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Chung, Hyunsook. "Governmentality in educational development : education, development and the role of ICT." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/556102/.
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Contemporary discourse in the related fields of education and development are increasingly dominated by notions of the knowledge economy, global competition, market compatibility, privatisation, performativity and entrepreunership. These dominant notions or imaginaries, proliferating through discourse across the world, impact on how we think about education and development and how thoughts are materialised in our everyday actions. Drawing on a Foucauldian approach to discourse analysis, this thesis problematises these inconspicuous, taken-for-granted notions, to make them visible and tangible, and to interrogate their role as mechanisms of discourse formation. It traces how such notions are manifested through the rhetorics, structures and trajectories of some instances of ‘education for development’. It works towards a better understanding of how the apparent post-WW2 neoliberal consensus has framed, transmitted and ratified these globalised and globalising discourses, and changed the dynamics of our social construction as citizens of a [post]modern globalised world, through the constitutive power of governmentality. Recent developments in ICT and digital education technologies have contributed to transfers or mobility of global education policies and a widening technologisation of educational systems. The thesis argues that these changes have been fuelled by transnational development programmes, such as Official Development Assistance funding, public-private partnership funding, and large scale philanthropy - under the rubric of bridging the digital divide. It further argues that these changes at the level of discourse are formed and sustained through relations of knowledge and power, which serve to legitimate the discourse and, in a kind of strategic game, make its dominant imaginaries appear more real. International policy makers, researchers and consultants are positioned at the centre of production and reproduction of the dominant discourse/s, and the consequent formation of policy and governance. The empirical data for this study comprises interviews with 51 such global knowledge workers, together with the texts of some key national and transnational policy documents. The study shows how these actors have themselves been constructed as subjects in the process of educational globalisation, and how the logic of the knowledge economy has been objectified and naturalised through this technology of the self.
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ULKHAQ, MUHAMMAD MUJIYA. "THE ROLE OF ICT IN EDUCATION: AN EFFICIENCY ANALYSIS." Doctoral thesis, Università degli studi di Brescia, 2023. https://hdl.handle.net/11379/568944.
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Nell’ambito dell’educazione, l’utilizzo delle tecnologie dell’informazione e della comunicazione (TCI) si è notevolmente intensificato negli ultimi decenni grazie agli investimenti effettuati. Il concetto di TCI è molto ampio. In questo lavoro di tesi, TCI non si riferisce solo alle infrastrutture fisiche (ad esempio radio, telefono, video, televisione, computer), ma include anche l’uso e l’intensità di utilizzo (ad esempio l’impiego giornaliero, settimanale, ecc.), la qualità e l’ubicazione dell’infrastruttura (ad esempio, a scuola oppure a casa), il motivo del suo utilizzo (ad esempio, per svago o per motivi di studio) e la spesa relativa alle TIC. Questa dissertazione discute il ruolo delle TIC nell’istruzione concentrandosi sull’analisi dell’efficienza. La tesi comprende quattro lavori ripartiti in diversi capitoli. Il Capitolo II propone una sistematica literature review sull’argomento. Il Capitolo III esegue un’analisi transnazionale dell’efficienza dell’istruzione a livello scolastico in sei Paesi del sud-est asiatico, ossia in Brunei Darussalam, in Malesia, in Indonesia, nelle Filippine, a Singapore ed in Tailandia. L’analisi viene effettuata mediate l’approccio della stochastic frontier analysis (SFA) che consente di considerare l'eteroschedasticità. Da questo studio risulta che Singapore è comparativamente il Paese con la migliore performance. Nell’analisi condotta, le variabili TIC, ovvero (1) il rapporto tra computer a scuola e (2) il numero totale di studenti ed il rapporto tra computer connessi a Internet, sono assunte essere determinanti dell’inefficienza ed entrano come input nella funzione di produzione (istruzione). Dall’analisi condotta, emerge che il primo rapporto non influenza in modo significativo gli esiti scolastici mentre il secondo ha un significativo impatto. Come determinanti dell’inefficienza, il primo rapporto influisce sull’inefficienza della scuola in nelle aree di matematica e scienze, mentre il secondo non ha alcuna influenza. Il Capitolo IV utilizza l'approccio DEA (non-parametric data envelopment analysis) del modello di super-efficienza che consente alle scuole efficienti di avere punteggi di efficienza superiori a uno (nell’approccio DEA tradizionale, il punteggio di efficienza è limitato da zero a uno). Per studiare i fattori che potenzialmente influenzano l’efficienza, questo studio include anche una seconda analisi basata sull’approccio bootstrapped quantile regression. I risultati suggeriscono una serie di implicazioni politiche per le scuole del sud-est asiatico, indicando diverse linee d’azione per le scuole sia con livelli di efficienza più alti sia per quelle con efficienza minore. Il Capitolo V estende l'analisi condotta nel Capitolo III sia dal punto di vista metodologico che empirico. L’analisi, basata sull’approccio SFA, non include solo le infrastrutture TCI nel modello, ma aggiunge anche l’uso delle TCI (compreso l’indice del tempo trascorso dagli studenti nell’uso delle TCI a scuola, fuori dalla scuola per scopi di intrattenimento e a casa per compiti scolastici). Ciò viene fatto utilizzando il “modello di frontiera stocastica a quattro componenti” in cui le TCI sono modellate sia come input che come determinanti di inefficienza variabile nel tempo. Inoltre, questo modello viene testato utilizzando un set di dati di 24 Paesi OCSE. I risultati mostrano che tutte e tre le variabili che appartengono all’uso delle TIC influenzano i risultati sul livello di istruzione degli studenti, mentre come determinanti di inefficienza, queste variabili hanno solo un effetto marginale. Questo studio dovrebbe quindi fornire una visione più olistica del ruolo delle TIC nell’efficienza dei processi educativi.<br>In education sector, the application of information and communication technology (ICT) has increased substantially over the last decades as many countries have been investing their resources in ICT for educational purposes. The ICT is a broad concept. In this dissertation, ICT does not only refer to physical infrastructure (e.g., radio, telephone, video, television, computer), but it also includes the use and the intensity of use (e.g., every day, one a week, twice a week), the quality and location of the infrastructure (e.g., at school, at home), the reason for using it (e.g., for entertainment or for study purposes), and the expenditure related to the ICT. This dissertation then discusses the role of ICT in education focusing on the efficiency analysis. It comprises four studies starting with a systematic literature review presented in Chapter II, which offers a clear overview of what has and has not been done in the literature towards this particular topic. Chapter III performs cross-country analysis of efficiency of education at school level in six countries in South-East Asia (i.e., Brunei Darussalam, Malaysia, Indonesia, the Philippines, Singapore, and Thailand). The stochastic frontier analysis (SFA) allowing for heteroscedasticity is used. The result reveals that Singapore has the (relatively) best performance among other countries. The ICT infrastructure variables, i.e., the ratio of computers at school to the total number of students and the ratio of computers connected to the internet, are modeled as inputs in the (education) production function and determinants of inefficiency. The first ratio is found to be not significant influencing education outcomes while the second one does influence. As determinants of inefficiency, the first ratio affects school’s inefficiency in terms of mathematics and science, while the second one has no influence. Relying the finding of Chapter III that there are many higher efficiency level schools, Chapter IV uses the non-parametric data envelopment analysis (DEA) approach of the super-efficiency model which has the ability to differentiate among the higher efficiency level schools. This model allows the efficient schools to have efficiency scores of more than one (in the traditional DEA approach, the efficiency score is bounded from zero to one). To investigate factors that potentially influence efficiency, this study performs the “second-stage” analysis by using bootstrapped quantile regression. The results suggest a number of policy implications for South-East Asian schools, indicating different courses of action for schools with higher and lower efficiency levels. Chapter V extends the analysis conducted in Chapter III both from methodological and empirical point of views. The analysis, based on the SFA approach, not only includes the ICT infrastructure in the model, but it also adds the ICT use (including the index of time spent by students in using ICT at school, outside school for entertainment purposes, and at home for school-related tasks). This is done by using the “four-component stochastic frontier model” where ICT is modeled both as inputs and determinants of time-varying inefficiency. In addition, this model is tested using a dataset of 24 OECD countries. Results show that all three variables belong to ICT use influence education outcomes, while as the determinants of time-varying inefficiency, these variables have only marginal effect on inefficiency. This study is then expected to provide a more holistic view of the role of ICT in the efficiency of education measurement as the previous studies only addressed the ICT infrastructure.
