Готові списки джерел за темами / Communicative technologist

Добірка наукової літератури з теми "Communicative technologist"

Автор: Grafiati
Опубліковано: 4 травня 2022
Оновлено: 5 травня 2022

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  3. Книги
  4. Частини книг
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Статті в журналах з теми "Communicative technologist":

1

Berlian, Zainal, and Miftachul Huda. "Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment." Education Sciences 12, no. 5 (April 21, 2022): 295. http://dx.doi.org/10.3390/educsci12050295.

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The strategic approach to enhance cultural skills is aligned with social feeling and sense of belonging as an important element to underlie the interaction pathway with others’ diverse backgrounds. Such an approach of teaching model could be transformed and prepared to encourage ability to communicate and relate to others from diverse backgrounds. The following phase of sufficient integration amongst cognitive, social and emotional substance is reflect in the culturally responsive and communicative teaching (CRCT). This mode is an important element to advance the diverse students amidst an increasingly complex and pluralistic society. This paper is aimed at examining CRCT by having a critical look into the partnership commitment amongst interracial teachers’ daily school interaction. Data collection was conducted with 10 interracial teachers with a focus on the approach of how their partnership commitment is reflected and practiced in their daily school interaction. Thematic analysis was employed to obtain the main points of data to give insight into the multicultural school society. The findings reveal that an understanding of CRCT articulated into partnership engagement commitment has a core of three main points. These are: expanding self-awareness on cultural identity; enhancing culturally mediated emotion of social situations; and developing instructional practice for cultural sensitivity. The implication for students’ experiential learning in the multicultural classroom was also discussed. The contribution of this paper can be exerted among those involved in the education sectors. These include students, educators, principals, learning facilitators, researchers, educational technologist, instructional designers and practitioners. This is also included among the researchers who are interested in exploring, understanding and developing discerning perspectives on diversity and diverse learners in 21st century education. This study is expected to contribute by giving solving skills with the strategic approach articulated into a particular guideline to give a clear understanding in responding the multicultural classroom in the interracial school society context. This study is considered to elaborate the good feedback on the importance of CRCT in responding to emerging trends on the facades of diversity among diverse learners.
2

Singh, Ajit, and Gabriela Christmann. "Citizen Participation in Digitised Environments in Berlin: Visualising Spatial Knowledge in Urban Planning." Urban Planning 5, no. 2 (June 26, 2020): 71–83. http://dx.doi.org/10.17645/up.v5i2.3030.

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Digital information and communication technologies influence not only on urban planning but also citizen participation. The increasing level of politically driven involvement of the public in urban planning processes has led to the development of new participatory technologies and innovative visual tools. Using an empirical case study, the article investigates a completed participation process concerning an e-participation platform in Berlin, while focusing on the following questions: (1) How are visualisations communicatively deployed within e-participation formats? (2) In what ways do citizens communicate a kind of spatial knowledge? (3) Which imaginings of public urban space are constructed through the use of visualisations? The exploration of the communication conditions and the ‘methods’ employed will demonstrate the way participants visually communicate their perceptions and local knowledge as well as how they construct their imagining of urban places. In this context, visualisations in participation processes are understood as products of ‘communicative actions’ (Knoblauch, 2019) that allow people to present their visions in ways that are more understandable and tangible to themselves and others. Within this context, by the example of the state-driven e-platform ‘meinBerlin’ a discussion will trace how far digitalised and visualised communicative actions from Berlin residents contribute to the social construction of urban spaces and the extent to which they can be considered a part of cooperative planning.
3

McEwen, Rhonda, Asiya Atcha, Michelle Lui, Roula Shimaly, Amrita Maharaj, Syed Ali, and Stacie Carroll. "Interlocutors and Interactions: Examining the Interactions Between Students With Complex Communication Needs, Teachers, and Eye-Gaze Technology." Human-Machine Communication 1 (February 1, 2020): 113–31. http://dx.doi.org/10.30658/hmc.1.7.

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This study analyzes the role of the machine as a communicative partner for children with complex communication needs as they use eye-tracking technology to communicate. We ask: to what extent do eye-tracking devices serve as functional communications systems for children with complex communication needs? We followed 12 children with profound physical disabilities in a special education classroom over 3 months. An eye-tracking system was used to collect data from software that assisted the children in facial recognition, task identification, and vocabulary building. Results show that eye gaze served as a functional communication system for the majority of the children. We found voice affect to be a strong determinant of communicative success between students and both of their communicative partners: the teachers (humans) and the technologies (machines).
4

Zhuk, Natalia. "Possibilities of using modern communication technologies in patrol policeman's work." Організаційна психологія Економічна психологія 1, no. 22 (March 31, 2021): 61–68. http://dx.doi.org/10.31108/2.2021.1.22.7.

