Technological initiatives should be contextualized in the social, cultural and economic sectors. As information and communications technologies (ICT) have evolved with the process of globalization, ICT has played a significant role in supporting the development for both the marginal group and developing countries. In spite of the increasing numbers of ICT development projects, there is a lack of the robust research and evaluation regarding to ICT project outcomes. This study attempts to examine the ICT projects carried out in the Aboriginals community in Taiwan. Drawing the attention to the issues of power, identity, culture, and society, the postcolonial perspective is adopted. As the nature of the problem and the lack of previous understanding of the phenomenon, the interpretive ethnographic method is deployed in order to explore the cultural and social issues involved. During the two-year research, three ICT projects are examined through participate observation, interviews and related data retrieve. From the reviews of these ICT projects, the findings present in three themes: ¡§Technological Utopianism¡¨; ¡§Power Struggle¡¨ and ¡§Polarization¡¨. Although project Principal-initiator, teachers-project members and Parents- the community agree on the potential of ICT, they approach and expect ICT differently as their disparities in their position in the ICT projects, ICT literacy, and limitation from their social/economic reality. Each stakeholder has faced different context and carried different perception and vision toward ICT and ICT projects. After the ICT projects are carried out, the unanticipated and hidden gap of perception results in dissatisfied stakeholders. Although the media cover the project outcomes with positive tone, and both TY School and Principal obtains the reputation in ICT education, teachers are reluctant to execute ICT project and parents are disappointed and think the projects don¡¦t really help them. In order to accomplish these ICT projects under the disharmony, Principal takes advantage of his power from administration of school, knowledge legitimacy, and the control over resources. The power-laden process occurs and the communication gap is unable to close. Moreover, the relationships between stakeholders are eventually polarized. As failing to taking account of the dynamic context difference and lacking of communication, ICT projects in this study fail to deliver its promise to the people they intended to serve.

These days there are a lot of methodologies which can be used for IS/ICT implementation projects. Apart from traditional rigorous methodologies such as Rational Unified Process (RUP), there are also agile methodologies, which are characterized by positive approach to change and iterative development with very short iterations. One of these methodologies is OpenUP, which combines both agile and rigorous principles. OpenUP covers the most important factors necessary to focus on during software development, but on the other hand it also respects the fact that each project is unique. That is why it offers the possibility to extend or customize its content for specific requirements. The main objective of this diploma is to localize and customize OpenUP methodology for the projects which are running within the courses of software engineering at the University of Economics in Prague. The result if this customization and localization is a methodology suitable for small software projects called MMSP. This diploma also pursues other objectives like to find and characterize tools suitable for administration and customization of the methodology. These objectives were achieved by deep analysis of various sources about OpenUP methodology, information system development projects and methodologies of IS/ICT development. The resulting methodology was not only based on these information but it also results from experiences and best practices from the projects at the University of Economics in Prague and from consultations with experts in practice. The key benefit of this diploma is a complete Czech localized methodology MMSP which can be used both for school and real projects of IS/ICT development. MMSP is available in a form that can be easily embraced, further customized and administrated.

IBM Rational Requirements Composer (RRC) is a tool for software requirements engineering that supports requirements development and requirements management in the proces of software development. IBM RRC is a part of Collaborative Lifecycle Management (CLM) using the Jazz platform. In cooperation with other tools of this solution, especially with IBM Rational Team Concert (RTC), it advances the management of projects with large scope and extended teams. These tools have been developed for agile methodologies. This diploma uses the methodology for small software projects called MMSP for the analysis of IBM RRC's features. The main objective of this diploma thesis is the analysis of IBM RRC's features usable for software requirements engineering and demonstrates how to elevate the software requirements activities for school projects using the methodology MMSP. This diploma also pursues the objective of finding best practices and MMSP tasks to improve the requirements engineering proces. These objectives were achieved by deep analysis of various sources about software tools for requirements management, methodologies of IS/ICT development and information system development projects at the University of Economics in Prague and on using the IBM RRC. The key benefit of this diploma thesis is in raising the number of software tools which can be used for school projects of IS/ICT development using the MMSP methodology.