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Okumu, Tito Oyana. "The role of ICTs' in field supervision of undergraduate students at Makerere University: an activity theory system perspective." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14010.
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This research investigates how Information and Communication Technologies (ICT) tools mediate in field supervision of undergraduate students. The research used Activity Theory systems to show that good supervisory practices lead to expansive learning. The study conducted over a two year period of eight weeks each, focussed on nine supervisors, students and administrators in the international programme (summer for the Western Countries) is organised by the College of Veterinary Medicine and Bio-Security of Makerere University. The students undertake field attachment and are supervised using various ICT tools. The research used qualitative methods and was grounded in Activity Theory. Data was collected through interviews, their participation and discussion in the Learning Management Systems (LMS) and the social media network (Facebook & Diigo) and through various feedback reports either from the supervisors or from the students to collect as much information as possible so as to understand the role ICT plays in this process. The research found that while ICT tools mediate in field supervision of undergraduate students through aggregation of multiple experiences and by providing a virtual proximity in the supervisory process. It also found that there are barriers in its usage which need to be addressed when doing so. These included; internet access and availability as key, power outages, and technical knowhow were also mentioned. The research further found that lack of adequate ICT tools to be used in the field, skills and at times failure to credit the source of content hindered its effectiveness. This inevitably creates lack of consistence in the way they are used. The research, therefore, concludes that there is need for a holistic approach to address the problem of barriers and usage so as to have a comprehensive implementation plan for the use of ICT in the supervisory process. This will assist supervisors in integrating them in their practice.
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White, Gerald Kingswood. "Diffusion of ICT in education and the role of collaboration: a study of EdNA." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2559.
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This research explored the diffusion of information and communications technology (ICT) innovations in education through a case study of Education Network Australia (EdNA) spanning fourteen years since EdNA's establishment in 1995.The study began by developing a comprehensive and original chronological history of the establishment, development and management of EdNA, with a particular focus on the collaboration amongst stakeholders in all of these phases. Four research questions were developed for the study to address. Evidence from documentary analysis, interviews with stakeholders and personal recollections was triangulated in addressing those questions.From a theoretical point of view, in the absence of theory specific to diffusion of ICT innovations in education, the research used as a theoretical starting point the work of Rogers (2003) on diffusion of innovations more generally. The analysis and interpretation of the literature related to Rogers’ theory highlighted that the likelihood of success of an innovation appears to be linked to its antecedents and pattern of its take up.An additional dimension of the theoretical framework of this study concerned the concept of collaboration amongst stakeholders – demonstrably a key concept in relation to EdNA, but one which has been very poorly defined in the literature. This study therefore developed a clear definition of collaboration in education for application to large scale projects such as EdNA, distilling the definition and characteristics of collaboration from previous work by Education.au Limited (2004) and Clark (2008).The above led to the theoretical proposition that the successful diffusion of an ICT innovation in education can be judged by its antecedents, its rate of population take up and the strength of collaboration associated with it. This theory was tested through a detailed analysis, using evidence from the EdNA case study.The findings of the study were that the new theory provided a robust basis for analysis of the diffusion of EdNA and the role of collaboration in that diffusion. Specifically, collaboration was found to be strong at high levels of influence (senior officials) in the establishment phases of the development of EdNA with leadership from the Commonwealth and a commitment to the initiative by State education and training Ministers and their senior staffs. The indicators of the likelihood of success were in place within five years after which time the national bodies sought a wider education technology agenda. The national initiative then operated by cooperation (Himmelmann, 1993) for a short period before moving to coordination by Education.au as the managing body in consultation with the Commonwealth and the States. During the coordination period innovation with EdNA services and new social technologies deployed on EdNA were strong and led to the emergence of online collaboration among users.The shift from national collaboration at a high level of influence in establishing the EdNA initiative to online collaboration among users as a result of innovation supports the proposal that collaboration in education is the process of co-creating knowledge while sharing physical or virtual space. However, this research did not support the view that the role of collaboration, beyond the establishment of the initiative, had a positive effect on the diffusion of ICT innovations in education because intensive collaboration is very demanding in terms of time and resources.This study addressed major theoretical and analytical gaps in the literature on diffusion of large-scale, national ICT innovations in education. It provides a sound basis for future research and practice.
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Ip, Kin-sheung. "Teachers' perspectives on the role of leadership in promoting effective ICT integration in a school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040252.
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Gururajan, Vijaya. "The role of ICT and human behaviour in the knowledge transfer process among academics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1887.
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The proliferation of Information and Communication Technologies (ICT) such as the Internet has enabled the provision of education using these technologies so that academic staff, as well as students, can utilise them. The learning facilitated through these technologies, known as e-Learning, is prevalent in many universities in Australia. Despite the popularity of this model of education, especially in offering flexibility in learning, it appears aspects relating to the transfer of this knowledge are not well understood in academic settings. This, in turn, has introduced a number of questions as to the creation, generation and retention of knowledge - the main pillars of knowledge management.
This study, recognising the domain of knowledge transfer in an academic setting for e-Learning purposes is still in its infancy, has raised two specific questions requiring answers. The first question concerns the use of ICT tools such as email, chat, Internet, bulletin board and WebCT and their role in encouraging transfer of knowledge from an e-Learning environment. The premise of this question was based on there being specific learning management tools, as well as generic tools for learning. It is still unclear how academic knowledge is transferred through these tools and their specific purposes. Hence, there is a need to understand tool usage in knowledge transfer.
