A framework to evaluate the impact of ICT usage on collaborative product development performance in manufacturing firms : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Engineering at Massey University, Auckland, New Zealand

Manufacturers are increasingly adopting collaborative product development (CPD) to achieve competitive advantage through joint synergies. Information and communication technology (ICT) is the major enabler of communication, collaboration, product designing, development, knowledge and information management, project management, and market research activities involved in CPD. Most ICT implementations incur a significant cost for firms, thus a deeper understanding of the impact of ICT usage on CPD performance would be immensely useful for managing ICT resources effectively in innovation programmes. However, existing evidence for the direct relationships between ICT usage and performance dimensions are counterintuitive (negative or insignificant). Not considering the different aspects of ICT usage was identified as a key reason for the lack of strong empirical evidence. Furthermore, the impact of ICT usage on collaboration-based product development performance and indirect impact through this collaboration performance on new product performance, as well as moderating effects of project characteristics on the direct and indirect ICT impact have largely been ignored in the literature. Therefore, drawing on relational resource-based view and organizational information processing theory, this study develops and utilizes a model including multidimensional ICT usage and CPD performance measurements, and possible moderating project characteristics, for better evaluating the impact of ICT usage on CPD performance. Initially, product development professionals from manufacturing firms and knowledgeable managers from ICT vendor firms were interviewed for a preliminary qualitative evaluation of the suggested model with industry perspectives. In addition, a quantitative investigation of secondary data obtained from the PDMA’s (Product Development and Management Association) 2012 comparative performance assessment study was conducted prior to the main survey in order to assess the significance of the proposed model with a different source of data. In the final main quantitative study, data collected from 244 CPD projects via an online global survey were used to test the research hypotheses. The study contributes to the current body of knowledge by revealing a positive direct impact of ICT usage on new product performance in terms of quality, commercial success, and time performance, and collaboration performance, which also in turn increases new product performance. In addition, moderating effects of project characteristics (complexity and uncertainty) on these associations have been explored. The study implies that manufacturers need to value not only the direct project benefits of ICT use, but also the collaboration-related outcomes that significantly increase the likelihood of achieving higher performance in their present and future CPD projects. Adequate attention must be paid to individual ICT usage dimensions as well. Particularly, other than frequency of ICT use, manufacturing firms need to improve the utilization of available features and functionalities of the tools (intensity) and the ICT proficiency of R&D staff, to gain the desired results in CPD projects

Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

Jack's story: A need to know

This article examines a recent case study exploring evidence that children in early childhood services can use ICT to direct their own inquiry learning. A qualitative case study involving an interview and the learning story tool of assessment was conducted to describe the experience of one child and his teacher. They engaged in sustained shared thinking using ICT as a tool to facilitate inquiry in an early childhood setting. The findings indicate that children in early childhood settings can use ICT to direct their own inquiry learning. Two key factors are identified that enable this. These factors are the child as an active learner, and a supportive well resourced learning environment. In this article we argue that these factors need to be acknowledged in teaching practice if ICT is to be used in meaningful and purposeful ways

Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning

This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging

Re-member: rehabilitation, reintegration and reconciliation of war-affected children

Reseña a cargo de uno de los co-editores,Prof. Dra. Cindy Mels.   Departamento de Psicología del Desarrollo y Educación Facultad de Psicología. Universidad Católica del Uruguay

Understanding the Impact of Technology: Learner and School Level Factors

The first part of this report focuses on the factors impacting on learner performance in national tests at primary and secondary level. This was the central research question of this research. The second section focuses on teacher and learner perceptions of their own responses to learning and the learning environment. This was centred on, but not confined to, their school. The institutional structures record the level of development of the schools sampled here and investigate the use of two key technologies – interactive whiteboards and learning platform

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC