Using the power of research to inform ICT integration in education

Posts tagged ‘technology in school and out of school’

Why should outsourcing school technology be about learning more than technology?

Benoit A. Aubert, Jean-François Houde, Michel Patrya, Suzanne Rivarda (2012) A multi-level investigation of information technology outsourcing, Journal of Strategic Information Systems 21 (2012) 233–244

This paper presents a model explaining the IT outsourcing decision. Some findings highlight unique characteristics of IT outsourcing. For instance, firms in knowledge intensive industries using less outsourcing than firms in less knowledge intensive ones suggests that information processing activities might be treated somewhat differently from other activities. In addition, results show that the activities are not totally independent. Any outsourcing decision has to take into account activities within an ensemble. Managing these activities without acknowledging this would lead to coordination problems and inefficiencies. This might explain why some activities that seem perfect candidates for outsourcing are actually better managed inside the firm. Finally, the results suggest practitioners to consider their unique situation (notably the demand uncertainty and the knowledge intensity of the domain in which their firm operates). Recipes that have worked in one organization might not work in the other. Managers have to be aware of these influences that are independent from the activities themselves.

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How do High school and Middle school students perceive teachers, ICT and learning?

Stefl-Mabry, J., Radlick, M., Doane, W., (2010) Can You Hear Me Now? Student voice: High school & middle school students’ perceptions of teachers, ICT and learning, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2010, Vol. 6, Issue 4, pp.64-82.

Information and Communications Technologies have become tightly woven into the fabric of most middle school and high school students’ lives throughout the United States. However this is true, for the most part, only when students step outside the physical and mental confines of school. Today many students find that the technology they have access to outside of school is newer, faster, and far less restrictive than the technology they have access to in school. This dichotomy is creating a situation where, for the first time, students have more access to information and resources out of school than they do in school. This exploratory case study examines the viewpoints of Middle School (MS) and High School (HS) students in a technology-affluent, rural, United States school district relative to Information and Communications Technologies (ICT) use in and out of school. Students in our study 1) perceived technology in school as limited and restrictive, 2) recognized teachers’ ICT skills determined classroom instruction, 3) provided suggestions to help teachers with ICT, 4) articulated the learning environments they prefer, 5) experienced a disconnect between ICT use in school and out of school, and 6) perceived educators as not caring.

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