Use of Technology

This research aims to examine the practices of university English Language (EL) teachers in e-learning and to explore perspectives on the challenges and prospects of e-learning. It is an exploratory study which adopts a pragmatic paradigm and a mixed method approach to inquiry. A survey design and a phenomenological design are used in this research to investigate the use of technology by the teachers of EL at Umm AlQura University (UQU) in Saudi Arabia (SA) and to explore their lived experiences as well as their views in relation to the challenges and prospects of e-learning implementation. It uses both quantitative data taken from a closed-ended survey (N=43) and qualitative data taken from a Focus Group (FG) with ten university EL teachers who teach English for Specific Purposes (ESP, i.e. medical purposes) in a country where English is used as a foreign language. The research seeks to examine the university EL teachers' practices of e-learning in their teaching and to explore their perspectives on the challenges and prospects of the implementation of e-learning.

"Red Estatal eJalisco: The Network is Ours" by IJALTI, gathering in its pages the rationale, origins and motivation to perform this first strategy mainly emanating from the citizens of Jalisco, to enhance the development and inclusion of society in the digital age (IJALTI, 2013).

Background and Objectives: There is a lack of understanding of how older adults’ involvement and participation matters in actual design practice. This systematic literature review investigates existing empirical studies involving older users during the design of technologies and explores the nature and consequences of involving older people. Research Design and Methods: Our literature review is informed by the guidelines of the PRISMA statement. We examined the included studies by means of thematic content analysis to identify the nature of older users’ involvement and existing evidence on what consequences it has. Results: In total, 40 empirical studies published in the period 2014–2018 are included in the review. Most empirical studies involve older people from local networks, with underlying stereotypical images and at lower levels of participation. The results reveal three main consequences of involving older users: learning, adjusted design, and an increased sense of participat...

Technology has been viewed as a lodestone for improving student academic performance
and for increasing the flexibility of public schools. This review provides a synthesis that
addresses the effect of technology on teaching and learning and analyzes these effects
through the lens of diffusion theory. This synthesis examines the historical trends of
technology, explores policy changes that have influenced technology’s role in K-12
curriculum, how these changes have resulted in a new definition of literacy that now
includes technological literacy and in new social and cultural dynamics. Third, this
review examines the gaps between the vision for technology and its practical realities,
concluding with a call for future educational research in technology.

This study investigates K-12 teachers’ ICT competencies levels, the differences in teachers’ ICT competencies based on their demographic characteristics, and factors that have impact on their ICT competencies. The data were collected from 1,429 K-12 teachers by means of a questionnaire. The findings of the study indicate that the majority of the participants do not perceive themselves as competent in basic and advance ICT. Gender, prior preservice education ICT courses, and computer ownership are related significantly to the perceived ICT competencies of K-12 teachers. Personal interest, possession of a home computer, and family and friends were rated as the most influential factors in acquiring ICT competencies.

MACHILIPATNAM If examinations are necessary, a thorough reform of these is still more necessary-Ra dhakrishnan Commission Evaluation is the chief concern of the teacher, greatest premium of the parents, and the first anxiety of the students. End products of all educative efforts are appraised by evaluation. Evaluation is a global process to assess all changes of physical growth and development, behavioral and academic achievements. Thus, evaluation is the process of assessing the attainment of the predetermined objectives of the teaching-learning process. So, educational evaluation can be considered as the process of determining the following aspects. (i) The extent how educational objectives are being achieved. (ii) The effectiveness of the teaching-learning experiences provided in the classroom situation Continuous and comprehensive evaluation is an education system introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades and twelfth in some schools. The main aim of CCE is to evaluate every aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to sit for multiple tests throughout the year, of which no test or the syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching provided it is implemented accurately. In CCE, there are two different types of tests. Namely, the formative and the summative. Formative tests will comprise the student's work at class and home, the student's performance in

This research paper reviews the literature that investigates the importance of physical attractiveness in interpersonal relationships as well as the use of technology. The paper acknowledges that the scope of research regarding physical attractiveness as well as common issues of trust and behaviours that could spur or inhibit the formation of interpersonal relationships via the use of technology. The research paper proceeds to evaluate the literature and providing insights about: recognising the call for the standardisation in the presentation of models; research in more integrated forms of physical attractiveness and other physical attractiveness cues; and taking into account the modern pervasiveness of telecommunication and advancements in technology. The paper concludes by advising researchers to exercise caution while clarifying grey areas of research.

