Pages | Title and author(s) |
139-153 | Societal transformations, globalisation and the knowledge societyNico Stehr DOI: 10.1504/IJKL.2007.015548 |
154-170 | Discussing ICT, aspirations and targets for Education: international perspectivesPeter Twining DOI: 10.1504/IJKL.2007.015549 |
171-190 | Enabling and constraining ICT practice in secondary schools: case studies in South AfricaCheryl Hodgkinson-Williams, Ingrid Sieborger, Alfredo Terzoli DOI: 10.1504/IJKL.2007.015551 |
191-208 | Simple and playful interaction for informal communication and learningKristina Groth, Cristian Bogdan, Sinna Lindqvist, Yngve Sundblad DOI: 10.1504/IJKL.2007.015550 |
209-224 | IWT: an innovative solution for AGS e-learning modelGiovannina Albano, Matteo Gaeta, Pierluigi Ritrovato DOI: 10.1504/IJKL.2007.015552 |
225-244 | Knowledge society arguments revisited in the semantic technologies eraYannis Kalfoglou DOI: 10.1504/IJKL.2007.015553 |
245-265 | The praxeology approach as primer for the implementation of KM in secondary educationKonidari Victoria, Abernot Yvan DOI: 10.1504/IJKL.2007.015554 |
266-280 | Modelling the creation of value from intellectual capital: a Portuguese banking perspectiveMaria do Rosario Cabrita, Jorge Landeiro De Vaz, Nick Bontis DOI: 10.1504/IJKL.2007.015555 |
281-298 | E-learning and machine perception: in pursuit of human-like interaction in computer-based teaching systemsMarco Porta DOI: 10.1504/IJKL.2007.015556 |
299-315 | Two interrelated frameworks proposed for mapping and performance measurement of customer relationship management strategiesPanagiotis I. Soukakos, Nikolaos B. Georgopoulos, Victoria Pekka-Economou DOI: 10.1504/IJKL.2007.015557 |
316-328 | Managing intellectual capital: the MIC matrixCarla Curado, Nick Bontis DOI: 10.1504/IJKL.2007.015558 |
329-341 | Psychological and pedagogical issues in ICT teachers' training and developmentFotini Paraskeva, Sarantos Psycharis, Aikaterini Papagianni, ΗaraBouta DOI: 10.1504/IJKL.2007.015560 |
342-366 | Using ICT in primary schools: different perceptions by school heads and teachers in Hong KongKit-Pui Wong DOI: 10.1504/IJKL.2007.015559 |