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IPv6, a new Internet protocol designed to exponentially increase the global availability of Internet addresses, has served as a locus for incendiary international tensions over control of the Internet. Esoteric technical standards such as IPv6, on the surface, appear not socially significant. The technical community selecting IPv6 claimed to have excised sociological considerations from what they considered an objective technical design decision. Far from neutrality, however, the development and adoption of IPv6 intersects with contentious international issues ranging from tensions between the United Nations and the United States, power struggles between international standards authorities, U.S. military objectives, international economic competition, third world development objectives, and the promise of global democratic freedoms. This volume examines IPv6 in three overlapping epochs: the selection of IPv6 within the Internet's standards setting community; the adoption and promotion of IPv6 by various stakeholders; and the history of the administration and distribution of the finite technical resources of Internet addresses. How did IPv6 become the answer to presumed address scarcity? What were the alternatives? Once developed, stakeholders expressed diverse and sometimes contradictory expectations for IPv6. Japan, the European Union, China, India, and Korea declared IPv6 adoption a national priority and an opportunity to become more competitive in an American-dominated Internet economy. IPv6 activists espoused an ideological belief in IPv6, linking the standard with democratization, the eradication of poverty, and other social objectives. The U.S., with ample addresses, adopted a laissez-faire approach to IPv6 with the exception of the Department of Defense, which mandated an upgrade to the new standard to bolster distributed warfare capability. The history of IPv6 includes the history of the distribution of the finite technical resources of "IP addresses," globally unique binary numbers required for devices to exchange information via the Internet. How was influence over IP address allocation and control distributed globally? This history of IPv6 explains what's at stake economically, politically, and technically in the development and adoption of IPv6, suggesting a theoretical nexus between technical standards and politics and arguing that views lauding the Internet standards process for its participatory design approach ascribe unexamined legitimacy to a somewhat closed process. / Ph. D.

Providing standards for music technology use in community college music programs presents both challenges and opportunities for educators in American higher education. A need exists to assess the current use of technology at the community college level for the purpose of improving instruction. Although limited research has been done on the use of technology to support music education K- 12 and in four-year universities, little research on the problem in the community college setting was found. This research employed a Delphi study, a method for the systematic solicitation and collection of professional judgments on a particular subject, to examine existing criteria, “best practices”, and standards, in an effort to develop a set of standards specifically for the community college level. All aspects of a complete music program were considered including: curriculum, staffing, equipment, materials/software, facilities and workforce competencies. The panel of experts, comprised of community college educators from throughout the nation, reached consensus on 50 of the 57 standards. Forty-one or 82%, were identified as minimal standards for the application of music technology in music education. Community college music educators, planning to successfully utilize music technology to improve teaching and learning should implement the 41 standards determined as minimal by the Delphi panel. As the use of music technology grows in our community college programs, the standards used to define the success of these programs will expand and mature through further research.

Philosophiae Doctor - PhD / Higher education institutions in South Africa have invested heavily in information technology and information systems, with variable outcomes. Organisations in other sectors, such as engineering, the defence industry, public administration and business, have developed and adopted standards and guides to good practice for the development and operation of software-based systems. In the history of standards-making there was an early vision of the need to extend standardisation beyond software engineering into the world that acquires and uses systems, and yet the overall scope of available standards is still limited. Seeing slow progress in the international committees that develop nationally-endorsed standards (such as ISO-IEC/JTC1/SC7) practitioner communities moved to develop good practice guides such as COBIT and ITIL, that have found considerable interest in progressive organisations. Hence a range of potential guidance is available. In order to assess the extent to which standards and good practice guides might assist higher education, the four tertiary institutions in the Western Cape were approached and a representative range of academic, administrative and managerial individuals agreed to contribute to the study as respondents. Interviews were organised in two parts: the first an open conversation about their involvement with systems, and the second a structured examination of systems-related events that they considered significant. By inspection of those events, bipolar scales were developed by which respondents were able to characterise events (for example as ‘challenging’ or ‘easy’, or as ‘functional’ or ‘dysfunctional’). Respondents rated events on those scales. Repertory Grid analysis was applied so as to investigate which scales correlated with event success. 30 scales (out of 170) proved to be adequately correlated with success, and by principal component analysis they were combined to form nine ‘success scale’ groups, indicating nine areas where the deployment of standards or good practice guides might be expected to lead to more effective use of improved information systems. The study adopted an abductive approach to the work, keeping open the question of what might be the contribution to knowledge. In the event, a new Reference Model emerged from the data analysis that contributes to the effective choice and management of standards and good practice guides .A review of available standards and good practice guides using the new Reference Model concludes that the good practice guides are more applicable than the internationally developed standards, and in some areas management models and frameworks have a contribution to make. The utility of standards, good practice guides and management models will depend on the circumstances and context of use, which are extremely variable. A portfolio approach to the management of information systems provides a means to deal with that variability. It is further found that the IMBOK1 can be used to assess the linkages between information technology, information systems, business processes, business benefits and business strategy. The new Reference Model has a role to play in resolving the need for standards in the four junctions between those five IMBOK domains. Selected standards are assessed in that way, and an illustrative commentary is provided showing how projects and other systems-related initiatives can be assessed using the new Reference Model and the IMBOK. / Carnegie Corporation of New York

