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Many older people are discovering the Internet, and some are also making good use of electronic commerce and all that goes with it. Others, however, are not adopting these technologies. This paper questions why some older people adopt Internet technologies while others do not, and offers a research framework, based on actor‐network theory, for investigating adoption of Internet technologies by older people. In this paper, innovation translation is used to illustrate how specific cases of adoption have occurred. Innovation translation presents a different view of innovation than the better‐known theory of innovation diffusion, but one that the authors argue is better suited for research in socio‐technical situations like this.

The move towards “blended learning”, consisting of a combination of online and face-to-face teaching, continues to gain pace in universities around the world. It is important, however, to question the quality of this learning. The OECD has made use of a model of “Readiness, Intensity and Impact” for investigating the adoption and use of eBusiness technologies. The purpose of this paper is to propose a framework, based on this model and adapted for blended learning, to assess the readiness, intensity of adoption and impact on blended learning offerings. The framework is tested via a description of how one university has adopted and used blended learning, and investigates the quality of the learning from this approach.

The framework is tested via a case study involving the assessment of a blended learning approach to the delivery of a first-year undergraduate accounting unit at Victoria University, Australia. Various approaches to delivery are assessed over a two-year period. The results are drawn from a survey specifically designed to identify students’ attitudes towards blended learning.

Despite having three new online options readily available for students to access, there was strong support for face-to-face delivery methods. In relation to the framework, the assessment suggested that certain aspects of the university's blended learning approach could be investigated further (particularly student readiness for different blended learning options and an overall assessment of the impact of a blended approach), to provide a more holistic view of the readiness to adopt and impact of the blended learning offerings.

The value of this contribution lies in the development of a unique framework to assess the impact of blended learning approaches from the viewpoint of student readiness and intensity of separate delivery approaches – whilst maintaining the need to evaluate the effectiveness of blended learning as an overall package.

It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors.

This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations.

Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge.

The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education.

The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing.

The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher.

This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.

Horizontal web portals fill an important place in the operation of the internet and this paper seeks to look at how these portals may become profitable. A portal is simply a gateway, and a web portal can thus be seen as a gateway to content and services on the internet, or on a corporate intranet. This paper aims to compare several different views of what constitutes a portal, and to offer a specific definition. The main focus of the paper is on general horizontal (or public) portals and the relationship between their business‐revenue models and the content they provide. This paper aims to briefly review the relevant literature before describing a revenue model consisting of players, strategies and content. This is then examined and synthesised to match various revenue models and content.

After proposing the model, the paper tests how the matches proposed between revenue and content in the model compare with two currently operating popular horizontal portals.

An examination of two popular portals (one world‐wide and one based in Australia) has provided typical examples of how the advertising/revenue can be employed by horizontal portals and shown that they appear to match fairly closely with the proposed revenue/content model. After having examined the content of these two well‐known portals, it appears at this early stage that the revenue‐content model may show some promise.

While the paper cannot claim complete generalisability of a model based on a comparison of only two horizontal portals, the results are promising and should be useful for horizontal portal managers looking for how to balance the revenue of their portal with the content that they generate and the services they offer.

When fully tested, the model will provide horizontal portal operators assistance with the process of determining suitable content for their portals to match their chosen revenue strategies.

It is believed that this model is one of the few revenue/content matching models developed for horizontal portals.

The purpose of this paper is to analyse the broad phases of web development: the read-only Web 1.0, the read-write Web 2.0, and the collaborative and Internet of Things Web 3.0, are examined for the theoretical lenses through which they have been understood and critiqued.

This is a conceptual piece, in the tradition of drawing on theorising from outside the Information Systems field, to shed light on developments in information communication technologies (ICTs).

Along with a summary of approaches to Webs 1.0 and 2.0, the authors contend that a more complex and poststructuralist theoretical approach to the notion of, and the phenomenon of Web 3.0, offers a more interesting and appropriate theoretical grounding for understanding its particularities.

The discussion presages five further papers engaged with ICTs in a changing society, each of which similarly addresses novel theoretical understandings.

This issue is a selected bibliography covering the subject of leadership.

This paper explores the nature and importance of leadership in technical projects. It argues that there is a need to develop a leadership model incorporating the distinguishing personality and occupational characteristics of technical professionals. It tested the applicability of Bass and Avolio’s transformational leadership model in an information systems project environment along with technical leadership scale derived from the technical leadership literature. The results indicated that a combination of transformational and technical leadership behaviours augments the effectiveness of transactional leadership leading to high project success. While recognising that there is no one leadership style that is effective in all project situations, the study recommends an underlying yet flexible style characterised by organisational catalyst, intellectual stimulation, behavioural charisma, and contingent reward behaviours for enhanced leadership effectiveness.

The present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.

Different research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.

The study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.

The research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.

As faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.

This paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.