Advanced economies, also known as knowledge-based economies, rely their performance on high skilled workers and quick access to information and knowledge, allowing organizations to react to a competitive, rapidly changing and global environment. Innovation is recognized as a crucial factor for survival, driving the development of new or improved products, services, processes or marketing strategies. Innovation seems to be closely related to organizational learning through which new knowledge is developed, distributed and used. Several proposals consider organizational learning capability in a multidimensional perspective. Based on these proposals, five dimensions were identified as main driving influences to innovation: idea generation; market and technology surveillance; problem solving; dialogue and knowledge transfer; training and competence development. Recent developments on information and communication technologies (ICT), especially web 2.0 social tools, allow workers a more participatory attitude and control on their learning, promoting collaboration and cooperation between teams and networks. It is important that organizations understand how the use of ICT and web 2.0 may improve the organizational learning capability. This study aims at understanding how a Portuguese innovative large company uses ICT and web 2.0 tools to enhance learning practices in order to support the discussion of an answer to the driving research question: how are ICT tools being used to promote organizational learning in innovative organizations?. The paper describes relevant theoretical aspects on organizational learning...

non-peer-reviewed; Information and communications technology is an integral part of our personal and working lives. The children of today were born as digital natives and technology pervades every aspect of their everyday lives. The ubiquity of ICT demands that all our citizens are prepared for full participation in this digital age. There has been huge investment in ICT by successive governments in terms of research and resources. There are countless bodies of research that extol the pivotal benefits of ICT in education. When properly harnessed it has the potential to enrich learning and enhance teaching invigorating classroom practice and enabling learners to progress in more personalised and self-directed ways. Yet for all this the education sector seems stubbornly resistant to fully embracing the opportunities that ICT has to offer. The focus needs to shift from technology provision to full integration into pedagogical practice in a transformational way. The evidence shows that teachers are not luddites or technophobes so why is this revolution not happening on the ground? The main aim of this study was to investigate the impact of sudden rollout of a state-of-the-art ICT infrastructure in a primary school in Ireland. Of primary interest is measurement of adoption rates among teachers and the quality of use in the classroom...

non-peer-reviewed; ICT has impacted, to some degree, on almost every facet of our lives. Children today grow up with an array of technology, both at home and at school. Educators and governments have devoted huge resources to the provision of technology in the learning environment. Schools IT2000 was launched in Ireland in 1997 with a state investment of £40 million. It committed the Irish government to equip and support our schools with the most modern ICT equipment. A further €252 million was allocated in 2007 and an additional €150 million in November 2009. However, this investment related to the mainstream sector only. The integration of educational technology depends to a significant extent, on the effectiveness and commitment of teachers. This research study investigates, analyses and interprets data, to delineate the factors that prevent teachers’ use of educational technology, at a Youthreach Centre in the North West of Ireland. The main aim of this study was to investigate the barriers that prevent the integration of ICT in a Youthreach Centre. Youthreach is an inter-Departmental initiative for young people who have left school early. Against a background of falling prices, increasing computing power...

Non-peer-reviewed; This case study examines issues surrounding the use of Information and Communication Technology (ICT) supported practices in vocational education at an Irish third level institution. In particular it investigated the opportunities presented and the constraints to the use of ICT with in a vocational educational setting. It also investigated lecturers‘ perceptions and current use of ICT. The research consisted of interviewing six key informants in relation to the factors affecting the use of ICT supported practices for vocational education. These interviews informed the design of the questionnaire that was then given to 19 lecturers involved in vocational education at the selected Irish third level institution. Two focus groups of four lecturers concluded the investigation by discussing the findings from the questionnaires. The research revealed that staff felt that ICT has a positive role to play in education. They find it allows them to gather information, organise it and distribute it to their learners. They have also found the use of ICT is helping to reduce the amount of time required to complete their work. All lecturers highlighted the need for further training. And those with a previous qualification in education were particularly vocal in their need for training. Lecturers indicated a high use of e-mail and the internet. Educational software...

