Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.     

The appropriation and repurposing of social technologies in higher education

Abstract   This paper presents some of the findings from a recent project that conducted a virtual ethnographic study of three formal courses in higher education that use 'Web 2.0' or social technologies for learning and teaching. It describes the pedagogies adopted within these courses, and goes on to explore some key themes emerging from the research and relating to the pedagogical use of weblogs and wikis in particular. These themes relate primarily to the academy's tendency to constrain and contain the possibly more radical effects of these new spaces. Despite this, the findings present a range of student and tutor perspectives which show that these technologies have significant potential as new collaborative, volatile and challenging environments for formal learning.     

Harnessing information and communication technologies (ICTs) to address urban poverty: Emerging open policy lessons for the open knowledge economy

Urban poverty is a complex socio-economic problem. The expected doubling of the urban population relative to rural areas by 2050 without a corresponding economic and infrastructure growth will worsen the problem, especially in emerging economies. Poor urban residents face rising unemployment and underemployment, constrained access to financial services, market exploitation, poor housing, crime, unsatisfactory health services and scant education opportunities. Several players have attempted to address these problems through information and communication technologies. This paper isolated a few of these to determine critical success factors on the economic empowerment front.     

Using information communication technologies (ICTs) for motivating female adolescents to exercise/run in their leisure time

The aim of this study was to examine the effect of a 12-week intervention program on motivational climate in physical education (PE) lessons, on female adolescents' self-efficacy for independent training in leisure time, and on physical fitness measures. Participants were 154 female high school students divided into three groups: (1) received a program to enhance motivation for physical activity (PA) during PE lessons and in leisure time, using the internet; (2) followed the regular curriculum in addition to self-report at the end of each lesson, using smartphone application; (3) engaged in standard PE lesson activities. A self-efficacy for training questionnaire, a motivational climate questionnaire, and tests of physical fitness were administered. Findings indicated improvement pre-post in motivational climate and in the physical fitness measures, and a decline in the intensity of negative affect towards running, in all three groups. Incorporating innovative ways, and promoting self-accountability using self-documentation encourage students to exercise during their leisure time.     

Impacts of new technologies on media usage and social behaviour in domestic environments

Technological infrastructure at home is changing continuously and is becoming increasingly interconnected. Media devices, including the TV set, provide access to the Internet and offer manifold opportunities to consume media on demand. Additionally, personal devices, such as smartphones, also enable flexible consumption and sharing of media. Questions about how these technologies change the user's media usage and how these changes affect the social structure of a household, however, remain largely unanswered. In order to gain insight into the adoption of new technologies into daily routines, we explored these changes in respect of people's media usage in a qualitative long-term Living Lab study. We will present findings regarding personal routines, flexible integration of new devices into existing practices, influences on households as social systems and related issues in device access and collective use. We will highlight potentials and conflicts regarding device shifts and roles; restrictions in device access; social influences in the living room; and individual changes in media consumption.     

Pre-service teachers' perspectives of the diffusion of information and communications technologies (ICTs) and the effect of case-based discussions (CBDs)

This study investigates pre-service teachers' perspectives of the diffusion of information and communication technologies (ICTs) in elementary education and the effect of case-based discussions (CBDs). The sample consisted of 170 first-year pre-service teachers from elementary teacher education programs of the largest teacher education college in Turkey. The cases used in the study were obtained from a case repository at http://ornekolay.org, indexing teaching cases from elementary classrooms of the capital city of Turkey. The cases were mainly text-based and presented stories of elementary teachers' in-class usage of ICTs. A quasi-experimental pretest-posttest design was executed to test the effect of pre-service teachers' perspectives on ICTs diffusion in elementary teaching. Three scales were developed based on Rogers' Diffusion of Innovation Theory (2003) to measure pre-service teachers' preferred innovativeness, innovation perceptions, and innovation decisions in the use of ICTs. The results showed that pre-service teachers had pre-established perspectives, mainly positive, about the diffusion of ICTs in elementary teaching; their perceptions about innovativeness and relative advantage were the main indicators of persuasion and decision; and CBDs positively affected their perceptions such that their computer-related persuasion and decisions positively increased.     

Pre-service teachers' perspectives of the diffusion of information and communications technologies (ICTs) and the effect of case-based discussions (CBDs)

This study investigates pre-service teachers' perspectives of the diffusion of information and communication technologies (ICTs) in elementary education and the effect of case-based discussions (CBDs). The sample consisted of 170 first-year pre-service teachers from elementary teacher education programs of the largest teacher education college in Turkey. The cases used in the study were obtained from a case repository at http://ornekolay.org, indexing teaching cases from elementary classrooms of the capital city of Turkey. The cases were mainly text-based and presented stories of elementary teachers' in-class usage of ICTs. A quasi-experimental pretest-posttest design was executed to test the effect of pre-service teachers' perspectives on ICTs diffusion in elementary teaching. Three scales were developed based on Rogers' Diffusion of Innovation Theory (2003) to measure pre-service teachers' preferred innovativeness, innovation perceptions, and innovation decisions in the use of ICTs. The results showed that pre-service teachers had pre-established perspectives, mainly positive, about the diffusion of ICTs in elementary teaching; their perceptions about innovativeness and relative advantage were the main indicators of persuasion and decision; and CBDs positively affected their perceptions such that their computer-related persuasion and decisions positively increased.     

