Digitization in society is increasing and has meant that school curricula now include paragraphs ondigital competence. How this is implemented in the classrooms varies, which has consequences forlearning. The purpose of this essay is to, through a research overview, investigate the effects of ITsolutions in school. Based on the socio-cultural perspective and the concepts of habitus and capital,these effects are analyzed. The result shows that a well-thought-out pedagogy is required for thepositive effects of the digital aids to become apparent. Furthermore, low-achieving students tend tobe more susceptible to the negative effects that IT solutions bring. Whether digital aids in schoolconstitute an obstacle or an asset for learning depends on how they are implemented.

Digitalization and demographic change represent two megatrends that impact organizations and workplaces around the globe. Rapid developments in information and communication technology (ICT) are fundamentally changing the ways in which work is conducted. At the same time, workforces are becoming increasingly older and age diverse. Integrating the model of workplace ICT use and work design with socioemotional selectivity theory from the lifespan development literature, we investigate employee age as a moderator of the indirect and total effects of ICT use for task and social functions on self-rated task proficiency and job satisfaction. As potential mediators, we focus on three job-related resources: job autonomy, team cohesion, and task significance. Data were collected from 1761 employees at three measurement points across two months. The results showed that ICT use for task and social functions were not significantly associated with job autonomy, team cohesion, task significance, task proficiency, and job satisfaction, while controlling for baseline levels of these mediator and outcome variables. Job autonomy was negatively related to task proficiency, and team cohesion was positively related, whereas both job autonomy and team cohesion were positively related to job satisfaction. Contrary to expectations, age did not moderate the indirect and total effects of ICT use for task and social functions on task proficiency and job satisfaction. We discuss the implications of our findings for future research and practice regarding ICT use and age in the work context.

Research indicates that positive attitudes toward information and communication technology, coupled with a high perceived level of self-efficacy, greatly assist teachers as they strive to integrate technology into their curricula. Therefore, the purpose of the study was to investigate the attitudes and perceived levels of self-efficacy as they pertain to information and communication technology (ICT) of career and technical educators at high schools in Mississippi in an effort to better understand one part of the fabric that makes up the educational mosaic in Mississippi. Participants for this study included career and technical educators teaching in one of three disciplines: 1) Agriculture, 2) Allied Health, or 3) Business and Technology. The instrument used for this study was the Information and Communication Technology Attitude and Self-Efficacy Survey (ICTASES). The researcher collected information pertaining to the educators’ attitudes and self-efficacy toward formation and communication technology, as well as participant demographics. The results of the study indicated that the attitudes of Mississippi career and technical educators toward ICT were positive, while their perceived levels self-efficacy toward ICT was high. The educators in each of the three disciplines demonstrated positive attitudes and high perceived levels of self-efficacy toward ICT despite significant differences between the disciplines. Business and Technology educators demonstrated attitudes and perceived levels of self-efficacy toward ICT that were significantly more positive, and higher, respectively, than those educators teaching Agriculture or Allied Health. Additionally, the study found that that the more advanced a degree the educator held, the greater the likelihood that he/she exhibited a more positive attitude and a greater level of perceived self-efficacy toward ICT. Those educators possessing a bachelor or master’s degree possessed attitudes and perceived levels of self-efficacy toward ICT that were significantly more than those educators possessing an associate’s degree. Finally, the attitudes of the educators toward ICT were found to be positively correlated with the educators’ perceived self-efficacy toward ICT. This result indicates that as the level of self-efficacy of the career and technical educators increases so does the likelihood that the positivity of their attitude will increase.

京都大学 / 新制・課程博士 / 博士(経済学) / 甲第23669号 / 経博第652号 / 新制||経||300(附属図書館) / 京都大学大学院経済学研究科経済学専攻 / (主査)教授 山田 憲, 教授 西山 慶彦, 准教授 高野 久紀 / 学位規則第4条第1項該当 / Doctor of Economics / Kyoto University / DGAM