non-peer-reviewed; Due to the widespread use of Information and Communications Technology (ICT) within all aspects of today’s society, ICT use within all education sectors, including adult education must be encouraged in order to fully prepare learners for employment. This case study examines factors that facilitate and impede the use of ICT within education and identifies factors that are specific to adult education. This study primarily investigates the role of ICT within two adult education programmes, namely the Vocational Training Opportunities Scheme (VTOS) and the Back to Education Initiative (BTEI) within an Adult Education and Training Centre (AETC) in Ireland. Primary research involved observing the eight teachers in the AETC to identify if and how they use ICT within their specific subject area. In addition, questionnaires were disseminated to these teachers and to a random sample of 30 learners, 15 learners from each programme. Alongside this, a semi-structured interview was carried out with the co-ordinators from both of the aforementioned programmes. This study identified a disparity in ICT use across these specific adult education programmes. VTOS teachers and learners have increased ICT funding resulting in increased availability and accessibility of ICT resources. Consequently...

non-peer-reviewed; This paper presents a review and investigation into the effectiveness of ICT on learning. Research was conducted on an all female class of community care students in an adult education centre. In addition the effects, if any, of age or gender on the use of ICT were addressed. Based on the theories of Bandura and Vygotsky the research was carried out in a socio-constructive learning environment. Effectiveness of ICT in learning was examined with respect to achievement, satisfaction, self-efficacy and collaboration. A comparison between learning through the use of ICT only, traditional learning only, and a blend of traditional learning combined with ICT learning was conducted. Empirical evidence revealed that students achieve higher test scores and higher improvement through a blend of ICT and traditional learning. All students experienced satisfaction using basic ICT to learn other curriculum subjects. However students who had no previous ICT experience felt apprehensive about using ICT and exhibited lower satisfaction levels than students with previous ICT experience. Eighty nine percent of students experienced a measureable increase in self-efficacy while using ICT to learn regardless of previous ICT experience. ICT was conducive to collaborative learning when learning other topics. In contrast word processing reduced collaboration. Students perceived age...

non-peer-reviewed; In a world that is becoming increasingly dependent on technology, people are becoming more at ease with its importance. Despite this, Information and Communication Technology (ICT) investments in the Irish education system are still met with some uncertainty as how best to invest the money. ICT has not yet seemed to penetrate into Irelands classroom to a meaningful degree and pedagogical practices are varied and often off target from recommended usage. Since the launch of IT 2000, schools at different levels have received £40 million, €50 million and €22 million in 1997, 2007 and 2009 respectively. With the announcement of another investment of €20 million in September 2010, this study has been set out to look at the factors that influence the success, or lack of thereof, of this type of investment in helping a second level schools reach e-Maturity. This case study was carried out in a communal school in the Midlands which has a high level of ICT facilities. Through using a mixed approach of questionnaires, to collect quantitative data, and interviews and observations, to collect qualitative data, this study was set up to investigate how best the school could spend the latest funds, and to investigate the idea question: “Does provision of ICT equipment mean it is being correctly adopted and integrated as an integral part of pedagogical practices?” The findings of this study indicate that time...

peer-reviewed; This literature review explores the historical development of ICT in Irish postprimary/ secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects, which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly how national ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives.

This short country report, a result of larger Information for Development Program (infoDev)-supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. As it adopts ICT in education, Uganda faces the same challenges as most developing economies - poorly developed ICT infrastructure, high bandwidth costs, an unreliable supply of electricity, and a general lack of resources to meet a broad spectrum of needs. However, with the rapid emergence of wireless network capacity and the ubiquitous growth of mobile phones, the context of the infrastructure is changing. A national ICT policy is in place and an education sector ICT policy is before cabinet. The ministry of education and sports is taking steps to co-ordinate ICT development and has allocated resources to support implementation of its ICT strategy.

This short country report, a result of larger Information for Development Program (infoDev)-supported survey of Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Algeria is encouraging and fostering the use of ICT to enhance the development process in general and the development of the educational system in particular, paving the road for an ICT policy framework along with an implementation strategy. The government has placed weight on the development of ICT-related human resources. In light of the globally emerging knowledge and information society, Algeria has formed a committee in charge of defining the elements of an Algerian national information society strategy. It is anticipated that the committee will work on creating synergies among the different sectors in the area of infrastructure, training, and research as well as information systems and ICTs. The committee will identify a national ICT working group...

