Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher‐related variables

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise ‘teachers’ constructivist teaching beliefs’, ‘teacher attitudes towards computers in education’, ‘teachers’ computer motivation’, ‘teacher perception of ICT‐related policy’. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher‐related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT‐related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher‐related variables and ICT integration in the classroom is partly in line with findings in non‐Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.     

Understanding e-Waste Management in Developing Countries: Strategies,Determinants, and Policy Implications in the Indian ICT Sector

Management of e-waste is a growing problem for developing countries; one that may undermine the sustainability of information and communication technology (ICT) use if not addressed. In this paper, we focus on a somewhat under-emphasized group that contributes significantly to developing country e-waste: local organizational consumers of ICT. Although this group creates the majority of e-waste, the factors shaping their e-waste decisions are not well understood. Our purpose in the paper is to provide such an understanding.

This paper, therefore, builds conceptual models of e-waste strategies and e-waste strategy determinants from the environmental management literature. It applies these models to a key e-waste producer – the ICT services sector in India – drawing qualitative data from a mix of very large and small/medium firms.

While the former have been proactive in their e-waste strategy, the small/medium firms are characterized as indifferent to e-waste; a divergence explained by the very different strengths of determining factors to which they are subject. In turn, those factors relate to the size of these ICT consumers and the nature of value chains into which they are placed. Understanding these determinants can help us plan better e-waste interventions; a point illustrated through critique of recently introduced legislation.     

The influence of IT: perspectives from five Australian schools

Abstract Information and Communication Technologies (ICT) are now widespread in Australian schools but with variation in how, where, when and how much they are used. Computers may be located in a computer laboratory, distributed throughout the school, or students may use their own laptop computers. IT may be a subject in its own right or ICT may be used across all areas of the curriculum. It is how ICT is used in the school setting that is important in providing students with the skills to be participate in a 'knowledge society'. This paper examines the ways in which information and communication technologies influence teaching and learning in five Australian schools. Data were gathered through observation, interviews and document analysis in schools operating at the elementary and secondary grades in relatively technology rich environments. Each of the schools participated in the Australian component of the Second Information Technology in Education Study – Module 2 (SITES-M2) of innovative pedagogical practices. Several of the studies were of specific projects where ICT was the key enabler of the learning programme. Others focused on an entire school's approach to ICT as an agent for changed approaches to learning.     

A review of the ICT-enabled development literature: Towards a power parity theory of ICT4D

ICT projects are considered an important means of achieving development goals in developing countries. Although voluminous, the research to date is inconsistent in theorizing how, or why, development outcomes do or do not occur following the introduction of ICT4D. To better understand how and why ICT projects succeed, and even what success means in the ICT4D context, we conducted a literature review of ICT4D studies published during the period 2000–2016. We find that the very meaning of development varies, with four meanings of development emerging from the literature: (1) development as increased freedom, (2) development as expanded inclusion, (3) development as increased economic productivity, and (4) development as improved well-being. An ICT might succeed according to one meaning of development while simultaneously hindering achievement according to another meaning. As revealed by our analysis of the literature, these four perspectives suffer from some limitations, not least among them being the imposition of colonialist views of development on the recipients of the ICT4D. To address the limitations, we employ postcolonial theory to derive a new theory of ICT4D in which development is defined as an increase in power parity between dominant stakeholders and intended beneficiaries.     

DUSTCD: A radiative transport code for spherically symmetric dust clouds

A new computer system with an entirely new processor design is described and demonstrated on a very small trial lattice. The new computer simulates systems of differential equations of the order of 10⁴ times faster than present day computers and we describe how the machine can be applied to lattice models in theoretical physics. A brief discussion is also given of the various mathematical approaches for studying a lattice model. We used the computer on the X - Y model. In an actual QCD program an improved computer of such a kind is designed to be 10² times faster than ordinary machines.     

The sensitive interface

One of the most important problems in human-computer interaction is that of maximising communication between the user and the computer. We claim that optimum communication will be facilitated when the computer can analyse and respond to the intentions of the computer user. We propose a philosophy for computer interface design in which the computer analyses the intentions of users through verbal and nonverbal media. With respect to verbal media we describe a computer program called Operating System CONsultant (OSCON) which can analyse users' intentions from English in the domain of computer operating systems. With respect to nonverbal media we argue that computers will be better able to analyse people's intentions when recognising the media of facial expression, touch, and sound. Some results and implications from a recent experiment on cross-cultural emotions in faces are discussed. We describe the IDIOMS (Intelligent Decision-making In On-line Management Systems) project which implements a design philosophy for capturing users' concepts and intentions. We argue that this approach will ensure the computers will become more understanding of their users and this will result in a more sensitive human-computer interface.     

安全随机数部分重用及在多接收方签密的应用

为了在构造多接收方签密方案时,既不牺牲安全性又可以节约通信和计算开销,首先将随机数重用的安全理论丰富到另一种常见情况,提出了随机数部分重用的概念,并以签密体制为研究对象,定义了随机数部分重用的多接收方签密方案、随机数部分重用可再生的签密方案及安全模型;然后给出并证明了可再生性定理——随机数部分重用的安全条件为方案是可再...     

