The thesis on Information Technology in Nursing Education focuses in the theoretical part on defining the history of nursing education and defines the differences with the education of the present, also points to legislative norms related to nursing education. It then describes the learning process and defines the concepts of online education and e-learning. Two objectives and two hypotheses have been identified within the research part of the thesis. The first objective was to determine the use of online education by general nurses. The second objective was to determine the use of e-learning by students of both daily and combined forms. Therefore, two hypotheses were set for these objectives: H1: Higher education nurses use online learning more than non-college nurses and also H2: Students in the combined form of study use e-learning more than full-time students. Hypotheses have been set for chi quadrate testing and are included in the thesis including an alternative and zero hypothesis. The data for the quantitative research of this diploma thesis was obtained through two non-standardized questionnaires. The first questionnaire focused on the use of eLearning in students of both the day and the combined form of study, and the second was designed to identify the use of online nursing education. Both questionnaires were structured and contained both open and closed questions. The questionnaire survey was anonymous. Respondents were addressed throughout the Czech Republic. It was a deliberate choice. The first questionnaire contained 29 questions and the return was 387 questionnaires, of which 4 questionnaires were excluded due to incomplete or incorrect filling. The second questionnaire contained 31 questions, returning 246 questionnaires, of which 6 questionnaires were excluded due to incomplete or incorrect filling. A quantitative research survey was conducted between March and April 2017. Both questionnaires were distributed only electronically through social networks in sister and healthcare groups and societies. The research has confirmed the hypothesis that students use e-learning for learning, and in particular, students from the combined form of study use it more than in full-time study. Nurses do not use online lessons, but college-educated nurses use it more than high school educated. Among the barriers to education, the two groups of respondents most often have the same items, namely lack of time, lack of motivation and lack of courses that the respondents would be interested in. For the benefit of eLearning and online learning, compared to traditional forms of education, both groups agree on the positive values of consensus. In terms of the positive aspects of these forms of education, the two groups again agree on the low financial demands of both forms, the benefits of home accessibility and the possibility of selecting a topic according to one another. The groups also agree with the limitations of the studied forms of education - they refer in particular to the focus of the courses on the theory and the inability to test the findings in practice.

Background: Automation deployment is an innovative solution for organisations andbusinesses to improve efficiency and increase value. This study examines the impact ofleadership, learning culture and willingness to automation deployment and, therefore,organisational performance. Two types of leadership styles, participative and autocratic, havebeen selected to analyse their impact on the promotion and deployment of innovative solutionslike automation. The method to measure the success of the organisational performance wasbased on internal improvements of the team's efficiency and productivity using automated tools.An explanatory study was conducted using a questionnaire shared with 242 professionals in theICT industry in Europe to verify our hypotheses. Objectives: The objective of this study was to investigate whether leadership, learning cultureand employees’ willingness to change affect the automation deployment and how the latterimpacts the organisational performance. Methodology: A quantitative case study based on an online questionnaire using Google formshas been formed to collect data for analysis. Two multivariate regression models have beendeveloped to evaluate the 77 responses collected from the participants with familiarity andexposure to the automation technology. Results & Conclusions: The results align with the existing literature in the fields of innovation,organisational culture, and performance. More specifically, we discovered that the autocraticstyle negatively affects the automation deployment (B=-2.89, p=0.008), while learning culture(B=0.38, p=0.001,) and willingness to change (B=0.8, p=0,) could be considered as enablerssince both found with positive coefficients. Moreover, the automation deployment has beenidentified as a significant variable that affects organisational performance (B=1, p=0).Additionally, the findings from both models are underpinned by the existing literature provingtheir validity. Recommendations for future research: Future work could be focused on including otherleadership styles, such as transformational or entrepreneurial, to examine the impact onautomation deployment and organisational performance. Additionally, the performance couldbe evaluated based on the final service or product of the company, considering customers'feedback or financial terms. Last but not least, expanding the research to other organisationsthat are considering or have already deployed automation would shed more light on the effectto the organisational performance.

Made available in DSpace on 2016-04-29T14:23:12Z (GMT). No. of bitstreams: 1 Leonardo Belem de Souza.pdf: 9121191 bytes, checksum: ce21d3142b872987d62246b9cb003d92 (MD5) Previous issue date: 2012-09-29 / Nowadays, digital media are increasingly present throughout early childhood. The elementary schools coincide with the stage that children begin to develop their logical reasoning and cognitive aspects and brings the necessary conditions for the introduction of new technologies in learning even though there are difficulties to incorporate these methods in the teaching process. This research is based on theories and surveys that support the analysis of Khan Academy's case study (American NGO that has the mission to provide worldwide free education through digital videos available on the Internet). We are in a time that digital media are integrated, open content is available on the network such as videos, games and other digital publications are no longer restricted to only one device. Either by tablets, smartphones or personal computers, the effect of the popularization of broadband and wireless connection allows users to choose where, how and when to absorb certain content. Therefore, the contribution of this work is aligned to show teachers and students which digital media can become partners in learning with a focus on primary education. In the end, it draws an outline of the case study and investigations, presenting new paths for future lines of research that can be explored in depth / Atualmente, os meios digitais estão presentes cada vez mais cedo ao longo da infância. O ensino fundamental, por coincidir com a fase em que as crianças começam a desenvolver seu raciocínio lógico e cognitivo, traz aspectos e condições necessárias para a introdução de novas tecnologias na aprendizagem ainda que haja dificuldades na incorporação destes meios no ensino. Esta pesquisa está alicerçada em teorias e levantamentos que suportam a análise do estudo de caso da Khan Academy (ONG norte-americana que possui a missão de fornecer para o mundo inteiro educação gratuita através de vídeos digitais disponíveis na Internet). Estamos em um momento no qual os meios digitais se integram, conteúdos abertos disponíveis na rede como vídeos, jogos e outras publicações digitais não estão mais restritos somente a um dispositivo. Seja em tablets, smartphones ou computadores pessoais, o efeito da popularização da banda larga e conexão sem fio permite que os usuários escolham onde, como e quando querem consumir determinado conteúdo. Portanto, a contribuição deste trabalho se pauta em evidenciar aos professores e alunos quais meios digitais podem tornar-se parceiros na aprendizagem com foco no ensino fundamental e ao final traça um recorte entre o estudo de caso e as investigações realizadas, apresentando futuros caminhos para novas linhas de pesquisa que possam ser exploradas com mais profundidade