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Introduction. Police officer's communicative readiness is made up of their knowledge, skills and abilities as well as their skills in using modern communication technologies. Aim. To substantiate the role of communicative competence and modern communication technologies in the work of patrol police. Results. The author discusses the components of communicative competence and their role in the work of patrol police as well as analyzes the communicative readiness of patrol police officers and the main factors in the development of their professional competence. Conclusions. Using certain state-of-the-art communication techniques, patrol officers can avoid most conflicts and remain stress-resistant in their work.
5

Раицкая and Lilia Raitskaya. "Development of Foreign Language Communicative Competence by Synchronous Communication Technologies." Modern Communication Studies 3, no. 1 (February 10, 2014): 31–35. http://dx.doi.org/10.12737/2448.

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The presented article is devoted to synchronous and nearly synchronous communication technologies, popular in education and embracing chats, Internet-paging, guest-books, forums, mailing lists and others. Didactic features of such technologies used in teaching foreign languages can be outlined as possibility of real time communication in the absence of communication barriers which arise in face-to-face communication. Communication of such kind can motivate students to more actively participate in learning, create comfortable conditions for communication independent of communicants’ age, experience and social status, develop interactive competence as an integral part of communicative competence, differentiate and make learning process individually oriented. The article also gives the key practical recommendations on how to use synchronous communication technologies in teaching foreign languages, outlines the major stages of technologies implementation, studies the expected results and barriers relating to each stage. The author considers technical and technological aspects of individual technologies which are of interest to professors and participating students and may become a stimulus or a barrier to communication. The article also refers to the most popular and potent sites and programs for learning process. The Internet-mediated communication transforms the process of teaching and learning foreign languages, influences communicants’ personality with its autonomy and differentiation development as well as personal and professional characteristics of the students involved.
6

Bosa, Vita P. "Methods for identifying communicative and organisational skills in professional training of future foreign language teachers by tools of modern informational technologies." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 317–27. http://dx.doi.org/10.18844/cjes.v16i1.5530.

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The purpose of the article is devoted to the problem of researching the level of formation of communicative and organisational skills in the professional training of future foreign language teachers by tools of modern information technology (IT). Based on the analysis of the problem of professional training of foreign language teachers by means of modern IT, the state of development of methods for identifying communicative and organisational abilities of future foreign language teachers and features of the process of their training for foreign language communication activity by instruments of modern IT was clarified. According to the results of the analysis of the problem, it was noted that the majority of students who communicate in a foreign language have psychological difficulties and have communicative and organisational barriers due to their psychological characteristics. The selection of methodological tools for the study of professional training of future foreign language teachers by instruments of modern IT followed the described criteria and indicators of the formation of communicative and organisational skills. Keywords: Communication and organisational skills, means of modern IT, standardised methods, individual psychological features
7

Loftis, Kenyatha V., and Arthur Lupia. "Using the Internet to Create Research Opportunities: The New Virtual Communities of TESS and the American National Election Studies." PS: Political Science & Politics 41, no. 03 (June 18, 2008): 547–50. http://dx.doi.org/10.1017/s1049096508080736.

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In recent years, evolving communication technologies have produced dramatic changes in how scholars communicate. Through mechanisms such as e-mail, wireless networks, and mobile communication networks, the volume of information that scholars can send—and the range of people to whom information can be sent—are radically different today than they were for previous generations. These changes in communicative capacity raise expectations of what scholars can accomplish. One source of raised expectations is the possibility for dynamic, large-scale, geographically dispersed collaboratories that evolving communication technologies allow. The promise is that large groups of researchers, working together, can generate insights more effectively and efficiently than they would if they worked alone or only with people in their own geographic proximity.
8

Steiner, Carol J. "Why Technical Writers? A Case for Training Technologists to Speak for Themselves." Journal of Technical Writing and Communication 24, no. 2 (April 1994): 149–59. http://dx.doi.org/10.2190/gnq2-vu8h-ha2m-6hb4.

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Why are technical writers needed to “translate” the work of technologists into accessible communication? This article looks briefly at the situation that creates the need for technical writers and then argues for a change in that situation so technologists can communicate for themselves. The argument is based on Martin Heidegger's philosophy of meaning, language, and communication. It recommends greater, active involvement of technologists with the “real world” in which their technology will be used, including involvement with people with whom and for whom the technology is being developed. Key concepts presented are that meaning lies in socially-agreed relations among things in the world, not in words or in the relations between words and things; that language actually manifests rather than represents reality; and that technical writers are incapable of fully appreciating and communicating the meaning of what technologists do because they come from a different discipline which constructs meaning differently. It argues that a change in technology practice will engender a new attitude and approach to technical communication that can make technical writers unnecessary except as communication teachers who help develop the communication skills of technologists.
9

Nagirnaya, Anastasia. "Telecommunication traffic: global disparities and international flows." Bulletin of Geography. Socio-economic Series 24, no. 24 (June 1, 2014): 177–90. http://dx.doi.org/10.2478/bog-2014-0021.

