Technology and marginalization: a case study of the limited adoption of the intranet at a state-owned organisation in rural Australia

Taking a critical theory approach and the pluralist view of technology, this paper examines the problems in organizational communication that arose due to the implementation of a limited intranet electronic mail system as the main channel of communication between a rural stateowned organization and its city-based Head Office, installed at the sole discretion of the latter.
The intranet was provided only to the administration division and managers of some units due to financial constraints. This required others to receive information carried via the intranet through a gatekeeper who due to information and work overload, failed to disseminate the information effectively and efficiently. Using a combination of qualitative data collection methods, this study found that the intranet had marginalized those without access to it and reinforced the privileged position of those already with higher status within the organization, contrary to the utopian predictions
of new technologies as leading to social equality.

Technology and teachers in rural schools: creating future advantage

While there seem to be compelling arguments for the incorporation of computers and their applications into curricula, the reality is far from ideal. Problems are particularly evident for teachers and students in rural areas. This paper reports on a project situated in regional and rural areas of Victoria (Australia) in which a group of 16 primary and secondary teachers participated in an intensive program of professional development designed to assist them in embedding ICT into their classroom. The project provides some insight into the availability and use of current technological resources in the rural schools and examines the impact of an intensive professional development program of instruction on the implementation of ICT into the curriculum.

Technology and teachers in rural schools : diversity and similarity

This paper reports on a project situated in regional areas of Victoria in which 16 primary and secondary teachers participated in an intensive professional development program designed to assist them in embedding Information Communications Technology (ICT) into their classroom practice. The project provides some insight into the availability and use of current technological resources in the rural schools and examines the impact of an intensive professional development program on the implementation of ICT into the curriculum.

The results identified a large diversity of circumstances experienced by the schools in the project, not only in terms of ICT availability and use, and teacher experience, but also in more general issues of cultures of curriculum planning and integration, size, communication, and pedagogical presumptions. The successful integration of ICT into their pedagogical practice was influenced by a complex of factors including the availability of ICT resources, the teachers’ ICT skill level, the teachers’ ability and opportunity to integrate ICT in classroom, the level of support provided, both technical and pedagogical, and the curriculum requirements.

The results of the project have been positive with evidence of increased networking among the teachers, changes in teaching practice and increased teacher proficiency and awareness of ICT resources. The project has highlighted common difficulties that teachers experienced including frustrations with the unreliability of technology and a lack of time for necessary training and preparation. In response to the constraints, teachers have been resourceful and inventive in developing pedagogical strategies to aid the integration of ICT into their classroom practice.

Technology transfer of renewable energy for rural development: historical evolution and lessons of experience from the model WWP

Technology transfer (TT) in the area of renewable energy (RE) throughout history has been an important tool for rural development (RD). Initially, the TT has been conceptualized as the purchase or donation of machinery from first world countries - without any consideration of staff training and contextual conditions for the adaptation of technology to the needs of the country. Various researches have revealed the existence of different approaches to planning the TT of RE, demonstrating the high complexity of projects from the social and contextual dimension. This paper addresses the conceptual evolution of the TT of RE for RD, examining its different periods considered for three criteria: historical events occurred, the role of stakeholders and changing objectives for the TT of RE for RD. For the conceptual analysis of changes the model Working With People (WWP) is used for planning and project management of high social complexity in RD. The analysis defines the existence of four historical periods in the TT of RE and synthesizes the lessons of experience from the three dimensions (ethical-social, technical-entrepreneurial, and political-contextual) of the WWP model.

Telehealth handbook : a guide to telecommunications technology for rural health care /

Mode of access: Internet.

Technology in rural transportation : "simple solutions" /

"July 1997."

Illinois Rural Life Panel survey : spring 2000 report : addressing issues about the quality of life, availability of skilled labor, housing, access to computer technology, impact of the Internet, and womens' health /

"First printing: March 2001"--T.p. verso.

Joint congressional hearing on the changing information needs of rural America : the role of libraries and information technology : July 21, 1982.

Mode of access: Internet.

Transferring technology from university to rural industry within a developing economy context:the case for nurturing communities of practice

The primary aim of this paper is to demonstrate how technology transfer between universities and rural industries in developing countries can be achieved effectively, using independent research and advisory centres as intermediaries. It draws on a longitudinal action research study, which experiments with the process of nurturing and bridging communities of practice amongst recipients of technology and stakeholders concerned with technology diffusion, productivity and economic development. Its empirical evidence is from an academic-related, non-government intervention initiative targeting two small-scale industries, namely fish farming and coffee production, in the Cauca region of Colombia. Results demonstrate how barriers to transfer can be overcome. The intervention is considered as instrumental; its key components and outcomes are discussed in detail. © 2012 Elsevier Ltd. All rights reserved.

Intermediation for technology diffusion and user innovation in a developing rural economy:a social learning perspective

Technology intermediaries are seen as potent vehicles for addressing perennial problems in transferring technology from university to industry in developed and developing countries. This paper examines what constitutes effective user-end intermediation in a low-technology, developing economy context, which is an under-researched topic. The social learning in technological innovation framework is extended using situated learning theory in a longitudinal instrumental case study of an exemplar technology intermediation programme. The paper documents the role that academic-related research and advisory centres can play as intermediaries in brokering, facilitating and configuring technology, against the backdrop of a group of small-scale pisciculture businesses in a rural area of Colombia. In doing so, it demonstrates how technology intermediation activities can be optimized in the domestication and innofusion of technology amongst end-users. The design components featured in this instrumental case of intermediation can inform policy making and practice relating to technology transfer from university to rural industry. Future research on this subject should consider the intermediation components put forward, as well as the impact of such interventions, in different countries and industrial sectors. Such research would allow for theoretical replication and help improve technology domestication and innofusion in different contexts, especially in less-developed countries.

Acceptability of videoconference technology for the delivery of continuing education to rural pharmacists

Aim: To investigate whether a rural continuing education (CE) program delivered by videoconference can enhance access to, and uptake of, CE among pharmacists and determine their satisfaction with videoconference for the delivery of CE. Method: A postal survey was sent to 33 registered pharmacists in south-west Victoria and south-east South Australia who had attended at least one videoconference CE session organised in that region. Results: Respondents worked in different areas of pharmacy, and 40% worked in more than one area of pharmacy. The use of videoconference facilities has increased access to and participation in CE generally, and most participants (88%) have found it to be an acceptable medium for delivery. Increased access to high-quality CE opportunities, and reduced travel time for CE were seen as the principal benefits of the medium. Negative aspects included technical glitches, organisational issues, and the time-lag in voice transmission. Overall, most participants were happy to receive a substantial proportion of their contact CE using this medium. Conclusions: Videoconference technology is a valuable tool for the delivery of carefully structured CE sessions in rural and remote areas with an appropriate information technology infrastructure.

Learning, evaluation, action and reflection for new technologies, empowerment and rural sustainability (The LEARNERS project)

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