Emerging role of ICT in the development of knowledge-based master planned communities

2008 ◽  
pp. 279-295 ◽  
Author(s):  
Bhishna Bajracharya ◽  
Janelle Allison
Keyword(s):  
Urban Region ◽  
Information And Communications Technologies ◽  
Community Learning Centers ◽  
Daily Lives ◽  
Knowledge Based ◽  
Communications Technologies ◽  
Recent Trends ◽  
Planned Communities ◽  
Internet Portals ◽  
Master Planned Communities

With the recent trends towards knowledge-based urban development and networked society, information and communications technologies have increasingly played important roles in the daily lives of people for social interaction, learning, information and recreation. This research is an exploratory study on how information and communications technologies have been adopted in master planned communities of South East Queensland, Australia. It examines the four roles of information and communications technologies in the master planned communities: (1) teleworking; (2) creating a sense of community; (3) promoting integrated office and businesses; and (4) developing learning communities. More recent master planned communities in South East Queensland such as Varsity Lakes, North Lakes and Greater Springfield have integrated information and communications technologies for activities such as community internet portals, local business development, and for use in community learning centers and education facilities. There is a potential to attract knowledge workers in master planned communities through the inclusion of cultural amenities, information and communications technologies and learning infrastructure. It is important that information and communications technologies and learning infrastructure not only benefit the housing estate but also the surrounding region thus putting a foundation for a knowledge-based urban region.

Stakeholders in Web-Based Education

2011 ◽  
pp. 2784-2790
Author(s):  
A. K. Aggarwal
Keyword(s):  
Just In Time ◽  
Information And Communications Technologies ◽  
Web Based ◽  
Face To Face ◽  
Knowledge Based ◽  
Communications Technologies ◽  
Class Meetings ◽  
Asynchronous Environments ◽  
Web Based Education ◽  
The Web

As we move from a focus on data acquisition to a knowledge-based society, just-in-time and just-in-place education is becoming a necessity. Web-based education (WBE), an innovation of the twentieth century, provides anytime, anyplace education to anybody— irrespective of time, social status or distance. WBE extends from same-time-same-place (synchronous) to anytime-anyplace (asynchronous) environments (Aggarwal & Legon. 2003; Zhang, 2004). With advances in the Internet and the Information and Communications Technologies (ICT), the traditional emphasis on classroom instruction is disappearing and the particular media used in instruction is becoming less relevant (Alavi & Leidner, 2001; Benbunan-Fich, 2002; Berghel & Sallach, 20041). Learning can be accomplished through face-to-face class meetings or using the radio, CDs, television, or the Web. Just as in face-to-face education, it is becoming feasible to develop learning skills and critical thinking through the Web (Zhang, 2004). Many researchers are suggesting a “blended” approach, where part of the class is offered online and another part of the class is face-to-face (Turoff & Aggarwal, 2004). This gives the stakeholders, the nuclei of WBE, flexibility in selecting the medium of instruction.

What Should SMEs do to Succeed in Today's Knowledge-Based Economy?

2004 ◽  
pp. 289-303 ◽  
Author(s):  
Sushil K. Sharma ◽  
Nilmini Wickramasinghe ◽  
Jatinder N.D. Gupta
Keyword(s):  
Business Processes ◽  
Low Cost ◽  
Information And Communications Technologies ◽  
Export Markets ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
World Markets ◽  
Communications Technologies ◽  
New Knowledge ◽  
Major Factors

The shift to a knowledge-based economy results largely from developments in information and communications technologies. Knowledge-based economies offer huge opportunities for small to medium-sized enterprises (SMEs) to develop entirely new high-value products and services, add value to existing products and services, reduce costs, develop new export markets, and add value to existing activities. Implicit promises include access to world markets, low-cost entry into new markets, and the ability to gain efficiencies in business processes. However, these promises may be illusory for most SMEs. Technological, organizational, and marketing hurdles are also making it more difficult for SMEs to succeed in knowledge-based economies. This chapter identifies those major factors that are hindering the success of SMEs in knowledge-based economies. The chapter then goes on to suggest a set of guidelines to make SMEs succeed in this new knowledge-based society.

Stakeholders in Web-Based Education

2011 ◽  
pp. 1660-1665
Author(s):  
A. K. Aggarwal
Keyword(s):  
Just In Time ◽  
Information And Communications Technologies ◽  
Web Based ◽  
Face To Face ◽  
Knowledge Based ◽  
Communications Technologies ◽  
Class Meetings ◽  
Asynchronous Environments ◽  
Web Based Education ◽  
The Web

As we move from a focus on data acquisition to a knowledge-based society, just-in-time and just-in-place education is becoming a necessity. Web-based education (WBE), an innovation of the twentieth century, provides anytime, anyplace education to anybody— irrespective of time, social status or distance. WBE extends from same-time-same-place (synchronous) to anytime-anyplace (asynchronous) environments (Aggarwal & Legon. 2003; Zhang, 2004). With advances in the Internet and the Information and Communications Technologies (ICT), the traditional emphasis on classroom instruction is disappearing and the particular media used in instruction is becoming less relevant (Alavi & Leidner, 2001; Benbunan-Fich, 2002; Berghel & Sallach, 20041). Learning can be accomplished through face-to-face class meetings or using the radio, CDs, television, or the Web. Just as in face-to-face education, it is becoming feasible to develop learning skills and critical thinking through the Web (Zhang, 2004). Many researchers are suggesting a “blended” approach, where part of the class is offered online and another part of the class is face-to-face (Turoff & Aggarwal, 2004). This gives the stakeholders, the nuclei of WBE, flexibility in selecting the medium of instruction.

scholarly journals Technology as the key to women’s empowerment: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
April Mackey ◽  
Pammla Petrucka
Keyword(s):  
Scoping Review ◽  
Partner Violence ◽  
Women's Empowerment ◽  
Global Scale ◽  
Women’S Empowerment ◽  
Information And Communications Technologies ◽  
Daily Lives ◽  
Policy Makers ◽  
Use Of Technology ◽  
Communications Technologies

Abstract Background Information and communications technologies (ICTs) have empowered people to communicate and network at a global scale. However, there is lack of in-depth understanding of the use of ICTs for women's empowerment. This study examines how the concept empowerment is defined, utilized and measured in research studies, the existing evidence on the use of ICTs for women’s empowerment and the gaps in knowledge at the global level. Methods The authors’ conducted a scoping review using the Arksey and O’Malley methodology. The search identified papers from ten databases, including Scopus, Embase, ABI Inform, Soc Index, Sociological Abstracts, Gender Studies, Springer Link, PsychInfo, Science Direct, and Academic Search Complete over the period of 2012–2018. Search criteria included articles that focused on women’s empowerment and utilized technologies as interventions. Out of a total of 4481 articles that were initially identified, 51 were included. Results Technology played a variety of roles in supporting the development of women’s capacities and resources. Results revealed the use of ICT interventions in the overarching areas of outreach (e.g., health promotion), education (e.g., health literacy opportunities), lifestyle (e.g., peer coaching and planning), prevention (e.g., screening opportunities), health challenges (e.g., intimate partner violence apps), and perceptions of barriers (i.e., uptake, utilization and ubiquity to ICTs for women). Despite the positive use of technology to support women in their daily lives, there was a lack of consensus regarding the definition and use of the term empowerment. The concept of empowerment was also inconsistently and poorly measured in individual studies making it difficult to determine if it was achieved. Conclusion This scoping review provides a comprehensive review of current and emerging efforts to use ICTs to empower women. The findings suggest a need for collaborative efforts between researchers, program implementers and policy makers as well as the various communities of women to address the persistent gender disparities with respect to ICTs.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

