PERSPECTIVES ON ICT ADOPTION IN UGANDAN SCHOOLS

This report discusses steps for the integration and adoption of information and communication technologies (ICT) in Uganda schools. Barriers of ICT adoption for teachers were determined through surveys at three schools in Eastern Uganda. Teachers identified lack of familiarity of ICT resources and lack of ICT skills as the two greatest barriers to ICT integration. Administrators and staffs were also interviewed to determine current resources. Through observations, interviews and collected data the report addresses two major ideas, promoting utilization of ICT resources and development of sustainable ICT programs. Promotion of utilization not only relies on overcoming the major barriers listed, but also developing a positive attitude of ICT. Sustainability is an issue reliant on all three groups of the school community; administration, staff and users.

On the Way to Becoming Global Citizens: Use of ICT by Ukrainian Students

Information is one of the important assets in today's society. Information and communication technologies (ICT) may be particular important for students as one of the tools to become global citizens. The objective of this study was to investigate use of ICT by high school students (n=122) from Ukraine, a developing country. The analysis indicates that majority of students from Ukraine have computer at home and more than half of students have the Internet access at home. In addition, gender differences in the use of computer and the Internet were identified. Educational implications and future directions are discussed.

Modelo de habilidades de las TICs y nuevo perfil profesional de los Consejeros de Orientación en algunos países europeos

El artículo analiza la utilización de las Tecnologías de la Información y Comunicación en el escenario de algunos países europeos en el ámbito de la Orientación Educativa y Profesional.

Modelo de habilidades de las TICs y nuevo perfil profesional de los Consejeros de Orientación en algunos países europeos

El artículo analiza la utilización de las Tecnologías de la Información y Comunicación en el escenario de algunos países europeos en el ámbito de la Orientación Educativa y Profesional.

Modelo de habilidades de las TICs y nuevo perfil profesional de los Consejeros de Orientación en algunos países europeos

El artículo analiza la utilización de las Tecnologías de la Información y Comunicación en el escenario de algunos países europeos en el ámbito de la Orientación Educativa y Profesional.

Las Infraestructuras de Datos Espaciales (IDE) como un recurso educativo TIC . Estrategias de formación y difusión para el profesorado de la Educación Secundaria Obligatoria

