This diploma thesis deals with electronic educational portals and their applicability in the area of ICT. The aim is to determine key knowledge and skills of ICT professionals and assign those to courses from educational portals. The work is divided into theoretical and practical part. The theoretical part consists of definitions of issues elaborated in this work. The particular attention is paid to education and e-learning. Practical part seeks to match key professional knowledge and skills with each ICT professions. In this part graduates'depth of knowledge and skills required by employers are also described. The employers' requirements date to years 2006 and 2010. In the end of the thesis educational portals with most extensive supply of ICT courses in the Czech Republic are listed. From the supply of portals are chosen those courses which follow the knowledge from previous chapters. Consequently, these portals are compared.

This work analyses the structure and the progression of the ICT market in the Czech republic. The first part deal with czech ICT market segmentation with regards to different methods of particular institutions. The next chapter describes specific environment of the Czech republic, factors and conditions influencing the ICT market and companies progression. It is especially focused on macroeconomic development, policy in relation to ICT market, grant policy, flow of foreign direct investment, availability of labour force and relevant information technologies. The work also analyses market progression and related economic indicators such as a market volume measured by expenditures into ICT products and services and share of these expenditures in total GDP as well as expenditures per one employee. In addition it offers a view of progression of foreign trade with ICT products. The main part of this work deal with the structure of companies on the information a communication technology market in the Czech republic. The aim of this part is to analyze basic structural indicators such as number of active firms a its structure in accordance with their residence, legal entity and time of estabilishment, number of employees, revenues per employee or value added generated in ICT sector. The chapter also contains survey of firms from relevant ICT segments ordered by achieved annual turnover.

The objective of this thesis is to find an optimal solution for recycling and ICT scrap take-back. In order to attain this target a thorough analysis of ICT scrap recycling's current conditions was conducted. This work also examined recycling facilities dealing with ICT scrap and analysed recyclers based on defined criterions and the best one was chosen. Furthermore products' content was analysed and suggestions were made to optimise its content and eliminate contained dangerous substances having negative impact on the environment and scrapyard operators. Once analysis of take-back schemes in the Czech Republic had been done a new model of take-back system was introduced. This model should be able to achieve nearly 100% return rate of purchased ICT products.

This thesis is dedicated to the Enterprise Architecture. Author is trying to verify theoretical knowledge in a business practice. The thesis is therefore divided into two parts - theoretical and practical. The theoretical part deals with the importance of architecture, the benefits of EA and comparison of two major EA frameworks (Zachman framework, TOGAF). Author describes their disadvantages and possible improvements. Focus is placed on issues of ICT services architecture. The architecture of ICT services is not yet in practice, despite its advantages, which I describe. I am trying to describe several points of ADM, which is part of the TOGAF on the basis of theoretical knowledge. To apply the knowledge I choose part of the banking sector. I describe loan process and its IT solution.

In this study I wished to understand whether my short-term training intervention enabled teachers to design and implement a lesson in which technology is effectively integrated. Participants were 22 teachers, some of whom held positions on their school’s management team, and 80 learners from 4 districts of the KwaZulu-Natal Department of Education. Teachers in the province have been trained in computer literacy; however, sadly, this did not automatically translate into classroom ICT integration. Overall, teachers do not integrate technology into their teaching. A number of reasons for this are identified. People involved in integrating technologies into the teaching and learning process have to be convinced of the value of the technologies, be comfortable with them, and be skilled in using them. Therefore, a short-term training intervention was designed to test whether it can benefit teachers by enhancing teaching and learning through communication and collaboration, by means of ICT. The results revealed that the teachers on the training programme gained knowledge of how to integrate ICT, that they collaborated, that their pedagogy also changed, and that their learners felt that their learning was improved. To ensure realistic and holistic solutions for policymakers, district and school officials, the factors that prevent teachers from making full use of ICT were also iterated. Detailed results and implications of the results are discussed.

This study was aimed to examine what happened when a municipality in Sweden invested in ICT. The purpose of this study was also to find out how the change of process with ICT investment was expressed the need for more knowledge. This was called “one-to-one” with the goal that all students would have their own computer during their years in school.Teachers have been interviewed and observed about how they work with ipads during reading and writing lessons. The teachers in this study said that they need more knowledge to improve their everyday work with ipads. They see many positive developments in students’ acquisition of knowledge. The intention was also to study how the teachers work with writing and reading for students at risk of future disabilities. Research that was presented in this study said that efforts and work to help students with reading and writing difficulties should start early and be done in a structured way to help students connect phoneme and grapheme to create alinguistic awareness.

