This study continues a long running effort to examine collaborative writing and editing tools and the factors that impact Task-Technology Fit and Technology Acceptance. Previous studies found that MS Word/email performed better than technologies such as Twiki, Google Docs, and Office Live. The current study seeks to examine specifically the impact of experience on these outcomes. Fortuitously, during the course of the study, Office Live was redesigned and renamed as Office 365, thus also allowing the examination of tool characteristics. In contrast to previous studies, Google Docs and Office 365 now performed significantly better than MS Word/email on the outcome measures despite users having significantly more experience with the latter. We speculate that as users gain experience with tools that perform the collaborative writing and editing task differently than did past tools, they perceive that the old technology no longer fits the task as well and thus it performs lower on outcome measures. We also observed that even though the Word/email technology did not change during the time of the study, its scores went down, possibly due to users’ experience with newer technologies more suited to the task.

This article explores student perceptions of the impact that test-driven development (TDD) and pair programming has on their ability to learn programming. In particular, we examine how test-driven development compares to pair programming in student’s perceptions. The basis of the study is a survey of students who have completed two programming courses that use the C# programming language and use both pair programming and test- driven development techniques to support learning of object-oriented programming. The results indicate that both pair programming and TDD are considered helpful by students but TDD is seen as the more valuable practice.

As collaboration among teams that are distributed in time and space is becoming increasingly important, there is a need to understand the efficacy of tools available to support that collaboration. This study employs a combination of the Technology Acceptance Model (TAM) and the Task-Technology Fit (TTF) model to compare four different technologies used to support the task of collaboratively creating and editing a report. The characteristics of the four technologies operationalize different collaborative processes and quality of the editor enabling the examination of how well each addresses previously identified challenges to electronic collaboration. The study compared the use of MS Word combined with emailing the document among collaborators, Twiki, Google Docs, and Office Live by university students to collaboratively write a research paper. The study measured Task-Technology Fit, Perceived Ease of Use, and Perceived Usefulness of the technologies. The findings suggest that certain technological factors associated with the collaborative tool can impact effective use of the tool. A powerful interface with which the user has some experience is necessary, and support for distributed collaboration can be the distinguishing factor in making a tool an effective collaborative writing and editing technology. Our study suggests that Word/email and Google Docs outperform Twiki and Office Live due to tool experience and superior Task-Technology Fit that may be due to the sophistication of the writing and editing tool, support for collaboration, and the clarity of the collaboration process. We speculate that the surprisingly poor showing for Office Live is due to mixing a familiar editing interface with a collaborative model that is different from students’ mental model of collaboration, leading to a phenomenon similar to the ‘Uncanny Valley,’ which is the experience of many people when interacting with humanoid robots and animations that have very good, but not perfect, realism.

The Only Tutorial Covering BOTH iOS and Androidfor students and professionals alike! Now, one book can help you master mobile app development with both market-leading platforms: Apples iOS and Googles Android. Perfect for both students and professionals, Learning Mobile App Development is the only tutorial with complete parallel coverage of both iOS and Android. With this guide, you can master either platform, or bothand gain a deeper understanding of the issues associated with developing mobile apps. Youll develop an actual working app on both iOS and Android, mastering the entire mobile app development lifecycle, from planning through licensing and distribution. Each tutorial in this book has been carefully designed to support readers with widely varying backgrounds and has been extensively tested in live developer training courses. If youre new to iOS, youll also find an easy, practical introduction to Objective-C, Apples native language. All source code for this book, organized by chapter, is available at https://github.com/LearningMobile/BookApps Coverage includes Understanding the unique design challenges associated with mobile apps Setting up your Android and iOS development environments Mastering Eclipse development tools for Android and Xcode 5 tools for iOS Designing interfaces and navigation schemes that leverage each platforms power Reliably integrating persistent data into your apps Using lists (Android) or tables (iOS) to effectively present data to users Capturing device location, displaying it, and using it in your apps Accessing hardware devices and sensors Publishing custom apps internally within an organization Monetizing your apps on Apples AppStore or the Google Play marketplace, as well as other ways of profiting from app development, such as consulting and developer jobs

