Cyberloafing

2017 ◽  
pp. 364-377 ◽  
Author(s):  
J-Ho Siew Ching ◽  
Ramayah Thurasamy
Keyword(s):  
Competitive Advantage ◽  
Internet Access ◽  
Daily Lives ◽  
Productive Work ◽  
Work Related ◽  
Use Of Technology

Technology has pervaded our daily lives more than ever. The use of technology has become a tool to achieve competitive advantage by firms. The pervasive use of technology also has its drawbacks. Employees who cannot recognise the limits between work and leisure may have taken this opportunity to utilise companies' Internet access while at work by surfing non-work related websites to satisfy their own needs. This behaviour is known as Cyberloafing and it is thought to contribute to failures of organisations. This study introduces cyberloafing as one of the counter-productive work behaviour at the workplace. It consists of an introduction to cyberloafing, counter-productive work behaviour, and some reviews on cyberloafing research. Overall, the study provides the reader with a better understanding of cyberloafing.

scholarly journals Changes in production work when using smart wearables—results of a Delphi-based study

2021 ◽  
Author(s):  
Verena Blumberg ◽  
Eva-Maria Schulte ◽  
Simone Kauffeld
Keyword(s):  
Delphi Study ◽  
Work Design ◽  
Economic Aspects ◽  
Negative Effects ◽  
Design Data ◽  
Task Knowledge ◽  
Work Related ◽  
Data Usage ◽  
Development Scenarios ◽  
Use Of Technology

AbstractIn industrial production, smart wearables (e.g. data glasses) are becoming more relevant to support employees. While economic aspects have so far been the focus of the introduction, changes for work design have been neglected. The aim of the Delphi study was to describe changes through the use of smart wearables and to derive implications for work design. Six description dimensions (application, implications for work design, data use, personalization, flexibility, introductory purpose) were identified and 18 scenarios were developed. The assessment of the scenarios in terms of desirability and degree of dissemination showed that scenarios for work-related and ergonomic support are particularly desirable and scenarios for changes in cooperation are considered particularly likely. Data usage is a relevant factor for the assumed degree of dissemination but not for the assessment of desirability. In operational practice, work design and economic aspects are important for assessing the scenarios.Practical Relevance: The results show possible development scenarios for production work when using smart wearables and highlight possible implications for work design. Positive and negative effects on task, knowledge, social and contextual characteristics are identified, which offer suggestions for a conscious selection and design of the use of technology in practice.

Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills

2014 ◽  
pp. 147-159
Author(s):  
Blanche Jackson Glimps ◽  
Theron Ford
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Single Case ◽  
Cultural Literacy ◽  
Single Case Study ◽  
Daily Lives ◽  
Technology Learning ◽  
Use Of Technology ◽  
Portable Computers

Technology is part of our daily lives; we can observe the use of technology in our cell phones and portable computers and, most notably, within classrooms. If used within the proper pedagogical context, computer-aided technology can be quite advantageous to teacher educators whose pedagogical belief is also centered on teaching and learning that is responsive to students’ needs and cultures. When technology is combined with Problem-Based Learning (PBL), it can be a powerful aid to help pre-service teachers build cultural literacy and the skills needed to be responsive to students’ needs. This chapter presents a single case study of the highly successful academic outcomes through the wedding of PBL and technology.

A Conceptual Framework for Technology-Assisted Music Learning

2020 ◽  
pp. 1-18
Author(s):  
William I. Bauer
Keyword(s):  
General Education ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Music Teachers ◽  
Research Literature ◽  
Music Learning ◽  
Daily Lives ◽  
Education Society ◽  
Use Of Technology ◽  
Music Classrooms

This chapter serves as an introduction to the book and the Technological Pedagogical and Content Knowledge (TPACK) conceptual framework around which the book is designed. The discussion situates the use of technology for music learning within a context of technology’s role in general education, society, and our daily lives. Drawing on the research literature, the point is made that technology hasn’t become a truly integrated aspect of many music classrooms. Taking the position that a major reason for this is that most music teachers don’t have the complete knowledge and skill set (TPACK) necessary to effectively incorporate technology into classes and rehearsals, the TPACK model is introduced as an approach that may be advantageous. The model is explained, with applications to music provided.