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Abstract New information and communication technologies (ICTs) have shrunk geographical space and time more than ever. But do people fully use the opportunities provided by the newest ICTs? How intensively do they communicate with each other on the international level? And what are the global disparities in the level of telecommunicativeness and international communicative openness? To answer these questions a study of global telecommunication traffic and the specificity of its spatial organisation has been undertaken based on the official statistics on different types of ICT traffic (postal service, fixed telephone, mobile phone and the Internet) over the last two decades. Indicators in the sphere of telecommunicativeness and international communicative openness are presented. This study expands the understanding of international integration and globalisation processes in their communication aspects.
10

Khidzir, NIK ZULKARNAEN, Ahamad Tarmizi Azizan, Khairul Azhar Mat Daud, and Ahmad Rasdan Ismail. "A CRITICAL REVIEW: DIGITAL MEDIA EVOLUTION, OPPORTUNITIES AND CHALLENGES." International Journal of Creative Future and Heritage (TENIAT) 2, no. 1 (June 30, 2014): 52–63. http://dx.doi.org/10.47252/teniat.v2i1.229.

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AbstrakMedia digital telah dikenal pasti sebagai salah satu media yang paling penting di abad ke-21. Media baruini dianggap cara yang paling berkesan untuk mengurus kadar penghasilan data digital yang meningkatsetiap hari terutama di dunia siber. Artikel ini menjejaki evolusi pembangunan teknologi media digital,peluang dan cabaran terhadap pengamal industri. Kajian literatur berkaitan dan analisis kandunganmedia digital berdasarkan bentuk dan keupayaannya (Penerokaan, Eksperimen, Komunikasi, Komposit,dan Pintar) dan mengetengahkan perbincangan isu-isu berkaitan peluang dan cabaran dalam industri.Pembangunan media digital mencipta beberapa peluang baru untuk penghasilan kandungan digital darisegi kreativiti, kebebasan dan fleksibel untuk berinteraksi dengan media digital. Walau bagaimanapun,terdapat beberapa cabaran yang perlu diatasi seperti pemilikan maklumat, hak cipta dan harta intelek bagimemastikan masyarakat digital memperoleh manfaat sebenar pembangunan media digital. Hasil kajianboleh membantu penyedia kandungan digital, pengamal media baru dan juga ahli teknologi komunikasimaklumat untuk memanfaatkan teknologi media digital yang ada bagi mengoptimumkan teknologi mediadigital sebagai alat untuk keperluan mereka dan bersedia untuk menghadapi cabaran masa depan. Abstract Digital media has been identified as one of the most important media in the 21st century. This kind of newmedia is considered the most effective way to manage the high volume amount of digital data createdevery day especially in cyber world. This article traces the evolution of digital media in its technologicaldevelopment, opportunities and practitioners-challenges in the industry. The critical review on relatedliterature leads to five categories of digital media based on their forms, abilities (Investigational,Experimental, Communicative, Composite, and Intelligent) and highlights opportunities and challengingissues in the industry. The development of digital media creates several opportunities to the contentcreator in terms of their creativity, freedom and flexibility to interact with digital media. However, there arefew serious challenges need to be overcome such as information ownership, copyright and intellectualproperty in order to ensure that digital society gain the real benefit of digital media development.The findings could assist the digital content providers, new media practitioner as well as informationcommunication technologist to discover their directions toward optimizing the digital media technology asa tool for their needs and be prepared for some possible challenges.
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Статті в журналах Дисертації Книги

Дисертації з теми "Communicative technologist":

1

Peng, Yue. "Energy optimisation of communication techniques between communicating objects." Nantes, 2015. https://archive.bu.univ-nantes.fr/pollux/show/show?id=967c5a89-6e36-4531-be1a-93f98c9b8bf2.