For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium classes of some high schools and has obtained very good results.

New developments in information and communications technologies have rapidly made their way into the forefront of educational concerns. With exciting possibilities for global communication, access to vast amounts of information and new approaches to teaching and learning practices, a small number of schools have integrated the technology into the school environment. However, the majority of schools are just feeling their way and this is particularly so in small rural schools which are removed from the high technology communications networks of the capital cities. This study placed open learning technology into three rural schools where the teachers had control over its use. Using qualitative multi-site case study techniques, the effect of the technology on the planning and teaching strategies of the teachers, classroom organisation and management, changes in teacher-student interactions, student motivation, curriculum enhancement and/or extension, the role of the teacher, and professional development issues was investigated. It was found that the use of the technology had a positive effect on encouraging open learning and student-centred approaches to lesson delivery. The Internet and e-mail were accepted by the teachers and the wider school community and became part of normal classroom activities. Staff development opportunities figured largely in the outcomes of this study being revealed as a necessity for teacher adoption of the innovation. The leadership role of the principals emerged as an important theoretical construct influencing the implementation of the innovation. Finally, the introduction of the technology was found to contribute to breaking down the barriers of distance that are a characteristic of rural and isolated schools. By providing teachers in rural schools with access to open learning technology that can be readily integrated into teaching activities, it is likely that lasting change in attitude to the legitimacy of information gained through the technology, and a greater level of independent student classroom activity, will occur.

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For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium classes of some high schools and has obtained very good results.

The topic of the importance of modern didactic tools in the current conditions of pedagogical practice is considered as contemporary and often discussed. The thesis deals with the question whether the application of modern technology can streamline the work of teachers, including school management and also whether it can become one of the criteria for raising the level of education and organization development. The thesis gives an insight into the ability of school management and other education participants to accept, but also induce changes and innovations in education. It also concerns the issue of schools' open-minded thinking and providing lifelong learning to local community. The thesis attempts to find a mutual relationship between effective application of modern technology, collaboration and the impact on results of entire work. The thesis deals with the use of ICT across different types of schools. The survey should also verify the impact of didactic tools on the quality and results of education by type of school, especially those who participated in the project of Ústi nad Labem Region called Community School (elementary, secondary, special), including feedback. The output of the thesis is summarization, interpretation and completion of the data obtained.

L'obiettivo che questa tesi persegue è quello di analizzare il binomio blog/didattica, allargando il raggio di discussione e problematizzazione alle tecnologie di rete e all'educazione nei suoi aspetti di formalità e di informalità. Lo sguardo pedagogico-didattico viene eletto come guida del processo di riflessione e la scuola viene scelta come il campo di esplorazione privilegiato. L'approccio d'indagine assunto pone la didattica di fronte al blog riservando ad essa il compito di contestualizzare la tecnologia, di comprenderne potenzialità sfruttabili per sostenere processi di apprendimento formali ed informali e di rilevarne gli aspetti di vantaggio e di problematicità emergenti per progettare impieghi efficaci ed innovativi. La ricerca è strutturata lungo due direttrici: una teorico-fondativa destinata alla riflessione intorno ad alcuni nuclei tematici di sfondo (tecnologie educative, Rete e tecnologie emergenti, educazione formale ed informale) ed alla delineazione dello stato dell'arte in merito al blog ed alle sue applicazioni nella didattica; una empirica costituita dall'indagine sul campo finalizzata ad evidenziare e descrivere tendenze d'uso dei blog nei contesti scolastici italiani. / This thesis aims at analysing the blog/education binomial, extending its discussion and problematic nature to web technologies in the field of formal and informal educational methods. The teaching-learning question is selected as a guidance in the process under consideration and school is looked upon as the privileged field for research. This study places teaching and learning methods before blog and questions this new technique by examining it deeply in the afford to understand its potentiality in the formal and informal educational process. This study aims at putting into evidence possible advantages and problems arising from the application and planning possible innovations in the educational sphere. The research is based on two guiding lines: the theoretical-basic one referring to some background core topics (educational technologies, web, emerging methods, formal and informal education) and referring to the merits related to blog with its application to teaching; the empirical one based on a survey on the field aiming at bringing out and describing trends towards the use of blog in the Italian school environment.

This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.