The e-safety of children and youngsters, whose e-safety knowledge and routines can be significantly influenced by education, is currently a highly up-to-date issue. What seems to be of paramount importance is whether teachers, who have not yet been satisfactorily researched, have appropriate knowledge and routines. For that reason, our study has carried out qualitative research to look into ICT teachers' e-safety knowledge and routines. The aim of the research was to map ICT teachers' current professional knowledge and routines to identify the determinants that influence their knowledge and routines and to develop a model of formation. To achieve these goals, data was collected through in-depth interviews with ICT teachers. Open coding and other associated techniques were subsequently used to analyse the data. Besides being affected by external and internal influences, ICT teachers' e-safety knowledge and routines are also determined by their attitude to e-safety rules (whether they adopt them as guidelines for safe behaviour) and by the barriers to protection in teachers' minds which prevent them from behaving in a safe way. Teachers' previous negative experiences have also been identified as a significant factor (in forming teachers' e-safety habits). The created model describes causal and intervening relationships between given categories. In this model, an emphasis has been placed on the role of data interpretation from the point of view of e-safety as a factor affecting an individual's choice of specific method of protection for a certain situation. The created model provided the basis for our pedagogical experiment, using the semantic differential to investigate its influence on learners' changes in attitude as far as technical e-safety is concerned. Two differing pedagogical approaches identified in the research as leading to the occurrence of a negative experience were used for the experiment. The first one was based on the simulation of an e-safety threat with the occurrence of a direct negative experience. The second was based on encountering a negative experience through a lecture given by an external specialist. This phase of the research is beneficial as it verifies the part of the given model that concerns the effects of a negative experience.

Masters of Commerce / Information and Communication Technology is a mixed set of technological tools and resources used to create and manage information. It involves technologies such as radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, computer (network hardware and software) as well as the tools and services associated with these technologies. ICT is increasingly seen as a major enabler of efficiencies and a catalyst for innovations. With adequate skills to effectively use ICT, it can also prove to be a foundation upon which sustainable socio-economic developments can be built. The problem in South Africa, however, is that of a severe shortage of technical skills in the ICT sector. The paradox is that despite the efforts at national, provincial and organisational levels to redress the shortage of skills, the problem persists. The aim of this study thus, was to understand the magnitude of skills shortages in under-developed areas of the Eastern Cape, so as to inform corrective measures. The Actor Network Theory (ANT) was used mainly as an analytical framework to analyse the problem of e-Skills shortages in South Africa. ANT helped in framing the context of the problem. It offered useful lenses of viewing the e-Skills development phenomenon as a network of stakeholders (actors), subjects (actants), processes and a determinant of information flows within the e-Skills development network. The study was mostly descriptive (and partly explanatory), seeking to clarify the status quo, the causes, and ultimately, to explore appropriate solutions. The interpretive approach was followed to conduct qualitative research. In this instance, a purposive sampling method was used to draw participants mainly from un/employed grade 12 (grade 12) graduates of 26 participants, consisting of 18 to 35 years of age. Participants were also drawn from high-level management in the training and development organisations and local employers of ICT graduates of Centane and Butterworth villages in the Eastern Cape. Content analysis technique was used to analyse and interpret data. Findings do reflect a severe lack of basic ICT skills, with causal factors varying from a lack of awareness about ICT careers, to a lack of access to ICT tools, with the majority of the affected grade 12 graduates neither being employed nor doing any tertiary studies. It is therefore recommended for the government to revisit the e-Skills policy and its implementation structures in rural areas. The Department of Education (DoE) in the Eastern Cape should also create educational networks that will provide remote schools with low cost, but high performance Internet access. A re-look into the general quality of education in rural areas is also urgent.

This thesis is dealing with problems of eHealth specified on particular conditions on the territory of the Czech Republic in context of national economy. Positive and negative aspects of implementation of eHealth solution into health services is evaluated in theoretic part of thesis as well as dominative problems which faces development of eHealth in the Czech Republic. Fundamental plans of support eHealth in the European Union and Czech Republic are described as well. Practical part of thesis is concerned with particular projects of eHealth in the Czech republic. Evaluation of project IZIP is performed due to questionnaire inquiry among the doctors. The example of contribution of implementation eHealth solution into health services is shown on Oblastní nemocnice Mladá Boleslav, a.s.

For as much as GfK Company is now reorganized, because all management has been changed, all processes are changing as well. One of this process is even process of communication, which until this time wasn't specifically solved itself. Especially due to this, is very hard to describe this process and sort. Object of this work is try to analyse process of extern and intern communication in GfK Company and simultaneously try to offer any suggestion to improve. To deals with all processes of this company isn't able due to extend of this work, and since GfK Company deals with market research and public mind, in this work is concentrated attention to communication by main activity of company. By these processes is communication with respondents and with clients, according to extern communication. In as much as communication with respondent, this work is focused mainly on household panel, because this company has from this most information (as primary data ). Same the internal communication is focused by main process of GfK Company, and that is data transmission and processing. These processes are for company basic, the most interesting and themselves right progress influenced the company as a whole, like a name and prestige and like an income. The work is separated to two main parts. The first part deals with theoretic problems. The main ideas are approached there, that are taking processes, information, communication and systems. The communication is research by social view and by technological view, so how communication is influenced by ICT, and it's positive or negative. The second part is focused to solve the concrete problem of GfK Company. In the first time is introduced the GfK, later are developed processes of internal and external communication. Next parts describe present situation and true using of ICT. According to this information are in conclusion mentioned any suggests and recommends how to improve these processes.