Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 109-117).

In September 2001, the International Federation of Accountants (IFAC) Education Committee issued Exposure Draft IEG-1, which states, "Information technology is pervasive in the world of business. Competence with this technology is an imperative for the professional accountant." This view was seconded by a leading visionary in the assurance profession, who recently stated that "every aspect of the accounting profession is being pervasively affected by advances in information technology" [Audit. J. Pract. Theory 21 (1) 2002]. Clearly, accounting/auditing education needs to incorporate these technology changes to stay relevant. Despite the apparent need for change, leading academicians have recently talked about the possible demise of accounting/auditing education due to a failure keep up with changes in the business world. Accounting/auditing education has been described as outdated, broken, and in need of significant modification (Albrecht WS, Sack RJ. Accounting education: charting the course through a perilous future. Accounting education series. Sarasota, FL: American Accounting Association, vol. 16, 2000). This study focuses on identifying appropriate information technologies (ITs) for auditing professors and audit practitioners and measuring their self-perceptions of knowledge about these technologies. We conducted a literature search that resulted in the identification of 36 critical information technologies. We then surveyed 1000 accounting information systems (AIS) and auditing professors and 1000 audit practitioners to determine their self-reported IT knowledge levels and perceptions about the best places to learn IT skills. The survey also solicited their views about the best place in the educational process for initially learning these technologies, as well as views about educational methodology. Response rates of 31.2% for professors and 24.7% for practitioners were obtained for the survey. After conducting factor analysis, we found a relatively low level of knowledge for e-commerce and advanced technologies and audit automation constructs by both educators and practitioners, but we found a relatively high level of knowledge for office automation and accounting firm office automation constructs. Results also indicate that the educators with more teaching experience, but lower reported IT knowledge levels, tend to teach auditing. Furthermore, we found a potential "learning gap" between educators and practitioners that may occur for 5 of the 36 technologies examined. The results of this research are important for auditing and AIS education because they strongly suggest that more attention needs to be paid to issues such as assigning courses based on knowledge level rather than seniority, technology training and awareness programs for educators and practitioners, and coverage of IT in the university curriculum.

Thesis (Ph.D.)--University of Wollongong, 2005. / Typescript. Includes appendices. Bibliographical references: leaf 175-181.

This dissertation reports the results of a conceptual analysis of the technological pedagogical content knowledge (TPACK) framework, particularly its component constructs of technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK (the central component of the framework listed earlier). First, a technical use analysis reveals how existing research has defined and exemplified the constructs. Next, interviews with leading TPACK researchers further refine the constructs. The dissertation then reports cases that illustrate each of the constructs and the boundaries between them. The conceptual analysis results in an elaborated model of the TPACK framework, focusing on the essential features of each construct to facilitate classification of future examples. The analysis also reveals that TCK, TPK, and TPACK do appear to be distinct constructs. The boundaries among constructs are elaborated through a discussion of the sliding nature of the framework and the nature of the instructional strategies that are enacted.

Flera lärosäten erbjuder distansutbildningar, det betyder att någon typ av webbaserat verktyg används. Verktyget, en så kallad lärplattform, fungerar som ett stöd för lärande, undervisning, administration samt kommunikation genom olika funktioner. En lärplattform är kopplingen mellan lärare och studenten i en distanskurs.  Tidigare forskning visar på att det finns bristande kunskaper i att planera och genomföra en distanskurs med stöd av en lärplattform bland lärare. Forskning kring lärares teknikkunskaper, färdigheter samt användandet av en lärplattform bland högre utbildning är låg och behöver forskas vidare på. Studien undersöker vilka befintliga funktioner i en lärplattform lärarna väljer att använda för att planera och genomföra en distanskurs. Där syftet med studien är att få en förståelse för vilka strategier lärare använder för att planera och genomföra en distanskurs med stöd av en lärplattforms befintliga funktioner. Studien utgick från en kvalitativ interpretativ ansats där datainsamlingsmetoden semistrukturerade intervjuer genomfördes. Sju lärare på Högskolan i Halmstad intervjuades individuellt. För att analysera empirin skapades en kodbok med litteraturdrivna kodord ur ett teknopedagogiskt perspektiv. Svaret på studiens frågeställning är att lärare använder huvudsakligen tre olika strategier för att planera och genomföra en distanskurs med stöd av en lärplattform. / Several universities offer distance education, which means that they use some type of web-based tool. The tool, known as a Learning Management System (LMS), acts as a support for learning, teaching, administrating and communicating through different features. The LMS is the connection between teacher and student, a platform used to distribute course material and to communicate. Previous research shows that there is a lack of knowledge among teachers on how to plan and implement a distance education with the support of a LMS. The knowledge about LMS usage in practice at higher education are low and needs to be researched further. The study examines the existing features of a LMS that teachers choose to use, to plan and implement a distance education course. The purpose of this study is to gain an understanding of which strategies teachers use when planning and implementing a distance learning course with the support of a LMS existing features. The study used a qualitative interpretive approach in which the data collection method, semi-structured interviews were conducted. Seven teachers at Halmstad interviewed individually. To analyze the empirical data a codebook was created with literature oriented code word from a technological pedagogical perspective. The answer to the study's question is that teachers mainly use three different strategies to plan and implement a distance learning course with the support of a LMS.

