Dissertations / Theses on the topic 'ICT Practices'
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Börjesson, Rivera Miriam. "Practice makes perfect? : Sustainable practices with ICT and daily travel." Licentiate thesis, KTH, Miljöstrategisk analys (fms), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-175753.
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The thesis shows how practice theory can be applied in different ways when exploring how daily life can be supported to become more environmentally sustainable. Ultimately the thesis aims to contribute to new knowledge on how to design policies and interventions that aim at facilitating environmentally sustainable practices. This thesis argues that practice theory is useful in the field of sustainability research since it offers as point of departure a perspective on human everyday life which decentres focus from individual behaviour and instead looks at how social practices are constructed by integrating and combining material, bodily and mental elements. The thesis discusses the following questions: i) How can the role of ICT in everyday life be conceptualized from a practice perspective?, ii) How can practice theory be used in order to describe and assess second order environmental effects? and iii) What are the key considerations from a practice perspective when designing social/physical interventions for sustainable mobility? The papers in this thesis all use practice theory as point of departure but with different outcomes. Practice theory is thus used conceptually, methodologically and analytically. The main conclusions of the thesis are: Changes in practices due to ICT usage will inevitably have environmental impacts, both negative and positive, and for policy-makers it is imperative to take this into consideration when planning for the future and actively support and facilitate sustainable social practices. Looking at changes in practices due to new ICT usage can be one way to include second order effects in environmental assessments, in this way contributing to a discussion of potential environmental impacts from implementing a new product, application or service. Interventions, such as a cargo bike pool or restrictive work travel policies, have the potential to change existing practices. However, the potential of these changes, depend on a variety of different factors which are more or less difficult to influence for the individual practitioner such as work location, time schedules, availability of transportation means and modes. Further, it is difficult to foresee exactly how such changes will look and if they sustain in the long run. Finally, it is not necessarily so that an intervention will have the desired outcome that was intended, the outcome might be something else, consequently this means that interventions need to be analysed and assessed from other perspectives, one being a practice perspective.Denna avhandling visar hur praktikteori (practice theory) kan tillämpas på olika sätt när man ska utforska hur det dagliga livet kan bli mer miljömässigt hållbart. Ytterst syftar avhandlingen till att bidra till ny kunskap om hur man kan utforma strategier och åtgärder som syftar till att stödja miljömässigt hållbara praktiker. Denna avhandling hävdar att praktikteori är användbart inom hållbarhetsforskning eftersom den utgår från de vardagliga praktikerna. Detta ger ett perspektiv på människors vardagsliv som lyfter fokus upp från individens beteende och istället undersöker hur praktiker skapas och omskapas genom de element (material, färdigheter och symbolisk innebörd) som utgör en social praktik. Avhandlingen behandlar följande frågor: i) Hur kan IKT: s roll i det dagliga livet begreppsliggöras?, ii) Hur kan praktikteori användas för att beskriva och andra ordningens miljöeffekter i miljöbedömningar? och iii) Vilka är de viktigaste överväganden utifrån ett praktikteoriperspektiv vid utformningen av sociala och/eller fysiska åtgärder för hållbar mobilitet? Artiklarna i denna avhandling utgår från praktikteori, men det teoretiska ramverket används på ett konceptuellt, metodologiskt eller analytiskt vis i de olika artiklarna. De viktigaste slutsatserna i avhandlingen är: Förändringar i till följd av IKT-användning kommer oundvikligen ha miljöpåverkan som kan vara både negativ och positiv. För beslutsfattare är det viktigt att ta hänsyn till detta när man planerar för framtiden och aktivt stödja och underlätta för hållbara sociala praktiker. Miljöbedömningar behöver kunna hantera och inkludera så kallade effekter av andra ordningen för att kunna bedöma potentiell miljöpåverkan som en ny produkt, program eller en tjänst kan ha. Ett sätt att inkludera andra ordningens effekter i miljöbedömningar kan vara att titta på förändringar i vardagliga praktiker som uppstår vid användning av IKT. Interventioner och andra typer av åtgärder har potential att förändra befintliga mobilitetspraktiker. Men dessa potentiella förändringar, beror på en rad olika faktorer som är mer eller mindre svårt att påverka för den enskilde utövaren så som arbetsplatsens lokalisering, scheman, tillgång till transportmedel och transportsätt. Vidare är det svårt att förutse exakt hur sådana förändringar kommer att se ut och om de håller i sig i det långa loppet. Slutligen är det inte nödvändigtvis så att en intervention eller annan åtgärd kommer att ha det önskade resultatet som avsågs, utan resultatet kan snarare vara något annat. Detta innebär att insatser och åtgärder måste analyseras och bedömas ur andra perspektiv, till exempel ett praktikteoretiskt perspektiv.
QC 20151023
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Abbasi, Salma. "Women and ICT in Muslim countries : policies, practices and challenges." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/5d56f72f-4ce5-4a5f-7196-22bc9ff0bec1/7/.
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This thesis explores the challenges and barriers that influence women's engagement with ICTs in Muslim countries, particularly in Pakistan. It examines the extent to which ICT policies, plans and strategies for 24 countries refer to women, and the implications that this has for their experience of ICTs. It analyses the cultural and social constraints on women's engagement with ICTs. Empirical research was conducted in five regions of Pakistan using documentary analysis, interviews, focus groups and questionnaires. The research shows that involving women in the ICT policy formulation process does not necessarily guarantee effective and inclusive ICT policies. Supporting Thas et al. (2007) and Chowdhury and Khanam (2005) it suggests that women from diverse sections of society with real knowledge of cultural and social contexts need to be involved in policy making if it is to be of benefit to women. Building on the work of Wanasundera (2006) and Hafkin (2002), the research suggests that ICT policies cannot be gender-neutral in countries such as Pakistan, where prevailing patriarchal social structures limit understandings of the constraints faced by women in effectively utilising ICTs in their individual and collective interests. The use and impact of ICTs depends greatly on class, education and geographical location (Gurumurthy, 2004; Jorge, 2002). ICT policies/programmes appear to cater mainly for the needs of wealthy, upper and middle class educated urban women. Thus ICTs have negligible benefits for the lower class poor, uneducated rural women (Arun et al., 2004). This research also highlights critical gaps in our understanding of the interface between ICTs, women and development (Momsen, 2004). Women face a wide range of social barriers in their use of ICTs, based on their environments, immersed in tradition and cultural norms. This research identifies substantial barriers that appear to be unaddressed in the design of ICT projects and guidebooks.
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Kakihara, Masao. "Emerging work practices of ICT-enabled mobile professionals." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/311/.
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Currently, mobility is a significantly pervasive term; the concept is being widely used in multiple discussions including social, economic, political, and technological debates. However, the theoretical grounding of the concept is surprising unstable. This thesis aims to offer a theoretical foundation for the concept of mobility, particularly in contemporary work contexts. With support of information and communication technologies (ICTs) in general and mobile technology in particular, contemporary work activities are increasingly distributed and dynamically conducted in various locations. In such an emerging work environment, maintaining a highly level of 'mobility' is becoming critical for contemporary workers, particularly for mobile professionals. Based on the theoretical considerations on the concept of mobility, this thesis empirically explores the dynamic and heterogeneous nature of mobile professionals' work practices. In order to appreciate and explain the nature of mobility in contemporary work, this thesis specifically addresses the emerging work practices of mobile professionals. the data collection consisting of in-depth interviews and ad-hoc observations of sixty0two professional workers was conducted in Tokyo, Japan during the summer of 2002. Informed by the results of this qualitative field study, the thesis discusses a distinct mode of mobility in mobile professional work. The mode of mobility is characterised not only by extensive geographical movement but also by operational flexibility and intense interaction in mobile professional's dynamic work activities. Based on these theoretical and empirical discussions, this thesis aims: 1) to theoretically underpin our understanding of mobility in contemporary work contexts; 2) to offer empirically grounded implications for the post-bureaucratic, fluid organising of work, organisation, and technology.
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Al-Sharija, Mohammed. "Leadership practices of Kuwaiti Secondary School Principals for embedding ICT." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53276/1/Mohammed_Al-Sharija_Thesis.pdf.
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Globalisation and the emergence of knowledge-based economies have forced many countries to reform their education system. The enhancement of human capital to meet modern day demands of a knowledge economy, and equip the new generation with the capacity to meet the challenges of the 21st Century has become a priority. This change is particularly necessary in economies typical of countries, such as Kuwait, which have been dependent on the exploitation of non-renewable natural resources. Transiting from a resource-based economy to an economy based on knowledge and intellectual skills poses a key challenge for an education system. Significant in the development of this new economy has been the expansion of Information Communication Technology (ICT). In education, in particular, ICT is a tool for transforming the education setting. However, transformation is only successful where there are effective change management strategies and appropriate leadership. At the school level, rapid changes have affected the role that principals take particularly in relation to leading the change process. Therefore, this study investigated the leadership practices of school principals for embedding ICT into schools.
The case study assessed two Kuwaiti secondary schools; both schools had well established ICT programs. The mode of data collection used a mixed-methods design, to address the purpose of the study, namely, to examine the leadership practices of school principals when managing the change processes associated with embedding ICT in the context of Kuwait. A theoretical model of principal leadership, developed, from the literature, documented and analysed the practices of the respective school principals. The study used the following five data sources: (a) face to face interviews (with each school principal), and two focus group interviews (with five teachers and five students, from each school); (b) school documents (related to the implementation and embedding of ICT); (c) one survey (of all teachers in each school); (d) an open-ended questionnaire (of participating principals and teachers); and (e) the observation of ICT activities (PD ICT activities and instruction meetings).
The study revealed a range of strategies used by the principals and aligned with the theoretical perspective. However, these strategies needed to be refined and selectively used to fit the Kuwait context, both culturally and organisationally. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The strategies provided the basic leadership practices required to construct a successful ICT embedded implementation process. Hence, a revised model of leadership that has applicability in the adoption of ICT in Kuwait was developed.
The findings provide a better understanding of how a school principal’s leadership practices impact upon the ICT embedding process. Hence, the outcome of this study informs emerging countries, which are also undergoing major change related to ICT, for example, other members of the Cooperation Council for the Arab States of the Gulf. From an educational perspective, this knowledge has the potential to support ICT-based learning environments that will help educational practitioners to effectively integrate ICT into teaching and learning that will facilitate students’ ICT engagement, and prepare them for the ICT development challenges that are associated with the new economy; this is achieved by increasing students’ knowledge and performance. Further, the study offers practical strategies that have been shown to work for school principals leading ICT implementation in Kuwait. These strategies include how to deal with the shortage in schools’ budgets, and the promotion of the ICT vision, as well as developing approaches to build collaborative culture in the schools.
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Hui, Wai-keung Joseph, and 許偉強. "The impact of ICT on teaching practices: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29469788.
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Ryu, Hansol. "Exploring design practices for explaining music recommendations." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445738.
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McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
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Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented.
This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices.
This case study and its findings has important implications for the implementation of effective PD in schools.
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Bourke, Jane. "Adoption of innovations in Irish general practices : prescription drugs, medical equipment and ICT." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/47159/.
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In this thesis we explore innovation in general practices in Ireland. Drawing on an encompassing equilibrium, disequilibrium and learning-by-using model of adoption, we examine the influences of general practitioner (GP) and practice characteristics, strategic behaviour, learning and knowledge spillovers, and cumulative learning from previous adoption decisions on the perceived benefits of adopting and using innovations in general practices. Ours is the first application of this theoretical framework to timing of adoption, multiple technology adoption and intensity of adoption decision-making in a health care setting. Our examination focuses on three innovations, prescription drugs, medical equipment and Information and Communications Technology (ICT). Our analysis is based on two data sources, a secondary dataset which brings together GPs prescribing history over a 4½ year time period with information on the characteristics of the 625 GPs themselves, and a cross-sectional primary dataset which provides us with information for 601 general practices concerning practice structure and use of medical equipment and ICT. Employing duration analysis, multivariate Probit and ordered Probit econometric techniques, we examine the adoption, use and intensity of use of prescription drugs, medical equipment and ICT respectively. Irish GPs exhibit notable innovative behaviour with respect to prescribing innovation and practice development. Our research demonstrates that Irish GPs respond to informational stimuli with respect to adoption and use of new prescription drugs, medical equipment and ICT. Furthermore, Irish GPs are incentivised by commercial and market considerations. In addition, we find the extent which a practice adopts technologies and learns from that experience influences both ensuing prescribing and investment decision-making. Our empirical findings support an economic approach to examining decision-making in a health care setting and the application of our encompassing theoretical model to examinations of adoption and use of innovations by health care professionals.
