Relevant bibliographies by topics / CALL technology

Academic literature on the topic 'CALL technology'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "CALL technology"

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Dorsey, James H. "'Technology Follies': Curtain Call." JAMA: The Journal of the American Medical Association 270, no. 19 (November 17, 1993): 2298. http://dx.doi.org/10.1001/jama.1993.03510190052015.

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RAMOS, Christine Carmela R. "TECHNOLOGY AT THE CROSSROADS: A CALL FOR TRANSFORMATIVE TECHNOLOGY IN THE POST-PANDEMIC ERA." International Journal of Theology, Philosophy and Science 5, no. 9 (November 7, 2021): 70–77. http://dx.doi.org/10.26520/ijtps.201.5.9.70-77.

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Globalization is viewed in this work as a critical concept by which we understand the transition of human society into the post-pandemic era. In this vein, this paper attempts to look into the process of globalization and its central feature, technology. Technology has become a global force that affects political, social, ethical, and environmental. The ancient Greeks, such as Plato and Aristotle, who lived in aristocratic societies, rejected discourse on technology as unworthy. Social, political, and theoretical activities, rather than technical, were deemed as the highest forms. Plato, for instance, alluded to the artisans merely as the cheapest form of metal compared to gold associated with the philosopher-rulers, while silver is equivalent to the warrior class. Technological change, defined as "progress," is seen as an inevitable process in modern history. This paper explored issues of globalization and the implications of technology, employing crucial viewpoints of Martin Heidegger, acknowledged as one of the powerful and influential philosophers of the 20th century. Specifically, this paper explored “machination (Machenschaft)” and Heidegger’s Technik (Technology) or Gestell (Enframing). Machination is not just human conduct but the act of manipulation. It is a revelation of beings as a whole as exploitable and manipulable objects. The world seems to be a collection of present-at-hand thing with no intrinsic meaning or purpose, a cold place where we cannot put down any roots. All we can do is calculate and control. We observe and measure everything. We make things go faster and faster. Thus, there is a need to discuss and recognize issues related to technology. Heidegger's thoughts offer analytic tools that contribute to a critical understanding of the multidimensional effects, risks, and possibilities brought about by modernity and its globalization..
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Dewsbury, Guy, and Debbie Ballard. "Emerging technology: nurse call systems." Nursing and Residential Care 16, no. 8 (August 2, 2014): 446–49. http://dx.doi.org/10.12968/nrec.2014.16.8.446.

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Grimes, David A. "'Technology Follies': Curtain Call-Reply." JAMA: The Journal of the American Medical Association 270, no. 19 (November 17, 1993): 2299. http://dx.doi.org/10.1001/jama.1993.03510190052016.

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Jones, Rod. "Ambulance call-outs and ‘disruptive technology’." British Journal of Healthcare Management 18, no. 2 (February 2012): 112–13. http://dx.doi.org/10.12968/bjhc.2012.18.2.112.

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Norum, Edward. "Gritty Problems Call for Irrigation Technology." Opflow 25, no. 8 (August 1999): 1–7. http://dx.doi.org/10.1002/j.1551-8701.1999.tb02198.x.

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Skehan, Peter. "Focus on Form, Tasks, and Technology." Computer Assisted Language Learning 16, no. 5 (December 2003): 391–411. http://dx.doi.org/10.1076/call.16.5.391.29489.

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Nowak, Terri. "Call Me." Hopkins Review 15, no. 2 (March 2022): 93–101. http://dx.doi.org/10.1353/thr.2022.0045.

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하명정. "Teachers as CALL Learners: Perceptual Shifts on Technology in a CALL Class." Multimedia-Assisted Language Learning 14, no. 1 (April 2011): 41–63. http://dx.doi.org/10.15702/mall.2011.14.1.41.

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Savage, Jr., William. "Mail Call." Journal of Scholarly Publishing 36, no. 1 (October 2004): 43–45. http://dx.doi.org/10.3138/jsp.36.1.43.

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Dissertations / Theses on the topic "CALL technology"

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Cederberg, Olle, and Nils Skogfeldt. "Call Forwarding Agent." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-61787.

