The aim of the study is to do qualitative research with the help of phenomenological strategy on the effect of cell phone use on the peer group relationships of early adolescents within the framework of the systems theory. The population existed of early adolescents aged between 13 and 15 years old in grades 8 and 9. Information was initially obtained through a written assignment where by the early adolescents described their cell phone use and their relationships with their peers. Thereafter three focus group discussions were held to obtain data saturation. Data was then thematically analysed and five themes with categories were identified. Findings and deductions were made regarding the cell phone as communication medium and the importance of the cell phone for the early adolescent, as well as with regard to the effect the cell phone may have on peer group relations. Lastly it is indicated that the cell phone can also be employed as a instrument of recreation within the context of the cell phone and peer group relations. It is concluded that cell phone use has an effect on peer group relations. Early adolescents find a real opportunity to exercise their social skills with their peer group through the cell phone as medium. Regarding this research done with these specific early adolescents, the study concludes that the cell phone has a positive influence on peer group relations as it creates a feeling of “belonging” amongst them. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Thesis (PhD (Interdisciplinary Health Sciences. Human Nutrition))--Stellenbosch University, 2008. / Various enabling factors are required to incorporate technology in teaching and learning, moving towards a more learner-centred approach. Although efforts are being made to address the situation, the effective incorporation of ICT is not yet the norm in African higher education institutions (HEI). Data is available regarding the situation in African HEI, but very little is known about the situation of nutrition training. This research programme was divided into three phases. Phase I, assessment of the current use, awareness, attitudes and practices of ICT in nutrition training followed a descriptive, cross-sectional approach. A convenience sample of six HEI in South Africa, Malawi, Zambia, Swaziland and Zimbabwe was included. Data were collected from students (N = 591) and lecturing staff (N = 29) in nutrition-related courses using a questionnaire on ICT awareness, attitude and practices. Phase II, development and validation of a purpose-designed e-learning nutrition module followed a descriptive, cross-sectional approach. An e-learning module on Nutrition and HIV/AIDS with eleven sub-modules was developed, using an e-learning platform taking the specific constraints of developing countries into account. It was validated by expert reviewers (N = 27) for content validity and students (N = 175) for face validity. Phase III, to determine the impact of the module on cognitive knowledge followed an experimental before-after approach and used a set of twenty True/False questions for eight of the sub-modules (N = 173). Although there is widespread accessibility to computers, less so to the internet, in nutrition-related courses at Southern African HEI, respondents still felt that more computers should be made available. Computers are not fast enough and lack of finances is the main barrier to home and internet access. Students rate their ICT skills as average to good. Institutional ICT policies and support seem to be lacking, but their attitude to ICT is positive and supportive. Respondents felt that ICT could add a new dimension to nutrition training and are in favour of application of ICT in different modes. Most indicate that the current use of ICT in nutrition training is inadequate. The Nutrition in HIV/AIDS module was validated and found to be useful as an educational tool, being user-friendly, interactive and self-paced. The majority of students reported that their ICT skills were sufficient to complete the e-learning activity. Although generally rated as at least as effective, or more effective than conventional lectures, clearly this mode of elearning should not replace traditional teaching. The content was found to be comprehensive and evidence-based. The depth of the content was sufficient, the level correct for undergraduates and the material relevant to the Southern African context. The interactivity was deemed important, helpful and effective. Most students indicated that they would recommend the Nutrition in HIV/AIDS module to other students, that they enjoyed the presentation and learnt something new. There was an improvement in knowledge scores and/or the number of questions being answered correctly in all but one sub-module. The results confirm previous studies indicating that well-designed elearning modules have the potential to increase the performance of students.

