The Challenges of Technology and Economic Catch-up in Emerging Economies

This book synthesizes and interprets existing knowledge on technology upgrading failures as well as lessons from successes and failures in order to better understand the challenges of technology upgrading in emerging economies. The objective is to bring together in one volume diverse evidence regarding three major dimensions of technology upgrading: paths of technology upgrading, structural changes in the nature of technology upgrading, and the issues of technology transfer and technology upgrading. The knowledge of these three dimensions is being synthesized at the firm, sector, and macro levels across different countries and world macro-regions. Compared to the old and new challenges and uncertainties facing emerging economies, our understanding of the technology upgrading is sparse, unsystematic, and scattered. While our understanding of these issues from the 1980s and 1990s is relatively more systematized, the changes that took place during the globalization and proliferation of GVCs, the effects of the post-2008 events, and the effects of the current COVID-19 and geopolitical struggles on technology upgrading have not been explored and compared synthetically. Moreover, the recent growth slowdown in many emerging economies, often known as a middle-income trap, has reinforced the importance of understanding the technology upgrading challenges of catching-up economies. We believe that the time is ripe for “taking stock of the area” in order to systematize and evaluate the existing knowledge on processes of technology upgrading of emerging economies at the firm, sector, and international levels and to make further inroads in research on this issue. This volume aims to significantly contribute towards this end

A guide for the use of tablet PCs for teaching and learning activities for in classroom and distance learning in South African schools

Education in South Africa is said to be in crisis in recent years as many learners cannot pass standardised tests at the correct grade level. This has encouraged the South African Government and the Department of Basic Education (DBE) to introduce technology, specifically Tablet PCs, into education to improve learning outcomes in South African government schools. Furthermore, because of the coronavirus pandemic that started in 2020, educators were increasingly expected to find alternative, digital, online methods to continue teaching learners. Thus, the need for remote or distance education suddenly became an important factor in creating a need for online, remote learning. Against this backdrop this study aimed to determine how and in what ways educators could be supported to promote effective use of Tablet PCs both in the classroom and for distance learning. This study used Action Design Research to develop a guide based on both theory and the results gathered from the educator participants at a local secondary government school in Makhanda, South Africa. The finalised guide presents recommendations to educators, principals, and the DBE to promote acceptance and adoption of technology in the classroom and for distance learning. These recommendations include the provision of data, technological training and pedagogical support, a functioning community of practice, an online learning community of practice, and support from the DBE. Other enrichment factors were also recommended.Thesis (MCom) -- Faculty of Commerce, Information Systems, 202

1st Design Factory Global Network Research Conference ‘Designing the Future’ 5-6 October 2022

DFGN.R 2022 -Designing the Future - is the first research conference organised by the Design Factory Global Network. The open event offers the opportunity for all like-minded educators, designers and researchers to share their insights and inspire others on education, methods, practices and ecosystems of co-creation and innovation. The DFGN.R conference is a two-day event hosted on-site in Leeuwarden, the Netherlands. The conference is organized alongside International Design Factory Week 2022, the annual gathering of DFGN members. This year's conference is organized in collaboration with Aalto University from Helsinki Finland and hosted by the NHL Stenden University of Applied Sciences

Information knowledge and technology for Development in Africa

Information, knowledge, and technology occupy significant space in the information and knowledge society and ongoing debates on development such as sustainable development goals (SDGs) agenda 2030 and the fourth industrial revolution (4IR). Disruptive technologies and cyber-physical systems, obscuring the lines between the physical, digital and biological, escalated by the COVID-19 pandemic, present a ‘new normal’ that profoundly affects the nature and magnitude of responses required to sustain and benefit from the new developments. Africa, known for late adoption of new technologies and innovations, is leapfrogging development stages in several enviable ways. This book, Information knowledge and technology for development in Africa’, written by eminent African scholars, comprises chapters that satisfactorily address information access, artificial intelligence, information ethics, e-learning, library and information science education (LISE) in the 4IR, data literacy and e-scholarship, and knowledge management, which are increasingly essential for information access, services, and LISE in Africa. We expect the book to support research, teaching and learning in African higher education and worldwide for comparative scholarship