1. INTRODUCTION Organizations are relying increasingly on virtual teams to perform a range of activities (Hertel, Geister, and Konradt, 2005). Because members of virtual teams do not necessarily work in close proximity, finding ways to support collaboration effectively among members raises new challenges. In general, organizations that are more collaborative perform better (Frost and Sullivan, 2006). Although there are a variety of factors affect collaboration, including organization culture and de-centralized structure, technology is the primary tool in supporting collaboration in virtual teams. A technology that recently has received the attention of both business and educational worlds as a collaborative tool is the wiki. A wiki is a web site that allows many people to edit the site very easily using nothing more than a web browser (Leuf and Cunningham, 2001). This has produced such stunning successes as Wikipedia (www.wikipedia.org), WikiHow (www.wikihow.com), and WikiBooks (www.wikibooks.org), as well as wikis on every conceivable topic, including Foodista (www.foodista.com) to develop collaborative recipes. Creating a new wiki is fairly simple, as several web sites offer free basic wikis (including WikiSpaces, Wetpaint, and Wikia). Wikis also are characterized by the free-form structure of wiki documents. Business applications of wikis that recently have been studied include enabling organizational memory (Munson, 2008; White and Lutters, 2007), crystallizing knowledge in software development (Correia, Ferreira, Flores, and Aguiar, 2009), use as a publishing platform (Maxwell, 2007), and cocreation of knowledge (Hasan, Meloche, Pfaff, and Willis, 2007). Collaborative work is equally pertinent to the educational field. Many college courses involve group work where teams of students are asked to create a report as the final result of a collaborative effort. Creating such a shared document often causes students great trouble in coordinating the effort. The education community has grabbed onto the idea of a wiki as a way to increase student engagement and collaboration within the classroom (Parker and Chao, 2007). Educators have found many different ways to incorporate the use of wikis in classes. Common uses include creating a shared annotated bibliography of class readings; developing shared lecture notes; publishing syllabi, assignments, and handouts; and having students collaborate on shared documents such as research papers, reports, study guides, article critiques, etc. (Chu, 2008; Hazari, North, and Moreland, 2008; Watson, Boudreau, York, Greiner, and Wynn, 2008). [FIGURE 1 OMITTED] In this research project, we use an adaptation of the extended Task-Technology Fit (Dishaw and Strong, 1999) framework to compare a wiki with a more conventional approach using word processing and email. Our overall goal is to examine which technology better supports a distributed group writing project in a higher education setting for undergraduate students. In the experiment, one group of students used MS Word with Track Changes turned on combined with emailing the document among students. A second group was provided a wiki where they created the report. The two approaches were compared in terms of Perceived Ease of Use, Perceived Usefulness and Perceived Effort at Collaboration. 2. THEORETICAL BACKGROUND The idea that information technology could support communication and collaboration has been around for a number of years. The primary goal of this support is connecting individuals across time and space. However, a recent assessment suggests that collaboration technologies are not as effective as they might be (Nosek and McManus, 2008). Challenges facing effective e-collaboration include: 1) group process challenges, 2) theoretical challenges that limit the scope of work and new conceptualizations, 3) conceptual challenges that affect what individuals conceive of doing with the technology, 4) technical challenges that limit what the technology can do, and 5) use challenges that suggest usefulness is the only predictor for continued acceptance and use of a technology (Kock and Nosek, 2005; Nosek and McManus, 2008). …

This case discusses the process and challenges of identifying and adopting an ERP system at Braebill Company. The desire to investigate ERP solutions was brought about by their recent adoption of Lean Manufacturing and its associated kaizen events, which allowed them to change their business processes very quickly. However, their homegrown IT systems are difficult to change, and cannot always accommodate the rapid changes in the business processes. IT management wants to adopt a new ERP system to replace many of their existing homegrown systems. This process is complicated by the need for significant flexibility in the adopted system, by a desire to standardize platforms across all companies held by Braebill, and by a previous effort by a sister company to adopt an ERP system. The Braebill IT organization will have to navigate a complex political and organizational environment to successfully adopt an adequate ERP system.

We suggest that there is a lack of empirical evidence for claims that object-oriented software has an advantage in terms of software maintenance. We use a model of software maintenance that suggests that the maintenance task and programming language have an impact on the maintenance process and, in turn, use the maintenance process to explore the impact of the programming language on the maintenance process. A field study design, using students, examined the perceived difference in process employed by students using an object-oriented language and those using a third-generation language. We found a difference in the perceived process used by the two groups of students. Students using the object-oriented language perceived that they performed more planning and diagnosis activities during the maintenance process and students using a third-generation language perceived that they performed more knowledge building activities. Copyright © 2007 John Wiley & Sons, Ltd.

The Unified Modeling Language (UML) has received significant attention as the tool of the future for modeling information systems. However, prior to the development of the UML, IS modeling was done with tools such as Data Flow Diagrams (DFDs) and Entity‐Relationship Diagrams (ERDs). These tools have been developed over many years of information systems development and taught to thousands of information systems professionals. Many organizations continue to use these tools, and many other organizations use these tools but are considering switching to the UML. While the UML is being promoted as the future of IS modeling, there is little empirical evidence that suggests it is a better tool than the traditional approach. This research seeks to inform the decision to adopt the UML over traditional modeling tools by examining the efficacy of the two modeling tools in the identification of design defects in an information system model. The study involved MIS students attempting to find defects embedded in a model of an information system. The study finds that students using UML were able to find approximately twice as many of the defects injected in the model as those using traditional modeling tools.

