From developmental to network state: Government restructuring and ICT-led innovation in Korea

This study examines the government leadership and strategic restructuring that guided The Republic of Korea's remarkable ICT-led development from 1980 to the present. That time span coincided with tumultuous political, social and economic transformation inside Korea including the growth of such powerful chaebol industry groups as Samsung, LG and SK. Globally, the period covered by this study featured the growth of new and more powerful digital networks epitomized by the internet. It also marked South Korea's transition from a development to a network state, allowing assessment of what the experience implies for developmental state theory.     

The influence of digital divide frames on legislative passage and partisan sponsorship: A content analysis of digital equity legislation in the U.S. from 1990 to 2020

Government funding is essential for digital equity. Scholarship on policies to improve internet access often examines the funding mechanisms behind subsidies, or the quality and reach of services provided. However, a better understanding of the issues and constituencies to receive government support to date may help digital equity activists more strategically lobby for new digital divide policies in the future. To do this, we take a macro-level approach to Van Dijk's resources and appropriation theory and examine how the framing of all digital divide–related U.S. Congressional legislation introduced between 1990 and 2020 may be associated with a bill's passage or the political party of its sponsor. Content analysis revealed that bills highlighting privacy literacy programs, educational outcomes, and corporate transparency were more likely to be passed into legislation. Bills sponsored by Republicans were 422% more likely of being passed into legislation. Certain frames were also associated with partisan sponsorship: Republican-sponsored bills were more often framed around deregulation, privacy programs, corporate transparency, and rural access, whereas Democrat-sponsored bills were more often framed around digital skills such as digital literacy and educational outcomes. Findings serve as a historical record of digital equity priorities in the U.S. and highlight possible strategies for future policy design.     

Can one laptop per child reduce digital inequalities? ICT household access patterns under Plan Ceibal

The study of information and communications technology (ICT) adoption signals that diffusion processes within highly unequal societies produce stratification in the access to digital technologies and thus, maintain or even increase previous socioeconomic disparities. While technological utopians believed that One Laptop Per Child (OLPC)-like programs could reduce societal inequalities, the economics literature evaluating these initiatives has mostly focused on student's human capital. Results suggest no impact, even for successful programs such as Uruguay's own OLPC-inspired Plan Ceibal. In this paper, we use an event-study approach to difference-indifferences to identify the impact of Plan Ceibal on the household adoption of technological goods across income quintiles. Our results show that Plan Ceibal helped to bridge domestic digital disparities in terms of access to PC and favored the uptake of internet services. We discuss the potential mechanisms behind these results. Regarding household PC access, even though Plan Ceibal was conceived as a universal program targeting primary-level students attending public schools, both infantilization of poverty and a dual-system educational stratification may explain why this initiative had a heterogenous impact across different income groups. Regarding household connectivity, Plan Ceibal reduced the cost of the bundle required to consume internet services at the time of the study, improving affordability and access among households with beneficiaries of the program.     

A case study on collective cognition and operation in team-based computer game design by middle-school children

This case study examined team-based computer-game design efforts by children with diverse abilities to explore the nature of their collective design actions and cognitive processes. Ten teams of middle-school children, with a high percentage of minority students, participated in a 6-weeks, computer-assisted math-game-design program. Essential processes of collective design cognition and operation emerged from the data: (a) collective exploration of design constraints during problem framing, (b) aggregation of identity, experience, and memory for collective solution generation, and (c) development of coalition and task interdependence during design execution. Salient contexts supporting collective design included team-role fulfillment with presence of leadership and scaffolding for mutuality in design talk. The study findings also indicated perceived learning of school children during collaborative math-game design.     

Why history matters: Micro-and macro-foundations in a corporate de alio spinoff

Much of the discussion surrounding dynamic capabilities has focused on mature and established corporate enterprises escaping core rigidities. Less understood is the role of dynamic capabilities in corporate spinoffs that represent a category of de alio (“from others”). These firms offer a novel context when investigating dynamic capabilities, as they are technically “new” firms yet demonstrate a level of establishment due to privileged access to resources from a corporate parent. We explore how incubation and attachment to a parent influences tacit and explicit transfer of resources and supports sensing and seizing in the early growth corporate de alio spinoff, promoting opportunities for transformation as the spinoff matures. Through an analysis of a longitudinal, empirical, illustrative case, we integrate Garnsey's Penrosean-inspired Theory of the Early Growth of the Firm with Teece's dynamic capabilities framework to illustrate how micro- and macro-foundations of dynamic capabilities unfold in a corporate de alio spinoff during incubation and following spinoff. This study builds an understanding of how corporate de alio spinoffs can more successfully navigate ambiguity by leveraging dynamic capabilities, the foundations of which emerge in a parent entity.     

Representations of technology in the “Technical Stories” for children of Otto Witt, early 20th century Swedish technology educator

Children’s fiction in school libraries have played and still play a role in mediating representations of technology and attitudes towards technology to schoolchildren. In early 20th century Sweden, elementary education, including textbooks and literature that were used in teaching, accounted for the main mediation of technological knowledge to schoolchildren. An investigation of children’s literature for schools is therefore important in order to understand what was considered worth knowing about technology at the time. The aim of this article is therefore to analyse the representations of technology and attitudes towards technology that were mediated through two children’s fiction books in Swedish elementary school libraries in the 1910s. We have limited the analysis of empirical material to the books Technical Stories for Young and Old (Tekniska sagor för stora och små, 1914) and Technical Stories of the War for Young and Old (Krigets tekniska sagor för stora och små, 1915) by the Swedish inventor, author and technology educator Otto Witt. Gauging Witt’s influence on the schoolchildren and educators of his time is very difficult, but in this first English-language article on his “technical stories” one can conclude that he was in many ways unique and probably fairly well-read in the schools of early 20th century Sweden and onward. He was also a particularly perceptive forerunner of today’s technology and science educators in his use of anthropomorphism as an educational tool.     

Perception of the acquisition of generic competences in engineering degrees

The aim of this paper is to analyze what generic competencies at the Universitat Politécnica de Catalunya (UPC BarcelonaTech) are most evaluated by the teaching staff belonging to the first curricular block of industrial engineering degree courses at the Barcelona Escola Universitaria d’Enginyeria Técnica Industrial, and also to relate these competencies to the assessment tools and the types of session most frequently used in the evaluation of the said competencies. Furthermore, it is intended to determine the level of acquisition of the generic competencies (related to their profession) as perceived by the students themselves during their course of study and their completion of the Final Year Degree Project (Project Trabajo Final de Grado—TFG). To that end, a group of 140 university teachers and a population of 145 students were each the object of an anonymous online survey while they were engaged on the Final Year Degree Project (TFG). The results of this survey show that the competencies most evaluated by the university teaching staff, in order of importance, are as follows: autonomous learning, the effective use of information resources, teamwork, and good oral and written communication, while the most frequently used tools of assessment are the rubrics. Autonomous learning is the generic competence perceived by the students as being the one most acquired during their completion of the TFG.     

An instrument to determine the technological literacy levels of upper secondary school students

In this article, an instrument for assessing upper secondary school students’ levels of technological literacy is presented. The items making up the instrument emerged from a previous study that employed a phenomenographic research approach to explore students’ conceptions of technology in terms of their understanding of the nature of technology and their interaction with technological artefacts. The instrument was validated through administration to 1,245 students on completion of their 12 years of formal schooling. A factor analysis was conducted on the data and Cronbach alpha reliability co-efficients determined. The results show that a five-dimension factor structure (namely, artefact, process, direction/instruction, tinkering, and engagement) strongly supported the dimensions as developed during the original phenomenographic study. The Cronbach alpha reliability co-efficient of each dimension was satisfactory. Based on these findings, the instrument has been shown to be valid and reliable and can be used with confidence.     

The mediator effects of conceiving imagination on academic performance of design students

Three studies were combined to examine the effects of creativity and imagination on the academic performance of design students. Study 1 conducted an exploratory factor analysis to determine the most appropriate structure of the Creativity Capability Scale (CCS) in a sample of 313 college students. The scale was a new self-report measure, and it was developed to be both empirically valid and easy to administer. A two-factor solution identified originality and useful flexibility as dimensions of human creativity. Study 2 conducted a confirmatory factor analysis to confirm the established structure of the CCS in a sample of 284 college students in design schools. In addition, we also confirmed the structure of the Imaginative Capability Scale using the same sample. A three-factor solution supported an earlier study in which human imagination was categorized into three types, namely initiating, conceiving, and transforming imaginations. The analyses of composite reliability and construct validity gave both scales good support. Study 3 further tested the effects of creativity and imagination on academic performance in a sample of 271 design students. The hypothesis of Study 3—that conceiving imagination acted as a mediator between creativity/imagination and academic performance—was partially supported. The structural model also showed that useful flexibility, initiating imagination and transforming imagination demonstrated positive, indirect effects on academic performance. Critical reflections on the results are provided. Discussions for future studies are also proposed.     

Figuring the world of designing: Expert participation in elementary classroom

The purpose of the present article was to analyze the interaction between elementary students and a professional design expert. The expert was present in the classroom, facilitating a collaborative lamp designing process together with the teacher. Using the notion of figured worlds (Holland et al. 1998), we explored how learning could be expanded beyond traditional schooling by bridging the world of professional designing and the world of the inquiry-oriented classroom. The data consisted of video-recorded design sessions (N = 11) and the “Lamp Designing” view of the project’s electronic database. A qualitative content analysis was conducted for categorizing the social settings, the design inquiry phases, and the designer’s activities during the sessions. Three distinctive foci of the participants’ activity were identified in the present study: (1) Design rationale, (2) Design practices, and (3) Design community. The results indicate that, with the designer’s support, relatively young students became aware of the rationale directing the design practice, and were able to solve multifaceted, complex design tasks. The figured world of designing was collaboratively created in the classroom during the continuous interaction between the designer and the students. This enabled the students to recognize the meaning of the diverse design activities and practices they were learning. The figured world of designing was perceived as a world of possibility for the students, providing them new insights for learning within the world of schooling.     

Is your netflix a substitute for your telefunken? Evidence on the dynamics of traditional pay TV and OTT in Latin America

Are audiovisual over the top (OTT) services in Latin America substitutes for the traditional Pay TV services (cable or satellite), complementary or independent? To respond to this question, we develop a simple theoretical model based on a CES utility function and estimate simultaneously, using non-linear least squares, demand functions for both audiovisual services. Our results, based on original database covering 17 Latin American countries from 2011 to 2020, suggest no substitution of Pay TV for OTT. However, during the more recent period (2015–2020), we find evidence of gross substitution (i.e., similar enough, although not completely equivalent for consumers) between these audiovisual services. This confirms, although only partially, the existence of the so-called cord-cutting and cord-saving phenomena, due to the expansion of fast internet and the richer OTT offers, and their relatively lower prices. These results suggest regulators should include OTT services in their scope and produce in-depth analysis on the country level to update and optimize regulations, as well as implement regulatory sandboxes to advance towards smart regulation, as shown in the financial industry.     

Salesperson communication effectiveness in a digital sales interaction

B2B buyers are exhibiting an increased preference to transact digitally with vendors. A topic which has yet to receive sufficient academic attention in this modern selling environment is salesperson communication effectiveness. Accordingly, this article: 1) defines digital sales interactions (DSIs) as technology-enabled, face-to-face buyer-seller exchanges; 2) proposes a typology of DSIs to set the stage to examine salesperson communication effectiveness; 3) introduces a framework that reifies the sender's auditory and visual cues that can influence receivers' thoughts (i.e., cognition, affect, intention) and activity (i.e., purchase behavior, advocacy); 4) suggests theoretical lenses that can illuminate various aspects of the salesperson's communication barrage; 5) advances how machine learning can be applied to understand what constitutes effective communication in a digital interaction by asking: to what extent does what a salesperson says (auditory cues) and how s/he says it (visual cues) impact her/his effectiveness in a DSI?; and 6) concludes by noting promising future research directions for B2B marketing researchers.     

Was household internet adoption driven by the reform? Evaluation of the 2013 telecommunication reform in Mexico

In 2013 the Mexican Telecommunications and Broadcasting Reform was launched with the goal of promoting competition and access in the telecommunications sector. The aim of this paper is to evaluate whether the 2013 reform had an impact on household fixed internet adoption and to what extent Mexican households, classified into ten wealth groups, had adopted internet. For the assessment, after a revision of supply and demand Reform's measures to reduce the digital divide, data from the 2010 Census and 2015 Intercensal Survey were used to create adoption indexes using Poisson estimations. The results were analyzed by ten wealth groups, constructed on principal components based on household characteristics (type of dwelling, electricity availability, availability of drinking water, sewer system, internet and ICT devices: computer, telephone, cell phone and internet). Additionally, the impact of both indexes was validated by a difference in differences method. The results suggest a 66% overall increase in internet adoption between 2010 and 2015. The decile analysis showed considerable internet adoption in the low and middle wealth groups (deciles 2–8), while in the highest wealth groups (deciles 9–10) the impact of internet adoption has been relatively moderate. It is worth noting that internet adoption is unequally distributed, as less than 1% of households in deciles 1 to 6 had adopted internet in 2015, while nearly all of the wealthiest ten percent of households have internet access. Nevertheless the increment in internet adoption was not only the result of the reform but the combination of the broadband penetration trend and the reform together.     

Deconstructing the Tower of Babel: a design method to improve empathy and teamwork competences of informatics students

The competence-based education recently launched in Spanish universities presents a set of abilities and skills that are difficult to teach to students in higher and more technologically-oriented grades. In this paper, a teaching intervention that is based on design methodologies is proposed, to upgrade the competitive capacities of computer engineering students. In particular, this intervention targets those aspects relating to working in multidisciplinary teams and to defining requirements based on the user’s empathy and knowledge. The main idea inspiring this technique is that the underlying challenge is a communication problem. As Brooks (1995) states in his book The Mythical Man-Month: Essays on Software Engineering, even a project having all of the prerequisites for success (a clear mission, manpower, materials, time and adequate technology) could fail as a Tower of Babel. The proposed technique through mixed methods has been evaluated with students enrolled in different courses, confirming the repeatability and validity of this method from quantitative measurement, from observation of the results, and from ascertaining the value perceived by students and their attitudes.     

The use of e-government services and the Internet: The role of socio-demographic,economic and geographical predictors

This article explores the use of e-government services from the perspective of digital divides. First, it aims to find out which socio-demographic, economic and geographical factors predict the use of e-government services. Second, the article aims to show whether these factors moderate the way in which the time spent on the Internet is associated with the use of e-government services. The article is based on survey data (N=612) collected in Finland in May–June 2011 and is analysed by using a logistic regression modelling. Results show that gender and income moderate the link between the Internet and e-government service use. The more that women use the Internet, the more they use the government's electronic services. However, among men, the use of e-services does not increase similarly with the use of the Internet. Regarding income indicators, results imply that e-service use increases with Internet use but only among the respondents with low income levels. Additionally, the article shows that education, children, income and the size of the place of residence have major effects on the use of the government's e-services. Lastly, the empirical results are briefly discussed in relation to the digital divide discussion and some policy implications are presented.     

Engineering and technology students’ perceptions of courses

As cultural, social, political and economic changes take place, the secondary or high school curriculum should reflect and respond to changing needs and aspirations of students. Technology Education has been proactive in this arena as it has transformed over the decades to meet ever-changing societal needs. The most recent change to the discipline has been to add engineering and, as a result, adopting a new name and curriculum-Engineering and Technology Education. The added component and name change in Technology Education is causing discussions about what the new direction means, what professional preparation changes will be incurred, and what work graduating students will be prepared to do. In light of these changes, this study investigated perceptions of high school students in the United States of America about engineering and technology courses they take. To investigate whether students’ perceptions are in accord with current changes in Engineering and Technology Education, 316 students enrolled in engineering and technology courses in Georgia schools that have an affiliation with the Georgia Engineering and Technology Education Association (GETEA) were surveyed. According to data analyses, students’ perceptions can be divided into two factors. Educational Value of Course (factor 1) was extracted from statements measuring the degree to which the courses prepare students for employment and provide them with information regarding future employment. Personal Relevance of Course (factor 2) was derived from statements measuring students’ perceptions about links between engineering and technology education and their personal lives. Such findings suggest these students valued their engineering and technology courses, planned to continue their education, made good grades, and had varied types of career expectations for jobs such as design engineers and architects.     

A path model of factors affecting secondary school students’ technological literacy

Technological literacy defines a competitive vision for technology education. Working together with competitive supremacy, technological literacy shapes the actions of technology educators. Rationalised by the dictates of industry, technological literacy was constructed as a product of the marketplace. There are many models that visualise different dimensions of technological literacy, but clear empirical evidence on how these interact is still lacking. A measurement method that comprehensively evaluates technological literacy is missing. Insights into the stem structure and interaction of technological literacy dimensions could be useful for technology education curriculum design and its implementation. In this study, the multifaceted nature of technological literacy was measured using a new assessment method, and dimensions of secondary school students’ technological literacy were empirically investigated. A total of 403 students participated in the quasi-experimental research design. The treatment group consisted of 121 students taught optional subjects relating to technology education. The control group consisted of 282 students. Results from variance analysis showed that optional technology subjects enhance technological literacy, especially students’ technological capacity where a large effect size (η ²  = 0.14) was noted. Results from a path analysis revealed critical thinking and decision-making as the most important dimensions of technological literacy while the predictor of active participation in out-of-school technical activities and technology homework was a key independent influencing factor. A large effect size (R ²  = 0.4) for career path orientation predictors was detected. Technological capacity was revealed as a decisive predictor for a career path in vocational education and technical high school.     

Migration and child development during the food price crisis in El Salvador

Migration is often used as parts of both ex post and ex ante strategies to mitigate risks to household incomes. There is little empirical evidence, however, of the way that migration actually helps households in times of shocks. In this paper, I describe how the peak of the worldwide food price crisis affected anthropometric statistics among young children in El Salvador, and how households with access to international migrants were not affected as negatively as households without such access. In 2008, El Salvador experienced food price inflation of 15%, and the evaluation of Red Solidaria, El Salvador’s conditional cash transfer program, shows that height-for-age (HAZ) Z scores among children under 3 years old declined by 0.2 standard deviations on average. In this paper, I use the Red Solidaria evaluation data to assess whether children in households with access to remittances or international migrants were better off than households without access to migration income. Using both repeated cross-sectional data and individual panel data, I find that as theory would expect, children in households with access to international migrants have much lower declines in their HAZ scores.