It is imperative to understand that the main focus of this study is about understanding transfer of knowledge between academics and not that of academics and students. Certain tools such WebCT or Blackboard (Learning Management tools - LM) rarely play a role in transferring knowledge between academics as it predominantly used for transfer of knowledge between academic and students. However in this study, discussions have been drawn out on LM tools to understand what goes through an academic mind, in terms of sensing the recipient’s absorptive capacity, language barriers, time constraints and inability to sense the recipient emotions. These subtleties are indeed factors both tacit and human behavioural that can play a vital role between any two academics when exchanging knowledge over online. The academic knowledge exchange being envisaged to include global context. It can also be argued that a good proportion of our higher education students are potential academics in training, or professionals who will be interacting with the academics in the future in relation to collaborative and commercial driven research. Thus it was identified that a discussion on LM tools should been included with a view to expand emerging research factors.
The second question raised in this study is specific to the behavioural factors influencing exchange of tacit and explicit knowledge in an e-Learning environment. This question is raised in order to understand human behaviour while using the ICT tools during the knowledge transfer process.
The two questions collectively attempt to answer the dichotomy of knowledge transfer facilitated through technology and human behaviours. Due to the limited understanding of this domain, this study employed mixed methods research, the first phase using a qualitative methodology. Use of the qualitative technique has enabled the researcher to become a participant observer, facilitated through focus group discussion, in order to better understand the constructs of the study. The summarised data from this phase culminated in the construction of a quantitative survey instrument, specifically prepared for the study. The instrument contained a total of 102 questions, with 75 being dedicated to the themes extracted from the qualitative data, expressed in twelve sections ranging from usage of tools through to motivational factors, such as age.
Survey research methodology underpinned this new instrumentation implemented in the second phase, a census method being used to collect data from three different computing departments at Edith Cowan University in order to provide statistical evidence for the identified themes. Using a first order regression model (Exploratory Factor Analysis), the study established there were four specific sets of factors influencing the knowledge transfer process in an academic environment. The first factor, ‘trust’, found that a lack of trust component is present among the respondents of this study, impeding knowledge transfer. The second factor, ‘absorptive capacity’, was found to facilitate knowledge transfer among academics. The third factor ‘motivation’, was found to be lacking in the chosen environment; this was identified as an impediment. The first and the third factors appear to escalate the level of “job insecurity” issues. The last factor, ‘regeneration’, was found to be a combination of technical skills and tacit knowledge; it enabled knowledge transfer through acquisition of relevant technology skills thereby enabling content to be properly transferred to e-Learning platforms.
These factors were then grouped into facilitators and impediments, their respective influence being mapped into a conceptual model to show how knowledge transfer was influenced by them. This is the main contribution of this research to the domain of knowledge management.
The results of the study enabled recommendations to be made, which were related to the four influencing factor. The first being that tertiary institutions provide more training to their academic staff in the usage of learning management tools as this appears to positively influence knowledge transfer. The second recommendation is to facilitate social interactions among academic colleagues as this setting is where tacit knowledge is effectively transferred. The third recommendation is to develop policies to compensate for the “mentorship” time and effort required to transfer tacit knowledge to junior colleagues. The fourth recommendation is to foster industry experience to academic staff as this experience appears to be enhancing knowledge transfer. The final recommendation is that, as technological skill is essential for the transfer of content knowledge, appropriate procedures should be established to acknowledge these technological skills within academic institutions.
The study is limited in the sense that only one institution was chosen for implementation of the research within which, only three computing entities were chosen for data collection. The rationale for this was based on the fact that these academics were familiar with ICT tools enabling the possibility of identifying issues associated with technology in the total knowledge transfer process. Now that this has been accomplished to some extent, future studies should consider a broader sample set in order to further generalise outcomes of the type isolated in this study.
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Ma, Suet-chun Phyeon, and 馬雪珍. "How a principal's role influences ICT implementation in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29717851.
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Ip, Kin-sheung, and 葉建常. "Teachers' perspectives on the role of leadership in promoting effective ICT integration in a school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040252.
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Shaw, Stephen William. "The Changing Role of Teachers and Students in an ICT English Unit: Is ICT the ‘Harry Potter’s Wand’ for Engaging Student Learning and Developing Pedagogy in English?" Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366028.
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Responding to the escalation of technological educational tools and the expectation of technology delivering educational miracles, this research addresses the need to understand more about the ways in which technology impacts classroom practice, roles and relationships. It analyses the perceived roles of students and teachers in responding to an ICT integrated poetry unit, responds to the Australian Curriculum imperative for subject English to increase the integration of ICTs, and examines the perceived pedagogical and learning effect on teachers and students regarding integrating ICTs into subject English. The research investigates the perceived professional skills, attitudes and abilities of teachers as they balanced the dual concepts of the facilitation and control of student learning as well as the pedagogical encounters students experience in the world of technology and learning. The research question was: ‘How might the roles and relationships of teachers and students change when using ICTs in a middle school English curriculum, specifically, a Year 9 poetry unit?’ The research setting for the project was a regional, private boys’ secondary school as they engaged with an integrated computer technology poetry unit online delivered. The school was transitioning to a one-to-one laptop program and agreed to the program as a pilot project to inform the transition in regard to student and teacher perceptions to technology integration. The school had not previously engaged in an online delivered unit of work or implemented integrated technology across a year level cohort of English students.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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Adebayo, Stephen. "Perceived impacts of Cloud Computing adoption on the role of an IT department of a higher institution in a developing country." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-87294.
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Cloud computing popularity has continued to be on the increase side, and it has been significant contributory factor to the of 24/7 365 days business culture of the digital 21st century where data and data centers are accessed via the internet through any connected device, anytime and from anywhere. Higher Education Institutions (HEI) or Tertiary Education Institution (TEI) are also among organisations, medium and large, that are tapping into this trend by gradually adopting this technology to reduce their high budgets in the prevailing face of financial shortage. This has particularly made the technology attractive to TEI in developing countries, and more of them are adopting the services being offered by cloud computing. The adoption of this technology however, affects the way and manner by which IT services are being delivered traditionally by the TEI IT or ICT departments. The objective of this study therefore, is to explore the adoption of this phenomenal technology and its impact on the role of traditional IT department in one of the tertiary education institution in the South Western part of Nigeria. The TOE framework adoption model was used to explore the adoption factors, and interviews conducted within the ICT department of the institution as part of the empirical findings process. In contrary to popular belief, no member of the IT staff has lost his or her job yet based on the adoption despite the impact on the skills and culture in service delivery of the department. IT staffs were encouraged to adapt to the change as quickly as possible with trainings given, and the ICT, thus the HEI have value added as most of the services are now available on a 24-hour basis to users, even while off campus and far remote, a dream very difficult and near impossible in the days of full traditional IT services delivery.
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Eyles, Evelyn E. "The Role of Alcohol in US Intercollegiate Athletics (ICA) Socialization Processes." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/307.