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In today’s world of telecommunications there is an increasing problem with reaching people one wishes to speak to. People have several telephones and this makes the situation complex for the caller. Many phone calls are left unanswered. The Call Forwarding Agent is in this report presented as a solution to this reachability problem. The idea is to have an agent setting call forwards of all the users’ phones or numbers, towards the terminal where he is available. Later, when someone calls any of the users’ phones, the call will be terminated at the terminal where the user can receive it. The Call Forwarding Agent is compared to a number of similar services. The personal number service offers the same functionality as the Call Forwarding Agent, but the Call Forwarding Agent does not force the subscriber to change phone number and it also admits a simple call screening. We have implemented a prototype of the Call Forwarding Agent that can set call forwards of regular Public Service Telephony Network terminals and the Internet telephones in Ellemtel’s IP-phone system.
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Thompson, Julieo Stephen. "The Evolution of Technology in Call Centers." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1068.

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Historical research was conducted through literature. The report traces the evolution of technology in call centers (CCs) from their early inception to 2018. CCs are integrated into many facets of multidisciplinary areas of business, industry, and public and private institutions of higher education. Three research questions were addressed: What technologies enabled the start of CCs? How did the communications between customers and CSRs take place? What was the content of the earlier communications? How did services and communications evolve as technology matured? What are the current state-of-the-art technologies that exist in CCs? Which industries appear to have the best solutions? What are these solutions? Photograph Analysis Worksheets and Written Document Analysis Worksheets from the National Archives and Records Administration were used to analyze primary source materials. Also, used were Primary Source Analysis Tools from the Library of Congress. The final report offers a comprehensive history of the technology evolution within the industry. Included are a discussion of state-of-the-art technologies, the range of their applications and suggestions for staff training.
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Hong, Kwang Hee. "L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243917839.

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Igboamalu, Frank Nonso. "Decision tree classifiers for incident call data sets." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27076.

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Information technology (IT) has become one of the key technologies for economic and social development in any organization. Therefore the management of Information technology incidents, and particularly in the area of resolving the problem very fast, is of concern to Information technology managers. Delays can result when incorrect subjects are assigned to Information technology incident calls: because the person sent to remedy the problem has the wrong expertise or has not brought with them the software or hardware they need to help that user. In the case study used for this work, there are no management checks in place to verify the assigning of incident description subjects. This research aims to develop a method that will tackle the problem of wrongly assigned subjects for incident descriptions. In particular, this study explores the Information technology incident calls database of an oil and gas company as a case study. The approach was to explore the Information technology incident descriptions and their assigned subjects; thereafter the correctly-assigned records were used for training decision tree classification algorithms using Waikato Environment for Knowledge Analysis (WEKA) software. Finally, the records incorrectly assigned a subject by human operators were used for testing. The J48 algorithm gave the best performance and accuracy, and was able to correctly assign subjects to 81% of the records wrongly classified by human operators.
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Bokun, I. A. "Information technology in a foreign language teaching and learning : pros and cons." Thesis, НЖЕК, 2011. http://essuir.sumdu.edu.ua/handle/123456789/63582.

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Mainake, Eugenie. "ANALYZING EFL TEACHERS’ TECHNOLOGY PREPAREDNESS TO PROMOTE CALL IN INDONESIA." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2718.

