Population Control in Japan: An Economic Theory and Its Application

Information technology (IT) have for several decades been used in university education. An increasing number of classrooms today are built around a concept which uses IT in collaboration with the room itself. However, little is known about the experience of university teachers when working in such classrooms. This study examines the views and opinions of teachers at a Swedish university regarding using and interacting with these classrooms. Furthermore, we identify possible underlying factors that influence these views. Using data from qualitative interviews we apply Technology acceptance model (TAM) and Activity theory (AT) used in both education and human computer interaction to identify how different factors interact to form these opinions. Our study finds that teachers experience a lack of proper training in the use of classrooms as a concept and tend to stay in established norms of how education is to be conducted. These results leads to questions whether education in the use of these classrooms is adequate for teachers or if education needs to focus more on outcomes of the concept and changing established norms rather than to focus on the use of technology. Our study also shows that teachers do not view the classrooms as a whole where artefacts enable and form each other. Rather they view the physical room, the technology and themselves as separate entities that operate separately from each other

Information technology in pre-service teacher education within a New Zealand College of Education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University

This thesis examines the use of Information Technology (IT) by lecturers and pre-service student teachers at the Auckland College of Education to provide a basis for future development of policy and programmes. The concept of IT is examined and the term defined in terms of a broad range of artefacts, knowledge and skills which includes the use of computers, but also other technologies for handling and storing information. Information skills are also identified as being an important component of IT. The development of IT use in pre-service teacher education is examined in New Zealand, and for comparison in the United Kingdom, the U.S.A. and Australia. The survey demonstrates that the place of IT in pre-service teacher education was originally ignored by education authorities in those countries in favour of in-service teacher education, but in recent years has has become the subject of official concern and, overseas, action. The establishment of goals and standards for pre-service IT teacher education is one reflection of this concern in a number of countries. The literature indicates a number of issues that need to be addressed if pre-service teacher education institutions are to successfully prepare teachers to work in IT- enhanced schools. These include the development of teacher education programmes which integrate IT and emphasise its pedagogical use, the. provision of adequate IT teaching experience for student teachers, the provision of resources and staff development for teacher educators. A survey of lecturers, first and final year primary student teachers, and graduating secondary student teachers indicates that, while all groups have a high degree of access to computers and many have basis skills in using software, the use of computers and other information technologies within the College curriculum is limited. All groups believe that skills in using IT are important for beginning teachers but most lecturers do not model its use or teach its use in schools. Students have limited experience in using IT during practicum sessions, and lecturers, themselves, have limited practical experience of IT in education. The importance of strategies indicated by the literature for improving this aspect of pre-service teacher education is supported by the findings of the research. The various factors identified as influencing pre-service teacher education are summarised in a model which draws attention to the different sites in which students develop a range of skills, knowledge and attitudes, all of which affect their understanding and capacity to use IT in their teaching roles. In the light of these findings, and the absence of any previous New Zealand research in this area, the study identifies areas where there is a need for further research. It is argued that such research is urgently needed in view of growing concern at the ineffectiveness of pre-service teacher education in this area

The Impact Of Technology Trust On The Acceptance Of Mobile Banking Technology Within Nigeria

With advancement in the use of information technology seen as a key factor in economic development, developed countries are increasingly reviewing traditional systems, in various sectors such as education, health, transport and finance, and identifying how they may be improved or replaced with automated systems. In this study, the authors examine the role of technology trust in the acceptance of mobile banking in Nigeria as the country attempts to transition into a cashless economy. For Nigeria, like many other countries, its economic growth is linked, at least in part, to its improvement in information technology infrastructure, as well as establishing secure, convenient and reliable payments systems. Utilising the Technology Acceptance Model, this study investigates causal relationships between technology trust and other factors influencing user’s intention to adopt technology; focusing on the impact of seven factors contributing to technology trust. Data from 1725 respondents was analysed using confirmatory factor analysis and the results showed that confidentiality, integrity, authentication, access control, best business practices and non-repudiation significantly influenced technology trust. Technology trust showed a direct significant influence on perceived ease of use and usefulness, a direct influence on intention to use as well as an indirect influence on intention to use through its impact on perceived usefulness and perceived ease of use. Furthermore, perceived ease of use and perceived usefulness showed significant influence on consumer’s intention to adopt the technology. With mobile banking being a key driver of Nigeria’s cashless economy goals, this study provides quantitative knowledge regarding technology trust and adoption behaviour in Nigeria as well as significant insight on areas where policy makers and mobile banking vendors can focus strategies engineered to improve trust in mobile banking and increase user adoption of their technology

Alleviating higher education challenges through strategic integration of technology: a case of selected universities in Africa.

Doctor of Philosophy. University of KwaZulu-Natal, Durban.The higher education sector in Africa is evolving and information technology continues to play a key role in driving these changes. Information and communications technologies are improving the creation and transmission of knowledge. This is attributed to the way people learn and create ideas as well as disseminate information within the educational environment and in the public sphere. In this study, an exploratory research was conducted to identify and understand the challenges and opportunities associated with information technology integration in higher education. A survey of 592 staff at the University of Lagos, Nigeria, the University of KwaZulu-Natal, South Africa and University of South Africa was undertaken to address the research problem. The study makes use of a blend of theoretical frameworks to provide the foundation for identifying, proposing, planning and suggesting information technology strategies that can be integrated into higher education to alleviate higher education challenges in order to enhance teaching and learning outcomes. The three models used are: The Change Management Model; Model of Technology Adoption in the Classroom; and the Diffusion of Innovation Theory. The study evaluates the role of ICTs in higher education and also identified issues, challenges and instances of ICT strategic integration in higher education institutions at the selected universities in Africa. In the process of understanding the strategic integration of information technology in higher education institutions at the selected universities, the study identified what was considered successful technology integration strategies, what were not as successful, and why this was the case. The study further identified the factors that influence information technology integration in higher education. Having identified the limitations to technology integration and the significance of information technology in higher education at the selected universities, the study proffered recommendations and proposed a strategic framework. The framework offers strategies for the integration of information technology into higher education which can be used to alleviate higher education challenges, enhance teaching and learning outcomes, sustain the integrated information technologies and achieve ICTs promised benefits to higher education

