bluuebunny/crossref_metadata_2025 huggingface dataset:
Using Wizard of Oz to Evaluate Mobile Applications
Authors: Read Janet C.
Published: May 2011

This chapter describes Wizard of Oz studies and gives a historical view that includes a summary of the literature in which several studies that used the method with mobile technology are discussed. The use of Wizard of Oz for mobile applications is explored by referencing the literature and by examination of a case study. A taxonomy for Wizard of Oz studies is presented that has been derived from a study of the literature in this area. A set of guidelines is presented that outlines the essential considerations in planning a Wizard of Oz study for mobile applications. The chapter concludes with some thoughts for future Wizard of Oz studies.
Electronic Highways in Southeast Asia
Authors: Wong Loong
Published: May 2011

New information and communication technologies (ICTs), it is argued is transformative, and governments all over the world have sought to incorporate it into their development desideratum. It is clear that ICTs have transformed social, economic, and political practices and this certainly is true for Southeast Asia. In the context of Southeast Asia, it is particularly salient for it provided avenues for new political movements and expressions in the face of predominantly authoritarian regimes. Via the new ICTs, people were able to communicate freely and oppositional forces could be readily mobilized. This assertion of political rights threatened the status quo and the ruling political elites’ hold on power. This was compounded by a crisis in public confidence as Southeast Asian economies found themselves caught in the maelstrom of a financial crisis precipitated by the loss of investment confidence and crony capitalism. As the crisis intensified and spread, its political fallout became clear. Governments have to accommodate and make way for social, economic, and political changes. In this chapter, the author seeks to examine
CoolWikNews
Authors: Fuentes-Lorenzo Damaris , Gómez Juan Miguel , Crespo Ángel García
Published: May 2011

This chapter deals with a semantic wiki application devoted to news publishing, Cool- WikNews. This semantic application offers the functionalities of a traditional wiki, but enhanced with semantic data. It focuses on the simplicity of both use and browsing, the accurate retrieval of information, and its flexibility to be applied in any domain apart from news publishing. In this chapter, definitions related with this topic will be explained, apart from describing the steps taken so far and the problems still to overcome. Inwards and advantages of CoolWikNews will be presented, paying more attention in how this application overcomes the problems arisen. The chapter concludes with future work and several remarks.
Personal Knowledge Management with Semantic Technologies
Authors: Völkel Max , Schaffert Sebastian , Oren Eyal
Published: May 2011

Managing and enabling knowledge is a key to success in our economy and society (Wenger, McDermott, & Snyder, 2002, p. 6). The problem of knowledge management can generally be tackled from two sides: top-down and bottom-up. Many approaches have been taken from the top down in which the organisation aimed to better manage their internal knowledge by installing central knowledge repositories. Many of these systems were less accepted than expected (Braganza & Mollenkramer, 2002). Along with the Web 2.0 notions of user-provided content and collective intelligence, more bottom-up approaches to knowledge management were developed. In this chapter we describe an individual-centric, bottom-up approach to personal knowledge management (PKM). PKM is the individual management of knowledge from a subjective perspective.
An Integrated Formal Approach to Semantic Work Environments Design
Authors: Wang Hai H. , Gibbins Nicholas , Dong Jin Song , Li Yuan Fang , Sun Jing , Pan Jeff , Payne Terry R.
Published: May 2011

The Semantic Web (Berners-Lee, Hendler, & Lassila, 2001) has become increasingly significant as it proposes an evolution of the current World Wide Web from a web of documents to a distributed and decentralised, global knowledge-base. Based on the notion of interlinked resources grounded within formally defined ontologies, it promises to be an enabling technology for the automation of many Web-based tasks, by facilitating a shared understanding of a domain through inference over shared knowledge models. Semantic Work Environment (SWE) applications use Semantic Web techniques to support the work of the user by collecting knowledge about the current needs in a specific activity, and providing both inferred and augmented knowledge that can then be integrated into current work. Web Services have emerged as distributed, heterogeneous software components that provide machine access to the services otherwise offered on the Web through Web pages. Built upon defacto Web standards for syntax, communication protocols, and markup languages such as XML, Web services provide a near ubiquitous mechanism for communication between applications and agents. In addition, such services can be composed to provide additional functionality, thus facilitating the rapid construction of new services. However, the dynamic use of services is limited by the need to agree a-priori upon data models and interface definitions. By coupling Web service technology with Semantic Web technology, Semantic Web Services can partially relax these constraints, both in the dynamic use of services, and in the data models shared by such services. Several examples of such services have been developed, for example, the ITTALKS services (Cost, Finin, & Joshi, 2002), which are considered in this chapter.
OpenDLib
Authors: Candela Leonardo , Castelli Donatella , Pagano Pasquale
Published: May 2011