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Les progrès technologiques ont permis le développement d'applications de capteurs sans fil. Les capteurs densément distribués impliquent le plus souvent de faibles débits de données et de faibles portées de transmission. L'efficacité énergétique demeure une contrainte importante pour la conception des réseaux de capteurs sans fil. Pour ces applications, les noeuds sont généralement déployés avec des ressources énergétiques réduites et le remplacement d'une batterie peut être coûteux. Plusieurs méthodes peuvent être utilisées pour minimiser la consommation d'énergie dans ces réseaux. Dans cette thèse, nous nous concentrons sur la couche physique et sur la réduction de la consommation d'énergie des méthodes de transmission en utilisant des modulations à faible énergie. Une première étude nous permet de déduire que pour un canal BBAG, le codage à minimum d’énergie basé sur la modulation OOK est efficace énergétiquement, mais au prix d’une efficacité spectrale réduite. Seule la puissance de transmission est considérée et la consommation des circuits électroniques n’est pas prise en compte. Ensuite, des modèles de consommation d'énergie différents sont introduits afin d’obtenir une analyse de l'efficacité énergétique de transmetteurs réalistes. Le fait que le codage à minimum d’énergie améliore l'efficacité énergétique est confirmé et les limites des circuits électroniques pratiques sont mises en évidence. Enfin, le protocole réseau est abordé par l'introduction du protocole de contrôle d'erreurs ARQ. Finalement, l'efficacité énergétique d'une télécommande autonome est améliorée en utilisant la modulation orthogonale OOK et un véritable démonstrateur est présenté
Technological advances have resulted in the development of wireless sensor applications. The densely distributed sensors, generally used for data gathering, environmental monitoring, industrial automation or surveillance, involve often low data rates and low transmission ranges. Despite the progress in software and hardware technologies, the energy efficiency is still one of the important constraints for the design of Wireless Sensor Network (WSN). For wireless sensor applications, nodes are usually deployed with reduced energy resources and without capability of battery replacement. Several techniques could be used to minimize the energy consumption of WSN. In this thesis we focus the physical layer and we propose to reduce the energy consumption by using low energy coding schemes. Firstly, a study allows us to deduce that in AWGN channel, Minimum-Energy Coding based on OOK modulation is energy efficiency, but at the price of lower spectrum efficiency. Only the transmission power is considered and the consumption of electronic circuits is not taken into account. Then, different energy consumption models are introduced to achieve energy efficiency analysis using realistic devices. The fact that Minimum-Energy coding based on OOK improves the energy efficiency performance is confirmed and the limits of practical circuits are highlighted. At last, the network protocol is addressed by introducing the ARQ error control protocol. Finally, the energy efficiency of an autonomous remote control is improved by using OOK orthogonal modulation and a real demonstrator is realized
2

Young, David Andrew. "Discourses on communication technologies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ42890.pdf.

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3

Rivero, Manuel. "Technologie et religionNotes bibliogr. Index : l'impact du confucianisme sur l'usage des technologies industrielles, l'impact du christianisme sur l'usage des technologies de la communication." Aix-Marseille 3, 1995. http://www.theses.fr/1995AIX30082.

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Y a-t-il une relation entre la technologie et la religion ? la religion influence-t-elle l'usage des technologies et l'innovation technologique ? s'agit-il d'un impact positif ou negatif ? le developpement extraordinaire de certains pays de l'asie du sud-est a-t-il quelque chose a voir avec leur religion ? nombreux sont les scientifiques et les sociologues qui se posent aujourd'hui ces questions. Cette recherche concerne le role joue par le confucianisme dans l'usage des technologies industrielles ainsi que l'impact du christianisme sur l'usage des technologies de la communication dans les cinq petits dragons: singapour, hong-kong, taiwan, japon et coree du sud. Il s'agit d'une etude realisee sur le terrain et completee par l'apport theorique des chercheurs
4

Lioukas, Constantinos. "Information et communication en alliances stratégiques." Paris 9, 2006. https://portail.bu.dauphine.fr/fileviewer/index.php?doc=2006PA090053.

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Cette thèse traite des aspects informationnels et communicationnels des alliances stratégiques. Elle essaye de nous faire comprendre comment les différents stades d’une alliance stratégique sont influencés par les compétences des partenaires en communication ainsi que par l’interface à travers lequel les partenaires coopèrent. Plus précisement, la thèse traite (i) de l’impact des compétences des partenaires en NTIC (nouvelles technologies d’information et de la communication) sur la structure des alliances, (ii) du choix des médias de communication dans le cadre des alliances stratégiques, (iii) comment le choix des médias de communication peut apporter des changements au niveau de la confiance entre les partenaires, et (iv) des conséquences sur la performance des alliances stratégiques. Pour étudier ces sujets, nous prolongeons les théories de la communication existantes sur le domaine de la communication inter - entreprise et nous insérons ces théories avec les approches contractuelles et les approches par les compétences de l’entreprise. Les arguments sont examinés en adoptant une méthodologie mixte mêlant à la fois étude de cas et approche empirique. Les données de l’approche empirique sont recueillies auprès deux groupes de personnes : membres de l’Association des Professionnels des Alliances Stratégiques et anciens participants du master exécutif en alliances stratégiques de l’INSEAD. L’étude de cas est basée sur des entretiens face-à-face avec des experts
This dissertation brings to the forefront the informational and communicational aspects of strategic alliances. It examines how different stages of the lifecycle of an alliance are influenced by the communication capabilities of the partners and the interface through which the partners interact. More specifically, the dissertation investigates (i) the impact of firms’ ability to exchange a large information amount (IT capability) on the alliance design, and in particular on the governance structure and the alliance scope, (ii) the choice between information amount and information richness in alliances, (iii) how this choice influences changes in the levels of trust between the partners, and (iv) implications of the above for alliance performance. These issues are examined by extending existing communication media theories to the domain of interorganizational communication and by combining them with contractual and competence perspectives. Evidence for the arguments is provided from a mix of survey and qualitative data. The survey data were collected from two groups of people: Full members of the Association of Strategic Alliance Professionals and alumni participants of the INSEAD executive program on strategic alliances. The qualitative data were collected through face-to-face interviews with key informants
5

Stargel, Scott. "Communication technologies and missionary stress." Columbia, SC : Columbia Theological Seminary, 2007. http://dx.doi.org/10.2986/tren.023-0213.