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Many research studies have identified high drinking rates amongst US student-athletes, yet there has been limited exploration into the social value of alcohol practices within this context. Drawing on Bandura's Social Learning Theory framework (1977) and the work of Palmer (2011), this study sought to explore student-athlete drinking practices and the social value of said practices to better understand why high drinking rates may occur. The participants were 65 student-athletes enrolled at Mason University, a NCAA Division I University located on the west coast. The study employed mixed methods, which combined quantitative (online questionnaire) and qualitative (interview) tools. Findings revealed that (a) student-athletes remain at high risk of heavy drinking practices; (b) the social value of alcohol was demonstrated, specifically in its use as a socialization tool; and (c) drinking practices were influenced by varied team drinking cultures, which may have significant effects on team cohesion. Implications from this investigation speak to the necessity of more team specific interventions and gives recommendations for future research investigating the social value of alcohol in team drinking cultures.
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Hou, Heng. "Exploring the role of an online learning community in supporting preservice English language teachers’ school placement in a Chinese normal university." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-role-of-an-online-learning-community-in-supporting-preservice-english-language-teachers-school-placement-in-a-chinese-normal-university(b04765c8-db97-470e-94c6-ae37ce474a5e).html.
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In recent years there has been growing enthusiasm among researchers for the promotion of online learning communities designed to support professional learning in preservice teacher education. The primary purpose of this qualitative study is to explore the role of such an online community in supporting student teacher learning during the school placement in a Chinese Normal University, and hence to enrich the understanding of student teachers’ learning experiences in an online ecology. The study’s subjects included a cohort of 42 student teachers enrolled on a four-year preservice teacher education programme, along with two university supervisors at one of China’s teacher-training universities. Primary data were collected from six weeks of online threaded discussions and from semi-structured group interviews. Supplementary data were taken from an end-of-school-placement evaluation and web-tracking logs. Data analysis has been informed and illuminated by the theoretical proposition of communities of practice. The findings of the study indicate that the online learning community is a valuable resource for supporting student teachers both personally and professionally. Findings suggest that online communication not only helps student teachers tackle immediate teaching concerns and technical problems, but, more importantly, provides them with opportunities to reflect collectively, to co-construct new teaching ideas, and to gain professional discourse competence through articulating and negotiating their evolving thoughts on teaching as a profession. In this regard, student teachers are found to be more comfortable with online self-disclosure of their personal and professional encounters and critiquing each other than they are with face-to-face communication. The research also shows that university supervisors experience mixed feelings about the fact that student teachers are more able to take ownership of their learning and therefore become less dependent on supervisor guidance as time wears on. Furthermore, these findings provide evidence suggestive of a possibly reciprocal relationship between Chinese view of learning and the building of online learning communities. Based on the results of the study, I provide recommendations as to how the significance of the school placement can be reinforced in fostering distributed student teachers’ professional growth. The results also contribute to a better understanding of the key factors in the design and implementation of effective online learning communities within preservice teacher education in China. Finally, the analytical approach used in this study provides fresh methodological insight into an alternative means of analysing online postings. It thus contributes both to the theorisation of learning communities in the context of computer-mediated communication, and to the further development of concepts drawn from the communities of practice literature.
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Honová, Veronika. "Role ICT při zajištění udržitelného rozvoje." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114251.
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This thesis is focused on issues of Green ICT and application of its principles in small and medium enterprises in the Czech Republic. The aim of this thesis is to realize and evaluate a survey of the Green ICT implementation into management of small and medium enterprises in the Czech Republic. In order to achieve this goal it is necessary to define survey goals, create a questionnaire, choose respondents and ask them to complete it. Based on respondents answers it is necessary to evaluate the survey, make conclusions and meet the goals of the survey. The contribution of this thesis is the comprehensive presentation of Green ICT issues and mainly the survey realization and results evaluation. The conclusions arising from this survey provide insight into small and medium enterprises Green ICT issues. The conclusions summarize the current situation in the Green ICT implementation and characterize benefits which are considered to be important in small and medium enterprises in the Czech Republic, barriers which obstruct the implementation, and also factors which support the Green ICT introduction in enterprises. The thesis is divided into theoretical and practical part. The theoretical part explains the sustainable development, Green ICT and shows relationships between ICT and sustainable development. In this part, there is also described an importance of Green ICT implementation into small and medium enterprises. The practical part is focused on the survey realization and evaluation. Firstly, the reasons leading to the realization of the survey are given, followed by the survey presentation, its goals formulation, survey questionnaire characterisation, detailed research questions definition and questionnaire description. The respondents answers are analysed, research questions are answered and then the conclusions are formulated.
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Müller, Pavel. "Role ICT při zajištění udržitelného rozvoje." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-162816.
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This thesis is focused on the issue of ensuring sustainable development through ICT, especially focusing on the subsequent use of the theoretical knowledge in the implementation of Green ICT practices in small and medium-sized companies in the Czech Republic (SME). This work aims to achieve five specific side objectives, which are: Theoretical anchoring the Green ICT in relation to SME, the analysis of the potential impact of ICT on environmental sustainability, analysis of the available methodologies and ways of implementation of Green ICT and principles of sustainability, rating of Green ICT steps from different perspectives in order to select appropriate steps for the implementation and subsequent determination of methodical progress with implementing the most Green ICT steps into practice. Reaching these milestones is subsequently indicated achieve the main objective of the paper, which is a specification of a methodological framework for the selection and evaluation of appropriate Green ICT steps and a procedure for its subsequent implementation in practice. The primary tool for achieving the objectives of this paper is analysis of available and adequate current information resources focusing on the Green ICT and sustainable development, which is complemented by the author's expert reviews of Green ICT steps. This paper is possible to divide into two parts. The first part is contents of thoroughly analysis of information sources and based on them is subsequently implemented theoretical grasp of Green ICT. The second part is then specified own benefit of the paper through analysis and evaluation of Green ICT steps, accompanied by their methodology implementation.
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McDaniels, Brad Wayne. "USING THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY, AND HEALTH TO PREDICT PARTICIPATION IN ADULTS WITH PARKINSON’S DISEASE: THE ROLE OF POSITIVE PSYCHOLOGICAL CAPITAL." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/63.
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Participation is generally considered the ultimate rehabilitation outcome and, for individuals with progressive illnesses, elucidating the factors that impact participation is critical. Parkinson’s disease (PD) is a chronic degenerative, neurological condition affecting nearly 1 million people in the United States, making PD the second most prevalent neurodegenerative disorder. PD has a profound negative effect on functioning and activity, but limited literature exists assessing the relationship between PD and community participation. The purpose of this study was to use the World Health Organization (WHO) International Classification of Functioning, Disability, and Health (ICF) as a framework for explaining how PD affects participation. Additionally, because the ICF explains the impact of chronic illness and disability as consisting of interactions between different contextual and disease-related factors, this investigation also addressed whether the personal factors, Positive Psychological Capital (PsyCap), mediated the relationship between functioning with PD and community participation.
A total of 114 individuals were surveyed from peer-led PD support groups in a Midwestern state. The study examined the individual and collective contributions of demographic characteristics, activities/functioning, environmental factors, and personal factors on community participation. Results from the hierarchical regression analysis suggest that demographic characteristics account for only 15% of the variance in participation, but when functioning was added to the model, 65% of the variance was accounted for. The addition of environmental and personal covariates did not result in any significant change in overall variance in participation. These results, along with the strong, positive linear correlations between functioning and participation (r = .78), indicate that functioning largely predicts an individual’s participation. The study also sought to identify any mediating effect of personal factors (PsyCap) on the relationship between functioning and participation. The results indicated that the completely standardized indirect coefficient was not significant, b = .065, SE = .0617, 95% CI = -.213, .029, with 0 falling within the CI, which confirms no significant effect of the mediator PsyCap.