The role of research for the social shaping of new technologies: Designing a research strategy

With increasing flexibility of technology and a shift towards competence being the core of competitive edge in worklife, the need for new organizational concepts or models which givejoint optimization across human and technological dimensions has been acknowledged in leading, innovative enterprises. National crossdisciplinary research based productivity programmes are appearing in several countries. Due to internationalization and the general shortcomings of bureaucratic organizational forms, regional networks of enterprises in cooperation with public R&D institutions seem to provide answers to needs of regions to remain competitive. The paper discusses the possible role of social science in a multilevel, participative strategy for developing new, democratic and productive organizational forms in worklife. Aspects of national productivity programmes in Scandinavia, Germany and Australia are discussed in connection with the situation in Italy as analyzed through some recent research projects.     

Negotiating the symbolic power of information and communication technologies (ICT): The spread of Internet-supported distance education

The Internet may be, as typically suggested, important in distance education for facilitating connections between groups of students, educational institutions, and external learning resources. This article, however, reveals why this is not the only reason for applying information and communication technologies (ICT) in higher education in a remote area in a developing country. In addition, the Internet seems to be of great importance in symbolizing modernization and progress, thereby adding symbolic power to such education. Empirical sources originate from an explorative case study of an Internet-supported distance education program in the province of Bangka Belitung in Indonesia. Based on a translation perspective on the spread of pheromones, the analyses of empirical sources show how the Internet has contributed to the spread of distance education, but paradoxically this has not had much effect on the use of Internet by students in peripheral areas, at least not in the short term. © 2008 Wiley Periodicals, Inc.     

The impact of information and communication technologies on the costs of democracy

Recent developments in information and communication technologies (ICTs) can change the way strategic organizational decisions are negotiated and voted upon. We propose an analytical framework that investigates the effect of such technologies on the costs of the decision-making process in organizations by incorporating a technology variable in an already well-known model of public decision-making. The framework is applicable to any large group decision setting where collective decisions are made by voting, such as shareholders’ meetings, local and federal government meetings. We apply the framework to derive policies that will help to decrease the costs related to the democratic process. The first policy requires that governments should invest more in technologies that support multi-lateral communication and negotiation among citizens, and the second requires that citizens should use better voting mechanisms than simple majority voting to make decisions.     

The relevance of association networks for/in a sustainable information and communication society

This contribution deals with taking up the challenge of sustainable development through human centred systems which aim at the creation and repatriation of global quality in each society, and which are seen to operate as a whole, on a local, regional or even a planetary scale. The paper argues that, particularly in a field such as information, communication, environment, technological processes and innovations, which have structurally revolutionised first of all manufacturing but also education and daily living at the same time. However, producing new pathogenous structures require, by necessity, a political ecology in order to relate these fields to new figures of meditation/mediance and crossbreeding built up by associative networks. PRELUDE'S experience, as an international networking programme of scientists pursuing with other social factors objectives of codevelopments (in response to the failure of bad development in the North and in the South), and its contribution to the theme Global Perspective 2010 of the CE-FAST Programme suggest the actual relevance and, turning to the future, the decisive function of associative networks as a way of approaching more efficiently, because of their flexibility, complex, highly heterogeneous situations to be tackled in a systemic and global fashion. In complementing institutions and established companies these networks give their new performances and efficacity to institute, and so doing displace acquired balances, and increase their capacity to innovate.     

Formulating information and communication technology (ICT) policy through discourse: How Internet discussions shape policies on ICTs for developing countries

Business-to-business electronic commerce has become a priority area for many international development organisations, particularly since concerns about the ‘digital divide’ have put the policymaking spotlight on the connection between ICTs and industrial development policies. This paper aims to explore the current state and likely future direction of B2B e-commerce in the South African manufacturing sector. The empirical research is based on 120 firm-level interviews, and 31 personal interviews with industry experts. The results suggest that B2B e-commerce is in an embryonic stage in the South African manufacturing sector, and technology and market dynamics are still casting its basic shape. The ability to realise efficiency gains in the B2B electronic marketplace will largely hinge on the climate of confidence and trust that businesses are able to create in their relations with their suppliers and customers. We argue that policy decisions will have a major impact on the kind of environment in which e-commerce will develop and should therefore be crafted with due recognition of its fragile and evolving nature.     

