Examining the “Digital Divide”

2010 ◽  
Vol 2 (4) ◽  
pp. 27-41 ◽  
Author(s):  
Francis Bangou
Keyword(s):  
Digital Divide ◽  
Novice Teachers ◽  
Case Studies ◽  
Learning Processes ◽  
Cultural Resources ◽  
Unequal Distribution ◽  
Master Of Education

Since the concept of “digital divide” first appeared, many researchers have argued for a more nuanced definition that highlights its complexities and better reveals its impact on the appropriation of ICTs. In this paper, the author analyzes the experiences of six Master of Education (M.Ed.) pre-service teachers learning to integrate ICTs into their practice. These case studies demonstrate how novice teachers’ learning processes can be impacted by the unequal distribution of the temporal, material, mental, social, and cultural resources available (van Dijk, 2005). A number of pedagogical and curricular recommendations for the M.Ed. program are then provided.

Examining the “Digital Divide”

2011 ◽  
pp. 208-223
Author(s):  
Francis Bangou
Keyword(s):  
Digital Divide ◽  
Novice Teachers ◽  
Case Studies ◽  
Learning Processes ◽  
Cultural Resources ◽  
Unequal Distribution ◽  
Master Of Education

Since the concept of “digital divide” first appeared, many researchers have argued for a more nuanced definition that highlights its complexities and better reveals its impact on the appropriation of ICTs. In this paper, the author analyzes the experiences of six Master of Education (M.Ed.) pre-service teachers learning to integrate ICTs into their practice. These case studies demonstrate how novice teachers’ learning processes can be impacted by the unequal distribution of the temporal, material, mental, social, and cultural resources available (van Dijk, 2005). A number of pedagogical and curricular recommendations for the M.Ed. program are then provided.

scholarly journals Making School Children’s Participation in Planning Processes a Routine Practice

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Jenny Stenberg ◽  
Lasse Fryk
Keyword(s):  
Case Studies ◽  
Design Research ◽  
Community Building ◽  
Learning Processes ◽  
Routine Practice ◽  
Close Collaboration ◽  
Regular Process ◽  
Children’S Participation ◽  
Planning Processes ◽  
Children's Participation

Children’s participation in planning has been investigated to some extent. There are, however, unexplored topics, particularly concerning what is needed for children’s participation to become a regular process. Based on case studies in Sweden, this article draws some conclusions. It is quite possible to organize ordinary processes where children participate in community building, in collaboration with planners, as part of their schoolwork. The key question is how this can be done. Clearly, it needs to occur in close collaboration with teachers and pupils, however it also needs to be implemented in a system-challenging manner. Thus, rather than looking for tools with potential to work in the existing school and planners’ world, it is important to design research that aims to create learning processes that have the potential to change praxis. Hence, it is not the case that tools are not needed, rather that children need to help to develop them.

Training Teachers and Serving Students: Applying Usability Testing in Writing Programs

2007 ◽  
Vol 37 (3) ◽  
pp. 323-346 ◽  
Author(s):  
Heather McGovern
Keyword(s):  
Novice Teachers ◽  
Case Studies ◽  
Teaching Assistants ◽  
Technical Writing ◽  
Usability Testing ◽  
Student Feedback ◽  
Student Experiences ◽  
Writing Programs ◽  
Course Materials

Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.

scholarly journals The Linguistic Heritage of Industry

2020 ◽  
Vol 37 (4) ◽  
pp. 33-54
Author(s):  
Leena Kolehmainen ◽  
Anna Sivula
Keyword(s):  
Cultural Heritage ◽  
Case Studies ◽  
Identity Work ◽  
Linguistic Landscape ◽  
Cultural Resources ◽  
Industrial Heritage ◽  
The Past ◽  
Industrial Community ◽  
Language Studies ◽  
Eastern Finland

The goal of this article is to introduce the notion of industrial linguistic heritage into the study of industrial heritage. By combining viewpoints of cultural heritage research and language studies, the article opens new insights into the identities and cultural resources of industrial communities. The linguistic heritage of industry is investigated in the light of two case studies from selected linguistic landscapes of Varkaus, a small industrial community in eastern Finland. The case studies illuminate both multilingualism of the industrial community as industrial linguistic heritage and language as a means to verbalize and commemorate the industrial past of the community. The examination of the linguistic landscape data shows that language is an important strategic means to verbalize the past, to restore shared histories and participatory experiences, and to carry out commemorative identity work in the industrial heritage community.

Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Valerie I. Sessa ◽  
Jessica L. Francavilla ◽  
Manuel London ◽  
Marlee Wanamaker
Keyword(s):  
Case Studies ◽  
Learning Process ◽  
Adaptive Learning ◽  
Quantitative Research ◽  
Participant Observation ◽  
Learning Processes ◽  
Future Research ◽  
Content Type ◽  
First Case ◽  
Readiness To Learn

Purpose Multi-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research. Design/methodology/approach The authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources. Findings As suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team learning. Strong and clear triggers, occurring during performance episodes, led to adaptive learning. When RtL was high and triggers occurred during hiatus periods, the associated learning process was generative. Originality/value Using an available theoretical model and case studies, the research describes how MTS readiness to learn and triggers for learning affect MTS learning processes and how learning outcomes became codified in the knowledge base or structure of the MTS. This provides a framework for subsequent qualitative and quantitative research.