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In recent decades, technology has played a significant role in English language teaching. Current Indonesian policies in education encourage teachers to integrate technology into teaching and learning activities to bolster the effectiveness and efficiency of their teaching practice (Ministry of National Education Indonesia, 2013). Previous studies found that various technology-based pedagogies yielded rewarding results for learners’ language skills in Indonesia, yet teachers report a lack of skills and knowledge necessary for CALL (Computer Assisted Language Learning) integration (Cahyani & Cahyono, 2012; Ridwan, 2017). There are, however, limited studies examining teachers’ readiness and skills to implement technology use in their classroom instructions. Therefore, the present study investigates teachers’ technological skills to implement CALL-based English as Foreign Language (EFL) instructions, particularly in Maluku, Indonesia using the TPACK (Technology, Pedagogy, and Content Knowledge) Framework (Koehler & Mishra, 2006). EFL high school teachers (N=43) from Maluku, Indonesia participated in the study. The data were collected using an online TPACK survey (Schmidt et al, 2009; Sahin, 2011) and follow-up interviews (Nila, 2013). The teachers showed interest and awareness of the use of technology to facilitate efficient and effective EFL instruction. The majority of participants demonstrated their perceived understanding of utilizing and combining technology with their pedagogical practices. Further, the interviews uncovered the fact that a handful of technology tools were already employed to improve students’ practice of English inside and beyond classrooms. These findings shed light on the reality that Indonesian EFL teachers are prepared to enact CALL. Nevertheless, participants encountered challenges for effective enactment of CALL-based EFL instruction such as a lack of CALL training and accessible technology to facilitate learning. The findings then suggest a need for training modules for technology incorporation in ELT, quality school facilities, and assistance in developing technology based EFL teaching.
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Ditlevson, Jeffery T. "Air base defense different times call for different methods." Thesis, Monterey, Calif. : Naval Postgraduate School, 2006. http://bosun.nps.edu/uhtbin/hyperion.exe/06Dec%5FDitlevson.pdf.

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Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, December 2006.
Thesis Advisor(s): Maria Rasmussen. "December 2006." Includes bibliographical references (p. 103-109). Also available in print.
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Karlström, Petter. "CALL of the Wild : Using language technology in the second language classroom." Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8508.

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Technology that analyzes written human language displays compelling possibilities for computer assisted language learning (CALL). Applications may be designed to examine second language students’ free text production in order to suggest improvements, draw attention to selected linguistic elements, provide examples from native language use, etc. However, language technology is not free from issues. Output from the tools is occasionally inaccurate, and the tools’ emphasis on language structure stands in possible contrast with pedagogies that foreground the social nature of language. These difficulties cannot be resolved by improving technology alone. It is equally important to find out in empirical detail how students handle possibly problematic directions from particular tools, and how tasks and teacher guidance may affect students’ tool usage. This thesis provides detailed analyses of applied CALL activities with a language tool, in order to discern how usage of that particular tool occurs, and how complex interrelationships of tool and context of use direct students. The thesis makes six interrelated contributions, ranging from particular empirical results to implications for general theory and methodology in CALL. On the level of theory, the thesis 1) provides an argument to reintroduce language technology in CALL, and 2) suggests grounding in sociocultural theory for investigating second language classroom CALL as it unfolds. From these standpoints, it 3) develops methodology and empirical studies on the use of a particular tool in the hands of students in class. The studies result in 4) illuminations of problems in use and means to avoid these problems by attending to classroom setting. Returning to general theory, the results provide 5) evidence that the introduction of novel tools demands more than merely providing technology for students and teachers, suggesting 6) a need for more detailed considerations of how CALL tools are introduced to students.
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Stolt, Daniel, and Elin Vibe. "Teachers' beliefs and implementation of CALL." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34542.

