Abstract: Fostering information technology innovation has assumed primacy in discussions of information systems management. Changes in the nature of available information technologies and their potential applications underscore the importance of creating new knowledge for deploying a technology within an organization rather than transferring such knowledge from external sources. Technology users remain a largely untapped source for such knowledge creation. This paper argues that deliberate organizational design actions in the form of mechanisms can enhance technology users' propensity to innovate in information technology. Specifically, a taxonomy of organizational mechanisms is developed based on the ability of various mechanisms to facilitate knowledge acquisition and knowledge conversion. The conceptual taxonomy is populated with specific design actions described in the literature utilizing a Delphi study. The effects of various classes of mechanisms on three key antecedents of user propensity to innovate in IT: technology cognizance, ability to explore a technology, and intention to explore a technology, are tested using a field study. Results provide support for the conceptual taxonomy. Implications for theory and practice are offered.

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Abstract: So your goal is to be a teacher for the 21st century. The easy way is to stay in the profession for two more years! However, if your goal is to be a teacher that prepares students for the 21st century, then your objective has to be more challenging. The teacher of the future must be not only accomplished in instructional techniques and technology, but also in the integration of technology into the curriculum. The questions arise of what is technology integration, why should we integrate, and how do we integrate. The Jerome Joint School District #261 has spent the last 18 months trying to answer these questions. Although integration models and instructional practices are still developing and being assessed, following are some of the insights into technology integration and some examples teachers in our K-12 district have found to be effective. What is Technology Integration? Let's first define what it is not. Integration is not putting computers in the classroom without teacher training. It will not happen without training. Integration is not substituting 30 minutes of reading for 30 minutes of computer skill development. It is, however, using computers to teach 30 minutes of reading. Integration is not providing application software like electronic encyclopedias, spreadsheets, databases, etc. without a purpose. It is not prepackaged programs that are often unrelated activities clustered around a particular topic that address few higher concepts or goals. Nor is it teacher created programs that cover special interests and/or technical expertise but do not fit content-area curriculum. Defining what technology integration is and is not is the first step in deciding how to integrate it into the classroom. Now let's define what it is. Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. Discrete computer skills take on new meaning when they are integrated within the curriculum. Integration is incorporating technology in a manner that enhances student learning. Technology integration is using software supported by the business world for real-world applications so students learn to use computers flexibly, purposefully and creatively. Technology integration is having the curriculum drive technology usage, not having technology drive the curriculum. Finally, technology integration is organizing the goals of curriculum and technology into a coordinated, harmonious whole. Why Integrate Technology? The next question is why integrate technology at all? This is a question the teachers in the Jerome School District struggled with, especially in the beginning. However, we knew opinions among both the public and other educators are leaning toward the fact that students need to be proficient computer users. Here are a few but important reasons for integrating technology that we have come to understand in our efforts to integrate technology: 1) correctly designed, more depth into the content-area curriculum is possible, 2) in the information age, there is an intrinsic need to learn technology, 3) students are motivated by technology, thus increasing academic engagement time, 4) while working in more depth with the content, students are able to move beyond knowledge and comprehension to application and analysis of information, 5) students learn where to find information in an information rich world, 6) computer skills should not be taught in isolation and 7) students develop computer literacy by applying various computer skills as part of the learning process. How Do You Do It? Once we know what and why, we have the question of how. Michael Eisenberg suggests that there are two requirements for effective integration of technology skills: 1) the skills must directly relate to the content area and to the classroom assignments, and 2) the skills themselves need to be tied together in a logical and systematic model of instruction. …

Abstract: This text tackles some of the issues facing practitioners and researchers in the field of management of technology. Special attention is given to the challenges facing nations and companies at the dawn of a new millennium where technology is expected to dominate every aspect of human endeavour.

