This research was conducted to investigate the Saudi science teachers' perception of the use of Information and Communication Technology (ICT) tools to enhance teaching and learning and undertake a small and groundwork examination of these teachers current use of ICT. It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is on how people interpret and make sense of their world. From this interpretive perspective the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT, their current use of ICT and their perceived needs for improvement in the use of ICT in the classroom were investigated. Saudi secondary schools science teachers from both girls' and boys' schools in three different types of schools have been involved in this study. There were 28 government schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls' and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These schools were in different districts: Aldammam city, Alkhobar city, Aldahran city, Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the questionnaire. Analysis of the data, together with the relevant literature builds a picture of the use of ICT in science education. Providing ICT hardware and software resources to a school is not enough to ensure significant developments in use of ICT for teaching and learning in Saudi science classrooms. Access to working ICT continues to be an issue for these teachers. Although teachers identified many benefits to teachers and students from using ICT and had made individual efforts to develop their use of ICT for admin planning and lesson preparation, they also identified barriers. These barriers focused on a lack of appropriate professional development and technical support. The findings have implications for future development in the area of ICT. It is expected that the results of the research will guide future research and development in the country and outline the importance of the use of information and communication technology in education for teachers, students, parents and decision-makers. It will contribute information towards decision-making and planning in future projects.

創新是廠商生存於快速全球化及競爭激烈的環境中的關鍵。而廠商創新績效的影響因素可以分為外部因素與內部因素進行探討。就外部因素而言，本研究同時從經濟地理學門的區域聚集效果與社會學門的研發網絡關係探討外部環境對廠商創新績效的影響。並探討地區產業聚集現象是否會增加區域內廠商形成研發網絡的可能性。而除了廠商外部環境會影響廠商創新績效外，管理學門提出廠商的內部吸收能力也同樣重要。吸收能力定義為廠商對外部知識的認識、吸收和應用的能力。吸收能力除了會對創新績效產生直接影響之外，也會對由網絡中所獲得的外部知識的認知、吸收和利用產生調節效果。 本研究以台灣的ICT產業為研究對象，而空間單位劃分則依據工業區分布情形與天然及人為界線分佈，將台灣劃分為39個空間分析單元，以供實證分析所需。研究結果發現，廠商所處地區之聚集效果確實會對廠商研發網絡的形成產生影響，進而影響廠商所能吸收的外部知識流的多寡，最終造成不同區域的廠商創新績效的不同。廠商的研發網絡會隨群聚內的社會經濟狀況、產業組成和多樣性等不同而有所不同。此外，本研究同時從廠商外部環境的聚集效果、研發網絡關係以及廠商內部的吸收能力探討對廠商創新績效的影響，以期更全面地了解創新績效的影響因素。本研究的實證結果證實了聚集效果、研發網絡與廠商內部吸收能力確實對廠商創新績效產生影響，而內部吸收能力確實會對經由研發網絡所獲取的外部知識和創新績效產生調節效果。 / Innovation is the key of the firm to survive in a rapidly globalizing and competitive environment. The factors affecting firms’ innovation performance can be divided into external and internal factor. For the external factors, this studies use the view of regional agglomeration effects and R&D networks to study the impact of external environment on innovation performance. In the same time, we also discuss whether the regional agglomeration effects affect the firms’ R&D networks. Aside from the external environment, the internal absorption capacity is also important for innovation performance. Absorption capacity is defined as the capacity of firm to recognize, absorb and apply external knowledge. Absorption capacity has not only direct impact on innovation, but also adjusted effects between the knowledge acquired from R&D networks and innovation performance. The object of this study is the ICT industry in Taiwan, and Taiwan was divided into 39 spatial units for empirical analysis. The empirical results indicate that the regional agglomeration effects of firms indeed influence the firms’ R&D network ,and then affect the amount of the external knowledge that the firm can absorb, ultimately result in different innovation performance. Firms’ R&D networks will vary depends on the cluster’s socio-economic conditions, industry composition and diversity. Besides, this study also discusses the impact factor of firms’ innovation performance from the external agglomeration effects, R&D networks, and internal absorption capacity to have a more comprehensive understanding of the relationship between those factors and the innovation performance. The empirical results indicate that agglomeration effects, R&D networks, absorption capacity do affect the firms’ innovation performance, and the internal absorption capacity do have adjusted effects between the knowledge acquired from R&D networks and innovation performance.

<p>This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.</p>

New technologies, more specifically, Information and Communication Technologies (ICTs), are today indispensable in all professions. It is undeniable, however, that some professions have been affected to a greater extent than others. This study describes ICTs used in conference interpreting, in both professional and educational settings. It also records the interpreters' and interpreter trainers' perceptions of ICTs, especially in terms of improving the quality of their performance and their professionalism. The data has been collected through two global surveys, both conducted mainly through questionnaires and personal interviews, and triangulated with in situ observations. As to the results of the research, it was found that variation in use was not always due to generational or regional differences as had been expected. Conference interpreter trainers, on their part, are identifying different ways to overcome budgetary restrictions to allow students to learn about ICTs in order to better prepare them for the labor market. / Las nuevas tecnologías, especialmente las Tecnologías de la Información y la Comunicación (TICs), son actualmente un componente indispensable de todas las profesiones. Sin embargo, es innegable que hay profesiones que han resultado más beneficiadas por las TICs que otras. La presente investigación describe las TICs utilizadas en la interpretación de conferencias, tanto en el ámbito profesional como en el formativo. Registra asimismo la percepción y actitud de los intérpretes y de los formadores de intérpretes de conferencia hacia las TICs, en cuanto a mejorar la calidad de su desempeño y su profesionalismo. Para recoger la información, se llevaron a cabo dos encuestas a nivel global por medio de cuestionarios, complementadas con una serie de entrevistas y observaciones.En cuanto a los resultados de la investigación, se encontró que la variación en el uso no era siempre resultado de diferencias generacionales o regionales. Los formadores de intérpretes de conferencia, por su parte, están encontrando nuevas formas de superar las restricciones presupuestales para que sus estudiantes aprendan sobre el uso de las TICs, con el objeto de prepararlos mejor para su inserción en el mercado laboral.