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6

Branham, Stacy Marie. "Designing Technologies for Empathic Communication." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51750.

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If you have ever used your phone while on a date to send a text message, or snapped a picture with a friend to upload to Facebook, or cut a sentence down to 140 characters to broadcast on Twitter, you may agree with some leading Social Scientists that technology is changing the way we relate with one another. Our interactions through technology seem to be getting increasingly short with less sophisticated language. More and more, our thoughts are broadcast to everyone instead of intended for someone special. Yet, there is something profoundly human and central to our development that is neglected in these interchanges. Close human relationships---with families, significant others, friends---need complex, intimate, ongoing conversations in order to create and maintain empathic connectivity. In these types of conversations, individuals become part of one another, defined by each other. Together, they change, they grow, they find meaning in life. This is, in essence, what I call Empathic Communication. Until now, this concern has been largely neglected in the field of Human-Computer Interaction, a community of researchers and technology designers who are arguably best positioned to address it. To suggest one path forward, in this dissertation I raise the question of whether computer technologies can become brokers of Empathic Communication between people who care about each other, with a specific focus on intimate partners. How can we conceptualize Empathic Communication, how can we build tools that support it, and how do we know if we have succeeded? I address these questions by creating a simplified model of the therapeutic process of intimate reconnection, or the 4Rs framework---Repattern, Reflect, Restory, Reconnect. Using the 4Rs framework as an ideation tool, I designed and field-tested a technology concept for a dyadic journaling application, Diary Built for Two, that might help romantic partners reconnect through deep communication. Using the 4Rs framework as an evaluation tool, I found that Diary Built for Two enabled more intimate, more thoughtful, more Empathic Communication that changed the way partners saw themselves, one another, and their relationship. Unexpectedly, I found that research interviews I conducted with intimate partners had the same type of therapeutic effect. Simply asking partners questions about their relationship caused them to reflect on and change their understandings of their relationship and each other. To guide other researchers and designers of Empathic Communication Technologies (ECTs), I present a set of specific outcomes of my study. First, I present Symmetric and Asymmetric interface profiles, which identify new human-technology configurations that may better support deep communication---for example, having one shared device between two people, as opposed to one separate device for each. I also share some of the ways in which research interviews may positively and negatively affect study participants towards reconsidering current informed consent practices. Both of these findings showcase the utility of selectively conceptualizing our technology designs as well as our research methods as therapeutic interventions; when we apply the therapy metaphor, new design and research opportunities become apparent.
Ph. D.
7

Kristiansson, Johan. "On technologies for ubiquitous multimedia communication." Doctoral thesis, Luleå : Division of Information and Communication Technology, Luleå University of Technology, 2006. http://epubl.ltu.se/1402-1544/2006/44/.

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8

Hanusová, Lucie. "Analýza využívání ICT v procesu vzdělávání na základních školách." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-199043.

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The thesis focused on instruments of ICT, their using in educational environment of primary schools and their influence on educational process. In theoretical part, the readers get to know the concept of information literacy, opinions and ICT attitudes in education field over the years. The implementation and using of ICT in Education may have been causes by many reasons and this thesis tries to describe their advantages and disadvantages. The other chapters in this part describe some other methods of education and modern didactic instruments and their own historical development. The end of the theoretical part belongs to possible development in future of modern technologies in whole educational process. The second part presents some selected research studies from different EU countries schools. The research examines the implementation of ICT in educational process and impact of modern technologies on education in general and - basically studying. This chapter deals with the outcomes of the studies and emphasize significant findings and recommandations. The empirical part begins with description of author's own research, its realization, goals, methodics and hypothesis. In main part, author analyzes using of modern technologies and their influence on educational process based on interviews and questionnairies. In the final part, author evaluates the hypothesis and summarize all findings and achievements. Goal of the thesis is to spread information and new point of view on issue which is dealing with whole process of implementation and using of modern technologies in educational process and analysis present influence of ICT on education in selected primary schools.
9

Tosun, Leman Pinar. "Preference For Communication Technologies: Characteristics Of Channels, Users And Communication Situations." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612668/index.pdf.

