Abstract The purpose of this study is to investigate and compare the development of knowledge-based economy and related policies in Taiwan, China and Hong Kong. Furthermore, a cross-country analysis of knowledge-based economy is conducted. The meaning and content of knowledge-based economy are firstly analyzed in the light of innovation theory and human capital theory. A cross-country empirical study is then conducted. The data source is 2001 World Development Indicators CD-Rom published by the World Bank. Utilizing the method of factor analysis, we extract two important factors characterizing knowledge-based economy. The first is the efficiency of communication and exchanging information, which represents the efficiency of delivering knowledge, and the level of human capital, which represents the stock of knowledge. The regression method is used to analyze the relationships between the two factors and productivity. It is found that both factors have strong positive effects on GDP per capita, agriculture value added per worker, and research and development expenditure. Individual indicators in the two factors are used to evaluate and compare the performance of Taiwan, China, and Hong Kong. It is found that Taiwan¡¦s level of knowledge-based economy is similar to the average level of APEC memberships, but better than that of East Asia, of Pacific countries, and of upper-middle income countries. China¡¦s level of knowledge-based economy is obviously not able to catch up with the average level of APEC memberships, that of East Asia, that of Pacific countries, and that of low-middle income countries. The performance of knowledge-based economy of Hong Kong is much better and equal to that of OECD and of G8 memberships. Our findings imply that the performance of knowledge-based economy of Taiwan is better than that of China, but inferior to that of Hong Kong and that of Japan, Singapore, and Korea. The reason might be that Taiwan¡¦s implementation of related national policies falls behind these countries. We suggest that the government should put more emphasis on implementing information and communication infrastructure in order to enhance the efficiency of delivering, stirring up, and diffusing of knowledge.

This dissertation explores whether and how alternative media in El Salvador incorporated information communication technologies (ICTs) for social change, and whether incorporating said technologies changed citizen participation not only in the media process itself, but also in a broader discursive sphere as well as civic and political life. Within the context of a digitally divided region, this project employed ethnographic methods—including in-depth interviews, participant-observation, and a content analysis—to interrogate the perceived potential value of ICTs in alternative media for contesting power, contributing to social change, and opening spaces for citizen participation in technology and through technology. This research is merely a beginning stage in learning how digital communication tools influence alternative media practices, and what that means for participation, mobilization and empowerment. This study contributes to burgeoning literature focused on communication for social change and technologies by adding an international focus, and by furthering our understanding of under what circumstances alternative media can (or cannot) employ new technologies in liberating ways, especially in a region where use of and access to these technologies is far from universal. Ultimately this dissertation advances existing literature with two main contributions: extending our understanding of the digital divide to include inequalities of social media and whether it is used in liberating or frivolous ways, and including technology use—whether liberating or not¬—as a fundamental approach to the study of alternative media. / text

Doing a bachelor’s or master’s degree is a journey that leads to success or attrition (dropout). Previous research show to the significance of considering learners’ perspectives and their need for information and different types of interaction. This can be done through online ICTSS (information and communication technology support systems). The overall aim of this dissertation was to create knowledge about how the use of ICTSS can facilitate different types of interaction and support learners in order to reduce thesis problems and attrition and to enhance the quality of the thesis outcomes. The aim was operationalized by two research questions scrutinizing the interaction problems in the thesis process and investigating how the use of ICTSS can facilitate different types of interaction to reduce such problems and attrition, and to enhance the learning opportunities and quality of the thesis outcomes. To answer the research questions, five main studies were performed by applying different research methods on a case study. The empirical studies were performed at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden. The respondents were different learners (students) with active thesis projects at the bachelor or master level in different programs at DSV between 2012 and 2015. For the first two studies, conceptual and content analysis of the data collected from the case study was performed. For the three other studies, open-ended online questionnaires (survey) and interviews were conducted. On the basis of the findings, three main types of interaction issues were developed which related to the need for more learner-content, peer-to-peer, and learner-supervisor interaction in the thesis process. The hypothesis was that the interaction issues could be reduced by implementing a set of strategic suggestions through the use of an ICTSS including a set of functionalities and resources. The usefulness of these functionalities and resources was evaluated with regard to the learners’ perception and experiences. The findings were categorized to facilitate learner-content, peer-to-peer, and learner-supervisor interaction, as well as management of the contents, supervision, and communication of the supervisory team. From these categories, a conceptual framework was developed in this dissertation to illustrate how the use of the ICTSS supports the thesis process. In conclusion, providing access to a set of structured e-resources and supporting educational communication through different types of interaction with peers and the supervisory team, enables learners’ self-managed learning and facilitates similar learning opportunities for learners in thesis courses.