non-peer-reviewed; Due to the rise in use and general growth of Information and Communication Technology (ICT) the roles of some ICT Coordinators in the Irish secondary school system have expanded to combine a large number of duties. To further examine this topic and to establish some straight facts an examination of the workload of the ICT Coordinator in the Irish secondary school system was carried out. Relevant literature about the equivalent positions in such countries as New Zealand, Denmark and Britain was reviewed and issues which arose included ‘Job Description’, ‘Time Availability’, ‘Technical Support’ and ‘Pedagogical Duties versus Technical Duties’. The boundaries of this ICT Coordinator position have been pushed and pushed to include all aspects of technology. In such a dynamically expanding industry the status and position of the person closest to it in schools has remained somewhat unchanged over recent years. Many ICT Coordinators feel under pressure due to the broad scope of duties. These issues were explored via electronic survey and interview of ICT Coordinators and other personnel with knowledge of ICT in schools in Ireland. The results were then organised and reported. Subsequent comparison with the findings of previous research showed first and foremost that the majority of ICT Coordinators don’t have enough time for what has become expected of them in their position and secondly many felt that too much was being expected of them in a technical capacity. The crucial area of integrating ICT into the education of the students was being left in the shadow of technical support. Questions about the over-use of the ICT Coordinator for technical purposes and about the general level of importance associated with the role were put forward in the analysis. Conclusions were then drawn under the headings from the literature review mentioned above.

non-peer-reviewed; Over the past number of years there has been a move towards using ICT. This study explores factors that affect post-primary teachers use of ICT in the teaching and learning environment. The researcher used a case study approach to investigate ICT use in a recently established community school in Ireland. A self-administered questionnaire was issued to all teaching staff (n=70). A random sample of teachers (n=7) were interviewed on their ICT practices and attitudes towards using ICT. School management were also interviewed to asertain their views on ICT use within the case study school. The results recorded show that there is a high level of ICT use in the case study school. Factors identified as affecting teachers use of ICT in the teaching and learning environment were identified. The following factors were found to affect ICT use in the case study school - positive attitudes towards using ICT, level of ICT training and support, lack of time, lack of a detailed ICT policy, both teachers and managements’ attitude towards using ICT, easy access and availalbility of ICT hardware and software and the teaching group. The study did not identify teacher pedagogy, age and gender as significant factors affecting teachers’ ICT use in the case study school. The paper concludes by noting that while there may be significant benefits and potential in the use of ICT in the teaching and learning environment it is important to understand the factors that affect teachers’ willingness to embrace and use this technology. If educators are aware of the factors affecting ICT use it allows both teachers and management to continue to progress and develop their ICT use in the teaching and learning environment.

The objective of conducting this case study on Mozambique is to uncover the pattern of municipal Information and Communication Technology (ICT) impact that may exist in other low-capacity countries with analogous political economy structures in relation to leveraging ICT in public sectors. The study concludes by suggesting measures to link the continent's ICT boom in citizen-based mobile telephony and internet usage with the rapid rise of public sector ICT phenomena as a promising means to plug service delivery gaps. In view of these highlights, this report stands to serve as a valuable resource guide to a wide audience of practitioners, including policy wonks, urban specialists; ICT and climate change enthusiasts, as well as social accountability activists. This report consists of five sections. Section one details the impact of climate change on Mozambique's urban poor while also providing an overview of the country's disaster response system. In view of the decentralization of much of Mozambique's ICT and other resources among municipal governments...

This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Senegal's hand on commitment to incorporating ICT in education is still in the beginning stages of progress and evaluation. Although Senegal's public officials and government bodies recognize ICT as a powerful engine for progress in economic expansion and modernization and have a national ICT policy in place, it has not yet been integrated into the education sector in any kind of formal policy. However, the Ministry of Education and several organizations have taken initiatives to launch and continue activities that will facilitate the modernization of schools and other educational institutions. Initiatives have also been made in the informal sector, such as the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Community Multimedia Center Scale-Up Project...

This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Djibouti boasting a digital telecommunications network and connections to the rest of the world through undersea optical fibre that are much admired in the region. Two-thirds of the population is urban, and ICT services are readily available in urban areas. The country has a good relationship with most western donors. All these factors support Djibouti's efforts to modernize their education sector. With an ongoing reform program, Djibouti has mostly focused on developing and improving the physical infrastructure and other non-ICT resources, including building new classrooms and providing textbooks. In higher education, a key focus has been on producing skilled teachers and encouraging out-of-school youths to get vocational training. At a policy level...