<p>The Sub-Saharan Africa (SSA) region is faced with limited medical personnel and healthcare services to address the many healthcare problems of the region. Poor health indicators reflect the overall decline in socio-economic development. Shortages of access to health services in the region is further complicated by the concentration of health services in urban areas, the region’s multiple medical problems (over 70% of HIV/AIDS cases in the world); and the brain drain phenomenon – it is estimated one-third of African physicians emigrate to North America and Europe. The result is that the SSA region is left with about 10 physicians, and 20 beds, per 100,000 patients. Telemedicine has been found to offer socio-economic benefits, reduce costs, and improve access to healthcare service providers by patients, but previous attempts to move various information technologies from developers in the industrial world to the developing world have failed because of a clear neglect of infrastructural and cultural factors that influence such transfers. The objective of this study is to address key factors that challenge the introduction of telemedicine technology into the health sector in SSA in particular, and by extension, other developing countries with similar socio-economic structures.</p><p>This research offers a distinctive perspective, focusing on visually-based clinical applications in the SSA region, and considerable attention to the national infrastructure and cultural impact of telemedicine transfer (social and value) outcomes. Two research models and its associated hypotheses are proposed and empirically tested using quantitative data collected from SSA physicians and other health professionals. The study also contributes to the ongoing debate on the potential of telemedicine in improving access and reducing costs. This research can help to understand the socio-economic impact of telemedicine outcomes in a comprehensive way. The finding from the survey shows the rapid advances in telemedicine technology specifically, visual clinical applications may become an essential healthcare tool in the near future within SSA countries.</p>

This study evaluates the adoption of Open Source Software (OSS) by IT Small to Medium-sized Enterprises (SMEs) in the UK. The growing popularity and acceptance of OSS continues to draw much attention in research and practice. However, researchers and IT practitioners within the UK SME sector still face challenges in understanding the issues that influence the acceptance, adoption, and diffusion of OSS. While previous research studies have focused mainly on the software development model and the unique characteristics of OSS, the area of OSS adoption by UK SMEs has largely been ignored. Furthermore, there is a lack of widely-acceptable theories that explain the adoption of OSS, implying that there is limited understanding of OSS adoption by UK SMEs. This gap in research has led this thesis to evaluate existing adoption theories and then apply the 'Decomposed Theory of Planned Behaviour' to model the adoption of OSS by SMEs. Based on the emerged conceptual model, an innovative and structured qualitative research design that uses a case study strategy was developed to evaluate the adoption of OSS across 10 UK SMEs in the IT industry. The analysis of the standardised data from the case study interviews led to the definition of the 16 factors of an emergent theory of OSS adoption by IT SMEs. The analysis of that empirical model has led to important conclusions including the following five issues, summarily. (1) The participant IT SMEs were drawn to different benefits, and experienced different challenges, in using OSS, suggesting that there is subjectivity and complexity in the factors influencing OSS adoption. (2) As in most Information and Communication Technology (ICT) adoption, ITcapability was identified to be essential for successful adoption of OSS, and therefore, it presents potential for important cooperative and collaborative support with OSS communities. (3) The emergent theory from this research study provide researchers and practitioners with variables for surveying critical-success-factors and a reference model for understanding the adoption of OSS. (4) The emergent theory and other general findings from this study are likely to have relevance in other areas of Information Systems research and practice, owing to the factors and theoretical framework that are common to OSS and general ICT acceptance, adoption, and diffusion. (5) This study appears to be the first that has focused on developing a widely-acceptable theory of OSS adoption by IT SMEs in the UK, suggesting that this innovative research study is a novel contribution that has important implications for theory and practice in OSS and general ICT acceptance, adoption, and diffusion.