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The National Curriculum in Sweden states that students should be given the opportunity todevelop understanding of digital tools. However, based on previous international research onthe subject, teachers rarely find that they have enough digital competence and knowledge ofthe tools to implement them properly in their teaching practises. This study aims atdiscovering what active teachers’ experiences are with Computer Assisted LanguageLearning (CALL) and how well they implement it in Sweden. This paper provides anoverview of the previous research done on teachers’ beliefs and their tendencies to implementCALL. Directly accessed primary data was collected through a survey and semi-structuredinterviews with five teachers in years K-6. Analysis of this data showed that teachers doimplement CALL on a regular basis, however, some of them find it difficult to utilize fully. Itwas also found that the age of the teachers might play a part in how well they understand the CALL software. Furthermore, after analysing the policy documents from Skolverket, it wasfound that teachers in general feel they lack the necessary digital competence to teach digitalcompetence to their students. The main conclusions of this study are thus that (i) teachersimplement CALL on a regular basis, (ii) teachers feel that they lack basic digital knowledgeand thus struggle in using the digital tools efficiently in their teaching practises, somethingthat should be included in the teacher training programs, (iii), that the age of the teachersseem to play a part in how well the they implement CALL in their teaching practises, and(iiii), that whilst teachers find CALL useful and convenient, it can never replace the role of a teacher.
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IENDRICK, ELANI NEVES. "WORK, TECHNOLOGY AND IDENTITY CONSTRUCTION IN SPEECH OF OPERATORS FROM A CALL CENTER." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3876@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Nesta dissertação, analisamos entrevistas de pesquisa com quatro operadores de uma Central de Atendimento Telefônico (CAT) de uma empresa de seguro saúde no Rio de Janeiro. De uma perspectiva da Sociolingüística Interacional, este estudo examina a construção das identidades desses atendentes em relatos de suas trajetórias profissionais. Essa análise focaliza procedimentos de avaliação, que são considerados como quaisquer instâncias do falante que indiquem o valor e o significado social de uma pessoa, coisa, evento ou relacionamento (Linde,1993,1997). Observamos que os resultados foram consistentes com a teorização em torno da noção de identidade fragmentada ( Hall, 1998; Woodward, 2000; Moita Lopes,2002). Além disso, é também estudado em que medida a utilização de alta tecnologia informa, para os atendentes em questão, a construção de uma identidade profissional ciborguiana, na qual se apagariam as fronteiras entre o natural e o artificial/tecnológico (Haraway, 2000 [1991]). Pretendemos contribuir para a reflexão em torno da questão do sofrimento no trabalho e sua relação com novas tecnologias (Dejours, 2000).
In this dissertation, we analysed research interviews with four operators from a Call Center of a health insurance's company situated in Rio de Janeiro. From the perspective of Interactional Sociolinguistics, the analysis focuses on the identities construction of these attendants through accounts of their professional lives. This analysis considers evaluation procedures, here understood as any instance of a speaker indicating the social meaning or value of a person, thing, event or relationship (Linde, 1993, 1997). The results are consistent with a theorisation around the notion of fragmented identity (Hall, 1998; Woodward, 2000; Moita Lopes, 2002). Moreover, it is also studied in what extension the use of high technology informs, to the attendants in question, the construction of a cyborg professional identity construction, in which, there is no limitation between the natural and the artificial/technological (Haraway, 2000 [1991]). With this work, we intend to contribute to a reflection around the issue of the suffering in the working enviroment and its relation to new technologies (Dejours, 2000).
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Books on the topic "CALL technology"

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Call centers: Technology & techniques. [Mason, OH]: Thomson South-Western, 2003.

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A practical guide to call center technology. Gilroy, CA: CMP Books, 2001.

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R, King J. Geeks On Call Security and Privacy. New York: John Wiley & Sons, Ltd., 2005.

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Keith, Dawson, ed. The call center dictionary: The complete guide to call center & customer support technology solutions. New York: CMP Books, 2002.

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Geier, Eric. Geeks On Call Wireless Networking. New York: John Wiley & Sons, Ltd., 2005.

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Geier, Eric. Geeks On Call PC's. New York: John Wiley & Sons, Ltd., 2005.

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Navigating the Customer Contact Center in the 21st Century: A technology and management guide. a technology and management guide: Advanstar Communications, 2001.

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Durr, William. Navigating the customer contact center in the 21st century: A technology and management guide. Cleveland, Ohio: Advanstar Communications, 2001.

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Geeks On Call PC security and privacy: 5-minute fixes. Indianapolis, IN: Wiley Pub., 2005.

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Geier, Eric. Geeks on call wireless networking: Five minute fixes. Indianapolis, IN: Wiley Pub., 2005.

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Book chapters on the topic "CALL technology"

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Torsani, Simone. "Technology and Language Education." In CALL Teacher Education, 19–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_2.

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Zehr, Wilson, Abdussalam Alawini, Mousa Alharbi, and Mohamed Borgan. "Call Tracking Technology Selection Model." In Technology Development, 23–42. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05651-7_2.

