Electronic Government (e-government) is already a reality expected to draw further interest among both academic and business communities. Given the amount of time and money being spent today on e-government, it becomes increasingly important for governments to identify measures of success and regularly monitor their e-readiness environment. The aim of this book is to fill the research gap in assessing E-Government Readiness (EGR) of public organisations. Most assessment approaches are more suitable for the appraisal of the overall development of e-government; not directly focusing on the internal factors affecting a public organisation. Furthermore, most of these approaches ignore the view of civil servants: the cornerstone in the success of any e-government project. The research recommends that public agencies should realise the importance and interrelation between all e-government building blocks which are: (i) strategy, (ii) processes, (iii) technology, and (iv) people. An EGR framework is proposed encompassing all these issues, and then tested by getting feedback from the employees working in a number of public sector organisations in Egypt.
The lack of unifying frameworks to investigate emerging technologies and changing practices in organizations remains a major challenge to the Information Systems body of knowledge. This study developed and validated a new conceptual readiness framework NOIIE (an acronym for National e-readiness, Organizational preparedness, Industrial relationships, Internal resistance and External influence), for investigating organizational readiness for emerging technologies and applications. Server virtualisation was used as a pilot technology to investigate the antecedents for the readiness of 83 South African organizations for emerging technologies through a quantitative approach and an online survey. The readiness of South African organizations for server virtualisation is impressive, as 73% of organizations surveyed have implemented server virtualisation to one extent or another. The NOIIE framework was validated and could be further developed and used to investigate other emerging technologies in organizations in developing countries
There is a universal need to enhance the quality of health care delivery with the use of E-governance. The quality of care can significantly be improved with the implementation of E- Health. E-readiness is important for the pre-implementation phase in assessing the weaknesses and challenges the organization or institution must overcome for successful implementation. This paper will evaluate the degree of readiness for implementation of the Electronic Medical Record (EMR) system in Cairo University Hospitals. By being implemented in a hospital setting, it not only improves the efficiency in finance and administration, but also in the quality of care. The case study showed how implementation of Electronic Medical Record system (EMR) can improve the quality of care in Cairo University Hospitals.
E-learning is the way to go in this information age with lots of resources to be shared amongst Learners and Instructors. Learning Institutions must be engaged in the current Technological Integration in Education System. With the cost of printing going up and as well as increased pressure on our forest to produce papers for books, we must get another platform to present knowledge. E-learning offers us the best choice. A study was carried to ascertain the level of e-learning implementation readiness in selected public secondary schools in Kenya and from the findings, recommendation on how to successful integrate Information technology in Education Curriculum are presented. The key readiness aspects examined were technical competency and computer literacy among teachers and students, their attitudes and perceptions towards e-learning, and the existing e-learning infrastructure in schools.
Technical Colleges in Nigeria are established to produce craftsmen at the craft (secondary) level and master craftsmen at the advanced craft (post-secondary) level. The significant role of ICT in teaching and learning in Technical Colleges has been established by various researches in the field of ICT, but the pertinent question is, How prepared are the Technical Colleges in Nigeria to integrate such ICTs in to the teaching and learning process? do they have the manpower needed to use ICT in teaching and learning?
The aim of the study was to adapt and try tests for assessing the development of children up to 8 years old, to analyze their suitability to be used in kindergartens and schools of Estonia. The objects of the research were the Controlled Drawing Observation (CDO; Krogh, 1977; modified version CDO-R) for screening child’s school readiness and the Psychoeducational Profile-Revised (PEP-R; Schopler, Reichler, Bashford et al., 1990) for diagnostic child’s general development. The testing results of the normal sample of children whose mother tongue is Estonian showed that the CDO is suitable for the screening of school readiness at the end of kindergarten, CDO-R at the beginning of the first grade and PEP-R is reliable to be used for the general assessment of the development of children up to 5 years old.
Learning Stars is a high level course for children learning English for the first time. The course includes a systematic phonics programme with reading and writing, with a separate Maths Book introducing early number concepts. The course builds to school readiness and has a strong assessment strand to ensure children have the skills and capabilities to begin full-time schooling.
