Material Customization: Digital Fabrication Workshop at ISCTE/IUL

This paper describes the workshop which took place during the international symposium ??Digital Fabrication ?C a State of Art??, which took place at the School of Technology and Architecture ISCTE-IUL, on 15-16September 2011. Its main goal was to introduce a group of about twenty people to the use of digital fabrication in architecture, in a country where these technologies are not yet fully implemented in architecture schools and curricula.     

The body of Charlie Brown’s teacher: What instructors should know about constructing digital subjectivities

Although scholars from multiple fields, including rhetoric and composition, have studied and theorized how computer users can construct empowered subject positions with digital writing technologies, we have yet to articulate a rhetorical process for composing digital subjectivities. Past work has presented some unrealistic expectations related to digital empowerment and subjectivity. As compositionists and as digital rhetoricians, we need to develop and articulate rhetorical strategies that may lead to instructor empowerment. Here I examine rhetorical situations experienced by instructors, and I explore how they might use writing technologies to rhetorically position themselves in the classroom. To not only successfully revise their subjectivity, but also to teach students how to compose digital subjectivities, instructors should consider the ideologies that define the rhetorical situation, their knowledge of the technologies, and the ideologies that the computer industries have written into the technology.     

Optimizing location and size of rural schools in Chile

The Chilean Ministry of Education oversees preschool, primary, and secondary education in both urban and rural areas. Many parts of Chile are sparsely populated and there are currently over 4,000 rural schools (almost 38% of all schools in Chile) educating 9.5% of the students in the country. Many of the rural schools are small with only one teacher responsible for instruction of all local students (multigrade schools). The geographical distribution of the rural schools has not been coordinated and this has resulted in unequal utilization of existing schools and some unreasonably long travel distances by students. Good management of the rural schools is fundamental to meeting Chile's goal of providing quality education to its citizens. Seeking to improve the situation, the Ministry of Education ordered a study of the optimal location and size of rural schools with the general goals of reducing the number of lesser quality multigrade schools and reducing student travel distances while maintaining reasonable costs. This paper presents results of this study obtained using an integer linear program that has been embedded in a geographical information system. We present computational results for the entire country. Recommendations include where to open new rural schools as well as where to expand, reduce, close, or leave unchanged existing schools. We show how recommendations are sensitive to key parameters such as the cost of transportation.     

The interfunctionality of talk and text

Understanding more about how socially distributed cognition operates within a group of writers has implications for the design of technologies to support collaborative writing. This paper presents a chronology of a writing episode in which the communicative practices of collaborating writers and the representations they use to mediate cognition are investigated. The talk generated by the participants discussing how to write an essay provides data for illuminating the group's interactions and is a focus for investigating how this talk becomes metamorphosed into writing. The analysis charts the evolution of a co-authored text through a cycle of activity which is both cognitive and social in orientation and demonstrates the interfunctionality of talk and text for the processes involved in collaborative writing. This suggests that computer systems which support only text-based communication could limit the ways in which talk acts as a mediator for cognition and thus constrain important aspects of collaborative writing.     

Board’s IQ: What makes a board smart?

The amount of investment that has been made in interactive whiteboards (IWB) in the Turkish educational system during the past several years is quite striking. This investment is part of a plan to integrate information and communication technologies (ICT) into the Turkish educational system, with the goal of increasing the qualitative and quantitative aspects of schooling. Prior to IWB investments, hundreds of thousands of computers, projectors, and printers were distributed to schools in efforts to raise a generation able to respond to the demands of the 21st century. In addition, 98% of secondary school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this study is to analyze the emerging trend of smart board investment in Turkish primary and secondary schools, with consideration of problems that hinder the effective use of IWBs in classrooms as compared to previous ICT integration efforts by the Ministry of National Education. The research is designed as an evaluative case study. The required data are collected through online questionnaires, teacher and pupil interviews, and document searches from teachers and students from various Turkish primary and secondary schools. It is not surprising that the factors hindering the use of IWBs in education are similar to the inhibiting factors in previous ICT integration projects. The findings show that when the needs for in-service training, digital education materials, support, maintenance, and administration are not addressed, educational ICT is unlikely to deliver the expected results.     