Cyber Peacekeeping: Critical Evaluation of Digital Blue Helmets Program

2020 ◽  
pp. 17-27
Author(s):  
Fahad Nabeel
Keyword(s):  
United Nations ◽  
Critical Evaluation ◽  
Threat Detection ◽  
Information And Communications Technologies ◽  
The Past ◽  
Research Article ◽  
Un Peacekeeping ◽  
Starting Point ◽  
Communications Technologies ◽  
Future Potential

In 2016, the United Nations (UN) launched the Digital Blue Helmets (DBH) program under its Office of Information and Communications Technologies (OICT). The launching of DBH was a continuation of a series of steps that the UN and its related agencies and departments have undertaken over the past decade to incorporate cyberspace within their working methodologies. At the time of inception, DBH was envisioned as a team capacitated to act as a replica of a physical peacekeeping force but for the sole purpose of overseeing cyberspace(s). Several research studies have been published in the past few years, which have conceptualized cyber peacekeeping in various ways. Some scholars have mentioned DBH as a starting point of cyber peacekeeping while some have proposed models for integration of cyber peacekeeping within the current UN peacekeeping architecture. However, no significant study has attempted to look at how DBH has evolved since its inception. This research article aims to examine the progress of DBH since its formation. It argues that despite four years since its formation, DBH is still far away from materializing its declared objectives. The article also discusses the future potential roles of DBH, including its collaboration with UN Global Pulse for cyber threat detection and prevention, and embedding the team along with physical peacekeepers.

scholarly journals International Schools for Young Astronomers (ISYA): a programme of the International Astronomical Union

2006 ◽  
Vol 2 (SPS5) ◽  
pp. 221-228 ◽  
Author(s):  
Michèle Gerbaldi
Keyword(s):  
International Schools ◽  
Rapid Development ◽  
Data Access ◽  
International Astronomical Union ◽  
Information And Communications Technologies ◽  
The Past ◽  
Data Archives ◽  
International Astronomical ◽  
Communications Technologies

AbstractThis paper outlines the main features of the International Schools for Young Astronomers (ISYA), a programme developed by the International Astronomical Union (IAU) in 1967. The main goal of this programme is to support astronomy in developing countries by organizing a school lasting 3 weeks for students with typically a M.Sc. degree. The context in which the ISYA were developed has changed drastically over the past 10 years. We have moved from a time when access to any large telescope was difficult and mainly organized on a national basis, to the situation nowadays where data archives are established at the same time that any major telescope, ground-based or in space, is built, and these archives are accessible from everywhere. The concept of the virtual observatory reinforces this access. However, the rapid development of information and communications technologies and the increasing penetration of internet have not yet removed all barriers to data access. The role of the ISYA is addressed in this context.

Children's and Families' Use of Computers in Australian Homes

2002 ◽  
Vol 3 (2) ◽  
pp. 182-196 ◽  
Author(s):  
Toni Downes
Keyword(s):  
Lived Experiences ◽  
Approaches To Learning ◽  
Information And Communications Technologies ◽  
Patterns Of Use ◽  
Communications Technologies ◽  
Instructional Environments ◽  
Computing Environments ◽  
Computer Resources ◽  
Home Computing ◽  
Modern Technologies

Children's approaches to learning may be changing as a result of their interactions with modern technologies. In Australian society there have been quantum leaps in the use of and reliance upon computers and information and communications technologies. An understanding of the lived experiences and interactions of children of various ages with computer technologies in their homes is the focus of this article. Such an understanding informs the work of educators who wish to provide effective instructional environments that draw on children's starting points and the positive aspects of their home computing environments. The research found that children's family computer resources, patterns of use and sociocultural contexts combined to affect children's computing experiences. Several discourses exist surrounding the use of computers by families. These discourses are the importance of computers for education, for the future and as productivity tools. From children's discussions emerged a comfortable co-existence of ‘toy use’ (for playing games) and ‘tool use’ (for purposeful work and leisure tasks) when using the computer and a preference for an exploratory mode of learning. A number of key elements present in domestic computing environments were identified as contributing significantly to children's learning. Implications for teachers are discussed.

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