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Connecting Communities: Factors Influencing Project Implementation Success in the Broadband Technology Opportunities ProgramHundley, Meredith 16 June 2017 (has links)
This dissertation explores factors that influenced key performance indicators for project implementation success in broadband infrastructure projects funded by the Broadband Technology Opportunities Program (BTOP), part of the American Recovery and Reinvestment Act of 2009 (Recovery Act). Key performance indicators for project implementation success were operationalized as finishing within the 36-month grant period (schedule), within the proposed budget (budget), and constructing the planned number of network miles (outputs). Drawing on research in policy implementation, public administration, nonprofit management, and project management, a framework was created to identify and categorize these factors as project-specific, organization-centric, physical environment, interorganizational, or legal environment (POPIL). A mixed methods approach investigated factor-indicator relationships using Ordinary Least Squares regression and other quantitative analyses of 67 BTOP-funded Comprehensive Community Infrastructure projects and a qualitative postmortem analysis of Citizens Telephone Cooperative's successful New River Valley Regional Open-Access Network (NRV-ROAN) project. Strong and significant regression equations were developed for the schedule adherence, output adherence, and overall project implementation success indicators. Deficient capacity of organizations to implement proposed projects was a significant and strong negative influence on each of these three indicators along with interorganizational relationship issue reports regarding the principal-agent relationship and relationships with other actors. The postmortem analysis included 17 participant interviews and further underscored the importance of sufficient organizational capacity and strong partnerships to enable organizations to overcome challenges they may encounter during implementation. In addition to testing the POPIL framework, this dissertation highlights the importance of alignment of goals and metrics across the legislative, programmatic, and project levels of implementation to ensure that programs and projects do not work at cross-purposes. For practitioners, the findings also emphasize that projects should be designed within an organization's capacity, and prospective partners should have the expertise and resources both to implement a project as proposed and respond to unexpected events. / Ph. D.
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Development of a Knowledge Management System Integrated with Local Communication Channels and Knowledge Management Initiatives for Kenyan Rural Farming CommunitiesWirastuti, N.M.A.E. Dewi, Luckin, R., Sheriff, Ray E., Walker, K., Underwood, J., Dunckley, L. 23 March 2008 (has links)
Yes / This paper presents an innovative application of wireless, mobile and ubiquitous technologies to support informal and collaborative learning in Kenyan rural farming communities. Such an approach is achieved by the development of a knowledge management system (KMS) integrated with existing local community communication channels, together with experimental knowledge management (KM) initiatives employing the VeSeL (Village e-Science for Life) distributed resource kits (DRKs). The initiatives support illiterate and semi-literate farming community groups, in learning new agriculture practices, and also enable the use of advanced digital technology to improve their agricultural practices and literacy levels. Results of a recent field trip to Kenya are presented and an application sketch is developed. The process of applying wireless and Internet technologies for the education of local farming communities, using irrigation and water management as the application, concludes the paper. / EPSRC
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The Dual Face of AI: Bridging or Broadening the Gap of Income Inequality?Lagerlöf, Olivia, Gautam, Anika January 2024 (has links)
This paper examines the potential for artificial intelligence (AI) to exacerbate inequality across European Union member states by exploring the relationship between the Digital Adoption Index (DAI) and the Gini coefficient. Using the Digital Divide Model, this study investigates how varying levels of digital infrastructure and literacy among EU countries impact their ability to adopt AI technologies. The findings indicate that countries with higher DAI scores tend to have lower inequality, but many nations still face challenges in digital literacy and infrastructure that affect AI adoption. These insights provides and address AI-driven inequality and promote inclusive digital growth across the EU.