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Grous, Alexander. "Managerial practices, location and ICT : productivity of UK aerospace firms in business clusters." Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/2532/.
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Globalisation and Information and Communications Technology (ICT) once appeared to be allies attempting to thwart the notion of the local economy. Recently, and somewhat paradoxically, policymakers and firms appear to be harnessing ICT to foster the development of local economies. To compete globally, firms are frequently looking locally, often by co-locating in industrial districts ('clusters'). Despite similar access to ICT, software, and government policies designed to ameliorate productivity impeding variables, wide gulfs continue to appear in ICT-led productivity between firms in different countries, within the same country, or within the same region or cluster. Attention is increasingly turning to the role that management practices may play in explaining such variations. Concomitant to, or perhaps as a result of this focus, the relationship between ICT and productivity warrants further consideration, with the recognition that ICT by itself cannot affect competitive capacity: it can only be productive if it is appropriately embedded in the organisation and is a function of managerial practices and skills. This dissertation has been undertaken at the nexus of ICT, managerial practices and spatial orientation. It has a firm-level focus and will rectify a current methodological and sampling deficit to provide answers on how and why managerial practices affect ICT both within and between organisational settings, and how this in turn influences productivity. A multiple embedded case study design has been utilised, nested in the aerospace sector in the UK. The research utilises both qualitative and quantitative empirical methodologies and is multidisciplinary, working across the Information Systems Group in the Department of Management and the Centre for Economic Performance at the LSE. Ontologically, the research ascribes to the assumption that technology is neither omnipotent nor uncontested, and impinges on the terms by which individuals interact with one another, influencing the individual-world interaction and affecting the behaviour of the organisation as a social system. Success or failure can ultimately depend on the negotiation of practices, with information systems capable of mediating productivity. By addressing the current lacuna at the overlap of the principal themes being explored, this research makes an original and relevant contribution on a topical issue that transcends borders, culture and language.
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Granlund, Frida, and Julia Mellström. "New leadership & ICT : The impact of technology on leadership practices amongst middle managers." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388938.
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Thesis Purpose: The study aimed to explore how the use of ICT has influenced the leadership role and thus also in what ways this has been helping the practice of the role among middle managers.The study was exploratory as an attempt to understand how the leadership role has been influenced in the new digital era. Theoretical Perspective: Previous literature has been examined where different concepts have been chosen in reference to the study. ICT, its connection to leadership and the composition of the managerial role has been presented in this thesis. Methodology: A qualitative method has been used for this case study with the aim to gain an understanding of the studied area. Collected data was analyzed using an abductive approach which involved back-and-forth engagement with theory and empirical findings. Empirical study: For this qualitative study, semi-structured interviews was made with four middle managers, all positioned at the case company. Conclusion: The leadership role was found to be both facilitated and made more difficult due to the use of ICT. Communication as a part of the informational roles among leaders has been facilitated the most. The facilitation of the roles was also found to depend on the technological skills among middle managers and the organisational structure.
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Boston, Julie. "Learning in a digitally connected classroom: Secondary science teachers’ pedagogical reasoning and practices." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2275.
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Despite decades of research surrounding Information Communication Technology (ICT) use in schools, the pedagogical reasoning required to provide meaningful ICT enabled learning opportunities is rarely analysed in the literature. The purpose of this research was therefore to investigate teachers’ pedagogically reasoned practice. This study involved three exemplary Australian secondary science teachers, renowned for their expertise in utilising ICT working in classrooms where students had school issued one-to-one computers and reliable network access. The research utilised qualitative methods, including semistructured interviews, video-based observational data, and an array of lesson artefacts. The study followed a naturalistic multiple-case study design to explore the pedagogical reasoning and actions of these science teachers.
The study identified different forms of pedagogical reasoning and action for a digitally connected world. Many aspects of this iterative model bear close resemblance to Shulman’s (1987) original conception of pedagogical reasoning and action. In each case, sophisticated reasoned decision-making drawing upon a range of teacher knowledge bases, most notably technological pedagogical content knowledge took place. The pedagogical reasoning and action model presented demonstrates a backward mapping approach where the use of ICT was directed at supporting the development of scientific content and educational outcomes of the mandated science curriculum. The research also found that these teachers held social constructivist beliefs for the use of ICT and intentionally designed ICT enabled opportunities from a learning affordance perspective. The research also demonstrated a reflexive relationship between the teacher’s beliefs and their pedagogical practices. Teacher activity involved significant preparatory work in the selection and curation of motivating, authoritative and multimodal Internet accessible ICT resources and tools aligned to the mandated science curriculum. In each case, the teachers had purposefully created a customised classroom online presence or website, offering students a flexible learning environment, an uncommon practice at the time of the study.
The teachers designed ICT enabled learning opportunities following a guided inquiry model, frequently involving collaborative problem-based strategies. In each case, the students were the dominant users of ICT in the classroom using ICT for discovering knowledge, constructing knowledge and for sharing knowledge. The teachers’ role was predominantly one of orchestration of the learning environment, scaffolding and questioning students as they engaged with guided inquiry-based learning tasks.
Ultimately the research revealed the critical role of the teacher in mediating the affordances of ICT for meaningful learning. Overall the findings offer useful insights into how exemplary science teachers’ reason and act about the use of ICT in a digitally connected classroom. An important implication for the development of initial science teacher education programs arose from the study, notably that preservice teachers require ongoing and authentic course opportunities to support the development of the technology, pedagogy, and content knowledge relevant for a digitally connected classroom.
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Topp, Amanda. "Teaching practices, influences and outcomes in the adult ICT user classroom : more than an input/output approach?" Thesis, University of Sunderland, 2010. http://sure.sunderland.ac.uk/4585/.
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ICT user skill is a relatively new subject area and has a limited pedagogical history. To date, most of the discussion has been about ICT within schools, particularly integration of ICT into other curriculum areas, with less emphasis on how to teach user skills, especially to adults. This research explores differing teaching practices within the adult ICT user skills environment from a teacher professional knowledge perspective. By examining the ways that teachers develop, maintain and enact pedagogical knowledge and by determining influencing factors, this investigation contributes to the subject and pedagogical understandings vital to an emergent subject area. A naturalistic, qualitative, multi-methodology approach was used, involving interviews, classroom observations, document examination, and learner questionnaires. This enabled flexible examination and triangulation of the varying influences on practice and the development of emergent models. The research identified seven different teaching approaches but concludes that ‘transmissive’ teaching styles focusing on procedural skills dominate. Activity is almost universally perceived by stakeholders as practical, hands-on and individual. The diversity and nature of the teachers’ professional backgrounds, ambiguous subject goals, perceptions of adults as learners, and strong institutional and examination influences all contribute to this narrow perspective. This thesis questions whether such one-dimensional subject and pedagogical outlooks could impact adversely on outcome, leading to skills deficiencies which may limit economic and/or personal ICT potential. Drawing on problem solving examples from the research the thesis proposes a more holistic approach to create a robust theoretical base for both subject and pedagogy.
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Chini, Ioanna. "Governmentality and the information society : ICT policy practices in Greece under the influence of the European Union." Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/847/.
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The perceived socio-economic significance of Information and Communication Technology (ICT) has dramatically expanded the domains in which this cluster of technologies is being discussed and acted upon. Action to promote the 'information society' has made its way into governmental policy. National technology policy and action cannot however be adequately understood solely as the calculation of needs according to the development aspirations of the country concerned. Instead it needs to be placed in the intersection of simultaneous efforts by national and international organisations to shape technological developments. This research examines the nature of efforts made to promote ICT innovation through national policies and programmes in the midst of international and regional influences. The thesis involves the historical analysis of the policies for ICT diffusion in Greece within the context of the European efforts to promote the information society. It examines how the Greek state undertook to implement a large-scale ICT programme, in the backdrop of hesitant attempts at modernisation and technological innovation. The research traces the emergence of the ICT programme and the European visions which framed it, and explores the discourses and practices through which it came to materialise. The research is theoretically infomred by Foucault's ideas on governmentality, focusing on the government and self-government of conduct. The study explores the discourses sustained through the European and Greek policies on the information society. Practices of funding, monitoring and reporting are also scrutinised to understand the forms of discipline and contestation they gave rise to. Through this theoretical analysis, the research engages in a context-sensitive examination of the taken-for-granted relationship between policies and their implementation. The main contribution of the thesis lies in illuminating the often neglected role of international and regional organisations in shaping technological agendas, and the material practices which allow them to operate effectively across distances.
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Twiner, Alison. "Sociocultural understandings of technology-mediated educational practices : improvable objects and meaning-making trajectories in the ICT-literate classroom." Thesis, Open University, 2011. http://oro.open.ac.uk/33539/.
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Informed by sociocultural theory, this thesis addresses the gap between the view that teaching-and-learning should be an extended, integrated experience, and the limited research available on how classroom technologies can support this (Glover, et al., 2007). The research explores a new programme using technologies (including interactive whiteboards: IWBs) together with dance/movement and more traditional classroom activities to support teaching-and-learning. Data are presented from eight consecutive history lessons on the Great Fire of London with a Year 2 class (6-7 years), together with four interviews, two Video-Stimulated Reflective Dialogue sessions and a focus group. Findings are based on sociocultural discourse analysis (Mercer, 2004), multimodal analysis (Jewitt, 2009; Kress & van Leeuwen, 2001) and thematic analysis (Braun & Clarke, 2006) of these data. With implications for both theory and practice, analysis shows how the IWB was used in innovative ways to offer structure and flexibility across lessons. Evidence is also provided of how exploring the topic through dance/movement, images and other activities could support pupils in building conceptual understanding. This then served as a context to develop verbally-expressed understanding. Analysis indicates, however, that confusion could arise in the different ways concepts were referred to through this integrated approach. Based on these findings, Wells’ (1999) concept of the ‘improvable object’ is extended to illustrate how flexible use of IWB slides and talk around them, and how exploring and re-versioning concepts across activities, brings new dimensions to the knowledge-construction process. Furthermore, the importance of addressing meaning making as an interactional achievement became evident, through extension of Baldry and Thibault’s (2006) ‘meaning-making trajectory’. Analysing teacher and pupil perspectives offers valuable insights, regarding how the teacher used and improvised from his lesson plan to acknowledge pupils’ interpretations, and support ongoing meaning making. These contributions represent important understandings of knowledge construction in contemporary, technology-mediated classrooms.
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Amanatidis, Nickolaos. "A study in the acquisition and promotion of ICT pedagogic practices and competences by Greek primary school teachers." Thesis, London South Bank University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593642.
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Information and communication technologies, (ICT) in education, according to recent and past research, can motivate and engage students and promote knowledge. To meet the increasing demand for change in the incorporation of ICT in education the Greek Ministry of Education and the Pedagogic Institute of Greece, launched a nationwide project of in-service training (INSET) of teachers of the second level, training of teachers in the use and evaluation of pedagogy incorporating ICT in classroom instruction, following the successful implementation and certification of the first level, basic computer skills. The INSET course is separated into four phasesperiods, according to the topics taught and the practical activities of the sessions, as assigned to the trainers by the organisers: The Theoretical Phase, the Practical Phase, the Applied Phase and the Evaluation, Selection and Implementation Phase. The study aims to evaluate and identify the outcomes of the project in terms of the teacher trainees’ acquisition and promotion of ICT pedagogic practices and competencies in classroom instruction through a focus on any changes in the profiles and practices of the teacher-trainees during and after the course, and to identify the elements of the training that may have supported these changes. The research consists of four phases: Investigational, Transitional, In Class Support, and the Joint Teaching, Observational-Evaluative phase. Through the data collected and analysed, drawing on situated cognition, problem-based learning and just-in-time teaching, the following identities emerged: The Progressive Innovative, the Static Innovative, the Receptive Moderate, the Restrained Moderate, the Natural Reluctant and the Phobic Reluctant. Arising from the findings it is argued that change can be associated in particular with the researcher’s collaboration with the trainees in their classrooms, identification of their diverse profiles and the selection and implementation of ICT tools and training modes tailored to the their personal needs, skills and preferences.