Doctor of Philosophy / Department of Curriculum and Instruction / Rosemary Talab / The purpose of this study was to investigate teacher practices of enabling factors in the implementation of technology-assisted PBL, in Tatweer schools in Jeddah, Saudi Arabia. This study also explored how the International Society for Technology in Education (ISTE) National Education Technology Standards for Teachers (NETS.T) were used in Tatweer classrooms and for what purposes technology was used to support PBL in the Tatweer schools. Using a constructivist framework, a convergent parallel mixed-methods design was used. The survey included closed and open-ended items, which was sent to 1073 male and female Tatweer teachers in 30 schools. Of the 710 responses received, 640 were valid, resulting in a 60% return rate. Factorial MANOVA results indicated that gender and school level were statistically significant at p < .05, while other teacher characteristics (degree types, educational degree, years of teaching experience, and content area), including their interaction, were not. ANOVA results indicated that gender effects on PBL practices were statistically significant on both teacher roles (F (1,403) = 17.77, partial ƞ2 = .042, p < .05) and learning environment (F (1, 403) = 10.83, partial ƞ2 = 026, p < .001). A means comparison indicated that males had better technology-assisted PBL practices on both variables. ANOVA and post hoc test results found that high schools used technology-assisted PBL better than elementary schools, and intermediate schools performed better than elementary schools. No significant difference was found between technology-assisted PBL practices in high schools and intermediate schools within the school system. Descriptive analysis results for research question two indicated that Tatweer school teacher technology uses were aligned with ISTE NETS.T, though there was very little use of technology in PBL. Though 177 units of information were found for the seven open-ended questions, little was related to the research questions, so Grounded Theory was used to find 19 overall themes. Findings indicated several casual conditions for the lack of technology-assisted PBL, including technology access, classroom design, space, and facilities, ministry/district support, and teacher preparation. Action strategies included providing needed technology, offering technology training, providing training in new instructional methods, creating a more flexible curriculum, and adopting advanced teaching methods and authentic assessment. Recommendations for Tatweer schools included a better learning environment, greater professional technology access, and school system support. Recommendations for future studies included conducting a similar study on other schools and a further examination of Grounded Theory findings.

This study evaluated Department of Foreign Language Education students&amp / #65533 / perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T&amp / #65533 / s six sub standards -technology operations and concepts / planning and designing learning environments and experiences / teaching, learning, and the curriculum / assessment and evaluation / productivity and professional practice / social, ethical, legal, and human issues- were investigated in the study. 383 students participated in the study. 103 of them were freshmen, 98 of them were sophomores, 96 of them were juniors, and 86 of them were seniors. Besides, 96 of them were males, while 287 of them were females. This study was designed as a cross-sectional survey study. In order to collect the data, a survey, consisted of 44 Likert type, five point scale items, was developed by the researcher. The study results show that except for &amp / #65533 / technology operations and concepts&amp / #65533 / for which male students&amp / #65533 / perceptions were higher than female students&amp / #65533 / perceptions there was no significant difference between male and female students. There was no significant difference in &amp / #65533 / technology operations and concepts&amp / #65533 / across grade levels. There were no significant differences between freshmen&amp / #65533 / s and sophomores&amp / #65533 / perceptions for all of the sub-standards. In general, juniors&amp / #65533 / perceptions on the competence of NETS-T were higher than freshmen&amp / #65533 / s and sophomores&amp / #65533 / perceptions, and seniors&amp / #65533 / perceptions were higher than all of the other grade levels&amp / #65533 / perceptions. As a result, the findings of the study indicated that students&amp / #65533 / perceptions related with their competencies in the NETS_T needs to be increased.

This thesis describes the principles of electronic and Internet marketplaces. For analyzing the status of the use of electronic marketplaces and online polling was done with the actual marketplace and society, which is a member of the marketplace. Proposal that trade through the market is prepared for a particular company, which previously traded through the marketplace.

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