The Internet revolution in law: teaching in new ways

The Internet is revolutionizing the law, legal institutions, and the roles of lawyers and law schools. Legislatures and courts all over the world are discovering how a $3,000 Internet-connected computer can be a remarkably cheap printing press for legal publishing, through which to instantly communicate new statutes, court decisions and administrative regulations. Law schools have an important role to play in connection with this revolution. They should support electronic publishing and virtual library initiatives by public institutions. They must continue to generate intellectual and human capital in the form of scholarship and well-educated graduates, accounting for new and substantive legal issues that the Internet presents. Finally, it is increasingly clear that the Internet provides a new set of educational tools for distance learning that more schools must begin to understand and use to improve teaching quality. Distance learning extends to all uses of computer, telecommunications, and digital networking technologies that permit education to occur outside a conventional classroom. Thus defined, it includes preparation of video taped lectures, preprogrammed computer-assisted legal instruction (CALI) exercises, and use of the Web to deliver these and other materials. The paper focuses on distance learning in law.     

计算机网络应用教学数字化资源的研究

针对数字化资源应用在计算机网络课程存在诸多问题的基础上,对职业院校计算机网络课程现状进行有针对性的分析、研究,介绍了数字化资源平台的设计原则,提出了数字化资源设计的方案,解决上述中的一些问题。将数字化教学资源应用于教学过程,以解决传统教学中无法解决的问题,提高教学效率,转变学习方式,探索总结信息化环境下数字化教学资源应用于职业教育各学科的教学模式。     

The impact of computer use at home on students’ Internet skills

This article reports on a study into the impact of students’ use of the Internet and the computer at home on digital skills they need for school. The study was conducted in the lower grades of Dutch secondary education (students aged 13–15). More than 2500 students, distributed over 116 classes in 68 schools, participated in the study. Internet and computer skills were measured by means of an objective test. Multilevel analysis was used to examine the impact of home access and use on Internet and computer skills taking into account the effect of students’ backgrounds. Students in pre-university education, third-graders and non-minority students appeared to have better Internet skills and a more advantageous home computer use than students in pre-vocational education, first-graders and minority students, respectively. The Internet skills of girls were hardly less developed than those of boys. Home access to e-mail and the extent to which students use the home computer for surfing, e-mailing, chatting and text processing were found to be substantially related to Internet and computer skills (taking into account the effect of several background characteristics of the students).     

The Internet in Indian Country

Even though access is still unreliable and under-supported, tribal councils and reservation schools are embracing digital technology with relative enthusiasm. Three main patterns of technology use emerge: (1) technology for communications and information-sharing is widely used at the tribal government level; (2) multimedia and presentational technologies are favored in tribal schools or small public schools with Indian majorities; and (3) stand-alone computer drills are exploited in large public schools with non-Indian student majorities. Despite the different patterns of use in these different contexts, most support a common agenda: to support Native ways of knowing and interacting in the world.     

Internet in teachers' professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools

In recent years there has been widespread interest in the implementation of information and communication technologies (ICT) in schools. While most studies primarily focus on the use of ICT in teaching and learning, little attention has been given to their incorporation as a professional tool outside the classroom. Using a digital inequality approach, the aim of this paper is to develop and test a model of the factors that affect teachers' professional use of ICT, particularly the Internet, in primary and secondary schools. One thousand four hundred and five (1405) teachers from a representative sample of 536 primary and 273 secondary schools in Spain were surveyed. The dependent variables include attitudes towards the professional use of ICT and the use of the Internet in professional practice. The explanatory variables are the socio-demographics, school-level information, frequency of Internet access within and outside the school, educational ICT training, digital literacy, and organisational development. Controlling for socio-demographics and school-level information, multiple regression analyses are used to make inferential judgements and test the separate effects of the independent variables. Findings suggest that technological factors and organisational practices are important predictors of ICT appropriation for professional purposes.     