Desde mediados de los 90, gracias a las posibilidades de la World Wide Web, se liberó la cartografía de su dependencia del medio físico, posibilitando el acceso y visualización de millones de mapas almacenados en formatos gráficos a través de Internet. En este contexto, el papel de la Información Geográfica (IG) en la vida cotidiana adquirió relevancia en la medida que el acceso a la misma resultaba cada vez más fácil gracias a múltiples herramientas y aplicaciones para distribuir y acercar los mapas en distintos formatos a la sociedad en general. Sin embargo, dado que esa información enseguida pasaba a estar desactualizada, surgió una demanda desde distintos ámbitos (seguridad, medio ambiente transporte, servicios, etc.) y de la sociedad en general para disponer de la información más actual. Como respuesta a esta demanda, surgen las iniciativas denominadas Infraestructuras de Datos Espaciales (IDE). Estas iniciativas, mediante la acción coordinada de un conjunto de tecnologías, estándares, normas y políticas, brindan la posibilidad a los usuarios de acceder, a través de Internet, a IG actualizada producida por instituciones y organismos oficiales, en un marco colaborativo y sustentada en una estructura organizativa. En este contexto, el ámbito educativo no ha permanecido ajeno representando uno de los espacios más propicios para la difusión de las potencialidades y usos de las IDE. En esta tesis se propone la utilización de las IDE en el contexto educativo, específicamente en la Educación Secundaria Obligatoria (ESO). Utilizar las IDE en el contexto educativo implica asignarle un papel en el proceso de enseñanza-aprendizaje y en el marco de esta tesis se presentan los fundamentos teóricos que permiten afirmar que las IDE son un re-curso educativo que responde a las características de las Tecnologías de la Información y la Comunicación (TIC). Esto se explicita a través de un concepto más amplio que hemos denominado “recurso educativo TIC”. En este contexto se analizan las posibilidades que ofrece las IDE para alcanzar los objetivos de aprendizaje de asignaturas de la ESO relacionadas con IG y se identifican contenidos susceptibles de ser abordados utilizándolas. Por otra parte, atendiendo al modelo educativo del aprendizaje basado en competencias, se exponen las posibilidades y potencialidades que ofrecen las IDE para desarrollar la competencia digital. Una vez planteado el marco teórico se desarrollaron dos estrategias de formación y difusión de las IDE orientadas al profesorado de la ESO. En primer lugar, utilizando el Modelo de Diseño Instruccional ADDIE, se diseñaron, desarrollaron, implementaron y evaluaron tres cursos e-learning para el profesorado de ESO de las asignaturas Ciencias Sociales, Ciencias de la Naturaleza y Tecnología. En segundo lugar, con objetivo de complementar los resultados obtenidos de los cursos e-learning, se realizó una actividad en dos Institutos de Educación Secundaria orientada a difundir las IDE. La puesta en práctica de estas estrategias ofreció al profesorado la información necesaria sobre qué son las IDE y proporcionó ejemplos concretos de uso de las mismas en su asignatura, permitiéndoles disponer de los conocimientos e información para emitir una valoración sobre las posibilidades que ofrecen las IDE como un recurso educativo TIC. Since about the middle of the 1990 decade, owing to the potential of the World Wide Web, cartography freed itself from its dependence on its physical support, enabling the access and visualisation of millions of maps stored in graphical formats through the Internet. In this context, the role of Geographic Information (GI) in daily life became relevant in as much as its access turned out to be ever easier due to multiple tools and applications to distribute and bring maps in different formats closer to society in general. Yet, since the information available often became outdated, a demand for updated information arose from different specific fields (security, environment, transport, services, etc.) and from the general public. As a response to this demand, the so-called Spatial Data Infrastructure (SDI) initiatives arose which, through the coordinated action of a set of technologies, stan-dards, and policies, enabled users to access updated GI created by organisations and official institutions, through the Internet, within a cooperative framework and an organisational structure. In this context the educational world has not remained aloof, since it represented one of the most propitious scope for the dissemination of the potentials and uses of SDI. In this thesis the utilization of SDI in the educational context is proposed, specifically in the Spanish Compulsory Secondary Education (Educación Secundaria Obligatoria – ESO). This utilization implies assigning SDI a role in the teaching-learning process; here the theo-retical foundation is presented which allows asserting that SDI is an educational resource fitting in with the characteristics of the Information and Communication Technologies (ICT). This is made explicit by means of a broader concept we have called “ICT educa-tional resource”. The possibilities offered by SDI to reach the objective of learning ESO subjects related to GI are analyzed, and contents apt to be addressed by using them are identified. On the other hand, attending to the educational model of learning based on competences, the possibilities and potentials the SDI offer to develop the digital compe-tence are exposed. After having set forth the theoretical frame, two strategies of training and dissemination of SDI were developed, oriented to the ESO teaching staff. First, using the ADDIE Instruc-tional Design Model, three learning courses were designed, developed, implemented and evaluated for the ESO teaching staff in the subjects of Social Sciences, Natural Sciences and Technology. In the second place, with the purpose of supplementing the results ob-tained from the e-learning courses, an activity was carried out in two High Schools, ori-ented to disseminate the SDI. The implementation of these strategies offered the teaching staff the needed information concerning the SDI and provided specific instances of utilisa-tion thereof in their subject, thus enabling them to acquire the knowledge and information to issue an assessment of the possibilities the SDI offer as an ICT educational resource

Repercusión y análisis de las nuevas tecnologías en el entorno educativo del siglo XXI