This chapter introduces OpenDLib, a digital library service system developed at ISTI-CNR for easing the creation and management of digital libraries. It discusses the motivations underlying the development of such a system and describes it by presenting (i) the characteristics of the huge kind of content it is capable of managing, (ii) the set of functions it natively provides its digital libraries with, (iii) the powerful and flexibility of its component-oriented architectural paradigm as a key feature for addressing different application scenarios, and (iv) the technologies the system development relies on. The authors hope that understanding the OpenDLib foundational principles will not only inform stakeholders and decision makers of the features implemented by this existing system, but also assist researchers and application developers in the understanding of the issues, and their possible solutions, that arises when building digital library systems aimed at serving such a broad class of application scenarios.
Standardization of Terms Applying Finite-State Transducers (FST)
Authors: Galvez Carmen
Published: May 2011

This chapter presents the different standardization methods of terms at the two basic approaches of nonlinguistic and linguistic techniques, and sets out to justify the application of processes based on finitestate transducers (FST). Standardization of terms is the procedure of matching and grouping together variants of the same term that are semantically equivalent. A term variant is a text occurrence that is conceptually related to an original term and can be used to search for information in a text database. The uniterm and multiterm variants can be considered equivalent units for the purposes of automatic indexing. This chapter describes the computational and linguistic base of the finite-state approach, with emphasis on the influence of the formal language theory in the standardization process of uniterms and multiterms. The lemmatization and the use of syntactic pattern-matching, through equivalence relations represented in FSTs, are emerging methods for the standardization of terms.
The CGIAR Virtual Library Bridging the Gap Between Agricultural Research and Worldwide Users
Authors: Ramos Mila M. , Alvaré Luz Marina , Ferreyra Cecilia , Shelton Peter
Published: May 2011

This chapter introduces the Consultative Group on International Agricultural Research (CGIAR) Virtual Library as a tool for linking researchers and agricultural research results. The CGIAR is a strategic alliance of countries, international and regional organizations, and private foundations supporting 15 international agricultural centers that work in partnership with national agricultural research institutions and societies. The research results generated are numerous and cover a wide range of subject fields. While these are properly documented, locating relevant and timely information across the system’s 15 centers is a long and tedious process as individual databases have to be searched. The CGIAR virtual library (CGVLibrary) project of the CGIAR Libraries and Information Services Consortium (CGIARLISC) was created in 2005 to address the difficulty of information retrieval across the various centers. It is now available via the WWW (http://vlibrary.cgiar.org/) and knowledge generated by the CGIAR can now be retrieved with a few mouse clicks.
An Empirical Analysis of the Utilization of University Digital Library Resources
Authors: Deng Hepu
Published: May 2011

Digital resources are readily available and easily accessible with the rapid development of information and communication technologies nowadays. These digital resources, however, have not been fully utilized as demonstrated in the literature. This chapter presents a study based on an online survey in a university environment aiming to investigate the extent to which digital resources are utilized, and to identify the critical factors for the effective use of digital resources. The study reveals that the usage of digital resources is significant in higher education, and the utilization of digital resources is very much dependent on the users and purposes. The awareness and the quality of information are critical for the use of digital resources. The findings of this study shed light on the use of digital resources and help libraries better understand users’ perceptions and experiences of using digital resources services in university libraries.
DL and GIS
Authors: Casbas O. Cantán , Nogueras-Iso J. , Zarazaga-Soria F. J.
Published: May 2011

A new collaboration paradigm is in order between Digital Libraries (DL) and Geographic Information Systems (GIS). These important Information Technology (IT) fields have witnessed great progress in the last few years, only to be surpassed by even greater expectations. Nonetheless, this extraordinary advance has come at a cost: the very proliferation of different representation formats, proprietary standards, protocols and platforms in which information is published or served is hindering the further development of these fields. One discouraging and generally ignored aspect of this situation is that both DL and GIS practitioners have been trying to deal with these problems in an isolated fashion, blind to each others’ achievements and approximations. The result is a lack of synergy and duplication of efforts. In this chapter, the authors share their experience in the GIS field to propose a collaborative approximation to solve some of the most recurrent problems both in DL and GIS.
Development of Digital Libraries in Pakistan
Authors: Ameen Kanwal , Rafiq Muhammad
Published: May 2011