Assessing the effects of information and communication technologies on development

The idea of information and communication technology (ICT) being a “hammer” that can be applied to a wide variety of “nails” across different geographic locations, sectors, organizations, and contexts to improve efficiency and/or have a beneficial social impact has come under severe criticism, particularly in the realm of implementing socioeconomic development programs. Structuration theory remains one of the key metatheories that deconstruct the complexity of technology introductions in the context of organizational and behavioral change. In this study, we use a structurational lens to examine two pilot ICT implementations in the Indian microfinance sector, specifically exploring the interactions between the ICT intervention, the organizations and people implementing the change, and the structural and institutional context within which these projects were rolled out. We showcase how an “ICT for development” intervention is inherently a political process, involving choices around defining efficiency and targeting particular social welfare improvements, with varying repercussions for the involved microfinance institution and client. Where the client's context, constraints, and welfare are placed at the heart of the “efficiency” discussion during the technology's design and implementation, the development impact is seen to be far greater and more sustained. © 2009 Wiley Periodicals, Inc.     

Factors contributing to adoption and use of information and communication technologies within research collaborations in Kenya

Use of information and communication technologies (ICTs) to support research work is becoming increasingly common. This study set out to establish how ICTs are being used to support collaborative research in Kenya, and identify factors within the ICT ecosystem that contribute to their adoption and use. A mixed methods research design, involving 248 academic scientists in 4 disciplines across 4 major Kenyan universities, was employed. We find little diversity in forms of ICTs used to support collaborative research within the studied population. Several factors affect adoption and use practices, including availability and access to ICT resources, nature of the work, national and institutional ICT and research environments and the social cultural practices of researchers. We explain our findings using Venkatesh et al.’s Unified Theory of Acceptance and Use of Technology model, which identifies four main constructs that affect adoption of technology such as performance expectancy, effort expectancy, facilitating conditions and social influence.     

Learning with new information technologies in schools: perspectives from the psychology of learning and instruction

Abstract  The starting point of the present paper is that the New Information Technologies can only contribute substantially to the improvement of schooling, if they are appropriately embedded in powerful learning environments. The realization of this embedding requires that inquiry and development relating to educational computing are more explicitly based on recent research on learning and instruction, because this domain of investigation has produced an empirically underpinned knowledge base that can guide and orient the design of rich and powerful computer-supported learning environments. In that perspective a series of important and relevant findings of research on learning and instruction are reviewed; they relate to the three major components of a theory of learning from instruction, namely a theory of expertise describing skilled performance in a domain, a theory of the acquisition processes required to achieve competence, and a theory of intervention strategies that are appropriate for eliciting those acquisition processes.     

Bridging ICTD research and policy-making: notes from a systematic review on MSMEs in the low- and middle-income countries

There is criticism that information and communication technology and development research community contributes less to policy-making. The present article shares an attempt to fill this gap. Systematic review is a structured way to collate, review, summarize, and use the published research for policy-making. A systematic review on the impact of information and communication technologies on the growth of urban micro, small, and medium enterprises in the low- and middle-income countries indicates a tiny impact and a lack of rigorous causal studies in this focus area. Quantitative meta-analysis did not find statistical significance for the impact. From an initial result of 24,000 plus hits, a set of 10 research studies were finalized for data extraction and analysis. The article suggests areas for future research and calls for rigorous research and reporting.     

CAN总线在安全监控系统传输中的应用

本文针对煤矿安全监控系统的特点以及目前传输系统存在的问题,提出了用CAN总线构建煤矿安全监控系统传输网络的思想,并实际完成了基于CAN总线的煤矿安全监控系统传输网络的设计,以及实现CAN总线传输的硬件电路的设计.     

The effect of previous experience with information and communication technologies on performance in a Web-based learning program

The purpose of the present study was to analyze the influence of previous experience with information and communication technology (ICT) tools on performance in a Web-based course. Online activity was logged. Specifically, total activities carried out and five online activity measures were computed. One hundred and twenty university undergraduates participated in a Web-based course designed to train personnel trainers to apply ICT in training processes. Before starting the study, participants filled out a questionnaire designed to assess their frequency using ICT tools. At the end of the study, participants were asked to complete a questionnaire in order to collect information about their learning experience and their assessment of the virtual environment. Results suggest that previous experience significantly influences how people organize their online activities, but not the quantity of work carried out. Participants with more experience in the use of Internet tools, organize their work in the virtual classroom using less time and visiting fewer pages in each session. Previous experience did not influence the assessment of the virtual classroom as a training tool, since participants with both high and low previous experience gave extremely positive feedback on their Web-based learning experience.     

Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers

Based on the new technology initiative in Syrian education, this study explored the attitudes of high school English as a Foreign Language (EFL) teachers in Syria toward ICT. In addition, the study investigated the relationship between computer attitudes and five independent variables: computer attributes, cultural perceptions, computer competence, computer access, and personal characteristics (including computer training background). The findings suggest that teachers have positive attitudes toward ICT in education. Teachers’ attitudes were predicted by computer attributes, cultural perceptions and computer competence. The results point to the importance of teachers’ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.