Search results

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.

The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.

The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.

The paper is limited to literature reviews, reports, and evaluation documents.

The paper offers implications for curriculum development in educational technology and MCE using ICTs

Amid rapid technological progress, the construction industry is embracing Construction 4.0, redefining work practices through emerging technologies. However, the implications of Construction 4.0 technologies to enhancing well-being are still poorly understood. Particularly, the challenge lies in selecting technologies that critically contribute to well-being enhancement. Therefore, this study aims to evaluate the implications of Construction 4.0 technologies to enhancing well-being.

A list of Construction 4.0 technologies was identified from a national strategic plan on Construction 4.0, using Malaysia as a case study. Fourteen construction industry experts were selected to evaluate the implications of Construction 4.0 technologies on well-being using fuzzy Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). The expert judgment was measured using linguistic variables that were transformed into fuzzy values. Then, the collected data was analyzed using the following analyses: fuzzy TOPSIS, Pareto, normalization, sensitivity, ranking performance and correlation.

Six Construction 4.0 technologies are critical to enhancing well-being: cloud & real-time collaboration, big data & predictive analytics, Internet of Things, building information modeling, autonomous construction and augmented reality & virtualization. In addition, artificial intelligence and advanced building materials are recommended to be implemented simultaneously as a very strong correlation exists between them.

The novelty of this study lies in a comprehensive understanding of the implications of Construction 4.0 technologies to enhancing well-being. The findings can assist researchers, industry practitioners and policymakers in making well-informed decisions to select Construction 4.0 technologies when targeting the enhancement of the overall well-being of the local construction industry.

Policymakers are developing national strategic plans to encourage organizations to adopt Construction 4.0 technologies. However, organizations often adopt the recommended technologies without aligning with organizational vision. Furthermore, there is no prioritization on which Construction 4.0 technology should be adopted, including the impact of the technologies on different criteria such as safety and health. Therefore, this study aims to evaluate Construction 4.0 technologies listed in a national strategic plan that targets the enhancement of safety and health.

A list of Construction 4.0 technologies from a national strategic plan is evaluated using the fuzzy technique for order preference by similarity to ideal solution (TOPSIS) method. Then, the data are analyzed using reliability, fuzzy TOPSIS, normalization, Pareto, sensitivity, ranking and correlation analyses.

The analyses identified six Construction 4.0 technologies that are critical in enhancing safety and health: Internet of Things, autonomous construction, big data and predictive analytics, artificial Intelligence, building information modeling and augmented reality and virtualization. In addition, six pairs of Construction 4.0 technologies illustrate strong relationships.

This study contributes to the existing body of knowledge by ranking a list of Construction 4.0 technologies in a national strategic plan that targets the enhancement of safety and health. Decision-makers can use the study findings to prioritize the technologies during the adoption process. Also, to the best of the authors’ knowledge, this study is the first to evaluate the impact of Construction 4.0 technologies listed in a national strategic plan on a specific criterion.

This paper aims to present a retrospective analysis of the experience gained in the course of 20 years’ history of S&T priority setting and critical technologies’ identification, in terms of expected and actually achieved effects and lessons learned.

The methodology is based on analysing project documentation and reports, as well as on interviewing project team members. Each project’s effects are evaluated in terms of the six key foresight functions.

The key factors affecting success of priority S&T areas and critical technologies’ selection and implementation have been identified. They include focusing on practical implementation, linking S&T with socio-economic goals, combining thematic priorities with infrastructural and functional ones, as well as integrating priority selection in the S&T policy process.

The task of evaluating priority setting exercises over a long period requires a substantial information base to provide a comprehensive comparative analysis. The projects considered in the paper also need to be analysed in a context of socio-economic development.

The lessons learned presented in the paper could contribute to further development of approaches to selecting science and technology priorities and critical technologies, and their more efficient implementation.

Priority setting has significant influence on policymaking and decision-making at the national and industry level. The evaluation of a unique 20-year experience provides substantial information and practical hints for further increasing efficacy of this instrument.

Information and communication technologies (ICTs) have featured strongly in all the recent national foresight studies. This paper documents some of the common trends that emerge from a comparison of these different studies and attempts to draw some strategic conclusions. The first section charts their relative importance. The main trends identified in the national foresight studies are then discussed by main technological areas in turn: software, components and peripherals, advanced telecommunications and telematics applications. Finally, the third part of the paper, strong interactions that ICTs have with other technological disciplines is considered, especially in relation to new materials, nanostructures and bioinformatics.

This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.

Technology transfer becoming an important area especially in developing and less developed countries. The purpose of this paper is to address issue of supply chains’ benchmarking based upon their capability to mange technology transfer critical barriers mitigation efforts toward making technology transfer process implementation successful.

The present paper is based on two research stages. Initially, extensive literature review has been made to identify critical barriers. In total, 20 technology transfer critical barriers have been identified from literature review and categorized in to six criteria. In second stage, analytics hierarchy process has been utilized to rank the critical barriers of technology transfer in supply chain and provide a benchmarking framework.

Political barriers (PB) have been analyzed most significant criteria of critical barriers to technology transfer followed by socio-cultural barriers (SO) and economic barriers (EB). “Political instability,” “Difficulty in transfer and diffusion,” “Too expensive,” “Inappropriate/incompetent technology and resource wastage in technologies imported,” “Inactive role of SC members and resistance to change” and “Management attitude” have been found most hindering barrier in their respective category/criterion of technology transfer barriers.

Scope of the present study has been limited to propose framework to benchmark supply chains by analyzing 20 critical barriers of technology transfer grouped in to six dimensions using analytical hierarchy approach based on “ratings provided by experts,” which may be biased.

Benchmarking process has been proposed to calculate value of total of overall weights to a particular supply chain named as “Technology Transfer Barriers Mitigation Index (TTBMI)” useful to present capability of supply chains to manage technology transfer barriers by a single numeric value. From “provider” developed county’s view point, present benchmarking framework may be further applied to compare developing countries’ ability to absorb and diffuse new technology.

Benchmarking procedure has been dealt with using well-established methodology- analytical hierarchy process toward providing single numeric value index (TTBMI) indicating ability of supply chains to manage/mitigate technology transfer barriers.

This study proposes targeted modernization of the Department of Defense (DoD's) Joint Forces Ammunition Logistics information system by implementing the optimized innovative information technology open architecture design and integrating Radio Frequency Identification Device data technologies and real-time optimization and control mechanisms as the critical technology components of the solution. The innovative information technology, which pursues the focused logistics, will be deployed in 36 months at the estimated cost of $568 million in constant dollars. We estimate that the Systems, Applications, Products (SAP)-based enterprise integration solution that the Army currently pursues will cost another $1.5 billion through the year 2014; however, it is unlikely to deliver the intended technical capabilities.

Briefly reviews previous literature by the author before presenting an original 12 step system integration protocol designed to ensure the success of companies or countries in their efforts to develop and market new products. Looks at the issues from different strategic levels such as corporate, international, military and economic. Presents 31 case studies, including the success of Japan in microchips to the failure of Xerox to sell its invention of the Alto personal computer 3 years before Apple: from the success in DNA and Superconductor research to the success of Sunbeam in inventing and marketing food processors: and from the daring invention and production of atomic energy for survival to the successes of sewing machine inventor Howe in co‐operating on patents to compete in markets. Includes 306 questions and answers in order to qualify concepts introduced.

In light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches – media literacy, the German “(politische) Bildung” and Freirean “critical pedagogy” – and empirical analyses of online educational resources about datafication.

The study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies.

The research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action.

The study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.