<p>Cilj istraživanja realizovanih u ovom radu, bio je je da se formalno opišu mogući pristupi transformacijama različitih opisa baza podataka iz jednog modela podataka u drugi i praktično provere kroz njihovu implementaciju u okviru jednog CASE alata, namenjenog projektovanju informacionih sistema i baza podataka. U skladu sa postavljenim ciljem definisan je metodološki pristup i softversko okruženje IIS*Ree koje omogućava visok nivo automatizacije procesa reinženjeringa informacionih sistema. Okruženje IIS*Ree, zasnovano na MDSD principima, kao krajnji rezultat generiše šemu baze podataka u izabranom ciljnom, konceptualnom ili implementacionom modelu podataka, kao i prototip aplikacije.</p> / <p>The goal of the research presented in this paper is to formally specify approaches to transformation of database specifications between different data models. The transformations are then to be implemented and tested using a CASE tool for modelling information systems and databases. Following this goal, a methodological approach is defined together with a software named IIS*Ree that provides a high level of automation of the information system reengineering process. The IIS*Ree software, developed in accordance to MDSD principles, generates database schemas specified in a target, conceptual or implementation data model, as well as application prototypes.</p>

This thesis aims to address why the adoption of CALL (Computer Assisted Language Learning) within the language classroom is so varied, and its success so unclear, despite fifty years of investment and research. The huge promise of ICT (Information and Communications Technology) driven results has created an imbalance in language teaching, where initiatives are brought about from outside the classroom, with teachers held accountable for their adoption. My reading of the literature is that lack of consideration of the teacher’s role in implementation of classroom technology has led to mismatched expectations and performance. If the nature of the teacher’s contribution is recognized, I believe that this can lead to more effective use of ICT, which I have set out to show. My study, based on a survey of 319 EFL (English as a Foreign Language) teachers across the international group of 31 schools in which I work, seeks to put the teacher back into the picture by examining where their enacted beliefs in social constructivist pedagogy best align with classroom use of digital technology. I coin this emerging praxis ‘microblending’, a pedagogy rooted in Second Language Acquisition (SLA) theory and contemporary methodology, and I seek to demonstrate its relevance in this study I test the viability of measuring teacher’s microblending readiness through application of Technology Acceptance Modelling (TAM) in an EFL setting to produce a model that explains the variation in classroom use of ICT. My model is based on a critical replication of the WST (‘Will, Skill, Tool’) model, a TAM model which has so far only been used in mainstream classroom teaching. I have updated, created and piloted new instruments within the scope of the study, which are now already in use within the institution where I carried out my investigations. Using both linear regression and Structural Equation Modelling (SEM) techniques I explored how these measurements of the learning environment can explain a teacher’s application of technology. This first attempt appears to explain over 89% of the variation in classroom use of technology, which already exceeds the predictive power of several contemporary models in use in parallel fields of education. Given further work to refine and apply the model, a valuable improvement could be made in how teachers work with ICT in the language classroom for improved learning outcomes.