Le but du présent projet de thèse est d’étudier le lien entre les habitudes à l’endroit des technologies de l’information et de la communication (TIC) et la motivation à apprendre. Bien que l’utilisation de l’ordinateur en contexte scolaire ait été étudiée en profondeur au cours des dernières années, la majorité des études présentent la même perspective : elles examinent l’effet de l’utilisation des technologies à l’école sur le rendement et la motivation scolaire des élèves. Cependant, on connaît mal l’effet de l’utilisation des technologies à des fins personnelles sur le vécu scolaire. Il apparait que les élèves n’ont pas tous les mêmes opportunités en ce qui a trait à l’utilisation des TIC et n’acquièrent donc pas tous les mêmes compétences dans ce domaine. Quelques recherches se sont intéressées aux effets de l’ordinateur (sa présence et son utilisation à la maison) sur le rendement à l’école. Bien qu’en majorité, les auteurs s’entendent sur les bénéfices que pourrait générer l’ordinateur, ils restent prudents sur les rapports de cause à effet (Beltran, Das et Fairlie, 2008; OCDE, 2006). Nous avons voulu aborder la question différemment : déterminer les possibles liens entre les habitudes d’utilisation de l’ordinateur à des fins personnelles et la motivation à apprendre à l’école. À cet égard, la motivation pour les sciences a été retenue puisque cette matière scolaire fait souvent appel à des compétences associées à l’utilisation des TIC. Pour répondre à nos objectifs, 331 élèves du cours ordinaire de sciences et technologie au premier cycle du secondaire ont remplis un questionnaire autorapporté, composé de sept échelles motivationnelles et d’un questionnaire lié à l’utilisation des TIC. Nous avons d’abord dégagé des profils d’utilisateurs à partir des différentes utilisations de l’ordinateur. Ensuite, nous avons examiné ces profils en lien avec leurs caractéristiques motivationnelles (le sentiment de compétence, l’anxiété, l’intérêt et les buts d’accomplissement) et l’engagement pour le cours de sciences. Finalement, nous avons déterminé la valeur prédictive de l’utilisation de l’ordinateur sur les variables motivationnelles retenues. Nos résultats montrent que l’utilisation personnelle des TIC ne se fait pas nécessairement au détriment de l’école. Nous avons trouvé que les élèves qui utilisent davantage les TIC dans leurs temps libres, et ce, avec des utilisations diversifiées, ont des caractéristiques motivationnelles plus positives. Toutefois, nous constatons que le type d’usage est lié à un effet médiateur positif ou négatif sur la motivation à apprendre. Les élèves qui limitent leurs utilisations de l’ordinateur à la communication et aux jeux ont des caractéristiques motivationnelles plus négatives que ceux avec des utilisations variées. Les usages centrés sur la communication semblent être ceux qui sont le plus susceptibles d’être liés négativement à la motivation à apprendre alors que ceux orientés vers les usages à caractère intellectuel s’avèrent plus positifs. Les résultats suggèrent que la clé ne réside pas dans le temps d'utilisation mais plutôt dans l'utilisation judicieuse de ce temps. En favorisant des usages à caractère intellectuel, tout en laissant des temps libres aux jeunes, nous augmentons leurs chances de développer de bonnes habitudes technologiques qui seront essentielles dans la société de demain. / This thesis’ subject was to study the relationship between the personal uses of computers and motivational attitudes in science. Even though computer uses in educational context have been extensively studied in recent years, the bulk of the research was focused on describing the impact of computer activities and utilizations at school on achievement and motivation in different subject matter. However, little is known about the impact of personal uses of computer on school experience. Moreover, despite an increase of households with computers, not every child has the same opportunity to use them. These children do not develop their computer literacy outside school, and this phenomenon could have an effect on academic related tasks. Some studies have focused on the effect of computers (their presence and use) on academic performance. Although they are unanimous about the positive impact of computers, researchers remain cautious in their conclusions (Beltran et al., 2008; OCDE, 2006). They stress that a direct cause to effect relation is not easy to establish. Moreover, those studies mainly examined school achievement. We wanted to address the issue differently: to determine the relation between personal computer uses and motivation at school. For this purpose, motivation in sciences was chosen. This subject matter often requires skills associated with ICT and computers. To do so, 331 students from public high schools in the Montreal area, in the regular sciences classes in 7th and 8th grade were selected. They completed a questionnaire composed of 7 motivational scales and several ICT usages questions. To meet our objectives, we established ICT profiles, based on personal uses of computer. With those profiles, we examined differences within motivational characteristics (competence beliefs, anxiety, interest and achievement goals) and commitment for the sciences courses. Our results show that time spent on personal computer use does not necessarily have a negative impact on school. We found that students who frequently use computers in their spare time, with a variety of usage, have more positive motivational characteristics. However, by delving deeper in our results, we found that the type of uses could be linked to positive or negative inducing effects on the motivation to learn. Indeed, students who use computers mostly for communication and playing games have less motivation that student with more various usages. Moreover, communication uses seem to be the most problematic type of usage while uses with intellectual nature have a more positive effect. Our study found that having a computer at home is not a synonym of frequent usage by young people. Our results suggest that the key to motivational success is the use made of the time spent in front of the computer not only the time spent. By encouraging uses of intellectual nature, we increase chances of developing positive technological habits that will be essential in tomorrow’s society.

