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Technology-enabled processes are prevalent in various domains of public administration. The integration of technologies is to bring substantial improvement into public processes, including public participation. For this, the government and advocates of deliberation strive to adopt digital means for citizen participation to attain effectiveness that the conventional participatory processes fail to achieve. Low-cost air quality sensors are emerging technologies that reinforce participatory decision-making, leveraging collective intelligence through information sharing. Nevertheless, it requires a careful evaluation of their association with citizen participation to determine how much attention stakeholders of public processes should spare. Scientists at the University of Central Florida developed and implemented Secure and Trustworthy Air Quality (STAIR) networks as part of interdisciplinary community-engaged research. The network consists of more than 100 affordable air quality sensors installed across the Greater Orlando area. It provides near real-time air quality data for individual and collective decision-making. This study reports on the relationship between technology use and citizen participation, evaluating the use of data from the STAIR air quality networks and other air quality monitoring technologies available in the geographical area. The study also assesses the interacting effect of trust in local government on this relationship. The main research question is: Does the use of air quality networks affect citizen participation in the state of trust in local government? The study employs a cross-sectional research design to evaluate survey data collected from random residents of communities throughout much of the Orlando area and adjacent cities. The results of the regression model infer that there is a positive relationship between air quality network use and citizen participation, and trust in the local government positively affects this relationship. The study contributes to the literature, providing further empirical perspectives on technologies for citizen participation.

A case study was used to survey 308 teacher trainees in western Kenya to investigate the extent to which pre-service teachers in two Kenyan teacher training colleges are prepared to integrate technology in teaching. . The study uses the technological pedagogical and content knowledge (TPACK) framework to understand the knowledge needed by the pre-service teachers to integrate technology effectively. Data was gathered using the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology and three open-ended questions. Data from the survey does not distinguish the TPACK variable among the respondents. The data suggests that the pre-service teachers rate themselves highly on the other six TPACK subscales of technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Further, the data suggests that the respondents' personal use of technology, to a large extent, influences how they use technology in classrooms. Lastly, the data indicates that the survey instrument is inadequate in capturing all the TPACK subscales in this population as it shows weak internal consistency. These findings imply that faculty in these colleges need to be more intentional and deliberate in teaching the trainees how to integrate technology in lessons. Policymakers and college administrators may also influence the teachers' personal use of technology to inculcate into the trainees tested methods of technology integration. Another implication is that future research could employ other supplementary methods, in addition to surveys, to find out the levels of technology integration in the teacher trainees.

This thesis investigates undergraduate experiences of studying within a blended learning environment at a UK university in the first decade of the 21st century. Blended learning in this context comprises the use of institutionally provided technologies including a university-wide managed learning environment, alongside campus-based classroom teaching to support student learning. The personal ownership of technologies and their importance for the student learning experience is also considered. The University of Hertfordshire has promoted itself as a ‘blended learning institution’ since 2005 and this study considers what blended learning means and how students use information technology to support their learning. The study approaches the student experience of blended learning by considering three constituent themes: the student, their HE study and their use of technology. The preliminary study for this work used student constructed reflective video and audio diaries over a period of 18 months. Subsequently a new conceptual framework was drawn up by the researcher. This provided a matrix structure with which to explore through interviews with students their uses of technology for learning, and the relationship with approaches to pedagogy. The analysis of the interviews has provided a snapshot of students’ experiences of pedagogy and technology use across their studies. A Venn diagram was used to explore the three themes and provide a representation of the extent to which technology is seen by students as a part of their everyday lives whether for study or leisure. The student experiences reported here demonstrated a high degree of dependence on technology overall in both their personal and study lives. Their preferences were for a learning environment which included both the taught campus–based experience and the opportunity for easy online access to materials and supplementary activities to support their studies twenty four hours a day. As the students reported on their ‘maturing’ as learners during the course of the study, they described increasingly sophisticated online searching strategies and independent approaches to their learning regardless of their personal pedagogic preferences. Garrison and Vaughan assert that the ‘ideal educational transaction is a collaborative constructivist process that has inquiry at its core’ (2008:14). The outcome of this study presents a more complex view of the student experience of pedagogy in Higher Education. While recent research has reported on the student experience of either technology or pedagogy, the unique contribution of this study is its consideration of both pedagogy and the use of information technology from the viewpoint of the student experience.

