all five components of Governance, Compliance, Enterprise, IT GRC and Risk management within the MERIT IT systems risk awareness model, affirming that it is appropriate and important to examine risk awareness in relation to these elements. Model components were further found to be iterative and interdependent and findings highlighted the critical role of governance in facilitating risk awareness and other elements in the model. Finally, risk awareness is found to be critically underpinned and influenced by a complex range of different elements involving cognitive, social, cultural, emotional and psychological aspects in addition to the extent to which people understand a range of different types of risk. The MERIT model provides significant opportunity to identify, assess and address these elements.
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Ko, Leonard L. "Personal information system /." Online version of thesis, 1993. http://hdl.handle.net/1850/11976.
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Peacock, Martin. "An investigation into the use of information technology in the hospitality industry." Thesis, Brunel University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299117.
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Mogotlhwane, T. M. "Barriers to successful application of information technology in Botswana." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/1735/.
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This research looked at barriers to successful applications of information and communication technology (ICT) in Botswana. Botswana has high investments in ICT infrastructure development in the public service. However, there is still concern about service delivery not being satisfactory. Many departmental functions are still performed manually despite the availability of computers and people capable of using them. The research question addressed is why there is lack of exploitation of ICT in the Botswana public sector. Two government departments based in the capital city were selected as case studies and investigated using questionnaires and semi structured interviews to determine the status of employee relations and ICT use. Questionnaires were used to solicit satisfaction perception of the general public about public service using a sample of capital city population. This research revealed a digital divide within Botswana. Within the public sector, computer penetration as well as internet access is very high as there is 1 computer for every 2 employees. For the general public, computer ownership is low as about 28% of the population have computers at home. Despite availability of computers in the public service, members of the public experience delay when they seek service. Motivation and payment are biggest problem regarding employee relations. ICT support is satisfactory though this might be due to low level of ICT use. Fear of change is the main limiting factor to ICT exploitation in Botswana. It was found that maintenance cost of ICT infrastructure is in the order of 8 times the national average salary. A framework is proposed to help policy makers on how best to exploit existing ICT infrastructure. Botswana has remained at the first level of ICT exploitation for over 10 years. Suggestions are made as to how the next level could be reached and future research is also discussed.
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[Verfasser], Kolyang. "Information and Communication Technology in Cameroon : Contribution of second hand computers to development / Kolyang." Aachen : Shaker, 2013. http://d-nb.info/1050345940/34.
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Taiwé, Kolyang Dina [Verfasser]. "Information and Communication Technology in Cameroon : Contribution of second hand computers to development / Kolyang." Aachen : Shaker, 2013. http://nbn-resolving.de/urn:nbn:de:101:1-201404278277.
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Urquhart, Lachlan. "Towards user centric regulation : exploring the interface between information technology law and human computer interaction." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41787/.
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This thesis investigates the role of technology designers in regulation. Emerging information technologies are complex to regulate. They require new strategies to support traditional approaches. We focus on the use of technology design as a regulatory tool. Whilst this solution has significant conceptual traction, what it means in practice is not clear. Deeper investigation of the role of the design community in regulation is necessary to move these strategies from theory into practice. We structure our analysis by asking: how can we understand the role of designers in regulation of emerging technologies? We answer this question from four primary perspectives: conceptual, legal, practical and design. We situate our investigation within the context of the domestic internet of things and information privacy by design. We adopt an overtly multidisciplinary approach, critically assessing how to bring together the human computer interaction and information technology law communities. To do this, we utilise a range of qualitative methods, including case studies, documental and legal analysis, semi structured expert interviews, questionnaires, focus groups, workshops, and development, testing and evaluation of a design tool. Our contributions are as follows: Conceptually, we provide a critical investigation of the role of technology designers in regulation by consolidating, evaluating and aligning a range of theoretical perspectives from human computer interaction (HCI) and information technology (IT) law. We draw these together through the concept of user centric regulation. This concept advocates a user focused, interaction led approach to position the role of designers in regulation. It draws on the turn to human values and societal issues in HCI, and the increasing reliance in IT law on design for regulation of emerging technologies. Legally, we present two detailed case studies of emerging technologies (domestic internet of things and smart metering) mapping the emerging legal landscape and challenges therein. We situate the role of designers, as regulators, within this space, and show how they can respond accordingly through their user centric focus. Practically, we analyse experiences from leading experts in technology design and regulation to understand the challenges of doing information privacy by design (PbD) for the IoT. We present our findings within the framing of technological, business and regulatory perspectives. Lastly, we present a design tool, ‘information privacy by design cards’, to support designers in doing PbD. This tool has been designed, tested and refined, providing us with a practical approach to doing user centric regulation. Based on our findings from using the cards, we provide the concept of regulatory literacy to clearly conceptualise the role of designers in regulation.
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Mauwa, Hope. "Information security awareness: generic content, tools and techniques." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/560.
