New Technologies Of Information Research Articles

La antropología (audio)visual frente a las Nuevas Tecnologías de la Información y la Comunicación. Apuntes en torno a una reflexión

The so-called New Technologies of Information and Communication (NTICs) are the subject of an incipient debate in the social sciences. The increasing presence of these technologies in everyday social practice is bringing about changes in our habits and customs. The author reflects upon this phenomenon with the analytical tools of anthropology, especially those of audiovisual anthropology. He seeks to reconceptualize notions such as «technoscience», «identity», «virtual reality», «social networks» and others. His conclusions invite the reader to examine the phenomenon in its most commonplace effects: the everyday use of cable TV and the internet, the physical as well as conceptual space this issue occupies in our lives, and the placement of he new technological Instruments —and the technoscientific knowledge associated with them— in our System of values.

Integrating senior citizens into the information society

Training in New Information Technology (NIT) should encourage senior citizens to participate in the development of the information society. A “digital driving licence” can help to develop self-esteem in a quickly changing world and can be a tool in using information technology. Integrating senior citizens into the information society is now an issue in Europe. Seniors’ organizations all over Europe are trying to prepare to jump on the “Internet train.” This article by Ger Tielen describes problems and perspectives of the use of NIT by and for older people, and discusses educational initiatives.

Global production, transport and telecommunications: a case study of coping with barriers in Japanese— Israeli collaboration

Global production is a new stage in international trade, facilitated to a great extent by new information technologies (NIT) which enable the exploitation of comparative advantages and the control of production in remote locations. This is increasingly evident in informationintensive industries, which seem to be the main beneficiaries of the new opportunities offered by NIT. However, global production must overcome numerous cost, language and cultural barriers. The objectives of the paper are to illustrate the emerging ‘global-local’ firm which evolves under a new ‘core-periphery’ relationship, and to understand how barriers affect the ability to compete in a remote market and how organizational adjustments and telecommunications serve that end. Using a case study, focusing on a software company based in Israel, which produces solely for the Japanese corporate market, a micro-level analysis is presented, exhibiting the complimentarity of a variety of NIT media and travel. The latter mode seems to be crucial in the wake of cultural barriers. The company has also adjusted its organizational structure to overcome such barriers.

The Finnish Case: IT Centre for Schools

Abstract This paper first of all describes the main activities and working principle of a support unit established to smooth the way for schools into rapidly changing learning environments and technologies. Such a description hopefully reveals certain regularities that can be identified and compared with experiences from other countries. Second, the opportunity to present such a paper in the context of ICEM sets the scene for a critical view and for fruitful reflection and discussion. Our main activities have been and still are: 1. in‐service training for teachers in new information technology (NIT) across the curriculum; 2. supporting schools in their curriculum development; 3. building up expertise and networking for facilitating the implementation of NIT; and 4. developing materials and disseminating information on NIT. The discussion part of the paper tries to evaluate the impact and effectiveness of our working concepts on educational change.

New information technology (nit) and productivity measurement : Changes and consequences

In measuring productivity, the choice of a productivity measure or indicator should be determined by its corresponding degree of ambiguity. Each organisation should look for a match of its ambiguity profile with its measurement profile. The new information technology (NIT) in the public sector will affect not only its productivity but also the ambiguity profiles and, hence, the measurement profiles of organisations.

Possibilities for substitution between energy, time and information

In this paper, possibilities for substitution between energy, time and information are discussed touching on aspects of physics, engineering and economics. The three substitutional pairs, energy-time, energy-information and time-information, are examined in turn; the use of the three quantities, in cumulative form, as factors of production for any economic activity is considered; and a new measure for the information, accumulated in a good or service, is suggested. The examination of the influence of new information technology (NIT) on energy demand shows that NIT is used — and could be used much more — to conserve energy, that NIT serves, however, more often to speed up processes rather than to make them more energy efficient.

Lessons to be learned from international cooperation

International cooperation in new information technology (NIT) projects often shows certain typical problems. In this paper it is argued that these problems are not NIT-specific: the implementation of technology brings to light already existing problems which were previously hidden.

New information technology and spatial transport development

This paper reviews recent transport developments taking place in Europe. Particular attention is given to the impact of technological dynamics as reflected in the new information technology (NIT). Against this background the paper gives an overview of results and findings from four major international conferences on the impact of NIT on spatial developments and transport. There appears to be a consensus that the impact of NIT will not be dramatic and that the degree of substitutability of NIT vis‐a‐vis physical travel is limited. Peripheral areas of conurbations seem likely to be late comers in the area of NIT. However, in terms of the increase of a region's competitive position, NIT may be an important vehicle, as it may also be for logistic systems and traffic safety.

New Information Technologies in Special Education

Abstract The aim of this study is to examine possible applications of new information technologies (NIT) in special education within different educational, socio‐economic and socio‐cultural contexts and, in particular, the possibilities of transference of these applications from the industrialised nations to the developing countries. The study also contains references to positive and negative results of the use of NIT in the special education of children, youth and adults.

The impact of new information technologies on school development in a primary school

This paper presents a Norwegian computer project at the primary school level. The point of view is pedagogical and organisational, i.e. highlighting the impact of New Information Technology (NIT) on the school development. Introduction of NIT promotes changes of the organisation, rôles, learning environment, methods and content. It is obvious that some of the changes are impacts of NIT, but others may have developed for other reasons. At this point, no clear answers are given. The conclusions are that the observations reported are the beginnig of real, deeper changes that can be expected in the future. Limitations slowing down the development are to some extent lack of computer-power, but mainly lack of knowledge and insight among teachers and school-leaders. The computer and its applications must become a part of daily classroom life in all subjects, an integrated part of the acquired knowledge for future daily life: a tool and a way of working.

Introducing new information technology and educational change

The paper considers three themes: I. A short presentation of the Norwegian programme for action —Computer Technology in School. II. Introduction of New Information Technology (NIT) in a small Norwegian municipality. III. Implementation of NIT in the classroom—Experiences from Valderoy barneskule (primary school). An inter-disciplinary project under the Task Force of the Educational Department.

New Information Technologies in Education: Lessons Learned and Trends Observed

When thinking of new information technologies (NIT) in education many conceptual questions may arise: should we speak about technology or technologies; which are supposed to be the 'old' information technologies; how does NIT relate to educational technology; is NIT or are NITs things (such as computers), a set of techniques or something else? In order to be able to discuss the rich variety of NIT applications in education and its consequences for the latter we will have to deal with some conceptual aspects first. For that purpose we start with three quotations, as follows: