The evolution of an online community - a case study

This article reflects findings from a long term case study of an online community of practice established through a network for the professional education of teachers in Ontario, Canada. The Education Network of Ontario/Réseau éducatif de l'Ontario (ENO/REO) was created in 1992–1993 to support and connect teachers from kindergarten to grade 12 in the province of Ontario. Its mandate was to ensure that all teachers had free access to the Internet and to each other and to encourage the development of skills in the area of information and communication technology with the ultimate goal of using those skills to improve classroom practice. The study investigated whether information technology had the potential to connect teachers to each other in order to build the capacity to create networks where professional learning could take place in a cost-efficient and flexible time and/or place. It was found that participants were early adopters who enjoyed innovation, that online networkswere supportive for learning but hard to maintain over time, and though they supported the integration of technology in the classroom, other barriers within schools could challenge this effect.

E-creativity: investigating computer-supported creativity

A fusion of the power of modem information and communication technology with the potential of human creativity provides an important and interesting area for research. In this paper, we outline this general research area that we term ecreativity. In particular, we describe our own focus of interest that we label computer supported creativity and the design of creativity support systems. As this is a largely uncharted territory, further research is of vital importance. We describe our research approach in this area and illustrate this with extracts from a case study of an artist who makes extensive and novel use of information technology in her creation of paintings.

QTP in Victoria: listening to teachers leads to quality professional development

How do you get information and communication technology working for authentic learning across the curriculum? It depends on quality professional development. The author draws on her research and evaluation work on a Quality Teacher Program pilot project by the Victorian Department of Education and Training to explain why listening to teachers is leading to just that.

Relational ethics in global commerce

This article identifies the fragility of relationships and ethical practices in the context of global commercial relationships and reflects upon the centrality of human relationships in commerce. The connections between people in global business are underpinned by ethical actions and outcomes and influenced by the degree that information and communication technology are part of the commercial relationship. Issues of trust, privacy, sharing, communication, security, anonymity, and learning emerge as relevant. This analysis positions relational ethics into the field of commerce, exposes the critical issues, and makes recommendations for ways to work with and further develop the link between commerce and relational ethics at the global level, especially in the light of developing technologies and the growth of e-commerce.

Educating for the future : technological advantages?

Educating students for the future involves providing them with skills to cope with technological change. Schools and teachers have been adapting their practices in mathematics and science to incorporate information and communication technology (ICT) as a routine aspect of learning. However, recent research indicates that not all students have equal access to the technologies they need. A number of reasons are investigated: the location of the schools (regional and rural settings), the capabilities of the teachers and access by staff and students to high quality resources. This paper presents the findings of this research.

Supporting teachers as action researchers

Teachers’ professional learning has a critical influence on students’ learning outcomes and much attention has been paid to understanding how effective ongoing professional learning for teachers can be achieved in schools. This paper reports on research exploring how processes of action research can be combined with support for teachers becoming active participants in wider communities of professional practice. The research approach draws on previous studies highlighting action research as an effective strategy for promoting teachers’ ongoing professional learning. However, the researchers consider that such benefits may be further enhanced by encouraging teachers to systematically document, publish and present their action research initiatives so they can be shared in a wider community of professional practice. In this study the researchers supported small teams of teachers from 21 Victorian schools in their development of school-based action research projects. The projects were aligned with regional improvement priorities and broadly covered the areas of improving assessment, developing students’ thinking skills and the use of information and communication technology. The teams of teachers collaborated with the researchers, regional curriculum leaders and other teachers in their region to develop and refine their initial action research questions and strategies. The teams then met locally and as a regional group several times throughout one year to present their progressive findings as they carried out their action research projects, and to reflect on what they were learning as a larger community of professionals. Teachers were encouraged to document their action research projects throughout the year which were then compiled into a book to be shared with other teachers in the region. All of the teams presented their findings to other colleagues at a final regional symposium. At the conclusion of the year the teachers were invited to participate in a survey investigating the potential for this approach to improve their experiences of ongoing professional learning. Teachers were also interviewed to explore changes in the ways they were framing the concept of their own professional learning.

Implementation of ICTs in primary music education in Hong Kong

This study investigated the present state of IT policy implementation in relation to music education. The current status of Information and Communication Technology (ICT) integration in music curriculum in primary schools in Hong Kong has been assessed to provide references and recommendations for enhancing the state of integration, and for subsequent and sustainable development.

ICT corporate governance : a case study of a not-for-profit community healthcare organisation

Organisations, regardless of sector and size, are increasingly deploying information and communication technology (ICT) to transact with their stakeholders. Whilst on the one hand this offers efficiencies like improved communication and better resource usage through a reduction in duplication, on the other hand it raises issues of responsiveness, trust, privacy and confidentiality, In this paper we report how an Australian not-for-profit community healthcare organisation experienced and responded to the challenges of governance with respect to its ICT. The lessons From the case study are that comprehensive documentation, top management commitment, and appropriate skills to manage tasks and time are crucial when planning to implement such systems.

