Appropriation Of ICTs Research Articles

Integration of ICT in Schools: Context-Aware ICT Appropriation (CAIA) Model

Integration of ICT in Schools: Context-Aware ICT Appropriation (CAIA) Model

RELATIONSHIP OF OLDER PEOPLE IN THE RURAL AREA OF SOUTHWEST PARANÁ (BRAZIL) WITH INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS)

There are many challenges hinder the digital inclusion of people over 60. It is understood that the logic of inventions is to contribute to society. However, over the years, as technological evolution becomes necessary and develops rapidly, some generations, among them older people, need help keeping up with or adapting to them. Through exploratory research with a qualitative approach, where bibliographical research and the application of a questionnaire were used, we selected older adults of both sexes, in which we sought to analyze the appropriation and use of ICTs by older adults affiliated with the Cooperative Cresol União dos Pinhais, located in Coronel Vivida, a city in the mesoregion of Southwest Paraná, describing their main challenges facing digital inclusion. In general, the interviewees demonstrated the appropriation of ICTs, even with some difficulty and technical and skill challenges. However, they are aware of the importance of improving the use of the tools for their cognitive development and other potentialities related to decision-making in their rural property.

ICT use and appropriation of Colombian teachers. A state of the art

El artículo analiza problemas, metodologías y hallazgos de 57 estudios sobre usos y apropiación de las TIC de los docentes colombianos, desde el paradigma interpretativo y la revisión documental. En estos se identifican: una mayoría de estudios cualitativos, sobre creencias, usos de TIC en las prácticas (mayoritariamente instrumentales; con alcance comprensivo, no experimental) y niveles de apropiación tecnológica de los profesores. Se reconocen dificultades (emocionales, actitudinales, de formación e infraestructura) sin embargo, no hay nuevas reflexiones que amplíen el conocimiento sobre la superación de estas. La investigación educativa no impacta significativamente la práctica, por lo tanto, para la transformación de la enseñanza, debe primar la pedagógica para el uso con sentido de las TIC es necesario que, aunque se requiera la reflexión tecnológica.

Virtual Education in Chile: An Example of a New Space for Learning

The Virtual Education was born in 2002 from a joint project between the Center for Improvement, Experimentation and Pedagogical Research CPEIP and the Center for Education and Technology Links.CPEIP has developed a line of distance teacher training through the Internet running several courses since 2002, and Links during the last 15 years has dedicated its efforts to provide the access of teachers and students to educational opportunities associated with new technologies of Information and communication. Both institutions decided to combine their efforts and develop a joint project that integrates the CPEIP distance teacher training line, up to now aimed at curriculum updating, different strategies to support the appropriation of ICTs and their curricular integration.

Virtual Education in Chile, An Example of A New Space For Learning

The Virtual Education was born in 2002 from a joint project between the Center for Improvement, Experimentation and Pedagogical Research CPEIP and the Center for Education and Technology Links.
 
 CPEIP has developed a line of distance teacher training through the Internet running several courses since 2002, and Links during the last 15 years has dedicated its efforts to provide the access of teachers and students to educational opportunities associated with new technologies of Information and communication. Both institutions decided to combine their efforts and develop a joint project that integrates the CPEIP distance teacher training line, up to now aimed at curriculum updating, different strategies to support the appropriation of ICTs and their curricular integration.

ICT appropriation, working conditions and hospital performance in the Cameroonian context