The study contributes new knowledge to the association between the symptoms associated with PD and one’s community participation. Clearly, functioning is the primary predictor of participation. The lack of mediation of PsyCap, again, supports the strength of the relationship between functioning and participation. Although PsyCap did not mediate the relationship, implications for future research are discussed.
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Hollow, David. "Evaluating ICT for education in Africa." Thesis, Royal Holloway, University of London, 2010. http://repository.royalholloway.ac.uk/items/41e8820a-cde2-5f79-4bce-4e0b9cd149e8/8/.
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This thesis is situated at the intersection between the three themes of education in Africa, impact assessment, and Information and Communication Technologies (ICTs). Specifically, it seeks to develop a critique of current practices regarding monitoring and evaluation of ICT for education within Africa, and explores plausible alternatives to such practices that would make the benefits of education and technology more available and structured towards the poor and marginalised. Two participatory case studies of ICT for education programmes in Malawi and Ethiopia were used as the main empirical focus for the research. These involved working in partnership with implementing organisations, whilst simultaneously abstracting myself so as to evaluate the evaluation process and assess the underlying reasons for what was occurring. These case studies were supplemented by three international participatory workshops and a pan-Africa survey of ICT for education practitioners. The findings from the empirical work are examined within four analytical contexts. The first of these analyses the different methodological approaches employed in the case studies and considers the limitations and opportunities encountered. The second focuses on the role of partnerships within ICT for education programmes, especially in regard to their impact in defining the nature of monitoring and evaluation processes. The third investigates the marginalising of pedagogy within many ICT for education programmes, especially in regard to educational outcomes. The fourth explores the significance of aspiration within technology related development initiatives, focussing on consequences for effective impact assessment. The applied nature of the research emphasises the need for both critical rigour and innovative alternatives in assessing ICT for education in Africa. This thesis concludes by demonstrating the ways in which monitoring, evaluation and impact assessment can be positively reframed in the light of the research findings to emphasise process, participation, capacity enhancement, and the centrality of education.
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Leung, Kin-sang, and 梁健生. "ICT and change in physical education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29783306.
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Волк, Ольга Миколаївна, Ольга Николаевна Волк, and Olha Mykolaivna Volk. "The role of ICT in assuring environmental sustainability." Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/8393.
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Information and Communication Technologies (ICT) affect the environment both positively and negatively at various levels. At the most direct level, production, use and disposal of IT equipment is becoming a serious environmental concern. While by many measures the impacts of automobiles are much larger than those of computers, the short lifespan, chemically intensive production processes and content of toxic materials in a computer imply it has a significant environmental impact. There is much that is being done to deal with these issues, such as recently passed EU legislation mandating takeback and recycling systems for electronic goods. Much remains murky, however, about the scope and nature of the problems involved and what should be the appropriate response. There is thus much useful work to be done to realize environmentally friendly computers.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/8393
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Calitz, André Paul. "A model for the alignment of ICT education with business ICT skills requirements." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1418.
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The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.
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Aqeel, Ebtisam. "Evaluating ICT in mathematics teaching." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/7893.
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The challenge for educators is to prepare students for life in a technological advanced society that will continue to change exponentially. Work requirements have changed and computer skills have become a basic requirement for a majority of jobs. As computers have become more prevalent in everyday life and in the work place, their use has gained in importance around the world. Kuwait, like other countries, has recognised the need to increase the technological background of its students to compete better in world markets. This research recognises the importance of ICT in Education and realises the difficulties involved in its effective adoption. For that reason, it presents an empirical study of the ICT adoption process by examining perceived innovation attributes, and the relationship of individual characteristics in this process. The theory that supports the research effort is Rogers' theory of Diffusion of Innovation, which was used as the theoretical framework to hypothesise a model of ICT adoption. This model is called the ICT ARABIA Model (ICT Adoption using Rogers' model, and Bringing In Addition), and was designed to elicit the relative importance of the perceived innovation attributes in influencing ICT adoption in Mathematics education. The empirical context of the research is 259 participants in mathematics departments, which are analysed using quantitative and qualitative research approaches. Results indicated that the ICT ARABIA Model was most useful in explaining ICT adoption by mathematics departments. The relative importance of each factor of the ICT ARABIA Model was determined by rank ordering the mean importance scores for each factor. However, an additional factor emerged, and this was leadership. Also, demographic characteristics were found non-significant predictors of ICT adoption. These findings highlighted many issues for further study. The main concern was regarding the importance of the perceptions of innovation attributes in influencing the ICT adoption in mathematics education; however, leadership was also an influential factor, which resulted from interviews. Those interested in programme innovation and change in educational departments may need to focus on finding a strong leader to help in the process.
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Granberg, Carina. "ICT and learning in teacher education : The social construction of pedagogical ICT discourse and design." Doctoral thesis, Umeå universitet, Interaktiva medier och lärande (IML), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43489.
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Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education. Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis. Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.
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Eyles, Anne-Maree T. "Teachers' perspectives about implementing ICT in music education." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393605.
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This research was incited by the release of the Prep to Year 10 (P-10) Australian Curriculum which included the significant feature of Information and Communication Technology (ICT) both as an independent subject and as a subsection of each subject within the Australian Curriculum. This research focuses on the implementation of ICT in music education, which is one of the five subject areas within the Arts Curriculum.
The purpose of this research was to investigate the lived experiences and perspectives of classroom music teachers throughout Queensland and to gain an insight into the organisational practices that positively and negatively influence the implementation of ICT in music education. Classroom music teachers were deliberately chosen to participate in this research due to their exclusive knowledge belonging to the specialist subject area of music education. The timing of this research occurred one year after the scheduled implementation of the Australian Curriculum: The Arts – music subject. This delay allowed a year for classroom music teachers to experience the curriculum and establish ideas and resources they require to deliver the curriculum.
This mixed methods research was conducted using explanatory sequential mixed methods, which were used to gather music teachers’ perspectives regarding issues such as, but not limited to: availability of ICT resources, ICT support, teacher confidence, current teaching practices and the provision of professional development. Following the analysis of the quantitative survey data, a number of qualitative semi-structured interviews were conducted to further investigate the identified themes, to provide a deeper understanding of the practical issues and ensure triangulation.
The data revealed that classroom music teachers perceived their attempts to implement ICT in music education programs were significantly inhibited due to the lack of accessibility to adequate ICT resources, ICT funding and ICT support. These issues forced classroom music teachers to favour resources based on availability, reliability and familiarity which limited pedagogical methodologies to whole class learning activities, contrary to the development of ICT proficiencies stated in curriculum documents. Although classroom music teachers were held responsible and accountable for the delivery of the Australian Curriculum, they were subject to organisational practices and decision making by School Leadership within local schools. Local context decision making was found to significantly contribute to the inadequate supply of resources necessary to support the implementation of ICT in music education and directly determined an inequitable delivery of music education throughout Queensland.<br>Thesis (Professional Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Salmu, P. (Paula). "ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201612023178.