Η αλματώδης εξέλιξη που σημειώθηκε και εξακολουθεί να σημειώνεται τα τελευταία χρόνια στις τεχνολογίες του παγκόσμιου ιστού, έχει οδηγήσει σε προσπάθεια ενσωμάτωσεις του παγκόσμιου ιστού (Web) σε όλες τις πτυχές της ζωής με στόχο την παροχή καλύτερων και πιο αποδοτικών υπηρεσιών. Το Web έχει εξελιχθεί τα τελευταία χρόνια με πάρα πολύ γοργούς ρυθμούς και σε συνδυασμό με τις εξελίξεις στις τεχνολογίες επικοινωνιών και ιδιαίτερα με την παροχή αξιόπιστων και ταχύτατων ευρυζωνικών δικτύων επικοινωνίας, έχει μετεξελιχθεί σε μία πλατφόρμα παροχής προηγμένων δικτυακών υπηρεσιών οι οποίες καλύπτουν ένα ευρύτατο φάσμα εκπαιδευτικών αναγκών. Αυτό σε συνδυασμό με την σημασία που δίνεται παγκοσμίως στην εκπαιδευτική διαδικασία και στη σχέση που έχει η εκπαίδευση με την εξέλιξη και ανάπτυξη της κοινωνίας και της οικονομίας έχει οδηγήσει σε εκτεταμένες μελέτες και αναλύσεις σχετικά με την ενσωμάτωση των νέων τεχνολογιών και ιδιαίτερα των σχετικών με τον παγκόσμιο ιστό τεχνολογιών στην εκπαιδευτική διαδικασία από τα πρώιμα στάδια μέχρι και την τριτοβάθμια εκπαίδευση. Στην εργασία αυτή γίνεται προσπάθεια να προσδιοριστεί το κοινωνικό και οικονομικό πλαίσιο μέσα στο οποίο εξελίσεται ο τομέας της εκπαίδευσης σε όλο της το φάσμα και να αποτυπωθούν οι διάφορες τάσεις σε σχέση με τις νέες τεχνολογικές προσεγγίσεις και ιδιαίτερα με τις τεχνολογίες παγκοσμίου ιστού και τον τρόπο με τον οποίο αυτές επηρεάζουν την εκπαίδευση. Παρουσιάζεται συνοπτικά το πλαίσιο μέσα στο οποίο επιχειρήται η ενσωμάτωση των τεχνολογιών πληροφορικής και επικοινωνιών στην εκπαιδευτική διαδικασία και γίνεται αναφορά σε προγράμματα και δράσεις που υλοποιούνται και έχουν υλοποιηθεί στην Ευρωπαϊκή Ένωση και στην Ελλάδα, καθώς και σε καλές πρακτικές εφαρμογές τεχνολογιών παγκοσμίου ιστού στην εκπαίδευση σε χώρες της ΕΕ και στην Ελλάδα. Στη συνέχεια παρουσιάζονται αναλυτικά οι διάφορες τεχνολογίες και υπηρεσίες που συνθέτουν τον παγκόσμιο ιστό με ιδιαίτερη αναφορά στις πιο σύγχρονες από αυτές. Γίνεται μία προσπάθεια να παρουσιαστεί ο τρόπος με τον οποίο οι τεχνολογίες και οι υπηρεσίες αυτές επηρεάζουν ή μπορούν να επηρεάσουν την εκπαιδευτική διαδικασία στο σύνολό της και η δυναμική που αυτές αναπτύσσουν. Τέλος, παρουσιάζεται το εκπαιδευτικό λογισμικό ΙΣΤΟΠΟΛΙΣ, το οποίο αποτελεί ένα δικτυακό υπερμεσικό εκπαιδευτικό περιβάλλον με στόχο τη διδασκαλία στην τάξη σε γνωστικά αντικείμενα όπως η Ιστορία και το οποίο αναπτύχθηκε χρησιμοποιώντας σύγχρονες τεχνολογίες παγκοσμίου ιστού. / The huge evolution in web technologies which took place and continues to take place the last years leads to an effort to integrate these technologies in all aspects of human life, in order to provide better and more efficient services to everyone. Web has developed rapidly the last years. The development in the communication technologies and especially the provision of reliable and high rate broadband communication networks has lead to a platform which can provide advanced network services that cover a broad spectrum of educational needs. The above mentioned, in combination with the importance that the educational procedure has and the relation of education to the development and progress of the society and economy, have lead to thorough studies and research concerning the integration of the new information and communication technologies (ICT) - and especially those related to the World Wide Web - in the learning procedure from primary school to higher education. In this master thesis an effort is being made to define the social and economical framework within which the educational sector is functioning and to outline the various tendencies concerning the new technological approaches and the way they affect education. Moreover the thesis provides an overview of the framework within which the integration of computer technologies in education is taking place and references to various programs and actions that are taking place in European Union and Greece. In addition some good examples are being mentioned as far as good practices in European countries and Greece are concerned. Furthermore, there is a detailed presentation of the various technologies and services that constitute the WWW with special reference to the most contemporary of them and of the way in which these technologies and services affect or could affect the education and the potential that they have. Finally, there is a presentation of the educational software ISTOPOLIS, which is a hypermedia educational environment which provides an alternative or complementary way of teaching in the classroom and which has been developed using some of the most modern web technologies.

In my master graduation paper I researched the sub-cultural peculiarities effects of information and communication technologies for children of 5 – 7 years old. The effects for children groups upbringing conditions and their remit expression, comparing two different abilities while using computer. Estimated that, rapid process of information society, information and communication technology development necessitate preschool children age, capable using information technologies, becoming phenomenal in Lithuanian educational space. The upbringing quantity and quality of children information technologies are determined by their upbringing conditions in the family and institution, which are directly dealt with family materially conditions, educational level of their parents, resource of institutions, and professional readiness of educators to adapt technologies in children upbringing process. Estimated significant, statistic reliable computer technologies, children cognitive, their creatively contemplation and communicating connection trend, which stimulate their cognitive interests, motivate later life research in different ways and means. It gives specifications to children’s creative process and spread. It also develops linguistic, contemplation skills and the development of social interplay. Computer technologies, as a mean of 5 -7 year old children motivation expression, creates contemporary, modernised upbringing environment, which stimulates children scopes’ process and... [to full text]

Il est devenu commun de dire que notre société se transforme inexorablement en une société dite de « l'information ». Cette transformation se caractérise entre autres par une utilisation accrue des technologies de l'information afin de communiquer, d'échanger ou de transiger. Les supports traditionnels de communication (tel que le papier) cèdent progressivement leur place à de nouveaux supports technologiques favorisant l'efficacité et la rapidité des échanges, et par la même occasion le développement du commerce électronique. Qu'on le souhaite ou non, un constat s'impose: la montée en puissance des réseaux virtuels a eu raison du monopole du papier. Sur le plan juridique, cette nouvelle réalité bouleverse aussi considérablement les règles de droit civil largement pensées et ancrées dans un contexte papier. L'avènement de la numérisation et du phénomène de la dématérialisation des supports ont effectivement soulevé plusieurs questions d'ordre juridique tout à fait nouvelles que nous pourrions résumer de la manière suivante: Quels sont les rapports entre l'écrit et son support autre que le papier? Quelles sont les caractéristiques de l'écrit faisant appel aux technologies de l'information? Ce type d'écrit peut-il être admis en tant que moyen de preuve? Si oui, quelle sera sa force probante? Ce type d'écrit doit-il être conservé? Le présent mémoire vise précisément à identifier certains éléments de réponses à ces diverses questions en étudiant spécifiquement les cadres juridiques français et québécois. Ce mémoire traite d'une part des enjeux liés à l'évolution et au rôle de l'écrit face à l'avènement des technologies de l'information et d'autre part du cadre juridique de la preuve et de la conservation de l'écrit dans la société de l'information. / It is becoming commonplace to say that we have entered a so-called "information society". In the process, we have witnessed a transformation characterized by an increased use of information and communication technologies that has revolutionized the way we communicate, learn and conduct business. The traditional communication formats (i.e., paper) gradually yield their place to new technological formats which affect the effectiveness and the speed of transactions, there by enabling the rise of ecommerce. The advent of virtual networks calls into question the monopoly of paper. From a legal perspective, the new paradigm has a huge impact on civil law rules, which were largely anchored in a paper context. The advent of the digitization and the phenomenon of the dematerialization of formats raised several new legal issues that we could summarize in the following manner: What is the relationship between writing and its various formats (e.g., other than paper)? What characterizes writing in an electronic environment? Can this type of writing act as evidence? If so, what will be its conclusive force? How can the integrity of documents be ensured? This thesis examines these various questions within the context of two different legislations: France and Québec. Two issues are addressed: 1) the evolution ofwriting in an electronic, networked environment; 2) the legal framework around evidence and archiving ofwriting in the information society. / "Mémoire présenté à la faculté des études supérieures en vue de l'obtention du grade de maîtrise en droit (L.L.M.)"

