This master´s thesis considers implementation of a standard of bibliographic quotation BibTeX using the XML technology. This project starts with theoretical introduction into XML technology problematics. Next part contains introduction into LATEX and its subprogram BibTEX and into its function. Later, the principle of implementation and important parts of XSL transformation (from output les *.bib. *.tex, *.html) source code will be described. Verication of functionality of the implementation is demonstrated using BibTEX database of used literature generated by XML technology.

Understanding the antecedents determining technology adoption in agriculture is essential to promote technology adoption to improve agricultural productivity in developing nations. The aims of this research were to understand the meaning of technology adoption for people involved in farming activities in developing nations, the antecedents determining technology adoption, their effect and how their interaction influences decision-making with regards to technology implementation in agriculture in developing nations. This study was qualitative in nature and followed an exploratory approach. This allowed the researcher to gain and understand new insights about the antecedents determining technology adoption in agriculture in developing nations. A total of 12 synchronous online semi-structured interviews were conducted with farmers and agriculture technicians from developing nations where the reliance on the agriculture sector is high. These interviews were analysed using thematic content analysis approach which led to the development of ‘The antecedents determining technology adoption in agriculture in developing nations’ Framework. This Framework refuted literature findings which highlighted the existence of four antecedents determining technology adoption in agriculture in these nations. Five predominant antecedents namely: awareness; financial assistance; applicability of technology; training and technical support; and demonstrations were identified in this study. This framework explains that the interaction of the identified antecedents is essential to foster technology adoption among farmers in developing nations and is important for stakeholders since it can provide a better understanding and guidance for the creation of integrated strategies to improve technology adoption in agriculture in developing nations. / Mini Dissertation (MBA)--University of Pretoria, 2021. / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

The purpose of this study is to examine the relationship that exists between the reported implementation and integration of computer based technology into the middle schools of Tennessee and the achievement test scores of the middle school students in grades 6, 7, and 8. In January of 2004, 2005, and 2006 the Tennessee Department of Education implemented the EdTech Tennessee Online Technology Evaluation System (E-TOTE) Survey of technology implementation and integration to gather data from public schools. This survey was intended as a means of providing a measure of the status of technology to the federal government required under the No Child Left Behind (NCLB) legislation. Annually students in Tennessee take the state mandated Tennessee Comprehensive Achievement Program (TCAP) test. The reports of the test results are aggregated by school and by grade. This study investigated possible correlations between these 2 sets of data. The technology implementation and integration levels of the schools were analyzed to determine if there were any correlations between reported technology levels for the schools and the school-level TCAP achievement scores in reading and language arts, mathematics, science, and social studies. Specific technology indicators that were examined included the level of technology integration, teaching and learning, educator preparation and development, administration and support services and infrastructure for technology, number of computers, network access, and capabilities and percentages of 8th grade technology literacy. The study population consisted of 154 middle schools in Tennessee that were comprised of grades 6, 7, and 8 for which school3 level Tennessee Comprehensive Assessment Program scores were available and who completed the E-TOTE survey in 2004, 2005, and 2006. The findings include: The correlations identified in this study indicate that there is a very small relationship between the implementation and integration of technology in Tennessee middle schools. The school-level TCAP scores were also found to be increasing for each year from 2004 through 2006 in reading and language arts, mathematics, science, and social studies. Over the same period the number of computers in these schools are increasing, as is the level of technology implementation and integration as measured by the E-TOTE survey system.

This study examined the effects of implementing Web-enabled technology systems on the functional role of the community college registrar. The focus on systems implementation included in-house, outsourced, consortia, or combination of implementation strategies. A quantitative and qualitative approach included several interviews and a mailed survey questionnaire. The researcher developed the instrument from human resources position description forms, an adapted administrative Q-sort technique, and a role conflict and ambiguity perception questionnaire. The study targeted the members of the American Association of Collegiate Registrars and Admissions Officers. The research findings indicated that some aspects of perceived role, role conflict (harmony), and ambiguity (clarity) were different for registrars whose colleges used in-house, outsourced, consortium, or a combination of implementation strategies, and for certain background characteristics. For example, the study identified different levels of involvement for some duties and some differences in collaboration among divisions and departments within institutions and with other organizations. Suggested uses of the research results include professional development programming for more efficient technology implementation. The research instrument could be adapted to study functional role of other job positions, implementation projects, and administrative strategies.