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Lundmark, Erik. "Organisational Adoption of Innovations : Management Practices and IT." Licentiate thesis, Linköping University, Linköping University, Department of Management and Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11537.
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This thesis describes effects of use and reasons for using three different organisational innovations: ISO 9000, Information and Communication Technologies (ICT) and an administrative tool (the YAF-module) in the Swedish Sports Confederation’s system Swedish Sports Online. This is done through three separate studies. The first study is directed at Swedish Small and Medium Sized Enterprises (SME) and the two following studies are directed at Swedish sport associations. The thesis contains three separate essays presenting the studies and an introductory part where the studies are compared.
In the introductory part of the thesis the interaction patterns between organisation and innovation are compared and discussed. I discuss the level of effort put into the decision and implementation processes, and how this is related to the satisfaction with the innovations. The patterns that emerged are quite different in the three studies. Understanding these different interaction patterns between organisation and innovation is a step away from a beneficial/ detrimental dichotomy of innovations.
The decision and implementation processes differ between the three studies regarding what parts of the organisations were involved. In the first study we saw top down decision and implementation processes, whereas in the second study we saw bottom or middle up processes. In the third study the decision and implementation was much narrower in scope, often involving only one person. I also describe how all perspectives (efficient choice, forced selection, fad and fashion perspective) suggested by Abrahamson (1991), bear some grain of truth for the adoption of ISO 9000 by SMEs and adoption of ICT by sport associations, whereas imitation (the fad and fashion perspectives) is less important in the adoption of the YAF-module. Furthermore, I discuss the parallels between human and organisational decisionmaking.
Summary of the first essay – The aim of the first study is to investigate the effects of quality management in accordance with the ISO 9000 as viewed by both quality managers and other managers. We also consider the way companies carried out the recertification process to ISO 9001:2000 and what consequences different approaches brought. The study is based on Swedish SMEs with an ISO 9000:1994 who had recertified according to the ISO 9001:2000 standard. The strongest, most obvious and most valued effects of the ISO 9000 standard are clearer and more apparent working procedures and responsibilities. The most apparent problem is bureaucracy, which according to some managers can lead to reduced flexibility. The effects of the certification vary depending on how the certification project is conducted and how consultants are used.
Summary of the second essay – This essay presents a descriptive study of the use of information and communication technology (ICT) and the change in communication patterns in Swedish sport associations over the period 1994 to 2003. The change is discussed in light of Internet and broadband diffusion. Results show that new channels for communication have been adopted, primarily Web sites and e-mail, but few established channels have been dropped. While there are associations that save time and money and increase the spirit of community using ICT, many organisations experience the increased number of communication channels as a burden since maintaining them takes extra resources but the benefits are not always easy to detect or measure. Certain characteristics common among non profit organisations (NPOs) as well as Internet and broadband access have influenced the development of ICT use.
Summary of the third essay – This essay presents a new model for analysing adoption of discretionary, public information systems (PIS) with digital use patterns (such as use or non-use, as opposed to frequency of use, or degree of engaged or compliant use). The model is based on Rogers’ innovation diffusion theory (IDT) and Nilsson’s user centred access model (UCAM). The model is an alternative to the general technology acceptance model (TAM). The AKAM-Model identifies six prerequisites for use and four management approaches and describes how these are related. To illustrate its applicability, the AKAM-Model is used to analyse the adoption of a specific module, the YAF-module, in the Swedish Sports Confederation’s (SSC) system Swedish Sports Online. We present empirical results that indicate the frequency and importance of the barriers and driving forces as experienced by the YAF-module users and the potential YAF-module users.
Denna avhandling beskriver effekterna av, och skälen för, användning av tre organisatoriska innovationer: ISO 9000, informations- och kommunikationsteknologi (ICT) och en administrativ modul (LOK-stödsmodulen) i Riksidrottsförbundets system Svenskidrott Online. Avhandlingen presenterar tre olika studier samt en kappa där studierna diskuteras och jämförs. Den första riktar sig mot svenska små och medelstora företag, och de två följande studierna riktar sig mot svenska
idrottsföreningar.
I den inledande delen av avhandlingen diskuterar jag interaktionsmönstren mellan organisation och innovation och jämför mellan de olika studierna. Jag diskuterar hur mycket kraft som läggs på besluts- och implementeringsprocessen, och hur detta är relaterat till nöjdheten med innovationen. Mönstren som framträder är olika mellan de tre studierna. Att förstå dessa interaktionsmönster är ett steg bort från dikotomin förbättring/försämring rörande innovationer.
Besluts- och implementeringsprocesserna skiljer sig också mellan studierna avseende vilka delar av organisationen som är inblandade. Den första studien handlar om ”topdown” processer medan den andra studien handlar om ”bottom-up” eller ”mitten-upp”- processer. I den tredje studien var besluts- och implementeringsprocesserna betydligt mindre omfattande, ofta var endast en person inblandad. Jag beskriver också hur alla, av Abrahamson (1991) föreslagna perspektiven (efficient choice, forced selection, fad and fashion-perspektiven) har ett korn av sanning för adoption av ISO 9000 och för adoption av ICT medan imitation (fad and fashion-perspektiven) är mindre viktigt för adoption av LOK-stödsmodulen. Utöver detta diskuterar jag också tänkbara paralleller mellan individuellt och organisatoriskt beslutsfattande.
Sammanfattning av den första studien – Syftet med studien är att undersöka effekterna av kvalitetsledning i enlighet med ISO 9000, som de upplevs av både kvalitetschefer och andra chefer. Vi beaktar också hur företagen genomför omcertifieringsprocessen till ISO 9001:2000 och vilka konsekvenser olika genomföranden fick. Studien fokuserar på svenska små och medelstora företag med ett ISO 9000:1994 certifikat som senare omcertifierat sig enligt ISO 9001:2000. De starkaste, tydligaste och högst värderade effekterna av ISO 9000 är tydligheten i arbetssätt och ansvarsfördelning. Det största problemet är byråkrati som kan leda till minskad flexibilitet. Effekterna av certifiering varierar beroende på hur certifieringsprojektet genomfördes och hur konsulter används.
Sammanfattning av den andra studien – Denna studie är deskriptiv och fokuserar på hur ICT används och hur kommunikationsmönstren förändrats i svenska idrottsföreningar under perioden 1994 till 2003. Förändringen diskuteras i ljuset av utbredningen av Internet och bredbandsuppkoppling. Resultaten visar att idrottsföreningarna har börjat använda nya kommunikationskanaler, främst hemsida och epost, men ofta inte slutat använda traditionella kanaler. Det finns föreningar som har sparat både tid och pengar samt ökat gemenskapen genom att använda ICT. Många föreningar upplever dock de nya kanalerna som en börda, i de fall de inte slutat använda några traditionella kanaler. Vissa faktorer utmärkande för ideella organisationer och vissa faktorer utmärkande för Internet- och bredbandstillgång har påverkat ICT-användningen.
Sammanfattning av den tredje studien – I denna studie utvecklas en ny modell (AKAM-modellen) för att analysera adoption av valfria, publika informationssystem (PIS) med digitala användningsmönster (d.v.s. användning eller ingen användning till skillnad från grad av användning). Modellen baseras på Rogers innovations- och diffusionsteori (IDT) och Nilssons användarcentrerade tillgångsmodell (UCAM). Modellen är ett alternativ till teknologiacceptansmodellen (TAM). AKAM-modellen baseras på sex förutsättningar för användning och fyra sätt att hantera PIS samt beskriver hur dessa är relaterade till varandra. För att illustrera tillämpbarheten av AKAM-modellen, använder vi den för att analysera adoptionen av LOK-stödsmodulen i Riksidrottsförbundets system Svenskidrott Online. Vi presenterar empiriska resultat som ger en indikation om hur vanliga och hur viktiga olika barriärer och drivkrafter är, för användare och potentiella användare av LOK-stödsmodulen.
Report code: LIU-TEK-LIC-2008:10.
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van, der Werf Marinus, and Daniel Rundqvist. "Turning the Tides : A case study about integrating UX practices within a UX-immature organization." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149614.
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In an era where the customer has the power, creating not only usable but also satisfiable systems and applications is of importance. However, research shows that software development practices do not always allow user experience design to take place and gives little guidance regarding how to conduct and integrate UX work. Despite UX’ increased popularity, gained recognition and prior research efforts, organizations and companies still encounter challenges when trying to embrace this change to offer customers more than just a system that ‘works’. Much recognition has gone to the UX field of late, however organizations that lack knowledge, strategies or personnel can often feel powerless. Therefore, we set out to explore what an in-house IT-department without UX practitioners perceived as challenges when integrating UX work and practices. We conducted interviews with developers and project managers within an IT-department to get their opinions. In our study, we identified factors that seem to play a part when integrating UX – such as communication, UX maturity, prioritization and attitudes. Based on these findings, we visualized these factors in what we call a maturity map.
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BELOTTI, CHIARA. "Buone Pratiche con le ICT in aula: individuazione di un modello tecnologico per la didattica." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1379.
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La ricerca muove dalla scarsità di definizioni scientifica riguardanti un concetto, come quello delle “buone pratiche”, che fa parte del vocabolario quotidiano. La letteratura non si è ancora resa sistematica rispetto all’individuazione di criteri e di indicatori che valutino le prassi, soprattutto in un ambito come quello dell’educazione. L’obiettivo è quello di ipotizzare criteri e caratteristiche che rendano definibili in maniera obiettiva le buone pratiche educative affinché queste possano essere ripetibili e ricontestualizzabili. Una particolare attenzione è volta ai possibili criteri di validazione deducibili dal modello tecnologico che perviene dall’introduzione in ottica di senso delle ICT in ambiente educativo.The research source from the scarcity of scientific definitions about a concept, such as "best practices", which is part of the daily vocabulary. Literature does not have yet a systematic method to locate criteria and indicators that evaluate the procedures, especially in the education field. Our objective is to hypothesize criteria and characteristics that will define objectively the educational best practices so that they can be repeated and re-contextualized. Special attention is given to the possible evaluation criteria that come from the technological model that belongs from the introduction in the schools of the ICT in a key of sense.
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Mohamed, Zaki Filzah Zahilah. "ICT and internet usage in early childhood education : a comparative study of Australian and Malaysian teachers' beliefs and current practices." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63895/1/Filzah%20Zahilah_Mohamed%20Zaki_Thesis.pdf.
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The thesis is a comparative study of ICTs and Internet use of Australian and Malaysian early childhood teachers in terms of their personal and professional comfort with ICTs, pedagogical beliefs, and their reported classroom practice. The study discovered teachers from both countries as relatively comfortable with digital technologies and the Internet, with most teachers held positive beliefs about ICT usage. The structural barriers in classrooms include lack of Internet access and the wide gap that exists between teachers’ positive beliefs and classroom practice. The study suggests the need for strategic and targeted professional development for teachers.
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Marti-Bucknall, Wendy, and n/a. "The home-school connection: Immigrant family literacy practices and use of technology in home/first language learning." University of Canberra. Education & Community Studies, 2007. http://erl.canberra.edu.au./public/adt-AUC20080826.151654.
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The study addressed immigrant families' and mainstream school systems' support for young children's home language learning in Basel, Switzerland. In Switzerland, as in many European countries and in Australia, early childhood educators work with growing numbers of children from immigrant, refugee and asylum seeking families. The culturally, linguistically and ethnically diverse groups of children that now characterise childcare centres, kindergartens and primary schools result from these patterns of immigration and present challenges for teachers and other educators who cater for the needs of increasingly diverse student populations. The literature on home languages acknowledges the importance of the relationship between a child's first language and development in the second language and the essential role of language proficiency in academic success. Despite knowledge from extensive studies on the interdependency of first and second language development (Cummins, 1979, 1981b, 1991, 2001) and evidence that continued development in a child's first language is crucial for overall cognitive development and transfer to second language learning (Collier, 1995), there is little focus on helping children maintain their home language in the early years of education. Arguably too, information and communication technologies (ICTs) lead to increased availability and opportunities for global communication, affecting the nature of communication, and creating possibilities for new forms of learning in the home and school. Children must therefore have the opportunity to become proficient users of these new and evolving forms of technology in order to acquire the skills, including language skills that they will need for future employment. In the light of this conceptual background, the present research focused on: (1) Immigrant parent beliefs and attitudes to home language use and how languages were used at home. (2) The strategies families used to promote home language learning in oral and written forms. (3) The extent to which ICTs were used as a tool to support home languages in the family and school environment. (4) The kinds of support offered in school and communities and what government policies and initiatives were afforded to home languages.
(5) The nature of school and community policies and practices on the promotion and maintenance on home languages. These issues were addressed through a qualitative interpretive research approach drawing on the traditions of phenomenography (Marton 1986) and Grounded Theory (Strauss & Corbin, 1990). The research was based on three main data sources: (1) analysis of policy and curriculum documents from school systems, (2) interviews with key education personnel and (3) interviews with ?immigrant? parents (n=58) from diverse socio-economic backgrounds living in Basel. Families were drawn from 16 countries including the former Yugoslavia, (Kosovo, Serbia, Montenegro and Croatia), Spain, South and Central America, and Turkey. All children, whose parents participated in the study, attended state run kindergartens and primary schools. A major focus in the data collection and analysis was on (a) parents' perspectives and experiences as they negotiated home language learning in the home, school and community and the extent to which they used ICTs to enrich home language development, and (b) mainstream teachers' perspectives on the role home languages played in linguistically and culturally diverse classrooms, as well as the role ICTs and media played in teaching children from immigrant families. The results of the study showed that: (a) immigrant children's home languages and culture as well as bilingualism and multilingualism are prominent features in Basel integration policy and curriculum documents but this focus is rarely translated to early childhood classroom practice, (b) classroom teachers focus predominantly on children learning their second language (German), (c) immigrant children's home language and culture is valued and respected but formal opportunities for children to learn to read and write in their home languages begin only when they have reached second grade, (d) there were a range of perspectives, reasons and strategies for maintaining and promoting home languages within families, (e) ICT was not an integral part of children's classroom experiences in kindergarten and scarcely integrated in primary classrooms, but was used in a variety of ways within homes to promote home language and communication, (f) there were wide variations in parents' and teachers' perspectives on what constitutes parent involvement in children's learning and education, and
(g) links between home and school were mostly 'one way' and formal and some parents desired more frequent, more informal and spontaneous contact with teachers. These findings have considerable implications for Basel school and classroom practice and for early and middle year policy makers. They show that embedded assumptions of both teachers and parents may have a negative impact on children's positive identification with both majority and minority language learning. Limited financial support for home language classes is likely to have a negative effect on immigrant children's home language literacy learning. Dialogue needs to be sought on the potential for ICT use in home language learning. Policy makers' efforts towards developing multilingualism in all children are problematic. Some parents drew attention to the challenge of learning a third language through a second language, L1 + L2a +L2b + L3+L4. (L1 = home language, L2a= German Swiss dialect, L2b = Standard German, L3= French, L4 = English). To help better explain and increase awareness of the interrelationship between home languages, ICT use and the home-school connection, a model was developed that reflects the range of immigrant family perspectives on home language learning and the influences that appear to promote home language development within children's environments. This 'multilingual social cohesive communications model' should assist in understanding the important links between home languages, ICTs and home-school communication. The model emphasises the importance of developing bottom up local level strategies and recognises the vital role of positive interactions between parents and teachers. It builds on a sociocultural view of language learning, tapping on the potential of new learning tools (ICTs) in real and virtual communities. It recognises the importance of intercultural identity formation and at the same time the inhibiting effects of discrimination both overt and covert. The model incorporates the strategies schools need to improve communication with families and to strengthen links between home and school with the view to improving educational outcomes and prospects for immigrant children.
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Lin, Yuwei. "Hacking practices and software development : a social worlds annalysis of ICT innovation and the role of free/libre open source software." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/9881/.
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Through use of social worlds theory and qualitative research methods, this thesis explores hackers’ practices and their relationships with the computing world and the wider society from a socio-technical perspective. The hacker social world comprises actors from diverse social-technical backgrounds who share a constellation of im/material practices, namely open source practices (OSPs). Through engaging with these collective practices, actors and actants communicate, negotiate, and shape each other’s identities, practices and understandings of the innovation structure and system in various aspects. In examining the diverse articulations and performances in which hacker culture and hacker identity are both reflected and constructed, the thesis tries to contextualise and deconstruct the ICT architecture we take for granted, as well as the innovations made possible by this architecture. The major findings of my research are: 1) As a community of open source practices, the FLOSS social world allows diverse actors to engage in the innovation process and therefore fosters a greater innovation resources than other relatively conventional software engineering models. 2) The strategic collaboration between the public (i.e. the free software community) and the private (i.e. information technologies corporations) sectors symbolises a pattern of hybrid innovation that entails complex communications and networks, though stabilizing these can be problematic. 3) Tacit knowledge anchored in everyday experiences is particularly valued in a community-based innovation system where social networking and information sharing are extensive. 4) The development of FLOSS democratises software innovation process and allows lay people to develop their understanding and knowledge of a shared problem/issue, especially through the web, to challenge established views on the issue.
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Oyegun, Caleb. "Supporting social workers transition to remote work : A design concept for tackling communication challanges on social workers digital practices." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44965.
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The main theme of this thesis is the impact of the sudden transition on service delivery caused by the COVID 19 pandemic on social workers and career practitioners in related fields. Like most professional careers that the sudden takeover of the virus has obstructed, the field of social work has been one ofthe professions that the global pandemic has negatively impacted because of its heavy reliance on face-to-face interactions. By employing research methods, challenges faced while working remotely by the social workers were identified, and a main design concepts was proposed in supporting the work of the social workers.
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Andersson, Annika. "Learning to learn in e-Learning : constructive practices for development." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10354.
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This thesis concerns technology use in distance educations and learning practices related to this use. The research was carried out over the period 2005 to 2009 in Bangladesh and Sri Lanka and has been reported in 6 published papers. The research is situated within the field of Information and Communication Technologies for Development (ICT4D) and within this field e-learning. Education is important for development and for many students in developing countries distance education is often the only option to get educated. The research question is if the use of Information and Communication Technology (ICT) in distance education can contribute to development, and if so, how? This question is explored through two case studies in Sri Lanka and Bangladesh. A variety of data collection methods have been used: interviews, questionnaires, participant observations and document review. The research approach is interpretative and findings are analyzed using Structuration Theory. Initial findings showed that a major challenge for students was the change of learning practices that distance education required. Findings also showed that new constructive learning practices emerged through the use of ICT. For development to take place the learning practices of students are important. Students used to learning practices based on uncritical memorization of facts will not easily take initiatives for change, whereas students used to constructive learning practices will. Notwithstanding the fact that most students found this transition challenging, it was found that by introducing technology into long-established transmission structures, changes towards constructive learning practices occurred. A major contribution of this thesis is to increase the understanding of how ICT in distance education can facilitate constructive learning practices. By arguing that constructive learning practices are conducive to societal change this finding also has implications for development. The thesis also makes a theoretical contribution by extending Structuration Theory’s applicability in demonstrating its explanatory power in settings where researcher and informants are geographically and socially distant.
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Abdullatif, Ahmed. "Les pratiques numériques des étudiants de l'Université des Comores dans le processus d'apprentissage." Thesis, Université Paris-Saclay (ComUE), 2015. http://www.theses.fr/2015SACLN027/document.
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L’évolution des technologies entraîne des changements et des transformations dans tous les domaines économiques, sociaux et culturels notamment par leurs usages multiples et complexes. Dans le secteur de l’éducation, le déploiement de ces technologies pour l’enseignement et l’apprentissage soulève des questions fondamentales liées, par exemple, à la manière dont elles sont sollicitées par les enseignants et les étudiants. Cette étude, qui s’inscrit dans la lignée des usages des technologies de l'information et de la communication (TIC) en contexte scolaire, s’articule autour des concepts d’usages et de pratiques en contexte universitaire africain. Elle a pour objectif de comprendre le rapport que les étudiants entretiennent avec les technologies numériques dans leurs activités d’apprentissage en s’attachant à enrichir la réflexion sur les pratiques numériques des étudiants. De quelles manières les technologies sont sollicitées dans le processus d’apprentissage des étudiants ? Quelles sont les habitudes de travail avec ces technologies en classe et en dehors de la classe ? Comment accèdent-ils aux ressources en ligne et avec quelles compétences ? Dans quelles mesures l’institution universitaire permet-elle et facilite-t-elle l’ancrage et l’utilisation des technologies à des fins pédagogiques ? Ce travail s’est intéressé à une population d’étudiants inscrits en Licence dans cinq départements issus de trois facultés de l’université des Comores. Afin de documenter et d’analyser les pratiques numériques des étudiants dans leur processus d’apprentissage, nous avons opté pour une approche mixte regroupant une enquête quantitative basée sur un questionnaire et une étude qualitative par entretiens. L'enquête par questionnaire auprès d'un échantillon de 548 étudiants a permis d’établir un profil des étudiants en se basant sur leur niveau d’accès aux TIC, leur formation, leurs compétences, leurs usages des technologies en classe ou en dehors du milieu universitaire. Les entretiens ont enrichi les résultats quantitatifs et ont permis d'identifier quatre thèmes essentiels : les types d’usages, les conditions d’usages, les capacités d’utilisation et les conceptions des étudiants à propos de l’utilisation des TIC à des fins pédagogiques. L’étude confirme le faible usage des TIC à des fins d’apprentissage, un niveau d’accès difficile en milieu universitaire et peu de formations académiques. En même temps, elle indique un meilleur niveau d’équipement individuel des étudiants. Elle apporte un éclairage, sans doute nouveau, sur les stratégies de contournement, des difficultés d’usages et témoigne d'une volonté des jeunes à persister dans leurs pratiques numériques pour leurs apprentissagesChanges in technology causing changes and transformations in all economic, social and cultural fields in particular through their multiple and complex applications. In the education sector, the deployment of these technologies for teaching and learning raises fundamental issues, for example, how they are solicited by teachers and students. This study, which is in line with the uses of information technology and communication (ITC) in the school context, is built around the concepts of uses and practices in African university context. It aims to understand the relationship that students have with digital technologies in their learning activities by focusing on enriching the reflection on the digital practices of students. In what ways are sought technologies in the learning process of the students? What are the working habits with these technologies in the classroom and outside of the classroom? How they access to online resources and with which skills? To what extent the university allows it and it facilitates anchoring and use of technology for educational purposes? This work has focused on students enrolled in Bachelors in five departments from three of the Universities of the Comoros. To document and analyze the digital practices of students in their learning process, we opted for a mixed approach combining a quantitative survey based by they questions and a qualitative study through interviews. The questions survey of a sample of 548 students helped develop a profile of the students based on their level of access to ITCs, their training, their skills, their use of technology in the classroom or outside the academia. The interviews have enriched the quantitative results and it has identified four keys themes: types of uses, conditions of use, application capabilities and students conceptions about the use of ITC or teaching. The study confirms the low use of ITC or learning purposes, difficult access level in academia and little academic training. At the same time, it indicates a higher level of personal equipment for students. It sheds light, probably on bypass strategies, difficulties of uses and shows a willingness of young people to persist in their digital practices to their learning
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Kelly, Suzette Anissia. "Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5247.