Globalization of Latecomer Asian Multinationals and Theory of Multinational Enterprise

2015 ◽  
pp. 103-130
Author(s):  
Wiboon Kittilaksanawong ◽  
Weiqi Dai
Keyword(s):  
Case Studies ◽  
Emerging Economies ◽  
Mainland China ◽  
Multinational Enterprise ◽  
Learning Processes ◽  
Growth Strategy ◽  
Mode Of Entry ◽  
Country Of Origin Effects ◽  
Theoretical Perspectives ◽  
External Conditions

The fast globalization of latecomer multinationals from Asian emerging economies with impetus has appeared to challenge the established theories of Multinational Enterprise (MNE). This chapter reviews extant theories of MNE and provides areas of refinement and extension to these theories to reflect highly contextualized and unique internal and external conditions of these MNEs. In particular, this chapter provides an analysis of the key theoretical perspectives of MNE and highlights four areas that extend existing theories. These areas include country-of-origin effects, ownership advantages, learning processes, as well as global and industry context for internationalization. These areas of refinement are then illustrated by seven case studies of MNEs from mainland China and Taiwan in their accelerated internationalization and their focus on acquisitive growth strategy in terms of speed of internationalization, target countries, and mode of entry.

Incentives for Inclusive E-Government

2020 ◽  
pp. 60-85
Author(s):  
Irene Bernhard
Keyword(s):  
Digital Divide ◽  
Case Studies ◽  
Research Methods ◽  
Development Process ◽  
Qualitative Interviews ◽  
Equal Treatment ◽  
Internet Services ◽  
Municipal Services ◽  
Daily Work ◽  
Contact Centers

In this chapter, the focus is on incentives for inclusive e-government. Five case studies of the implementation of contact centers in Swedish municipalities are described and discussed. The research methods used are mainly qualitative interviews with different categories of municipal personnel and with citizens. The main conclusion is that the implementation seems to contribute to increased accessibility of municipal services, even for those citizens who might have problems using Internet services. The study indicates a development towards increased equal treatment of citizens and a contribution to reducing problems related to the “digital divide.” Municipal services became more adapted to citizens' needs by using citizen-centric methods during the development process and in the daily work of the contact centers. The implementation of municipal contact centers can thus be seen as indicating incentives for local e-democracy and a step towards inclusive e-government, although there is still a need to go further in this direction.

Individuals with Disabilities and Internet Use

2012 ◽  
pp. 242-258 ◽  
Author(s):  
Mary Gozza-Cohen ◽  
Deborah May
Keyword(s):  
Digital Divide ◽  
Case Studies ◽  
Internet Use ◽  
People With Disabilities ◽  
The Internet ◽  
Exploratory Research ◽  
Diverse Populations ◽  
Individuals With Disabilities ◽  
Use Of The Internet ◽  
Large Research

This entry examines the use of the internet by individuals with disabilities. Before people with disabilities can use the Internet for socializing, communicating, gathering information, learning, or working, they must first be able to access the Internet. This may require additional assistance by either people or modified hardware and software. Some authors have expressed concern that there is a digital divide, with many people with disabilities not accessing the Internet. The differing needs of people with disabilities, and how their needs may be met with technology and adaptations are explored. Examples of various uses of the Internet by people with disabilities are presented. This field does not have a large research base; it is difficult to do controlled large group studies with such diverse populations, so much of the information comes from position papers, demographic reports, case studies, or exploratory research.

Challenges Experienced in Distance Education and Solution Suggestions During the COVID-19 Pandemic Period

2022 ◽  
pp. 418-435
Author(s):  
Hakan Kilinc
Keyword(s):  
Distance Education ◽  
Digital Divide ◽  
Support Services ◽  
Learning Processes ◽  
Teaching Techniques ◽  
Measurement Evaluation ◽  
Evaluation Techniques ◽  
Taking Responsibility

In this study, which was carried out in order to identify the challenges experienced in distance education during the COVID-19 pandemic period and to propose solutions to these problems, the phenomenology design was used. Twelve experts who had experience of distance education during the COVID-19 period contributed to the study. The findings obtained within the scope of the study show that there are challenges such as the unpreparedness of institutions, insufficient infrastructure, increased digital divide among learners, and difficulties in measurement-evaluation processes and support services processes during the pandemic period. Regarding the solution of these problems, solutions such as investing in infrastructure, revising support services, using teaching techniques suitable for distance education, taking responsibility in learning processes, and changing measurement-evaluation techniques have been presented.

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