This chapter aims to discuss the development of digital libraries in Pakistan. It gives an account of the digital transformation taking place in the country and reviews a few digital library initiatives. It discusses a number of issues associated with the development of digital libraries with specific reference to Pakistan. The major issues appear are as follows: misconception about digital libraries; lack of technological applications; lack of human resources with needed skills; copyright and publishing; cultural divide; digital divide, and insufficient financial support. The authors believe that understanding the underlying issues will not only accelerate the development of DL in Pakistan, but also in other developing countries with more or less common environment.
Activity Theory for Studying Technology Integration in Education
Authors: Uden Lorna , Richards Griff , Gaševic Dragan
Published: May 2011

As can be seen, successful integration of technology into the classrooms depends on many factors. How do we study the effectiveness of technology integration in schools? We believe that cultural historical activity Activity Theory for Studying Technology Integration in Education a theory can be used as a framework to study the ICT integration processes in schools. This paper describes how learning activities in ICT-mediated classrooms must be understood in the context of larger socio-cultural issues. The structure of the paper is as follows. In the next section, we briefly review the use of technology for e-learning, followed by the impact of technology integration. A brief review of activity theory is then given, followed by how it can be used to study the effectiveness of technology integration. The final section of the paper presents the conclusion.
Advancing Professional Learning With Collaborative Technologies
Authors: Fitzgerald Robert
Published: May 2011

In the 21st century, learning and Internet-based technologies are becoming increasingly interwoven. For a growing proportion of children in the developed world, blogs, social networking, multiplayer online games, and instant messaging systems are figuring significantly in their daily lives (Sefton-Green, 2004; Somekh, 2004). Education systems have, for a long time, recognized the potential of technology to enhance and enrich teaching and learning; however, the realization of that potential has more often than not been disappointing (Cuban, 2001; Somekh, 2001). In Australia, we continue to receive strong statements from the Government about the educational importance of integrating ICT into teaching and learning (cf. Learning in an Online World, MCEETYA, 2005); but the reality is, schools and universities are struggling to achieve such goals.
Asynchronous Online Networking
Authors: Vlachos Kosmas , Papaefthimiou-Lytra Sofia
Published: May 2011

Computer assisted language learning (CALL) has been at the forefront of foreign language education since the early 1980s. More recently researchers’ and practioners’ attention has centered on the sociocognitive approaches to CALL, that is, on the classroom practices and the electronic applications that make use of students’ interaction via the computer to promote the foreign language learning potential. This article addresses the issues of cross cultural collaboration and computer mediated communication (CMC) and explores how asynchronous online networking can foster a) the collaboration across partner classes and b) the cooperation of students within partner classrooms with the aim of enhancing the learning of English as a foreign language and in particular the development of language and culture awareness and mediation skills and ultimately intercultural communicative competence.
Constructivist Learning Framework and Technological Application
Authors: Okojie Mabel C.P.O. , Boulder Tinukwa C. , Boulder James
Published: May 2011

Constructivists believe that knowledge can emerge as learners construct meaning from information they receive and from their participation in the learning activities. As a result, learners gain knowledge from their interaction with the learning environment and from interacting among themselves. Learners construct meaning as they engage in critical reflection and evaluation of learning materials in an effort to discover patterns or new dimensions of the emerging information. This implies that learners have the opportunity to develop the skill to absorb the information before them in a way that connects the previously acquired knowledge and the newly discovered information. Constructivist advocates support learning that focuses on the analysis, synthesis, and evaluation of the learning materials and the related information as a means of constructing new knowledge.
Decision Trees
Authors: Wang John , Wang Dajin
Published: May 2011

Decision trees are part of the decision theory and are excellent tools in the decision-making process. Majority of decision tree learning methods were developed within the last 30 years by scholars like Quinlan, Mitchell, and Breiman, just to name a few (Ozgulbas & Koyuncugil, 2006). There are a number of methods and sophisticated software used to graphically present decision trees. Decision trees have a great number of benefits and are widely used in many business functions as well as different industries. However there are also disagreements and various concerns as to how useful decision trees really are. As technology evolves so do decision trees. Therefore not only do many controversies arise but also solutions and new proposals to these arguments.
Discussion Groups
Authors: Wang Viktor
Published: May 2011