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Torsani, Simone. "The Integration of Technology Into Language Education." In CALL Teacher Education, 45–66. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_3.

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Bombadieri, Merle. "When to Call It Quits." In Technology and Infertility, 381–89. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-9205-7_39.

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Son, Jeong-Bae. "CALL Teacher Development." In Teacher Development in Technology-Enhanced Language Teaching, 57–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_4.

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Hegelheimer, Volker. "7. When the technology course is required." In Teacher Education in CALL, 117–33. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.12heg.

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Chao, Chin-chi. "13. How WebQuests send technology to the background." In Teacher Education in CALL, 221–34. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.19cha.

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Murphy-Judy, Kathryn, and Bonnie L. Youngs. "3. Technology standards for teacher education,credentialing, and certification." In Teacher Education in CALL, 45–60. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.06mur.

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Meskill, Carla, Natasha Anthony, Shannon Hilliker-VanStrander, Chi-hua Tseng, and Jieun You. "17. Expert-novice teacher mentoring in language learning technology." In Teacher Education in CALL, 283–98. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.24mes.

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Son, Jeong-Bae. "Teachers’ Competencies in CALL." In Teacher Development in Technology-Enhanced Language Teaching, 41–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_3.

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Conference papers on the topic "CALL technology"

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"Call for Papers." In IEEE Instrumentation and Measurement Technology Conference. IEEE, 2006. http://dx.doi.org/10.1109/imtc.2006.328324.

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"Call for Papers." In 2007 IEEE Instrumentation and Measurement Technology Conference. IEEE, 2007. http://dx.doi.org/10.1109/imtc.2007.379304.

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"Call for papers." In 2008 58th Electronic Components and Technology Conference. IEEE, 2008. http://dx.doi.org/10.1109/ectc.2008.4549935.

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"[Call for papers]." In 2014 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2014. http://dx.doi.org/10.1109/ghtc.2014.6970250.

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"Call for papers." In 2016 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2016. http://dx.doi.org/10.1109/ghtc.2016.7857250.

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"Call for Papers." In 2007 IEEE Bipolar/BiCMOS Circuits and Technology Meeting. IEEE, 2007. http://dx.doi.org/10.1109/bipol.2007.4351823.

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"Call for Papers." In 2006 IEEE AUTOTESTCON. IEEE Systems Readiness Technology Conference. IEEE, 2006. http://dx.doi.org/10.1109/autest.2006.283639.

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"Call for papers." In 2009 IEEE Intrumentation and Measurement Technology Conference (I2MTC). IEEE, 2009. http://dx.doi.org/10.1109/imtc.2009.5168403.

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"Call for papers." In 2007 International Workshop On Optoelectronic Physics and Technology. IEEE, 2007. http://dx.doi.org/10.1109/opt.2007.4298517.

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"Call For Paper." In 2022 International Arab Conference on Information Technology (ACIT). IEEE, 2022. http://dx.doi.org/10.1109/acit57182.2022.9994153.

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Reports on the topic "CALL technology"

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Campbell, Craig P. Technology, Organization and Doctrine Enhancing the Combat Capability of the On-Call AEW. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388300.

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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Biegelbauer, Peter, Christian Hartmann, Wolfgang Polt, Anna Wang, and Matthias Weber. Mission-Oriented Innovation Policies in Austria – a case study for the OECD. JOANNEUM RESEARCH Forschungsgesellschaft mbH, August 2020. http://dx.doi.org/10.22163/fteval.2020.493.