Over the last two decades, Ethiopia has achieved remarkable progress toward social and economic indicators. Analytical evidence shows that development projects with a significant information and communication technology (ICT) component have a higher potential to achieve greater outcomes on the ground than the ones not supported by ICT. This is why the Government of Ethiopia sees ICT within the broader context of its socioeconomic development objectives and believes that it should take advantage of today's most innovative and reliable technologies to accelerate the rate of economic growth and alleviate poverty in the country. The Government of Ethiopia has requested the ICT sector unit of the World Bank to prepare a comprehensive report on how ICT can be used to achieve a true transformation of the Ethiopian economy and society. Therefore, this report explores how ICT can be leveraged to foster the development of an ICT-enabled industry and the private sector in general, to enhance public sector performance...

non-peer-reviewed; The Primary School Curriculum (1999) is taught in all primary schools in Ireland. Using Information and Communication Technologies is recognised as a teaching methodology in the teacher guideline documents of the Primary School Curriculum. This case study on 20 schools in the environs of a large town in the west of Ireland, examined the implementation of ICT teaching methodologies in the primary school curriculum in 5th and 6th class. Pupil to computer ratio varied widely depending on single class settings and multi-class settings. Pupils‟ use of computers ranged from everyday to rarely. Lack of infrastructure and class size was a major factor in the lack of integration of ICT methodologies in classroom teaching. Teachers surveyed and interviewed called for professional development in this area and a clear practical ICT curriculum for primary schools. Lack of time and support were further impediments to successful ICT integration. The abolition of the ICT advisory service added additional responsibility to the schools ICT post holders and principal. Recommendations drawn from this study include an interactive e-portal in conjunction with pedagogically appropriate ICT teaching resources, in-service days for ICT and a system to maintain existing ICT infrastructure in schools.

peer-reviewed; This research aimed to explore Information and Communication Technology (ICT) coordinators’ discourse in relation to ICT integration in a sample of Irish post-primary schools. As ICT leaders in their schools, how they conceptualise ICT significantly influences school-based policy and use. The research involved semi-structured interviews with a random sample of nine ICT coordinators in the Mid-west region of Ireland. The study found that the coordinators drew heavily on the prevailing policy discourse when justifying the use of ICT in schools. However, they tended to see the evolution of ICT as something beyond their control and perceived ‘progress’ only in relation to hardware acquisition. The findings suggest that the shift from ‘electronic janitor’ to pedagogical leader (Lobos, 2008) is in its infancy in Irish schools. Policy makers may need to take greater cognisance of the importance of pedagogical leadership within a context dominated by a focus on acquiring hardware and resources. At a broader level educators need to define their collective vision for ICT, rather than placing sole responsibility on a single agent of change

Despite the lack of substantial evidence for improvement in the quality of teaching and learning with information and communication technology (ICT), governmental organizations, including those of Canada and Australia, have made large investments into ICT. This investment has been largely predicated on the hypothesized relationship between ICT and science achievement, and the need for ICT as a means of providing broad-scale training to meet the demand for a skilled workforce. To better understand this possible relationship, this study used data from the 2006 administration of the Programme for International Student Assessment (PISA 2006) to determine the extent to which scientific literacy is predicted by student- and school-level variables related to ICT, after adjusting for student demographic characteristics and school characteristics. The findings suggest that, once student demographic characteristics and school characteristics have been accounted for, students with prior experience with ICT, who browse the Internet more frequently, and who are confident with basic ICT tasks earned higher scientific literacy scores. Gender differences existed with respect to types of productivity and entertainment software used; this difference may be attributed to personal choice and initiative to learn ICT. Finally...

peer-reviewed; The Schools IT2000 initiative, launched in 1997, was the first large-scale attempt to integrate ICT into teaching and learning in the Irish education system. Prior to its launch computer use in Irish schools was inhibited by the absence of a clearly defined policy. During the 1990s, in the absence of a national policy, schools began to develop IT skills type courses resulting in the dominance of the acquisition of basic IT skills at post-primary level ref? The sporadic use of ICT in post-primary schools was reflected in a number of studies conducted in the nineties, which found considerable differences in the level of exposure students received to ICT. These studies also found little use of ICT in teaching and learning (McKenna et al, 1993; Drury, 1995; Mulkeen, 1997). In response to the low levels of use across the curriculum a central aim of the Schools IT2000 initiative was to provide in-service to all teachers to enable them to develop the necessary skills to integrate ICT in teaching and learning. In order to achieve this aim a training continuum was developed with the objective of enabling teachers to progress from novice to expert users of information technology in education. Short-term in-service courses were initially offered to all post-primary teachers in the state. These courses introduced basic IT skills and to date have trained 59% of post-primary teachers in the basic use of ICT (NPADC...