Quality in distance education has been researchers’and critics’ major concern. The increase in access to digital and online technologies represents not only convenience, opportunities, and flexibility, but also a new challenge for educational institutions. To ensure quality in distance education, a plethora of buzz words have appeared in the realm of distance education: course design, support services, and interaction, as well as administrative practices that can encourage students to fulfill their educational goals. Among the many factors that contribute to the quality of distance education, researchers have suggested that the importance of communication tools stands out from other aspects of the distance learning experience (Diebal, McInnis, & Edge, 1998; Ferrari, 2002; Gibson, 1998; Rangecroft, Gilroy, Tricker, & Long, 2002; Steffensen, 2003; Zhao, 2003). Nowadays, due to the nature of innovative technology, a distance education course without communication tools such as discussion groups will be considered incomplete. Students will miss the “live” human interaction that can enhance the quality of distance education. Moore (2002, p. 69) argues that quality is accomplished in part by promoting interaction “with instructors, classmates, the interface, and through vicarious interaction.” Further, Moore (1989) identified three kinds of interaction in distance education and provided detailed explanations: learner-content, learner-instructor, and learner-learner. Learner-content interaction indicates that construction of knowledge occurs when the learner interacts with the course content and changes in one’s understanding occur when the new knowledge is integrated with preexisting knowledge. Learner-instructor interaction reinforces the learner-content interaction using engagement and dialogue exchange to promote the teaching/learning process with examples, discussion, and so forth. Learner-learner interaction is vital in distance education if participation in class discussions is to take place (as cited in Wickersham & Dooley, 2006, p. 186). Among communication tools such as e-mail and chat rooms, discussion groups are considered an effective tool that allow students to interact with other students and with the instructor. There is no doubt that discussion groups will enhance quality in distance education. Why are researchers interested in the relationship between discussion groups and quality in distance education? This is because they wish to measure learners’ critical thinking skills. It is commonly argued that relevant/robust discussion among discussion groups can lead to learners’ critical reflection. It is Westerners’ belief that it is in relationship with others that we learn. How has this belief been deeply rooted in people’s minds? Some background information will help explain this.
Group Collaboration in Education
Authors: Peters Gary B.
Published: May 2011

When we collaborate, there is an interaction between two or more individuals who are working together to achieve a particular goal. “Teachers who use collaborative approaches tend to think of themselves less as expert transmitters of knowledge to students, and more as expert designers of intellectual experiences for students, as coaches or mid-wives of a more emergent learning process” (Smith & McGregor, n.d., ¶ 1). In certain environments, collaboration may be more difficult to achieve; it does not occur by simply putting individuals together and asking them to work collectively (Galagher, Kraut, & Egido, 1990). Friend and Cook’s (1992) definition of collaboration emphasizes goal orientation: “Interpersonal collaboration is a style of direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal” (p. 5). Collaboration is further defined as “a process through which parties who see different aspects of a problem [or issue] can constructively explore their differences and search for solutions that go beyond their own limited vision of that is possible” (Gray, 1989, p. 5).
Information Literacy in the 21st Century
Authors: McNaught Carmel
Published: May 2011

Information literacy is a key capability for the 21st century. The distinction between information and knowledge is central to understanding the meaning of information literacy. Information literacy goes beyond that of information retrieval and evaluation. An information-literate person actively uses information to further personal learning and growth with respect to all facets of life. The importance of planning information searches and prioritizing potential sources of information is stressed, as is the need for active engagement with information to seek understanding. It is at this point that the bridge between information literacy and learning occurs; the transformation of information into knowledge that is demonstrated in the production of a unique product (be it an essay, report, media object, etc.). Technology can facilitate learners’ development of information literacy skills but also bring new challenges. The model of a community digital library may be a valuable one in this regard. One challenging but exciting new area is how e-books may contribute to curriculum design in the 21st century. Another emerging area that will impact on information literacy is the nature of online communities and whether Web 2.0 will bring new levels of information literacy to learners of all ages in the 21st century.
Integrating ERP into the Curriculum
Authors: Motwani Jaideep , Akbulut Asli Yagmur
Published: May 2011

In today’s dynamic business environment; customer needs, competition, globalization, and technology have combined to produce a powerful effect on the process of delivering goods and services to the marketplace. According to Closs and Stank (1999, p. 59), businesses have abandoned the “vertical, functional organizational structure characteristic of traditional procurement, manufacturing and physical distribution operation in favor of a more horizontal, cross-functional structure that permits integration of knowledge across functional areas.” Enterprise resource planning (ERP) systems, by their multidimensional, integrative, and normative nature, offer the depth of functionality and breadth of integration required for managing global operations of business organizations. Hammer (1999) concludes that the use of ERP software forces firms to become integrated enterprises that demand strong understanding of key business processes and very high level of teamwork. The effectiveness of ERP systems as an integrating mechanism in businesses suggests that ERP software can be used as an integrating mechanism in business school curricula, too. As a result, an increasing number of universities have attempted or are planning to incorporate popular enterprise system software products such as SAP R/3 into the business school curricula (Bradford, Vijayaraman, & Chandra, 2003; Corbitt & Mensching, 2000; Johnson, Lorents, Morgan, & Ozmun, 2004). This article attempts to provide a proactive approach to implementing ERP systems into a business school curriculum.
Interactive Power Point Lesson
Authors: Holler Melissa B.
Published: May 2011