The present study explored the effects of the national and cultural contexts on students' mathematics achievement. The study also investigated the nature and magnitude of student-level (level 1), school-level (level 2), and country-level (level 3) factors that are associated with math achievement. The Program for International Student Assessment (PISA) 2018 datasets were used. The main predictors focusing on this study included university admission procedure and the country's culture of mindsets about intelligence at level 3, indicating extra-curricular activities at level 2, growth mindset, and resilience self-efficacy at level 1. Other than main predictors, various predictors including country's characteristics, school characteristics, school climate factors, students' demographic characteristics, and non-cognitive abilities were added in the analysis to examine the main predictors are statistically significant after controlling for other predictors. The findings of HLM analysis showed that mathematics achievement is associated with national and cultural contexts since the study found 31.30% of the total variation was accounted for level 3 in math achievement. Also, the significant findings of the study indicated that university admission procedure was significantly associated with country-mean math achievement while the country's culture of mindsets about intelligence was not at level 3. At level 2, providing extra-curricular activities in school was a significant predictor for math achievement. At level 1, a growth mindset and information and Communication Technology (ICT) usage were positively associated with math achievement. The other significant predictors for math achievement were found in the model. In addition, the study found that the compositional effect of ICT usage explained a significant amount of between schools and countries variance even after controlling for other predictors in the analysis. Moreover, the study found several counterintuitive association phenomena due to shift of meaning. These findings were explained in terms of practical and theoretical implications for policymakers, educators, and researchers to improve students' mathematics achievement. / Doctor of Philosophy / Policymakers and researchers have been concerned about the shortage of students pursuing STEM disciplines in the United States despite the increasing demand for STEM professionals. Since mathematical skills play an important role in a nation's economic development, improving mathematics performance is essential for developing professional STEM workers. Therefore, conducting a cross-national comparative study of mathematics achievement is needed to provide a useful empirical perspective and deeper understanding of mathematics performance. The present study examined the association of diverse predictors at the country-, school-, and student-level with math achievement using multilevel modeling which is also called hierarchical linear modeling (HLM). It was found that university admission procedure was significantly associated with country-mean math achievement at the country-level. Also, providing extra-curricular activities in school was a significant predictor for math achievement at the school-level and a growth mindset and information and Communication Technology (ICT) usage were positively associated with math achievement at the student-level. In addition, the study found the positive compositional effect of ICT usage at school- and country-level which indicates that developing the infrastructure of ICT in school and country should be needed to for high and sustainable students' math achievement. Moreover, the study found several counterintuitive association phenomena due to shift of meaning. These findings were explained in terms of practical and theoretical implications for policymakers, educators, and researchers to improve students' mathematics achievement.

This study took a novel experimental approach from the field of cognitive linguistics to quantitatively describe the impact of culture on the use of mobile information and communication technology (ICT) in the context of peace and conflict. Beginning with the hypothesis that ICT reflects a mono-cultural perspective for collecting and organizing information, this study tested how a failure to adapt at a cognitive level resulted in distorted narratives. This distortion has problematic implications for democratic participation in postconflict contexts and in data aggregation initiatives that inform policy decisions related to governance, election monitoring, human rights abuse reporting, and conflict management more broadly. Fieldwork from the Acholi region of Uganda supported the conclusion that current ICT tools used in conflict management contexts fundamentally distort the narratives they were designed to collect at a cognitive level. Findings from this research also presented avenues for software development around a new variable for cultural communication preference.

Humans need to feel connected to one another. With each new technology we create and re-create ways to connect with others we care about. Thanks to the ubiquity of powerful mobile technology in certain parts of the world, we have nearly immediate access to those remote others. Despite these advances our shared experiences are diminishing, and the ways we most often connect with our remote framily members seem to be superficial and at the expense of more meaningful interaction with collocated family members. People are not likely to give up the convenience and entertainment afforded by their mobile technology, but might those same technologies be capable of supporting interactions that help the users be the selves they wish they were, rather than the consumers their technologies were designed to support? To investigate the space of technological support for people's feelings of togetherness I conducted three studies. The first study was a diary study over 14 days where I asked about the current practices of middle schoolers for communicating with friends out side of school and for listening to music. In the second study, I conducted a design charrette where participants designed a technology to support co-listening, and then tried my first prototype. CoListen is a streaming music player that supports a listener in listening to the same music at the same time as a friend or family member. CoListen is designed with the explicit intent of requiring as little of the listener's attention as possible. In the third study, I deployed Colisten v1.0 in the wild and conducted a 14-day diary study asking participants about their experiences. I found that many of the participants from my target population listen to music and communicate with their friends, and that phatic communication (as opposed to goal-oriented communication) was prominent. I also found participants to be interested in the idea of technology to support co-listening and intrigued by how few little the barrier to co-listening can be, and how little attention is required. In study 3 I found that people enjoyed the experience of remote co-listening and did listen to music as a background activity. Many participatns reported feeling more together with their framily members with whom they co-listened. / Ph. D. / Humans need to feel connected to one another. With each new technology we create and re-create ways to connect with others we care about. Thanks to the ubiquity of powerful mobile technology in certain parts of the world, we have nearly immediate access to those remote others. Despite these advances our shared experiences are diminishing, and the ways we most often connect with our remote family members seem to be superficial and at the expense of more meaningful interaction with collocated family members. People are not likely to give up the convenience and entertainment afforded by their mobile technology, but might those same technologies be capable of supporting interactions that help the users be the selves they wish they were, rather than the consumers their technologies were designed to support? To investigate the space of technological support for people’s feelings of togetherness I conducted three studies. The final study involved participant using a custom-built streaming music player app that supported friends and family members in listening to the same music at the same time. This app was also designed to require as little of the listener’s attention as possible. I found that many people reported feeling more together with their friends or family with whom they co-listened.