Physical activity and sedentary behavior play essential roles in the overall health and wellness of individuals. Screen-based technology has the capacity to effect people’s daily activities may they be in active or sedentary pursuits. This study examined the correlation between physical activity levels, sedentary behavior, and screen-based technology use among female freshmen and sophomore college students in a university in Metro Manila.
A total of n = 313 data from those who participated through an online survey which included a 7-question International Physical Activity Questionnaire, 18-item Sedentary Behavior Questionnaire, and a researcher-constructed screen-based technology use recall survey. Respondents were young females aged 16 to 25 years old. Seven were part of university varsity teams and two were part of their college volleyball teams. Access to screen-based technology were limited to cellular phone, tablet, television, and computer or laptop with pre-determined purposes which included academics, leisure and entertainment, communication, and social networking.
Findings of this research show an average of moderate to high levels of physical activity among 84.9% of the participants. 70.2% of the subjects have normal BMI based on the self-reported height and weight. An average of 76.35 hours a week were spent sedentarily and 64 hours a week were allotted in using screen-based technologies.
A significant but very weak correlation was found between physical activity level and sedentary behavior as supported by literature that these two can co-exist. No relationship was established between amounts of physical activity and screen-based technology use as some devices are portable. A significant moderate positive correlation was found between sedentary behavior and screen-based technology use which can be deduced from the demands of a typical college student. High amounts of time spent doing paperwork or computer work and hours spent on the computer or laptop was seen based from the responses of the participants.
Further studies can be conducted to discern how screen-based technology, specifically the portable ones, can increase physical activity levels of college students and reduce sedentary habits as the latter two contributes greatly to the overall fitness and health of individuals.

ii iii iv v vi ACKNOWLEDGEMENTS First and foremost, all praises to God and His blessing for the completion of this thesis. I thank God for all the opportunities, trials and strength that have been showered on me to finish writing the thesis. I experienced so much during this process, not only from the academic aspect but also from the aspect of personality. My humblest gratitude to the holy Prophet Muhammad (Peace be upon him) whose way of life has been a continuous guidance for me.

Through the study of recent histories, this chapter provides an historical view into the field of electronic learning. The chapter begins by explicating the philosophical, pedagogical, and conceptual underpinnings regarding learning, particularly toward learner-centered pedagogies. This is followed by a discussion of the technology, covering the evolution of the hardware/software, its adoption into society, and how these technological advancements have led to today’s new affordances for learning.

Technology has developed immensely and its role in the aspects of learning a language has grown bigger and bigger. Among the university level students, WhatsApp at present is getting into the frontline as one of the most widespread online social networking platforms concerning to language learning. The research work undertaken tries to understand if university level students consider WhatsApp as a significant learning platform that can develop and support their language learning skills. Moreover, , the research work focuses on the routine practices or use of WhatsApp by students. The outcome of the survey data reveals that students consider that WhatsApp may be utilized as a teaching cum learning online platform to assist them in the process of language learning. They also highlighted the necessity of imitating language courses associated with WhatsApp, integration of technology through WhatsApp for the access of class materials with a set of objectives and outcomes explicitly focused on learning language to create meaningful experiences for students. Pedagogically, the study concludes by emphasizing the efficacy and prospective role of WhatsApp in improving the capability of students with regard to learning a language at university level.

This literature review was conducted as part of a dissertation research study. The review examines what scholars have studied in relationship to educators’ implementation of technology and instructional practices relating to digital citizenship. Additionally, the review examines the knowledge and beliefs of educators to include pre-service and current service teachers and students in K-12 education. Often research, as well as educational institutes, have emphasized the negative aspects of technology or the misuse of technology by users. Alternatively, this review highlighted the knowledge, beliefs, and professional practices of educators in order to ascertain what gaps exist to understand what needs to be addressed in promoting digital citizenship instruction in preparing students to use technology appropriately, responsibly, and ethically.

The question of how and why people adopt technologies is an area that has received great scrutiny, but less attention is given to those who willingly choose to avoid particular technologies. This article considers current models of technology adoption and explores how technology influences us as a society and individually, paying special attention to how large-scale shifts in technological change come to bear on individuals who choose not to adopt specific technologies. By combining scholarship in the information sciences with observations from media ecology theorists, this article proposes a more nuanced view of technology adoption and resistance.

