Showing papers on "Technology education published in 1986"
Proceedings Article•
1 Jan 1986
TL;DR: Research that has been performed on enterprise level impacts of information systems, with a particular emphasis on research that has attempted to measure those impacts is reviewed, including a survey of articles published within the last ten years.
Abstract: Implicit in most of what we do in MIS is the belief that information technology (IT) has an impact on the bottom line of the business. Surprisingly, we rarely know if this is true. It is very difficult to trace and measure the effects of information technology through a web of intermediate impacts upon enterprise level performance. In this paper, we review research that has been performed on enterprise level impacts of information systems, with a particular emphasis on research that has attempted to measure those impacts. We begin with a survey of articles published within the last ten years. This is followed by a discussion of the reference disciplines that underlie most of this work. From this we are able to draw conclusions about future directions for research in this area.
118 citations
TL;DR: This article found that the explicitness involved in computer programming often hinders the development of verbal abilities, and that the visual and aural components are often irrelevant gimmicks, such as fireworks when a correct answer is given or cuckoo sounds to accompany static verbal messages like 'Tha t's wrong, try again.'
Abstract: only of meaning-bearing connectives, but simple articles as well. Return to check answers. If incorrect, repeat starred exercises noted. Me Tarzan, you Jane. Finally, producers of educational software make considerable use of nonverbal symbols in their interactive programs. This often militates against development of verbal abilities in two ways. First, users draw information from the visual representation in ways that do not always promote (or even involve) verbal refinement. Second, the visual and aural components are often irrelevant gimmicks, such as fireworks when a correct answer is given or cuckoo sounds to accompany static verbal messages like 'Tha t ' s wrong, try again.\" I hope, along with Olson, that future research demonstrates the existence of cognitive spillover into verbal realms when students interact in different ways with computers. But the explicitness involved in computer programming
101 citations
TL;DR: In this paper, a series of issues that complicate this perspective are defined the content of technology, coping with the embedding of technology in organizational contexts, assessing the effects of politics and culture on technology use, dealing with dynamics of implementation, and assessing effects.
Abstract: Diffusion and technology transfer must be understood as essentially phenomenological issues. Technology is information, and exists only to the degree that people can put it into practice and use it to achieve values. This article outlines a series of issues that complicate this perspective: defining the content of technology, coping with the embedding of technology in organizational contexts, assessing the effects of politics and culture on technology use, dealing with dynamics of implementation, and assessing effects. It is suggested that organizations need to emphasize creative processes for coping with change, and that research on technology transfer should stress context over content and process over prescription.
99 citations
Book•
1 Jan 1986
TL;DR: In this article, the state of the art in Information Technology and Social Work is discussed. But the main focus is on the use of Information Ethics of Information Technology in the context of social work.
Abstract: Contents Foreword Preface Part I: The Foundations Chapter 1: Intercultural Technology Transfer Chapter 2: Information Technology and Helping People Information Technology: Concepts and Terms Information Technology: Trends and Impacts Information Technology and Helping People Part II: Views of Present and Future Chapter 3: External Views of Opportunities and Threats: The Keynotes The Network Revolution: Promises and Pitfalls in the Use of Information Ethics of Information Technology Emerging Trends and Issues in Decision Support Sustems and Related Technologies: Implications for Organizations Emerging Trends and Issues in DSS Impacts Upon and Implications for Organizations Chapter 4: Internal Views of Opportunities and Threats: Scenarios Problem Scenarios Keyword Index to Scenarios Chapter 5: The State of the Art: Concepts, Applications, and Case Studies Information Technology Applied to Facilitating Practice Discussion Information Technology in Professional Preparation and Delivery of Services Discussion Information Technology in Support of Service-Delivery Decisions Discussion Information Technology in Direct Service to Clients Discussion Relevance of the Veterans Administration Decentralized Hospital Computer Plan to Social Work Practice Part Three: Issues and Options Chapter 6: Issues in Information Technology and Social Work: A Synoptic Overview The Leading Edge of Technology and the Growing Edge of Social Change: Past, Present, and Future Perspectives Blending Information Technology and Social Work: A Conceptual Framework Chapter 7: The Central Core: Information Technology, Social Work Practice, Social Work Education Mapping the New Horizons of Social Work Education and Practice Compiling an Encyclopedia of Ignorance: Explorations in Practice Roles and Professional Stance Information Technology and Education for Practice Information Technology and Social Work Education Computer-Assisted Instruction and Experiential Learning Information Technology and Social Work Practice: A Second Look Compiling an Encyclopedia of Ignorance: Explorations in Education for Practice Chapter 8: Values and Ethics Compiling an Encyclopedia of Ignorance: Explorations in Values and Ethics The Relationship of Values to Information Technology and Clinical Social Work International and Global Issues Chapter 9: Science and Knowledge Compiling an Encyclopedia of Ignorance: Explorations in Knowledge Needs and Technology Development Chapter 10: Management and Resource Development Compiling an Encyclopedia of Ignorance: Explorations in Organizational and Resource Problems Barriers to Progress: A Sampling Chapter 11: Actions and Applications Opportunities and Threats: A Sampling Compiling an Encyclopedia of Ignorance: Explorations in Opportunities, Threats, and Actions Principal Conference Agreement Appendixes, References, Bibliography, Index
44 citations
1 Jan 1986
TL;DR: The problem with which I want to engage your attention this evening requires a little more specification than is given in my title as discussed by the authors, which is that technology is not generally revered by intellectuals, not well understood and studied, and even has its claims to be a species of knowledge disputed.
