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Purpose: The purpose of the chapter is to highlight the game-changing potential of emerging technologies and how these will change the very face of companies cutting across industries. Our work also aims to highlight the converging point of these technologies and describes how these new-age inventions can be more effective if stakeholders adopt a collaborative approach rather than competing against each other.

Design/Methodology/Approach: Using real-world case studies, the chapter identifies the most significant emerging technologies heralding a new era of efficiency across business categories. This identification has been made based on both secondary data and expert interviews. The opinions of the domain and industry experts have also been included to select six emerging technologies for the analysis.

Findings: Based on secondary and primary data, the chapter has identified the five emerging technologies that are expected to change how businesses are run completely today. The technologies are: (1) Metaverse Platforms, (2) Blockchain Technology, (3) Non-fungible Tokens (NFTs), (4) Decentralised Finance, and (5) Cryptocurrency.

Research Limitations/Implications: By identifying emerging technologies and their application domains, the chapter contributes significantly to both the world of academia and practice. The research has important implications for scholars and practitioners as these stakeholders must prepare themselves to realise the maximum potential of these new-age inventions. Policymakers also need to contribute constructively so that the adoption and implementation of these technologies can be done smoothly and seamlessly.

Originality/Value: The research is unique in the sense that it identifies the most-significant emerging technologies and offers a constructive roadmap for stakeholders to integrate these new inventions into their functional procedures and operational mechanisms effectively and efficiently.

Technology is one of the crucial topics for the understanding of the content and meaning of creativity in management. More than ever knowledge and science determine technology and in turn technology determines the economy and management. The range of necessary creativity therefore risks to be highly determined by the evolution of technology. This will bring us to the crucial question whether in the future the diffusion of creativity is still possible when human-made environments are more and more determined by technology. Opdebeeck argues that the question about transhumanism and posthumanism on the relationship between technology and the enhancement of the human person is crucial for humanity and nature as well. With Jurgen Habermas he states that the problem is not modern science and technology per se, but the fact that the reified models of the science and technology migrate into the management life-world and gain power over our self-understanding. The solution must, therefore, rather be sought in keeping the distinction between the sphere of science and technology and the sphere of the human person.

The chapter pays specific attention to the organizing and reorganizing process of the embedding of new technology. The aim is to increase the understanding of how a focal technology is incrementally aligned into a customer’s different business settings. Embedding becomes subject to intense organizing efforts. It becomes a struggle with activating different features of the focal technology by forging and modifying the resource interfaces between the focal technology and customer resources.

The organizing efforts are about seeking, in an explorative mood, for resource interfaces between the focal technology and the customer resources. This organizing process enables the identification of new adaptation opportunities for technology embedding processes, whereby the focal technology obtains certain feature and values.

A systematically developed knowledge of resource interfaces is a key for activating different features of the focal technology and thereby facilitating its embedding into the customer’s various business settings. This is described in a single case study in the chapter. This case and the analysis show how a supplier and a customer struggle with developing resource interface knowledge to activate the different features of the focal technology, thereby facilitating its embedding process. The first part of the chapter establishes a theoretical framework, followed in the second part by the case study and analysis. The concluding discussion emphasizes the importance of understanding and managing various interfaces as part of the organizing processes.

To reveal the impact of the development of technology parks and innovative networks on the national digital economies.

The following methods are utilised: the complex method, statistical analysis, comparative method, correlation analysis and linear programming (method of the game approach category).

We reveal the impact of the development of technology parks and innovative networks on the national digital economies. Analysis of the formation of the digital economy includes the assessment of its components (Rank Knowledge, Rank Technology, Rank Future readiness) in the context of the development of the analysed developed countries (Belgium, France, Iceland, Spain and Hong Kong). It is discovered that Hong Kong and Iceland have high indicators of digital technologies implementation. We prove that these results are connected to investments in this sphere made by integration structures, including the sphere of business, sciences and government agents (in the case of Hong Kong). We perform an analysis of the clustering of the given countries and describe the main forms of integration that ensure the innovative development of the economy. Based on the study of analytical and statistical materials, we determine the perspective model of the impact of these integration mechanisms on the state of innovative development of the digital economy, which could be applied to developing countries.

The originality and value of this research are due to the development of a model of the impact of implementing the integration mechanisms on the state of innovative development of the digital economy, which could be used in the case of developing countries.

Considering the gradual move into the information age, digital technologies have become the new trend in different industries ranging from agriculture, manufacturing, transportation and banking, among others. The construction industry has also evolved progressively since the last decade to explore and adopt digital transformation considering the immense contribution it has towards productivity. More so, the need to combat global warming has compelled experts to begin to seek new technologies in achieving the green effect. This has led experts and researchers in the industry to seek how digital technologies can help to achieve sustainability and further functional construction. There has been a huge gap as to maximising the impact of digital transformation as many organisations in the industry are still struggling to successfully adopt and implement digital construction. This chapter will help to fill this gap and provide clear insight into how digital can help further sustainable construction.