Investment in new technologies is considered by firms as a solution to improve their productivity, product and service quality and their competitive advantages in the global market. Unfortunately, not all technology adoption projects have met their intended objectives. The complexity of technology adoption along with little consideration of the long term cost of the technology, are among the factors that challenge companies while adopting a new technology. Companies often make new technology adoption decision without enough attention to the total cost of the technology over its lifecycle. Sometimes poor decision making while adopting a new technology can result in substantial recurring loss impacts. Therefore, estimating the total cost of the technology is an important step in justifying the technology adoption. Total Ownership Cost (TOC) is a wildly-accepted financial metric which can be applied to study the costs associated with the new technology throughout its lifecycle. TOC helps companies analyze not only the acquisition and procurement cost of the technology, but also other cost components occurring over the technology usage and service stage. The point is that, technology adoption cost estimation is a complex process involving consideration of various aspects such as the maintenance cost, technology upgrade cost and the cost related to the human-resource. Assessing the association between the technology characteristics (technology upgrades over its life cycle, compatibility with other systems, technology life span, etc) and the TOC encompasses a high degree of complexity. The complexity exists because there are many factors affecting the cost over time. Sometimes decisions made today can have long lasting impact on the system costs and there is a lag between the time the decision is taken and when outcomes occur. iv An original contribution of this dissertation is development of a System Dynamics (SD) model to estimate the TOC associated with the new technology adoption. The SD model creates casual linkage and relationships among various aspects of the technology adoption process and allows decision makers to explore the impact of their decisions on the total cost that the technology brings into the company. The SD model presented in this dissertation composes of seven sub-models including (1) technology implementation efforts, (2) workforce training, (3) technology-related workforce hiring process, (4) preventive and corrective maintenance process, (5) technology upgrade, (6) impact of technology on system performance and (7) total ownership cost sub model. A case study of Enterprise Resource Planning (ERP) system adoption has been used to show the application of the SD model. The results of the model show that maintenance, upgrade and workforce hiring costs are among the major cost components in the ERP adoption case study presented in Chapter 4. The simulation SD model developed in this dissertation supports trade-off analysis and provides a tool for technology scenarios evaluation. The SD model presented here can be extended to provide a basis for developing a decision support system for technology evaluation.

This study investigated the use of digital technologies in secondary and post-secondary graphic communication education. Specifically it investigated: 1) the extent to which graphic communication educators utilized digital technologies in conjunction with instruction; 2) how selected factors affected graphic communication teachers' implementation of digital technologies in their instruction; and, 3) how selected factors affected teacher and learner-centered instructional practices. The Levels of Technology Implementation (LoTi) and "Technology Use Survey" instruments were administered to secondary and post-secondary graphic communication educators via the Web to assess: 1) the frequency of use of 17 different digital technologies; 2) the nature and level of digital technology implementation; 3) current instructional practices; and 4) demographic characteristics. Graphic communication educators (n = 191) responding to the survey utilized a wide variety of digital technologies as part of their instruction. The data indicated that most students in graphic communication classes use computers, page layout software, and the Internet (for accessing digital content) "almost daily." Most graphic communication students were creating and/or editing vector and raster graphics "several times a week." Most graphic communication teachers reported student use of digital still cameras, digital instructional tutorials and the Internet (to solve technical problems) was limited to "several times a month," while most students were creating digital multimedia projects only "several times each year." Most respondents chose "never" to describe students' use of: digital video cameras, digital drawing tablets, creating and/or editing Web pages with a WYSIWYG or HTML editors, digital spreadsheets, digital databases, and digital animations. Findings from this study further indicate graphic communication educators demonstrate high to extremely high skill levels using computers for personal use and implement digital technologies in ways that begin to shift the learning environment from teacher-centered to student-centered, but may not be effectively updating their curriculum to reflect current graphic communication industry workforce needs. / Ph. D.