This book is intended to imply household electrical and electronic waste (E-waste) assessment. The study was accomplished to appraisal the current system of household E-waste management in Putrajaya, Malaysia, in order to determine an appropriate system. E-waste is classified as hazardous waste which requires an appropriate management system to reduce its impacts on human and environment. The agencies and government need to improve more facilities due to promote the awareness of people on household E-waste in Putrajaya.
The book described the skills needed in the 21st century world of work and the demands it is making on education. Such demands call for changes in the roles of teachers, students, and emphasize the use of alternative assessment. With alternative assessment, teachers can be better informed on what learners can actually do with acquired knowledge, skills, and desired attitude/values in creative and innovative ways. It also discussed standard-based curriculum, backward design model of curriculum development, different forms of alternative assessment in relation to the revised Bloom’s taxonomy as efforts towards helping teachers better plan curriculum and assessment that can result to students’ ‘understanding’ as opposed to simply ‘knowing’. Some current theories of learning supporting the use of e-assessment in terms of active participation and interaction in the learning and assessment processes for authentic learning are highlighted. The book also discussed the benefits and major issues in the use of alternative assessment, stressing the use of e-assessment formats to make students’ thinking visible.
This study investigates the knowledge management (KM) readiness of the Sri Lankan telecommunication industry and the factors that contribute to KM Readiness. Data were collected from 313 executives of seven companies in the Sri Lankan Telecommunication Industry using self-administered questionnaires. This study considered KM enablers, such as organizational culture, structure, and IT infrastructure, and individual acceptance factors, such as performance expectancy and effort expectancy of KM, as the contributing factors to the KM readiness. The study found that the executives in the Sri Lankan telecommunication industry are ready to be involved in KM process. In addition, there were five significant predictors of KM readiness; three KM enablers and two individual acceptance factors. Furthermore, the study found that gender and age of the executives moderate the relationship between some of the contributing factors and the KM readiness. The study integrates both KM and information systems perspectives to develop a theoretical model that explores the concept of KM readiness. Practitioners may use the instruments used in this study to measure the KM readiness of their organizations.
This book reflects the situation of Sudan as one of the African countries and teachers attitudes towards the technology, and represents a mirror for how technology may improve and develop the situation of the country. in brief technology is not limited by the boundaries and fast spread and represent important tool for change and play important role in identifying the position of the country in the world map in short summary The aim of this study is to investigate Sudanese secondary school teachers' e-learning readiness. The main research question deriving this study is: What are the various factors contributing to e-learning readiness in schools that make some Sudanese secondary teachers show an early involvement in e-learning innovations while others show later response or resistance to this new technology? In this study, both quantitative and qualitative methods were used to collect data from the selected participants. These methods assisted in building a base on a complete understanding of the research problem; in this study the qualitative method was used for triangulation of the data. The research used questionnaires; interviews, classroom observations as principal me
This study explores electronic Customer Relationship Management (e-CRM) in Egypt. A pragmatic research approach was employed. A framework is drawn in order to identify the main factors affecting e-CRM readiness in the Egyptian banking industry. In order to better understand the problem at hand, three different structured questionnaires were devised to survey a large number of bank employees and users. Data collected was analysed statistically using SPSS. Semi-structured interviews were also conducted with a small number of decision makers at five different banks, which allowed a more penetrating study in Egyptian banking industry. Quantitative method was used through distributing a questionnaire to employees in five banks. Data obtained from the questionnaire was triangulated with data gathered from other sources: interviews with branch managers and observations. Findings of the empirical research were evaluated against the framework suggested in the beginning leading to a final framework that assesses e-CRM readiness in banking industry.