Although translation students at the college of Languages and Translation in Saudi Arabia take two courses in computer applications in translation, these two courses are inadequate in preparing translation graduates for the translation job market. Results of an interview questionnaire have showed that the content of these courses is inadequate. In the introductory course, students are introduced to the components of computers, computer hardware and they are trained to use the MS WORD, POWERPOINT and EXCEL programs. In the advanced course, the students are introduced to theoretical issues in machine translation. They never have a chance to use machine translation systems. In order for the students to be able to meet the demands of the translation labor market in the 21 st century, they need to practice using advance translation software such as Trados and speech recognition software. They need to be introduced to online specialized dictionaries and terminology databanks, online resources, online translation tools, translation directories, translation associations, translation journals online translation job sites, and how to communicate with other translators in other parts of the world.

GLOSSARY OF CYBERNETIC TERMINOLOGY
HYPOTHESIS
HISTORICAL SOCIOLOGICAL WAVES
4TH WAVE PREDICTION
THE CURRENT PICTURE NOW
3 PROCESS GOING ON NOW
2 PATHS TO TAKE
A STORY
VIRTUAL REALITY
FUTURE PREDICTIONS OF TECHNOLOGICAL EVOLUTION
CYBERNETICS
PAR (PASSIVE/ACTIVE RATIO)
EMOTIONAL INTELLIGENCE
INFO AGE & MENTAL HEALTH
ECOLOGICAL CONSEQUENCES
INFORMATION
NATURE/NUTRURE
WHAT IS INFORMATION – A SCIENTIFIC DEFINITION
QUALITY OF INFORMATION
TELEVISION
VIDEO GAMES
AREAS NOT COVERED IN THIS PRESENTATION

This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) "What does 'Technology Integration in Education' mean to you?" and (2) "What might be the possible barriers to technology integration in education?". A total of 76 preservice teachers, who took the course "Integrating Technology in Education" during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the relevant literature, preservice teachers stated parents and security as barriers to integrating technology in education.

SISÄLLYSLUETTELO 1 JOHDANTO 3 1 JOHDANTO Päivittäiset vuorovaikutustilanteeni sisältävät yhä vähemmän katsekontakteja: viestittelen suuren osan päivästä erilaisissa älypuhelimen pikaviestipalveluissa tai sosiaalisen median sovelluksissa ja kasvokkaisissa vuorovaikutustilanteissa katseeni harhailee puhelimen syövereihin, mikäli keskustelun eteneminen tuntuu vaivalloiselta. Kaikki päiväni eivät toki rakennu näin rajoittuneen kaavan mukaan, mutta kaava on tuttu yhä useammalle nuorelle. Älypuhelimesta on tullut arkinen kumppani ja oleellinen osa elämää, sillä laitteiden määrä sekä niiden käyttöaste ovat kasvaneet runsaasti parin viime vuoden aikana. Älypuhelimesta on tullut erityisen tärkeä nuorille, sillä he ovat älypuhelimen suurin käyttäjäkunta. (Suomalaiset älypuhelimen ja tabletin käyttäjinä 2015, 1-6.) Laitteiden runsas käyttövolyymi ei ole ihme, sillä puhelinvalmistajat ja sovellussuunnittelijat tietävät, millainen sisältö koukuttaa. Älypuhelimen teknologia sinänsä ei ole kuitenkaan ainoa älypuhelimen käyttöä lisäävä tekijä, vaan laitteen käyttäjän käyttötavat muodostuvat myös sen mukaan, miten ympärillä olevat ihmiset laitetta käyttävät (Raita 2015, 62-70). Älypuhelimen esiin ottaminen lähes tilanteessa kuin tilanteessa tuntuu oikeutetulta, jos valtaosa ympäröivistä ihmistä käyttää laitetta. Useat nuoret käyttävät älypuhelinta kuitenkin niin mittavissa määrin, että osalla käyttäjistä on vaikeuksia hahmottaa laitteen kohtuulliset käyttörajat. (Näin Suomi kommunikoi 2014, 36.) Erilaisten hyöty-ja viihdeominaisuuksien lisäksi älypuhelin on merkittävä sosiaalisten verkostoiden ylläpitäjä sekä niiden muodostamisen mahdollistaja, minkä vuoksi laitteen parissa vietetty aika voi yllättää käyttäjänsä. Laite on siis jo kietoutunut osaksi kulttuuria, minkä vuoksi halusin paneutua aihepiiriin hieman tarkemmin. Aionkin tutkimuksessani tarkastella kriittisellä otteella 18-25-vuotiaiden nuorten älypuhelimen käyttökulttuuria sekä laitteelle annettuja merkityksiä. Yhteiskuntatieteissä on perinteisesti annettu huomattavaa painoarvoa sosiaalisen tutkimiselle, jolloin erilaisille objekteilla ja materialle on jäänyt verrattain rajoittunut rooli (Latour 2005, 63-86). Erilainen materia on kuitenkin olennainen osa elämää -älypuhelin etupäässä. Laitteen herätyskello sanelee heräämisajan, karttapalvelut ohjaavat liikkumisreittejä ja viestimismahdollisuudet muokkaavat sosiaalisten suhteiden muodostamista sekä niiden ylläpitoa. Tim Ingoldin mukaan inhimillinen ja ei-inhimillinen eivät kuitenkaan ole toistensa vastakohtia, eivätkä materia sekä yhteiskunnan inhimilliset toimijat muodosta mitään toisistaan erillisiä to-

Distance language learning is a real challenge to both teachers and learners, since the students’ exposure to the target language in a distance learning system is not as authentic and interactive as required. Additionally, it also entails a significant reduction in the amount of students’ interaction and in the support from both the teacher and other learners, which has a negative impact on students’ levels of motivation and achievement. In the hope of enhancing the distance teaching-learning process of a language and compensating for the previously mentioned drawbacks, a number of technological tools are currently being implemented. However, these technologies have also brought about new challenges that need to be addressed by policy makers, materials developers, teachers and students, if they are to be successfully implemented.

A vast technology integration project was initiated in Turkey to transform traditional classroomsinto smart classrooms by providing the Internet network, Interactive Smart boards for each classroom, and tablet computers for every teacher and student in grade 5-12. The purpose of this study was to investigate high school teachers' attitudes towards using the Interactive Whiteboard in the classroom. The Interactive Whiteboard Attitude Survey was used to collect data from 260 teachers during the 2013-2014 academic year. Teachers' attitudes toward using the interactive whiteboard were compared according to gender, age, number of years teaching, and area of teaching expertise. Results indicated that significant differences existed for attitudes toward using interactive whiteboard based on gender and content area specialty, while no differences were foundbased on age and years ofteaching experience. defines IWBs as kind of a multimedia projector that allows instructors to display learning materials located on their computer. Another description of IWBs is a combination of a whiteboard with a computer and data projector that enables users to control applications by touching with their fingers or digital non-ink pens (Al-Qirim, Mesmari, Mazroeei, Khatri, &Kaabi 2010). In fact, IWBs function as a computer in the classroom environment, eliminating teacher dependency onthe desktop or laptopmonitor. IWBs enable even novice technology users to run applications such as CD-ROMs, word-processing documents, spreadsheets, and presentations and toutilizelearning materials available on the Internet by simply 'clicking' in the right places on the boardwithout compromisinginteraction with students . AL-Qirimand associates (2010) claim that the software and hardware features of IWBs lead teachers to facilitate the teaching process in a way that the teaching environment is enriched; and students are more active when these devices are appropriately used. found that IWBs are good for enhancing demonstration and modeling, provide quality interactions, improve teacher assessment, balance resources and instructional planning, and help to increase the pace and depth of student learning.

Based on earlier research findings that experience affects self-efficacy perception, the present study probes into possible effects of Elearning experiences on English self-efficacy by enabling participants to listen to language learning podcasts repetitively and do related task-based activities. It focuses on first-year university students' self-efficacy perceptions of listening, speaking, reading and writing at elementary, intermediate and advanced levels. Participants' self-efficacy perceptions concerning motivation and expectations are also analyzed. The quasi-experimental study has a pretest-posttest research design, in which a non-random convenience sample of 187 university students were given the English Self-Efficacy Scale before and after a 12-week podcast-based language learning program. Collected data are analyzed by using descriptive statistics and the Wilcoxon signed rank test. Wilcoxon test results show that there is a statistically significant difference in participants' perceptions of their listening comprehension, speaking, and reading skills. Self-efficacy perceptions concerning writing have improved significantly, as well. These findings support the idea that novel technology-based applications can have positive outcomes for language learning. However, participants' selfefficacy perception concerning reading and understanding advanced level stories did not improve significantly. The finding that participants' self-efficacy perceptions concerning advanced level of proficiency did not improve may be due to the fact that the level of the podcasts and related tasks covered by the program was elementary and that the program duration was insufficient for gaining high self-efficacy for advanced level skills in English.

Research into the field of Information and Communication Technology (ICT) integration in education has indicated that teachers' attitudes towards ICT play crucial role in the use of ICT by them. But there is serious lack of qualitative studies to investigate the ICT related attitudes of the pre-service teachers, particularly science teachers. This qualitative study was conducted to explore the ICT use related attitudes of pre-service science teachers at the University of Adelaide. Specific aims were to identify the factors leading to these attitudes and to investigate the changes in their attitudes after teaching practice. The research was carried out in two phases i.e., pre-and post-teaching practice. Open-ended questionnaires were used to collect data from self-selected participants, followed by in-depth one-to-one semi-structured interviews of purposefully selected participants in the second phase. The findings from data analysis, using comparative and open-coding techniques, indicated that overall attitudes of student-teachers were positive. But issues like lack of ICT facilities at schools and lack of ICT related knowledge and skills among student-teachers were emerged. It is recommended that student-teachers should get appropriate training and opportunity to use ICT in educational contexts. Further large-scale research is needed to give suggestions for new policies.

Acceptance and Use of Technology Models suggest that some constructs predict behavioural intention towards the acceptance and use of technology. For this reason, these models are increasingly used by researchers around the world. At the same time, teachers of information technology and systems teach these models as part of the content of various courses. This study aims to analyse the publications of the last five years on Acceptance and Use of Technology Models. An exploratory bibliometric study was carried out, using the Proquest and Scopus platforms, in the period from 2014 to 2018, to find out which models are most used by researchers. The findings suggest that the number of articles into the top journals has increased, and that there is a wider array of journals publishing articles about this topic. Also, the study revealed that the most cited models were TPB and TAM. Keywords Technology adoption • Use of technology • Bibliometric • Models of acceptance • Research trends

The purpose of the Classroom Context Study was to explore how classrooms impact students' overall experience of being at a community college. The study was conducted at LaGuardia Community College by the Student Experiences Research Group (SERG) from 2015-2017. 11 courses were included using surveys and observations, which 280 students participated. Technology use in the classroom correlates with student motivation and attitude. Technology can be quite useful, as well as distracting.

Using social media in education provides learners with an informal way for communication. Informal communication tends to remove barriers and hence promotes student engagement. This paper presents our experience in using three different social media technologies in teaching software project management course. We conducted different surveys at the end of every semester to evaluate students' satisfaction and engagement. Results show that using social media enhances students' engagement and satisfaction. However, familiarity with the tool is an important factor for student satisfaction.

This paper focuses on how conversation and a shared participation frame are
maintained in video-mediated family conversations which ordinarily do not
have a particular agenda. In order to examine this question, how conversations
are maintained whilst being sometimes improvised, the paper analyses a particular
interactional phenomenon, namely, the image-based topic management
accomplished via two methods: showings and noticings. Through a detailed
multimodal analysis of family video mediated conversations, it shows how these
methods are used for introducing or changing topics and hence sustaining talk.
Moreover, by describing the practical actions that involve technological and
social dimensions, the paper highlights the link between interaction, personal
relationships and technology. The analysis of showings and noticings, enabled by
the technical features of the systems used by the participants, reveals how video-
communication technology is mobilized by family members as a resource for
maintaining intimacy in distant relationships.

https://benjamins.com/#catalog/journals/prag.27.3/main

From the advent of the "information society" and the increased role of information technology and communication (ICT), the keyword is launched : "Get connected !". Priority has been given to reducing the digital divide in terms of access and acquisition of computer equipment. Since that time, there has been a lot of research on the usage of information and communication technology (ICT) showing the existence of a “second level” digital divide. The focus has gradually shifted to the observation of differences related to the "second level" digital divide characterized by uneven use of digital technologies. It is no longer about the ability having access usage but the different ways to use digital technologies such as computers and the Internet. This "second level" digital divide particularly affects older adults.

