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Technologie informacyjno-komunikacyjne jako przesłanka wirtualizacji mikroprzedsiębiorstw świadczących usługi oparte na wiedzy

100%
Chomiak-Orsa I.
Informatyka Ekonomiczna
|
2012
|
issue 4(26)
52-63
EN
Progress in the scope of sending information and communicating between business entities in a radical way has changed the possibilities of business activity. Using modern solutions in the scope of Information and Communication Technologies (ICT) has given wide range of possibilities to communicate with a customer on geographically dispersed markets. The article presents part of author’s research concerning the influence of relation between ICT solutions which are being used and the degree of virtualization of business processes in microenterprises providing knowledge-based services. As a research area the author has chosen accounting offices from Lower Silesia Voivodeship, classifying as microenterprises.
2
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Budowanie relacji międzyorganizacyjnych w kontekście technologii informacyjnych

100%
Chomiak-Orsa I.
Informatyka Ekonomiczna
|
2012
|
issue 4(26)
38-51
EN
Building solid and reliable interorganizational relations in the conditions of business uncertainty is becoming one of key determinants of market success of the majority of organizations. At the same time progress in the range of sending information and communicating between business entities in a radical way has changed perspectives and scope of business conducting. Using modern solutions in the scope of Information and Communication Technologies (ICT) has given wide range of possibilities to communicate with a customer on geographically dispersed markets. On the basis of in-depth literature research the author of the article shows importance of relationship equity for contemporary organizations as well as for possibilities given by modern ICT solutions in the scope of building and keeping interorganizational relations.
3
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Computer Literacy in the Czech Republic

100%
Dana W., Šárka B.
Littera Scripta
|
2008
|
vol. 1
112-120
EN
Our entry deals with the ICT education and IT literacy, which shall not be on a sufficient level in the Czech Republic compared to the average within EU countries. The government of the Czech Republic together with the Ministry of Education, CR, have decided to sort out such a deficiency by means of extensive investments in the field of ICT, in the field of preparation and teachers’ education, and last but not least in the field of teaching programmes specifying costs in order of billions CZK within the scope of 5 – 6 years.
4
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New Technologies Adoption and Diffusion Patterns in Developing Countries. An Empirical Study for the Period 2000-2011

100%
Lechman E.
Equilibrium. Quarterly Journal of Economics and Economic Policy
|
2013
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vol. 8
|
issue 4
79-106
EN
In recent years, enormous changes are noted worldwide during broad adoption of Information and Communication Technologies (ICT). These unique technologies – often perceived as economic development incentives – have a great ability to spread at high pace and low cost in countries all over the world, bringing people opportunities to contribute to economic development and growth. New Tech-nologies play a special role in developing countries, where their in-country adoption lies in the centre of development strategies. ICT are treated as tools which bring people access to information, education and knowledge, offering unlimited possibilities for wealth-creation. The paper, purely empirical in nature, reports on the pace of adoption of new Information and Communication Technologies in developing countries, and – additionally – investigates country-specific ICT diffusion patterns. We expect to uncover the S-shape curve in the diffusion process in most of developing countries, as well as in the whole country sample. For the analysis purposes, we apply all counties which – according to the World Bank nomenclature – are classified as low-income and lower-middle-income econ-omies. Our sample covers 46 countries (upper-middle-income and high-income economies are excluded from the study purposefully) which are classified as devel-oping economies. The time framework is set for the period of 2000-2011. All data necessary for the analysis are derived from World Telecommunication/ICT Indica-tors Database 2012 (16th edition).
5
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Teachers’ Satisfaction Concerning the Use of ICT in Rural Educational Centers of Andalusia (Spain)

88%
Raso-Sánchez F., Cáceres Reche M. P., Díaz I. A.
The New Educational Review
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2013
|
vol. 34
246-257
EN
This is a study on the use of Information and Communication Technologies (ICT) in education, with a particular emphasis on rural schools, covering topics that range from the insights of teachers on the necessary adaptation of their work methods, to the actual use of ICT in the classroom. To this end, a descriptive methodology is applied through a non-experimental design by means of a survey, targeting a sample of 217 individuals. The objective is to determine the degree of satisfaction of rural teachers of the autonomous community of Andalusia with what concerns the role of ICT and current technology management strategies. The study was carried out from the point of view of teaching and school organization. Above all, the interest lies in determining which aspects of this new reality are more appealing to the teacher, from personal and professional standpoints. Some of the most relevant results and conclusions point out a high degree of satisfaction with the novel possibilities offered by ICT while enhancing teaching and broadening professional relationships. In turn, these same conclusions highlight that the most significant constraints occur at the organizational level (e.g. management, resource allocation), which represents a key aspect for the improvement of these educational centers in the near future.
6
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Język angielski, ale jaki? O kształceniu nauczycieli języka angielskiego w dobie globalizacji