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In today’s computing environment, awareness programmes play a much more important role in organizations’ complete information security programmes. Information security awareness programmes are there to change behaviour or reinforce good security practices, and provide a baseline of security knowledge for all information users. Security awareness is a learning process, which changes individual and organizational attitudes and perceptions so that the importance of security and the adverse consequences of its failure are realized. Therefore, with proper awareness, employees become the most effective layer in an organization’s security defence. With the important role that these awareness programmes play in organizations’ complete information security programmes, it is a must that all organizations that are serious about information security must implement it. But though awareness programmes have become increasing important, the level of awareness in most organizations is still low. It seems that the current approach of developing these programmes does not satisfy the needs of most organizations. Therefore, another approach, which tries to meet the needs of most organizations, is proposed in this project as part of the solution of raising the level of awareness programmes in organizations.
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Kluzer, Stefano. "The political economy of information technology in Sub-Saharan Africa : the diffusion of computers in Mozambique." Thesis, London School of Economics and Political Science (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318361.
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Akbasoglu, Beyza. "Usability Evaluation Of Mobile Information And Communications Technology In Health Care." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615758/index.pdf.
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Technology plays an increasingly important role in modern health care. This thesis presents an approach to usability evaluation of mobile information and communications technologies designed for diabetes patients&rsquouse in their daily lives. According to our study conducted on 60 diabetes patients, several important findings were obtained. Fifty nine (98.3%) diabetes patients were highly satisfied with the mobile health technology and expressed that they would use it, and found the measured values reliable. For 57 (95%) diabetes patients
measuring, checking and accessing the blood glucose level easily anytime and anywhere were very important. Fifty six (93.3%) said that they would wish to send their blood glucose levels to their physicians via e-mail. When participants were asked to provide a decision on future health care, predominate number of participants said they would change their lifestyle rather than visit a doctor regardless of their blood glucose level. In conclusion, little is known about such effects of mobile information and communications technologies in self-management care situations. It is clear that usability studies in the field are more difficult to conduct than laboratory evaluations. Further studies with larger sample sizes are needed to further evaluate these initial findings.
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Rhodes, Valerie Joy. "IT in primary schools : the rhetoric and the reality, supporting teachers in the process of implementation." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313655.
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Alkhaldi, Firas Mohammad Khalaf. "An integration of information technology, culture of knowledge transfer and innovative work environment in support of organisationsal knowledge creation activities." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4617/.
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Knowledge management and knowledge creation is recognized to be of supreme importance to the competitive advantage of organisations as well as a major agent of change in the new era of the knowledge economy. This study empirically examines knowledge creation activities in the context of the banking industry. It extends the work of Nonaka and Takeuchi (1995) and others on the theory of organisation knowledge creation by introducing the information technology infrastructure as an enabler of knowledge creation condition (ITISKCFs), accompanied by the culture and infrastructure of knowledge transfer. The research questions asked are: 'What are the characteristics of an IT infrastructure that enhance the knowledge enabling conditions, whether IT infrastructure capability can be define for knowledge creation? and 'What are the shared effects of the culture (CKT) and the infrastructure of knowledge transfer (IKT) when combined with IT infrastructure on knowledge creation activities?' A positivistic approach is adapted using quantitative data. A survey aimed at the middle managers of the financial services industry population was conducted in an effort to investigate the knowledge creation activities and to examine the relationship of knowledge enabling factors to the time spent on knowledge creation activities. Theoretical developments on organisational knowledge creation and knowledge enablers are presented and discussed. A conceptual framework is developed based on the theory and hypotheses which were generated. Variables of the research model are operationalised using confirmatory factor analysis (CFA) and the data are analysed using structural equation modelling (SEM). The results of the data analysis suggested that ITISKCFs support the activities of tacit to tacit, explicit to tacit and explicit to explicit knowledge transfer, thus leading to the creation sympathised, systemic and operational knowledge. While ITISKCFs fail to support the activities of tacit to explicit transfer and, hence, failing to support the creation of conceptual knowledge. CKT is a significant enabler of the activities aimed at explicit to explicit and explicit to tacit knowledge transfer. IKT have failed to support the activity of tacit to tacit, tacit to explicit transfer, and only one element of IIKT (IIKTK& S) was a significant enabler of explicit to tacit, thus unable to support the creation of sympathised, conceptual knowledge and partially supported operational knowledge. While CKT fail to support the tacit to tacit transfer and, hence, the creation of sympathised knowledge, it was the only enabler of the conceptual knowledge; however, the statistical test suggested a significant but weak relationship.
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Tsang, Currie, and 曾嘉勵. "Higher education in information technology & its impacts on a changingurban job market: case study: Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974922.
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Taşkın, Özlem Özcan A. Can. "Information and communication technologies for public use and interactive-multimedia city kiosks/." [s.l.]: [s.n.], 2004. http://library.iyte.edu.tr/tezler/master/endustriurunleritasarimi/T000487.rar.
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Thesis (Master)--İzmir Institute of Technology,İzmir, 2004Keywords: Information and communication technologies (ICT), interactivity, city kiosk, public use. Includes bibliographical references (leaves. 103).