It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning in tertiary education could be time-consuming and complex since there is a plethora of technology available. The objectives of this research were to develop a technology-integrated intervention in fluid mechanics and to determine the effectiveness of this intervention. An exploratory case study research design guided the research. A design-thinking framework for technology-integrated lessons was used and included the Technological Pedagogical and Content Knowledge (TPACK) model. This research was done with two lecturers and 117 students from a University of Technology in South Africa. The data gathering tools comprised pre and post-tests, tutorials, observation schedules and questionnaires. The purpose of this research is to present an evaluated technology-integrated intervention in fluid mechanics and to attest that student learning is affected by the way technology is used.

This paper is motivated by the widespread availability of AI tools, whose adoption and consequent benefits are still a question mark. As a first step, some critical issues that relate to AI tools in general, humans in the context of AI tools, and AI tools in the context of operations management are identified. A discussion of how these issues could hinder employee adoption and use of AI tools is presented. Building on this discussion, the unified theory of acceptance and use of technology (UTAUT) is used as a theoretical basis to propose individual characteristics, technology characteristics, environmental characteristics and interventions as viable research directions that could not only contribute to the adoption literature, particularly as it relates to AI tools, but also, if pursued, such research could help organizations positively influence the adoption of AI tools.

The Models of Acceptance and Use of Technology suggest that a set of independent variables predict the behavioral intention for the acceptance and use of the technology. For this reason, these models, almost all created in the late twentieth century, are increasingly used by researchers around the world. The objective of this study is to analyze the publications of the 21st century and in particular of the last five years on Models of Acceptance and Use of Technology. A bibliometric study was carried out using the Proquest platform to find out which models are most used by researchers at the beginning of the 21st century. The results reveal that the number of articles in major journals has increased, and that there is a wide range of journals publishing articles on this topic. In addition, the study revealed that the most cited models were TPB and TAM.

با توجه به کمآبی فزاینده در دنیا، لازم است روشهای کشاورزی به منظور افزایش بهرهوری اصلاح شود. با این حال به نظر میرسد در مناطقی که با معضل کمآبی دستوپنجه نرم میکنند، مشکلاتی وجود دارد که مانع از پذیرش فناوریهای نوین توسط کشاورزان میشود. برای بررسی این مشکل، فناوری آبیاری قطرهای در شهرستان سلماس از منطقهی دریاچهی ارومیه مورد واکاوی قرار گرفته است.
یافتههای پژوهش نشان میدهد که ناآگاهی، ذهنیت دولتی، خوانش عدم صرفهی اقتصادی، سیاستگذاری و پیادهسازی نامناسب دولت، بیاعتمادی به دولت، خوانش ناکارآیی فناوری، تجربهی ناموفق همکاران، عدم رغبت به پیشقدمی و عدم احساس مسئولیت اجتماعی در قبال مصرف صیانتی دلایل عام عدم پذیرش فناوری آبیاری قطرهای بین کشاورزان سلماس است. همچنین برای مناطق شرق سلماس، ناهماهنگی ارگانهای دولتی یکی از دلایل تأثیرگذار تلقی میشود. مردم جنوب سلماس دارای احساس ناامنی ناشی از اختلاط قومیاند و مردم غرب سلماس به دلیل احساس نیاز کمتر، تمایل به حفظ زیبایی و دستنخوردگی طبیعی زمین دارند و علاقهای به استفاده از آبیاری قطرهای ندارند.
واژگان کلیدي: نوآوری، پذیرش فناوری، انتشار فناوری، آبیاری قطرهای، دریاچه ارومیه

Education Fatih Project in education and training ensure equality of opportunity and our schools technology to improve information technology tools teaching-learning process more sensory organ to be addressed as courses for effective use; preschool, elementary and secondary level schools in our 570,000 classrooms laptop computer to the LCD panel, the interactive whiteboard and internet infrastructure will be provided. It has been applied to 180 studens and 50 teachers. Joining students are homegeneus but they nege according to their genders. After the results of study according to students vision it is determined that the usage of e-contents (video, animation, e-book, cartoon films, gones) in training facilitate the learning. According to teachers'vision it is determined that age is the important facter in using the information technology.