Providing a platform for parents? Exploring the nature of parental engagement with school Learning Platforms

This paper investigates how schools are supporting parents' involvement with their children's education through the use of ‘Learning Platform’ technologies – i.e. the integrated use of virtual learning environments, management information systems, communications, and other information and resource‐sharing technologies. Based on in‐depth case studies of six primary and six secondary schools across England, the paper explores the various ways that schools are implementing, adopting, and using Learning Platforms to engage with parents. The paper also considers how these technologies are being received and used by parents. A number of underlying issues and tensions behind parents' engagement with school Learning Platform technologies are considered, and the potential of digital technologies to reconfigure pre‐existing school/parent relationships is examined.     

The effects of participation,performance, and interest in a game‐based writing environment

We have observed that many computer‐supported writing environments based on pedagogical strategies have only been designed to incorporate the cognitive aspects, but motivational aspects should also be included. Hence, we theorize that integrating game‐based learning into the writing environment may be a practical approach that can facilitate student participation, not only helping students learn how to write, but also sustaining their willingness to write. In this study, we investigate the effects of the game‐based writing environment on improving students' participation, performance, and interest in writing. An experiment was conducted to compare the effectiveness of 2 approaches to writing in language arts at an elementary school. Two hundred forty‐five third grade students participated in the experiment over a period of 1 year. One hundred thirty‐nine students were assigned to an experimental group and learned with a game‐based writing environment, and 106 students were in the contrast group and learned with an online writing environment. The empirical results show that the game‐based writing environment can effectively promote students' writing participation, writing performance, interest in writing, as well as their perceptions of the use of educational self‐management games. Some implications of the experimental results are also discussed.     

The implementation and use of computers in education in Brazil: Niterói city/Rio de Janeiro

The introduction of computer technology has touched off an actual revolution for teaching and learning activities. In the present study, we investigated the impact of the implementation and use of computers in the public school system, from the elementary grades to high school, in Niterói city, Rio de Janeiro (Brazil). This city, with a total population of approximately 500,000, was chosen for this study based on the claim it offers the best educational project in Brazil, and on the fact that it is ranked as the first city in terms of digital inclusion in the state of Rio de Janeiro, and the second one in all Brazil, according to IBGE – Brazilian Institute of Statistics and Geography (Census 2000). This is a rather significant standings and represents an important qualitative and quantitative feature in comparison to other Brazilian municipalities and even to the experience in other countries.In our survey, we found that 82% of the municipal elementary schools (from the 1st to 4th grades, equivalent to the elementary school system in the US, and to the first phase of secondary education in France, and 32% of the state schools, including secondary school (high school system in the US, and the 2nd phase of secondary education in France) have computer laboratories. Difficulties were observed, such as the adequacy of teachers’ training and continuing education, computer laboratory schedule, number of computers available, and equipment maintenance.In this context, this work is useful for the establishment of policies of implementation and use of this technology in Brazil, since as yet there is no established world policy, despite UNESCO initiatives.     

浅谈动画剧本创作的教学方法

近年来,随着动画专业教育发展迅速,高职院校也纷纷开设动画专业。动画剧本创作作为动画专业的基础课程,是动画创作前期准备中的一个重要步骤,通过该课程的学习,把学生培养成一个故事的叙述者,利用生动形象的人物角色、个性化的语言、矛盾冲突的情节来讲述一个故事。     

面向就业的中职计算机教育研究

新形势下的计算机中职教育需以就业为导向。本文在反思我国中职计算机教育在学校、学科教学和学生方面存在的问题的基础上,提出相应的举措全方位推进中职学校计算机教育的改革和发展。     

Are young generations in secondary school digitally competent? A study on Italian teenagers

