[Asis-l] The contents of the latest issue of IJICTHD, IGI Global, USA

Dr. Susheel Chhabra susheel_chhabra at hotmail.com
Thu Sep 3 14:35:55 EDT 2009

The contents of the latest issue of: 
International Journal of Information Communication Technologies and Human Development (IJICTHD)
Official Publication of the Information Resources Management Association
Volume 1, Issue 3, July-September 2009
Published: Quarterly in Print and Electronically
ISSN: 1935-5661 EISSN: 1935-567X  
Published by IGI Publishing, Hershey-New York, USA
Susheel Chhabra, Lal Bahadur Shastri Institute of Management, India
Hakikur Rahman, University of Minho, Portugal
Maiga Chang, Athabasca University, Canada
The Foreign Service Institute categorized languages into different levels according to how much time a learner needed to take achieve proficiency.  For example, the institute said an ordinary person will need 1,320 hours to be proficient in Chinese and 480 hours to reach the same level in French, Spanish, and Italian.  Many field experts are conducting research on how to use ICTs to better help teachers teaching languages and to help students learn languages more efficiently.  This issue collects high-quality language and culture e-learning researches and courses and is a reliable teaching resource.  The articles expand on computer-mediation communication, information communication technology, and using culture to enhance language learning.
To read the guest editorial preface, please consult this issue of IJICTHD in your library.
Online Synchronous English Learning from Activity Theory Perspectives
Lorna Uden, Staffordshire University, UK
Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
Chun-Wang Wei, Far East University, Taiwan
Jui-Chu Fan, National Sun Yat-Sen University, Taiwan
The implementation of online synchronous learning (OSL) poses many challenges to existing instruction technology theory because of the complexity of the digital age. Although many studies have been carried out for an OSL, there is little evidence of OSL for teaching language learning. This article describes the implementation of OSL for teaching English to foreign students from different cultures. The authors believe that the cultural historical activity theory is ideal for understanding OSL and its pedagogy. Through the lens of activity Theory, this study takes a close look at OSL courses and examines the socio-cultural factors affecting the success of the course as well as their complex relationships. Applying activity theory to analyze data collected over three years, the authors develop a framework to help educators who intend to implement OSL from multiple cultural perspectives.
To obtain a copy of the entire article, click on the link below. 
Supporting Learner Reflection in the Language Translation Class
Eva Lindgren, Umeå University, Sweden
Kirk P. H. Sullivan, Umeå University, Sweden
Mats Deutschmann, Mid Sweden University, Sweden
Anders Steinvall, Umeå University, Sweden
In this case study, a university class undertook a translation from Swedish to English in a keystroke logging environment. Students then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations.  Computer keystroke logging, coupled with peer-based intervention assisted the students in discussing how they worked with their translations and enabled them to see how their ideas relating to the translation developed as they worked with the text. The authors discuss the process of computer keystroke logging, coupled with peer-based interventions and the effects on students.
To obtain a copy of the entire article, click on the link below. 
Culture and Language Learning in Computer-Enhanced or Assisted Language Learning
Bolanle A. Olaniran, Texas Tech University, USA
This article explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, this article addresses the impact and implications of CMC tools for computer enhanced language learning. The author presents a review of key literature in adaptation of communication technologies to teaching or learning language and second language acquisition. This article stresses the need to understand culture and contextual appropriateness of language; thus, the author argues for communication technology to be used as a secondary resource rather than a primary tool for language learners and addresses the dimensions of cultural variability with respect to language learning. Features of synchronous and asynchronous CMC are analyzed in the context of language learning. Lastly, the article addresses implications for language learning in computer mediated communication or computer assisted environments.
To obtain a copy of the entire article, click on the link below.
Learning Cultural Heritage Through Information and Communication Technologies: A Case Study
Eleonora Pantano, University of Calabria, Italy
Assunta Tavernise, University of Calabria, Italy
This article illustrates how information and communication technologies (ICT) could be used to exploit and disseminate cultural heritage, providing enriching learning experiences for different targets of users, especially young people. In fact, by the immersion in virtual museums or reconstructed worlds, users can build different paths of fruition interacting with 3D objects as in a videogame. Particularly, effective arising interest and curiosity in the users are mobile devices (i.e. Personal Digital Assistants, pocket PCs, and smart-phones) integrated with GIS and GPS. The authors present the case study of Calabrian Magna Graecia (Italy), with particular reference to the projects “VirtualMuseum Net of Magna Graecia” and “NETConnect”.
To obtain a copy of the entire article, click on the link below.
For full copies of the above articles, check for this issue of the International Journal of Information Communication Technologies and Human Development (IJICTHD) in your institution's library.  This journal is also included in the IGI Global aggregated "InfoSci-Journals" database:  www.infosci-journals.com.
The mission of the International Journal of Information Communication Technologies and Human Development (IJICTHD) is to create awareness of how ICTs can contribute to human development in several areas. IJICTHD describes the link between ICTs and human development (which includes economic, social and political development), identifies the potential applications of ICTs for the development of human beings, and provides insightful analysis about those factors (also contextual and institutional ones) that affect ICTs for human development initiatives. This journal also proposes strategies (to both governments and international cooperation organizations) to move forward and to address future challenges.
Topics to be discussed in this journal include (but are not limited to) the following: 
Digital divide 
ICTs and agriculture 
ICTs and citizen participation 
ICTs and commerce 
ICTs and culture 
ICTs and disasters management 
ICTs and economic development 
ICTs and education 
ICTs and ethics 
ICTs and gender equality 
ICTs and governance 
ICTs and health 
ICTs and human empowerment 
ICTs and human rights 
ICTs and international cooperation 
ICTs and poverty alleviation 
ICTs and the environment 
Knowledge for development 
Policy making with regard to ICTs for development
Interested authors should consult the journal’s manuscript submission guidelines at www.igi-global.com/ijicthd.
All inquiries and submissions should be sent to: 
Editor-in-Chief:  Susheel Chhabra at susheel_chhabra at hotmail.com

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