"In the information systems (IS) field, research interest in
attitude has fluctuated over the past decades given
the inconsistent and inconclusive findings on attitude’s
effects on behavioral intention (BI) to use information and
communication technology (ICT). This study addresses
the conceptual, operational, and temporal dynamics of
attitude thatmay have caused the inconsistent and inconclusive
results. A longitudinal study was conducted to
validate our hypotheses. The results show that: (a) The
attitude that significantly influences BI needs to be at a
particular specificity with BI on two aspects, the same
evaluation target and the same evaluation time, where
the time specificity can supersede the target specificity;
(b) the relationships among attitudes and intention
remain the same if they are measured at the same time,
regardless of use stages; (c) the two types of attitudes
show different long-lasting effects over time; (d) omitting
important mediating factors in a research model
may generate misleading messages; and (e) attitudes
alone can explain a large amount of variances in BI. The
results can help explain the reasons behind inconsistent
findings in the literature, inspire additional research
efforts, and suggest bringing attitudes back to information
systems research due to their theoretical and
practical importance."

A good deal of research uses the sociology of domination to study inequalities in digital technology usage as these often stem from deep-cut social divides. Bourdieu’s theory of domination has been widely employed to demonstrate that the social world is stratified according to a principle of legitimacy: the social hierarchy holds good because those who are dominated do not challenge this order. Yet, in the digital era – which is a destabilising factor for traditional hierarchies – this type of theory comes up against certain limits due to its static premises. For this reason, our study adopted an intersectional approach, as this is more able to take into account the power relations between individuals and, more specifically, the forms of resistance that drive individuals. A field study conducted with French people over the age of 60 served as the basis for this theoretical analysis. The study shows that the seniors’ differentiated relationships with ICTs correlate strongly with their age group, gender and class. When these analytical categories are combined, patterns emerge – patterns that are not only specific but which also reflect a process of negotiation with the dominant norms.

One of the uses of technology, which has become an indispensable part of human life today, is language education and education. The technology used in the field of education emphasized that the researchers of today have a positive and positive effect on the education and training life, considering the contributions of the teachers. It is the most important indicator that the use of technology in education spreads day by day in our country and other world states. Audiovisual and visual aids have played an active role in many aspects of teaching and have been shown in studies that have simplified the concepts which are difficult to learn and which respond positively in the direction of attracting the attention of the student. In this study, it was aimed to evaluate the years and magazines published in the field of language teaching and technology in 2005-2016, the research model used, the universe sampling, data collection and analysis techniques. Ulakbim data base was used for the source search. In the research process, article scans are concentrated around the concept of "language teaching and technology". A document review method was used in the research. The coding related to the articles was carried out by the researchers in computer environment. Coding for ensuring coding reliability has been reviewed by two field experts. It is seen that the number of articles in the field of language teaching and technology has increased since 2010. This may be the reason for the transition of digital education to Meb schools. Since 2000, technology has also taken place in the educational life of the human being, which has been intertwined with technology, has affected language teaching as well as every other field. ÖZET Günümüzde insan hayatının vazgeçilmez bir parçası haline gelen teknolojinin kullanım alanlarından birisi de dil eğitimi ve öğretimidir. Eğitim alanında kullanılan teknolojiler, öğretime katkıları da göz önüne alındığında günümüz araştırmacıları tarafından eğitim öğretim hayatını olumlu ve pozitif yönde etkilediği vurgulanmıştır. Eğitimde teknoloji kullanımının ülkemizde ve diğer dünya devletlerinde gün geçtikçe yaygınlaşması bunun en önemli göstergesidir. İşitsel ve görsel araçların öğretimde birçok noktada etkin rol oynadığı öğrencinin dikkatini çekerek istendik yönde olumlu tepki verdiği ve öğrenilmesi zor olan kavramları basitleştirdiği yapılan çalışmalarda ortaya konmuştur. Bu araştırmada 2005-2016 yılları arasında dil öğretimi ve teknoloji alanında yayınlanan 25 makalenin yayınlandığı yıl ve dergi, kullanılan araştırma modeli, evren-örneklemi, veri toplama ve analiz tekniklerinin değerlendirilmesi amaçlanmıştır. Araştırma için yapılan kaynak taramasında Ulakbim veri tabanı kullanılmıştır. Araştırma sürecinde makale taramaları özellikle " dil öğretimi ve teknoloji " kavramı etrafında yoğunlaşmıştır. Çalışmada nitel araştırma tekniklerinden doküman incelemesi yöntemi kullanılmıştır. Makaleler ile ilgili kodlamalar araştırmacılar tarafından bilgisayar ortamında gerçekleştirilmiştir. Kodlama güvenirliğini sağlamak için yapılan kodlamalar iki alan uzmanı tarafından yeniden incelenmiştir. Dil öğretimi ve teknoloji alanında makale sayısının 2010 yılından itibaren arttığı görülmektedir. Bu durumun nedeninin Meb okullarında dijital eğitime geçişi gösterilebilir. 2000 yılından itibaren teknoloji ile iç içe giren insan yaşamının eğitim hayatında da yer edinen teknoloji, her alanda olduğu gibi dil öğretimini de etkilemiştir.