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The purpose of this interview study was to describe and explain perceptions, beliefs, and practices about technology among four teachers at a Jamaican infant school, by answering: What are teachers' perceptions and beliefs about the role of technology in young children's learning? What are the practices regarding technology among Jamaican infant school teachers? I used criterion sampling to identify participants for my inquiry. For data collection, I used semi-structured interviews, teachers' lesson plans, and my reflective journal. I applied a socio-cultural approach (Rogoff, 1990) for the data analysis to make sense of the teachers' perceptions and articulated practices. The findings indicated the teachers' appropriation of technology for knowledge building. The teachers also perceived technology as a tool of instruction to replace charts for curriculum content. The teachers believed technology augment children's readiness skills for first grade. The teachers' envisioned affordances of technology indicated their articulated practices for children's appropriation of technology. The findings also indicated the actual and envisioned barriers that challenged teachers' facilitation of the child as agent with technology in the Jamaican early childhood classroom. The findings indicate the importance of understanding the cultural context of teachers' practices with technology and provide implications for technological innovations in Jamaican classrooms. Information and communication technology for development (ICT4D) is a cultural activity to be explored with teachers, students, and their social partners in institutions of practice.
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Mozafari, Parivash. "The perspectives of EFL teachers on the integration of ICT into their teaching practices in the context of Iranian schools : an activity theory perspective." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/79078/.
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Underpinned by a socio-cultural epistemology and utilising an interpretivist qualitative paradigm, this study aims to explore Iranian EFL teachers' perspectives on the integration of information and communication technology (ICT) into their teaching. Data collection was carried out during October-December 2013 held with 9 Iranian EFL teachers - five males, four females- from across 6 schools in Tehran. The focus was on the individual and contextual factors that had influenced and shaped the perceptions and practices of these teachers. Data was collected based on a total of 36 face-to-face individual semi-structured interviews that were guided by 27 observations of classroom practices. Thematic analysis of the data indicated that ICT uptake by participants was seriously hampered by several interacting and interrelated areas that influenced participants' perspectives and practices. These include inadequate technological infrastructures (in and out of schools' settings), poor or lack of technical support, teachers' insufficient expertise and self-efficacy related to technological pedagogical content knowledge (TPACK) as a result of inadequate continual professional development (CPD), nature of the national curriculum, assessment system, shortage of time, rules and regulations, and other human and contextual factors that will be discussed holistically as an activity system in this paper.
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Bolldén, Karin. "Online teaching practices : Sociomaterial matters in higher education settings." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117275.
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The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could be understood as both multiple and closely interwoven with technology. Furthermore, the teacher’s body was used in the teaching situation to reduce technological complexity but also, along with other forms of materiality, to prefigure what kind of teaching would take place. Teacher interventions in online environments could furthermore be understood as relational to both technology (that is the virtual material arrangement) and teachers’ doings and sayings (that is the teaching practice). Teacher interventions were aimed at making the arrangement intelligible for the students. The study showed that teacher interventions arranged both students and information and communication technology (ICT) in order to make them work as a teaching practice. The teaching practice that emerged was characterised as an interplay between virtual materiality and social practice, where asymmetricrelations between teachers and the ICT prevailed.Syftet med föreliggande studie var att beskriva och analysera undervisningspraktiker online i svensk högre utbildningskontext. Studien har en onlineetnografisk ansats och baseras på empiriska data av undervisningen i två kurser på universitetsnivå. Studien stödjer sig främst på observationsdata men även intervjuer och dokumentstudier ligger som grund för analysen. Empiriska data har analyserats med ett praktikteoretiskt perspektiv – ett perspektiv inom sociomateriell teoribildning. Resultatet visar att undervisning online kännetecknas av en förkroppsligad sociomateriell praktik. Lärarkroppen kan förstås som både multipel och tätt sammanvävd med teknologi. Vidare används lärarkroppen i undervisningssituationen för att reducera komplexitet men även för att, tillsammans med annan materialitet, prefigurera vad det är för typ av undervisning som kommer att utspela sig. Vidare kan lärarinterventioner i onlinemiljöer förstås som relationella till både tekniken (det vill säga det virtuellt materiella arrangemanget) och lärares göranden och säganden (det vill säga undervisningspraktiken). Lärarinterventioner syftar till att göra arrangemanget begripligt för studenterna. Studien visar att lärarinterventionerna arrangerar både studenter och informations- och kommunikationsteknologi (IKT) i syfte att få dem att fungera som en undervisningspraktik. Den undervisningspraktik som uppstår är inte given på förhand utan emergent. Den karaktäriseras av ett samspel mellan virtuell materialitet och social praktik där asymmetriska relationer mellan lärare och IKT råder.
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Steingrube, Anna Pauline. "Integration of food stock management applications into everyday food practices : Tackling the food waste problem in households by supporting everyday food practices." Thesis, Uppsala universitet, Människa-datorinteraktion, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447586.
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Household food waste levels pose a considerable problem in terms of sustainability. Food stock management applications for smartphones are interventions that support people in planning and keeping an overview of their food stock in order to reduce food waste. So far mainly their usability and effectiveness for reduction of food waste have been researched in HCI. This study aimed at investigating how these applications are being integrated into people’s food practices, and how their features contributed to the integration. In a three-week long field study seven participants used one of two applications in their daily lives. Through interviews and diary entries it was observed that some people integrated the applications into their food practices to replace other actions like checking one’s food stock. New connections to the food practices were created through expiration reminders and providing means to check the food stock from a distance. Reminders were seen as helpful even if not always necessary and can be seen as an opportunity to further support the integration process. The main issues for the integration were the high-effort adding processes and remembering to update the inventory after consumption.
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Tasevska, Frosina, and Olga Toropova. "Management of Project Interdependencies in a Project Portfolio." Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-85147.
Full textAbstract:
In the contemporary business environment multiple projects are a common way of organising work and they are usually implemented and managed as a portfolio of projects. It is widely recognised that effective project portfolio management delivers a range of strategic benefits and significantly contributes to overall organisational success. However, project portfolio management is acknowledged by both theory and practice to be a highly challenging task which is even amplified by the presence of project interdependencies. Managing project interdependencies is found to be an area of weakness for contemporary portfolio management, which so far remains under investigated but emergent field within general portfolio management theory. Therefore this study presents an empirical investigation that aims to uncover why and how organisations from the Information and Communication Technology (ICT) industry manage project interdependencies. In order to answer why organisations manage project interdependencies the study examines the benefits of project interdependency management, the negative effects of failed project interdependency management and the related challenges. In order to investigate how project interdependencies are managed this study focuses on the hard and soft practices that portfolio practitioners use. The study is based on cross-case analysis of two case organisations operating within the ICT industry in Italy. The ICT is chosen as an excellent ground for studying project interdependency management since it is of significant importance for the contemporary world’s economy where project and portfolio management is practiced intensively. Qualitative data is collected via semi-structure interviews. The key findings apply to both case organisations demonstrating their similar reasons and manner of managing project interdependencies. The research findings show that there are various types of project interdependencies in the project portfolios that practitioners need to account for and that effective management of these interdependencies delivers significant benefits contributing to the portfolio success, while failed interdependency management distorts the portfolio success. The study indicates potential challenges that project interdependency management may encounter and confirms that comprehensive consideration of project interdependencies is a rather complex task within a project portfolio management. In order to manage issues arising from interdependent projects and leverage related benefits, organisations implement the following hard practices: web application platforms and tracking tools; and soft practices: formal and informal PM meetings, creation of a cooperative culture, leadership, negotiation and convincing and sacred cow. These practices are examined along with their benefits, limitations and context of their application. Although both hard and soft practices are found to be important in the case organisations, the preference is given to soft ones, mainly because of the benefits that soft practices offer over hard ones and the fact that the indicated hard practices allow only identification of project interdependencies, but do not provide managerial solutions per se. Therefore similar organisations operating within ICT industry may find it useful to devote attention to soft practices as they are found to be a prevailing mechanism for managing project interdependencies. The combination of hard and soft practices can also be seen beneficial for realisation of effective project interdependency management.
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Antonakoudi, Susana. "ICT policies by the Greek Ministry of Education and EFL teachers' cognitions and practices regarding these policies, CALL and learner autonomy in secondary education." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559273.
Full textAbstract:
The aim of this research was to investigate and analyse the policies of the Greek Ministry of Education, Life-long Learning and Religious Affairs (MoE) regarding Information and Communication Technology (ICT) integration in Secondary Education, and English as a Foreign Language (EFL) teachers' cognitions and practices about the implementation of these policies, CALL and learner autonomy in Greek Secondary Schools. Sociocultural Theory (SCT) was the conceptual framework in the present study and a mixed-method research approach was employed. For the first part which focused on the ICT policies, Critical Discourse Analysis (CDA) was used to analyse the major ICT policy documents, starting from the setting up of infrastructure at the beginning of the 1990s until the present. The major ICT policies of the European Union (EU) were also discussed as they directly affected the ICT policies in Greece. Overall, it was found that the nodal discourse in these policies is 'the knowledge-based economy' and that ICTs are embedded in education to gradually transform it in order to answer the new needs and challenges of the information society. For the second part which investigated EFL teachers' cognitions and practices, a survey was conducted through questionnaires sent to Secondary Schools throughout Greece. The quantitative data of the questionnaires were analysed with descriptive statistics and the qualitative data were analysed with thematic analysis. The findings show that EFL teachers have positive cognitions about CALL and learner autonomy, however these cognitions are not realized on a regular basis due to mainly the unavailability or inaccessibility of computer facilities and the lack of sufficient teacher training. This study suggests that one way the MoE can further support ICT integration in education so that its investments in ICT have a substantial impact is by developing ICT facilities further, making changes in the curriculum, training all teachers in ICT integration, and also by enabling both teacher and learner autonomy in order to promote more ICT-enhanced, student-centred learning environments.
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Eriksén, Sara. "Knowing and the art of IT management : an inquiry into work practices in one-stop shops." Doctoral thesis, Lund University, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00140.
Full textAbstract:
New information technology is developing faster than the models, metaphors and methods in use for conceptualizing the sharing and managing of information in organizations, in communities and in society in general. The way we utilize information technology today does not seem to succeed in supporting the everyday work practices through which organizations accomplish their work. In this PhD dissertation, the results of a research project about skill, cooperation and computer support in public service one-stop shops are presented and discussed. Based on these results, alternative metaphors are presented for understanding the constructive aspects of front office work practices, One hypothesis is, that there is added value in not only being aware of multiperspectivity as an issue, but of making use of it in design. A problem here is that many traditional research methods, as well as most methods for systems development, are designed to diminish rather than make use of ambiguity and diversity. The metaphor of inverted indexicality of language is introduced in order to conceptualize the construction of meaning in action. New ways of conceptualizing IT management on the shop floor - including design issues - are proposed. Metaphors like the art of IT management, gardening and caring for are indicative of the issues at stake.This book is for sale! The Hardcopy-version of this thesis is available for 200 SEK, not including postage. Please contact the author if you are interested! mailto:sara.eriksen@bth.se
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Hammami, Abdelhakim. "ESL teacher profiles of ICT integration in their classroom practices and assessment activities : a portrait viewed through the lens of some Quebec teachers’ social representations." Thèse, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9812.
Full textAbstract:
Abstract : Information and communication technologies (ICTs, henceforth) have become ubiquitous in our society. The plethora of devices competing with the computer, from iPads to the Interactive whiteboard, just to name a few, has provided teachers and students alike with the ability to communicate and access information with unprecedented accessibility and speed. It is only logical that schools reflect these changes given that their purpose is to prepare students for the future. Surprisingly enough, research indicates that ICT integration into teaching activities is still marginal. Many elementary and secondary schoolteachers are not making effective use of ICTs in their teaching activities as well as in their assessment practices.
The purpose of the current study is a) to describe Quebec ESL teachers’ profiles of using ICTs in their daily teaching activities; b) to describe teachers’ ICT integration and assessment practices; and c) to describe teachers’ social representations regarding the utility and relevance of ICT use in their daily teaching activities and assessment practices. In order to attain our objectives, we based our theoretical framework, principally, on the social representations (SR, henceforth) theory and we defined most related constructs which were deemed fundamental to the current thesis. We also collected data from 28 ESL elementary and secondary school teachers working in public and private sectors. The interview guide used to that end included a range of items to elicit teachers’ SR in terms of ICT daily use in teaching activities as well as in assessment practices. In addition, we carried out our data analyses from a textual statistics perspective, a particular mode of content analysis, in order to extract the indicators underlying teachers’ representations of the teachers.