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Towards a conceptual framework for information security digital divideChisanga, Emmanuel 10 1900 (has links)
In the 21st century, information security has become the heartbeat of any organisation. One of the best-known methods of tightening and continuously improving security on an information system is to uniquely and efficiently combine the human aspect, policies, and technology. This acts as leverage for designing an access control management approach which not only avails parts of the system that end-users are permitted to but also regulates which data is relevant according to their scope of work. This research explores information security fundamentals at organisational and theoretical levels, to identify critical success factors which are vital in assessing the organisation’s security maturity through a model referred to as “information security digital divide maturity framework”. The foregoing is based on a developed conceptual framework for information security digital divide. The framework strives to divide end-users, business partners, and other stakeholders into “specific information haves and have-nots”. It intends to assist organisations to continually evaluate and improve on their security governance, standards, and policies which permit access on the basis of each end-user or stakeholder’s business function, role, and responsibility while at the same time preserving the traditional standpoint of confidentiality, integrity, and availability. After a thorough review of a range of frameworks that have influenced the information security landscape, COBITTM was relied upon as a baseline for the development of the framework of the study because of its rich insight and maturity on IT management and governance. To ascertain that the proposed framework meets the required expectation, a survey targeting end-users within three participating organisations was carried out. The outcome revealed the current maturity level of each participating organisation, highlighting strengths and limitations of current information security practices. As such, for new organisations relying on the proposed framework for the first time, the outcome of such an assessment will represent a benchmark to be relied on for further improvement before embarking on the next maturity assessment cycle. In addition, a second survey was conducted with subject matter experts in information security. Data generated and collected through a questionnaire was then analysed and interpreted qualitatively and quantitatively in order to identify aspects, not only to gauge the acceptance of the proposed conceptual framework but also to identify areas for improvements. The study found that there was a general consensus amongst experts on the importance of a framework for benchmarking information security digital divide in organisations. It also provided a range of valuable input relied upon to improve the framework to its final version. / School of Computing / M. Sc. (Computing)
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Application of information and communication technology in uplifting rural Dibate community in South AfricaHlatshwayo, Thandeka Precious January 2017 (has links)
Submitted in fulfillment of the requirements for the Degree: Master of Technology: Entrepreneurial Studies and Management, Durban University of Technology, Durban, South Africa, 2017. / Different social classes of people in South Africa are divided, digitally. This phenomenon manifests as a disparity of information in ICT (Information and Communication Technologies), which is a matter of concern, as the use of ICT is acknowledged to greatly influence the world today, more specifically so in rural areas. An investigation to determine which factors affect rural communities’ access to information, as well as progress levels that can be realised in the support means employed by people resident in rural areas, through introducing ICT’s in their day-to-day living, thus addresses the purported ‘digital divide’. The study’s population was drawn from the Dibate Village community, located in Mmabatho in Mafikeng, South Africa. Recommendations from the findings, point out how ICT facilities can be utilised in the development of rural communities, not just socially but also economically. As main objective, the study evaluates and examines the use of ICT facilities for commercial activities, in uplifting the rural community in the area of Dibate Village. This study is of value to governmental and non-governmental organisations where improving both socio-economic development and service delivery is concerned, in South Africa’s rural areas. / M
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The usage of Internet technologies by high school students in the completion of educational tasks outside of the school settingFreehling, Seth 01 January 2005 (has links)
Examines the use of Information and Communicative Technologies (ICT) by high school students from economically-disadvantaged households to complete homework assignments. Results of a survey of 240 high school students at an urban, inner-city high school located in Southern California, indicated, (1) the Digital Divide is narrowing among social classes, as most students reported having Internet access from their homes, (2) students willingness to embrace new uses of ICT in their studies, (3) the speed of completing homework was increased through the use of ICT multi-tasking and the use of search engines and, (4) computer maintenance issues were not a significant hindrance, as most students have some basic computer literacy skills.
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The users' perspectives towards the role of public libraries in bridging the digital divide in Ngaka Modiri Molema DistrictModiba, Mashilo Thomas January 2016 (has links)
Thesis ((M.A. (Information Studies)) -- University of Limpopo, 2016 / This study investigated the users‟ perspective of the role played by public libraries in bridging the digital divide in the rural-urban communities with specific reference to Ngaka Modiri Molema District libraries, in the North-West Province, South Africa. The research methodology utilized in this study is a descriptive survey in design and quantitative in nature, through a questionnaire as a data collection tool, distributed to hundred (100) library users selected through quota, convenience and accidental sampling methods. Twenty (20) library users belonging to each of the five public libraries in the district participated in the study. It is revealed that public libraries in the Ngaka Modiri Molema District are playing a significant and crucial role in bridging the digital divide. This is due to the fact that the library users have indicated that they are able to conduct research, send and receive e-mails; they are able to type their personal and academic documents and even play computer games with the library computers and the internet. Based on these findings, this study recommends that district municipalities and the provincial government should continue to provide the public libraries with computers connected to the internet to all the libraries in Ngaka Modiri Molema District and to train the public librarians to be able to impart computer skills to the communities. Public librarians should also initiate computer orientation courses to provide basic skills to those who are computer illiterate in the communities.
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Connecting people : accelerating universal service and access to communications services in South AfricaBate, David John 04 1900 (has links)
Public Administration & Management / D.P.A.