The aim of this study is to understand the present situation of science domain teachers¡¦ attitude about integrating information technology, instruction beliefs, stages of concern, and levels of technology implementation about integrating information technology. This study was based on Hall¡¦s concern based adoption model(CABM) and Moersch¡¦s levels of technology implementation(LoTI). The questionnaire entitled ¡§Survey of the integrating information technology into instruction in elementary school science domain teachers in Kaohsiung City¡¨. Taking examples 267 science domain teachers of the elementary school of Kaohsiung City. The major findings of this study are following: 1. The science domain teachers¡¦ situation of school, attitude about integrating information technology and instruction beliefs trend to advocate. 2. The informational is the strongest stage of concern when teacher face to the integrating information technology into instruction. Personal and consequence are the second strongest stages of concern. Refocusing stage of concern is the third and the last is awareness stage. 3. The integration-routine level of technology implementation is the strongest level of technology implementation. Refinement level of technology implementation is the second strongest level of technology implementation and infusion level of technology implementation is the third. The last is Non-use level of technology implementation. 4. The various situation of school, attitude about integrating information technology and instruction beliefs factors cause the influencing factors of the stages of concern and levels of technology implementation. 5. The stages of concern and attitude about integrating information technology have greatest direct effect on levels of technology implementation. 6. The situation of school and attitude about integrating information technology are positive correlated with the stages of concern and levels of technology implementation. According to the conclusions of the study, some recommendations were presented to the educational administration agencies, elementary schools, teachers and suggestions to further researches.

Highway projects are delivered in a complex environment that involves participation of diverse stakeholders with different objectives. Technological advancements have provided better tools and techniques that if incorporated can lead to effective project delivery complying with the multitude of objectives. Often the projects are cost-driven, schedule-driven, or both. Presence of ongoing traffic poses an additional challenge for the developers as it impacts the safety and comfort of both the commuters and the construction workers. A wide variety of tools, techniques and work processes are adopted across many projects depending on the project and agency requirements to make the process of project management efficient across its life-cycle. Civil Integrated Management (CIM) is a terminology that encompasses all such tools and technologies that can facilitate the process of digital project delivery and asset management. This study examines the current state of practice for CIM through surveys conducted at agency and project level. The results of these surveys are summarized to provide an understanding of the organizational and contractual issues related to CIM implementation and comprehend the process of technologies implementation and associated performance benefits at the project-level. Significant factors impacting successful life-cycle CIM utilization are elicited through the surveys and follow-up interviews and are investigated further under four main categories – Technology Implementation Planning, Model-based workflow and processes, design for construction automation and Information Management. Specific examples have been provided for each of these factors to demonstrate their utility on projects. The findings of this study will provide practitioners a list of key issues to be considered for profitable and effective implementation of the CIM technologies across a project’s life-cycle. / text

The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals of three large suburban districts in the Dallas-Fort Worth Metroplex was included in data analysis. The findings suggest that differing leadership styles do play a role in the LoTi, PCU, and CIP scores among teachers. Based on descriptive statistics it was determined that teachers with "participating" principals had higher mean LoTi and PCU scores than those with "telling" and "selling" principals. The difference in the mean PCU scores was statistically significant (p<.05) for teachers with "selling" and "participating" principals. Results also showed there was a statistical significance (p<.05) in the mean PCU and CIP scores of teachers working for principals with weak and high adaptability. Due to the low number of principals participating in this study, there is a need to conduct the same research using a larger more diverse sample of principals. The majority of principals in this study had either a primary leadership style of "participating" and a secondary leadership style of "selling" or vice versa. A larger population of principals would hopefully allow for the study of additional leadership styles and their effect on teacher use and implementation of technology.

The aim of this thesis is to explore the factors influencing the usage of modern technologies in teaching Mathematics. Modern technologies have been gradually earning their place in Czech schooling for a while now, but they are not always used in the way we might expect. To address such a question, upon consulting various literary sources, this thesis presents a model of factors which influence the usage of technologies in teaching Mathematics and aims to answer the following questions. What factors influence the intended usage of technologies in teaching Mathematics? How do these factors influence the intended usage of technologies in teaching Mathematics? What are the differences between the intended usage and the real usage and what factors influence them? How do these factors influence the real usage in teaching Mathematics? The individual factors have been further explored by a multiple-case study of three Czech Mathematics teachers during their teaching and subsequential interviews. It was the form of a multiple-case study which allowed for deeper observation of the mutual relationships between the individual factors in teachers with very different approaches to teaching and modern technologies. The differences between the considered cases then provided an insight into what could help...