The Unified Modeling Language has become an alternative to traditional modeling languages such as data flow diagrams for use in systems analysis. A modeling language is used to represent an information system so that analysts can use the model to make decisions about the design of the system and to communicate with stakeholders about the system. This study examines the comparative effectiveness of the UML and traditional modeling languages in communicating information about a system design. The study examines this on three types of individuals: individuals with no knowledge of either modeling language, individuals with no knowledge of either language that were provided training in one of the languages, and individuals that have had more extensive training in one of the languages. The study finds that there is no difference in the ability to communicate system design information between the languages for the first two types of individuals. However, the study finds that, for more extensively trained individuals, systems modeled with the UML are better able to communicate information about the data in the system while systems modeled with traditional languages are better able to communicate information about the process used by the system.

INTRODUCTION The Unified Modeling Language (UML) has received significant attention as the tool of the future for modeling information systems. According to Rumbaugh, Jacobson, and Booch (1999), models serve several purposes: (1) to capture and state requirements and knowledge so that all stakeholders understand and agree on them; (2) to facilitate thinking about the design of a system; (3) to capture design decisions separate from the requirements; (4) to generate usable work products; (5) to manage information about large systems; (6) to explore multiple solutions economically; and (7) to master complex systems. The UML is purported to facilitate the development of models to help achieve these goals. However, IS modeling was done prior to the development of the UML with tools such as Data Flow Diagrams (DFDs) and EntityRelationship Diagrams (ERDs). These tools have been developed over many years of information systems development and are (and have been) taught to thousands of information systems professionals. Many organizations still use these tools, and many other organizations use these tools but are considering switching to the UML. While the UML is being promoted as the future of IS modeling, there is little empirical evidence that suggests it is better at fulfilling the purposes of a model identified above. This research seeks to inform the decision whether to adopt the UML over traditional modeling languages by comparing outcomes of the two types of languages.

This case presents the problems encountered at Oshkosh Truck, relating to improving productivity and user satisfaction of the IT department. The case presents the process of handling user problems, how well the process works, and some problems associated with the process. A metrics program was set up to help determine the value of moving to a standardized PC platform.

Problem formulation is an important organizational task because it facilitates effective problem solving. However, it is not well understood. Past studies have examined problem formulation by examining the behavior of individuals performing problem formulation tasks. This approach has proven difficult due to differences in individual knowledge of the task domain. This study examines problem formulation by focusing on the characteristics of the task rather than on an individual performing the task. A rational model of the task of problem formulation is developed and examined for its implications on individual problem formulation behavior. An empirical investigation of individual's performing problem formulation shows limited support for the proposed model.

There is no turning back on the information age. Employers are very interested in employees that understand the appropriate use of information technology to support their organization. This does not mean that the students must be able to program; however they do need to understand the issues associated with applying information technology. In addition educational institutions are exploring the use of technology enhanced delivery methodologies, such as the world wide web. This research evaluated the effectiveness of the use of a computerized, interactive case. This case uses hypertext media to engage the students in a problem solving activity in which they apply theory learned in lecture and text material to successfully accomplish a "real world" type problem. This is an example of an active learning methodology, which leads to improved learning of the content areas, with higher-order reasoning and increased retention.

Business Process Reengineering (BPR) is the radical, cross‐functional redesign of the operating practices usedby organizations to achieve certain outcomes. While BPR has received considerable attention from practitioners and consultants, there has been little empirical research published on BPR. This study explores why and how organizations are using business process re‐engineering and identifies problems that effect re‐engineering success.The results showed that organizations generally considered themselves successful at re‐engineering. However,while they achieved significant improvement in process operation, they were not achieving the order of magnitude improvements ascribed to re‐engineering.

While the importance of creativity and innovation in organizations continues to grow, many organizations rely on questionable mechanisms such as group brainstorming and other such techniques to facilitate creativity. Group decision support systems (GDSS) promise to pro­ vide an effective means of enhancing group creativity. However, much of the research on GDSS focuses on group processes. This paper takes the position that the individual is the primary determinant of group creativity and develops a model of the individual process of idea genera­ tion. This model is applied to GDSS to examine the implications of this perspective on group creativity output. INTRODUCTION One of the great fallacies of modem management is that group idea generation is an effec­ tive method of supporting creativity in organizations. In particular, group brainstorming (Osbom, 1957) is still widely used for idea generation despite much empirical evidence that it is not as effective as the combined product of individual brainstorming' (Diehl & Stroebe, 1991). How­ ever, creativity and innovation are becoming increasingly important to organizational competi­ tiveness. Indeed, the much discussed accelerating rate of change surrounding us (e.g., Huber, 1984) calls for a need for new ways of doing things, and an even greater need for supporting creativity (Ackoff & Vergara, I98I). Fortunately, there is evidence that group decision support ' Individuals work on the problem separately. The results are combined and duplicate ideas are eliminated.