This paper discusses the life history of the large knives / sidescrapers, objects which are recurrently found  in Argentine Northwest agropastoral contexts, from detailed study of a set of pieces from Antofagasta de la Sierra (Catamarca). The definition of their identity as agricultural specialized tools lets discuss the role of farming practices among groups that occupied the area during the first millennium A.D. We study in detail the technological and typological characteristics and morphological changes in the identified pieces, including a larger and more diverse sample of artifacts than in previous works. This makes it possible to assess with greater certainty morphological transformations occurring throughout the use-life of the pieces. In turn, new considerations are made about the specific use and ways of using these tools, based on the analysis of microscopic residues (microfossils and chemical). Techno-typological and use aspects are considered dynamically by placing these objects in the spaces linked to their life histories.

To make history short, we can say that since the advent of sound recording, technology has evolved toward a size reduction and a tendency to individualize the listening practices. The development of listening through headphones allowed the listener to live a personal quality experience of music. Since the invention of the Walkman, the listener has the opportunity to listen to his music wherever he is. By moving his private listening into the public space, he personalizes his soundscape and transforms his relationship with the environment (Thirty years later, mobile listening practice is spreading with the mp3 player (and, most of all, the iPod). It is one of the most (or even the most) frequent ways of listening to music today.

Background and Objectives There is a lack of understanding of how older adults’ involvement and participation matters in actual design practice. This systematic literature review investigates existing empirical studies involving older users during the design of technologies and explores the nature and consequences of involving older people. Research Design and Methods Our literature review is informed by the guidelines of the PRISMA statement. We examined the included studies by means of thematic content analysis to identify the nature of older users’ involvement and existing evidence on what consequences it has. Results In total, 40 empirical studies published in the period 2014–2018 are included in the review. Most empirical studies involve older people from local networks, with underlying stereotypical images and at lower levels of participation. The results reveal three main consequences of involving older users: learning, adjusted design, and an increased sense of participation...

technology on the factors affecting women’s entrepreneurshipmotivation.
Design/methodology/approach – This study was conducted with 156 women entrepreneurs in Turkey
in February 2019. A mixed method evaluation design has been adopted in the study.
Findings – The findings revealed that effort expectancy was negatively associated with behaviour
intention and push factor and positively associated with pull factor. Performance expectancy was positively
associated with balance factor, push factor and behaviour intention. Hedonic motivation was positively
associated with behaviour intention and emotional factor. Behaviour intention was negatively associated with
use behaviour. Facilitating conditions was positively associated with push factor. Habit was positively
associated with behaviour intention and negatively associated with pull, push, balance and emotional factors.
Necessities and habit were not motivation factors for women entrepreneurs.
Research limitations/implications – The sample was restricted to women entrepreneurs, limiting the
generalizability of the findings.
Practical implications – The practical implications of the study show that effort expectancy,
performance expectancy, hedonic motivation, facilitating conditions and habit are the key factors for the
women’s entrepreneurship motivation. Women’s entrepreneurship commissions to be established in
chambers of commerce and industry can improve entrepreneurial motivation.
Originality/value – This is the first study that reveals the effects of technology acceptance and use
behaviours on women’s entrepreneurship motivation. Theoretical background, discussion, managerial
implications, limitations and recommendations for future studies are discussed.
Keywords Entrepreneurship, Technology acceptance, Women’s entrepreneurship, Technology use,
Entrepreneurship motivation