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"This book is a critical source for understanding the role of technology adoption within female empowerment and equality in developing nations and beyond, examining the strategies applicable to the use of technology among women in developing as well as developed countries in which they have access to ICTs"--Provided by publisher

The following article discusses one of the most current topics: technology in education, emphasizing in a very crucial aspect as it is technology integration. Consequently, the text first provides a general overview of the term with different perspective on the matter since it summarizes the latest research trends towards the topic of technology integration (TI). Furthermore, the article promotes an analysis of its pros and cons helping the reader to take a stand on TI and education. Finally, the relevance to the Costa Rican context of such intricate topic is discussed in order to shed some light to it.

There are numerous technology tools that educators utilize to support student learning. Often, technology is mandated from the top down with school administrators' responsible for overseeing the implementation. Innovative technological approaches to learning often meet resistance within schools. The pervasive culture in education is counteractive to technology integration, which may be useful to pedagogy and in the long run may help students deal with the ever growing level of technology present in today's society. Characteristics are identified at two out of four schools as a way of assessing the progress of technology integration and locating individuals who will help move the process forward. This knowledge, combined with competent leadership, makes the difference between success and failure of an innovation implementation.

"This book features theoretical concepts and best practices in the implementation of new technologies within developing areas around the world, highlighting empirical research on the application of information technologies to bridge the digital divide within different countries"--

The uses for communication technology continue to grow in the United States. Technology is changing how people collect and share information and is reshaping how people interact with one another. As a result of this transformation, the use of technology has evolved in social work practice. Communication technology is being incorporated into traditional social work practice for administrative and therapeutic purposes. This article will examine a theoretically based direction for the future creation of technologically driven interventions in social work practice and address both the challenges and opportunities communication technology poses for social work practice.

This research-based thesis project explains the governmental acts and policies, investors, and other stakeholders who have worked to promote, question, and explore the use of information and communication technologies (ICT) in the classroom. Research suggests that best-practice ICT integration requires using ICT alongside constructivist pedagogy. However, ICT integration is a complex phenomenon involving a significant number of factors. Teachers have often taken the blame for a failure to effectively integrate ICT in their classrooms due to their integral role in effective integration. This research project attempts to ensure that teachers will be equipped, empowered, and encouraged to include ICT in their instructional repertoires through the development of a research-based professional development program. While this professional development program will only address the teacher factors involved in ICT integration, it is an essential step toward effective integration.

Online collaborative learning tools & types--their key role in managing classrooms without walls / Sarika Sawant, SNDT Women's University, India -- Varieties of sharing : action frameworks, structures and working conditions in a new field / Christian Papsdorf, Chemnitz University of Technology, Germany, Markus Hertwig, Chemnitz University of Technology, Germany.

This study investigated teachers' conceptions of technology integration into their teaching from two renowned technical and vocational education (TVE) institutes in New South Wales, Australia. Thirteen teachers were interviewed using qualitative techniques informed by the phenomenographic approach. The analysis of the data revealed that TVE teachers perceived the use of technology in teaching in four qualitatively different ways: (a) upgrading teacher knowledge, (b) ease of communication, (c) effective teaching, and (d) flexible teaching. Some findings align with existing phenomenographic studies of teachers' conceptions held in the context of university education. This study contributes to teachers' conceptions literature by identifying "flexible teaching" as one of the most significant conceptions of teaching within the context of TVE teaching in particular and higher education in general. The findings of the study could have an impact on teaching practice and faculty development programs in both TVE and other higher educational institutes.

PurposeTechnology uptake in supply chains frequently encounters challenges when immediate, tangible benefits are not evident. Therefore, this article's central objective is to pinpoint the risks affecting the integration of supply chain technologies for enduring outcomes. Subsequently, these risks will be organized into a hierarchical structure, facilitating a clearer comprehension of their direct and indirect interconnections.Design/methodology/approachA combined TISM and quantitative approach has been used to build the hierarchal structure and to validate the direct, and indirect relationship among risks adopting supply chain technologies. A total of 41 respondents participated in the TISM survey, which resulted in creating a level hierarchical structure. Further, 233 responses are used for the quantitative study using SEM to validate the model obtained from TISM.FindingsThe study's findings indicated the social risks come out with the highest driving power. This includes the fear of job displacement, community disparity and change in the work culture of an organization. At the same time, technological risks can cause system integration, scalability issues, obsolesce compatibility issues, system failures and supply chain sustainability issues.Originality/valueThe novelty of the study can be found in the developed framework and its subsequent confirmation via quantitative evaluation. TISM provides the theoretical foundation, while a quantitative investigation is carried out to verify this theory.

The purpose of this paper is to provide a framework for sustaining technology integration in educational settings. The framework is developed based on a review of other frameworks as well as supplemental findings of a recent research study. The framework describes constant and essential influences for sustenance of a change process and is explicated to inform change mechanisms in terms of planning and implementation of technology integration. Various technology integration change models are initially reviewed, followed by a discussion of the specific framework that emerged via a research study. The framework describes three major components from the research study, which include people, process activities, and systems. The dynamics of the three major components are described with a number of guidelines for managing three components in the technology integration change process.

This work presents a digital twin framework for structural engineering. The digital twin is conceptualised and mathematically idealised within the context of structural integrity, and includes the main attributes to behave as a functional digital twin, namely simulation, learning, and management. The manuscript makes special emphasis on the autonomous interactions between the physical and digital counterparts along with on the workflow modelling of the digital twin, which are both missing aspects in the majority of use cases found in the literature, specially within the civil and structural engineering domain. The proposed framework is demonstrated in a proof of concept using a laboratory scale test structure monitored using internet-of-things-based sensors and actuators. The results reveal that the virtual counterpart can respond in real-time with self-adaptability in liaison to the performance of the physical counterpart. Moreover, the tests show that the digital twin is able to provide automated decision making for structural integrity. ; European Union's Horizon 2020 research and innovation programme under the Marie Sk?odowska-Curie 859957 ; European Union's Horizon 2020 research and innovation programme 821054 ; Universidad de Granada/CBUA

Technology leadership is being redesigned to accelerate technology integration in schools to develop and sustain the skills needed to produce skilled manpower. Previous studies showed that the factors that prevented leaders and teachers from integrating information and communication technologies (ICT) in schools are lack of ICT training, teacher ICT competency, and access to ICT resources. This shows that there is a gap in technology integration in schools. This study aims to identify the importance of technology leadership for technology integration based on gender and professional development. This is a quantitative study using cross-sectional design. A total of 90 respondents were selected by systematic random sampling from 190 national secondary schools. The importance and performance matrix analysis revealed that professional development had high performance and was an important variable in the prediction of teachers' technology integration, but gender was not. Thus, school management should give priority to digital age learning culture and digital citizenship constructs to accelerate teachers' technology integration in schools.