Towards a model to explain knowledge sharing in complex organizational environments

Effective knowledge sharing underpins the day-to-day work activities in knowledge-intensive organizational environments. This paper integrates key concepts from the literature towards a model to explain effective knowledge sharing in such environments. It is proposed that the effectiveness of knowledge sharing is determined by the maturity of informal and formal social networks and a shared information and knowledge-based artefact network (AN) in a particular work context. It is further proposed that facilitating mechanisms within the social and ANs, and mechanisms that link these networks, affect the overall efficiency of knowledge sharing in complex environments. Three case studies are used to illustrate the model, highlighting typical knowledge-sharing problems that result when certain model elements are absent or insufficient in a particular environment. The model is discussed in terms of diagnosing knowledge-sharing problems, organizational knowledge strategy, and the role of information and communication technology in knowledge sharing.

Blended learning in a higher education multicultural environment

This thesis has two outcomes. First, it provides a detailed analysis of how international computing students experience a blended learning environment, identifying their perceptions of the new environment, perceptions of the use of ICT in their studies, preparedness and experiences in using ICT tools, and effective participation in ICT-mediated activities as critical aspects of teaching and learning environments that warrant particular attention by teachers of these students. The second outcome of this thesis is a set of pedagogical principles for the design and development of blended learning, contextualised in local and broader educational challenges typical of a multicultural student body, consistent with a globalised world.

A multilevel social network perspective on IT adoption

Adoption of technologies has long been a key area of research in the information systems (IS) discipline, and researchers have thus been interested in the attributes, beliefs, intentions, and behaviors of individuals and organisations that could explain information and communication technology (ICT) adoption. The focal unit of adoption has mainly been individuals and organisations, however, research at group or social network level as well as the inter-organizational level have recently gained increased interest from IS researchers. This recent focus supports the view of the world as being the sum of all relations. Various social network theories exist that seek to emphasize different proficiencies of social networks and explain theoretical mechanisms for behavior in social networks. The core idea of these theories is that social networks are valuable, and the relations among actors affect the behavior of individuals, groups, organizations, industries, and societies. IS researchers have also found that social network theory can help explain technology adoption. Some researchers, in addition, acknowledge that most adoption situations involve phenomena occuring at multiple levels, yet most technology adoption research applies a single level of analysis. Multilevel research can address the levels of theory, measurement, and analysis required to fully examining research questions. This paper therfore adapts the Coleman diagram into the Multi-level Framework of Technology. Adoption in order to explain how social network theory, at the individual and social network level, can help explain adoption of ICT. As Coleman (1990) attempts to create a link between the micro and macro level in a holistic manner, his approach is applicable in explaining ICT adoption

Framing ICT policies to facilitate participatory e-government

This paper examines the role of information and communication technology (ICT) policies in shaping the participatory nature of local e-government. It suggests that civic involvement through e-government practices requires a combination of direct and indirect ICT policies (Cohen, van Geenhuizen and Nijkamp, 2005). Direct policies focus on ICT infrastructure development and enhance civic adoption and use of ICTs. ICTs also support policies indirectly through data organisation, information dissemination and the provision of spaces for discourse, deliberation and contributions to decision-making processes. Drawing from policy examples from Australia and the United Kingdom (UK), this paper suggests the need to combine federal guidance with local knowledge, while using policies to support ICTs and using ICTs to support policies. Such a cohesive and integrated policy relationship between federal and local government bodies is needed if local e-government is to advance to facilitate civic engagement.

Inference of personal sensors in the internet of things

Smartphone technology has become more popular and innovative over the last few years, and technology companies are now introducing wearable devices into the market. By emerging and converging with technologies such as Cloud, Internet of Things (IoT) and Virtualization, requirements to personal sensor devices are immense and essential to support existing networks, e.g. mobile health (mHealth) as well as IoT users. Traditional physiological and biological medical sensors in mHealth provide health data either periodically or on-demand. Both of these situations can cause rapid battery consumption, consume significant bandwidth, and raise privacy issues, because these sensors do not consider or understand sensor status when converged together. The aim of this research is to provide a novel approach and solution to managing and controlling personal sensors that can be used in various areas such as the health, military, aged care, IoT and sport. This paper presents an inference system to transfer health data collected by personal sensors efficiently and effectively to other networks in a secure and effective manner without burdening workload on sensor devices.

Application of fast and robust equalization in communication technology

This thesis explores the potential of several popular equalization techniques and proposes new approaches to overcome their disadvantages. A H2 optimal initialization has been proposed to overcome the slow convergence problem while keeping the simplicity algorithms. The effectiveness of the methods proposed in this thesis has been verified.

Information communication technology in secondary science education in Sri Lanka

This study researched the instruction of pre-service science teachers in Sri Lanka in the use of information communication technologies. It examined the use of a framework called the Technological Pedagogical Content Knowledge model that was found to assist the pre-service teachers in the effective use of technologies in their teaching.