Abstract: The problem with which I want to engage your attention this evening requires a little more specification than is given in my title. It would seem obvious enough that technology is a species of knowledge. Our so called ‘age of technology’ seems to have more of this commodity we can call ‘technological knowledge’ than any previous age or society. You would expect, then, that technology as a species of knowledge would be highly revered, widely studied, and generally well understood in our society. You would think, in fact, that a talk with my title would be no more required than one on ‘science and the structure of knowledge’. This happens not to be so. Technology is not generally revered, especially by intellectuals, not well understood and studied, and even has its claims to be a species of knowledge disputed. I take it as my task to try to dispel such views. What I shall suggest in the course of what follows is that from one angle technology is only a part of the logical structure of our knowledge; and that from another angle the whole of our knowledge can be regarded as a substructure, as included under technology. Viewed logically, technology is a substructure of knowledge; it is knowledge of what physicists call the ‘initial conditions’. Viewed anthropologically, knowledge is part of man’s multiform attempts to adapt to his environment which we call his technology.
32 citations
Book•
1 Jun 198618 citations
TL;DR: The authors provides a rationale for considering ESP in terms of appropriate technology, surveys the philosophical and intellectual underpinnings of the appropriate technology movement, defines key terms and clarifies them with language teaching examples.
12 citations
10 citations
TL;DR: In this article, the authors provide a theoretical scheme for categorising the commonly used models of technological change: to outline the limitations of "technocratic" and "technophobic" approaches to technology and social development and argue for the superiority of an explicitly "technochoice" approach; and discuss the dominant models for the public control of technology.
Abstract: Despite a dramatic growth in interest in technology over the last two decades, this has not resulted in a clear understanding of either the nature of technological change or the basis for its regulation. Part of the problem is the ambiguous heritage of science, technology and society studies which rose to prominence in the 1970s. This paper seeks to provide a theoretical scheme for categorising the commonly used models of technological change: to outline the limitations of ‘technocratic’ and ‘technophobic’ approaches to technology and social development and argue for the superiority of an explicitly ‘technochoice’ approach; and to discuss the dominant models for the public control of technology.
TL;DR: In this article, it is argued that educational technology will not be humanized until it is understood to be sustained by a philosophy other than technological rationality, and thus is provided with a human base.
Abstract: Educators are currently attempting to integrate computers into the classroom, in order to humanize their use. The strategies that have been adopted, however, are primarily logistical and ignore the philosophy that underpins this technology. It is argued in this paper that educational technology will not be humanized until it is understood to be sustained by a philosophy other than technological rationality, and thus is provided with a human base. The ‘life-world’ (Lebenswelt) is identified as a proper foundation for technology, because technological rationality is illustrated to be a modality of human expression. When this is the case, technology is placed in the service of humankind, for it cannot be conceived as the genesis of personal freedom.
1 Jan 1986
TL;DR: In this article, the authors discuss the factors that prevent female and minority students from using computers and make suggestions as to what can be done to create more equitable access for all students.