Abstract: Knowledge Management (KM) is crucial to organizational survival, yet is a difficult task requiring large expenditure of resources. Information Technology solutions, such as email, document management and intranets, are proving very useful in certain areas. However, many important problems still exist, providing opportunities for new techniques and tools more oriented towards knowledge. We refer to this as Knowledge Technology. A framework has been developed which has allowed opportunities for Knowledge Technology to be identified in support of five key KM activities: personalization, creation/innovation, codification, discovery and capture/monitor. In developing Knowledge Technology for these areas, methods from knowledge engineering are being explored. Our main work in this area has involved the application and evaluation of existing knowledge for a large intranet system. This, and other case studies, have provided important lessons and insights which have led to ongoing research in ontologies, generic models and process modelling methods. We believe that the evidence presented here shows that knowledge engineering has much to offer KM and can be the basis on which to move towards a Knowledge Technology.

Abstract: A conceptual framework of positions on women in Science, Engineering and Technology (SET) was developed, showing a chronological progression of the main approaches to women’s underrepresentation in SET during the past 20 years. Numerous initiatives have been advocated to address women’s underrepresentation in SET in higher education. This article arose out of one such initiative, Winning Women, which was intended to help higher education in Scotland move toward good practice in this field. Two members of the project team describe their key findings and experiences. They illustrate how the underrepresentation of women in SET continues to be both progressive and persistent (using a SET parity index). The conceptual framework was conceived and developed from a metaanalysis of feminist theories of the gendered politics of science and technology.

Abstract: A theoretically based approach to the design, evaluation, modeling, optimization, and utilization of educational technologies is considered. It is analyzed what an educational technology is, what the main problems of its implementation are, and how to solve these problems. Mathematical theory of technology, developed by the author is taken as a theoretical base for the development of educational technology.

Abstract: In this paper, one aspect of public understanding of science is discussed: the use of school science in students' everyday lives. Given the difficulties of using traditional school science in everyday life, the author discusses the possibility of introducing aspects of technology into the science curriculum. It is shown that technology, as curricular content, provides pragmatic models that can be used to connect school science with students' everyday lives. It is argued that the goal of connecting school science to students' everyday lives moves the discussion of public understanding of science to public understanding of technology. The implications and limitations of this movement are also examined.

Abstract: Spend your time even for only few minutes to read a book. Reading a book will never reduce and waste your time to be useless. Reading, for some people become a need that is to do every day such as spending time for eating. Now, what about you? Do you like to read a book? Now, we will show you a new book enPDFd information technology research investing in our future that can be a new way to explore the knowledge. When reading this book, you can get one thing to always remember in every reading time, even step by step.

Abstract: While the potentially crucial role of information technology in the development of Third World countries has been widely prescribed, the evolving interaction between IT and the organization during the process of IT implementation and its implications for managers in these environments, has received little attention This paper argues for more fieldwork to better analyze the dynamic interweaving between the new technology and the social/organizational setting in which it is being embedded

Abstract: I often help my female friends to negotiate parts of the technical world. For one it may be going on a car buying expedition, for another it may be a computer installation, and for yet another it may be the replacement of rotten boards on a front porch. They know that I enjoy such expeditions and, I hope, that they actually believe that I can be helpful. One recent Labor Day weekend I was engaged in helping a friend to replace the worn and damaged boards on her front porch. We worked the day away, pulling boards, removing rotten wood, and replacing it with solid wood. As we worked, I thought about how she probably had not been given much instruction in how to use tools and to construct with wood. Nonetheless, she was trying to do a simple household repair in order to save herself money. Her skills and tool selections were clear evidence of a lack of technical knowledge and her plans for the repair process, while adequate, needed some improvement. Probably, I thought, like my own school experiences, she did not have the opportunity to study “industrial arts” when she was going to school. Yet, I was concerned because young women today, given the opportunity to do so, are still not taking technology education courses in great numbers. Women and girls often perceive the subject of technology education as a male domain, especially after they have had a course in technology education (Hendley, Stables, Parkinson, & Tanner, 1996; Bame, Dugger, & deVries, 1993; Bame & Dugger, 1990). Yet, women are technologists. Women are and have always been significant contributors to the making of the environment of which we are a part. Every woman has been a technological being, using and often inventing tools, materials, and processes in order to adapt and modify her world. Their contributions have been either focused on the traditional homemaking roles of females, or they have been diminished in the records of industrial and economic spheres (Wajcman, 1991). In addition to diminishing the role of women in technology and engineering, many technical occupations, including science, have a low representation of women. Are there differences between women and men which might influence their choice of study and which need to be addressed? Can technology educators begin to address the lack of participation _____________________________

