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on Information and Communication Technologies |
| By: | Caroli, Eve; Askenazy, Philippe |
| Abstract: | We investigate the impact of new work practices and information and communication technologies (ICT) on working conditions in France. We use a unique French dataset providing information on individual workers for the year 1998. New work practices include the use of quality norms, job rotation, collective discussions on work organization, and work time flexibility. Working conditions are captured by occupational injuries as well as indicators of mental strain. We find that individuals working under the new practices face greater mental strain than individuals who do not. They also face a higher probability of work injuries, at least for benign ones. In contrast, our results suggest that ICT contribute to make the workplace more cooperative and to reduce occupational risks and injuries. |
| Keywords: | New work practices; technology; working conditions; occupational injuries; Working Conditions; |
| JEL: | J81 L23 J28 |
| Date: | 2010–10 |
| URL: | http://d.repec.org/n?u=RePEc:ner:dauphi:urn:hdl:123456789/7143&r=ict |
| By: | Eugenio C. Severin; Christine Capota |
| Abstract: | The introduction of technology in education is gaining momentum worldwide. One model of incorporating technology into education that has gained tremendous traction in Latin America and the Caribbean is One-to-One computing. The term "One-to-One" refers to the ratio of digital devices per child so that each child is provided with a digital device, most often a laptop, to facilitate learning. The objective of this document is to provide an overview of One-to-One implementations with a regional focus on Latin America and the Caribbean. It also proposes a systemic approach to improve the quality of education in contexts of mass laptop distributions to students and teachers. |
| Keywords: | Education :: e-Learning, Education :: Teacher Education & Quality, Science & Technology :: New Technologies |
| Date: | 2011–04 |
| URL: | http://d.repec.org/n?u=RePEc:idb:brikps:35818&r=ict |
| By: | John H. Tyler |
| Abstract: | The past decade has seen increased testing of students and the concomitant proliferation of computer-based systems to store, manage, analyze, and report the data that comes from these tests. The research to date on teacher use of these data has mostly been qualitative and has mostly focused on the conditions that are necessary (but not necessarily sufficient) for effective use of data by teachers. Absent from the research base in this area is objective information on how much and in what ways teachers actually use student test data, even when supposed precursors of teacher data use are in place. This paper addresses this knowledge gap by analyzing usage data generated when teachers in one mid-size urban district log onto the web-based, district-provided data deliver and analytic tool. Based on information contained in the universe of web logs from the 2008-2009 and 2009-2010 school years, I find relatively low levels of teacher interaction with pages on the web tool that contain student test information that could potentially inform practice. I also find no evidence that teacher usage of web-based student data is related student achievement, but there is reason to believe these estimates are downwardly biased. |
| JEL: | I21 |
| Date: | 2011–10 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:17486&r=ict |
| By: | F. Rullani; L. Zirulia |
| Abstract: | The study of social institutions producing and disseminating knowledge has mainly concentrated on two main concepts: Science and Technology. This paper examines a recent institutional form that seems not to resemble either of the other two; that is, knowledge-intensive communities, where individuals freely exchange knowledge through information and communication technology. Using free and open source software as an example, we develop a model where this phenomenon is confronted with Technology with respect to its ability to attract researchers. |
| JEL: | O31 L86 L88 |
| Date: | 2011–09 |
| URL: | http://d.repec.org/n?u=RePEc:bol:bodewp:wp781&r=ict |
| By: | Nuno Boavida (IET, Universidade Nova de Lisboa, Faculdade de Ciências e Tecnologia) |
| Abstract: | This working paper is based on the development of the Thesis Plan presented for the Units Project II and Project III at the 1st Winter School of PhD programme on Technology Assessment at FCT/UNL. It focuses the methodology analysis and includes empirical information elements, in order to understand how composite indicators of innovation can influence technology policy decisions. In order to test the hypotheses raised in the Thesis Plan, two separate phases were designed. On the first part, the work tests hypotheses 1 and partially 2, identifying the quality, depth and limitations of three famous complex indicator-based systems, namely the Science, Technology and Industry Scoreboard, the European Innovation Scoreboard 2008 and Innovation Union Scoreboard 2010. On the second phase, the remaining hypotheses are tested adding media databases analysis, which will provide complementary information to a set of interviews to policy makers, in order to understand the role of the composite indicators on technology decisions. |
| Keywords: | composite indicators, innovation, technology policy decisions, European Innovation Scoreboard, Innovation Union Scoreboard |
| JEL: | C82 E61 O31 |
| Date: | 2011–02 |
| URL: | http://d.repec.org/n?u=RePEc:ieu:wpaper:34&r=ict |