School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A MANOVA and correlational analysis were performed, and results of this study indicated there were no statistically significant differences between teachers' constructs of TPACK and their years of experience in a 1-to-1 technology initiative. However, statistical significance was found between teachers' constructs of TPACK and their content area. Additionally, a correlation was found between teachers' TPACK, their lesson design practices, and design disposition. The results of this study may positively impact social change by informing school administrators and other educational change leaders in the planning of teacher instructional support to further develop teachers in the implementation of technology integration to support the 21st century learning needs of today's students.

Schriftenreihe hrsg. von den Professoren des Instituts für Psychologie I, Arbeitsgruppe 'Wissen - Denken - Handeln' an der TU Dresden

Studies in recent years have revealed that use of ICT can significantly impact knowledge sharing in organizations by enhancing the knowledge sharing process, reducing knowledge sharing barriers, and introducing technology barriers. While this has been identified in many studies and a significant research has been carried out to identify knowledge sharing barriers, there exists a considerable dearth of research when the question of ‘which knowledge sharing barriers can ICT reduce and how?’ is posed. This thesis aims to address this question by studying the case of an organization using ICT for knowledge sharing. The study was carried out using questionnaire and interview findings and results showed that if ICT is effectively used, a number of knowledge sharing barriers - in addition to time and space barriers - can be successfully reduced. Organizational and individual knowledge sharing barriers saw most reduction by ICT while technology barriers did not see any reduction by use of ICT alone. This is in coherence with different studies that use of ICT for knowledge sharing introduces its own technology barriers. However the results show that if employees are tech-savvy and management considerably supports employee involvement in the process of design and deployment of ICT enabled knowledge sharing, technology barriers can also be greatly reduced and even entirely eliminated.

The main aim of this study was to investigate the secondary schools English teachers&amp / #8217 / perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&amp / #8217 / selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.

創新來自知識的互動。本研究將創新知識來源分成客戶類知識與技術類知識，並將企業創新分成新產品開發、解決客戶問題與提高企業自身創新能耐，以探討知識互動特性對不同類型創新的影響。本研究針對業務端與研發端的知識互動，採個案研究的方式，蒐集14個企業創新個案。分析結果發現，高深度的知識互動是新產品開發成功的關鍵；不同客戶問題，所需的知識互動廣度與深度則不一；若欲提高企業自身創新能耐，需要的是高廣度的知識互動。本研究透過不同實際個案歸納出各類創新類型下的知識互動特性，除了有助於更加瞭解知識互動對創新的影響之外，亦有助於企業經營實務上的操作。 / The objective of this study is to understand the impact of intra-organizational knowledge interaction on business innovative performance. The study divided knowledge of innovation into customer-related knowledge and technology-related knowledge, and classified business innovation into product innovation, problem-solving innovation and general innovation capability. Focusing on the knowledge interaction between sales people and R&D engineers the study analyzed 14 business innovation cases in four selected companies. The results reveal that high depth of knowledge interaction is the key to product innovation while the level of the depth and scope of the knowledge interaction is highly related to the context of the problems to be solved. In regard to general innovation capability, high scope of knowledge interaction seems to be the influential factor. The findings about intra-organizational knowledge interaction provide insights about how different levels of the scope and depth of knowledge interaction affect different types of business innovation and offer useful guide in managing technology and customer knowledge in business practices.