Desde que se implantó la Sociedad de la Información, educadores e investigadores de todo el mundo han discutido y reflexionado sobre temáticas acerca de cómo deben ser usadas las Tecnologías de la Información y la Comunicación (TIC) para apoyar los aprendizajes, y cómo estas herramientas pueden ser útiles para mejorar los resultados académicos. Vivimos en una sociedad dinámica, sujeta a continuos cambios que afectan a cada una de los sectores de nuestra vida. El auge de las TIC ha transformado nuestro modo de pensar, de relacionarnos e incluso la manera de enseñar y de aprender. De ahí que la incorporación de las TIC a la sociedad en general y, de forma específica, al mundo de la educación se perciba hoy, como una realidad cada vez más consolidada y también como una necesidad. Por eso, este trabajo tiene como objetivo fundamental la evaluación de la implantación y el desarrollo que la educación y las TIC han tenido desde comienzos del siglo XXI hasta nuestros días. Este trabajo se dividirá en dos partes diferenciadas y complementarias. En una primera sección se presenta el marco teórico de los pilares fundamentales que sustentan la interacción entre educación y nuevas tecnologías y lo que ello conlleva. Un segundo apartado presenta el diseño metodológico de la investigación y los resultados alcanzados al aplicar instrumentos de evaluación en un centro escolar y su posterior análisis e interpretación de los resultados en referencia al impacto de las nuevas tecnologías en las aulas. ABSTRACT Since Information Society was introduced, educators and researchers from around the world have discussed and have reflected on issues about how the Information Technology and Communication (ICT) must be used to support learning, and how these tools can be useful for improving academic outcomes. We live in a dynamic society that is subject to continuous changes affecting every sector of our life. The growth of ICT has transformed the way we think and interact and even the way of teaching and learning. Hence, the incorporation of ICT in society in general and, specifically, in the world of education today is perceived as an increasingly consolidated reality and also as a necessity. Therefore, this work has as main objective the evaluation of the implementation and the development that education and ICT have had since the beginning of the XXI century to today. This work is divided into two distinct and complementary parts. The first section presents the theoretical framework of the pillars that support the interaction between education and new technology and what it entails. The second section presents the methodology of the research and results achieved by applying assessment instruments in a school and its subsequent analysis and interpretation of the results concerning to the impact of new technologies in the classrooms.

The Role of ICT in Scaling Up the Impact of Social Enterprises

Information and Communication Technologies (ICT) can help social enterprises and other organizations working on global sustainability issues and in the human development sector in general scale their social impact. The flexibility, dynamism, and ubiquity of ICTs make them powerful tools for improving relationships among organizations and their beneficiaries, multiplying the effects of action against many, if not all, aspects of global unsustainability, including poverty and exclusion. The scaling of social impact occurs in two different dimensions. On one hand, ICTs can increase the value proposition of a program or action (depth scaling) in different ways: providing accurate and fast needs recognition, adapting products and services, creating opportunities, building fairer markets, mobilizing actions on environmental and social issues, and creating social capital. On the other hand, ICTs can also increase the number of people reached by the organization (breadth scaling) by accessing new resources, creating synergies and networks, improving organizational efficiency, increasing its visibility, and designing new access channels to beneficiaries. This article analyzes the role of ICT in the depth and breadth scaling of social impact.

Entornos de ayuda a la vida independiente de personas mayores sobre servicios de redes de próxima generación