Abstract: Computers and other forms of technology are revolutionizing many aspects of society. U.S. education has sought to enhance the technological revolution, and to make computers available to students at all levels. However, in spite of wider availability, not all students are attaining equal access to computers and other items. This report seeks to understand the factors that have prevented female and minority students from using computers and to make suggestions as to what can be done to create more equitable access for all students. Research on why women and minorities do not participate with technology at high levels is discussed. Suggestions are made to teachers for increasing the participation of women and minorities with technoloyy. Several suggestions are made to administrators inciudihg the establishment of a strong mentor program within the school diztrict. Suggestions also are provided for parents. A 24-item annotated bibliography is included. (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** EDUCATIONAL EQUITY IN THE THIRD WAVE: Technology Education for Women and Minorities A :,33'.;oirsairealb, BEST COPY AVAILABLE 2 bl klinnota Department of Education .;tt -. . S U.S. DEPARTMENT OF EDUCATION Office of Educational Reasarch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This dOCurrien1 has been reproduced as received from the Person or organisahon originating it. ID Minor changes hays boon made to imprOve regooduction quality POintil Of vie* or opinions slated in this docu ment do nOt mcsuerily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIALF10 BEEN GRANTED BY bko'&44k TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC),"
Journal Article•
Journal Article•
TL;DR: In this paper, the conditions for and limits of consumer influence on technology are scrutinized against the background of different views on the interaction between technology and society, and it is held that traditional consumer policy instruments are not sufficient if consumers want to influence new technology, its uses and consequences.
Abstract: Consumer influence on new technology is not only a question of consumers organizing themselves, but also a question of how one perceives the relationship between technology and society. Is technology an autonomous power in society or just a tool at the service of mankind? In this paper, the conditions for and limits of consumer influence on technology are scrutinized against the background of different views on the interaction between technology and society. It is held that traditional consumer policy instruments are not sufficient if consumers want to influence new technology, its uses and consequences. There is a need for new instruments; in particular, more attention must be directed towards the social organization within which the technology is put to use.
TL;DR: It is hoped that future research demonstrates the existence of cognitive spillover into verbal realms when students interact in different ways with computers, and the explicitness involved in computer programming is demonstrated.
Abstract: only of meaning-bearing connectives, but simple articles as well. Return to check answers. If incorrect, repeat starred exercises noted. Me Tarzan, you Jane. Finally, producers of educational software make considerable use of nonverbal symbols in their interactive programs. This often militates against development of verbal abilities in two ways. First, users draw information from the visual representation in ways that do not always promote (or even involve) verbal refinement. Second, the visual and aural components are often irrelevant gimmicks, such as fireworks when a correct answer is given or cuckoo sounds to accompany static verbal messages like 'Tha t ' s wrong, try again.\" I hope, along with Olson, that future research demonstrates the existence of cognitive spillover into verbal realms when students interact in different ways with computers. But the explicitness involved in computer programming
Journal Article•
1 Sep 1986
TL;DR: A review of concepts and issues related to domestic technology transfer can be found in this article, where six investigative questions are posed which form a framework for analysis, including what definitions of technology, innovation, and technology transfer have been advanced, and what other concepts are relevant for understanding the subject matter.
Abstract: : This report provides a narrative review of concepts and issues related to domestic technology transfer. Six investigative questions are posed which form a framework for analysis. First, what definitions of technology, innovation, and technology transfer have been advanced, and what other concepts are relevant for understanding the subject matter? Second, what factors have been identified as promoting or impeding technology transfer? Third, what important roles do individuals fulfill in technology transfer? Fourth, what is the Federal infrastructure for promoting technology transfer? Fifth, what is DOD's role in promoting domestic technology transfer? Sixth, what models have been advanced to portray the technology transfer process? The literature review indicates that innovation research provides a large body of knowledge related to factors influencing technology transfer, and factors can be grouped as pertaining to management involvement or the source - user relationship. In the Federal infrastructure for technology transfer, there are notable active systems, but funding appears to be a continuing problem. Although technology transfer from DOD to other sectors is predominantly passive, a trend toward active programs is observed.
TL;DR: In this paper I am primarily concerned with the education of IT users rather than IT providers or specialist IT employees, going from the local authority manager who insists on putting ten dig-its into an eight digit field and not understanding why the system won't work.
Journal Article•
1 Jan 1986
Book•
1 May 1986
TL;DR: Rogers as discussed by the authors defines the field of communication technology with its major implications for researchers, students, and practitioners in an age of ever more advanced information exchange and examines basic issues posed by interactive media in areas that affect intellectual, organization, and social life.
Abstract: From the Publisher:
The industrial nations of the world have become Information Societies. Advanced technologies have created a communication revolution, and the individual, through the advent of computers, has become an active participant in this process. The "human" aspect, therefore, is as important as technologically advanced media systems in understanding communication technology. The flagship book in the Series in Communication Technology & Society, Communication Technology introduces the history and uses of the new technologies and examines basic issues posed by interactive media in areas that affect intellectual, organization, and social life. Author and series co-editor Everett M. Rogers defines the field of communication technology with its major implications for researchers, students, and practitioners in an age of ever more advanced information exchange.