How Does Information Technology Effect Development? Integrating Theory and Practice into a Process Model

The concept of development suggests that countries and regions grow to become self-sustaining partners in what is being called the global economy. In more recent years this concept has been synonymous with the emergence of an “information society” whose wheels are oiled by information sharing and the application of knowledge. Some international agencies even propose that information and communications technologies enable development to be achieved more effectively and efficiently. While success stories abound, there is a recognition that not all investments in information technology bring about growth or economic development. So the question remains: how does information technology effect development? Following an overview of contemporary perspectives on development, this paper offers a model of socio-economic development and analyses what is known about the role of IT in bringing about development. In drawing upon an analysis of descriptive case studies, this paper concludes a Model of IT for Development

The Relationship between Strategic Information Systems Planning Situational Factors, Process Configuration and Success

This paper reports a study into the relationship between the configuration of the process of Strategic Information Systems Planning (SISP) and the success of SISP. SISP is an important activity in the alignment of information technology systems and services to business requirements. However, despite the obvious importance of a proper planning of information technology and information systems in organizations, success of SISP is not evident. And as the success of SISP is also influenced by the process followed in developing the SISP, the research question for this study was, “How does the configuration of the SISP process influence the success of the SISP?” Based on an explorative multi case study, we concluded that the specificity and comprehensiveness of strategies, goals and decisions in an organization has a positive effect on the success of SISP. Another conclusion was that a more dominant role of the IS/IT organization in the SISP process influences the quality of the SISP deliverable positively, but has a negative effect on the building of partnership between business and IT in the organization. A final conclusion was that following a formal SISP methodology does not seem to have an effect on the success of SISP. These findings provide guidance for practitioners that plan to develop an SISP as part of their efforts to align business and IT

Understanding the Impact of a Reflective Practice-Based Continuing Professional Development Programme on Kuwaiti’ Primary Teacher's Integration of ICT

Abstract The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.Kuwait Govermen

Antecedents and consequences of knowledge management performance: the role of IT infrastructure

Purpose: In this paper, we assess the role of knowledge management (KM) practices as a key antecedent of KM performance. Also, we examine how Information technology (IT) infrastructure is used as a driver of KM performance, organizational performance and innovation. In addition, the effects of IT infrastructure can be indirect. Specifically, we show that KM performance is a mediator between organizational performance and innovation. Design/methodology/approach: Applying a variance-based structural equation modelling (PLS), we have carried out a study among a sample of 82 Andalusian technology-intensive innovative companies. Findings: First, KM practices and IT infrastructure are significant antecedents of KM performance. Second, KM performance has a direct influence on business performance and innovation outcomes. Third, IT infrastructure does not have a direct influence on business performance and innovation outcomes, but does have a significant indirect effect on them via KM performance. Practical implications: This research provides insights for why some firms may not be realizing benefits from investing in IT infrastructure. KM performance is strongly needed for the successful implementation of IT infrastructure in the organizations. Originality/value: The findings are important for practitioners and researchers because this study makes a contribution to the literature in KM by supporting the perspective that the business and organizational performance are function of the KM performance, a complementary resource through the value of IT infrastructure is enhanced.Peer Reviewe

The Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction

The Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction. Montra L. Rogers, 2016: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. ERIC Descriptors: Reflective Teaching, Educational Strategies, Professional Development, Theory Practice Relationship, Social Studies. This applied dissertation examined how middle school social studies teachers in a large urban school district in Texas described and documented their process of self-reflection as they integrated instructional strategies learned in professional training into their social studies courses. The study further explored how social studies teachers perceived reflective practice as an element of professional development and how a reflective practice model such as reflective journaling helped middle school teachers document their process of self-reflection as they applied new strategies to their instructional approaches. The researcher explored the teachers’ actions through the concept of organization learning theory, conducted face-to-face interviews, and analyzed documents, observation notes, and journal responses to uncover the processes, practices, and perceptions of middle school social studies teachers. This study’s findings revealed that, to implement strategies learned during professional development training, participants incorporated newly learned practices into their existing practices and routines. These practices or routines included creating resources and sharing and collaborating with peers. In addition, social studies teachers documented their process of integrating the QSSSA (Question, Stem, Signal, Share, Assess) conversation strategy into their instructional approach by planning lessons that facilitated the use of the newly learned strategy, implementing said lesson, and assessing student learning. Finally, the study’s findings confirmed that professional learning experiences that include elements of reflective practices, such as professional learning communities, provided middle school teachers a greater sense of self-efficacy as they worked to integrate the QSSSA conversation strategy into their instructional routines. Furthermore, a reflective practice model such as journaling provided teachers an avenue to consider both their own practice and the individual needs of their students

Strategic HRM and Organizational Behavior: Integrating Multiple Levels of Analysis

[Excerpt] A few trends have emerged in the field of Strategic Human Resource Management (SHRM) over the past few years. First, and most obviously, has been the extensive effort to demonstrate a link between HRM practices and firm performance (Becker & Gerhart, 1996). Researchers such as Huselid (1995), MacDuffie (1995), Delery and Doty (1996), and Guthrie (2000) have published empirical studies showing a statistically significant linkage between HRM practices and some measures of organizational performance. A second trend has been to try to understand the mechanisms through which this relationship takes place. Authors such as Becker & Gerhart, (1996), Dyer and Reeves (1995), Guest, (1997) and Wright and Gardner (2003), have all called for research that uncovers some of the mediating relationships that must exist between the HRM practices and organizational performance. A final trend has been the recent interest in taking a multi-level approach to understanding SHRM. Wright and Boswell (2001) reviewed the SHRM literature and categorized this research as being differentiated along one dimension representing whether the focus was on single or multiple practices, and along a second dimension dealing with the unit of analysis, specifically the individual versus the group or organization. Ostroff and Bowen (2000) and more recently Bowen and Ostroff (2004) have developed the most extensive multi-level model of SHRM to date. Their theoretical approach argues that HR practices serve as communications mechanism signaling employees to engage in certain behaviors; relying on communications theory they contend that different aspects of HRM systems impede or facilitate this communication process. The purpose of this paper is related to these last two trends: we conceptually examine some of the mediating processes that might occur in the HRM – performance relationship, and try to make explicit their multilevel nature. In order to accomplish this, we will first explore the concept of variance, which is crucial to the analysis of any phenomena across multiple levels. We will show how virtually all existing SHRM research focuses on variance at one level of analysis while assuming constancy at other levels. We will next discuss the process through which HRM practices must act, and identify some of the relevant variables that have heretofore been virtually ignored in the empirical SHRM literature, specifically focusing on variance at different (unit vs. individual) levels of analysis. Finally, we will present some implications for theorizing and research in this area

Promoting transfer and an integrated understanding for pre-service teachers of technology education

The ability of pre-service teachers (PSTs) to transfer learning between subjects and contexts when problem solving is critical for developing their capability as technologists and teachers of technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programmes. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organization and structure of institutions and schools tends to compartmentalize rather integrate these. Providing a knowledge base and strategies to enhance PSTs’ awareness of and skills in transferring knowledge may allow for a more integrated understanding to develop. The importance of developing this ability to transfer knowledge is heightened as PSTs will, in turn, be responsible for developing the similar capabilities of their future students. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an initial teacher education degree programme for technology education. Provisional data from evaluations and PSTs’ work indicated a positive effect in enhancing their thinking and additional data collected in the form of questionnaires, interviews and course work further illuminate this finding. It is argued that the development framework and approach enhances PSTs’ mental models of teaching technology and offers a significant step forward in promoting skills in the transfer of future learning between subjects; something increasingly critical for 21st century STEM Education

The evolution of the packaging logistics research area

Logistics can be regarded as an established research area containing publications in renowned scientific journals and which covers several related fields. One of them, packaging logistics, is a relatively new research area, established at only a few universities and institutes. Consequently, the packaging logistics area is characterised by scattered theoretical frameworks and publications are scarce. Theory in packaging logistics is often delimited to packaging, focusing either on technological aspects e.g. packaging features, or on marketing aspects, e.g. branding. The holistic view of packaging logistics related to overall business systems is however, neither covered by researchers, nor included in related scientific journals. The aim of this paper is to describe the evolution of the packaging logistics research area based on an evolution model by Reid (1997). Based on that model the paper illustrates reasons for establishing the research area and further inspired the description of the present framework of packaging logistics ten years after its establishment at Lund University. The paper also specifies where current research is heading. The process used facilitates better understanding of the evolution of the research area, both in the local community and in the discipline. The research area develops from an interaction between the subjects of logistics and packaging, into the present cross-disciplinary research, integrating several theoretical fields. Intensified research and publication, although still inconsistent, indicate the increased awareness and dissemination of the research area. Finally, packaging logistics is proposed as being included as an integrated part in logistics research and practice

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Motivation-enhancing interventions for people with eating disorders

Section A: Mixed feelings towards recovery often inhibit eating disorder recovery. This has led to interventions aimed at increasing motivation towards change, however reviews consistently conclude their effectiveness to be limited. The current review took a novel approach in distilling motivation enhancing interventions into their individual practice elements and comparing the common elements across effective and ineffective interventions. The findings identified relative homogeneity across interventions, with motivational interviewing dominating as the main approach to enhancing motivation over the past 20 years. The results are discussed in the context of relevant theory and advocate for the development of novel, evidence-based motivation-enhancing interventions. Section B: This study investigated the mechanisms of change within a novel chairwork intervention aimed at supporting people with anorexia nervosa to resolve ambivalence through embodying future-self versions. Ten participants’ pre- and post-intervention measures of motivation towards change were used to establish two high, two low, and two medium-change cases. Through qualitative analysis, comparison of these six cases informed the development of a model illustrating the change process required to ‘resolve’ ambivalence. Deepening emotions beyond “bad” underlying feelings to access adaptive emotions seemed important, together with de-centring from and integrating self-parts to guide future change. Study limitations and implications are discussed