Whether utilizing our smartphones for navigation or skyping our friend on our way, the use of ICTs affects the way that we walk through and stay in public places. "Dancing" mobile phone users are only one example of this. Their virtual activity becomes visible in public places. This master thesis is about contemporary demands on public space imposed by the new ICT generation, and aims to explore ethe behaviour of ICT users in public places. Therefore, it investigates the question of how the use of ICTs affects the way that people use public places and whar that means for urban planning. To this end, the thesis combines a literature review with an empirical study on the Münsterplatz in Bonn, Germany. The interviews and observations from this case study identified examples of characteristics of ICT users that are described in the literature; however, they also revealed new insights. Therefore, the thesis contributes to a greater understanding of the behaviour and demands of ICT users in public places and identifies ICT users as one user group, out-of-many, with specific demands on public space.

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Abstract The aim of this study is to investigate some uses of Information and Communication Technology (ICT) as a pedagogical aid for supporting students with difficulties in reaching the curricular goals in the school subject English. Special focus is on students with reading and writing difficulties and on students with a foreign background in the ninth grade of the compulsory school and in upper secondary school. The method of investigation consisted of two parts: (a) interviews with eleven regular English teachers and with four remedial teachers about their experiences of using ICT as a pedagogical aid, and (b) an action study in which ICT-based activities were tested in a group of six students with difficulties in English. The results of the interviews showed that in the remedial classes ICT-based support was rather limited. The exceptions were students with severe reading and writing difficulties and other grave learning disabilities. These students were offered greater access to various technical aids and systematic support. For dyslexic students various ICT tools often proved to be an effective and indispensable support in their learning. In non-remedial English lessons, the use of ICT was somewhat greater. Here teachers used ICT as a pedagogical aid for the benefit of all students. The computer was considered to be a good support for project writing as it provided the students with a huge database, with online dictionaries and with a spell checker. The results of the action research showed that students were positive about communicating in English via ICT and they showed great interest in other activities facilitated by technology, such as training grammar, vocabulary, and reading. In conclusion, these surveys generated results similar to those of other studies, showing that although ICT can be an effective pedagogical aid in supporting students with difficulties learning English, it is not presently being used to its full potential.

<p><strong>Abstract </strong></p><p>The aim of this study is to investigate some uses of Information and Communication Technology (ICT) as a pedagogical aid for supporting students with difficulties in reaching the curricular goals in the school subject English. Special focus is on students with reading and writing difficulties and on students with a foreign background in the ninth grade of the compulsory school and in upper secondary school. The method of investigation consisted of two parts: (a) interviews with eleven regular English teachers and with four remedial teachers about their experiences of using ICT as a pedagogical aid, and (b) an action study in which ICT-based activities were tested in a group of six students with difficulties in English. The results of the interviews showed that in the remedial classes ICT-based support was rather limited. The exceptions were students with severe reading and writing difficulties and other grave learning disabilities. These students were offered greater access to various technical aids and systematic support. For dyslexic students various ICT tools often proved to be an effective and indispensable support in their learning. In non-remedial English lessons, the use of ICT was somewhat greater. Here teachers used ICT as a pedagogical aid for the benefit of all students. The computer was considered to be a good support for project writing as it provided the students with a huge database, with online dictionaries and with a spell checker. The results of the action research showed that students were positive about communicating in English via ICT and they showed great interest in other activities facilitated by technology, such as training grammar, vocabulary, and reading. In conclusion, these surveys generated results similar to those of other studies, showing that although ICT can be an effective pedagogical aid in supporting students with difficulties learning English, it is not presently being used to its full potential.</p>

This thesis is focused on ICT costs monitoring and controlling among enterprises, whose purpose is to maximize their market value and to achieve a profit by selling products or offering services and simultaneously these enterprises neither do operate in ICT industry nor banking and similar industries. Purpose of this thesis is to help responsible users with better understanding of causes where and why enterprise ICT cost origin. For this purpose there is formed a pattern for ICT costs monitoring and controlling. This pattern comes into use in enterprises in cases when it is necessary to discover true costs of ICT. The pattern is further convenient for costs controlling and budgeting and it could serve as a basis for ICT cost-effectiveness evaluation. Additional asset of this thesis would be an introduction of cost allocation methods, a software costs categorization in view of an acquiring form, and a description of appropriate budgeting methods.

The purpose of this study was to compare Turkey and the European Union (EU) regarding aspects (use, self-confidence and attitude) of students&rsquo / information and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers&rsquo / perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups &ndash / an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This study has three focuses. The first focus of the present study was to examine similarities and differences in ICT use, self-confidence in ICT and attitudes toward computers in students from Turkey and the EU. The sample of this focus was those students from the EU member group (N=56,610), the new EU member group (N=24,834) and Turkey (N=3,231) who participated in the PISA 2003. Multivariate analysis of covariance - controlling students&rsquo / economic, social and cultural status (ESCS) and attitudes toward computers- and univariate analysis of covariance -controlling ESCS- were conducted to see whether students&rsquo / ICT aspects differ across country groups. The first focus of the present study indicated that Turkish students have lower self-confidence in using computer and the Internet and they use the Internet less frequently than students in the EU. Contrary to this, the findings of this focus revealed that Turkish students have relatively more positive attitudes toward computers and they use program/software more frequently than do students in the EU. The second focus of the present study was to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. The sample of this focus was those students from the EU member group (N=57,787), the new EU member group (N=25,359) and Turkey (N=3,590) who participated in the PISA 2003. The proposed path analytic models were separately tested for each country group. The second focus revealed that students&rsquo / socioeconomic and cultural status and selfconfidence in routine computer tasks have positive and medium level relationships with their mathematical and problem solving literacy performances, for all country groups. Furthermore, students&rsquo / self-confidence in Internet tasks had a positive and low level relationship with these performances for all country groups. On the other hand, it was found that students&rsquo / frequency of computer and Internet use and their self-confidence in high-level computer tasks have generally negative and small relationships with these literacy performances in all country groups. The third focus aimed to investigate education policy makers&rsquo / perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the findings of the quantitative phase of this study. The participants of this focus consisted of seven education policy makers from the Ministry of National Education and universities in Turkey. The data, collected with interviews, were content-analyzed by coding data, identifying, and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. In the third focus of the present study, participants specified the primary issues of ICT policy making and the implementing process in Turkey and made suggestions on these issues. Participants frequently related the findings of the quantitative phase of this study to the economic, social and cultural status of students.