The foundation for much of the technology being used in today’s classroom is the Microsoft Office suite. It is fast becoming the integrated software package of choice for many schools and school districts. Word, PowerPoint, Excel, and Access are the staples for many students and teachers. Complimenting these capabilities, Internet Explorer and Netscape Communicator are the tools of choice for accessing the World Wide Web. Why not help teachers utilize these same tools to develop text, visual, and Web-based materials for the classroom, and leave the more complex and costly packages to multimedia designers and commercial artists? The success of this philosophy has been borne out by a blistering growth in applications from K-12 classroom teachers, technology coordinators, and corporate trainers.
Learning Styles in Online Environments
Authors: Cox Sharon
Published: May 2011

Research into the learning styles and preferences of students is well established but is currently the subject of renewed interest driven by a number of factors. First, following policies to encourage and facilitate widening participation, the student population is being drawn from more varied backgrounds, and greater emphasis is being placed on helping students to learn (Smith, 2002). Second, models of learning theory have largely been developed in isolation from the subsequent advances in the use of information communication technology (ICT) and its changing role in education (Sadler-Smith & Smith, 2004). The flexibility offered by online learning environments changes both the temporal and spatial dimensions of the learning context. Technology increases the physical distance between student and lecturer and imposes a technical aspect, which may be seen as a physical barrier to learning or may be perceived as a way of removing cultural and social barriers and therefore opening and creating new opportunities for dialogue. The impact of ICT on the learning context offers new opportunities and challenges to learners and instructors that need to be considered within the context of learning preferences. Third, the renewed interest in learning styles is perhaps also fuelled by the ease with which multiple modes of learning can be accommodated and combined using ICT. Within online learning environments learning objects can be developed and reused more easily, for example, short videos can be created without the use of extensive production equipment. This provides the opportunity for lecturers to reconsider their pedagogic strategies to effectively integrate the use of technology into teaching (Fisher & Baird, 2005).
Learning With Laptops
Authors: Kennedy Ian , Uden Lorna
Published: May 2011

Rogoff (1994) believes that technology can act as a catalyst influencing change from a traditional classroom to an environment of community of learners. One way to successfully integrate technology in schools is to use a constructivist approach. Here the environment provides facilities for students to learn by doing, to work with others, and to have authentic experiences, motivating learning and making it relevant. Technology provides cognitive tools for students as they make sense of the information gathered, allowing experts, teachers, and students to communicate their thoughts and interests in the subject matter and simulating real-life situations and problems. Laptops can hinder or help children. The software has to be well-designed for the purpose f “teaching the child to learn”.
Online Learning Environments
Authors: Hu Riu , Wang Shuyan
Published: May 2011

Online learning, which was defined as a learning environment using computer communication systems for learning delivery and interaction (Harasim, 1990), has been involved into all facets of society’s education. Online learning can be considered as a subset of the category of e-learning because it refers specifically to learning that is occurring via the Internet or Intranet. Online learning environment normally refers to learning via electronic communications, coursework, and/or information posted on the Web, and through other instructional activities by using Internet.
Shared Networks in Technology Education
Authors: de Pablos Carmen
Published: May 2011

Diverse institutions of education have paid special attention to the way they can profit from the use of Webbased shared networks in the last years. The literature review shows us a great interest in defining the variables that can have a direct impact on achieving better final results of a good use of these technologies. In this chapter, we try to present a view of the main variables that should be taken into account in a global model to measure the general satisfaction of the usage of shared networks in technology education.
Situated Learning
Authors: Gebhard Susan
Published: May 2011

In his work, The Advancement of Learning (1605), Sir Francis Bacon observed, “Man seeketh in society comfort, use, and protection.” Humans have historically looked to situations in which they interact with one another to inform ideas about culture, morals, and ambition. Plato philosophized that education was the key to the betterment of society, but such a society was possible only if people worked together for a common good. In the Judeo-Christian tradition, believers are called to interact within community. The traditional shema affirms the communal nature of humankind and the role that context and social interaction are to play in the preservation and transmission of values.
Technology Assignments Using Team-Based Learning
Authors: McCord Mary , Michaelsen Larry
Published: May 2011