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The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of TechnologyNaidoo, Segarani January 2011 (has links)
Submitted in fulfilment of the requirements of the Master of Technology Degree in Library and Information Studies, Durban University of Technology, 2011. / This study investigated the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). There are students entering the tertiary education environment in South Africa who have never used the Internet or have little or no knowledge of technology. Hence South African higher education institutions have a heterogeneous mix of both digitally advantaged students and digitally disadvantaged students. The objective of this study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The sub-objectives of the study were: to identify in what ways the digital divide impacts on the IL training of ECP students; to identify innovative teaching and learning methods to accommodate the diversity of students in the IL classroom; and to recommend guidelines for teaching and learning of IL in the ECP that accommodates the digital divide among participating students. Hence, the three population sets for the study were: DUT ECP students of 2010, Subject Librarians teaching IL to ECP students and the DUT ECP Coordinator. The study employed a mixed method approach in its research design. Data was collected from ECP students by means of a questionnaire, an interview schedule was used to collect data from Subject Librarians involved in teaching of the IL module to ECP students and lastly, a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative data that was collected from the survey questionnaire was analysed using SPSS (Version 18.0) whilst qualitative data collected from the interviews and from the questionnaires was analysed thematically using content analysis. The findings of this study reveal that the digital divide does impact on IL training in ways such as, slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom and that disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommends that computer literacy training precede IL training; that various creative teaching and learning methods, such as, group work, games, online tutorials and interactive websites be incorporated into IL training to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.
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Vers une intégration écologique des technologies de l’information et de la communication en éducation en Afrique du Centre et de l’Ouest : une approche culturelleDaoudi, Yannick 11 1900 (has links)
Dans un monde de plus en plus interconnecté où le développement nécessite une participation active à la société de l’information, où les différentes cultures rentrent davantage en contact entre elles et où les biens culturels sont devenus des biens de consommation, les minorités culturelles mondiales intégrant les technologies de l’information et de la communication (TIC) se retrouvent marginalisées face à la menace d’hégémonie culturelle des réseaux de l’information par les cultures dominantes de certains pays développés. Pour qu’une culture prenne sa place dans la société de l’information, il revient en premier lieu à ses institutions éducatives de former leurs apprenants dans un contexte culturel qui leur est propre et de valoriser et d’encourager la production et l’utilisation de contenu endogène. C’est dans le cadre de cette problématique que la présente recherche s’est donnée comme premier objectif de faire le bilan du contenu culturel accédé et diffusé par les TIC dans des écoles de pays africains dits en développement ; pour ensuite, comme deuxième objectif, de décrire les barrières à une intégration des TIC qui favoriserait la promotion culturelle en ligne dans ces écoles ; et finalement, comme troisième objectif, d’identifier des stratégies pragmatiques favorisant une intégration écologique des TIC dans ces écoles, c’est-à-dire, une intégration durable, adaptée au contexte local et favorisant la pleine participation des enseignants et des élèves. Pour y parvenir, nous avons adopté une approche méthodologique essentiellement descriptive et qualitative. Nous avons réalisé des entrevues avec 168 enseignants et 230 élèves de 34 écoles pionnières TIC situées dans cinq pays d’Afrique de l’Ouest et du Centre, que nous avons traitées selon une analyse de contenu spécifique à chaque objectif. L’adoption des stratégies décrites dans nos résultats permettrait aux écoles étudiées de surmonter, en partie, la multitude de barrières auxquelles elles font face et de favoriser l’intégration écologique des TIC. Une telle intégration est nécessaire à l’atteinte d’une société de l’information plus équitable et à l’éventuelle réduction du fossé numérique séparant les « info-riches » des « info-pauvres ». / In an increasingly interconnected world, developing countries need to be active participants in the information society. Contact between different cultures is on the rise; cultural resources have become consumer resources; and cultural minorities across the globe who have integrated information and communications technology (ICT) into their societies risk domination by the cultures of developed countries on the global communication networks. In order for a culture to stand its ground online, it is essential that its educational institutions train learners in their own cultural context, and promote and encourage the development and use of endogenous educational content. It is from this perspective that this qualitative study seeks, as a first objective, to assess the cultural content being accessed and distributed via ICT in schools of developing African countries; as a second objective, to describe existing barriers to an integration of ICT that would encourage online cultural promotion in these schools; and finally as a third and final objective, to identify practical strategies for an ecological ICT integration in these schools. Such an integration would be sustainable, adapted to local contexts, and foster the full participation of its teachers and students. To achieve these objectives, we have used a multi-case study based on interviews with 168 teachers and 230 students from 34 pioneer ICT schools located in five West and Central African countries; which content was analyzed according to each specific objective. Adopting the strategies described in our results would allow these schools to overcome some of the barriers they are facing, and to favour the ecological integration of ICT necessary for developing a more equitable information society, thus reducing the digital divide between the ‘information haves and have-nots’.
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