This paper analyzes the relationship between effective state intervention and Information Communications Technology (ICT) dissemination. I theorize that investment in ICT leads to benefits for all firms; without government intervention and incentives, firms will have little reason to invest substantially in this arena. I demonstrate how the collective action problem leads to a lack of private investment as highlighted by the prisoner’s dilemma game. I conduct a multi country regression test to ascertain the factors that influence the dissemination of IT. I then analyze the impact of the United States and South Korean government on ICT by process tracing the role of each government in the dissemination of ICT. My results support my hypothesis. The policy implications for this study are the increase in the level of US government involvement in ICT through encouraging private sector participation, creating new laws, and increasing access to technology in public education.

Studies in recent years have revealed that use of ICT can significantly impact knowledge sharing in organizations by enhancing the knowledge sharing process, reducing knowledge sharing barriers, and introducing technology barriers. While this has been identified in many studies and a significant research has been carried out to identify knowledge sharing barriers, there exists a considerable dearth of research when the question of ‘which knowledge sharing barriers can ICT reduce and how?’ is posed. This thesis aims to address this question by studying the case of an organization using ICT for knowledge sharing. The study was carried out using questionnaire and interview findings and results showed that if ICT is effectively used, a number of knowledge sharing barriers - in addition to time and space barriers - can be successfully reduced. Organizational and individual knowledge sharing barriers saw most reduction by ICT while technology barriers did not see any reduction by use of ICT alone. This is in coherence with different studies that use of ICT for knowledge sharing introduces its own technology barriers. However the results show that if employees are tech-savvy and management considerably supports employee involvement in the process of design and deployment of ICT enabled knowledge sharing, technology barriers can also be greatly reduced and even entirely eliminated.

Information Communication Technology (ICT) is in the discourse of international development,which is often considered as the key to socio- economic development in the sense that it helps tosolve social problems and increases the rate of economic growth. ICT policies are situated in thiscontext. Many international agencies advocate certain policies in order to accelerate economicgrowth and development in so-called developing countries. In 2009, Bangladesh enacted itsNational ICT Policy setting a broad vision to establish a transparent, responsive and accountablegovernment; developed skilled human resources; and to enhance social equity through anextended use of ICT. Following this vision multiple objectives have been addressed where socialequity and integrity are prioritized in the name of developing a socially equitable and integratedsociety through ICT. The research task of this work is to analyze the discourse of this strategyand to compare it to social reality. The ‘Theory of Communicative Action’ (TCA), which isbased on the four validity claims - truth, legitimacy, sincerity, and clarity - is used to demonstratehow social equity and integrity are addressed as objectives and what claims are made in theaction items with regard to these two objectives and how far such claims reflect social reality.Keywords:Information Communication Technology (ICT), National ICT Policy, Social Equity, Integrity,Communicative Action Theory, Critical Discourse Analysis, Validity Claims, ICT4D, CriticalTheory, Critical Information Systems research.

Šiame straipsnyje gvildenamas informacinių ir komunikacinių technologijų (IKT) taikymas profesijos mokymo įstaigų edukacinėje praktikoje remiantis ES ir Lietuvos teisiniais aktais, šalies ir užsienio mokslininkų darbais, įvairių institucijų organizuotų tyrimų duomenimis, atskleidžiamos IKT taikymo ugdymo procese techninės sąlygos, problemos ir jų sprendimo būdai, panaudojimas ugdymo procese ir jų poveikis ugdytiniui bei mokymo(si) procesui. / Legal base regulating educational system emphasizes knowledge based on information technologies. As ICT are penetrating into the process of vocational training the training methods and aids are changing and improving, an important role is falling on an educator – teacher. He/she must develop personal communication, literary and cultural competences as well as improve information and communication skills. This may be done by applying innovative ICT training methods and only when teacher has ICT competence. The objective of this work was to elucidate the application of information communication technologies in vocational training from the management and educational aspect. To that end research instruments were formed – questionnaire, according to which the above mentioned aspects were estimated from the point of view of students and teachers, and quality research was carried out by estimating the attitude of managers. 180 students, 100 teachers and 6 headmasters participated in the study carried out in Alanta, Anykščiai and Utena institutions of vocational training in December 2006. These institutions of vocational training do have conditions for application of electronic training aids. They provide themselves with IT aids by executing project activities and inducing teachers to participate in them. The introduction of system of e-services, Internet, e-library is intended in the schools. In educational process the priority is given for traditional training aids... [to full text]

Teachers' use of information and communication technologies (ICT) in the classroom has largely been studied to date with a focus on what is lacking. An important aspect that seems to have been understudied is how teachers' own histories and experiences of ICT connects to their teaching practices - in essence, focussing on what is 'present' and not what is 'missing'. This study examines five teachers working in the same school, but working very differently with ICT in their classrooms. The narratives of their lived experiences highlight the acquisition of their beliefs, attitudes and their in situ behaviours about the role of ICT in the classroom. A critical look at the factors responsible for shaping such behaviours suggests the value of understanding individuals' experiences when planning for technology-utilization, rather than prescribing a &quot;teacher-proof&quot; (Connelly &amp; Clandinin, 1988) approach to technology uptake.

<p>This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.</p>