The findings suggest that although almost all participants use a wide range of ICT tools in their practices, ICT implementation is seemingly not exploited to its fullest potential and, correspondingly, is likely to produce limited effects on students’ learning. Moreover, none of the interviewees claim that they use ICTs in their assessment practices and they still hold to the traditional paper-based assessment (PBA, henceforth) approach of assessing students’ learning. Teachers’ common discourse reveals a gap between the positive standpoint with regards to ICT integration, on the one hand, and the actual uses of instructional technology, on the other.
These results are useful for better understanding the way ESL teachers in Quebec currently view their use of ICTs, particularly for evaluation purposes. In fact, they provide a starting place for reconsidering the implementation of ICTs in elementary and secondary schools. They may also be useful to open up avenues for the development of a future research program in this regard.Résumé : Les technologies d’information et de communication (TIC) sont devenues omniprésentes dans notre société. L’abondante panoplie de dispositifs rivalisant avec l’ordinateur, allant de l’iPad au Tableau blanc interactif, pour n’en nommer que quelques-uns, a permis aux enseignantes et enseignants ainsi qu’aux élèves de communiquer et d’obtenir de l’information avec une vitesse et une accessibilité jamais égalées jusqu’à aujourd’hui. De ce fait, il serait attendu que les pratiques éducatives traditionnelles, qui ne semblent plus compatibles avec les attentes des élèves et les besoins de main-d’œuvre d’aujourd’hui soient modifiées (Ahmed et Nasser, 2015). Malheureusement, la recherche indique que les réalités d’intégration des TIC sont toujours loin de la rhétorique. Plusieurs enseignantes et enseignants d’écoles primaires et secondaires n’utilisent pas les TIC d’une façon efficace et ce, autant dans leurs activités d’enseignement que dans leurs pratiques évaluatives. La présente étude, de type exploratoire-descriptif, vise à 1) décrire les profils des enseignantes et enseignants d’anglais langue seconde (ALS) utilisant les TIC dans leurs activités quotidiennes d’enseignement et leurs pratiques évaluatives; 2) décrire les pratiques d'intégration des TIC dans les activités d’enseignement et les pratiques d'évaluation de ces enseignantes et enseignants; et 3) décrire les représentations sociales (RS) des enseignantes et enseignants concernant l'utilité et la pertinence de l'utilisation des TIC dans leurs activités quotidiennes d'enseignement et leurs pratiques d'évaluation. Pour atteindre nos objectifs, nous basons principalement notre cadre théorique sur la théorie de la RS et nous définissons les concepts et les construits les plus étroitement associés qui sont considérés comme fondamentaux pour la thèse actuelle. Nous avons recueilli nos données auprès d’un échantillon de 28 enseignantes et enseignants d’ALS du primaire et du secondaire qui travaillent dans les secteurs publics et privés. Le guide d'entretien utilisé à cette fin comprend un nombre d’items visant à favoriser l’élucidation des RS des enseignants en matière de l’usage quotidien des TIC dans les activités d'enseignement ainsi que des pratiques d'évaluation. De plus, nous avons réalisé nos analyses dans une perspective de statistique textuelle, un mode particulier d’analyse de contenu, afin d’extraire les indicateurs sous-jacents aux représentations des enseignants. Les résultats suggèrent que, bien que presque tous les participants utilisent un large éventail d'outils de TIC dans leurs pratiques, il s’avère que la mise en œuvre des TIC n’est pas exploitée à son plein potentiel et, en conséquence, est susceptible de produire des effets limités sur l'apprentissage des élèves. En outre, aucun des interviewés affirment qu'ils utilisent les TIC dans leurs pratiques d'évaluation et ils tiennent encore à l'approche traditionnelle du papier-crayon dans l'évaluation de l'apprentissage des élèves. Le discours commun des enseignantes et enseignants révèle un écart entre le point de vue positif en ce qui concerne l'intégration des TIC, d'une part, et les utilisations réelles de la technologie pédagogique, de l'autre part. Ces résultats sont utiles pour mieux comprendre la façon dont les enseignantes et les enseignants d'anglais langue seconde au Québec perçoivent leur utilisation des TIC, en particulier à des fins d'évaluation. En effet, ils fournissent un point de départ pour reconsidérer la mise en œuvre des TIC dans les écoles primaires et secondaires. Ils pourraient également être utiles pour élaborer des pistes pour le développement d’un futur programme de recherche à cet égard.
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Ozel, Ozge. "An Exploration of Turkish Kindergarten Early Career Stage Teachers’ Technology Beliefs and Practices." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7883.
Full textAbstract:
The purpose of this study was to explore Turkish kindergarten early career stage teachers’ self-efficacy beliefs towards technology and their technology integration practices in their classrooms by answering: What are self-efficacy beliefs of Turkish kindergarten early career stage teachers towards technology? How do Turkish kindergarten early career teachers integrate technology into their classrooms’ instructions? The study was designed as a qualitative multiple case study and guided by Bandura’s (1986) social cognitive theory and Mishra and Koehler’s (2006) TPACK conceptual framework. I conducted this study in Istanbul, where is the most crowded and metropolitan city in Turkey. The schools were chosen by the Ministry of National Education (MoNE) after the permissions were received from IRB and MoNE, and the participants were assigned by the directors of schools based on research criteria. Participants were chosen purposefully, and there were four female kindergarten teachers in their early career stages, which were identified based on Steffy, Wolfe, Pasch and Enz (2000)’ stages: novice teacher and apprentice teacher, teaching five-year-old students at technologically well-equipped classrooms, and who had a bachelor’s degree in preschool teaching. Data was collected from three sessions of semi-structured interviews and two sessions of observation based on TIM-O. Data was coded and analyzed based on Technological Pedagogical Content Knowledge (TPACK) to make sense teachers’ technology self-efficacy beliefs towards technology and Technology Integration Matrix (TIM)’s to understand their technology practice into classroom instructions.
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Nyblom, Åsa. "Making travel sustainable with ICT? : The social practice of travel planning and travel information use in everyday life." Licentiate thesis, KTH, Miljöstrategisk analys (fms), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-154474.
Full textAbstract:
Adopting the perspective of the traveller, this thesis examines how travel plans are actually made in the everyday situation and how information is used and drawn on when planning the many, often unremarkable, trips of ordinary urban life. Ethnographical field studies in southern Stockholm, Sweden, employing a practice theory perspective showed that people use a vast mixture of different types of information when planning and making trips. Therefore, the concept of travel information should be defined broadly enough to encompass informal, formal, analogue and digital types of travel information. Then, and only then, is it possible to perceive the interactions between these and see their potential as a change factor for sustainable city travel. In relation to this, situations when travel information was not used, were also identified in the qualitative data and are acknowledged and discussed in the thesis. Travel planning is in everyday practice undertaken little by little, squeezed in between other activities of daily life. It is a process more extended in time, space and content than the limited search for information about the best way to get from A to B, assumed and facilitated in many existing travel information services. Travel planning is closely connected to the overall scheduling of activities (planning of life) and thus spans much larger time frames than the single trip. Planning travel also includes consideration of issues such as preparations needed (things to be done before departure/brought on the trip); managing vehicles and equipment in time and space (getting the bicycle/car home again or safely parked); the weather (current and forecast); social relations (the potential of different travel options for relationship building or conflict triggering); social norms (e.g. of 'good parenting' or 'proper behaviour on public transport'); and health issues (wanting exercise or inability to manage stairs/luggage). The qualitative data revealed that travel information is sometimes perceived and used as a security blanket, i.e. something to hold on to and give the traveller courage on the trip until they are safe at their destination. It also showed that travel planning, depending on life situation, can be experienced as either a house of cards, i.e. if anything changes the whole house collapses and has to be rebuilt to a different layout, or a prefab building, i.e. the same prefabricated pieces are joined together in more or less the same pattern every time. Recent decades have seen rapid growth in ICT services relating to transportation. Different types of travel information services have been proposed as a means to decrease the environmental impacts of transportation through effecting behavioural change. Taking the empirical 4 insights provided by this thesis into travel planning and travel information use in practice, it is clear that travel information services of tomorrow, if connected to other ICT systems in everyday life, could be designed in a way that broadens their horizon of assistance in supporting travel planning processes in everyday life. Although, as this thesis demonstrates, the role and potential of travel information services and ICT in the work of achieving sustainable mobility should be discussed from a perspective critical of overly linear perceptions and instrumental starting points.Denna avhandling tar resenärens perspektiv, och undersöker från vardagslivets horisont hur resor egentligen planeras, och hur information används när de många, ofta obemärkta, vardagsresorna görs i staden. Etnografiska fältstudier i södra Stockholm, gjorda och analyserade med ett praktikteoriperspektiv, visar att människor använder sig av många olika typer av information för att planera och genomföra sina resor. Därför bör begreppet reseinformation definieras vitt nog att rymma både informella, formella, analoga och digitala typer av reseinformation. Först då är det möjligt att iaktta interaktioner mellan dessa, och också se informationens eventuella potential som förändringsfaktor för hållbart stadsresande. Även situationer när reseinformation inte används uppmärksammas och diskuteras. Reseplanering är i vardaglig praktik något som sker lite i taget, i mellanrummen mellan andra sysslor och aktiviteter. Det är en process mer förgrenad i tid, rum och innehåll än den avgränsade sökning efter information om bästa sättet att ta sig mellan A och B som många existerande IT-baserade reseplanerare verkar förutsätta och i dagsläget assisterar. Reseplanering är starkt knutet till den övergripande planeringen av aktiviteter i livet, och reseplanering har därför oftast ett vidare tidsspann än endast en resa. Planering av resor inkluderar även hänsyn till faktorer som nödvändiga förberedelser (saker att göra innan avfärd/ta med sig på resan); hantering av fordon och bagage i tid och rum (få hem cykeln/bilen igen eller få den säkert parkerad); vädret (nuvarande och prognostiserat); sociala relationer (potentialen för konflikter/positiv samvaro vid olika färdmedelsval); sociala normer (om gott föräldraskap eller hur man för sig på kollektiva färdmedel); och hälsoaspekter (vilja till motion eller oförmåga att gå i trappor). Fältarbetet gjorde tydligt att reseinformation ibland används som en snuttefilt – något att ty sig till och hålla i handen på okänt territorium tills du har kommit till målet för din resa. Reseplanering kan också, beroende på livssituation, antingen upplevas och liknas vid husbygge med prefabricerade element – samma standardiserade, välkända bitar sammanfogas på ungefär samma sätt varje gång; eller också ett korthus – om någonting ändras brakar hela huset ihop, och måste byggas upp igen med en helt annan design. Under de senaste decennierna har det skett en snabb utveckling av IT-lösningar på transportområdet. Olika typer av reseinformationstjänster har föreslagits som ett verktyg för att ändra resebeteenden och därmed minska transporters miljöpåverkan. Med utgångspunkt från studiens 6 empiriska insikter i hur reseplanering går till i praktiken, och hur reseinformation används blir det tydligt att morgondagens reseplanerartjänster, om de kopplades ihop med andra digitala system vi använder i vår vardag, skulle kunna utformas på ett sätt som utvidgar systemets "assistanshorisont" för att bättre passa ihop med reseplaneringspraktikerna i vår vardag. Potentialen och rollen för reseinformationstjänster och IT i arbetet med att minska transporters miljöpåverkan bör diskuteras från ett perspektiv som är kritiskt till alltför linjära och instrumentella utgångspunkter, vilket denna avhandling bidrar till.
QC 20141030
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Blanc, Guillaume. "Les pratiques audiovisuelles domestiques : Cadres de réception et (ré)appropriations du foyer au prisme des techniques numériques et des stratégies industrielles." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL021/document.
Full textAbstract:
Depuis les vingt dernières années, les techniques numériques connaissent un développement sans précédent et semblent favoriser une diversification des formes de réception des contenus audiovisuels. La délinéarisation de ces contenus, la multiplication des offres d’accès ou encore l’entrée de nouveaux acteurs industriels dans la filière audiovisuelle nous poussent à interroger ce que veut dire aujourd’hui « regarder la télévision ». Ce travail doctoral propose de dépasser la question de la pérennité de la télévision comme média de flux en interrogeant plutôt les évolutions des pratiques audiovisuelles des publics dans leurs dimensions symboliques, sociales et affectives. En s’appuyant sur une enquête menée dans plus de quarante foyers et auprès de professionnels du secteur télévisuel, cette recherche montre ainsi que les cadres de réception des publics se complètent et s’articulent plus qu’ils ne s’opposent. Par ailleurs, au travers d’une analyse des mutations des stratégies industrielles, il est également montré que les rapports de force entre chaînes de télévision et acteurs industriels de la communication (du Web, des télécommunications ou du matériel) n’impliquent pas nécessairement une remise en cause du rôle d’intermédiation des chaînes ou de la fonction structurante du modèle socio-économique de flot dans cette filière. Cette recherche souligne également la continuité de l’ancrage domestique des pratiques audiovisuelles malgré la multiplication des écrans et des formes d’accès aux contenus. Ainsi, les usages que les publics ont du numérique ne redessinent pas fondamentalement les rapports familiaux et les modes d’habiter. Au contraire, ces relations symboliques sont parfois renforcées au travers de (ré)appropriations quotidiennes des espaces-temps du foyer, dont les pratiques émergentes sont le support. Cette analyse du rôle des pratiques audiovisuelles dans la création des liens qui se tissent entre les personnes vivant sous le même toit permet ainsi de montrer en quoi ces pratiques participent à la construction du sentiment de « chez-soi » et font partie intégrante de l’économie morale du foyerFor the last twenty years, digital technology achieved an unprecedented development and seem to accelerate a diversification of the forms of audiovisual contents reception. The delinearization of these contents, the multiplication of the access offers or the entry of new industrial actors in the audiovisual sector push us to question what "watching television" means today. This PhD tries to go beyond the question of the durability of television as a broadcast media by questioning rather the evolution of the public audiovisual practices in their symbolic, social and affective dimensions. Based on a study conducted in more than 40 homes and with professionals of the television sector, this research shows that public reception frames are complementary and articulated more than in opposition. Moreover, through an analysis of the industrial strategies mutations, it is also shown that the balance of power between television channels and communication industries (Web, telecommunications or hardware) does not necessarily put in danger the intermediation role of the channels or the structuring function of the flow model. This research also highlights the continuity of the importance of the domestic dimension in the audiovisual practices despite the multiplication of the devices and the contents offers. Therefore, the uses of the digital technology do not fundamentally redraw the family relations and the modes of living. On the contrary, these symbolic relationships are sometimes reinforced by the daily (re)appropriations of the household spaces-times, through the emerging practices. This analysis of the linking role between people living under the same roof that the audiovisual practices perform shows how they contribute to the construction of the feeling of "home" and are an integral part of the household moral economy
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Akcaoglu, Mete. "Exploring Technology Integration Approaches And Practices Of Preservice And In-service English Language Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609579/index.pdf.
Full textAbstract:
In this study, three aspects of technology integration in English Language Teaching within the context of private universities in Ankara, Turkey were investigated. Firstly, preservice and in-service teachers’
computer usage frequencies/types, computer competence levels, perceived barriers to technology integration and attitudes toward computers were explored. Then, factors (age, gender, work experience, institutional factors being preservice or in-service) that might potentially affect the findings of the first research question were examined. Finally, the educational value preservice and in-service teachers assigned to technology usage in their language teaching practices and their ideas on effective technology integration were scrutinized. In order to reach aforementioned goals, both qualitative and quantitative data were collected with the help of a questionnaire and semi-structured face-to-face interviews. The institutions sampled in this study were all private universities, the infrastructure of which varied drastically. A total of 182 questionnaires collected from the teachers (in-service N=120, preservice N=62), as well as eight in-service and four preservice teachers were interviewed. The findings indicated that teachers used computers at their schools at limited frequency. It was also found that they indicated high levels of instructional computer usage outside the school and technology competence. It was also seen that age, gender and the institutions the teachers worked at affected their technology usage and competence levels. As for the educational value assigned to technology usage in their language teaching, the teachers indicated that technology would help make their lessons more student centered. However, the teachers mainly mentioned using technology as teacher tools rather student tools which help foster higher order thinking skills and learner autonomy. Keeping the usage statistics in mind, it was concluded that the schools, even though all of them were private, lacked computer infrastructure to the point that the teachers had difficulty even to use computers for their personal purposes. It was also concluded that the schools in Turkey were still at the stage of fighting with first-order barriers, even at private institutions, indicating that a vision towards technology integration lacks. As for the educational value assigned to computer usage in ELT, it was concluded that institutional barriers were more of a concern for the teachers as they did not have a chance to delve into actual instructional usage and the ICT courses at college were not preparing the teachers for effective technology integration due to lack of proper training activities.
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Blundell, Christopher N. "A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112463/1/Christopher_Blundell_Thesis.pdf.
Full textAbstract:
This is a case study of a team of teachers using collaborative inquiry to design new approaches for teaching and learning with digital technologies. The findings are significant because they, firstly, highlight the value of teachers using theoretical lenses to understand the complex influences on their practice, and secondly, identify the contributing factors to changes in practice. Implementing new approaches involved personal transformative learning for each teacher. This was shaped by prior practice, attitude to innovation, and willingness to explore new classroom roles, relationships and actions. Collaborative inquiry resulted in increased trust, openness and confidence.
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Varughese, James. "The ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classrooms / Varughese J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7286.
Full textAbstract:
In South Africa, Science and Technology Education faces many problems. Insufficient numbers
of Science and Technology teachers, inadequate in–service training, large classes, instruction
with the aim of narrowly orienting students towards examination passes an insufficient
integration of technology in the curriculum, and insufficient physical infrastructure dominates
the list. The Department of Education envisages the use of ICT as a tool for learning
and teaching. ICT has the potential to improve the quality of education and training. If adequate
resources are available, and teachers have confidence in the usefulness of ICTs, then
the integration of Information and Communication Technology (ICT) may improve the teaching
and learning of Mathematics and Science.
A review of the literature indicated that the deployment of ICT resources alone will not bring
about desirable pedagogical practices in the classroom. There exists a need for interventions
that will enhance ICT pedagogical practices in South Africa. The following main research
questions were formulated:
What are the ICT pedagogic practices used by grade 8 Mathematics and Science teachers in
South African classrooms?
How do the barriers that grade 8 Mathematics and Science teachers encounter, as well as
the support they receive, influence their pedagogical practices?
What is the Principal’s role in promoting the emerging pedagogic practices using ICT in
South African classrooms?
This research comprises a secondary data analysis of the SITES 2006 South African data
base. The population and sample for this study was based on the South African grade 8
Mathematics and Natural science teachers. In SITES 2006, the samples comprised more
than 504 schools. Due to the fact that ICT is only significantly implemented in two out of nine
provinces in South Africa, 25 strata were created to secure fair representation of the population
with 666 Mathematics teachers and 622 Natural Science teachers.
Bromfenbrenner’s Ecological Systems Theory and Engeström’s Activity Theory was used to
investigate Natural Science and Mathematics teachers’ progress in their ICT pedagogical
practices through the time–frame 2004 to 2013, as stipulated in the South Africa’s White paper
on e–Education policy. Statistical analysis using Statistical Package for Social Sciences
was used to address the research and sub–questions. The study found that South African
Mathematics and Natural Science teachers’ level of ICT use is small; when they do use ICT, it is enhanced 21st century pedagogic practices. This is in accordance with findings from the
international literature study.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.
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Ventä-Olkkonen, L. (Leena). "The characteristics and development of urban computing practices:utilizing practice toolkit approach to study public display network." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526217338.
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Abstract This thesis concentrates on understanding people’s daily interactions with urban technologies and the role they play in everyday life by investigating use practices for the on urban, multipurpose, public display network in the city of Oulu in northern Finland. The goal is two-fold, namely, to investigate different aspects of emerging urban computing practices and understand the versatility of the contributing factors behind these practices. The work is grounded in practice theory that understands practices as a result of an historical evolution influenced by several forces. On the one hand, the thesis concentrates on the local accomplishment of practices; on the other hand it, seeks to understand the broader connections between these practices as well as their history and evolution. The material comes from three main sources: Users of the public displays, their developers and additional stakeholders involved in the design process, and citizen comments on the display network project on social media. The research is based on empirical qualitative research material; quantitative use statistics are applied to support the findings. The findings reveal that urban computing practices take on influences from several directions including designers and other stakeholders during the design phase, the users’ lives and existing practices, and ongoing societal and communal discourses. The thesis offers increased understanding of the designing and implementation of successful ubiquitous computing projects in a public settingTiivistelmä Tämä väitöskirja keskittyy ymmärtämään ihmisten päivittäistä vuorovaikutusta kaupunkiteknolgian kanssa tutkimalla käytäntöjä julkisten näyttöjen verkoston ympärillä. Tavoite on toisaalta tutkia kaupunkiteknologiakäytänteitä eri näkökulmista ja toisaalta ymmärtää monipuolisia osatekijöitä käytäntöjen takana. Työ perustuu käytäntöteoriaan, joka ymmärtää käytäntöjä historiallisen kehityksen seurauksena sekä usean osatekijän tuloksena. Toisaalta tutkielma keskittyy paikallisiin käytäntöihin; toisaalta se yrittää ymmärtää laajempia yhteyksiä käytäntöjen välillä sekä niiden historiaa ja evoluutiota. Materiaali tulee kolmesta päälähteestä: 1) Julkisten näyttöjen verkoston kehittäjiltä ja muilta suunnitteluprosessin sidosryhmiltä, 2) näyttöjen käyttäjiltä sekä 3) kaupunkilaisilta, jotka kommentoivat näyttöverkkoprojektia sosiaalisessa mediassa. Tutkimus perustuu laadulliseen tutkimusaineistoon, jonka lisäksi määrällistä käyttötilastoaineistoa sovelletaan tukemaan laadullisia havaintoja. Havainnot paljastavat, että urbaanin teknologian käytänteisiin vaikuttavat monet tekijät mukaan lukien suunnittelijat ja muut suunnitteluvaiheen sidosryhmät, käyttäjien elämä ja heidän olemassa olevat käytänteensä sekä ajankohtainen yhteiskunnallinen ja yhteisöllinen keskustelu. Tutkielma tarjoaa uudenlaista ymmärrystä jokapaikan tietotekniikka -projektien suunnittelusta ja toteutuksesta julkisissa ympäristöissä
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Bienkowska, Dzamila. "Arbetskraftens rörlighet och klusterdynamik. : En studie av IT- och telekomklustren i Kista och Mjärdevi." Doctoral thesis, Uppsala University, Department of Social and Economic Geography, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8154.
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Labour mobility can in theory be an efficient channel for knowledge transfer between cluster firms, thus contributing to growth and competitiveness. In the thesis labour mobility in two Swedish ICT clusters is studied. The purpose of the thesis is to develop an understanding of processes of labour mobility in clusters and to investigate whether mobility can be regarded as a cluster advantage. Both interview data and extensive registry data are used in order to analyse processes of mobility at three levels: individual, firm and cluster level.
The results show that labour mobility can to some extent be considered a cluster advantage for Swedish ICT firms, since cluster firms are likely to experience a higher level of labour mobility. It is also shown how mobility to and from the clusters contributes to the upgrading of formal competencies within cluster firms. However, the firms themselves are shown to rather focus on staff retention than turnover.
To some degree, labour mobility in the Swedish clusters in focus is presumably constrained by the formal institutional framework, as well as by informal rules and agreements between cluster firms. It is argued nonetheless that the sheer potential for mobility and the viability of informal hiring practices in clusters may be viewed as cluster advantages, besides the actual extent of labour mobility.
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Ben, Salah Wided. "Contrats incitatifs, pratiques organisationnelles, TIC et productivité du travail." Phd thesis, Université Paris-Est, 2009. http://tel.archives-ouvertes.fr/tel-00491975.
