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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.

The digitisation of various parts of society is developing at an increasingly rapid rate, which effects the way people receive services and how familiar they are with new innovations and technological challenges in educational environments. The future members of society must be prepared to participate in the creation of new innovative solutions as well as to support the process of knowledge creation. Despite the fact that rapid development of technologies requires society to immediately respond, even under these circumstances society must be able to make meaningful decisions. These processes put on the forefront of competence have the ability to predict the unpredictable, which means that the educational environment must to a certain extent be able to predict what has not yet existed and cannot be verified. However, it must at the same time involve specialists from different fields who must deal with technologies and technological solutions that have not been tested or proven consistent in the long run, measure their impact and predict what services are up to date and what technologies and skills are required. This section examines the conditions for technology-enhanced learning (TEL) in a higher education (HE) context to understand what technologies and digital solutions have traditionally been used as well as the role of educators in driving TEL. The aim of the research is to conduct a pilot study to identify the most recent trends in the use of technologies in HE, identify the future research directions, predict the future directions of development and collect and analyse the obtained data.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

The purpose of this study is to deepen understanding of the effects of using social media technologies to acquire technological knowledge and organizational learning competences, of technological knowledge competences on organizational learning and finally of organizational learning on organizational performance.

The study was performed by analyzing data from a sample of 197 technology firms located in Spain. The hypotheses were tested using a structural equations model with the program LISREL 8.80.

This study’s conceptual framework is grounded in complexity theory – along with dynamic capabilities theory, which complements the resource-based view. The study contributes to the literature by proposing a model that reflects empirically how business ecosystems that use social media technologies enable the development of interorganizational and social collaboration networks that encourage learning and development of technological knowledge competences.

It would be interesting for future studies to consider other elements to conceptualize and measure social media technologies, including (among others) significance of the various tools used and strategic integration. The model might also analyze other sectors and another combination of variables.

The results of this study have several managerial implications: developing social media technologies and interorganizational social collaboration networks not only enables the organizational learning process but also encourages technological knowledge competences. Through innovation processes, use of social media technologies also contributes to strengthening companies’ strategic positioning, which ultimately helps to improve firms’ organizational performance.

Since social media technologies drive information systems in contemporary society (because they enable interaction with numerous agents), the authors highlight the use of complexity theory to develop a conceptual framework.

The study also deepens understanding of the connections by which new experiential learning contributes to the generation of coevolutionary adaptive business ecosystems and digital strategies that enable development of interorganizational and social collaborative networks through technological knowledge competences. Only after examining the impact of social media technologies on organizational performance in prior literature, did the authors underscore that both quantity and frequency of social media technology use are positively related to improvement in knowledge processes that lead to employees’ creation and acquisition of new metaknowledge.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

A major challenge facing management in developed countries is improving the performance of knowledge and service workers, i.e. the decision and policy makers. In a developing country such as South Africa, with a well‐developed business sector, this need, especially in government, is even more crucial. South Africa has to face many new challenges in the 21st century ‐ growing environmental concerns, massive social and economic inequalities, high occurrences of HIV, low productivity, massive unemployment and the nation’s evolving role in Africa, amongst others. The importance of a sound science and technology policy framework to address these pressing issues cannot be overemphasised This paper discusses the construction of a knowledge‐base from a data repository concerning a South African National Research and Technology (NRT) Audit. This knowledge‐base is to be used as an aid when developing a science and technology policy framework for South Africa. The knowledge‐base is constructed using the cooperative inductive learning team (CILT) approach, which combines diverse data mining tools and human expertise into a cooperative learning system. In this approach, each data mining tool constructs a model of the knowledge as contained in the data repository, thus providing an automated tool to make sense of the knowledge embedded therein. That is, the data mining tools learn from the data in order to obtain new insights. The system also incorporates human domain expertise through the computational modelling of the human subject knowledge. The knowledge, as obtained during team learning, is stored in a team knowledge‐base. Results indicate that the CILT learning team approach can be successfully used to make sense of the vast amounts of data collected and provide a knowledge repository for further decision making and policy formulation.

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context, technology, pedagogy, content, and design. Benefits and issues associated technology-enhanced learning are generalized, with an important finding being the quite different ways that different technologies contribute to each. Twenty technology-enhanced learning design principles are derived from abstracting the Web 2.0, social networking, mobile learning, and virtual worlds literature. The benefits, issues, and technology-enhanced learning design principles are then related to one another by virtue of 13 clusters of concerns, namely pedagogy, access, communication, content representation, collaboration, motivation and engagement, vicarious learning and reflection, digital learning capabilities, assessment and feedback, student-centered learning, learning communities, protecting students, and teacher support. The analysis enables the general learning technology literature to be linked to concrete examples and evidential sources, so that educators and researchers can construct a deep and connected understanding of technology-enhanced learning design.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.