scholarly journals A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education

2003 ◽  
Vol 11 (2) ◽  
Author(s):  
David Nicol ◽  
Michael Coen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Costs And Benefits ◽  
Information And Communications Technologies ◽  
Institutional Perspective ◽  
New Information ◽  
Communications Technologies ◽  
Institutional Costs ◽  
Made In

Significant investments are being made in the application of new information and communications technologies (ICT) to teaching and learning in higher education. However, until recently, there has been little progress in devising an integrated costbenefit model that decision-makers can use to appraise ICT investment options from the wider institutional perspective. This paper describes and illustrates a model that has been developed to enable evaluations of the costs and benefits of the use of ICT. The strengths and limitations of the model are highlighted and discussed DOI:10.1080/0968776030110205

ICT Applications in U.S. Higher Education

2010 ◽  
pp. 47-58 ◽  
Author(s):  
Michelle O. Crosby-Nagy ◽  
John M. Carfora
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Internationalization Of Higher Education ◽  
Information And Communications Technologies ◽  
Ict Integration ◽  
Approach To Learning ◽  
Communications Technologies ◽  
The Future

This chapter examines applications of information and communications technologies (ICTs) for education, including multi-user virtual environments (MUVEs) and their returns to teaching and learning in U.S. higher education. ICT applications are most valuable when used in the context of courses with a team-based approach to learning or collaboration opportunities. Some drivers of ICT integration are discussed including the internationalization of higher education and the Millennial generation as the new customers of higher education. Recommendations for the fundamentals of positive ICT applications and integration are provided, as well as a discussion about the future of ICT applications such as MUVEs.

Cybersecurity

2013 ◽  
pp. 60-80 ◽  
Author(s):  
Claudia Canongia ◽  
Raphael Mandarino
Keyword(s):  
Modern Society ◽  
Developed Countries ◽  
Two Dimensions ◽  
Tabular Form ◽  
Information And Communications Technologies ◽  
New Information ◽  
Communications Technologies ◽  
Study Case ◽  
The Developed Countries ◽  
Confidentiality And Privacy

This chapter introduces the theme of cybersecurity, its importance in the actual scenario, and the challenges of the new Information Society, whose critical development factors are the technological revolution and innovation. The revolution that the information and communications technologies (ICTs) has already brought to modern society is, without doubt, more than visible and concrete, but the great challenge facing us is to harmonize two dimensions, the first relating to the culture of sharing, socialization, and transparency, and the second relating to the issues of security, confidentiality, and privacy. It gives a broad overview in tabular form of the national cybersecurity strategies of the developed countries, United States and United Kingdom, as well as describing a study case, Brazil, is taking its first steps on the path towards cybersecurity. The chapter ends by proposing a model, the key elements for formulating a Brazilian cybersecurity strategy.

Cybersecurity

2012 ◽  
pp. 165-184 ◽  
Author(s):  
Claudia Canongia ◽  
Raphael Mandarino
Keyword(s):  
Modern Society ◽  
Developed Countries ◽  
Two Dimensions ◽  
Tabular Form ◽  
Information And Communications Technologies ◽  
New Information ◽  
Communications Technologies ◽  
Study Case ◽  
The Developed Countries ◽  
Confidentiality And Privacy

This chapter introduces the theme of cybersecurity, its importance in the actual scenario, and the challenges of the new Information Society, whose critical development factors are the technological revolution and innovation. The revolution that the information and communications technologies (ICTs) has already brought to modern society is, without doubt, more than visible and concrete, but the great challenge facing us is to harmonize two dimensions, the first relating to the culture of sharing, socialization, and transparency, and the second relating to the issues of security, confidentiality, and privacy. It gives a broad overview in tabular form of the national cybersecurity strategies of the developed countries, United States and United Kingdom, as well as describing a study case, Brazil, is taking its first steps on the path towards cybersecurity. The chapter ends by proposing a model, the key elements for formulating a Brazilian cybersecurity strategy.