Implementations of information technology solutions to address specific information problems are only successful when the technology is utilized. The antecedents of technology use involve user, system, task and organization characteristics as well as externalities which can affect all of these entities. However, measurement of the interaction effects between these entities can act as a proxy for individual attribute values. A model is proposed which based upon evaluation of these interaction effects can predict technology utilization. This model was tested with systems being implemented at a pediatric health care facility. Results from this study provide insight into the relationship between the antecedents of technology utilization. Specifically, task time provided significant direct causal effects on utilization. Indirect causal effects were identified in task value and perceived utility constructs. Perceived utility, along with organizational support also provided direct causal effects on user satisfaction. Task value also impacted user satisfaction in an indirect fashion. Also, results provide a predictive model and taxonomy of variables which can be applied to predict or manipulate the likelihood of utilization for planned technology.

While information systems researchers have argued well from socio-technical and organizational culture perspectives that information technology (IT) and organizational structures are interdependent and continually reshape each other, few studies have sought fine-grained, micro-level explanations for the heterogeneity in IT use often observed across seemingly similar end users and seemingly similar work contexts. Using a nested comparative case study design, I explore electronic medical record (EMR) use by physicians in an integrated multi-specialty health care organization. I use multiple methods to observe and develop micro-level understandings of factors associated with EMR use. The study was conducted in eight practices operating within the same organization. Data collection methods included semi-structured interviews, non-participant observations, and questionnaires. A constant comparative approach guided data analysis. Differences in physician values were noted, as were differences in physician perspectives of uncertainty. I categorized physicians as high, medium and low EMR users depending on a variety of factors including degree to which the EMR was integrated into work practices, degree of feature use, and degree of EMR-enabled communication. Drawing on theories of professionalism, I explain between-physician heterogeneity in EMR use as partly a function of differences in dimensionality of professional values. Three dimensions of professional values were identified 1) profession-oriented, 2) patient-oriented and 3) organization-oriented. Drawing on complexity theory, I argue that differences in physician perspectives of uncertainty influence their EMR use. I found that physicians who viewed uncertainty primarily as reducible through information tended to be higher users of the EMR. Physicians who viewed uncertainty as fundamental, or inherent, in care delivery processes tended to be lower users of the EMR. This study contributes to information systems research by extending current understandings of IT use. The professional values held by physicians and their perspectives of uncertainty may be more important in shaping EMR use than previously thought. These findings indicate the need to more aggressively pursue EMR designs, implementation strategies and policies that accommodate these two additional factors. Additionally, findings from this research indicate a need for IT managers in professional settings to consider end-user professional values and perspectives of uncertainty in decisions involving IT assets. / text

xiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The nexus of educational reforms and rapid technological changes poses challenges for teachers in deciding why, when, and to what extent they should integrate technology into the curriculum. This exploratory study analyzed 165 middle school mathematics teachers' responses to an online survey examining their pedagogical beliefs, training, and access to technology and the use of technology by students in the classroom. Multiple linear regression was used to test three different models to predict the frequency and type of technology use by students. In addition, responses to constructed-response questions on the survey provided qualitative data to further explore this topic. Findings indicate that the best model to predict frequency of students' technology use is one that includes access to computers in the classroom and the lab, and teacher training. This model accounted for 17% of the variance in frequency of use by students, with computer lab availability being the strongest predictor. The best model of how many types of technologies teachers reported their students using was a combination of teachers' training in technology and access to computers in the lab. Together, these two variables accounted for 9% of the variance in the number of different types of technologies teachers reported using with their students. Pedagogical beliefs were a non significant variable, but teachers reported changes in their teaching due to students' use of technology, which included instructional practices that are associated with both didactic and constructivist pedagogies. Implications of this study are that technology resources need to be more accessible, and teacher training in technology should be timely and appropriate to available resources and curricular objectives. In addition, if mandated computerized testing limits students' access to computer labs, resource planning should consider alternatives so that students can meet technology literacy goals. Limitations of the study are presented and suggestions for future research are included. / Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Kathleen Scalise, Member, Educational Methodology, Policy, and Leadership; Joanna Goode, Member, Teacher Education; Patricia Curtin, Outside Member, Journalism and Communication