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McFerron, Michael P. "Light Reconnaissance Vehicle (LRV) enhancing command, control, communications, and computers and information systems (C4I) to tactically employed forces via a mobile platform." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2579.
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The theories supporting Network Centric Warfare (NCW) continue to mold the tactical use of U.S. forces throughout the global warfare environment. This thesis research will correlate the four tenets of NCW to the tactical employment of the Naval Postgraduate School's LRV. The four tenets of NCW are: 1. A robustly networked force improves information sharing. 2. Information sharing and collaboration enhance the quality of information and shared situational awareness. 3. Shared situational awareness enables self-synchronization. 4. These, in turn, dramatically increase mission effectiveness. The faculty and students at NPS are dedicated to researching methods to leverage science and technology in order to maximize the combat effectiveness of U.S. and allied forces. In teaming with our primary sponsor, U.S. Special Operations Command (SOCOM), NPS has developed the Tactical Network Topology (TNT) series of experiments aimed at providing the warfighter information solutions for the battle space. The NPS LRV was derived from an operational requirement to have a mobile C4I/ISR platform that provides enhanced real-time information sharing to tactically employed units. Total force combat effectiveness is growing more reliant on agile means of information sharing. Wireless communications and collaborative technologies are essential to ensuring dynamic, forward-deployed forces have the ability to transmit and receive critical information when and where it is needed. Through past TNT experimentation, the LRV has not demonstrated itself as a stable platform providing a high-bandwidth information sharing capability. This research advanced the LRV concept by bridging the multiple wireless technologies and providing a reliable high-bandwidth communications link.
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Jedeskog, Gunilla. "Teachers and computers : Teachers' computer usage and the relationship between computers and the role of the teacher, as described in international research." Doctoral thesis, Uppsala : Uppsala university, 2000. http://publications.uu.se/theses/fulltext/91-506-1439-8.pdf.
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Grigg, Andrew Thomas. "Evaluating the effect of the digital divide between teachers and students on the meaningful use of information and communication technology in the classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1807.
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In recent years the usage of Information and Communications Technology (ICT) in schools has become more prominent (Pegrum, Oakley, & Faulkner, 2013), with the majority of the focus being on hardware implementation (Hunter, 2013). However, teachers have generally struggled to integrate the use of ICT fully to promote learning in their classrooms (Sipilä, 2014). Therefore, schools may need to develop teachers’ ICT skills; this also being in response to students demonstrating higher levels of ICT skills within schools (Morgan, 2012). The well documented limitations in ICT skills of many teachers, and the likely increasing ICT skill levels of students’ is creating the potential for a digital divide between the teacher and his/ her students.
A digital divide is normally identified between developing countries that lack the resources and financial support when compared to developed countries (Shih, Kraemer, & Dedrick, 2008). However, there is a concern regarding the knowledge and skills of teachers to make use of ICT in the classroom (Asia Society, 2012). In addition, it is likely that as teachers get older the ICT knowledge and skills gap between them and younger people will widen (Department of Education and Training in Western Australia, 2006). Is this widening skills gap creating a critical digital divide between teachers and students in the classroom? It has been argued that students have lived in a world of technology since a young age, and therefore, have developed a natural ability to use technology to communicate and find information (Groff, 2013). Is this natural ability exploited in the classroom and do the students exhibit higher-levels of ICT knowledge and skills than the teacher? If a digital divide exists, would this affect the way in which ICT is used by students in the classroom? This study sought to investigate this question.
The environment for this study was a Western Australian secondary school, with the participants being teachers and students. The study implemented a quasi-ethnographic multiple case studies approach to research, with multifactorial surveys and interviews, was implemented for the study. The primary sample for the study comprised eight teachers, two from each of the core learning areas of Mathematics, English, Science, and History and Social Sciences. Each teacher sampled, allowed access to one of his/her student classes, resulting in a sample of 154 students from Year Seven to Year Eleven, therefore there were eight distinct case studies. Initially, the students and teachers participated in a survey to establish the extent and nature of the potential digital divide (the first construct) between the teacher and his/her class. This construct analysed the ICT competence by assessing the level of ICT Skills, Application and Attitude for each of the students and teachers. The responses to the teacher interview questions and some of the questionnaire items were also used to determine the extent of the Meaningful Use of ICT (the second construct) with each class. Finally, this was compared with the extent and nature of the digital divide for each case study class to investigate whether there was likely to be a qualitative connection between the two constructs. That is, the study aimed to investigate whether a digital divide existed, and whether it was likely that this affected the use of ICT in the classroom. The intention of the study was to assist in directing teacher professional learning practices, and policies to support enhanced learning with ICT.