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Tämän tutkimuksen tavoitteena oli selvittää asiantuntijatasoista työtä tekevien ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta. Työssä tutkittiin, millä tavalla työssä opitaan ja miten työssä oppimista voidaan kehittää.
Tutkimus toteutettiin laadullisena tutkimuksena, jolloin tutkimuksen tavoitteena on tutkimuksen kohteena olevien tulkintojen esiin saaminen. Tässä tutkimuksessa tulkinnat kohdistuivat käsityksiin ja niiden välisten suhteiden tulkintaan, joten tutkimussuuntaukseksi on valittu fenomenografia. Fenomenografisen ihmiskäsityksen mukaan ihminen tietoisena olentona muodostaa käsityksensä tietoisesti kokemastaan ilmiöstä. Oppimista tutkimuksessa tarkastellaan konstruktivistisen oppimiskäsityksen mukaisena oppimisena. Konstruktivistisen käsityksen mukaan oppiminen on oppijan omista lähtökohdista rakentuvaa tulkitsemista ja maailman hahmottamista.
Tutkimusaineisto on kerätty puolistrukturoidulla Webropol-kyselylomakkeella. Aineiston analyysi on toteutettu fenomenografisella analyysimenetelmällä. Analysointiprosessi eri vaiheineen ja tutkimustuloksiin päätyminen ovat seurattavissa tutkimusraportista. Vaiheiden läpinäkyvyydellä on haluttu parantaa tutkimuksen eettisyyttä ja luotettavuutta.
Tutkimustulosten perusteella sosiaalinen vuorovaikutus ja tieto ovat työssä oppimisen perusta. Vuorovaikutuksen kautta saadaan tietoa ja luodaan uutta tietoa. Sen kautta tieto myös liikkuu. Onnistuneessa vuorovaikutuksessa rakentuu ilmapiiri, jossa jokaista arvostetaan ja kannustetaan yhteistyöhön. Silloin myös oppimiselle avautuu monia mahdollisuuksia. Työssä oppiminen käsitetään sekä toiminnaksi että tiedoksi. Työskentely voidaan kokea opettavaisena ongelmanratkaisuprosessina, jonka tuloksena saadaan uutta tietoa ja opitaan. Opittua hyödynnetään käyttämällä ja soveltamalla sitä uusien tehtävien yhteydessä.
Työssä oppimista voidaan kehittää selkeästi rajatuilla tehtävillä sekä suunnitelmallisella koulutuksella ja ohjauksella. Työn tekemiselle ja työssä oppimiselle tulee varata riittävästi aikaa, jotta työn tekeminen ja työssä oppiminen voidaan tehdä mahdollisimman tehokkaasti.
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Kapatamoyo, Musonda V. "Information and Communications Technology (ICT): An Analysis of Zambia's ICT Policy Initiatives and the Role of Multilateral Organizations." Connect to resource online, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1179332141.
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Tsiupka, Iuliia, and Alicia Mason. "The role of ICT in optimizing reverse textile supply chains." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-785.
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Fast fashion and over consumption within the textile industry has led to a serious depletion of natural resources. The current rate of population growth and consumption is unsustainable. In result, there is a growing interested in sustainable solutions, one of which is reverse supply chains. Infrastructures for recycling textile fibers are being researched and developed. At the same time, it is important to put a focus on also developing the infrastructures for textile recollection. When examining a forward supply chain, the last mile, or point of distribution to the final consumer, can be considered the most costly when it comes to logistics costs. As a result, within a reverse supply chain the point of textile recollection, or the “first mile” as defined by the authors, can also be considered problematic in terms of logistical costs. Cirqle is a Swedish based app using ICT to aide in the recollection of used textiles, by offering app users rewards (discounts) for used textile returns at specific retailers. Through gathering specific information about app users, ICT companies such as Cirqle, are key to optimizing reverse supply chains, and in result, aiding in the reduction of the “first mile problem”. Due to the research gap identified by the authors, the purpose of this thesis is to explore how a digital infrastructure for collecting used garments, such as the Cirqle App, can be used to optimize location‟s for collection points; therefore minimizing the first mile problem of reverse logistics in the textile industry.
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Timová, Petra. "Virtuální vzdělávání v oblasti IS/ICT." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-10457.
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My thesis is focused on problems of the e-learning in the world (especially with the situation in USA and Europe) and with the situation in Czech republic. The thesis is devided into several parts. The first part is the theoretical introduction. On this place I focus on positive and negative aspects of e-learning, the content and the advantages and disadvangetes of e-learning in constrast with the classic teaching. Technological aspect is very important too, because there is a progress in this area both the technological and organizational view. By studying the theoretical information a reader can get a solid base on the e-learning problems. In the second part of the text, I describe the present situation in this area. Especially the situation in Europe and in North America (Canada and USA). The third part of the text is devoted to the situation on the education systém in Czech republic. I am interested in the situation on primary, secondary and tertiary education. The importance is concentrated also on the legal regulations. In the last two paragraphs, I am interested in the analysis of the Faculty of informatics and statistics, the University of Economics, Prague faculty. I am trying to answer the question if it is possible to establish e-learning on this faculty.
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Jagodic, Jana. "The role of an ICT change agent in ICT diffusion within technology projects in public and private sector setting." Thesis, University of Ballarat, 2008. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/38046.
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Rapid changes in the competitive environment and increasing customer demands drive the public and private sectors to innovate by continually investing millions of dollars in Information and Communication Technology (ICT) projects. Basically, organisations depend on ICT technology for every part of their business. Companies are not only challenged to apply new technologies to remain competitive, they also need to spread (diffuse), manage and implement technological innovation across extended organisational boundaries. Diffusion, management and implementation of ICT innovation involve a considerable amount of risk and potentially protracted delays of technological projects. As a consequence of high demand for ICT innovation, as well as the risk of failure, a wide range of organisations such as state agencies and banks now employ so-called change agents to diffuse, manage and implement innovation within technological projects. While a large number of academics and practitioners are concerned with change agents who alter organisational culture, structure and processes, relatively little research has been undertaken on the role of ICT change agents in the innovation process. Thus, this professional doctorate study aims to fill that gap by exploring ICT change agents’ project work experiences within state agencies and banks and fuse them with theory. The research is based on case study methodology, including 41 cases within 12 target organisations in Australia and Germany. As a former ICT change agent, the researcher of this Doctor of Business Administration (DBA) study applied mixed research methods, also incorporating her ICT project experiences by using an individual reflection model. From this investigation emerged that change agents’ roles are embedded in components (organisational structure, project stages) and processes (ICT diffusion, informal networks). These findings underpin the model of ICT change agents who perform the multiple linker roles of these components and processes in order to deliver set project outcomes. The model is designed to inform practice by providing guidance for advanced ICT change agents’ training in public and private sector settings.<br>Doctor of Business Administration
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Jagodic, Jana. "The role of an ICT change agent in ICT diffusion within technology projects in public and private sector setting." University of Ballarat, 2008. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14613.