Gonokendra model: a response to “information poverty” in rural areas of Bangladesh

We argue that there is a need to understand impacts of information and communication technologies (ICT) projects in their local context, considering the participants' perspectives at the micro (community) level. Hence, this paper reports on the development and refinement of an extended framework to investigate ICT impact on development in three village areas in the developing country, Bangladesh. Through an interpretive study, we argue that previous studies failed to encapsulate many aspects such as mobility restriction, negative attitude towards female group and religious influences of ICT impact, especially at the micro level. Our extended framework demonstrates that ICT projects can lead to development, but only when social constraints are addressed.     

De-Coupling for Re-Use in Design and Implementation Using Virtual Sensors

ViSIAr (Virtual Sensor Integration Architecture) is an idealised framework for building sensing subsystems of flexible assembly and other robotic systems. This paper considers how it supports the design and analysis phase, and might therefore support the exchange of software solutions to sensing problems, by clearly identifying the role and function of software components and de-coupling them from specific hardware. Sensor usage models, specifications of what is to be sensed and the way in which it is sensed, are proposed as the principal objects suitable for design re-use and potentially for code re-use. Generally applicable classes of virtual sensor control models (which form part of sensor usage models) are presented.     

Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and their typical approach to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: ‘computers as an information tool’, ‘computers as a learning tool’ and ‘basic computers skills’. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point at a specific relationship between teachers’ belief profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.     

A unified approach to modelling the performance of concurrent systems

Quantitative design is crucial to ICT and it is therefore important to integrate performance modelling techniques into support environments that facilitate the correct construction of computer systems. We consider Performance Modelling Interchange Formats (PMIFs), which allow models to be specified in a uniform way and ported to a number of tools that solve them. We focus on extending the class of models describable in a PMIF that can be solved analytically – specifically, yielding a product-form solution for their equilibrium state probabilities. We use an extension of an established theorem, called the ‘reversed compound agent theorem’ (RCAT) as the basis of the analytical modelling tool into which the extended PMIF feeds models. We describe the RCAT methodology in practical terms, how it is integrated into an extended PMIF, and illustrate our methodology with three examples.     

Evolutionary development: a model for the design,implementation, and evaluation of ICT for education programmes

The impact of information and communication technology (ICT) in primary and secondary education is still an open question. Following review of the available literature, we classify the causes of the lack of impact on students' attainment in four dimensions: (1) the design and implementation of ICT in educational settings; (2) the evaluation of its impact; (3) the scaling up of these kinds of innovations; and (4) the cost‐effectiveness of technology‐enhanced learning environments. Based on this evidence, we proposed the evolutionary development model (EDM), which aims to produce a cost‐effective and sustainable ICT for education (ICT4E) programme in three steps: efficacy, effectiveness, and efficiency. In each step, one component of the programme is built and validated in real educational settings. Therefore, the resultant ICT4E programme is ready to be replicated across the school system. We also show how the EDM guided the development of a programme based on mobile computer supported collaborative learning, known as Eduinnova. Finally, we discuss how EDM can serve as an analysis tool for researchers and policy makers.     

A holistic perspective on the theoretical foundations for ICT4D research

ABSTRACT

While many theories have guided research Information and Communication Technologies for Development (ICT4D), we are yet to construct a clear and coherent narrative that would help us answer the question of how ICT fosters development in underdeveloped communities. In this paper, we argue that one of the main reasons for this is that our holistic understanding of ICT4D is seldom grounded in theories to understand the core areas that define the field, namely, ICT, Development, and, ‘4’ which are the transformative processes that link the two. Through a brief literature review, we list theories that have informed ICT4D research in each of these areas. We present examples of theories, namely, Capability Approach, Affordances, and Actor-Network Theory together with Social Capital and illustrate how we have used them in our research. Building on this holistic perspective on theoretical foundation, we propose five agendas for ICT4D research.     

Little experience with ICT: Are they really the Net Generation student-teachers?

The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology. This study has a particular focus on their lived experiences as school students where ICT related policies were actively enacted in Korea and Singapore for the past decade. To unpack the profile of the Net Generation student teachers, we selected six factors (i.e., past ICT experiences, personal computer use, constructivist belief, computer efficacy, attitude toward computer in education, and prospective computer use) related to ICT use and examined them empirically with 225 first- or second-year student teachers in Korea and Singapore. Overall, our findings indicate that student teachers in both countries tend to hold fairly constructivist beliefs and positive computer efficacy and attitude; attributes that teacher educators can tap on. Student teachers' perceptions about their use of computers for personal purposes and their past experiences with ICT were not relatively high compared to the other variables examined. This study also provides empirical evidence that students teachers who hold constructivist beliefs, have strong computer efficacy, and show positive attitudes toward computers in education are more interested in using computers in future teaching practices. As a conclusion, we argue that the profile of the Net Generation student teachers shows a more heterogeneous composition than we initially expected, and that teacher educators need to be cautious about making generational assumptions solely based on the structural and technological changes.     