The study found that both the sample of teachers and sample of students had varying levels of ICT competence. However, there was little difference in the student mean for each class on the measures of ICT competence. For some case study classes, it was determined that there was a digital divide in favour of the students, and for others the divide was in favour of the teacher. This outcome was determined by the ICT competence of the teacher, not the students, because there wasn't a significant difference between the student means for the eight class. The study found that when the digital divide for a class was in favour of the students there was limited evidence of Meaningful Use of ICT. However, when the divide was clearly in favour of the teacher for the class, there was a noticeable level of Meaningful Use of ICT with the students. The results of the study suggested that the difference in ICT competence of the teacher compared with students was likely to affect the Meaningful Use of ICT in the classroom. Therefore, it is recommended that policies and practices in schools and school systems be enacted with the aim of increasing the ICT competence of teachers.
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Sakaria, Kristoffer, Anna Karin Fahlander, and Slawomir Dawid. "Minor Field Study : Tanzania OnLAN - Infrastructure, computers and learning. Introducing Information Technology in Montessori Training Centre?s Work Practice." Thesis, Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3214.
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This project focuses on the installation, teaching, and developing Information Technology in a self-maintained collective organisation: the Montessori Training Centre, Lushoto, Tanzania. Our practical endeavour consists in implementing modern technology in this environment. We have organised teachings for the staff of this organisation based on basic knowledge in computer use. We also studied how Information Technology may be implemented and its impact on their schooling system, their administrative tasks as well as their business activities (such as hostel and small scale manufacturing). The expected result of our work is to provide the Montessori personnel with independent means of computer management with built-in facilities for extensions, as well as technical means to maintain their technical equipment.Ett försök att introducera modern teknologi i en skola för montessori förskolelärare.
Kristoffer Sakaria, 0708-284551
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Jennings, Nancy Ann. "Across the digital divide : children, families, and schools in the information society /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004295.
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Katulo, Mighty Masiku. "An investigation of the role of principals in promoting computer usage in selected Namibian schools." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003541.
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Globalisation and technology change have created a new global economy fuelled by information and driven by knowledge. Information and Communication Technologies (ICT) have been touted as potential powerful tools for enabling educational change and reform. Namibia is among those countries that have adopted the use of ICTs as a vehicle for change. This thesis explores the role of school principals in promoting and managing computer usage in selected schools in Namibia. The study was conducted at four schools in the Caprivi Region. The study employed a qualitative case study to collect and analyse data. A total of four school principals and four computer coordinators were interviewed, and responded to questions pertaining to the role of principals in the following areas: acquiring ICT equipment; providing access to the computer labs; promoting the use of computers; maintaining computers; capacity-building of teachers, and addressing challenges that could prevent computer usage. Two focus group interviews were also conducted at two schools, to find out what they perceived to be the role of school principals in supporting and ensuring the effective use of computers in schools. The findings on acquisition of computers reveal that principals were often the initiators of the acquisition process. Ministerial deployment is the most common form of acquisition, followed by the use of the school’s development fund to purchase administrative computers. Only one of the participating schools did not acquire its computers through Ministerial deployment. Some schools were more resourced than others. Availability and maintenance of equipment depended on the kind of school (advantaged or disadvantaged) and the way the computers were acquired rather than on the role of the principal. Schools that acquired their computers through the ministerial deployment received satisfactory technical support from the ministry while schools that acquired their computers through other sources had to rely more heavily on the principal to pro-actively seek support. School principals that demonstrated the qualities of transformational leadership promoted the usage of computers by taking part in training offered to teachers and encouraged teachers on different platforms to make use of computers. The study also found that schools in which principals actively supported and promoted the use of computers were successful in the usage of the computer labs, while in schools where principals left the running of the computer lab to an individual teacher, the usage was minimal. It was found that a number of challenges are hampering the usage. These include lack of internet connectivity, qualified personnel to cascade training, and minimum infrastructure. The study recommends that school principals should adopt trategies that encourage teachers to use computers in their daily routines. It also makes suggestions for further research on the impact of school culture on ICT integration.
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Lewis, Adam Justin. "A case study of modern computing| Importance for tablet computers in higher education." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585972.
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With the rapid growth of technology and a fast pace society, students have discovered tablet computers, a powerful portable useful device for education. Although studies have shown rapid growth of tablet computer adaptation within education, limited research exists regarding how tablet computers are used for classroom performance, communication, and leadership among college students. The purpose of the study was to explore and understand how college students use tablet computers by interviewing undergraduate and graduate students. Interview results of 20 college students are as follows: (a) students reported that tablet computers were more portable, easier to use, and convenient devices over laptop computers; (b) in regard to classroom performance, students expressed that the use of e-text books combined with tablets was a faster method of searching for a specific subject over standard paperback books; (c) in regards to leadership, many students believed that tablets are only a tool for leaders but not an essential tool for leading people; and (d) in regard to communication, students expressed that tablet computers was an essential tool for team projects and communicating with their professors and peers while on the go. The study includes a discussion of future research in leadership’s use of technology in the workplace, college professors’ perceptions of tablet computers in the classroom, and marketing modern tablet computers.
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Purnell, Dianne. "The changing role of teachers in embedding ICTs into the curriculum: a case study in a Tasmanian school." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1552.