Educators face an increasingly difficult task in preparing students for today’s information technology and/or information systems (IT/IS) jobs. The foundation must ensure that students master solitary tasks such as programming and logical design. However, the reality of IT/IS jobs requires that students must also be prepared to deal with increasingly complex design projects and work in teams made up of peers who come from many different business disciplines and bring the requirements of multiple organizational functions. As a result, IT/IS educators must design their courses to give students experience working in teams and on problems that reflect the complexity of the business environments in which they will be employed.
Technology Assisted Problem Solving
Authors: Sidhu S. Manjit
Published: May 2011

Teaching conceptual and qualitative material effectively while leveraging the contents efficiently has been an elusive goal for many computer-aided learning (CAL) packages in the past. With the advent of newer technologies such as multimedia and virtual reality, these technologies are being researched and applied to various areas of educational settings, especially in science and technology. However the potential of these technologies has not been fully exploited, particularly in the teaching of engineering. In this paper we describe an innovative approach based on the principle of CAL to design and implement an integrated package known as technology assisted problem solving (TAPS) packages, which could guide students step-by-step to complete various engineering mechanics exercises. Some key concepts and development aspects of TAPS packages are also discussed.
Understanding Computer Security
Authors: Brown Steve
Published: May 2011

During the last several years a great deal has been written in academic and trade journals that has focused on security. There are several different terms often used, but the following—information security (InfoSec), computer security, and information assurance—are typically meant to be the same, that is, the protection of data, although information assurance is also expanded to include aspects such as personnel, plant, and equipment. While one main theme that has been written has been to improve the effectiveness and understanding of security, apply the various security concepts learned and understand the technologies developed, it is important to recognize that computer security may take on different meanings, dependent on the context that it is being discussed. Computer security is a very large field, and one that is often misunderstood. When we discuss computer security, are we discussing our personal computer at work or home? Are we discussing portable devices, such as mobile devices like Blackberries, PDAs, or laptops? Are we discussing security laws and regulations that might impact the safeguard of personal information, or could we be discussing, designing, and implementing, a risk-based security plan for an organization? It is therefore difficult to discuss computer security unless it is discussed in a frame of reference. Therefore, this paper will discuss some of the issues and concerns of computer security in different frames of reference, and the importance of teaching security with that focus in mind.
The Use of Technology in Urban Populations
Authors: Kidd Terry T.
Published: May 2011

The introduction of microcomputers into classrooms during the 1980s was heralded by many as the dawn of a new era in American education. Proponents argued that technology had the potential to fundamentally transform the nature of teaching and learning (Papert, 1980; U.S. Congress, Office of Technology Assessment, 1988). However, over time, it has become apparent that it is far easier to acquire hardware, software, and Internet access (Becker, 1991; Dividing lines, 2001) than it is to capture the potential of technology in significantly meaningful outcomes (Cuban, 2001). Likewise, educators concerned about the chronic underachievement of urban learners often fall prey to the allure of technology as a tool for reversing the historical influences of poverty, discrimination, inequity, chronic underachievement, and lack of opportunity. However, 25 years after the introduction of the computer into the classroom, many of the expectations associated with technology in education remain unrealized. In this article, we discuss new technological horizons for urban learners, and highlight issues relating to the socioeconomic trends of technology in schools. In addition, we provide specific examples of technology interventions that can be implemented to engage urban students in meaningful learning activities.
Webquest
Authors: Hartsell Taralynn , Juneau Karen R.
Published: May 2011

The Internet has a vast array of information resources that educators and students can access when studying a particular topic. There are millions of different types of Web sites available on the Internet that could prove useful in the learning process. However, this wealth of Web resources can create problems determining which sites are valid, credible, and up-to-date. In addition, students become overburdened in locating applicable Web resources when completing coursework due to the quantity of Web sites (Faichney, 2002). WebQuests have increased in educational popularity by helping students perform inquiry-based and/or cooperative learning that is planned and organized. The need for students to cipher through numerous Web sites to determine applicability and authenticity is unnecessary because the research has already been performed and validated by the teacher in WebQuests. This article explains the role that WebQuests play in structuring curriculum content and giving students an authentic investigatory experience. The principles and components of WebQuests are described first to provide a foundation for their applications in instruction. Applications and methods of integration are also addressed to offer educators ideas on integrating WebQuests into the curriculum.
Wide Area Networks
Authors: Hansen Raymond A. , Rawles Phillip T.
Published: May 2011

When network services must be distributed over large geographic areas, it is essential to have an understanding of the telecommunication systems on which such distribution depends. One of the most significant differences between wide area networks (WANs) and local area networks (LANs) is the general dependency on third-party carriers to provide these transmission services. Whenever data is being sent across a WAN it must be routed between locations.
Addressing Global Labor Needs Using E-Training
Authors: Murray L. W. , Efendioglu Alev M.
Published: May 2011

