Qualifying Engagement: A Study of Information and Communication Technology and the Global Social Justice Movement in Aotearoa New Zealand

Preparing nurses for practice and ensuring nursing informatics is included in their curricula is a challenge for many nurse educators. This study asked nurse educators from around New Zealand (n=40) what they perceived as the concerns, barriers and facilitators to implementing nursing informatics within their curricula. Among the findings a key issue is the constantly evolving nature of information and communication technology in healthcare and nursing which results in the ongoing need for professional development to keep up-to-date. Outcomes from this study are recommendations which will inform our next steps in this project to support nurse educators provide the best education possible for new nurses.

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Before, after or during the reforms? Towards information-age government in New Zealand

Policy Quarterly ◽

10.26686/pq.v4i2.4255 ◽

2008 ◽

Vol 4 (2) ◽

Cited By ~ 1

Author(s):

Miriam Lips

Keyword(s):

New Zealand ◽

Information And Communication Technology ◽

Communication Technology ◽

Information Age ◽

Government Agencies ◽

Reform Era ◽

High Expectations ◽

State Sector ◽

Information And Communication ◽

Ict Revolution

Twenty years after the state sector reforms in New Zealand, high expectations of a new reform era for the New Zealand government can be observed. Reaping the benefits of the information and communication technology (ICT) revolution, government aims to achieve fundamental changes in the ways it works, collaborates and engages. Two important milestones for enabling the ‘transformation’ of the New Zealand government are the transformation of the operation of government by 2010, as government agencies and their partners use technology to provide user-centred services and achieve joint outcomes, and the transformation of people’s engagement with government by 2020, as increasing and innovative use is made of the opportunities offered by ICTs (State Services Commission, 2006).

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Information and Communication Technology in Educational Policies in Australia and New Zealand

Handbook of Comparative Studies on Community Colleges and Global Counterparts - Springer International Handbooks of Education ◽

10.1007/978-3-319-53803-7_87-1 ◽

2017 ◽

pp. 1-20 ◽

Cited By ~ 1

Author(s):

Louise Starkey ◽

Glenn Finger

Keyword(s):

New Zealand ◽

Information And Communication Technology ◽

Communication Technology ◽

Educational Policies ◽

Information And Communication

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Information and Communication Technology and Cultural Change

Social Psychology ◽

10.1027/1864-9335/a000123 ◽

2012 ◽

Vol 43 (4) ◽

pp. 222-231 ◽

Cited By ~ 14

Author(s):

Nina Hansen ◽

Tom Postmes ◽

Nikita van der Vinne ◽

Wendy van Thiel

Keyword(s):

Cultural Values ◽

Information And Communication Technology ◽

Communication Technology ◽

Cultural Change ◽

Control Group ◽

Self Construal ◽

Information And Communication ◽

The Impact ◽

Ict For Development ◽

Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

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