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In the current study, it was aimed to explore young adults&rsquo
communication technology preferences in friendships. With this aim, two survey studies were conducted on university students. In the first study 178 students and in the second study 343 students were surveyed. The findings of both studies demonstrated that (a) face-to-face communication was the most preferred communication,(b) preference for face-to-face communication was positively associated to preference for auditory communication, and negatively associated to preference for written communication, (c) several individual difference variables contributed to relative preferences for face-to-face over mediated communication in negative situations. General &lsquo
ndividual difference variables in relation to Relative Preferences were found to fit into a two-factor higher-order structure. The higher order constructs were Social Openness (the factors tapping to individuals&rsquo
motivation to engage in interpersonal interactions even when those interactions are challenging) and Individuated Functioning (the factors tapping to individuals&rsquo
motivation for personal growth). Relative Preference increased with increases in Social Openness and in Individuated Functioning. Communicaiton-specific individual difference factors underling the associations among Social Openness, Individauted Functioning and Relative Preferences were explored. Results suggested that Social Openness &ndash
but not Individuated Functioning- was indirectly linked to Relative Preferences via Perceived Difficulty of Communication Situations (Study1)
Social Openness was indirectly, and Individuated Functioning was both directly and indirectly linked to Relative Preferences via Difficulty in Handling Negative Situations (Study 2). Theoretical and practical implications of studies were discussed considering the previous literature.
10

Hopkins, Sarah. "Arizona Extension Agents' Use of Communication Technologies." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/292699.

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Arizona Cooperative Extension strives to address community issues and needs through a research based educational process. The specific foci of the Extension agent gradually changed over time. Today's Arizona Extension agents should have good communication skills as they work to identify community resources, form community partnerships, and develop educational materials, among other things. The study sought to describe how Arizona Extension agents utilize nine communication technologies: cell phones, Smartphones, tablet computers, wikis, blogs, podcasts, YouTube, Facebook, and Twitter. Greater than half of the participants utilized each mobile device included in the study (cell phones, Smartphones, and tablet computers). Facebook was a widely used social media tool. The researcher suggests that funding and professional development may play key roles in Arizona Extension agent technology adoption. Communication technology use should be considered within Cooperative Extension work in order to help agents better serve the clientele.
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Книги з теми "Communicative technologist":

1

Giblett, Rodney James. Sublime communication technologies. New York: Palgrave Macmillan, 2008.

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2

Giblett, Rod. Sublime Communication Technologies. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584020.

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Schrage, Michael. Shared minds: The new technologies of collaboration. New York: Random House, 1990.

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4

Carvalho, Nuno Borges, Alessandro Cidronali, and Roberto Gómez-García. White space communication technologies. Cambridge, United Kingdom: Cambridge University Press, 2015.

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5

Hanson, Jarice. Connections: Technologies of communication. New York, NY: HarperCollins College Publishers, 1994.

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6

Das, Vinu V., and R. Vijaykumar, eds. Information and Communication Technologies. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15766-0.

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7

Pirovano, Alain, Marion Berbineau, Alexey Vinel, Christophe Guerber, Damien Roque, Jaizki Mendizabal, Hervé Bonneville, Hasnaâ Aniss, and Bertrand Ducourthial, eds. Communication Technologies for Vehicles. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56880-5.

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8

Vinel, Alexey, Rashid Mehmood, Marion Berbineau, Cristina Rico Garcia, Chung-Ming Huang, and Naveen Chilamkurti, eds. Communication Technologies for Vehicles. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29667-3.

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9

Sikora, Axel, Marion Berbineau, Alexey Vinel, Magnus Jonsson, Alain Pirovano, and Marina Aguado, eds. Communication Technologies for Vehicles. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06644-8.

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10

Szabó, Róbert, and Attila Vidács, eds. Information and Communication Technologies. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32808-4.

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Частини книг з теми "Communicative technologist":

1

Sivunen, Anu, and Maarit Valo. "Communication Technologies." In Virtual Teamwork, 137–57. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470615782.ch7.

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2

Orland-Barak, Lily, and Ditza Maskit. "Information and Communication Technologies (ICT) as ‘Communicating Experience’." In Methodologies of Mediation in Professional Learning, 121–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49906-2_10.

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3

Buchholz, Margret, Ulrika Ferm, and Kristina Holmgren. "Digital Communication and Social Media for People with Communicative and Cognitive Disabilities." In Everyday Technologies in Healthcare, 193–211. Boca Raton : Taylor & Francis, 2019. |: CRC Press, 2019. http://dx.doi.org/10.1201/9781351032186-11.

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Takasaki, Toshiyuki, Yumiko Mori, Toru Ishida, and Masayuki Otani. "Youth Mediated Communication: Knowledge Transfer as Intercultural Communication." In Cognitive Technologies, 209–23. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7793-7_13.

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5

Onyeiwu, Steve. "Information and Communication Technologies." In Emerging Issues in Contemporary African Economies, 149–72. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137400802_7.

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Demirer, Veysel. "Information and Communication Technologies." In Instructional Process and Concepts in Theory and Practice, 493–523. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_13.

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7

Cottrell, Stella, and Neil Morris. "Classroom and communication technologies." In Study Skills Connected, 141–60. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-01944-8_8.

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8

Latchman, Haniph A., and Anuj V. Mundi. "Power Line Communication Technologies." In Smart Environments, 47–62. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2005. http://dx.doi.org/10.1002/047168659x.ch3.

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9

Gillan, Kevin, Jenny Pickerill, and Frank Webster. "Communication Practices and Technologies." In Anti-War Activism, 150–81. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230596382_7.

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10

Baguley, Margaret, Patrick Alan Danaher, Andy Davies, Linda De George-Walker, Janice K. Jones, Karl J. Matthews, Warren Midgley, and Catherine H. Arden. "Information and Communication Technologies." In Educational Learning and Development, 67–82. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137392848_6.

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Тези доповідей конференцій з теми "Communicative technologist":

1

Jacobus, Frank, and Marc Manack. "Remote Control: The Natural Language of Architecture." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.30.

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The architectural design process is a means of translating information into form, and has long relied on indirect (“remote”) control mechanisms for communicating and translating the architect’s authorial intent into a built work. These methods have generally evolved from a more direct, physical basis, as both technology and the discipline have evolved. To communicate design ideas, architects have relied on methodologies that range from an extreme desire for control, to models that attempt to relinquish many controls entirely. Early communication models, in part due to lack of material, form, and program diversity, allowed for a less systematic and complex descriptive method; inscriptions in the earth, physical detail models along with a set of instructions, or simple scale models of the intention were all that was required.2 As cultures and their technologies advanced, communication methods such as scaled orthographic drawings, specifications and other forms of written instructions, and now fully realized Building Information Models, have become normative practice in a profession that looks for total control of the built work before it is physically realized. Apart from the communicative control models mentioned above, there are authorial models which have also progressed in complexity and abstraction alongside societal advancements. In the discipline’s infancy, authorship involved subtle evolutions of proportion and order within a well-established typological system. In modernism, the authorial models evolved as architects experimented with increased typological invention in response to a radically changing technological and social environment. Advancing to the contemporary “digital” moment, architects continue to develop systems to control complexities within the work, mapping strategies that deal with collecting and spatializing data, while others see contemporary design tools as a means to relinquish some design control to outside forces whose unexpected potential is compelling. This paper gives examples of remote communicative and authorial controls, and posits a new theory of the potential meaningful effects of leveraging these control mechanisms in new ways using three projects by SILO AR+D.
2

Lynch, Kathy. "Readiness to Communicate in a Digital World." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2985.

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Communicating with friends, family, peers and colleagues has always underpinned work and social behaviour. However, the devices that act as conduits to this communication have changed over time, and differ across the globe. People in industralised corners of the world are more and more frequently using advances in information and communication technologies (ICTs) to assist both the senders and receivers to have more timely, synchronous and value-added communiques. Well, that is what the promotional material is telling us. The primary role of undergraduate education is to best prepare graduates for the workforce that they are being primed. To this end, educators need to be knowledgeable in what students already know, do, and their perceptions of what is required and is of value in assisting them to communicate with colleagues or peers. This paper presents a study that aimed to identify directions for undergraduate IT curriculum in developing the information and communication technology (ICT) readiness of beginning IT (in particular Information Systems) professionals to work in a collaborative team. Three hundred undergraduate Information Systems (IS) students were invited to participate in the study, one-hundred and sixty responded. The results indicate that there is a definitive relationship between frequency of use and the perceived value of an information and communication technology, and that the use of an ICT as a communication device in a social situation does not guarantee its use or even its perceived value as a communication device in a work situation: Visa versa is also true. Findings from the research could be used to influence IS curriculum developers in preparing undergraduate students’ readiness for communicating (and collaborating) in the digital workforce of today.
3

Luo, Bo-Ru, Yu-Lun Lin, Nian-Shing Chen, and Wei-Chieh Fang. "Using Smartphone to Facilitate English Communication and Willingness to Communicate in a Communicative Language Teaching Classroom." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.22.

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4

Osiyanova, Olga. "Optimizing Potential Of Information And Communication Technologies In Students’ Communicative Skills Development." In Philological Readings. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.02.18.

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5

Ostergaard, Karen J., William Wetmore, and Joshua D. Summers. "A Methodology for the Study of the Effects of Communication Method on Design Review Effectiveness." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/dac-48742.

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It is necessary for product teams with diverse expertise to communicate during the product development process, notably during design reviews. As this expertise may be distributed across different geographic locations of an organization, design review teams are facing new challenges in effective communication. This paper presents the results of a controlled user study devised to examine the effectiveness of various communication methods for design reviews. Speech only, text only, and free communication methods were chosen to simulate current technologies commonly used in situations of geographic distribution. Primary results from the study include: group design reviews were approximately twice as effective as individual design reviews; free communication produced greater perceived effectiveness than speech only communication, speech only communication produced greater perceived effectiveness than text only communication; and certain personality factors, such as extroversion and intuition, may have contributed to higher productivity in design review teams.
6

Mitchell, James, John Cunningham, Ashok V. Krishnamoorthy, Robert Drost, and Ron Ho. "Integrating Novel Packaging Technologies for Large Scale Computer Systems." In ASME 2009 InterPACK Conference collocated with the ASME 2009 Summer Heat Transfer Conference and the ASME 2009 3rd International Conference on Energy Sustainability. ASMEDC, 2009. http://dx.doi.org/10.1115/interpack2009-89355.