In the effort to procure solutions to emerging challenges faced in the construction industry, construction stakeholders implemented the use of several technologies in construction operations from the onset of project planning to completion. Cyber technology introduced into construction brought about the inclusion of wearable technology, mobile devices, apps, project management software, drones, 3D printers, robotics, etc. to enhance output as the industry tends towards that which is sustainable. This chapter identified benefits, barriers and other related cyber technology interactions within the scope of delivering projects that are of standard, budget and quality at the same time. The conclusion gave a summary of the whole chapter for further comprehension.

Recent advances in digital technologies and their accessibility with ease have become indispensable for children. In contrast to expectations and many regulations, children use digital technologies effectively in many areas from an early age. Digital technologies and digital media, commonly used in entertainment, learning and everyday activities, cover several user-induced problems and challenges. These uses are user-based, not technology-based, which highlights conscious, controlled and time-limited applications that are suitable for their developmental levels. On the other hand, technology has many positive effects, such as providing children with efficient and rich learning opportunities, providing concrete experiences, and increasing their academic success and interest. Also, digital technologies are frequently preferred in learning environments due to the visual preparation of technology-supported materials, addressing more than one sensory organ at the same time, and the inclusion of interaction components. However, in this process, the selection and use of current technologies and software suitable for children's development levels and the factors that need to be considered in the process of use are important to make the learning process effective.

There is an urgency to build a critical view of information and communication technologies in society and education in order to harness their pedagogical potential. Generally, the Covid-19 pandemic demanded transformation, which is one of the possibilities in times of crisis. Despite the pandemic exposing digital exclusion in many parts of the planet, digital technologies concurrently have overcome, at least in part, social isolation through the provision of remote activities. The functionality of technologies motivated the question that guides the present investigation: how does the use of technologies before, during, and after the pandemic period appear in the products of the ISATT academic community? The objective is to come to know the contribution of ISATT and the degree to which its input is current and relevant. To meet our goal, we conducted an exploratory study gathering data by means of Google Form questionnaire. ISATT members invited to answer the questionnaire were also participants in the survey. Our intent is to map and describe the relationship between technology and creative teaching and categorize the different approaches used. Our analysis will allow ISATT community members to evaluate their interests, foci, trends, and contributions.

This chapter focuses on techniques and technologies to aid groups in making decisions, with an emphasis on computer-based support. Many office workers regularly meet colleagues and clients in virtual meetings using videoconferencing platforms, which enable participants to carry out tasks in a manner similar to a face-to-face meeting. The development of computer-based platforms to facilitate group tasks can be traced back to the 1960s, and while they support group communication, they do not directly support group decision making. In this chapter we distinguish four technologies developed to provide support to group decisions, clustered into two main traditions. Technologies in the task-oriented tradition are mainly concerned with enabling participants to complete tasks to solve the group's decision problem via computer-supported communications. Group Decision Support Systems and social software technologies comprise the task-oriented tradition. Alternately, in the model-driven tradition, participants use computers to build and use a model that acts as a referent to communicate, mostly verbally, about the group's decision problem. System modeling and decision-modeling technologies constitute the model-driven tradition. This chapter sketches the history and guiding ideas of both traditions, and describes their associated technologies. The chapter concludes with questioning if increased availability of online tools will lead to increased use of group decision support technologies, and the differential impact of communication support versus decision support.

In this chapter, we discuss how to use technology to enhance teacher education through the discussion of teacher education programs at two Maryland universities. University of Maryland University College, a public university, was founded to address the needs of the military overseas following the end of World War II, as an offshoot of the University of Maryland College Park. It has become the largest primarily online public, not for profit, university in the United States. Its Master of Arts in teaching program was reinstituted in 2009, after a several year hiatus. The second university, Bowie State University (BSU), is a more traditional, historically black university (HBCU) founded as a teacher education institution in the 1800s and has been training teachers ever since. Both institutions of higher education are part of the University System of Maryland and the teacher education programs are certified by the Maryland State Department of Education (MSDE). These two universities were selected to highlight how different types of universities are implementing technology into their teacher education programs. The distinction illustrates a fully online teacher education program and a fully face-to-face teacher education program and the nuances between the two. These distinctions offer a broader view of how technology is used to enhance teacher education and to offer equal opportunity to students who want to become teachers. The chapter focuses on the uses of technology for the instruction of teacher candidates’ field experiences and internships. Technology enhancements provided in teacher preparation courses for student academic instruction and university faculty and school personnel training in the use of technology and Web 2.0 tools are discussed.