El progresivo envejecimiento de la población está produciendo una elevada demanda de servicios socio‐asistenciales por parte de las personas mayores para mantener su vida independiente y el consiguiente “envejecimiento activo”. La iniciativa Ambient Assisted Living (AAL) promueve el “envejecimiento activo” a través de las Tecnologías de la Información y las Comunicaciones (TIC) y es en ella donde se centrará el trabajo de esta tesis doctoral. Una característica fundamental de los servicios AAL es su adaptación y personalización a las características y preferencias del usuario y su contexto. Así, el paradigma “context awareness” presenta una gran relevancia en la provisión de servicios AAL y en el soporte a la vida independiente de las personas mayores. Concretamente, la utilización de ontologías permite crear modelos de usuarios y contexto que pueden ser utilizadas para los mecanismos de razonamiento incluidos en los servicios context‐aware. Por otra parte, los usuarios actualmente precisan acceder a un conjunto de servicios desde cualquier red de acceso y desde cualquier dispositivo. Las redes de próxima generación (Next Generation Networks‐NGN) lo hacen posible pues ofrecen una convergencia dispositivo‐red‐servicio. La tecnología IMS (IP Multimedia Subsystem) es una arquitectura que implementa el paradigma NGN y ofrece una serie de servicios de red genéricos llamados servicios habilitadores o enablers que pueden ser reutilizados en cualquier aplicación, soportando mecanismos de interoperabilidad entre aplicaciones y permitiendo un desarrollo robusto, rápido y sencillo. Además, los servicios enablers permiten mecanismos de gestión de la información de usuario para realizar una provisión adaptada del servicio en función de la información del estado del usuario. El objetivo de esta tesis doctoral se centra en establecer un marco de convergencia entre estos dos campos diseñando y desarrollando un conjunto de servicios enablers soportados en una arquitectura IMS implementada para soportar la provisión de aplicaciones AAL bajo el paradigma context‐awareness y la triple convergencia reddispositivo‐ servicio cubriendo así las necesidades y requisitos de las personas mayores. Entre las aportaciones de la presente tesis se destaca la realización de un modelo de plataforma servicios AAL, denominado Residencia Virtual Asistiva, para su provisión en el domicilio de la persona mayor, así como la propuesta de implementación de sus servicios a través de servicios enablers. Por otra parte se define una ontología destinada a modelar servicios AAL así como sus usuarios (personas mayores) para lograr una provisión personalizada y adaptada de servicios AAL. Esta ontología se ha implementado a través del servicio de presencia de la arquitectura IMS para poder crear perfiles de usuario y así poder realizar dicha provisión personalizada. Además, se desarrolla una aplicación de teleconsulta, como ejemplo de servicio AAL, que utiliza una serie de servicios enablers desarrollados para ofrecer funcionalidades avanzadas a la aplicación. Bajo el paradigma contex‐awareness se ha desarrollado y evaluado técnicamente un servicio enabler para ofrecer soporte a la movilidad y a la independencia de las personas mayores con deterioro cognitivo que sufren episodios de desorientación espacial. ABSTRACT The progressive ageing of the population is making elderly people demand sociohealthcare services to maintain an independent living and therefore an “active ageing”. The initiative Ambient Assisted Living (AAL), on which the current PhD thesis is focused, promotes the “active ageing” by means of Information and Communication Technologies (ICT). Essential features of AAL services are the adaptation and personalization to the user’s characteristics and preferences as well as user’s context. Thus, the “context‐awareness” paradigm implies a great importance in the AAL service provision and the elderly independent living support. In particular, the usage of ontologies allows creating user and contexts models to be employed in the reasoning mechanism of context‐aware services. On the other hand, users currently require accessing to a set of services from anywhere and any device. Next‐Generation Networks (NGN) support this need by offering a service‐network‐device convergence. The IP Multimedia Subsystem (IMS) technology is an architecture that implements the NGN paradigm and offers a generic network services know as service enabler which can be reused by any application supporting application interoperability mechanism as well as allowing a simple, fast and robust application development. Furthermore, the service enablers offer user’s information management procedures to achieve and adapt service provision considering the user’s status. The objective of this PhD thesis is focused on establishing a convergence framework between these two previous fields by designing and developing a group of service enablers that will be deployed in an IMS architecture. The enablers developed will support the AAL applications provision from the context‐awareness paradigm and service‐network‐device convergence in order to cover the elderly people’s requirements and needs. Among the contributions achieved in this PhD thesis, the definition of an AAL platform service model, named as “Assited Virtual Nursing Home”, for being deployed in the older adult home is emphasised. In addition, a proposal of service enablers to support the AAL service defined in the model is made. Otherwise, an ontology is defined to model AAL services as well as their users with the aim at achieve a personalized and adapted AAL service. This ontology has been implemented by means of the IMS service presence in order to create users profiles to be used in the personalized AAL services. As an example of AAL service, a teleconsulting application has been developed to employ a group of service enablers developed using a set of advanced functionalities. Considering the context‐paradigm, a service enabler has been developed and technologically evaluated to support the mobility and independence of elderly people with mild cognitive impairment who suffers spatial disorientation episodes.