Total technology practice : preliminary study for application in New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Technology, at Massey University

The purpose of this research was to identify the important generic elements of total technology practice and to develop a preliminary list of the important techniques, knowledge and actions used by technologists. The research was based on the hypothesis that in technology education in New Zealand schools, the important elements of technology practice could be represented in the form of a model that could be used to organise and communicate the elements and knowledge involved in total technology practice. The research was undertaken with technologists working at Massey University and teachers involved in teaching technology. A product development research methodology was used to test ideas and develop a model of technology practice for use in New Zealand schools. The first phase of the research used the experience and knowledge of product development technologists to identify the important elements of technology practice and develop preliminary lists of techniques and knowledge involved in each element. A group of specialist technologists were used to verify these elements and identify detailed content. This research showed that total technology practice can be structured using seven elements that together provide a simplified description of total technology practice. The elements of practice associated with the human context and goal of technology practice were identified as society, the work environment, and purposeful action. The elements technologists bring to the context were organisation, information, resource use, and an extensive knowledge of techniques and the skill, ingenuity and experience to apply and adapt techniques to specific contexts and problems. Individual technologists were interviewed to identify the important practices and knowledge within their area of expertise. Technological knowledge was structured into a framework that reflected the way technologists broke complex systems into subsystems to solve problems and develop solutions. The detailed model developed with the technologists was evaluated by groups of teachers using focus group techniques and a small survey. The study indicated teachers perceived the model as a useful tool for communicating knowledge and understanding of technology practice and for structuring teaching units in technology education. This preliminary study indicated technology practice can be described in terms of seven elements and communicated in the form of a model. Technologists organise their knowledge into structures that facilitate application in practice. This structure and much of its knowledge can be made explicit and used to help students understand technological products and develop capability in their technology practice. This study has identified a structure for technology practice and technological knowledge that is common to all seven technological areas and nine contexts identified in the New Zealand technology curriculum

Offering a Proper E-learning model for Islamic Azad University of Roudsar and Amlash (IAURA)

One of the opportunities that apply Technology an information technology at university is utilization of E-learning. For this reason various models have been suggested for e-learning technologies. In this paper for developing e-learning at IAURA, we analyzed and offered a new model of E-learning as for their requirements and essential offered models (Interactive model, Blended model, Virtual model).In this paper three models were compared. Thus, based on TAM model and utilization of AHP method we weighted these models by Expert Choice Software base on two views as easy and essential of use .E-learning easy of use at IAURA was completed by analyzing and prioritizing models based on implementation requirements and e-learning essential of use at IAURA was completed by analysis of scale of information technology projects at higher education .then we used SAW model for combination of results and interactive model was offered with highest weight. For testing this model in higher education we start many researches and then designed a questionnaire with fifty seven questions for easy of use and essential utilization of interactive model. In this study questionnaire was completed and responded by directors groups, active researchers and experts in e-learning area. After collecting responses, responses were sent to university. Also in this study we used SPSS software for analyzing and finally was determined that education requirements are most important factors in easy of use in interactive model at IAURA. In end of study we exhibited many suggestions for implementation of offered model

Early Determinants of Women in the IT Workforce: A Model of Girls’ Career Choices

Purpose – To develop a testable model for girls’ career choices in technology fields based on past research and hypotheses about the future of the information technology (IT) workforce. Design/Methodology/Approach – Review and assimilation of literature from education, psychology, sociology, computer science, IT, and business in a model that identifies factors that can potentially influence a girl’s choice towards or against IT careers. The factors are categorized into social factors (family, peers, and media), structural factors (computer use, teacher/counselor influence, same sex versus coeducational schools), and individual differences. The impact of culture on these various factors is also explored. Findings – The model indicates that parents, particularly fathers, are the key influencers of girls’ choice of IT careers. Teachers and counselors provide little or no career direction. Hypotheses propose that early access to computers may reduce intimidation with technology and that same-sex education may serve to reduce career bias against IT. Research Limitations/Implications – While the model is multidisciplinary, much of research from which it draws is five to eight years old. Patterns of career choices, availability of technology, increased independence of women and girls, offshore/nearshore outsourcings of IT jobs are just some of the factors that may be insufficiently addressed in this study. Practical Implications – A “Recommendations” section provides some practical steps to increase the involvement of girls in IT-related careers and activities at an early age. The article identifies cultural research as a limitation and ways to address this. Originality/value – The paper is an assimilation of literature from diverse fields and provides a testable model for research on gender and IT

On the effect of prior assumptions in Bayesian model averaging with applications to growth regression

This paper examines the problem of variable selection in linear regression models. Bayesian model averaging has become an important tool in empirical settings with large numbers of potential regressors and relatively limited numbers of observations. The paper analyzes the effect of a variety of prior assumptions on the inference concerning model size, posterior inclusion probabilities of regressors, and predictive performance. The analysis illustrates these issues in the context of cross-country growth regressions using three datasets with 41 to 67 potential drivers of growth and 72 to 93 observations. The results favor particular prior structures for use in this and related contexts.Educational Technology and Distance Education,Geographical Information Systems,Statistical&Mathematical Sciences,Science Education,Scientific Research&Science Parks