Thesis (M.S.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--Carleton University, 1997. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 106-109).

Nowadays, Cloud Technologies are commonly used for a lot of large organizations to aid knowledge sharing.  This brings some benefits to the organization by reducing the cost of the charges, improve security, enhance content accessibility, improve efficiency etc. On the other hand, Small and Medium Enterprises (SMEs) tend to manage their information in more informal way by not using the specific language or terminology of KM. Moreover, Small and Medium enterprises do not trust the adoption of cloud-based techniques for managing information for many reasons that discussed later. This thesis tries to provide the benefits and drawbacks of cloud-based Knowledge Management techniques in Greek SMEs and also to find how knowledge processes are used in Greek SMEs according to cloud-based Knowledge Management techniques. Also, through this work I will come up with the benefits and drawbacks of applying cloud-based techniques for managing information-knowledge in SMEs. To accomplish this, I derived with a methodology that is based on qualitative approach. More specifically, I provide an exhaustive literature review and then I contacted with five SMEs in Greece to explore, using different techniques, if these SMEs can benefit from the cloud-based Knowledge Management techniques and how indent are for adopting cloud-based Knowledge Management techniques in their organization. I realized that three of the SMEs are using cloud-based techniques for Knowledge Management, where the two of them does not. To be more specific one of these two SMEs does not manage its knowledge at all. However, all of the five organizations showed a great interest to adopt cloud-based and information system technologies for Knowledge Management. At the end, this work comes up with the following important findings and insights, as well: Cloud-based Knowledge Management techniques can bring a lot of benefits in terms of cost savings and performance. However, this suits the right and efficiently use of cloud-based techniques. The lack of using efficiently cloud-based Knowledge Management techniques may lead to some drawbacks, such as reduction on the performance of the organization and reduction on the savings.   This thesis also discusses some points for future direction such as the analysis of a larger space of organizations, the investigation of quantitative analysis and also the combination of both (qualitative and quantitative).

Orientador: Roberta Gurgel Azzi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T20:30:43Z (GMT). No. of bitstreams: 1 Alvarenga_CacildaEncarnacaoAugusto_D.pdf: 1445890 bytes, checksum: 16e83193e235c791fbb0f0120a344a13 (MD5) Previous issue date: 2011 / Resumo: O presente estudo teve como objetivos identificar, descrever e analisar: o nível da crença de autoeficácia computacional docente de professores de Ensino Médio; as fontes que os professores mais conseguem perceber que contribuem para a constituição da sua crença; as variáveis pessoais ou contextuais que apresentam relações mais significantes com essa crença; e o perfil do professor com crença de autoeficácia computacional docente mais elevada. Participaram do estudo 253 professores de Ensino Médio de 27 escolas públicas do município de Campinas-SP. A coleta dos dados realizou-se presencialmente nas escolas e envolveu que os participantes respondessem a um questionário de caracterização do participante e a duas escalas do tipo Likert, voltadas para investigar a auto-eficácia computacional docente e suas fontes. Os dados foram estatisticamente analisados utilizando-se de técnicas descritivas e inferenciais. Os resultados apontaram que os professores da amostra apresentam em média uma crença de autoeficácia computacional docente considerada moderada. A experiência vicária foi a fonte que os professores mais perceberam como constituinte da sua crença de autoeficácia para usar tecnologias no ensino, seguida da persuasão social e da experiência direta. Identificaram-se relações significantes entre o construto investigado e variáveis pessoais e contextuais, confirmando-se, portanto, a importância de investigá-las para compreender a crença de autoeficácia computacional docente. Contata-se que o professor com crença mais elevada é o que percebe que tem mais habilidade para usar o computador e se sente mais preparado e motivado para ensinar com tecnologias. O acesso às tecnologias e programas de formação de professores para o seu uso didático podem contribuir para que se sintam com mais habilidade e preparação. Para que se sintam mais motivados, compreende-se que é preciso também repensar as condições oferecidas para o trabalho docente. / Abstract: The purpose of this study was to identify, describe and analyze: the level of teacher computer self-efficacy of high school teachers, the sources that teachers realize that most contribute to build self-efficacy beliefs for teaching with computers; personal or contextual variables which have the most significant relationship with this belief and the profile of teachers with higher computer self-efficacy beliefs for teaching. The study included 253 high school teachers from 27 public schools in the city of Campinas-SP. Data were collected in person at schools and involved participants to answer a profile questionnaire and two Likert scales in order to investigate the teacher computer self-efficacy and its sources. Data were statistically analyzed using descriptive and inferential techniques. The results showed that teachers in the sample have moderate teacher computer self-efficacy belief. The vicarious experience was the most perceived source that contribute to self-efficacy for using technology in teaching, followed by social persuasion and mastery experience. Significant relationship between the investigated construct and personal and contextual variables were identified, confirming thus the importance of investigating them in order to understand the teacher computer self-efficacy. It happens that the teacher with the highest belief is the one who realizes he has the more ability to use the computer and feels more prepared and motivated to teach with technology. Access to technologies and training programs for teachers to use instructional technologies can contribute to raise this awareness or help them feel having more ability and preparation. In order to they feel more motivated, it is also necessary to rethink the job conditions offered to teaching. / Resumen: Este estudio tuvo como objetivo identificar, describir y analizar: el nivel de las creencias de auto-eficacia de profesores de enseñanza secundaria para enseñar con ordenadores, las fuentes que los maestros pueden ver que más contribuyen a la formación de las creencias, las variables personales o contextuales que tienen las relaciones más significantes con esa creencia; y el perfil de profesor con creencias superiores. El estudio incluyó a 253 profesores de enseñanza secundaria de 27 escuelas públicas de la ciudad de Campinas-SP. La recolección de datos se llevó a cabo personalmente en las escuelas. Los participantes respondieron a un cuestionario del caracterización del participante y dos escalas de tipo Likert con el fin de investigar la auto-eficacia y sus fuentes. Los datos fueron analizados estadísticamente utilizando técnicas descriptivas y inferenciales. Los resultados mostraron que los profesores de la muestra tienen creencia de autoeficacia para enseñar con ordenadoras considerada moderada.La experiencia vicaria fue la fuente que los maestros señalaran como más componentes de su creencia de la auto-eficacia para el uso de la tecnología en la educación, seguida por la persuasión social y por la experiencia directa. Se identificaron relaciones significantes entre las creencias de auto-eficacia y las variables personales y contextuales. El estudio confirma así la importancia de investigar estas variables para entender la creencia de la auto-eficacia de profesores para utilizar el ordenador en la enseñanza, y muestra que los profesores con mayor creencia son los que se perciben con más capacidad de usar los ordenadores y se sienten más preparados y motivados enseñar con tecnologías. El acceso a las tecnologías y programas de formación para uso didáctico de tecnologías pueden ayudar los profesores a sentirse con más habilidad y preparación. Para que se sientan más motivados, se entiende, que también es necesario repensar las condiciones de trabajo de los profesores. / Doutorado / Psicologia Educacional / Doutor em Educação