ICT is developing rapidly and is playing an increasingly important role in society. High expectations are placed on ICT in relation to sustainable development. In order to provide basis for decision-making and ensure that ICT is used in the best possible way for enabling sustainable development, the sustainability impacts of ICT need to be studied. This thesis aims to provide new knowledge on the environmental impacts related to ICT, to explore the potential of ICT to contribute to sustainability, and discuss ways of assessing environmental impacts of ICT. In order to fulfill the aim a literature review of existing LCA studies of ICT was done, an LCA case study of printed and online media was performed, a methodological framework for sustainability assessment of scenarios was developed and then applied for environmental assessment of future ICT societies. The results show that manufacturing and use phase are the life cycle stages contributing the most to the ICT environmental impacts. For online newspapers online distribution and content production may give significant contribution to the overall impact. User behavior was observed to be crucial for the results of comparisons of ICT solutions with their traditional counterparts. The following key issues were concluded to influence the environmental risks and opportunities in future ICT societies: energy mix, economic conditions, life styles, technology, and environmental ambitions, incentives and regulation. The potential of ICT for sustainability is affected by these key issues. A new methodological framework (SAFS) was developed for the assessment of future scenarios (societal level). Life cycle assessment (LCA) was used for assessment on a product level. Application of both methods, their benefits, drawbacks, and challenges of assessment were discussed. Both types of assessments were concluded to be important to support decision-making. / Utveckligen inom informations- och kommunikationsteknologi (IKT) sker snabbt och IKT spelar en allt viktigare roll i samhället. Samtidigt finns stora samhällsutmaningar inom hållbarhetsområdet, och ganska höga förväntningar ställs på IKT att kunna bidra till en hållbar utveckling. Vissa studier hävdar att IKT kan spela en avgörande roll för att stödja olika hållbarhetsstrategier och att IKT kan möjliggöra övergången till en mindre resursintensiv ekonomi. För att ge underlag för beslutsfattande och stödja att IKT används på bästa sätt för att möjliggöra hållbar utveckling, behöver hållbarhetseffekter av IKT studeras. När det gäller miljöpåverkan måste både negativa och positiva, direkta och indirekta effekter beaktas. Det är viktigt att förstå miljöpåverkan genom hela livscykeln för specifika enskilda IKT-lösningar men också att studera IKTs sammanvägda effekter i en mer övergripande kontext, för att identifiera potentiella risker och möjligheter ur miljösynpunkt.  Dessutom behöver IKTs roll när det gäller att stödja möjligheter till miljöförbättringar och motverka risker identifieras. Denna avhandling syftar till att ge ny kunskap om IKTs miljöpåverkan, att undersöka IKTs potential för att bidra till en hållbar utveckling, och diskutera metoder för bedömning av miljökonsekvenser av IKT samt utmaningar relaterade till den typen av bedömningar. Avhandlingen omfattar en litteraturstudie av tidigare livscykelanalyser (LCA) av IKT, en LCA-studie av traditionella och online tidningar, utveckling av ett ramverk för hållbarhetsbedömning av scenarier samt användningen av det ramverket för en miljöbedömning av framtida IKT-samhällen. Resultaten visar att andra typer av miljöpåverkan än klimatpåverkan och energi inte är tillräckligt belysta i miljöbedömningar av IKT, vilket skapar en risk för suboptimering och att miljöproblem flyttas från en typ av påverkan till en annan. Tillverknings- och användningsfasen ger upphov till störst miljöpåverkan i IKT-produkters livscykel. För nättidningar visade det sig att distribution och innehållsproduktion kan ge betydande bidrag till den totala miljöpåverkan, beroende på tidningarnas egenskaper och läsarnas beteende. Generellt har användarnas beteenden visat sig vara avgörande för resultaten vid jämförelser mellan