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Notre travail a cherché à éclairer une partie des éléments qui peuvent agir sur la productivité du travail, notamment les contrats incitatifs, les technologies de l'information et de la communication (TICS) et les pratiques organisationnelles. Nous avons naturellement tenu compte de la présence d'asymétries d'information, susceptibles d'influencer la relation d'emploi et les choix de l'entreprise en matière de pratiques organisationnelles et d'introduction des technologies de l'information et de la communication. La thèse se divise donc en deux grandes parties : la première se penche sur les contrats incitatifs optimaux ainsi que sur l'effet des différents modes de rémunération sur la productivité. La deuxième partie, quant à elle, met l'accent sur l'introduction et les effets des TICS et des pratiques organisationnelles. Les résultats empiriques tirés de la première partie montrent que l'effet de la rémunération sur la productivité dépend de la forme de rémunération choisie et de la catégorie socioprofessionnelle des employés concernés. Ils mettent également en évidence un effet de la durée du contrat de travail ainsi que du taux d'endettement à court terme sur la productivité. Les résultats issus des études faites dans le cadre de la deuxième partie de la thèse indiquent que les entreprises ont eu besoin d'un temps d'adaptation, entre 1998 et 1999, avant que les effets positifs des TICS et des pratiques organisationnelles puissent se répercuter sur la productivité des salariés. Leurs effets sont intervenus plus rapidement en 2004, compte tenu de ces délais d'accumulation du capital humain. Enfin, nous avons également pu montrer que le gain de productivité s'avère plus important si l'entreprise choisit de mettre en œuvre les deux changements en même temps.
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Fukukawa, Misa. "Multilingual literacy practices of students aged 6-14 at a Japanese school in Catalonia: language, writing systems and technology." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667103.
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Recently, multiliteracy has received lots of attention. Due to increased migration, globalisation and intermarriage, as of 2017, there are 203 Hoshukos (Japanese school located outside of Japan) spread across 56 different countries, all of which are supported by the Ministry of Education in Japan.
This study analysed writing samples written by 11 Spanish-Japanese children who attend Hoshuko in Barcelona. Also, interviews with their mothers and teachers were conducted. The collected writing samples were written in Spanish, Catalan, English, French and Japanese, and were drawn from their literacy practices at school and at home.
As a result of my study, I discovered that keeping a diary (personal diary and/or academic diary), writing cards, letters and essays, etc. were typical literacy activities these children engaged in. From interviews with Japanese teachers, it was revealed that this Hoshuko does not encourage multilingual children to use other languages whilst in Japanese classes (translanguaging). Regarding the use of technology by children, most mothers regulate strictly the hours of usage and exhibit a negative perspective. The data also shows that in addition to the regular classes, the children spend lots of time after school in order to supplement their development of Japanese writing skills, which is supervised by mothers. The mothers develop various initiatives and suggestions (living in Japan, cramming school, leisure activities, games, etc.) to increase the exposure of their children to the Japanese language and to create authentic written communication situations in that language.Recientemente la multiliteracidad ha despertado mucho interés académico. Dada la creciente migración, la globalización y el incremento de matrimonios entre personas procedentes de diferentes culturas, en 2017 había 203 Hoshukos (o escuelas japonesas en el extranjero) a lo largo de 56 países, todas apoyadas por el Ministerio de Educación de Japón. Este estudio analiza las prácticas letradas plurialfabéticas de 11 niños que asisten a este tipo de centros educativos, en Barcelona, a partir del análisis de sus producciones escritas y de las entrevistas realizadas a sus progenitores y docentes. Los textos escritos utilizan castellano, catalán, inglés, francés y japonés y proceden de situaciones didácticas de aula o de actividades privadas realizadas en casa. Entre los resultados obtenidos, descubrimos que escribir un diario (personal o de aprendizaje), felicitaciones de año nuevo y cumpleaños, cartas o redacciones son las prácticas de producción escrita más comunes. En cuanto a las entrevistas realizadas al profesorado, se descubrió que en este tipo de escuelas se limita el uso en clase de las lenguas que no sean el japonés, evitando los fenómenos de cambio de idioma o de uso de otro idioma para la producción textual (translanguaging). Por lo que respecta al uso que hacen los niños de las tecnologías de la información y la comunicación, las entrevistas muestran que está fuertemente regulada por sus progenitores y que la mayoría tiene actitudes negativas. Finalmente, los datos también muestran que la apropiación de la escritura japonesa que realizan los niños ocupa una parte importante del tiempo extraescolar, el cual está tutelado por las madres. Estas desarrollan varias iniciativas y propuestas (estancias en Japón, cursos de refuerzo, prácticas de ocio, juegos, etc.) para incrementar la exposición de sus hijos a la escritura japonesa y para crear situaciones auténticas de comunicación escrita en ese idioma.
Recientement la multiliteracitat ha despertat molt interès acadèmic. Tenint en compte la migració creixent, la globalització i l’increment de matrimonis entre persones procedents de cultures diverses, al 2017 hi havia 203 Hoshukos (o escoles japoneses a l’estranger) en 56 països, recolzades pel Ministeri d’Educació del Japó. Aquest estudi analitza les pràctiques lletrades plurialfabètiques d’11 nens que assisteixen a aquest tipus de centre educatiu, a Barcelona, a partir de l’anàlisi de les seves produccions escrites i de les entrevistes realitzades als seus progenitors i docents. Els textos escrits utilitzen castellà, català, anglès, francès i japonès i provenen de situacions didàctiques de l’aula o d’activitats privades realitzades a casa. Entre els resultats obtinguts, vam descobrir que escriure un diari (personal o d’aprenentatge), felicitacions de cap d’any i d’aniversari, cartes o redaccions són les pràctiques de producció escrita més habituals. Quant a les entrevistes realitzades al professorat, vam trobar que en aquesta mena d’escoles es limita l’ús a classe de les llengües que no siguin el japonès, evitant els fenòmens corrents de canvi d’idioma o d’aprofitament d’una altra llengua per a la producció textual (translanguaging). Pel que fa a l’ús que fan els nens de les tecnologies de la informació i la comunicació, les entrevistes mostren que està fortament regulada pels progenitors i que la majoria té actituds negatives. Finalment, les dades també mostren que l’apropiació de l’escriptura japonesa que fan els nois ocupa una part molt important del temps extraescolar, el qual està tutelada per les mares. Aquestes despleguen diverses iniciatives i propostes (estades al Japó, cursos de reforç, pràctiques d’oci, jocs, etc.) per incrementar l’exposició dels seus fills a l’escriptura japonesa i per crear situacions autèntiques de comunicació escrita en aquest idioma.
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Waseela, Aminath. "Teachers' TPACK and technology integration in teaching and learning: A case study in the Maldives." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230501/1/Aminath_Waseela_Thesis.pdf.
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This explanatory mixed-method study investigated Maldivian lower secondary teachers' TPACK perceptions and integration of digital technologies in their classrooms. Data gathered using surveys (n=485), interviews, and document artefacts showed that teachers had a high perception of the TPACK constructs and mostly adopted digital technologies for teacher-centred pedagogical practices of knowledge transmission that supported lower-order cognitive goals. Several contextual factors influenced their technology integration efforts. Based on the findings, a model for teachers' integration of digital technologies in teaching and learning (TIDTITL) specific to the Maldivian context was developed, which may benefit key stakeholders when implementing large-scale technology initiatives.
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Freiman, Viktor, and Danis Michaud. "One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teaching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79834.
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Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an
innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating
mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various
perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.
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Keddie, Zöe. "Communications in general practice and the domestication of ICT." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/29189.
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The NHS is currently being transformed by the implementation of the National Programme for Information Technology (NPfIT). This thesis examines the use of Information Communications Technology (ICT) and its consequences for communications in general practice. While drawing on a range of social scientific approaches to ICT, this research explores the particular utility of the 'domestication' framework advanced by Silverstone and Sorensen. It considers how users in general practice 'tame' and use technology by incorporating its affordances into their work roles and communication practices. Drawing on previous survey work, this research adopts a comparative, ethnographic approach, analyzing patterns of talk and writing in two general practices in London. Empirical work involved analysis of local and national policy documentation and two ethnographic studies that were designed to identify changes in attitudes and behaviours across a defined set of actors over time. Interviews generated preliminary evidence as to how multiple users in general practice communicated by a variety of means, including the problems/concerns they encountered or created in doing so. Observation was used to gather further direct evidence of those problems as they were negotiated and resolved. Although the two cases were both of practices that had been identified in an earlier survey as 'paper-light' which might therefore have been assumed to make effective use of ICT, usage was uneven and sharp differences were noted in the way in which broadly similar technologies were domesticated by specific user groups. Analysis of these differences produced three key findings. Firstly, domestication of ICT in general practice is difficult. To be successfully domesticated, ICTs have to be locally negotiated both horizontally and vertically in order to connect with working practices of the individual users. Secondly, the struggle to 'tame' ICTs is shaped by the extent to which different groups of users perceive ICT as assisting or compromising their roles and responsibilities. This, in turn, increases the diversity between user groups. Thirdly, the research indicated the importance of local context and workplace cultures which facilitate or inhibit the negotiations or 'communications about communications' required to domesticate ICTs. A concluding discussion reflects on the changing relationship between ICTs and communications in general practice and, in particular, the impact of ICT on faceto- face communications. The key contribution of the study lies in offering a theoretically-sophisticated framework in which to examine and explicate detailed patterns of communications in general practice. By addressing both electronic and paper-based communication as well as face-to-face interaction, it provides a basis for future research in this area as NPfIT develops.
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Dvořák, Jan. "Procesy IS/ICT a jejich mapování ke standardům v oblasti IS/ICT." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-124773.
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The aim of this thesis is to define the audit issues regarding IS/ICT sector, creating a summary of standards, frameworks and best practices in IS/ICT - usable for IS auditing and mutual mapping of selected standards to the chosen reference framwork of ICT and following related goal is to make a procedure for the mapping of IT processes on standards in the field of IS/ICT. The aim of this thesis is description and mapping of the most important methodologies, standards and best practices related to the management and audit of IS/ICT and following related goal is building a procedure that allows the company to assess readiness for the certification of any of the selected standards, implement an alternative methodology for IT management or audit IS/ICT. First, the notion of audit is defined and discussed, followed by the discussion of the issue of IT audit, together with the financial audit. This is followed by a description of the different methodologies and approaches, which I used in my work. The chapter continues the description of methodology section that describes the mapping results. The actual mapping is in a separate Excel file and is part of this thesis. In the next chapter there is a procedure for mapping of business processes to different methodologies and standards used for management and audit of IS / ICT, which was created by myself.
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Babair, Mervat A. "A Case Study of Saudi Girl's Education with ICT Informed by ICT Policy and Practice in England." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517593.
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Rogers, Laurence. "Learning science with ICT : developing a pedagogy of successful practice." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30904.
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The oeuvre which I present spans a period of time during which the use of ICT in science education has been transformed from a technical teaching aid into a major genre of activity on a national and international scale. My contribution to this change has been as a researcher, teacher trainer, software author and electronics designer. Such a combination of roles has made my approach multidisciplinary, creating a unique partnership between research, pedagogy and technical development. The fruits of my work have influenced practice directly in science departments in secondary schools through the publication of articles, chapters and a book, and especially through the dissemination of original curriculum materials, hardware tools and the Insight suite of software. Embedded in these tools are my understandings of the new context for learning science, rooted in constructivism and derived from professional experience, classroom research studies and research literature. My aim throughout has been to promote ideas which will help the science education community gain a vision of the full potential of ICT. It will be shown that my activities in each of three strands, research, literature study and curriculum development, have been interconnected at many stages such that advances in one strand have prompted progress in another in a stepwise fashion. Thus, my curriculum developments have provided the tools for study, my evaluative field research has provided insights for refining the tools and of new opportunities for their use, research literature has deepened my understanding of the issues and has identified criteria for the design of the curriculum tools and for research methodology. In total, this process itself has exemplified a constructivist development and is reflected in the portfolio items which begin with practitioner articles and graduate to papers linking research findings to theoretical arguments.
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Fung, Shu-fun. "Diffusion and innovation of ICT in Hong Kong school practice." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039961.
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Fung, Shu-fun, and 馮樹勳. "Diffusion and innovation of ICT in Hong Kong school practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40039961.
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