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Information Communication Technology (ICT) can provide innovative learning experiences, but in all cases a great deal depends upon the teacher to provide the context to make this possible. This study focuses on the role of teachers and their needs in embedding Information Communication Technologies into the curriculum in a Tasmanian Government Senior Secondary College.The purpose of the study was to explore what support and encouragement teachers need to successfully incorporate ICTs into the curriculum. In particular, it looks at what motivates teachers to change their practice, in what ways their practice changes and what support is essential for that change to be lasting and worthwhile.Three learning areas were selected for the study, LOTE, English, and Mathematics. There were a total of eleven teachers plus the researcher and eight classes of students. The majority of data collected was qualitative in the form of documents, interview and observations. Quantitative data was collected mainly through surveys.The study focused on the following key elements required for teachers to embed ICTs into the curriculum:1) The role of management;2) The role of teachers (pedagogical, technical);3) Requirements for technical assistance;4) Time allocation; and5) Professional development.Resulting from the study are a series of recommendations for education departments, Principals, ICT managers and teachers to assist them in implement the embedding of ICTs into the curriculum.
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Hosein, Ian. "Regulating the technological actor : how governments tried to transform the technology and the market for cryptography and cryptographic services and the implications for the regulation of information and communications technologies." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/263/.
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The formulation, adoption, and transformation of policy involves the interaction of actors as they negotiate, accept, and reject proposals. Traditional studies of policy discourse focus on social actors. By studying cryptography policy discourses, I argue that considering both social and technological actors in detail enriches our understanding of policy discourse. The case-based research looks at the various cryptography policy strategies employed by the governments of the United States of America and the United Kingdom. The research method is qualitative, using hermeneutics to elucidate the various actors’ interpretations. The research aims to understand policy discourse as a contest of principles involving various government actors advocating multiple regulatory mechanisms to maintain their surveillance capabilities, and the reactions of industry actors, non-governmental organisations, parliamentarians, and epistemic communities. I argue that studying socio-technological discourse helps us to understand the complex dynamics involved in regulation and regulatory change. Interests and alignments may be contingent and unstable. As a result, technologies can not be regarded as mere representations of social interests and relationships. By capturing the interpretations and articulations of social and technological actors we may attain a better understanding of the regulatory landscape for information and communications technologies.
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Morton, Allan D., of Western Sydney Nepean University, Faculty of Education, and School of Lifelong Learning and Educational Change. "Teachers' intentions to use information technologies: a study of western Sydney secondary teachers." THESIS_FE_LLEC_Morton_A.xml, 1999. http://handle.uws.edu.au:8081/1959.7/58.
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The object of this study was to answer four major research questions dealing with the intention of teachers to use information technologies: what are the teacher characteristics and dispositions that impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dThis study aimed to answer four research questions dealing with the intentions of teachers to use ispositions impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dispositions relate to each other; can the pattern of relationship between these characteristics and dispositions explain conceptually the processes by which teachers' uptake computers into teaching and learning situations. Teachers were sampled from seven secondary schools located in Western Sydney. Subjects were provided with a questionnaire pertaining to educational, professional and computing backgrounds, and attitudes toward computers. Results show teachers' use of computers to be influenced by attitudes toward computers as well as factors such as teachers' computer skill, their involvement in formal training, and their access to computers outside of school. Gender issues were examined and while some effect was found, the effect was not consistent across all variables. The results of the inferential analysis were used to formulate a causal model, the purpose of which was to explain further the relationship between teachers' attitudes toward computers and computer useMaster of Education (Hons)
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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.
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Choi, Kin Ying. "Ethical belief and behavior in using information systems : in search of predictive models." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/397.
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Utakrit, Nattavee. "An investigation into the use of information and communication technology (ICT) by senior educators in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/331.
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Information and Communication Technology (lCT) may not just be for younger people or people who are still working. This study shows that it can be of importance lar groups of senior people who are healthy and still have the desire to use their skills, abilities, and knowledge to assist or support our modern society. The particulnr groups of senior people concemed in this sludy were Thai senior educators above 60 from universities in Thailand living in Bangkok. The aims of this study concentrate on how they use lCT to attain their professional goals (research and teaching activities). It explores their beliefs, attitudes, the level of their needs of lCT for their professional goals and endeavours to find out what lCT is suituble. Another aim of the study is to investigate and recommend the best way of leaming how to use appropriate lCT for their professional lives.
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Phiri, Lighton. "Investigating the Impact of Organised Technology-driven Orchestration on Teaching." Thesis, University of Cape Town, 2018. http://pubs.cs.uct.ac.za/archive/00001263/.