IKT-lösningar och deras mer traditionella motsvarigheter. Ett antal nyckelområden som påverkar uppkomsten av risker och möjligheter när det gäller miljöeffekter i framtida IKT-samhällen har identifierats. De är energimix, ekonomiska förhållanden, livsstilar, teknik, samt miljöambitioner, -incitament och -lagstiftning. Potentialen för IKT att bidra till hållbar utveckling påverkas av dessa nyckelområden, och potentialen skulle troligen inte realiseras helt utan incitament eller miljölagstiftning. Båda typerna av miljöbedömningar - på produkt och samhällsnivå - är viktiga för att stödja beslutsfattande. En ny metod utvecklades för bedömning av framtidsscenarier (på samhällsnivå) – Sustainability assessment framework for scenarios (SAFS). För miljöbedömning av produkter användes livscykelanalys (LCA). Tillämpningen av båda metoderna, deras fördelar och nackdelar, och utmaningar vid användning av metoderna diskuteras. Resultat från avhandlingen kan ge underlag rörande möjliga miljöeffekter av IKT idag och i framtiden för diskussion inom IKT-sektorn och bland politiker och beslutsfattare. På så sätt kan diskussioner om hur IKT kan bidra till hållbarhet underlättas. Metodutveckling och diskussion i denna avhandling kan vara av intresse för forskare och praktiker. / <p>QC 20160613</p>

The overall aim was to describe how persons with dementia (PwDs) reflecton being outdoors and to investigate the support provided by a passivepositioning alarm (PPA) in making daily life safer for PwDs and theirspouses. Repeated conversations were held with 11 PwDs living in their own homesregarding their reflections on being outdoors (Study I). Interview study with14 spouses to a person with dementia (PwD) with their reflections on differentkinds of information and communication technology (ICT) devicesthat were used or can be used in the daily care of PwDs (Study II). An ethnographicapproach with participant observations and conversations withfive couples, a PwD and his/her spouse, describing and exploring their useand experiences of using a PPA, over time, in daily life (Study III). An experimentalsingle-case ABAB-design with three cases, a PwD and hisspouse, investigating the effects of using tracking technology on independentoutdoor activities and psychological well-being (Study IV). In summary, the results of the thesis show that being outdoors was describedby the PwDs as a confirmation of their identity, the `Self´. The useof ICT in daily care of PwDs was described by the spouses as shifting betweentheir own needs for safety and security and the perceived need forsafety and security from the perspective of the PwD. The use of a PPA indaily life among PwDs living in their own homes can give a sense of freedom,support and strengthen the feeling of independence for both PwDsand their spouses as well as give a feeling of safety and security for themboth. Use of the PPA may also increase PwDs’ independent outdoor activitiesand decrease spouses’ worries.

TITLE: Podcast as a didactic aid of teacher AUTHOR: Bc. Miloslav Khas DEPARTMENT: Department of Information & Technical Education SUPERVISOR: Ing. Bořivoj Brdička, Ph.D. ABSTRACT: Use of podcast as an educational medium is the principal and crucial topic of this thesis. The diploma thesis is focused on history and development of this phenomenon and points to the possibilities of podcast use at primary schools. The goal of this thesis is to show not only the advantages and benefit of the podcast for pupils and the teacher, but also to highlight the possible problems during its use and introduction. The theoretical part is dealing with aspects and podcast use at schools and provides an overview of existing researches. The other part is giving us an overview of existing solutions and good examples of practice at Czech schools and schools in abroad. The main part represents an experiment description including own solution proposal used at the primary school in Staňkov. This thesis can serve as a podcast guide for other possible interested persons striving for similar activities. KEYWORDS: Podcast, iPod, information and communication technology, MP3, sound, video, audio records, education, competence, school radio.