Citizen's Acceptance of Electronic Services

2009 ◽  
pp. 419-428
Author(s):  
Shafi Al-Shafi ◽  
Vishanth Weerakkody
Keyword(s):  
Internet Access ◽  
Electronic Government ◽  
Intention To Use ◽  
Wireless Internet ◽  
Utaut Model ◽  
Use Of Technology ◽  
Global Information Society ◽  
Adoption And Diffusion ◽  
Government Initiative ◽  
And Diffusion

The Qatari government has launched Wireless Internet Parks (iPark) concept under their national electronic government (e-government) initiative with a view of providing free internet access for all citizens while enjoying the outdoors. By offering free wireless Internet access, the Qatari government hopes to increase accessibility of e-government services and encourage their citizens to actively participate in the global information society with a view of bridging the digital divide. This research proposes an extended unified theory of acceptance and use of technology (UTAUT) model for examining the adoption and diffusion of iPark services in Qatar. A pilot survey was conducted of iPark users using an extended version of the UTAUT model to explain the intention to use. The results of a multiple regression analysis are consistent with our predictions that effort expectancy, perceived technology, and Wireless Internet trust significantly influence intention to use. Implications of these results for practice and research are discussed.

Explaining tourist behavioral loyalty toward mobile apps

2019 ◽  
Vol 10 (3) ◽  
pp. 415-430
Author(s):  
José-Alberto Castañeda ◽  
María-José Martínez-Heredia ◽  
Miguel-Ángel Rodríguez-Molina
Keyword(s):  
Design Methodology ◽  
Mobile Apps ◽  
Cost Benefit ◽  
Internet Access ◽  
Mobile App ◽  
Unified Theory ◽  
Content Type ◽  
Behavioral Loyalty ◽  
Use Of Technology ◽  
Continued Use

Purpose The overall tourist experience is changing because of the development of mobile devices, ubiquitous internet access and applications (apps) designed specifically for tourism. The aim of this study is to identify the determinants of continued use and recommendation of such apps (loyalty), framed within the unified theory of acceptance and use of technology (UTAUT2) model, considering innate user traits (innovativeness) and one of the principal attributes of mobile phones (portability). Design/methodology/approach The sample comprised 285 Spanish tourists who owned a smartphone and were using some kind of mobile app in connection with their stay. Findings The results show that the UTAUT2 model is effective in explaining loyalty toward tourism apps and that its variables mediate the effect of user and mobile device characteristics. Research limitations/implications To ensure continued use of a tourism app, it should possess the following core attributes: deliver a positive cost–benefit trade-off, be fun to use, provide up-to-date and useful information and generate a degree of dependency in the user. Originality/value The present research is particularly relevant because of its focus on the use of apps during the stay, given that most of the extant literature centers on previous stages (such as service booking).

scholarly journals Social Conceptualizations of Technology Structuring

2013 ◽  
Vol 5 (3) ◽  
pp. 35-51
Author(s):  
Osama Mansour ◽  
Dave Randall ◽  
Linda Askenäs
Keyword(s):  
Social Media ◽  
Comparative Study ◽  
Knowledge Sharing ◽  
Daily Lives ◽  
Global Organizations ◽  
Widespread Adoption ◽  
Use Of Technology ◽  
Actual Use ◽  
Dynamic Collaboration ◽  
Use Of Social Media