The aim of this research is to show the influence of working conditions in the relationship between the appropriation of ICT and hospital performance in Cameroon. To achieve this goal, a field survey was conducted with a valid random sample of 479 workers from first and second category public hospitals in Cameroon. The data collected were subjected to descriptive and econometric analyzes. The results of inferential analyzes carried out by means of multiple linear regression show that working conditions in hospitals in Cameroon play a mediating role in the relationship between each of the two dimensions of ICT appropriation, which are perceived utility, perceived ease of use and hospital performance. These results, discussed from the perspective of Berbain and Minvielle (2001), Picard (2007), Venkatraman and Camillus (1984) and theorists of the school of human relations such as Emery and Trist (1968), Herzberg (1959) and Mayo (1949), suggest to managers of hospital structures to: ensure the adequacy between work and the physical and psychological capacities of human resources, take care of the quality of their relations with the hierarchy, ensure their comfort and physical security and finally, provide them with stimulating remuneration in order to optimize hospital performance Keywords: ICT appropriation, Perceived usefulness, Perceived usability, Working conditions, Hospital performance. DOI: 10.7176/IKM/10-3-06 Publication date: April 30 th 2020

Use and appropriation of ICT in the educational practices of teachers of the program of environmental engineering of the Universidad Francisco de Paula Santander

The academic evidence from developing countries shows the change that universities are making in the production of knowledge and the influence they exert on the development of their countries, given the integration of ICT in academic activities, which has made it possible to improve production processes and the exchange of knowledge through the network. The objective of the research was to characterize the use and appropriation of ICTs, which the teachers of the environmental engineering program of the UFPSO, do in their pedagogical practices, through a descriptive methodology with a quantitative and qualitative approach, which allowed to use instruments the collection as surveys, focus group and personal interview, to analyze the results through the statistical software SPSS and Atlas Ti. From the results of the work it is concluded that most teachers consider ICT as a resource to improve the teaching-learning process, where at the beginning they are used as a tool for the transmission of information, and that as they appropriate, they allow the construction of knowledge.

Tackling social inequality in development: beyond access to appropriation of ICTs for employability

ABSTRACTThis study was motivated to investigate social inequality in developed nations, by studying the impact of ICTs upon the vulnerable unemployed and under-employed in Singapore. First, drawing upon Amartya Sen’s capability approach, we operationalize the dependent variable as self-perceived employability, conceptualized as both a measure of well-being and a livelihood capability. Secondly, we used Neil Selwyn’s digital divide hierarchical impact assessment framework, to define and measure the ICT assets of access, usage, and appropriation. Primary data was gathered from 302 under-employed and unemployed workers in Singapore, a developed Asian economy. Regression analyses revealed that higher-order hierarchies of ICT usage and appropriation were associated with the dependent variable of employability, while access was not. We discuss the implications for development discourse in regions with ubiquitous access, advocating for policymakers to focus on ICT training. Further, we offer nuanced findings on vulnerability in developed economies as an enhancement to mainstream ICT4D scholarship, focused exclusively on poverty in developing countries.

ICTs as promoters of diversity and the training of child educators

This article emerges from the research framework "State of art at a national level of early childhood education in and for diversity", as part of the project "Pedagogical architecture, didactic and technology for teacher-training for diversity" co-financed by COLCIENCIAS and which is also part of the "Alliance of institutions for the development of education and technology in Colombia” AIDETC, seeking to identify national trends of teacher-training in early childhood education to orient training programs for teachers in and for diversity in Colombia. The inquiry has considered of great importance the incorporation of technological resources to support programs regarding diversity, thus this article presents the current trends of use, possibilities, ICT use and appropriation to accept diversity in Colombia, result of inquiry at Colombian universities with early childhood education programs, through the selection of programs, the documentary analysis of their curricula and application of interviews, to interpret the inclination of the programs in the use of technology tools for teacher-training and in this way provide a general look that enriches the processes of appropriation of ICTs within early childhood education programs.

Compartel (telecentros): una evaluación de su apropiación social

El presente artículo hace una evaluación del impacto medido por Propensity Score Matching PSM para la probabilidad de asistir a los telecentros del programa Compartel del Ministerio de las TICs de Colombia, en los años 2009, 2011 y 2012. El estudio arroja que la probabilidad de asistir a los telecentros es mayor en individuos de estratos más bajos, que han buscado trabajo las últimas semanas, con grados superiores de escolarización, sin teléfono en la residencia y que son jefe de familia o familiares cercanos al mismo. Así, el éxito del programa telecentros en términos de apropiación de TICs no pasa únicamente por el mejoramiento técnico o de cobertura de fibra sino por unas condiciones mínimas de los posibles beneficiarios del programa.