75%
Krajka J.
Linguodidactica
|
2016
|
vol. 20
PL
Zmieniająca się rzeczywistość, wraz z nieograniczonym dostępem do Internetu, wzrastającą mobilnością uczniów i studentów oraz procesami integracji, wywiera znaczący wpływ na proces nabywania języków obcych. W przeciwieństwie do realiów dydaktycznych lat 90., kiedy to głównym źródłem języka obcego dla ucznia był nauczyciel, a dla nauczyciela – podręcznik, w chwili obecnej uczeń otoczony jest nieustannie materiałem językowym pochodzącym z różnych źródeł. Powoduje to konieczność dostosowania roli nauczyciela i jego koncepcji nauczania, zwłaszcza gdy chodzi o dobór i sposób korzystania z materiałów dydaktycznych. W ostatnich latach ogromnej zmianie uległo również nastawienie do języka angielskiego jako przedmiotu nauczania. Wobec propozycji zmiany standardu z brytyjskiego czy amerykańskiego angielskiego na język angielski jako lingua franca czy zwiększenia roli różnych jego odmian geograficznych (World Englishes), należy rozważyć możliwość przeorientowania procesu kształcenia nauczycieli dla uwzględnienia nowej rzeczywistości socjolingwistycznej. Celem artykułu będzie zaprezentowanie modułu kształcenia nauczycielskiego na studiach magisterskich realizowanego w Uniwersytecie SWPS, zorientowanego na przekazanie przyszłym nauczycielom wiedzy, nabycie przez nich umiejętności oraz wykształcenie postaw niezbędnych do nauczania języka angielskiego w globalnym wymiarze. W szczególności zostaną opisane trzy wybrane innowacje dydaktyczne zastosowane w procesie kształcenia nauczycieli.
EN
Changing reality, with greater Internet access, increased student mobility and integration processes, exerts a significant influence on the process of foreign language teaching and learning. As opposed to the teaching context of the 1990s, when the major source of language input for students was the teacher, and for the teacher – a coursebook, currently learners are virtually immersed in language input coming from different sources. This creates a need to adapt the role of the teacher and his/her teaching philosophy, especially as regards selection and use of teaching resources. The recent years have seen a notable change to the English language as the subject of study. With proposals to shift focus from British English or American English to English as a lingua franca or World Englishes, the teacher training process should take the new sociolinguistic reality into account. The aim of the paper is to present the teacher training module implemented in the M.A. programme of University of Social Sciences and Humanities in Warsaw, which aims at equipping future teachers with knowledge, skills and attitudes essential for teaching English in a global dimension. In particular, three different pedagogical innovations will be described and evaluated.
7
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Pozorovanie vybraných kľúčových zručnosti žiakov pri práci s interaktívnou tabulou na základných školách

63%
ŠTERBÁKOVÁ K.
Edukacja-Technika-Informatyka
|
2015
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vol. 6
|
issue 3
153-157
SK
Príspevok je zameraný na využívanie interaktívnej tabule ako významného činiteľa uľahčujúceho výučbu prírodovedných predmetov. Chceme v ňom stručne priblížiť čitateľovi druhú etapu riešenia nášho projektu KEGA. V ňom na základe získaných materiálov z prieskumov a výučby vo vybraných ročníkoch na základných školách v Prešove, sme si na zvolených témach počas vyučovacích hodín overovali funkčnosť vypracovaných meracích nástrojov v spojení s interaktívnymi tabuľami. Prezentujeme v ňom aj niektoré čiastkové závery výskumu súvisiace s problematikou riešenia nášho projektu, ktorých interpretácia vychádza v tejto etape z pozorovania vybraných kľúčových kompetencii žiakov počas ich práce s interaktívnou tabuľou na vyučovaní fyziky.
EN
The paper is focused on the use of the interactive whiteboard as an important factor facilitating Science teaching. We want bring to reader the second phase of our research on project KEGA. Thereof on the basis of materials collected from surveys and from teaching training in selected grades in secondary schools in Presov, we selected the topics during school lessons to verify the functionality of the measuring instruments developed in conjunction with the interactive whiteboard. We will also be presenting some partial conclusions of the research related to the problem of our project, whose interpretation is based at this stage of observation of selected key competencies of pupils during their work with an interactive whiteboard for teaching training of Physics.
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