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In recent years, mission-oriented approaches have received growing interest in science, technology and innovation (STI) policies against the background of two developments. First, while so-called “horizontal” or “generic” approaches to research, technology and innovation policies have largely been successful in improving the general innovation performance or the rate of innovation, there are perceived limitations in terms of insufficiently addressing the direction of technological change and innovation. Second, “grand societal challenges” emerged on policy agendas, such as climate change, security, food and energy supply or ageing populations, which call for thematic orientation and the targeting of research and innovation efforts. In addition, the apparent success of some mission-oriented initiatives in countries like China, South Korea, and the United States in boosting technological development for purposes of strengthening competitiveness contributed to boosting the interest in targeted and directional government interventions in STI. Against the backdrop of this renewed interest in mission-oriented STI policy, the OECD has addressed the growing importance of this topic and launched a project looking into current experiences with Mission-Oriented Innovation Policy (MOIP). The present study on MOIP in Austria was commissioned by the Austrian Federal Ministry for Climate Action, Energy, Mobility, Environment, Innovation and Technologiy (BMK) and comprises the Austrian contributions to this OECD project. The study aims at contributing Austrian experiences to the international debate and to stimulate a national debate on MOIP.
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Southwell, Brian, and Vanessa Boudewyns, eds. Curbing the Spread of Misinformation: Insights, Innovations, and Interpretations from the Misinformation Solutions Forum. RTI Press, December 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0008.1812.

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Although many people now have access to more accumulated information than has ever been the case in human existence, we also now face a moment when the proliferation of misinformation, or false or inaccurate information, poses major challenges. In response to these challenges and to build collaboration across disciplines and expertise and a more effective community of learning and practice, the Rita Allen Foundation partnered with RTI International and the Aspen Institute along with Craig Newmark Philanthropies, Democracy Fund, and Burroughs Wellcome Fund to hold the Misinformation Solutions Forum in October 2018 at the Aspen Institute in Washington, DC. This forum brought together academic researchers, technology professionals, data scientists, journalists, educators, community leaders, funders and a set of graduate student fellows to explore promising ideas for curbing the spread of misinformation. We issued an open call for ideas to be featured in the forum that sought interventions focused on reducing behaviors that lead to the spread of misinformation or encouraging behaviors that can lead to the minimization of its influence. Interventions with technological, educational, and/or community-based components were encouraged, as were projects involving science communication, public health and diverse populations. A panel of expert judges assessed submissions through a blind review process; judges included representatives from the Rita Allen Foundation, as well as external institutions such as the Democracy Fund, the National Institutes of Health, the Poynter Institute, First Draft, and academic institutions. Authors developed the essays presented here based on both original submissions and the iterative collaboration process that ensued.
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Busso, Matías, María P. González, and Carlos Scartascini. On the Demand for Telemedicine: Evidence from the Covid-19 Pandemic. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003225.

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Telemedicine can expand access to health care at relatively low cost. Historically, however, demand for telemedicine has remained low. Using administrative records and a difference-in-differences methodology, we estimate the change in demand for telemedicine experienced after the onset of the COVID-19 epidemic and the imposition of mobility restrictions. We find a 233 percent increase in the number of telemedicine calls and a 342 percent increase in calls resulting in a medication being prescribed. The effects were mostly driven by older individuals with pre-existing conditions who used the service for internal medicine consultations. The demand for telemedicine remains high even after mobility restrictions were relaxed, which is consistent with telemedicine being an experience good. These results are a proof of concept for policymakers willing to expand access to healthcare using advances in technology.
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Brosseau, Timothy L., Mark D. Kregel, Bailey T. Haug, and John T. McLaughlin. The Inertial Reticle Technology (IRT) Applied to a .50-cal. M2 Heavy-Barrel Machine Gun Firing from a High-Mobility Multipurpose Wheeled Vehicle (HMMWV). Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada377015.

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Anzolin, Guendalina. Productive Development Policies in the Mining Value Chain: Policy Opportunity and Alignment. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003886.

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Natural resources are an important source for development, and Latin America is one of the regions with the highest endowment. This calls for a reconsideration of resource-based development. Ambitious countries are moving toward high-value activities and more diversified economies to continue moving up the development ladder. In this sense, the resurgence of industrial policy can correct market failures and lead to the implementation of mission-oriented policies. This document analyzes opportunities to design and implement integrated policies through a revised taxonomy of mining-related policies, applying it to Australia, South Africa, and Chile. The mining sector has been a fertile field, characterized by high technology niches, growth, and innovation. Demand and supply policies can shape the path for development within the sector and across the economy due to the potential of vertical and horizontal linkages.
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