A holistic experience in the integrated learning of specialized English and content in Engineering degrees

This paper aims to outline a theory-based Content and Language Integrated Learning course and to establish the rationale for adopting a holistic approach to the teaching of languages in tertiary education. Our work focuses on the interdependence between Content and Language Integrated Learning (CLIL), and the use of Information and Communication Technologies (ICT), in particular regarding the learning of English within the framework of Telecommunications Engineering. The study first analyses the diverse components of the instructional approach and the extent to which this approach interrelates with technologies within the context of what we have defined as a holistic experience, since it also aims to develop a set of generic competences or transferable skills. Second, an example of a course project framed in this holistic approach is described in order to exemplify the specific actions suggested for learner autonomy and CLIL. The approach provides both an adequate framework as well as the conditions needed to carry out a lifelong learning experience within our context, a Spanish School of Engineering. In addition to specialized language and content, the approach integrates the learning of skills and capacities required by the new plans that have been established following the Bologna Declaration in 1999.

Capacity Building through education, research and collaboration: AFRICA BUILD, an eHealth Case Study

AFRICA BUILD (AB) is a Coordination Action project under the 7th European Framework Programme having the aim of improving the capacities for health research and education in Africa through Information and Communication Technologies (ICT). This project, started in 2012, has promoted health research, education and evidence-based practice in Africa through the creation of centers of excellence, by using ICT,?know-how?, eLearning and knowledge sharing, through Web-enabled virtual communities.

NA PALMA DA MÃO: A difusão de celulares e smartphones e possibilidades para o ensino-aprendizagem no Brasil

A pesquisa considera a difusão de celulares e smartphones e as consequências deste fato em possibilidades para o ensino-aprendizagem. Aparatos de comunicação sempre estiveram ligados ao processo de ensino-aprendizagem. Entretanto, com o desenvolvimento mais intenso, nas últimas décadas, das Tecnologias de Informação e Comunicação (TIC), essa relação vem ganhando novos contornos. Surge a Internet, a evolução das máquinas computacionais e, recentemente, a explosão dos dispositivos móveis, fornecendo novos produtos e serviços convergentes. Nesse contexto, celulares e smartphones tem sido utilizados e recomendados para apoio e complemento do processo de ensino-aprendizagem: a chamada Aprendizagem Móvel. Esse ramo cresce devido à rápida expansão e barateamento dessas tecnologias na sociedade. Para verificar cientificamente essa relação foi realizada uma pesquisa de natureza qualitativa, do tipo exploratória, com dois projetos de Aprendizagem Móvel em andamento no Brasil, o Palma – Programa de Alfabetização na Língua Materna e o Escola Com Celular – ECC. Assim, a partir dos dados provenientes da pesquisa, identificamos alguns aspectos relacionados ao uso de celulares e smartphones para o processo de ensino-aprendizagem que contribuem na compreensão desse campo ainda em construção no Brasil. O uso desses dispositivos como suporte para processos de ensino-aprendizagem nos projetos estudados é delineado pelos aspectos tecnologia, dispositivo, público e contexto e novas tecnologias e Aprendizagem Móvel. O aspecto dispositivo desdobra-se em dimensões como disseminação, multifuncionalidade e acessibilidade que embasam os projetos, ainda favorece características apontadas como importantes para o processo de ensino-aprendizagem na atualidade, como mobilidade e portabilidade. Os projetos pesquisados demonstram potencial e metodologia adequada aos contextos para os quais foram criados e aplicados. Entretanto, a pesquisa indicou que ao mesmo tempo em que celulares e smartphones representam o ápice da convergência tecnológica e são considerados extremamente populares e acessíveis na sociedade contemporânea, com possibilidades concretas como nos projetos estudados, não conseguiram conquistar uma posição sólida como suporte para o ensino-aprendizagem. Tal indicação se deve, de acordo com o corpus, à carência de alguns fatores, como: fomento, as práticas se mostram extremamente dependentes da iniciativa pública ou privada para sua extensão e continuidade; sensibilização para o uso de tecnologias disponíveis, não consideram o aparelho dos próprios alunos e um planejamento que inclua, capacite e incentive o uso desses dispositivos. Além disso, a pesquisa também destaca a necessidade de uma visão crítica do uso e papel da tecnologia nesses processos.

