Virtual Reality, Telemedicine, and Beyond

This chapter introduces virtual reality and telemedicine as instruments inserted in a path of medicine. It argues that virtual reality, combined with communication technologies, offers potential help to doctors and psychiatrists in overcoming physical and geographic barriers, and examining patients in remote locations. The authors describe two examples for better health and therapy. They hope that understanding these technologies and their use in the field of the medicine will help doctors use them in their future work.

Information Systems Education for the 21st Century

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Understanding the Role of Type Preferences in Fostering Technological Literacy

This chapter examines the relationship between learning preferences and technological literacy. Based upon the work of Carl Jung, Myers-Briggs proposed a framework for understanding personality differences. The chapter suggests that applying this framework to the study of technological and information literacy can increase organizational effectiveness, particularly with respect to training, delivery methods, and information and knowledge acquisition.

Virtual Reality in Education

This chapter introduces the technology of virtual reality as an educational tool. It argues that virtual reality, combined with multimedia technologies and in support of different learning styles, offers potential help in teaching environments. The authors describe different examples of applications of virtual reality in different kinds of schools (primary schools, high schools, and universities) and in different countries (USA, Italy, Morocco, Romania, and Switzerland). They hope that by understanding the characteristics of this technology and its use in the education field, teachers will be able to use virtual reality in future teaching endeavors.

Enabling Electronic Teaching and Learning Communities with MERLOT

Educational institutions have made significant progress in enabling student success in distance learning by delivering academic programs utilizing course management systems, accessing electronic library resources, and through a wealth of student services that use help desks and campus portals. Enabling instructor success in researching and designing curricula for teaching in distance learning programs is an area where institutions still face significant challenges. This chapter presents a number of these challenges and describes how MERLOT (Multimedia Educational Resource for Learning and Online Teaching), an international consortium, can facilitate successful teaching and learning with technology.

The Role of Project Management in Technology Literacy

This chapter discusses the modern discipline of “project management” and the role of this discipline in technology literacy. Professional organizations that foster this literacy area are discussed as well as the coverage of this field in the academic community.

Learning to Become a Knowledge-Centric Organization

The importance of knowledge to an organization’s competitive performance is widely recognized. A knowledge-centric organization is one within which the creation and management of knowledge are at the heart of its strategic thinking, operations, and activities. Knowledge-centricity can only be achieved if knowledge, and the behaviors and systems associated with its creation and management, are deeply embedded within the organization. In fact, given the dynamism of organizations and their environments, knowledge-centricity is likely to be a holy grail that organizations seek but may never find. Similarly, knowledge-centricity will evolve as a concept, as knowledge of the processes of learning, knowledge creation, and management develops over time. This chapter, therefore, represents a snapshot of the current status of the concept and offers advice on how organizations can begin to make progress towards becoming knowledge-centric. On the basis of research, the chapter identifies the primary characteristics of a knowledge-centric organization, and the tools and techniques necessary for knowledge-centric organizational development.

Digital Access, ICT Fluency, and the Economically Disadvantages

The digital divide is a complex phenomenon inextricably linked to income security and not easily addressed through programs that provide simple solutions of training and access. This chapter details the importance of digital access and fluency as they relate to economic disadvantage and explores a variety of models that are used to address the problem. The chapter argues that programs addressing digital divide issues require a multi-faceted approach to address a variety of needs that exist as a result of the condition. While there may be a clash between community, educational, and employer groups, the chapter proposes an alliance model of stakeholders working towards common goals as well as their own organizational interests.

Mentoring and Technology Integration for Teachers

This chapter addresses the acquisition of technology literacy skills through the use of a variety of mentoring programs for educators. A case is made for mentoring all individuals in an institution in order to improve the overall integration of technology in a variety of settings. The chapter also provides concrete examples of three models of technology mentoring: Technology Champions, Technology Collaborators, and Technology Cohorts. Characteristics of effective mentoring are discussed as well as future trends in mentoring through the use of online technologies. The authors believe that through coming to an understanding of the factors influencing implementation of mentoring plans and the benefits and drawbacks of several mentoring models, the reader will be able to select an appropriate mentoring model to meet organizational and individual training needs.

Technology for Management, Communication, and Instruction

This chapter introduces a pedagogically sound experience for teachers and teacher candidates as they prepare or continue to learn about the use of technology for the K-12 classroom. The authors hope that learning about fundamental technology skills will not only inform teachers about how to effectively meet the needs of a diverse student population, but also expand their knowledge base in terms of professional growth. Technology changes the way teachers interact with curriculum and engage in discourse with students and their families, peers, and administrators; therefore, it is essential to address how it can be utilized for management, communication, and instructional purposes in order to enhance the learning environment. This chapter argues that districts need to develop a plan that incorporates technology training for all teachers to create a positive impact on teaching and learning.