Digital competences amongst the younger generations and the role of schools faced with the spread of new youth practices are topics of increasing interest. Some commentators state that, thanks to the intensive use of digital media, young people are developing significant competences that also correspond to important cognitive processes and new learning styles. However, other authors emphasize that there is no evidence about the positive impact of new technological practices on the development of significant cognitive abilities.In this paper we present a research study carried out in Italian schools on adolescents’ (aged 14-16) digital competence. On the basis of a preliminary theoretical model, a digital competence questionnaire was formulated and subsequently administered to a sample of secondary school students.The aim was to verify whether adolescents’ digital skills are limited to simple technical aspects or expand beyond them including a range of more significant knowledge and skills related to a conceptual understanding of technology, socio-relational knowledge and high-order cognitive skills. Like other studies, this research shows that when attention is shifted from strictly technical aspects to critical cognitive and socio-ethical dimensions involved in the use of technologies, students’ knowledge and competences result inadequate. The authors conclude that the optimistic portrayal of younger generations’ digital competences is poorly founded. Furthermore, it is pointed out that understanding students’ digital competence levels through fast assessment tools is a fundamental opportunity for schools to analyse deficiencies and prepare adequate intervention strategies.     

An evaluation of medical residents utilization of tablet computers

Today’s medical students are digital natives who, for their entire life, have been surrounded by digital technology. Our research focuses on a tablet computer’s usability in medical education, and the subsequent transfer from the classroom to the work environment. For a period of three years, all incoming pediatric residents at a large southeastern university were provided an iPad. At the end of the 3-year program, we surveyed the residents measuring perceptions of iPad use and satisfaction. Fifty-six (60%) of the residents responded to the survey. A statistically significant number reported an increased amount of time spent with the tablet throughout their medical education. Similarly, a significant difference exists between those who believe the device to be a necessary part of medical education versus those stating it would be nice but not necessary. We present figures detailing how three conceptual areas: receiving information, inputting information, and collaboration (consisting of ten different facets of the tablet’s use) impacted their medical education. Residents throughout their medical education use the tablet extensively. There is variance in the areas where the tablet is the preferred tool versus a smartphone or computer. A clear majority of students expect to transition the tablet into their workplace upon completing residency. We argue a tablet is a useful tool for graduate medical education and later medical practice.     

Using text mining for personalization and recommendation for an enriched hybrid learning experience

Students are nowadays given many options to consume educational content in digital formats as alternatives to printed material. Previous research suggests that while digital content has advantages, printed media still provides other benefits that cannot be matched by digital. Therefore, technology should leverage the benefits of both. In this paper, we present the Meaningful Education and Training Information System, a multifaceted hybrid textbook learning platform. The goal of the system is to provide an easy digital‐to‐print‐to‐digital content creation and reading service. The Meaningful Education and Training Information System incorporates technologies for layout, personalization, cocreation, and assessments. These facilitate common teacher/student tasks and help provide a richer, more effective learning experience. Our system has been demonstrated in multiple international education events, partner engagements, and pilots with local universities and high schools.     

Digital divides? Student and staff perceptions of information and communication technologies

This paper reports qualitative findings from a study that investigated Australian university staff and students’ perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Forty-six first-year students and 31 teaching and support staff from three Australian universities took part in interviews and focus groups. This paper examines how students and staff reported on their use of new technologies in their daily lives, their stated reasons for using those technologies, and their beliefs about the benefits and limitations of using technologies as teaching and learning tools. The findings question assumptions that have been made about a “digital divide” between “digital native” students and their “digital immigrant” teachers in higher education today, suggesting we need to develop a more sophisticated understanding about the role technologies play in the lives of both students and staff. A better understanding of student and staff perspectives will allow for more informed decisions about the implementation of educational technologies in today’s higher education institutions.     

Digital Underlife in the Networked Writing Classroom

This article offers a theoretical framework for ‘digital underlife’: the distal and potentially transgressive discursive activities proliferated by emerging technologies. Digital underlife is an adaptation of sociologist Erving Goffman's concept of underlife, which figured centrally in Robert Brooke's well-known study of writing activity in 1988. As emerging digital technologies fray the communicative bounds of traditional sites for teaching and learning, such as the classroom and the conference hall, we are confronted anew with a complex array of possibilities for giving and getting attention. Drawing on the work of Charles Moran and Richard Lanham, this article calls for a more receptive disposition toward the productive dimensions of digital underlife. The article promotes a stance that imagines productive digital underlife to be intrinsic to curricula that combine digital writing activity and rhetorical education, rather than short-selling digital underlife as mere distraction, as an impediment to learning, or worse, attempting to banish it altogether.