This study aims to advance the understanding of Digital Opportunity Trust’s (DOT) value proposition by characterizing the ‘modus operandi’ and to develop a method to explore the impact of entrepreneurship in the developing (or under-developed) regions of the world undertaken by Digital Opportunity Trust. DOT is an initiative to help reduce poverty, and to achieve greater social and economic stability by empowering people with skills and knowledge by utilizing new technologies in their communities. Prior research suggests the adaptation of ‘Information and Communication Technology’(ICT) and technological advancement as a means of addressing 500 million people worldwide, those residing at the ‘bottom of the pyramid’ (Prahalad, 2005) for an effective social transformation. “Digital Opportunity Trust (DOT)” is one of the not-for-profit (NFP) / non-governmental organizations (NGO), which strives to accomplish this goal by blending ‘entrepreneurial’ education with ‘corporate social responsibility’ to foster new ventures that use digital communications technology. DOT is operating in eleven (11) countries for more than eight (8) years now, rendering it important to validate and evaluate the extent to which Information and Communication Technology ICT allows people in poor communities to exchange knowledge, and to compete with new enterprise. Personal interviews (Case Study Methodology) with DOT’s executives, staff, interns and contractors were arranged to gather insightful information and to characterize the value proposition. The aim is to gather estimates of achievement for each of the defining attributes (‘as things are’ to reflect present achievement and ‘as things could be’ to reflect how far the attribute might be ‘pushed’). While it must be the responsibility of DOT’s leaders to articulate formally its value proposition, evidence gathered in this case study points in possible directions. For example, DOT’s value proposition is based on a humanitarian goal and a win-win situation that benefits the people of underdeveloped regions as well as DOT itself. DOT does not merely advance monetary aid to the poor regions of the world; rather it creates a model of economical sustainability. It empowers people by imparting technical prowess and training to them. This not only keeps them abreast of the whole world, but also helps improve their quality of life. DOT provides technological initiatives and programs in developing areas, while adhering effectively to accountability structure. Multinational companies and not-for-profit organizations can gain useful and practical knowledge from DOT’s experience. DOT brings an edge to entrepreneurship by advocating productivity and skill, especially in technological fields. The poor man’s plight turns into a healthy, industrious skill. An emerging paradigm for creating shared value suggests that this is precisely the model worldwide corporations should invest in and apply in these ever-challenging economic times.

