The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice

The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected through interviews and focus group discussions. The purpose was to explore ways of using information and communication technology (ICT) in student teachers' everyday learning practice. The study draws from a sociocultural perspective and emphasis is put on a literature review involving ICT in teacher education. The findings reveal that utilization of ICT pertains to three major types of variation among student teachers who use ICT: passive, reluctant, and active users. The active ICT users demonstrated a capacity to cross group boundaries and play a central role as agents of change in learning practice. The point is that more experienced student teachers can assist their colleagues in the zone of proximal development and, therefore, enhance the integration of the new technology in teacher education. This implies that having access to ICT together with some instruction is not sufficient to prompt students to start using this technology as a pedagogical tool. Moreover, confrontation of different experiences regarding the use of ICT can spearhead change in student teachers' learning practice through critical reflection.     

Digital media adoption in schools: Bottom-up,top-down,complementary or optional?

Past research has suggested that innovation processes in schools are more successful when they are participatory and voluntary. To examine this notion, we categorized schools into one of four different innovation-process types, based on group interviews with school staff: complementary bottom-up and top-down development (type 1), top-down development that is not supported bottom-up (type 2), bottom-up development that is not supported top-down (type 3) and optional development with neither strong bottom-up nor top-down initiatives (type 4). Based on this typology, analysis of variance was then conducted on survey response data from 357 teachers and 1051 9th grade students from these schools. In contrast with some of our expectations, we found that teachers in schools with a complementary top-down and bottom-up strategy as well as schools with a top-down strategy only showed better ICT-resources and a more intensive use of educational technology than those in bottom-up- or optional-innovation-type schools. Additionally, teachers' ICT-use in type 1 and 2 schools is predicted to a higher degree by the number of computers in the classroom than in schools where ICT-integration is bottom-up or optional. Our findings suggest that bottom-up innovation strategies are likely to fall short without top-down support, especially when funds for technology installations are missing.     

Rethinking positive and negative impacts of ‘ICT for development’ through the holistic lens of the sustainable development goals

ABSTRACT

The field of information and communication technologies for development (ICT4D) is driven by the conviction that ICTs can be used to improve peoples’ lives. Yet, it often faces criticism related to the negative effects that are associated with ICTs. Instead of viewing these as arguments against ICT4D, this article presents an integrated approach to incorporating them in our conceptualization of ICT4D impact. For this purpose, we envision a framework that is grounded in the interrelated set of Sustainable Development Goals, which make the complex interdependencies between different development goals explicit. By mapping the potentially harmful impact of ICTs within this network of goals, this framework provides a point of reference for holistically conceptualizing ICTs’ negative impact through the lens of policy coherence. Based on this framework, this article discusses, how to conceptualize ICT4D impact, taking into account the multidimensional implications for the environmental, economic and social dimensions of sustainable development.     

浅论信息技术的发展历程及主要应用

本文介绍了信息技术的发展历程,论述了信息技术在国民经济中的主要应用。     

浅论信息技术的发展历程及主要应用

本文介绍了信息技术的发展历程,论述了信息技术在国民经济中的主要应用。     

电子信息工程技术的发展应用研究

21世纪是信息产业的世纪,是科技智能化和高度发展的世纪。由于在网络技术和电子工程技术方面不断取得飞速发展,使得原本高科技化的电子信息工程技术成为人们生活中不可分开的组成部分。我们需要了解电子信息工程技术发展应用的潮流和技术趋势,不断完善我国的电子信息工程产业和技术,更好地为建设现代化和小康社会服务。     

用电信息采集系统建设下行通信方案浅析

用电信息采集系统建设是坚强智能电网建设的重要内容,是加强精益化管理、提高优质服务水平的必要手段,是延伸电力市场、创新交易平台的重要依托。在采集系统建设过程中,应用了多种通信技术。其中,采集设备的下行通信解决方案包括电力载波通信、微功率无线通信、485通信等。     

基于CIM的电力通信运行管理建模

将IEC-CIM与DMTF-CIM的模型相结合,总结出一套符合电力行业标准的通信领域模型设计理念,为电力通信调度的工作提供依据和指导。     

通用信息处理平台的设计研究

结合计算机编程技术和通信技术,总结了各个领域信息处理平台的普遍特征,论述了设计通用信息处理平台的必要性,并介绍了其关键技术要点.     