Šiuolaikinė mokymosi paradigma pabrėžia savarankiško ir atsakingo mokinio mokymosi reikšmę. Savivaldaus mokymosi, kompetencijų ugdymo(si) svarba akcentuojama daugelyje Europos švietimo bei mūsų šalies mokymąsi reglamentuojančių dokumentų (Europos Tarybos išvadose „Parengti jaunimą XXIamžiui“ ir kt.). Savivaldus mokymasis ugdo mokinių gebėjimą valdyti savo mokymąsi, planuoti ir organizuoti mokymosi procesą, pažinti save kaip besimokantįjį, taikyti įvairias mokymosi mokytis strategijas, inovatyvias priemones (Kazlauskienė, Gaučaitė ir kt., 2013). Svarbus savivaldaus, savarankiško mokymosi įrankis - informacinės komunikacinės technologijos. Informacinės technologijos vis labiau įsilieja į mokymo ir mokymosi procesą, tampa neatsiejama jo dalimi, daro didelę įtaką informacinės visuomenės formavimuisi (Vilkonienė, 2006). Tyrimu siekta išsiaiškinti savarankiško geografijos mokymosi panaudojant IKT situaciją ir galimybes. Darbas parengtas naudojantis mokslinės informacijos šaltinių analize, švietimą reglamentuojančiais dokumentais, mokinių anketine apklausa, kiekybine tyrimo duomenų analize. Tyrimas vykdytas vienoje Panevėžio rajono gimnazijoje. Apklausoje dalyvavo 105 mokiniai, besimokantys 6 – 12 klasėse. / Independent learning as well as the importance of training the competency is emphasized in a number of European and Lithuania‘s education governing documents (European Council conclusions „Preparing young people for the twenty-first mentury“ and etc.). Independent learning develops pupils‘ ability to manage their own learning, to plan and organize the learning process, improves students‘ ability to get to know themselves as a learner, use a variety of learning to learning strategies, innovative practices (Kazlauskienė, Gaučaitė and the others, 2013). Information and communication technology is a very important tool for self-learning and independent learning. Teaching and learning process is increasingly influenced by information technologies which are becoming an integral part of the process and making a significant impact on the formation of the information society (Vilkonienė, 2006). The main goal of the research was to examine the situation and the opportunities of self learning in Geography using ICT . The thesis was supported through the scientific analysis of the sources of information, the governing documents of education, student questioning and a quantitative survey data analysis. The survey was conducted in a gymnasium in Panevezys district. The survey involved 105 pupils from 6 to 12 class.

No description available.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Probleminis klausimas – kokie veiksniai labiausiai įtakoja darbuotojų sprendimą naudotis organizacijos intranetu Kauno miesto viešbučiuose? Darbo objektas: veiksniai įtakojantys darbuotojų sprendimą naudotis organizacijos intranetu. Darbo tikslas – nustatyti intraneto kaip informacinės ir komunikacinės technologijos naudojimą įtakojančius veiksnius Kauno miesto viešbučiuose. Darbo uždaviniai: 1. Išanalizuoti IKT sampratą teoriniu aspektu. 2. Pristatyti IKT naudojamas viešbučių versle. 3. Pristatyti intraneto, kaip IKT naudojimą viešbučių versle. 4. Ištirti veiksnius labiausiai įtakojančius darbuotojus priimti ir naudoti organizacijos intranetą Kauno miesto viešbučiuose. Rezultatai ir išvados: Atlikus tyrimą paaiškėjo kad: • darbuotojų apsisprendimą naudoti intranetą labiausiai įtakoja gaunama kokybiška informacija bei suvokiamas intraneto naudingumas ir patiriamas vadovo spaudimas. • didžiausios kliūtys trukdančios naudoti intranetą – neturima techninė parama ir tai, jog darbuotojai nėra novatoriški. Darbo apimtis 37 lapai. Darbą sudaro 3 dalys. Pateiktos 5 lentelės, 17 paveikslų, 3 priedai. Literatūroje 37 pozicijos. / -.