Blogging for ICT4D: reflecting and engaging with peers to build development discourse

Information and Communication Technology‐enabled Development (ICT4D) discourse relies upon the idea that ICTs can foster development in particular by encouraging wider participation in development initiatives. In this paper, we question how the blogging practices of development professionals shape such ICT4D discourse. Through a combination of interviews and analyses of blog contents, we examine two major purposes of blogging: reflecting upon development practices and engaging with a self‐selected audience. Our analyses reveal that these two purposes were interwoven in ways that contributed to making bloggers' ICT4D discourse innovative but oriented towards a small community of peers rather than a larger audience. Through blogging, development professionals refined their expertise on ICT4D. As they did so, they also generated a personal speaker's corner that primarily attracted like‐minded peers rather than promoting larger participation in ICT4D discourse. This research contributes to the emerging literature on social media practices by showing how blogging practices enable the formation of what a discourse is about, and by highlighting differences between perceived and actual levels of interactions between bloggers and their audience. The paper also adds to the ICT and development literatures by revealing that blogging practices can deepen ICT4D discourse, but that they do not necessarily enhance participation in development. Such insight is crucial for development professionals to develop realistic expectations of blogging for ICT4D.     

跨平台的系统维护和资源共享

随着网络的飞速发展,以及网络应用的日益普及,相应产生了许多呈现出在分布式环境下特有的技术复杂性的课题,例如网络安全、网络性能评价、网络管理等等。同时由于多种操作系统的存在,使跨平台的远程系统维护和资源共享的问题变得更加突出。例如,在UNIX系统上安装的打印机如何能够被Windows客户机利用,以及怎样在UNIX主机上实现对采用Windows操作系统的计算机的维护和管理。该文基于套接字(SOCKET)和操作系统API,讨论了解决上述问题的方案,提出和设计了一种通用的模型,并根据这种模型示范实现了一个具体应用:用户信息查询。示范程序的运行结果表明了该模型的可行性。     

The impact of learning styles on student grouping for collaborative learning: a case study

Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper, we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group formation. We explore the effects that the combination of students with different learning styles in specific groups may have in the final results of the tasks accomplished by them collaboratively. With this aim, a case study with 166 students of computer science has been carried out, from which conclusions are drawn. We also describe how an existing web-based system can take advantage of learning style information in order to form more productive groups. Our ongoing work concerning the automatic extraction of grouping rules starting from data about previous interactions within the system is also outlined. Finally, we present our challenges, related to the continuous improvement of collaboration by the use and dynamic modification of automatic grouping rules.     

The backpropagation algorithm on grid and hypercube architectures

In this paper, we first describe a model for mapping the backpropagation artificial neural net learning algorithm onto a massively parallel computer architecture with a 2D-grid communications network. We then show how this model can be sped up by hypercube inter-processor connections that provide logarithmic time segmented parallel prefix operations. This approach can serve as a general model for implementing algorithms for layered neural nets on any massively parallel computers that have 2D-grid or hypercube communication networks.

We have implemented this model on the Connection Machine CM-2 — a general purpose, massively parallel computer with a hypercube topology. Initial tests show that this implementation offers about 180 million interconnections per second (IPS) for feed-forward computation and 40 million weight updates per second (WUPS) for learning. We use our model to evaluate this implementation: what machine-specific features have helped improve the performance and where further improvements can be made.     

There is more to context than location

Context is a key issue in interaction between human and computer, describing the surrounding facts that add meaning. In mobile computing location is usually used to approximate context and to implement context-aware applications. We propose that ultra-mobile computing, characterized by devices that are operational and operated while on the move (e.g. PDAs, mobile phones, wearable computers), can significantly benefit from a wider notion of context. To structure the field we introduce a working model for context, discuss mechanisms to acquire context beyond location, and application of context-awareness in ultra-mobile computing. We investigate the utility of sensors for context-awareness and present two prototypical implementations — a light-sensitive display and an orientation-aware PDA interface. The concept is then extended to a model for sensor fusion to enable more sophisticated context recognition. Based on an implementation of the model an experiment is described and the feasibility of the approach is demonstrated. Further, we explore fusion of sensors for acquisition of information on more sophisticated contexts.     

How to fully represent expert information about imprecise properties in a computer system: random sets,fuzzy sets,and beyond: an overview

To help computers make better decisions, it is desirable to describe all our knowledge in computer-understandable terms. This is easy for knowledge described in terms on numerical values: we simply store the corresponding numbers in the computer. This is also easy for knowledge about precise (well-defined) properties which are either true or false for each object: we simply store the corresponding “true” and “false” values in the computer. The challenge is how to store information about imprecise properties. In this paper, we overview different ways to fully store the expert information about imprecise properties. We show that in the simplest case, when the only source of imprecision is disagreement between different experts, a natural way to store all the expert information is to use random sets; we also show how fuzzy sets naturally appear in such random set representation. We then show how the random set representation can be extended to the general (“fuzzy”) case when, in addition to disagreements, experts are also unsure whether some objects satisfy certain properties or not.