The Politcal Economy of Knowledge Management in Higher Education

2011 ◽  
pp. 2301-2313
Author(s):  
Amy Scott Metcalfe
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Social Dynamics ◽  
Postsecondary Institutions ◽  
Information And Communications Technologies ◽  
Theoretical Frameworks ◽  
Political Implications ◽  
The Social ◽  
Communications Technologies

In this chapter, I discuss the economic and political implications of knowledge management in higher education. First, I examine the linkages between KM and capitalism, with the help of theoretical frameworks that connect increasing managerialism in higher education with the promises of profit-making in the New (Knowledge) Economy. Next, I discuss the politics of information and the ways in which knowledge is stratified in postsecondary institutions. Third, the social dynamics of information and communications technologies (ICT) are explored in the context of higher education institutions. These perspectives provide a counter-balance to the decidedly functionalist views of much of the knowledge managementliterature. The intent of the chapter is to provide a foundation for the rest of the volume and the more specific studies of KM in higher education to follow.

Gender Inclusion in the Information Society

2011 ◽  
pp. 636-642 ◽  
Author(s):  
Wendy Faulkner ◽  
Merete Lie
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Gender Gap ◽  
Information Society ◽  
European Study ◽  
Information And Communications Technologies ◽  
Science And Engineering ◽  
New Information ◽  
Communications Technologies ◽  
Gender Inclusion

Strategies of Inclusion Gender and the Information Society (SIGIS) was a European study exploring initiatives to include more women in the information society.1 This article summarises its main conclusions. The work started from the premise that overall more women than men are excluded from the information society, both as users and as designers of new information and communications technologies (ICTs). Our literature review (Sørensen & Stewart, 2002) confirmed that there is still a gender gap in terms of ownership of some ICT products and, to a lesser extent, in terms of access and use. Gender cuts across other dynamics in the digital divide—income, occupation and age being generally more significant than gender—with other factors (e.g., ethnic minorities, lone parent families) also intervening. Although the trend with respect to the use of ICT products is one of a closing gender gap, it is clear that diffusion alone is not sufficient to close the gap all together; inclusion efforts are still warranted in this area. By contrast, the literature review revealed a persistent and sizeable gender gap within computer specialisms and professions designing ICTs. The proportion of women entering computer science and engineering courses in most countries is static or in decline, in spite of sustained inclusion efforts. So, the overall picture across Europe is a contradictory one: optimistic with respect to what we call women and ICT (users), and pessimistic with respect to women in ICT (professionals).

scholarly journals Empowering Women Entrepreneurs in Emerging Economies: a Conceptual Model

2014 ◽  
Vol 5 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Haya Ajjan ◽  
Stefanie Beninger ◽  
Rania Mostafa ◽  
Victoria L. Crittenden
Keyword(s):  
Social Media ◽  
Conceptual Model ◽  
Emerging Economies ◽  
Women Entrepreneurs ◽  
Information Technologies ◽  
Information And Communications Technologies ◽  
New Information ◽  
Communications Technologies ◽  
Role Of Information

Cyberfeminism is a woman-centered perspective that advocates women’s use of new information and communications technologies for empowerment. This paper explores the role of information technologies, in particular the role of social media, in empowering women entrepreneurship in emerging economies via increased social capital and improved self-efficacy. A conceptual model is offered and propositions are explicated.

scholarly journals Building as Interface: Sustainable Educational Ecologies

2014 ◽  
Vol 24 (Educational Media Ecologies) ◽  
pp. 75-93 ◽  
Author(s):  
Suzanne De Castell ◽  
Milena Droumeva ◽  
Jen Jenson
Keyword(s):  
Educational Context ◽  
Information And Communications Technologies ◽  
Research And Practice ◽  
Educational Environments ◽  
New Information ◽  
22Nd Century ◽  
Communications Technologies ◽  
Theory Research ◽  
The Impact ◽  
Educational Sustainability

This paper begins with the most obvious, and yet most elusive, of educational media ecologies, the buildings which are ‹home› to pedagogic communication and interaction, and considers how we might understand «building as interface», construed first as a noun, («a structure with roof and walls» – OED) referring to places as physical structures, and then as a verb, («the action or trade of constructing something» – OED), referring to the activities of construction through which we can engage technologies central to theory, research and practice. Our concern is with exploring the larger question of educational sustainability: with what ‹sustainability› means when applied to a specifically educational context, and with the sustainability of the kinds of emerging educational environments in which new information and communications technologies play a significant role. This question of sustainable educational environments is driven by a need to be responsible and accountable for the impact of the technologies and practices we eagerly embrace in the name of «21st century learning», even as prospects for a 22nd century are so rapidly receding from view. As one prominent media ecologist put the point: «we have to find the environments in which it will be possible to live with our new inventions» (McLuhan 1967, 124).

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