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Orchestration of learning involves the real-time management of activities performed by educators in learning environments, with a particular focus on the effective use of technology. While different educational settings present unique problems, the common challenges have been noted to primarily be as a result of multiple heterogeneous activities and their associated intrinsic and extrinsic constraints. In addition to these challenges, this thesis argues that the complexities of orchestration are further amplified due to the ad hoc nature of the approaches and techniques used to orchestrate learning activities. The thesis proposes a streamlined approach to technology-driven orchestration of learning, in order to address these challenges and complexities. Specifically, the thesis proposes an organised approach that focuses on three core aspects of orchestration: activity management, resource management and sequencing of learning activities. Orchestration was comprehensively explored in order to identify the core aspects essential for streamlining technology-driven orchestration. Proof-of-concept orchestration toolkits, based on the proposed orchestration approach, were implemented and evaluated in order to assess the feasibility of the approach, its effectiveness and its potential impact on the teaching experience. Comparative analysis and guided orchestration controlled studies were conducted to compare the effectiveness of ad hoc orchestration with streamlined orchestration and to measure the orchestration load, respectively. In addition, a case study of a course that employed a flipped classroom strategy was conducted to assess the feasibility of the proposed approach. The feasibility was further assessed by integrating a workflow, based on the proposed approach, that facilitates the sharing of reusable orchestration packages. The results from the studies suggest that the streamlined approach is more effective when compared to ad hoc orchestration and has a potential to provide a positive user experience. The results also indicate that the approach imposes acceptable orchestration load during scripting of learning activities. Case studies conducted in authentic educational settings suggest that the approach is feasible, and potentially applicable to useful practical usage scenarios. The long-term implications are that streamlining of technology-driven orchestration could potentially improve the effectiveness of educators when orchestrating learning activities.
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Au, Yin-ha. "A study of utilization and needs of information technology services for youth at the children and youth centres /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20131124.
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Bromberg, Heather (Heather Dawn) Carleton University Dissertation Sociology and Anthropology. "Exploring virtual worlds; computer-mediated communication and perceptions of community, identity and reality." Ottawa, 1996.
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Montehermoso, Ronald Centeno. "Microsoft Windows Server 2003 : security enhancements and new features /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FMontehermoso.pdf.
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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, Sept. 2004.Thesis Advisor(s): Douglas E. Brinkley. Includes bibliographical references (p. 111-118). Also available online.
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Campbell, Joshua Michael. "How Information and Communication Security Technologies Affect State Power." Malone University Undergraduate Honors Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ma1462540876.
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Holmes, Bryn. "Cross-cultural differences of use of information technology in education : a comparative study of the use of computers in Japanese and British classrooms." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284997.
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Stokes, Jacqueline. "Towards a knowledge age teacher: A study of pre-service teacher metaphors for computers." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36638/1/36638_Digitised%20Thesis.pdf.
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The classroom of the Knowledge Age requires different roles for teachers and students, and a different learning and teaching paradigm, from traditional Industrial Age education. Teacher education institutions are currently charged with the responsibility of developing in pre-service teachers both skills and understandings so that they can take their place in the 21st century. These teachers must be skilled in the appropriate use of information technology rather than merely adopting the use of computers in keeping with a transmission pedagogy of education.
The study reported in this thesis, took place at Queensland University of Technology (QUT) in 1998. It tracked a cohort of Bachelor of Education (Primary) pre-service teachers through the frrst year of their course where they undertook two units of information technology education as core to their degree. Adaptations of already existing informal surveys were used to explore the changes to the pre-service teachers' feelings towards computers, perceived competence with computers, and perceptions oftherole of information technology in education. Data from the cohort were analysed in conjunction with the fmdings of in-depth analysis often key informants, chosen to be a purposeful sample of participants.
The main cognitive device used within the study, based on Lakoff and Johnston's (1980) Metaphors we live by and Black's (1962) interactive view of metaphor, was to ask the pre-service teachers to construct a personal metaphor that reflected their relationship with computers. This was asked for at four times throughout the year.
The pre-service teachers' metaphors for computers were categorised using grounded theory principles and the categories inserted into the sections of Ihde's (1979) Technics and praxis theory that provided a meta-schema for analysis of the changes that occurred throughout the year. Ihde's schema was modified in accordance with the understanding of teacher progression through learning stages as identified by Russell (1996).
Ihde (1979) proposed that different relationships with technology lead to amplification/reduction/selectivity parameters. The study identified whether preservice teachers' relationship with computers influenced their perception of the role of information technology in education. The research data did not uphold this hypothesis.
However, the study found interesting occurrences. Pre-service teachers almost unanimously related that they gained in competence throughout the year and most developed more positive feelings towards computers. The pre-service teachers' perceptions of the role of information technology in education expanded from stereotypical responses, such as access to information, to roles more in keeping with the underlying pedagogy of classrooms of the Knowledge Age. The roles that emerged were divided into three sections-the role of the teacher, the learning process, and the role of information technology.
The study further developed a theory for information technology education in preservice teacher education that is iterative rather than progressive, acknowledging that pre-service teachers had had limited modelling of the effective use of information technology in education on entry into the course. This theory was developed into a model to inform pre-service teacher education of Teacher preparation and skills for the Knowledge Age.
Although the area under study is subject to constant change the underlying principles of teacher praxis upon which the two units of information technology education were based still remain constant. The construction of a personal metaphor for computers provided the pre-service teachers with a novel and effective way to track their changing relationships with computers.
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Goecks, Jeremy. "Understanding the social navigation user experience." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/29750.
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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.Committee Chair: Mynatt, Elizabeth D.; Committee Member: Edwards, W. Keith; Committee Member: Grinter, Rebecca E.; Committee Member: McDonald, David W.; Committee Member: Potts, Colin. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Purnell, Dianne. "The changing role of teachers in embedding ICTs into the curriculum : a case study in a Tasmanian school /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13498.
Full textAbstract:
Information Communication Technology (ICT) can provide innovative learning experiences, but in all cases a great deal depends upon the teacher to provide the context to make this possible. This study focuses on the role of teachers and their needs in embedding Information Communication Technologies into the curriculum in a Tasmanian Government Senior Secondary College.The purpose of the study was to explore what support and encouragement teachers need to successfully incorporate ICTs into the curriculum. In particular, it looks at what motivates teachers to change their practice, in what ways their practice changes and what support is essential for that change to be lasting and worthwhile.Three learning areas were selected for the study, LOTE, English, and Mathematics. There were a total of eleven teachers plus the researcher and eight classes of students. The majority of data collected was qualitative in the form of documents, interview and observations. Quantitative data was collected mainly through surveys.The study focused on the following key elements required for teachers to embed ICTs into the curriculum:1) The role of management;2) The role of teachers (pedagogical, technical);3) Requirements for technical assistance;4) Time allocation; and5) Professional development.Resulting from the study are a series of recommendations for education departments, Principals, ICT managers and teachers to assist them in implement the embedding of ICTs into the curriculum.
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Koleini, Masoud. "Verification of temporal-epistemic properties of access control systems." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3706/.
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Verification of access control systems against vulnerabilities has always been a challenging problem in the world of computer security. The complication of security policies in large- scale multi-agent systems increases the possible existence of vulnerabilities as a result of mistakes in policy definition. This thesis explores automated methods in order to verify temporal and epistemic properties of access control systems. While temporal property verification can reveal a considerable number of security holes, verification of epistemic properties in multi-agent systems enable us to infer about agents' knowledge in the system and hence, to detect unauthorized information flow. This thesis first presents a framework for knowledge-based verification of dynamic access control policies. This framework models a coalition-based system, which evaluates if a property or a goal can be achieved by a coalition of agents restricted by a set of permissions defined in the policy. Knowledge is restricted to the information that agents can acquire by reading system information in order to increase time and memory efficiency. The framework has its own model-checking method and is implemented in Java and released as an open source tool named \(\char{cmmi10}{0x50}\)\(\char{cmmi10}{0x6f}\)\(\char{cmmi10}{0x6c}\)\(\char{cmmi10}{0x69}\)\(\char{cmmi10}{0x56}\)\(\char{cmmi10}{0x65}\)\(\char{cmmi10}{0x72}\). In order to detect information leakage as a result of reasoning, the second part of this thesis presents a complimentary technique that evaluates access control policies over temporal-epistemic properties where the knowledge is gained by reasoning. We will demonstrate several case studies for a subset of properties that deal with reasoning about knowledge. To increase the efficiency, we develop an automated abstraction refinement technique for evaluating temporal-epistemic properties. For the last part of the thesis, we develop a sound and complete algorithm in order to identify information leakage in Datalog-based trust management systems.
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Rawstorne, Patrick. "A systematic analysis of the theory of reasoned action, the theory of planned behaviour and the technology acceptance model when applied to the prediction and explanation of information systems use in mandatory usage contexts." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060815.154410/index.html.
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Danzfuss, Theodor Werner. "The technology of casually connected collaboration." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11232009-181958/.
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Jordan, Don. "Invisible cusp and unintended outcomes : a response to two influential documents as heralds of computers in Tasmanian government schools." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/2396.
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I have long felt that we, as educators, seem to be walking backwards into the future, facing where we have been. I was hopeful that the introduction of computers into Tasmanian schools in 1997 would signal a ‘cusp’, a point where teachers would, figuratively and willfully, turn 180 degrees, and move forwards, in an imaginative and exciting way, to help their students prepare well for an unpredictable future.Computers as Tools for Teaching and Learning was implemented by the Tasmanian Government and was accompanied by two documents: a ‘policy-cum-teachers’ guide’, A Planning Resource for Schools and Teachers; and a literature review of research that underpinned the government initiative, Does Information Technology Improve Student Learning Outcomes? I consider these two documents within this thesis embarking on a historical narrative journey. I demonstrate that these documents represented ‘thin’ conceptions for justifying and using computers in Information Age classrooms, particularly primary classrooms. On my journey I hope to develop a ‘thicker’ understanding of the potential unintended consequences of the Tasmanian Government’s initiative to give all students access to computers. Whilst exploring the only policy-related document released since 1997 and finding in this the same kind of thinness, I now seek a rich place from which I can maintain my moral agency as an educator - optimistically, lovingly and with hope for a good future for our children.To help understand my reaction to the documents, I turn to the words of philosopher writers, who provide some perspectives for inquiring into the socio-cultural layers of complexity with which I am concerned. I draw upon two particular conceptual frames. One is William Spady’s metaphor: winds of change blowing across the tip of an ‘educational iceberg’ that drifts in a sea of ingrained habits, past practices and institutional inertia, and accumulates cultural and historical paradigms successively through the ages - Feudal, Agrarian, Industrial and Bureaucratic. In this Information Age, winds of change blow across the tip of the ‘educational iceberg’, that is, across one-tenth of it. The nine-tenths of inherited characteristics, below the surface of the sea, impede our progress, and we remain sheltered from and largely uninfluenced by emerging conditions and realities. I ask why we continue to drag nine-tenths of the iceberg along with us, why computers restrict our focus on the past, and why computers in schools might not succeed in turning us, at the cusp of change, towards a humanly hospitable future.My second frame satisfies my resolve to understand my agency in the winds of change. I draw upon Neil Postman’s three cultures of technology: Theocracy, Technocracy, and Technopoly, the culture in which we live today. In Technopoly, all forms of cultural life are subjected to the sovereignty of technique and technology, which becomes a hegemonic state of mind and culture, and gains status as the chief source of authority, definer of life-goals and provider of satisfaction. At last, the resolution of my response to the growing phenomenon of computers in classrooms finds itself in Postman’s wisdom, as one of tolerance, optimism, revolution and love.
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Morton, Allan D. "Teachers' intentions to use information technologies: a study of western Sydney secondary teachers." Thesis, View thesis View thesis, 1999. http://handle.uws.edu.au:8081/1959.7/58.
Full textAbstract:
The object of this study was to answer four major research questions dealing with the intention of teachers to use information technologies: what are the teacher characteristics and dispositions that impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dThis study aimed to answer four research questions dealing with the intentions of teachers to use ispositions impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dispositions relate to each other; can the pattern of relationship between these characteristics and dispositions explain conceptually the processes by which teachers' uptake computers into teaching and learning situations. Teachers were sampled from seven secondary schools located in Western Sydney. Subjects were provided with a questionnaire pertaining to educational, professional and computing backgrounds, and attitudes toward computers. Results show teachers' use of computers to be influenced by attitudes toward computers as well as factors such as teachers' computer skill, their involvement in formal training, and their access to computers outside of school. Gender issues were examined and while some effect was found, the effect was not consistent across all variables. The results of the inferential analysis were used to formulate a causal model, the purpose of which was to explain further the relationship between teachers' attitudes toward computers and computer use
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Van, Aswegen Petrus Lafras. "'n Analise van IKT-integrasie in hoërskole in die Potchefstroomdistrik / P.L. van Aswegen." Thesis, North-West University, 2008. http://hdl.handle.net/10394/4328.
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Bendick, Eric Louis. "Fiber optic vines on the third wall cultivating natural media in the digital age /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/bendick/BendickE0509.pdf.
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Twenty-thousand years ago, the earliest known depictions of natural forms were inscribed by primitive man onto the surface of the "third wall" . . . be it cave, grotto, overhang, or alcove. Today the myriad representations of our natural world, along with the expanding cosmic narratives of 'natural history' that animate and describe such characters within an ornate epistemological framework (part-science: evolution, thermodynamics, ecology, and part-social criticism: environmental justice, sustainability, conservation) proliferate in ever-increasing mobile permutations; not only in our textbooks and living rooms, but also in our cars, on billboards, Jumbotrons, laptops, cell phones, and portable media players. Throughout history, changes in representational 'mode' (across and through new technical mediums) have ushered in significant narrative metamorphoses, formal innovations, and accompanied revolutionary transitions in symbolic language. The focus of this paper is to assess the implications of recent technological shifts, especially those characterized by the widespread contemporary adoption of digital technologies and the emergence of vast, interconnected networks of computing power, on the representation, production, and distribution of 'natural world' (both science and social) new media content. Through a detailed survey of popular case-studies, analytical research, and data trends, this paper will analyze new media models both from within and without as they relate to digital publishing, non-linear content creation, social networking, and the increasingly permeable interface between consumer and producer in our contemporary mediascape. Finally, this paper applies formative research to prescribe a more general use of 'best practices' in new technology which may facilitate a more progressive and participatory moment in post-industrial 'natural world' media-making, in concert with peers and fans, corporations and collectives, and open to interpretation, cross-pollination, and synergistic hybridity. It is no exaggeration to remark that this technological transformation will forever change the way we learn, evaluate, and participate in a global dialogue whose subject is none other than the globe itself. As our ancestors surely harnessed the power of the 'third wall' to communicate in both personal and broad strokes, so this essay seeks to re-imagine the 'digital third wall' as a place of increasing ubiquity, intimacy, contention, and epistemological power throughout the evolving realms of scientific and social natural representation.
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Van, der Westhuizen Christoffel Petrus. "Digital versatile disc as an information and communication technology variant to support geography teaching and learning / Christoffel Petrus Van der Westhuizen." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1467.
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