Does the European Union create the foundations of an information society for all? Bruges European Economic Policy (BEEP) Briefing 11/2005

In order to increase the use of information and communication technologies (ICT) in the European Union Member States, the European Commission, on the initiative of Commissioner E. Liikannen, launched in December 1999 a bold programme called “eEurope”. Soon after its creation, the eEurope programme was integrated into the so- called Lisbon agenda for Europe to become the “most advanced knowledge based economy” in the world. We try to assess if the programme is successful in achieving its stated objective of promoting a knowledge based economy through the development of an “information society for all”. First, we conclude that eEurope, due to its origins and its procedures, has intrinsic limits both as regards its scope and effectiveness. Second, we show how Member States have adopted different trajectories towards the “knowledge based society”. To identify these heterogeneous paths of growth, we have selected a set of variables that, combined together, represent the institutional arrangements specific to a country or a group of countries. We found sharp differences between two advanced models that we label, respectively, as Scandinavian and Anglo-Saxon. Without asserting the superiority of a model, we propose policy orientations to help Europe overcome those gaps hindering the move towards knowledge economies where information society technologies are widely diffused.

TIC em hospitais privados: estudo do uso, do custo e da integração

A tese estuda e analisa as Tecnologias da Informação e Comunicação (TIC) disponíveis em hospitais no Brasil, associados à ANAHP – Associação Nacional de Hospitais Privados que patrocinou a coleta de dados e apoiou a pesquisa com dois temas centrais: uso e custo; integração e interoperabilidade das TIC. A Organização para a Cooperação e Desenvolvimento Econômico (OECD), em estudo sobre TIC em saúde, afirmou que, se implantadas de maneira eficiente, as TIC podem resultar em melhoria da qualidade na prestação de serviços de saúde, aumento da segurança no atendimento ao paciente e custos menores. Para permitir a comparação de resultados e o uso de modelos de pesquisa confiáveis, este estudo adaptou o Modelo de Pesquisa de Uso de TI utilizado pelo GVcia - Centro de Tecnologia da Informação Aplicada da FGV – EAESP e realizou uma complementação dos instrumentos de pesquisa para levantar dados específicos da integração das TIC em hospitais utilizando com referência uma pesquisa aplicada a hospitais norte-americanos. A coleta de dados foi realizada para o período 2009 a 2015 em duas etapas. Na primeira, foi enviado o questionário eletrônico, validado por executivos de hospitais e apresentado no apêndice A. Na segunda etapa, os dados enviados foram validados e aspectos da integração foram esclarecidos por meio de entrevistas. O estudo de custo e uso das TIC resultou no cálculo de diversos indicadores. Gastos e investimentos com TIC em hospitais privados atingiu a 3,5% do faturamento anual dos hospitais da amostra enquanto que o setor da saúde, por sua vez, gastou e investiu 6,4% do faturamento anual com as TIC que implementou. Outro indicador inédito e importante para futuros estudos no setor é o custo anual das TIC por leito hospitalar que permaneceu estável em torno de US$ 39.000 entre 2010 e 2014 e caiu para US$ 36.000 em 2015, valor equivalente a R$ 120.000 de dezembro de 2015. Outras estatísticas e indicadores apresentados no estudo ajudam a entender a evolução e o desempenho das TIC na prestação de serviços de saúde e poderão ser úteis para decidir se as TIC ajudarão a melhorar a segurança e atenção ao paciente, aos profissionais de saúde no acesso a dados do paciente, e a necessária sintonia com o Modelo da Saúde Digital (e-Saúde), a custos adequados. Os resultados do presente estudo são comparáveis aos americanos semelhantes e permitem inferir que o parque tecnológico em uso nos hospitais privados brasileiros poderá alavancar a integração de sistemas existentes, permitindo a sintonia com Modelos de Saúde Digital, com a melhoria de desempenho da cadeia estendida da saúde na atenção ao cidadão que poderá ser assistido onde estiver, a qualquer momento, com segurança. Ação gerencial e investimentos são os tópicos centrais que envolvem a integração.