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Rapid changes in the competitive environment and increasing customer demands drive the public and private sectors to innovate by continually investing millions of dollars in Information and Communication Technology (ICT) projects. Basically, organisations depend on ICT technology for every part of their business. Companies are not only challenged to apply new technologies to remain competitive, they also need to spread (diffuse), manage and implement technological innovation across extended organisational boundaries. Diffusion, management and implementation of ICT innovation involve a considerable amount of risk and potentially protracted delays of technological projects. As a consequence of high demand for ICT innovation, as well as the risk of failure, a wide range of organisations such as state agencies and banks now employ so-called change agents to diffuse, manage and implement innovation within technological projects. While a large number of academics and practitioners are concerned with change agents who alter organisational culture, structure and processes, relatively little research has been undertaken on the role of ICT change agents in the innovation process. Thus, this professional doctorate study aims to fill that gap by exploring ICT change agents’ project work experiences within state agencies and banks and fuse them with theory. The research is based on case study methodology, including 41 cases within 12 target organisations in Australia and Germany. As a former ICT change agent, the researcher of this Doctor of Business Administration (DBA) study applied mixed research methods, also incorporating her ICT project experiences by using an individual reflection model. From this investigation emerged that change agents’ roles are embedded in components (organisational structure, project stages) and processes (ICT diffusion, informal networks). These findings underpin the model of ICT change agents who perform the multiple linker roles of these components and processes in order to deliver set project outcomes. The model is designed to inform practice by providing guidance for advanced ICT change agents’ training in public and private sector settings.<br>Doctor of Business Administration
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Babair, Mervat A. "A Case Study of Saudi Girl's Education with ICT Informed by ICT Policy and Practice in England." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517593.
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Lam, Mei-yu. "The attitudes of teachers towards ICT in boys' home /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25473992.
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VIJAYAKUMAR, NEELKUMAR, and GAURAV MEHENDIRATTA. "Role of ICT in Sustainable Transportation-Focus on Reducing Traffic Congestion." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20443.
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Our cities have been continually growing at an uncontrolled rate leading to the problem of trafficcongestion, which has discernable effects on all the aspects of sustainability, be it social,environmental or economical. This continual shift of increasing size of centre and decreasingsize of periphery poses huge sustainability challenge of meeting the consumption demands. Wepresently face the most unprecedented times in terms of the pace at which our natural resourcesare getting consumed. It is clear that replenishing some of these resources is totally out ofquestion. On the other side of the coin, the advances of human technology have provided itsgreatest gift of information & communication technology (ICT). Today we have access to datafrom any point of the world to anywhere. There is a growing need to use this data andinformation with a holistic view to build more Intelligent Transport Systems. In our paper wediscuss how the advent of ICT can have an impact on bringing a sustainable transportationsystem. The work is divided in two folds, by first understanding the direct role of ICT intransport sustainability and then observing the direct correlation between usage of ICT andtravel demand. The problems of traffic congestion and its solutions like congestion pricing haveexisted in practice since ages; the perspective which we add to it is the role of ICT in making itbetter. The greater perspective that is being researched here is at an absolute fundamental leveland takes us to the question if and how ICT can work on root level challenges, like findingmethods to have a better traceability without compromising on privacy, changing driverbehaviour patterns and stopping the expansion of centre & contraction of periphery.
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Sen, Rumela. "Transformation of humanitarianism the role of information and communication technology [ICT] /." Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1786804491&sid=3&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Ali, Hassen Yasin. "Role of ICT for the growth of small enterprises in Ethiopia." Thesis, Högskolan Väst, Avd för informatik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-5124.
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Small enterprises strive to survive and grow in the business they are involved. They makeefforts to utilize different resources and technologies available to this end as long as it isaffordable and productive. Information Communication Technology or ICT and e-commerceare among those technologies that take the front line. This study asks the question ‘howmuch are Ethiopian small enterprises responsive to ICT and the internet and how much ofthe benefits have they utilized for their growth?’ It takes five small enterprises involved inimport and export business to perform case study research on the issue and examines theirutilization level of the technology. The findings show that small enterprises in the countryare on a very low level of utilizing ICT and e-commerce due to several reasons among whichare scarcity in infrastructure development and expertise in the area coupled with barriersfrom government policy and bank regulations.
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Vrbka, Jan. "Analýza vzdělávacích portálů pro oblast ICT profesí." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114138.
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This diploma thesis deals with electronic educational portals and their applicability in the area of ICT. The aim is to determine key knowledge and skills of ICT professionals and assign those to courses from educational portals. The work is divided into theoretical and practical part. The theoretical part consists of definitions of issues elaborated in this work. The particular attention is paid to education and e-learning. Practical part seeks to match key professional knowledge and skills with each ICT professions. In this part graduates'depth of knowledge and skills required by employers are also described. The employers' requirements date to years 2006 and 2010. In the end of the thesis educational portals with most extensive supply of ICT courses in the Czech Republic are listed. From the supply of portals are chosen those courses which follow the knowledge from previous chapters. Consequently, these portals are compared.
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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.
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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo<br>perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo<br>s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed.
Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT
course. Significant differences were found in students&rsquo<br>perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
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Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
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Oyaid, Afnan. "Education policy in Saudi Arabia and its relation to secondary school teachers' ICT use, perceptions, and views of the future of ICT in education." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/69537.
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In recent years and as a result of the increasing pace of advances in technology and especially developments in the use of ICT in schools, teachers are now expected to make routine use of ICT in their teaching. This research sought to obtain deeper insight into Saudi secondary school teachers' ICT usage and its relation with ICT educational policy, teachers’ perceptions and attitudes towards the use of ICT in the teaching and learning process, and their envisions of possible and preferable usage of ICT in education in the future. The study utilised a sociocultural approach: data was collected via interviews and self completed questionnaires. A total of 14 interviews were conducted with teachers, ICT coordinators and head teachers, and 266 teachers drawn from ten secondary schools in Riyadh City completed the questionnaire. The findings indicate there is widespread use of ICT in secondary schools and most teachers have positive views towards ICT. Teachers pointed to a number of motivators summarised in this formula: internal incentives + school encouragement = competent ICT use in education. Three main factors were found to be hindering teachers' ICT use: time constraints, lack of training, and financial issues. Teachers’ ICT use is guided by policies: the research found that teachers’ ICT use is more influenced by schools’ policy than Ministry of Education policy which they are either unaware of or do not fully understand because of difficulties in implementing it. Finally, teachers anticipated future changes in their role to a facilitator and advisor. Teachers hoped for comprehensive improvement of education, radical curriculum change, and continuous teacher training.
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林美如 and Mei-yu Lam. "The attitudes of teachers towards ICT in boys' home." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256326.
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Mahleza, Nomfundo. "ICT and education in a less privileged school of NMBA." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6237.
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Today’s society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computer–mediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of people’s lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth.
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Oates, Lauryn. "ICT, multilingual primary education and classroom pedagogy in Northern Uganda." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43120.