Given the increased globalization and 24/7 business operations, can we reasonably expect to rely on etraining to address a forecasted worldwide shortage of skilled workers? To answer this question, we will examine the key supply and demand determinants of the global worker shortage and analyze the critical systematic requirements that tend to favor the use of asymmetric, interactive, e-training technologies. Recent meta-studies of distance education conclude that distance education delivery is both cost-effective and is superior to face-to-face instruction, when controlling for several important intervening variables. Further, such studies conclude that when organized, systematic student discussions are employed the benefits are substantially enhanced. Give some of these identified benefits, can Internet technologies be used to somehow enable learning/training to take place, across different cultures and languages, as opposed to traditional training/educational systems which use “live” trainers/teachers in this process? To address this proposition, we will expand the discussion of tutored video instruction (TVI) by reviewing the recent research on some alternatives, regardless of whether the students taking the course are discussing the course materials at the same time
An Adoption and Diffusion Perspective on HRIS Usage
Authors: Keim Tobias , Weitzel Tim
Published: May 2011

Information technology in the past decade has drastically changed the human resources function. Providing support for mainly administrative activities such as payroll and attendance management in the beginning, information technology today enhances many of the recruitment function’s subprocesses such as longand short-term candidate attraction, the generation, pre-screening, and processing of applications or the contracting and onboarding of new hires. Online job advertisements on corporate Web sites and Internet job boards, online CV databases, different forms of electronic applications, applicant management systems, corporate skill databases, and IS supported workflows for the contracting phase are only few examples of the various ways by which information systems today support recruitment processes. However, little attention so far has been paid to the question of how these different forms of software support are effectively adopted by employers and how the interplay between HR departments, specialized departments, shared service centers and external service providers can be understood on an organizational level. Therefore, our research questions within this article are how do human resources information systems (HRIS) diffuse along the recruitment process? How can we explain the phenomena empirically observed? In order to answer these questions, we outline the literature on IS adoption and diffusion. Then, building on own longitudinal qualitative and quantitative research, we present a theoretically and empirically grounded framework of HRIS adoption and diffusion for the recruitment function.
Assessing the Impact of Mobile Technologies on Work-Life Balance
Authors: Cox Sharon
Published: May 2011

Mobile technologies such as laptops and mobile phones enable work to be conducted remotely, away from the normal working environment. Removing the geographical boundaries between work life and home life poses new challenges within the context of maintaining a healthy work-life balance. This article proposes a multidimensional model for assessing the impact of mobile technologies on work-life balance considering social, organizational, legal, technological, and ethical issues to inform the development of human resource strategies.
The Benefits of Home-Based Working's Flexibility
Authors: Osorio Diana Benito
Published: May 2011

The history of home working in Western economies can only be understood by means of changes in the systems of production in Europe and North America and through changes in the general sphere of women’s responsibilities, which typically include family work as well as paid work (Johnson, 2003). Both new situations produce the most important change: the change in work venue. The development in industrial production has been an uneven and changing pattern, beginning with artisanal guilds of the middle ages and continuing through to industrial production in the 19th and 20th centuries (Boris, 1996). Mistakenly, the process of industrialization has often been characterized as a unidirectional shift of production from home to factory (Johnson, 2003), but the reality has been very different. The earliest forms of industrialization first appeared within the home setting (Albrecht, 1982). One of the initial impetuses for the use of home-based working arrangements among such employees was provided by the oil crisis of the 1970s which, in conjunction with advances in computer technology, led to a surge of interest in “telecommuting” among white collar workers (Niles, Carlson, Gray, & Hanneman, 1976). However, it was not until the development of personal computers and networked systems in the 1980s that home-based working arrangements experienced significant growth, growth that has been particularly pronounced among executives, managers, scientists, and engineers in large corporations (Bureau of National Affairs, 1991). This home-based working’s revival, on the early 1980s, was linked to the shift in the structure of employment and production in post-industrial economies of North America and Western Europe (Lipsig-Mummé, 1983). Years later, in the 1990s, this subject was treated again but with a new vision. While adoption of telework was slow during the 1980´s, the subsequent decade’s information revolution resulted in considerable growth in new work forms (Moss, Whitfield, Johnson, & Andrey, 2006; Robertson, 2005) The “renaissance” was interpreted as a symptom of economic restructuring that put increased pressure on domestic industries from off-shore producers (Leach, 1998).
Challenges of Simulation in Management Development
Authors: Stokes Peter
Published: May 2011