The widespread adoption and use of social media in almost every aspect of our daily lives may outpace existing empirical understandings. In organizations, social media are increasingly used by professional individuals and communities to support dynamic collaboration and knowledge sharing. While there is a growing amount of research on this subject, still little is known on how people use different kinds of social media in practice. That is, there is a need for an empirical understanding that addresses actual use practices of social media within the formal boundaries of organizations. To this end, we report on results from a qualitative comparative study of the use of wikis at two global organizations. Our aim is to develop an empirical understanding of the enactment of structures and the ways by which people structure and organize their wiki use practices by drawing on Orlikowski's (2000) practice lens. The findings from the authors analysis suggest a number of enacted structures that reflect diverse wiki use practices. The main contribution centers on developing three key mechanisms that provide means for understanding the structuring of the use of technology.

scholarly journals Using infographics as a technology-based tool to develop 21st century skills in an ESL context

10.32698/0242 ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim
Keyword(s):  
21St Century ◽  
Teaching Strategies ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Vital Role ◽  
Visual Aids ◽  
Online Application ◽  
Daily Lives ◽  
Use Of Technology

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools.  Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

scholarly journals Perlukah ICT dalam Strategi Managemen Komunikasi Penyedia Kursus Bahasa

2012 ◽  
Vol 3 (1) ◽  
pp. 473
Author(s):  
Enggal Sriwardingsih
Keyword(s):  
Competitive Advantage ◽  
English Language ◽  
Swot Analysis ◽  
Service Providers ◽  
Perfect Competition ◽  
Corporate Value ◽  
Use Of Technology ◽  
The Future ◽  
The Face ◽  
Technology And Communication

Perfect competition between the English language course requires the use of technology and communication (ICT) between service providers and consumer, that is recognized as a strategy to enhance corporate value in the eyes of its customers. But the needs of required for input to the base system's technology into its own problems in order to become a competitive advantage for companies in the face of business competition. Porter and SWOT analysis to assess the indicators that are needed to further diimplemenasikan in ICT in the future need.

Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills

2016 ◽  
pp. 1324-1337
Author(s):  
Blanche Jackson Glimps ◽  
Theron Ford
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Single Case ◽  
Cultural Literacy ◽  
Single Case Study ◽  
Daily Lives ◽  
Technology Learning ◽  
Use Of Technology ◽  
Portable Computers

Technology is part of our daily lives; we can observe the use of technology in our cell phones and portable computers and, most notably, within classrooms. If used within the proper pedagogical context, computer-aided technology can be quite advantageous to teacher educators whose pedagogical belief is also centered on teaching and learning that is responsive to students' needs and cultures. When technology is combined with Problem-Based Learning (PBL), it can be a powerful aid to help pre-service teachers build cultural literacy and the skills needed to be responsive to students' needs. This chapter presents a single case study of the highly successful academic outcomes through the wedding of PBL and technology.

The Use of Technology in Urban Populations

2011 ◽  
pp. 925-935
Author(s):  
Terry T. Kidd
Keyword(s):  
Teaching And Learning ◽  
Internet Access ◽  
Technology In Education ◽  
American Education ◽  
New Era ◽  
Use Of Technology ◽  
Urban Learners ◽  
Technology In Schools ◽  
Nature Of Teaching ◽  
Over Time

The introduction of microcomputers into classrooms during the 1980s was heralded by many as the dawn of a new era in American education. Proponents argued that technology had the potential to fundamentally transform the nature of teaching and learning (Papert, 1980; U.S. Congress, Office of Technology Assessment, 1988). However, over time, it has become apparent that it is far easier to acquire hardware, software, and Internet access (Becker, 1991; Dividing lines, 2001) than it is to capture the potential of technology in significantly meaningful outcomes (Cuban, 2001). Likewise, educators concerned about the chronic underachievement of urban learners often fall prey to the allure of technology as a tool for reversing the historical influences of poverty, discrimination, inequity, chronic underachievement, and lack of opportunity. However, 25 years after the introduction of the computer into the classroom, many of the expectations associated with technology in education remain unrealized. In this article, we discuss new technological horizons for urban learners, and highlight issues relating to the socioeconomic trends of technology in schools. In addition, we provide specific examples of technology interventions that can be implemented to engage urban students in meaningful learning activities.

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