as a rule, the law, order, and precision of an engineer's office.

There's an interesting dichotomy presented here about the tech forwardness of the automobile industry in 1908 versus the tech reticence of the carriage builders in regard to adopting card indexes with respect to their related (though different) industries.

Me (sarcastically):<br /> "Oh, those backwards carriage builders will get with the 'program' any day now..."

This article is a review of literature regarding what influences teachers to adopt and integrate information and communication technology (ICT) in the classroom. This discussion takes into consideration age, gender, prior exposure to technology, and teacher attitudes. Further consideration is given to institutional support, technical support, available professional development, and access to both hardware and software. The conclusion is that there are numerous levels of support that are required to make technology support and training available to educators.

RATING: 7/10

I think this concept cannot be applied to a developing country. A society who never made the experience and the learning path of how the technology was made and conceived. Because I found that certain technologies as are mentioned in this paragraph never rech the level of functionality like in developed countries. The reason is always something, soon or later, will went wrong and nobody will knows how to fix the problem. Then locals have to call a foreign engineer to look what the problem is. And then the parent company never send the best professional to the locals in order to see what the problem is. Then there are other problems like cultural communication between foreign engineer and local engineer and the problem enters in a vicious cycle of "We did all what we could". The other problems are these technologies are seen and transferred out of its system without the corresponding social captial and its value chain constructed.