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Proximity Communication (PxC) enables VLSI chips placed face-to-face to communicate using close-field capacitive coupling. In a 90 nm standard CMOS technology, using the packaging techniques described in this paper, PxC provides chip-to-chip latency of 2.5 ns at 4 Gb/s per channel with less than 2.5 mW/Gb/s, an areal bandwidth density of 0.83 Tb/s/mm2, and a BER less than 10−15. At a system level, the benefits of PxC scale directly with the number of chips that can be packaged together, because PxC enables designers to aggregate multiple chips that perform as a single large piece of silicon. The chips can also be heterogeneous to provide an optimized mix of process technology and functionality, such as integrating DRAM chips, NAND flash memory, and CMOS processor chips. In this paper we describe packaging advances and technology prototypes that enable PxC and provide its system-level benefits.
7

Caron, Mario, Xinping Huang, and Zhiwen Zhu. "Enabling Satellite Communication Technologies." In 22nd AIAA International Communications Satellite Systems Conference & Exhibit 2004 (ICSSC). Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.2004-3238.

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8

"Sensing and communication technologies." In 2008 6th IEEE International Conference on Industrial Informatics. IEEE, 2008. http://dx.doi.org/10.1109/indin.2008.4618170.

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9

"Sensing and communication technologies." In 2010 8th IEEE International Conference on Industrial Informatics (INDIN). IEEE, 2010. http://dx.doi.org/10.1109/indin.2010.5549688.

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10

"Information and communication technologies." In 2008 International Symposium on Telecommunications. IEEE, 2008. http://dx.doi.org/10.1109/istel.2008.4651424.

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Звіти організацій з теми "Communicative technologist":

1

Street, Thomas T., Xuan Nguyen, and Frederick W. Williams. Wireless Communication Technologies on ex-USS Shadwell. Fort Belvoir, VA: Defense Technical Information Center, July 2002. http://dx.doi.org/10.21236/ada405185.

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2

Lickteig, Carl W., and May H. Throne. Applying Digital Technologies to Training: A Focus on Pictorial Communication. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada369262.

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3

Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
4

Barbeau, Sean. Enhancing Transit Safety and Security with Wireless Detection and Communication Technologies. Tampa, FL: University of South Florida, November 2008. http://dx.doi.org/10.5038/cutr-nctr-rr-2007-02.

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5

Arras Vota, Ana María de Guadalupe, Carlos Arturo Torres Gastelú, and Ana María García Valcárcel Muñoz Repiso. Students’ perceptions about their competencies in Information and Communication Technologies (ICTs). Revista Latina de Comunicación Social (RLCS), February 2011. http://dx.doi.org/10.4185/rlcs-66-2011-927-130-152-en.

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6

Salamon, Todd. Advanced Refrigerant-Based Cooling Technologies for Information and Communication Infrastructure (ARCTIC). Office of Scientific and Technical Information (OSTI), December 2012. http://dx.doi.org/10.2172/1057275.

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7

Bustos Salinas, Lorena. Nuevas tecnologías en los gabinetes de comunicación de las universidades españolas / New Communication Technologies in Spanish University Communication Departments. Revista Internacional de Relaciones Públicas, December 2013. http://dx.doi.org/10.5783/rirp-6-2013-08-137-154.

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8

Polgun, K. Information and communication technologies in inclusive teaching of mathematical disciplines students with disabilities. [б. в.], April 2015. http://dx.doi.org/10.31812/0564/2059.

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9

Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez. Research Insights: Can Low-Cost Communication Technologies Bridge Information Gaps between Schools and Parents? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003737.

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We document large gaps between parents knowledge and school reports of students attendance and grades. Sending frequent text messages with information on attendance, grades and school behavior shrinks those gaps. Parents of at-risk students adjust their understanding of their children's performance to the greatest degree. High-frequency text messages had positive impacts on grades and attendance. Math GPA increased 0.08 of a standard deviation; the probability of earning a passing grade in math increased by 2.7 percentage points (relative to a mean of 90 percent). The intervention also reduced school absenteeism by 1 percentage point and increased the share of students who met attendance requirements for grade promotion by 4.5 percentage points.
10

Lopez Carbajal, Hector A. Telecommunication Sector Policies for the Development of Information and Communication Technologies in Panama: Part I. Inter-American Development Bank, August 2018. http://dx.doi.org/10.18235/0001309.

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