Research on information systems in developing countries: Current landscape and future prospects

The current landscape of the information systems research literature concerned with developing countries is surveyed by examining a range of research articles published from 2000 onward. These are discussed in terms of the key challenges addressed, including the role of technology, and the methodological and theoretical approaches used. Prospects for future research are discussed, based on a conceptual view as to how to study information and communication technologies (ICTs) in developing countries, to classify existing work, identify gaps, and suggest future opportunities. The authors contribute to the important debate on how ICTs in general, and information systems research in particular, can make a positive difference in the developing countries. © 2006 Wiley Periodicals, Inc.     

论卫星通信中语音传输技术的应用

卫星通信作为现代科学技术的一部分,逐渐在信息传输领域大放异彩.一方面作为信息技术的独立部分逐渐发挥它的优势,一方面又作为光纤通信的重要补充,在光缆不能延伸的地域让人们继续享受新技术的文明成果.本文首先介绍了卫星通信技术的发展现状以及卫星通信中运用的关键技术,分析了卫星通信与光纤通信的优缺点,后又介绍了卫星通信技术的新发展以及它的主要技术问题,最后阐述了卫星通信中语音传输技术的应用.     

计算机教育与现代大学生能力素质培养研究

现代信息时代,要求当代大学生必须要跟上时代的步伐,具备充分的信息素质,以及能为时代服务的现代技术能力。当前,如何利用计算机教育培养大学生的综合能力是一个重大的课题。本文着力于现代计算机技术的重要作用,分析计算机教育在大学生综合能力培养过程中发挥的推动作用,以及如何更好的利用计算机教育培养现代大学生能力素质。     

加强教育信息化建设,促进城乡教育均衡发展

城乡教育均衡发展是区域教育发展的重要方向,加强教育信息化建设是推进城乡教育均衡化发展的一项重要战略举措。该文将以成都市武侯区开展的信息技术支持下武侯城乡学校‘捆绑式’发展的实践研究为依托,阐述如何加强城乡教育信息化建设来推动教育均衡发展。     

信息技术对管理沟通的影响

随着现代化企业管理制度的不断革新,企业的管理者逐渐对信息交流以及员工间的信息沟通给予了高度重视。在信息技术的高度发展下,管理者与员工间的沟通更为便捷、高效,达到的沟通效果也是更加令人满意。文中首先对信息技术及其重要性进行分析,然后,探索信息技术的不断改进对管理沟通的重要促进作用。     

Institutions for Cyber Security: International Responses and Global Imperatives

Almost everyone recognizes the salience of cyberspace as a fact of daily life. Given its ubiquity, scale, and scope, cyberspace has become a fundamental feature of the world we live in and has created a new reality for almost everyone in the developed world and increasingly for people in the developing world. This paper seeks to provide an initial baseline, for representing and tracking institutional responses to a rapidly changing international landscape, real as well as virtual. We shall argue that the current institutional landscape managing security issues in the cyber domain has developed in major ways, but that it is still “under construction.” We also expect institutions for cyber security to support and reinforce the contributions of information technology to the development process. We begin with (a) highlights of international institutional theory and an empirical “census” of the institutions-in-place for cyber security, and then turn to (b) key imperatives of information technology-development linkages and the various cyber processes that enhance developmental processes, (c) major institutional responses to cyber threats and cyber crime as well as select international and national policy postures so critical for industrial countries and increasingly for developing states as well, and (d) the salience of new mechanisms designed specifically in response to cyber threats.