Abstract: The purpose of this study was to investigate the problem‐solving strategies of students as they attempted to design a solution to a technological problem. Ten grade 7 students, who had received no prior technology education instruction, were formed into single‐sex dyads and provided with a design brief from which they designed and made a technological solution. The natural talk between the subjects was taped and transcribed. A description of their designing‐in‐action was added to the transcript. Actions were coded using an empirically derived scheme grounded in both a general problem‐solving model and theoretical models of the design process. Segments coded as designing were analyzed using descriptive statistics. This analysis provided the data for mapping, that is, visually representing, the design process used by the subjects. Results showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas us...

Abstract: Information technology (IT) forms an increasingly important component of donor-funded development projects, yet there has been very little structured analysis of the IT transfer process. This paper presents and evaluates a structured framework for analysis of IT transfer - the information technology transfer life-cycle - based on a study of four Chinese technology projects. The life-cycle framework helps to structure both data-gathering and analysis, and it is used to highlight a number of shortcomings within the Chinese projects. However, several broader project and environmental issues are also identified that impinge on the technology transfer process. The life-cycle framework must therefore be viewed within a broader contextual model, which is presented in the paper.

Abstract: Technology road mapping has emerged in recent years as a key management tool in formulating the link between technological resources and the exploitation of market opportunities. A powerful aid to strategy formulation and communication, the technique has the major advantage of bringing many functions within a business together around a common plan. Although there is no definitive guide to road mapping practice, the application in many different businesses has revealed a number of generic aspects. A major common factor is that technology road maps are concerned with the introduction of technology change into an organisation. This paper proposes a conceptual model of the factors significant for the successful introduction of technology change. The relevance of this framework to technology road mapping is discussed based on the in-depth experience of developing and implementing TRMs for three large companies. Also discussed briefly are results of questionnaires sent to these three companies to obtain a feedback on their post-implementation experiences.

Abstract: Attitudes play an important role in guiding and predicting future actions. In Hong Kong, where traditional attitudes regarding female and male roles often clash with more-modern influences, students' negative or positive attitudes toward technology have obvious implications for their participatory role in society. This paper reports on a study of Hong Kong Pupils' Attitudes Toward Technology. Items in a survey distributed to nearly 3,500 junior secondary school students were used to gauge their attitudes toward several areas of technology. Questions related to parents' careers and domestic influences were also asked.

Abstract: In the Creative Thinking and Technology (CTT) programme, examined in this study, creative thinking is presented as a synthesis between lateral thinking and vertical thinking. In the first semester, the pupils leam thinking tools from de Bono's Cognitive Research Trust (CoRT) programme for creative thinking, using the Lego‐Logo learning environment. In the second semester, they work on original projects. Thirty‐seven projects were built during 3 years of programme implementation. Students contended with complex problems and adopted solutions that combine lateral thinking‐‐readiness to explore multiple ideas without disqualifying any at the outset, with vertical thinking‐‐a deeper examination of solutions, recognizing possibilities and limitations of the system and finding programming solutions. The current study casts further light on the role technology education can play in developing pupils' higher order thinking.