Though ICT is contributing to the economy associated with innovations, inventions and rapid development in almost all aspects of human life, it is also responsible for climatic degradation. The rapid increase of ICT usage means more costs of doing business, energy consumption, and more environmental challenges. The rapidly changing technology and lack of their understanding has put a lot of pressure on both management and ICT personnel to implement them on a trial and error manner. This has limited the gains meant to be obtained from green ICT. The lack of appropriate alignment between the ICT personnel capacity and the workplace readiness poses more environmental and unsustainable resource utilization challenges. The book was informed by the G-readiness model. It discusses the green ICT technologies, the personnel awareness of green ICT, green ICT maturity, and workplace readiness for green ICT and the perceived barriers to green ICT implementations. It explains the extended G-readiness assessment and G-alignment models that when well applied are bound to enhance the implementations of green ICT. It is an excellent book for undergraduate and graduate studies for Green ICT courses.
This book discuss traditional to alternative writing assessment, also introduces new trends in writing assessment to improve this skill among learners. It argues that alternative assessment stresses assessment as part of learning in a learner cantered environment and employs dynamic, ongoing evaluation tools such as digital portfolios to empower students’ reflection, consciousness rising, and autonomy. By putting these ideas into practice, individual needs of learners can be met; also peer and self-assessment and self-regulation can be promoted in students. The opportunities associated with implementing E-portfolio as alternative assessment in the classroom can create motivating, stress free environment .while traditional assessment which relies on test taking strategies is considered time consuming and stress full, Portfolios are one of the best strategies to meet learners need, and provide lifelong, meaning full learning. Integration of technology and education, thinking of innovative teaching methods in recent years stimulated educators to teach in a much more enjoyable, and practical learning environment.
The first edition of Assessment Clear and Simple quickly became the essential go-to guide for anyone who participates in the assessment process in higher education. With the increased pressure to perform assessment to demonstrate accountability, Assessment Clear and Simple is needed more than ever. This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution. It contains effective strategies for meeting the requirements of accreditation agencies, legislatures, review boards, and others, while emphasizing and showing how to move from data to actions that improve student learning. This thoroughly revised and updated edition includes many new or expanded features, including: Illustrative examples drawn from the author's experience consulting with more than 350 institutions A basic, no-frills assessment plan for departments and for general education Tips on how to integrate portfolios and e-portfolios into the assessment process Suggestions for using rubrics and alternatives to rubrics, including doing assessment for multidisciplinary work Clear instructions on how to construct a coherent institution-wide assessment system and explain it to accreditors Ideas for assigning responsibility for general education assessment Strategies for gathering information about departmental assessment while keeping the departmental workload manageable Information on how to manage assessment in times of budgetary cutbacks Praise for the Second Edition of Assessment Clear and Simple «Walvoord's approach to assessment is wonderfully straightforward; it is also effective in facilitating faculty engagement in assessment. We've applied a number of her methods to our campus assessment efforts with success. This book makes assessment both manageable and useful in improving and enhancing student learning.»—Martha L. A. Stassen, director of assessment, University of Massachusetts, Amherst, and president, New England Educational Assessment Network (NEEAN) «Walvoord's work clearly presents the basics for getting started in assessment of student learning while honestly addressing the complexities of assessment when driven by faculty passion for student learning. This book is a valuable resource for the novice as well as the developing experts who are leading their institutions in academic assessment.»—Bobbi Allen, faculty assessment director, Delta College
The concept of ‘readiness’ is widely used in Psychotherapy training. Although individual lived experience of readiness is subjective, objective criteria are deployed to assess student readiness for progression within Psychotherapy training, relying on a framework of competencies and skills. These are derived from examination of the qualities and behaviors of experienced professionals in the field. Little is known of the subjective experience so this study used Interpretative Phenomenological Analysis to investigate. Three major themes emerged 1) experience of a sense of readiness to engage in the therapy session with the client as a type of preparedness to be in the moment with the client; 2) sense of readiness emerging from the experience of training to practice through personal development; and 3) subjective sense of the existentialist experience relating to an individual level of self awareness, influencing ability and capacity to engage in personal work. The essence was captured as subtle shifts in perception, supported by individual sense of knowing and conscious reflexivity, related through physiological, transpersonal and existential experiences.