The main goal of the diploma thesis "Content and Language Integrated Learning with ICT using the Interactive Whiteboard" is to provide a comprehensible assessment of the potential benefits of employing CLIL during ICT lessons. The thesis focuses on the recent history of CLIL and its roots as well as the official support it receives from the European Union. This work also takes a look at the advantages CLIL has to offer and why anybody should consider using it. This work goes on to suggest some basic questions a teacher should ask him/herself when considering whether to employ CLIL or not. The Practical Part is focused on creating a series of activities that may serve as an example of using CLIL during ICT lessons while making use of the Interactive Whiteboard, one of the new tools that is available to an increasing number of schools. The Practical Part also includes sample files to be opened on the Interactive Whiteboard, the age range of learners for whom the activity is intended, their learning context, aims and expected learning outcomes for each activity as well as the kinds of tasks included in each activity and the expected problems. Key Words: CLIL, Content and Language Integrated Learning, ICT, Information and Communication Technology, IWB, Interactive Whiteboard, second language,...

Orientador: Rosana Giaretta Sguerra Miskulin / Banca: Maria Teresa Menezes Freitas / Banca: João Frederico da Costa Azevedo Meyer / Banca: Adriana Cesar de Mattos / Banca: Marcos Vieira Teixeira / Resumo: Esta pesquisa descreve um Cenário de Investigação criado por algumas dimensões teórico-metodológicas, as quais apresentam, em duas perspectivas inter-relacionadas, as influências, limites e potencialidades do uso das Tecnologias de Informação e Comunicação no Cálculo Diferencial e Integral: (1) em uma perspectiva histórica, e (2) em uma perspectiva de ensino e de aprendizagem. O objetivo deste trabalho consiste em investigar as dimensões teórico-metodológicas presentes nas inter-relações do Cálculo Diferencial e Integral e as Tecnologias Informacionais e Comunicacionais (TIC). A pesquisa foi desenvolvida lançando mão de uma metodologia qualitativa, com a qual o pesquisador insere-se no contexto pesquisado e no desenvolvimento da coleta dos dados da pesquisa e, aos poucos, constrói o Cenário de Investigação, tendo, como pano de fundo, o Paradigma Indiciário de Carlo Ginzburg. Desta forma, delineamos uma Coda a qual nos fornece uma síntese conceitual das perspectivas (1) e (2), viabilizando-nos a percorrer um caminho teórico-metodológico em busca dos indícios que influenciam os processos de ensinar e aprender Cálculo no contexto das Tecnologias de Informação e Comunicação. Para tanto, delineamos possíveis respostas para a questão investigativa: Quais são as dimensões teórico-metodológicas presentes nas inter-relações do Cálculo Diferencial e as Tecnologias Informacionais e Comunicacionais no contexto de ensino e aprendizagem da matemática? Dimensões como: epistemológicas, da linguagem, formalista, sócio-cultural, metodológica, entre outras, emergem da revisão da literatura relativa ao uso das tecnologias no ensino e aprendizagem do Cálculo, da análise preliminar dos livros selecionados, das Entrevistas efetuadas com professores que lecionaram, ou que ainda... (Resumo completo, clicar aesso eletrônico abaixo). / Abstract: In this work we describe a scenario for research created by some theoretical and methodological dimensions which show influences, limits and potentialities of the use of Information and Communication Technology in Differential and Integral Calculus in two interrelated perspectives: (1) from a historical perspective, and (2) a teaching and learning point of view. The objective of this research is to investigate the theoretical and methodological dimensions present in the inter-relationships of Differential and Integral Calculus and Information and Communication Technology (TIC). Therefore, we are resorting to a qualitative methodology, in which the researcher is within the context of researching and developing data collection and research forms the Investigation Scenario in a step-by-step careful manner, with the backdrop of the Paradigm Sign of Carlo Ginzburg. Thus, we designed a Coda which provides a conceptual synthesis of perspectives (1) and (2), which makes possible a theoretical and methodological journey in search of clues that influence the processes of teaching and learning calculus in the context of Information and Communication Technology. To this end, we propose possible answers to the investigative question: What are the theoretical and methodological dimensions present in the inter-relationships of Calculus from the Information and Communication Technology in the context of teaching and learning of mathematics? Dimensions such as epistemological, linguistic, formalist, socio-cultural, methodological, among others, emerge from the literature review on the use of technology in teaching and learning of calculus and preliminary analysis of selected books, from the Interviews with the teachers who taught or still teach Differential and Integral Calculus and from... (Complete abstract click electronic access below) / Doutor