Abstract: This book documents the many changes undergone by vocational education and training (VET), or workforce education, in the United States of America (USA) during the past decade. The contributions from various authors are organised into five thematic chapters: Background chapters on the historical, philosophical, and legislative foundations of workforce education; career and vocational development theory and practice; current issues of concern in program areas; special topics on teacher preparation, curriculum, gender, special populations, and Canadian VET; and, research concerns and speculations on the future of the field. The book contains the following papers: Vocational education: past, present and future / Cheryl L. Hogg; A philosophic view for seeing the past of vocational education and envisioning the future of workforce education: pragmatism revisited / Melvin D. Miller and James A. Gregson; Legislative review of workforce education / Michelle Sarkees-Wircenski and Jerry L. Wircenski; Career education: basic concepts and current status / Kenneth B. Hoyt and Pat Nellor Wickwire; Career education: the foundation for school to work / J. D. Hoye and Harry Drier; Overview of career development theory / Stanley H. Cramer; Elementary- and middle-level career-development issues / Conrad F. Toepfer; High school career development issues / Cheryl L. Hogg; Career development for all / Rich Feller and Timothy Gray Davies; The Tech Prep Associate Degree program / John D. Craig; Issues in technology education related to the evolution of the field / Karen F. Zuga and Phillip L. Cardon; High school vocational education: facing an uncertain future / Kenneth Gray; Postsecondary workforce education / Richard A. Walter and Edgar I. Farmer; Reclaiming a lost legacy: integration of academic and vocational education / Debra D. Bragg; Vocational teacher education / Curtis R. Finch; Curriculum issues / David J. Pucel; Gender equity in workforce education / Susan J. Olson; A Canadian perspective on vocational education and training / John Gradwell; Trends and issues in workforce education for special populations / Lynda L. West and Arden Boyer-Stephens; Research priorities and needs in vocational education / Martin B. Parks and Ross E. Moreton; Future perspectives in vocational education / William Blank; The transition from school to careers / Albert J. Pautler.

Abstract: The paper explores the current context for uses of technology in education, including the nature of work, the capabilities required by employees, and developments in the technology itself. A vision for education is needed: how might students be learning in the future and what role might technology play in this? By making students’ learning needs the focus we can identify the support technology can offer. The issue of student access is discussed— both physical access to technology and the psychological confidence to use it. One major government initiative—the Teaching and Learning Technology Programme—shows the limits of what has been achieved to date. The paper ends by suggesting how changes necessary within the education sector might be better managed.

Abstract: Science, design and technology in the home and local environment responding to the differing needs of children developing good practice in early years settings an integrated approach to science, design and technology education making science, design and technology more relevant to the child ensuring progression and continuity conclusion - the way forward appendices.

Abstract: A major trend in science, mathematics and technology education (SMTE) is the broadening of the curriculum framework beyond the subjects to incorporate social dimensions and the interests brought by the student to learning these subjects At the same time as curricula are changing, the challenges to teachers are increasing New approaches in SMTE lead us to look at how teachers and students are responding Listening to them, it becomes apparent that the nature of the subject taught and learned provides a familiar home for the work they do together, but topics and classroom practices are becoming markedly different from the usual focus of the teacher's subject expertise and student induction into pedagogical rituals This paper discusses the implications of these reform efforts in relation to the didactical and pedagogical challenges which flow from them We go on to consider how, in practice, these changes bear on the concept of teacher professionalism

Abstract: This edited book provides a conceptual framework for the use of technology to enable the learning and participation of pupils experiencing difficulty and/or disability in their education. It includes chapters illustrating different uses of technology to overcome barriers to learning.

Abstract: Starting with the focal question, “what should students know about technology?” we describe and illustrate a way of designing educational technology that is strongly informed by empirical studies of how students actually understand and use a technology. We also have theoretical aspirations in developing what we hope to be general principles that can, along with empirical data, orient design.

Abstract: A discussion of educational uses of technology in the service of enhanced learning. Bringing together the contributions of researchers, practitioners and policy-makers, it aims to improve communication and understanding in educational research and practice involving technology. Networking is particularly emphasized, since increasingly education via technology is available world-wide. Furthermore, many issues of pedagogy, access, equity, culture and social effects are discussed, alongside questions of technology. Technology is a means to allow people to enhance their abilities. More important than technology itself are the educational processes and outcomes. A substantial part of this book discusses these two central issues.

Abstract: Technology education in the age band 5 to 11 has received relatively little research attention over the past ten years. With the exception of data documented by eminent scholars such as Anning (1994; 1997), Jane (1995), Solomon and Hall (1996), and Roth (1994) only a small amount is understood about how children work when designing, making and evaluating with a range of materials, information, systems and tools.