Within the broad context of human resource management (HRM), the professional growth and improvement of employees, particularly managers, through human resource development (HRD) persists as a widely recognized means of enhancing an organization’s competitive advantage (Olivas-Luján, Ramírez, & Zapata-Cantu, 2007; Taylor & Furnham, 2005). It is clear that the exponential growth of information technology and communication (ITC) applications enhances possibilities to transform how management development may be approached and this falls clearly within the responsibility remit of HRM departments and emergent e-HRM capabilities. In the face of the relentless global technological innovative context Benson, Johnson, and Kuchinke (2002, p.395) have stressed that workplace related ITC can be grouped, grosso modo, into three strands: “learning mediated by technology, performance enhancement, and organizational development and change” and these capture and portray well spheres of interest that embrace and interrelate with the HRM-HRD spectrum especially with regard to the emergence and development of e-HRM.
Concepts, Technology, and Applications in E-Mentoring
Authors: Colomo-Palacios Ricardo , Gómez-Berbís Juan Miguel , Garcia-Crespo Angel , Casado-Lumbreras Cristina
Published: May 2011

The so-called “Internet revolution” has dramatically changed the way people communicate and work nowadays. Attending to The Word Factbook developed by the U.S. Central Intelligence Agency (CIA), there are 1,018,057,389 Internet users in the world by 2005 (CIA, 2006). Fostering of the Internet revolution from a business perspective is out of question and the evergrowing number of Web functionalities has implied a significant and dramatic change in all business management areas. Within these areas, this revolution has not gone unnoticed, particularly for human resources management. Mentoring, which has been used as a tool for human capital development leverage in organizations has also been deeply impacted by the emergence and generalized use of Internet technologies giving birth to the so-called “e-mentoring.” The origins of the term must be looked for in Ancient Greece. In the Homer masterwork “Odyssey,” Ulysses, king of Ithaca, recommends mentor Alcímida his house, properties, and his son, Telemachus, education on leaving for the Troy War (traditionally dated from 1193 BC-1183 BC). Apart from the word ethimology, several modern disciplines literature (such as management, social psychology, sociology, or knowledge management) have provided with mentoring studies from the late seventies of the XX century, particularly, from the mid-nineties. As a consequence of the growing interest of the topic and its broad application in business ecosystems, thousands of definitions have popped up, trying to cover the semantics of the concept. Due to the aforementioned popularity of the concept, Friday and Green (2004) accomplish a re-conceptualization of the term stemming from a deep and detailed study about existing literature definitions. Subsequently, a definition for the mentoring concept is provided, aiming at being universal, following the authors goal: Mentoring is a guidance process that takes place between a mentor and a protégé (also known as mentee). Authors define similarly the mentor term as “wise and trusted counselor or teacher.”
Conceptualization and Evolution of Learning Organizations
Authors: Yang Baiyin
Published: May 2011

Learning organization has received an increasing attention in the literature of organization and management studies, but only few empirical studies have been conducted to examine its nature, antecedents, and outcomes. Facilitating continuous human resource development throughout all levels of the organization is becoming a primary challenge for many HR professionals. In the era of knowledge economy where intellectual capital and learning become major sources of competitiveness, managers of all functions have to develop and nurture a learning culture. Consequently, human resources information systems need to embrace the concept of learning organization. A robust information system should enable organizational learning, knowledge creation, sharing, and application. This article discusses the definitions of learning organization, reasons for the popularity of this concept, emerging studies on this topic including its relationship with organizational performance, practical measures used to build learning organization, and future trends of this topic.
Conflict Resolution in E-HRM Environments
Authors: Bello Joseph Abiodun , Adenike Adeniji Anthonia
Published: May 2011

There have been studies on conflict resolutions but many focused on regional inter-tribe and international conflicts between or among nations of the world. Only very few have written about industrial conflict recently, even these few did not touch the mechanism of resolving conflicts in the organization in depth. Therefore, this article will focus on various conflict resolution mechanisms and the three major models of conflict resolutions—namely distributive bargaining, integrated bargaining, and interactive problem solving as given by Cross, Susan, Rosenthal, and Robert (1999). To do this effectively, we will explore the available literature on the antecedents of conflicts in human resource systems. Varieties of views and notions held by individuals and groups in respect of the role and the consequences of conflicts in the functioning of humans in our modern complex organizations will be considered. The consequences of conflicts on interpersonal, inter-group, and inter-organizational processes, when conflict may empower, distress, or lubricate the wheels of human interaction in the context of human resource management will be traced. The views of experts, professionals and academicians on how and why conflicts should be handled to ensure a healthier and conducive environment to work will be traced.