Made available in DSpace on 2014-12-17T15:48:11Z (GMT). No. of bitstreams: 1 JuvaneNM_DISSERT.pdf: 3311977 bytes, checksum: 023a258e0578754a9e4d7c47a88ef0ca (MD5) Previous issue date: 2014-02-24 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The use of technology tools for teaching and learning has grown increasingly in our daily life. In this context, a branch that has had tremendous growth is the area of teaching and learning language through computational tools. The study of CALL (Computer Assisted Language Learning), accomplished in this research, aims to evaluate existing tools in this context, focused specifically on the Japanese language; and from this study, accomplish the development of a new computational tool that can assist teaching/learning of the Japanese language. As results, we present a wide survey on the subject in various technologies/devices, as well as the complete development process of a new tool, the Karuchā Ships Invaders game, that proposes to teach basic concepts of the language, blended with entertainment, and still, focusing on the Brazilian students of Japanese language audience. We will present all the concept phases of the game and its evolution through the research, as well as an interface evaluation. Still, we present proposal and validation of a method to evaluate motivational aspects of computational tools with educational focus, and results extracted from an experiment accomplished with prospective users / O uso de ferramentas tecnol?gicas para apoiar o processo de ensino-aprendizagem de diversas ?reas do conhecimento ? not?rio e vem crescendo a cada dia, inclusive, no contexto de aprendizado de idiomas. O estudo de Aprendizado de Idioma com Aux?lio de Computador Computer Assisted Language Learning (CALL) realizado nesta pesquisa teve o intuito de avaliar as ferramentas existentes nesse contexto, focadas especificamente no idioma japon?s e, a partir desse estudo, realizar o desenvolvimento de uma nova ferramenta que auxilie o ensino da l?ngua japonesa. Como resultados, apresentamos um abrangente levantamento sobre o tema nas mais diversas tecnologias, bem como, descrevemos todos os passos do desenvolvimento do jogo Karuchā Ships Invaders, que se prop?e a ensinar conceitos b?sicos do idioma, mesclando-se ao entretenimento, ainda com foco no p?blico de estudantes brasileiros de japon?s. Ser?o apresentadas as fases de concep??o do jogo e sua evolu??o ao longo da pesquisa, bem como a avalia??o de sua interface. Ainda, apresentamos um m?todo para avaliar aspectos motivacionais de ferramentas computacionais com foco educacional e resultados de um experimento realizado com usu?rios em perspectiva