This study aims to advance the understanding of Digital Opportunity Trust’s (DOT) value proposition by characterizing the ‘modus operandi’ and to develop a method to explore the impact of entrepreneurship in the developing (or under-developed) regions of the world undertaken by Digital Opportunity Trust. DOT is an initiative to help reduce poverty, and to achieve greater social and economic stability by empowering people with skills and knowledge by utilizing new technologies in their communities. Prior research suggests the adaptation of ‘Information and Communication Technology’(ICT) and technological advancement as a means of addressing 500 million people worldwide, those residing at the ‘bottom of the pyramid’ (Prahalad, 2005) for an effective social transformation. “Digital Opportunity Trust (DOT)” is one of the not-for-profit (NFP) / non-governmental organizations (NGO), which strives to accomplish this goal by blending ‘entrepreneurial’ education with ‘corporate social responsibility’ to foster new ventures that use digital communications technology. DOT is operating in eleven (11) countries for more than eight (8) years now, rendering it important to validate and evaluate the extent to which Information and Communication Technology ICT allows people in poor communities to exchange knowledge, and to compete with new enterprise. Personal interviews (Case Study Methodology) with DOT’s executives, staff, interns and contractors were arranged to gather insightful information and to characterize the value proposition. The aim is to gather estimates of achievement for each of the defining attributes (‘as things are’ to reflect present achievement and ‘as things could be’ to reflect how far the attribute might be ‘pushed’). While it must be the responsibility of DOT’s leaders to articulate formally its value proposition, evidence gathered in this case study points in possible directions. For example, DOT’s value proposition is based on a humanitarian goal and a win-win situation that benefits the people of underdeveloped regions as well as DOT itself. DOT does not merely advance monetary aid to the poor regions of the world; rather it creates a model of economical sustainability. It empowers people by imparting technical prowess and training to them. This not only keeps them abreast of the whole world, but also helps improve their quality of life. DOT provides technological initiatives and programs in developing areas, while adhering effectively to accountability structure. Multinational companies and not-for-profit organizations can gain useful and practical knowledge from DOT’s experience. DOT brings an edge to entrepreneurship by advocating productivity and skill, especially in technological fields. The poor man’s plight turns into a healthy, industrious skill. An emerging paradigm for creating shared value suggests that this is precisely the model worldwide corporations should invest in and apply in these ever-challenging economic times.

Submitted by Alexander Kuhl (alexanderkuhl7@gmail.com) on 2018-07-24T23:39:00Z No. of bitstreams: 1 Dissertation Alexander Kuhl.pdf: 3005947 bytes, checksum: 3084c2bd323a14678ee8bf10e419d6fe (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2018-07-27T18:52:44Z (GMT) No. of bitstreams: 1 Dissertation Alexander Kuhl.pdf: 3005947 bytes, checksum: 3084c2bd323a14678ee8bf10e419d6fe (MD5) / Made available in DSpace on 2018-08-08T14:22:50Z (GMT). No. of bitstreams: 1 Dissertation Alexander Kuhl.pdf: 3005947 bytes, checksum: 3084c2bd323a14678ee8bf10e419d6fe (MD5) Previous issue date: 2018-06-19 / Purpose: The present thesis addresses how smart city initiatives can positively impact development, with a special emphasis on developing countries in Latin America. Existing definitions and maturity models have a very strong focus on the mere use of Information and Communication Technology (ICT) and ignore the special needs and factors to be considered in developing countries. Methodology: By using the extant literature on Smart Cities and Information and Communication Technology for Development (ICT4D) as a related area from which to learn, a comprehensive Smart City for Development (SC4D) model is introduced and then exemplified via its application to a Latin American smart city initiative. Findings: The thesis argues that a favorable ecosystem for SC4D is one that is backed by both national and local sustainability, infrastructure, human capital, services, apps, and data. Practical implications: Successful SC4D initiatives include bottom-up approaches, citizen participation, a fit with both the national and the local culture, as well as a fit with the United Nations’ Sustainable Development Goals and the Capability Approach developed by Amartya Sen. / Objetivo: A presente dissertação analisa como as iniciativas de cidades inteligentes podem ter impacto no desenvolvimento de países, com ênfase especial nos países em desenvolvimento da América Latina. As definições e os modelos de maturidade atualmente existentes para Cidade Inteligente têm um foco muito forte no uso de Tecnologias da Informação e da Comunicação (ICT), ignorando as necessidades especiais e os fatores a serem considerados nos países em desenvolvimento. Metodologia: Fazendo uso da literatura existente e da revisão da literatura sobre Tecnologias da Informação e da Comunicação para Desenvolvimento (ICT4D), como área relacionada, um modelo abrangente de Cidade Inteligente para Desenvolvimento (SC4D) é apresentado e então exemplificado por meio da sua aplicação em uma iniciativa de Cidade Inteligente na América Latina. Resultados: O trabalho argumenta que um ecossistema favorável para o SC4D é aquele apoiado pela sustentabilidade nacional e local, infraestrutura, capital humano, serviços, aplicativos e dados. Aplicabilidade: As iniciativas de sucesso de SC4D incluem abordagens bottom-up, participação dos cidadãos, adequação à cultura nacional e local, bem como adequação aos Objetivos de Desenvolvimento Sustentável das Nações Unidas e à Abordagem das Capacidades de Amartya Sen.