Thesis (MTech(Information Technology)) --Cape Peninsula University of Technology, 2012 / Due to the legacy of apartheid South Africa is facing developmental discrepancies with inequalities between the advantaged few in the more urban areas and the disadvantaged majority in the rural areas. With quality education being key, not only to the success of an individual but of a country’s development, efforts have been made to ensure equal access for all. ICT is seen as a key enabler to this end. The study investigated the status of ICT deployment and its integration into curricula in schools. The objective was to understand the factors affecting the efforts to achieve successful implementation of ICT integration into schools in underdeveloped areas, to understand the challenges that exist and ultimately, to inform solutions. A qualitative study was conducted, using a case study method. A purposive sampling method was used to select population elements; educators and school coordinators of ICT programs in Western Cape schools (i.e. Kulani Secondary, Sithembele Matiso Secondary, Macassar Secondary and Marvin Park Primary). To gain an understanding of the status quo, literature was explored and semi-structured interviews were conducted with ICT coordinators and educators within the 4 sampled schools. Activity theory was used to provide an analytical framework for the study. Through this framework the aims and objectives of the study were conceptualized and summarized to form a graphical representation of the phenomena under study. In spite of efforts to ensure universal access to ICT, the findings indicate that the status of ICT deployment and its integration into school curricula is far from favourable in underdeveloped schools.

Les risques psychosociaux sont reconnus comme un des problèmes majeurs du monde professionnel contemporain et le dialogue social européen a inscrit la lutte contre le premier d’entre eux, la pandémie du stress au travail, comme une priorité. Dans ce contexte le lien entre les techniques de l’information et de la communication (TIC) qui innervent les entreprises comme la société et les risques psychosociaux n’est pas formellement établi. On continue de poser le travailleur d’un côté et ses outils de l’autre comme si ces derniers étaient de simples instruments passifs au service des premiers, comme s’il était nécessaire et suffisant que l’homme soit formé au mode d’emploi pour les utiliser. Une enquête statistique nationale, des focus groups, des entretiens qualitatifs et des observations participantes démontrent que l’absence de prise de conscience de l’écosystème numérique de travail tertiaire a pour conséquence une ignorance de ses effets indésirables qui sont aussi puissants que nombreux. Cette lacune entraîne une maîtrise largement défaillante par les acteurs et les organisations professionnelles. / Psychosocial risks are recognized as one of the major problems of the contemporary professional world and the European social dialogue has took on the fight against the first of them, the pandemic of work-related stress, as a priority. In this context the relationship between information and communication technology (ICT) that innervates companies as well as society and psychosocial risks is not formally established. One continues to consider worker on one side and tools on the other side as if they were mere passive instruments to support men at work, as if it was necessary and sufficient to be formed in the instruction for their use. A national statistical survey, focus groups, qualitative interviews and participant observations show that the lack of awareness of the digital ecosystem of tertiary workplaces has resulted in ignorance of the adverse effects that are as powerful as many. This gap leads to widespread control deficiencies in workers and professional organizations.

This thesis is focused on the issue of ensuring sustainable development through ICT, especially focusing on the subsequent use of the theoretical knowledge in the implementation of Green ICT practices in small and medium-sized companies in the Czech Republic (SME). This work aims to achieve five specific side objectives, which are: Theoretical anchoring the Green ICT in relation to SME, the analysis of the potential impact of ICT on environmental sustainability, analysis of the available methodologies and ways of implementation of Green ICT and principles of sustainability, rating of Green ICT steps from different perspectives in order to select appropriate steps for the implementation and subsequent determination of methodical progress with implementing the most Green ICT steps into practice. Reaching these milestones is subsequently indicated achieve the main objective of the paper, which is a specification of a methodological framework for the selection and evaluation of appropriate Green ICT steps and a procedure for its subsequent implementation in practice. The primary tool for achieving the objectives of this paper is analysis of available and adequate current information resources focusing on the Green ICT and sustainable development, which is complemented by the author's expert reviews of Green ICT steps. This paper is possible to divide into two parts. The first part is contents of thoroughly analysis of information sources and based on them is subsequently implemented theoretical grasp of Green ICT. The second part is then specified own benefit of the paper through analysis and evaluation of Green ICT steps, accompanied by their methodology implementation.

The master’s thesis analyzes the possibilities of drawing financial resources from the European Union. It includes theoretical knowledges of the issues of grants and the EU structural funds, the current situation analysis of research company and in the draft part, there are the appropriate recommendations to solve this situation, proposals for improvement and their potential benefits for the company.