“What do others think?” An emic approach to participatory action research in Bangladesh

Community informatics and Information and Communications Technology for Development research projects frequently focus on the appropriation of ICTs and the design of information systems to meet the needs of communities. Such projects typically involve a range of participants reflecting different cultures and depend for their success on the ability of the project to bridge differences. Using PROTIC (Participatory Research and Ownership with Technology, Information and Change), a 5-year collaborative project between Monash University, Oxfam Australia and Oxfam in Bangladesh as a case study, this paper reflects on the use of a “mainstream” form of participatory action research (PAR) as a tool capable of engaging in more sustainable projects by helping to identify and to take into account localised or context-specific social and cultural issues in the design of the information system itself, consequently improving the effectiveness and sustainability of the systems developed. The idea of emic understandings of culture have also been used to interpret the project and PAR as an intercultural exchange around developing a community-focussed sociotechnical project.

Apropiación tecnológica de estudiantes rurales adscritos a una universidad virtual

El presente estudio tiene por objetivo describir las condiciones de inmersión deestudiantes rurales adscritos a una universidad con modalidad de aprendizaje virtual, así como conocer la percepción acerca de su apropiación de las Tecnologías de Información y Comunicación (TIC). La investigación siguió una metodología cualitativa; el corpus a analizar se recabó a partir de grupos focales y entrevistas con estudiantes y asesores. Los resultados muestran un acceso desigual a las TIC entre estudiantes urbanos y rurales; con respecto a los factores de apropiación, los estudiantes señalaron aspectos actitudinales y motivacionales, en tanto que los asesores mencionaron cuestiones relacionadas con la gestión institucional. Se recomienda proporcionar un mayor apoyo al desarrollo de las habilidades digitales de los estudiantes rurales para propiciar una mejor apropiación de las TIC.

Las TIC en la investigación formativa en educación media: Una experiencia en la aproximación de niveles educativos

This article reports the working methodology used at the research project Relacion entre innovacion pedagogica y apropiacion de TIC en la Institucion Educativa (Articulation between pedagogic innovation and ICT appropriation at School) by the Virtual Environments in Education (Educacion en Ambientes Virtuales) research group, at Universidad Pontificia Bolivariana as part of an ongoing research program at the West Regional Educational Innovation Center (CIER Occidente). This project developed a formative research intervention in two schools at the elementary and secondary education cycles in Medellin and Envigado. The text introduces the link established between audiovisual production and formative research, supporting the peer work among teachers, preservice teachers, and primary and high-school students.

Appropriation of ICTs by informal communities in metropolitan cities. The case of the “La Salada” market in the Latin American context

Informality is a characteristic feature of Latin American metropolises. In this context it is fitting to ponder the ways in which ICTs are appropriated and developed by informal communities. For this, the case of La Salada is proposed, the largest informal market in the region. Some of the questions that guide the analysis are as follows: Do these communities use and develop functional technologies for their own ends? Are they involved in processes of co-creation of technologies or technological innovation? Do they use social networks for specific ends? What are the effects of ICT integration, and do these strengthen community identity? Do they contribute in any way to formalising activities?

Sociology of Appropriation of ICTs: Can We Talk about Shared Cultural Literacy or Genesis of Use?

Comment les incitations européennes et nationales pour la diffusion des TICE dans les instituts de formation de l’enseignement supérieur fonctionnent comme un support de communication pour envoyer des messages de modernisation des façons de travailler auprès des formateurs ? Comment cette visée managériale, présente chez les entreprises et des administrations (recherche de décloisonnement, de productivité, d’innovation), est-elle ressentie ? Comment évoluent les représentations des acteurs ? Notre objectif est de mener une réflexion sociologique sur l’appropriation et les implications d’une culture informationnelle professionnelle contextualisée en tenant compte des enjeux institutionnels, des dispositifs technologiques, des genèses d’usages, des conditions de professionnalisation.