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The goal of achieving Universal Primary Education (UPE) has found resonance throughout Africa as governments embark on ambitious development agendas, and in Uganda specifically. Yet, arguably the fundamental prerequisite for attaining quality UPE, literacy, has had limited success: one in three Ugandans cannot read or write in any language. Illiteracy is especially acute in post-conflict Gulu, in the north, illustrative of how closely intertwined human security is to the ability to offer relevant, culturally appropriate and high quality education. Some argue that the poor progress on raising literacy levels is a consequence of education systems’ disconnections from the cultures of their learners (Prah 2008), including quality multilingual education. The need to integrate the mother tongue into the classroom, including into second language learning is well established (Cummins 1981, 1993; 2000; Egbokhare 2004; Garcia, 2009). Identifying the best tools to accomplish this in African contexts, particularly where conflict is a factor, however, is much less well explored. This research seeks to understand how Gulu's primary teachers can use specific information communication technology (ICT) tools to support teachers who are struggling to teach the mother tongue with limited traditional literacy resources. It forms part of a larger project led by Dr. Bonny Norton, Dr. Maureen Kendrick and Dr. Margaret Early, to address language and literacy challenges in diverse African communities. In particular, this study serves as a response to the finding (Mutonyi & Norton, 2007) that ICTs offer untapped potential to raise learning outcomes.
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楊志強 and Chi-keung Yeung. "Factors affecting teacher's attitude and integration of ICT in education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256545.
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Yeung, Chi-keung. "Factors affecting teacher's attitude and integration of ICT in education /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700708.
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Dalvit, Lorenzo. "Multilingualism and ICT education at Rhodes University: an exploratory study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.
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In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
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Hosami, Behshid. "Digital gender divide and empowering women in the digital age : A critical approach in Iranian society." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80176.
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Gender plays an important role in access to the ICTs and Internet. Even when both genders have almost equal access to the ICTs and online services, or similar literacy rates, women have a lower rate in technology related education, employment, income, and in social activities than men.This thesis focuses on the existing digital gender gap by identifying its key factors and trends and studying the role of Internet and ICTs in bridging this gap. In addition, to suggest improvements to empower women in the developing countries and especially in Iran. A qualitative research method was adopted and semi-structured interview with 5 Internet users who were purposely chosen, was conducted. The data were analyzed and interpreted with the help of Lichtman's 3C method. This research study has examined the possible gender digital divide among users of ICTs and Internet in Iran and by making use of the existed secondary data. The empirical findings are discussed and compared to the reviewed literature, which resulted to an arising framework for a better understanding of digital gap among women.This research gives an overview about the digital divide, with a focus specifically on the challenges women face in accessing the ICTs and Internet in this region. Current gender disparities and discrimination in Internet use are outlined and the obstacles hindering women’s access to the technology world are described. At the later stage, the research has a look at the potential opportunities for women’s participation in a global digital society along with a consideration of the initiatives that have been developed in order to mitigate the gender inequity in Iran.
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Laizu, Zebunnessa. "Role of information and communication technology (ICT): Women's empowerment in rural Bangladesh." Thesis, Laizu, Zebunnessa (2014) Role of information and communication technology (ICT): Women's empowerment in rural Bangladesh. PhD thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/28171/.
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Rural women in Bangladesh have limited access to resources and public spheres (e.g., educational, health, law and human rights institutions, and many public services) due to socio-cultural restrictions. Women also suffer severe discrimination, thought to be due to lack of access to information. Information and communication technologies (ICT) can reach rural women and have the potential to address knowledge and information needs. The aim of this research was to examine the situation of rural women in Bangladesh in using ICT provided by Non-Government Organizations (NGOs), and investigated whether empowerment was enabled or enhanced through ICT intervention.
Since empowerment is a complex phenomenon to measure a model – Women’s Empowerment Measurement through ICT (WEM-ICT) – was developed to take into consideration the socio-cultural norms and context of rural Bangladesh. Using a structured questionnaire based on the model, data was collected from both beneficiaries and non-beneficiaries in two villages where different ICT projects have been introduced. A second data set was collected two years later using the same instrument for longitudinal as well as new participants.
This research explored the impact of ICT intervention in women’s lives in the micro (individual or domestic), meso (village or community) and macro (global, national or regional) environments through an investigation of material, cognitive, perceptual, relational and technological dimensions. Since it is important to make women aware of the benefit of their empowerment through information and knowledge sharing, this research focused on the information gap and suggested possible ways to reduce the gap at the implementation level.
The results indicated that the context of the villages, culture, awareness, maturity and engagement affected the empowerment process. ICT intervention impacted positively on many empowerment factors in both villages but other factors did not change due to cultural and traditional aspects of rural Bangladesh. This thesis concludes that consideration of the socio-cultural context at the policy level of ICT intervention for women’s empowerment is a key element for the success of an ICT intervention.
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Ostatek, Jan. "Systém ICT rolí a jejich hodnocení." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-12379.
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This diploma thesis addresses the ICT employee evaluation methods in conjunction with their ICT roles. The objective of this work is to produce the lead-in for ICT managers, Human Resources staff etc. for creation of employee evaluation systems or motivation programs in the workplaces with high rate of ICT professions. The work strives to combine psychological and informatics insight to offer corresponding evaluation instruments for each ICT role.
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Belshalat, Adil M. S. "The role of information and communication technologies in the catch-up process for sustained development in Singapore and the United Arab Emirates." Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302291.
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Monyemangene, Regina. "High access to and low use of Information Communication Technology : a case study of students in higher education institutions in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12022.
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Includes bibliographical references.<br>This study is a response to the need to understand the meaning behind some of the unanticipated behaviour displayed by students in higher education institutions who have high access to information communication technologies (ICTs), but yet display limited use. The main objective of the study is to explore and highlight reasons why students privileged with high access to ICTs make such limited use of them.
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Zeininger, Christian. "Economically and academically disadvantaged young people striving to be computer literate in Mozambique : unfolding learner agency in constraining conditions." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12800.
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Includes bibliographical references (leaves 93-99).<br>Although Information and Communication Technology (ICT) has an empowerment and social inclusion effect in developed countries, it continues to create a digital divide in developing countries. This thesis is premised on the argument that, despite the disjuncture between ICT, social-cultural and developmental needs in a developing country, computer literacy training should continue to be offered and young people from economically and academically disadvantage backgrounds endeavour to acquire computer literacy skills. The objective of this study is to answer the question "Why do economically and academically disadvantaged young learners choose to engage with ICT and what role do they see for computer literacy?" Thus, the purpose of the study is to unfold learner agency in constraining conditions.
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Fagan, Dominique. "Social construction of pedagogical ICT discourse: the case of a university of technology in South Africa." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12888.
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Includes bibliographical references.<br>The aim of this study was to investigate the ways in which Information Communication Technology (ICT) was structured in a teacher education institution to prepare pre-service students for effective ICT integration in their future classrooms. The study investigated how a particular subject, viz. Information Communication Technology Design in Education (ICTDiE), was integrated into the teacher education programme.