Public Access Computing in South Africa: Old Lessons and New Challenges

AbstractThe public access computing (PAC) ecosystem in South Africa includes public libraries, telecenters, and cybercafés. These PAC venues offer marginalized and underserved populations opportunities to use computers and the Internet to meet their information needs. Based primarily on interviews with telecenters and cybercafé staff, and on focus group workshops with telecenter and cybercafé users, we assess the relative strengths and weaknesses of telecenters and cybercafés and their contribution to community development. Government‐sponsored telecenters continue to exhibit the same problems reported a decade ago, and libraries are slow in offering technological services. However, cybercafés set up through entrepreneurial initiatives fulfill an increasingly important niche and introduce a strategic business model for entrepreneurs in disadvantaged communities. Learning from the experience of cybercafés can be an effective way to overcome the shortcomings of telecenter experiences of the last decade in South Africa. New business models in the PAC ecosystem, such as the entrepreneur model, need to be rooted within a developmental agenda in order to ensure that ICT facilitate meaningful outcomes amongst needy communities and that a local context for the social appropriation and effective use of ICTs prevails.

Analyzing Political Activists’ Organization Practices: Findings from a Long Term Case Study of the European Social Forum

Designing ICT support for transnational networks of social activists is a challenge due to diverse organizational structures, cultural identities, political ideologies, and financial conditions. In this paper we present empirical findings on ICT usage in the organizing process of the European Social Forum (ESF) covering a period of almost 3 years. The European Social Forum is a platform for political activists involved in the anti-globalization movement. During our data collection period, the 5th and 6th European Social Fora were held in Malmo (2008) and Istanbul (2010). The paper describes complex social practices in organizing ESF events. We use the term fragmented meta-coordination to denote this type of practice. Mundane IT applications, such as a mailing list and a content management system, play a central role in enabling different aspects of fragmented meta-coordination. The findings also indicate how lacking resources, organizational distribution, and technical limitations hamper the preparation process and reduce the transparency of political decision making. Our analysis highlights central organizational and technological challenges related to ICT appropriation in transnational networks of social activists.

Rethinking determinants of ICT acceptance: Towards an integrated and comprehensive overview

In the contemporary ICT environment, we are confronted with a growing number of failing innovations. New technological innovations often fail because too much attention is still given to (technical) product-related features without taking into account the most important parameters of user acceptance. In addition, suppliers of ICT products often lack accurate insight into the distinguished profiles of their (potential) target audience. In this article theoretical considerations and empirical results on this matter are highlighted. First of all, an approach is proposed in which more traditional and often scattered vision(s) on adoption determinants are broadened into an integrated framework. The approach provides a stronger base for better targeting of (new) users of technologies. Secondly, the authors elaborate on this by rethinking these determinants with regard to later adopters. Later adopters (or even non-adopters/users) are often ignored in technology acceptance research. However, especially for policy purposes, the understanding of why people do not adopt or do not use ICT is strongly relevant in the light of the development of an inclusive information society. Both approaches are illustrated by case studies starting from a common list of nineteen ICT appropriation determinants. This framework enables to better profile both earlier and later adopters as well as it allows to formulate recommendations how to bring innovations in the market. Summarizing, this contribution offers an integrated approach on technology acceptance research by bridging the gap between a market and a policy-oriented point of view.

Citizenship and local development for the participation and digital governance of public administration: innovative experiences in Southern EU Member States

Cyberspace has introduced new relationships into traditional forms of social intercourse and modern symbolic practices and representations. Information and communication technologies are presented as little explored tools of governance, for the construction of new models of participatory citizenship. Concepts like digital governance refer to new ways of interaction between citizens and governments. In this paper, several innovative experiences in Southern EU Member States are analysed, presenting the preliminary discussion about a new strategic vision for social movements that tries to explore new local forms of cultural autonomy for citizens through the appropriation of new ICTs.

Examining the “Digital Divide”

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.