The use of computer-assisted learning in a primary school

This paper describes some of the findings of the author's research into the implementation and use of computers in Bahrain's primary schools. The research consisted of the study and evaluation of a computer-assisted learning (CAL) process in a private English primary school. The head teacher and class teachers were interviewed and observations were recorded of children working with computers in classroom emvironments. The survey indicated that computer use in the school conforms to the pattern of computer introduction in British primary schools. The findings also indicated that the introduction of CAL into the school curriculum is supplementary, slow and gradual. The research also showed that the successful use of CAL requires a specific set of requirements to be fulfilled such as change in the attitudes of the head teacher and class teachers, adjustment of teaching methods, teacher training facility and redistribution of workload, adequate hardware resources and availability of quality software and courseware resources. The creation of a complete integrated CAL environment in a classroom is still a long way away.     

Personal storytelling: Using Natural Language Generation for children with complex communication needs,in the wild…

This paper describes a Natural Language Generation system (NLG), How was School Today? that automatically creates a personal narrative from sensor data and other media (photos and audio). It can be used by children with complex communication needs in schools to support interactive narrative about personal experiences. The robustness of story generation to missing data was identified as a key area for improvement in a feasibility study of the system at a first special needs school. This paper therefore suggests three possible methods for generating stories from unstructured data: clustering by voice recording, by location, or by time. Clustering based on voice recordings resulted in stories that were perceived as most easy to read, and to make most sense, by parents in a quantitative evaluation. This method was implemented in the live system, which was developed and evaluated iteratively at a second special needs school with children with different usage profiles. Open challenges and possibilities for NLG in augmented and alternative communication are also discussed.     

Using an online tool to support school‐based ICT policy planning in primary education

An important step towards the successful integration of information and communication technology (ICT) in schools is to facilitate their capacity to develop a school‐based ICT policy resulting in an ICT policy plan. Such a plan can be defined as a school document containing strategic and operational elements concerning the integration of ICT in education. To write such a plan in an efficient way is challenging for schools. Therefore, an online tool [Planning for ICT in Schools (pICTos)] has been developed to guide schools in this process. A multiple case study research project was conducted with three Flemish primary schools to explore the process of developing a school‐based ICT policy plan and the supportive role of pICTos within this process. Data from multiple sources (i.e. interviews with school leaders and ICT coordinators, school policy documents analysis and a teacher questionnaire) were collected and analysed. The results indicate that schools shape their ICT policy based on specific school data collected and presented by the pICTos environment. School teams learned about the actual and future place of ICT in teaching and learning. Consequently, different policy decisions were made according to each school's vision on ‘good’ education and ICT integration.     

ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts

Researchers and policy makers around the world are increasingly acknowledging the importance of developing a school-based ICT policy plan to facilitate the integration of information and communication technology (ICT) in education. Despite this interest, not much is known about how schools can develop their local ICT policy capacity and how to establish an ICT policy plan. In order to fill the gap in research on ICT policy planning, a multiple case study analysis with a mixed-method design was carried out with three Flemish primary schools. Primary schools in Flanders are encouraged by the government to develop local ICT policy planning in a context of ICT curriculum reform. Data from multiple sources (e.g. interviews with school leaders and ICT coordinators, focus group interviews with teachers, school policy document analysis, and a teacher questionnaire) were gathered and analyzed. The results indicate that ICT policy planning in schools should be considered as a multifaceted phenomenon grounded in school culture. ICT policy consists of different policy domains: vision development, financial policy, infrastructural policy, continuing professional development policy, and curriculum policy. Each policy domain can be described in terms of policy artifacts (tools, routines, and structures), and differences exist between schools concerning the involvement of teachers in the policy planning process and in the distribution of management tasks. As such, the study illustrates a distributed leadership perspective on ICT school policy planning. The results are of particular importance for school leaders, ICT coordinators and professional development trainers, and illustrates that ICT school policy is as much about developing shared meanings among stakeholders for ICT, and coordinating their relations and interactions in keeping with the school’s culture as it is about content related decisions.     

From ICT coordination to ICT integration: a longitudinal case study

This study utilizes a school‐improvement perspective to examine the role of curriculum coordination in the integration of information and communication technologies (ICT) into primary schools. The nature and impact of this role is examined in seven primary schools in Australia. These seven schools were drawn from a longitudinal intervention that provided additional ICT‐related resources and personnel to the schools. An instrument, referred to as the Learning Outcomes and Pedagogy Attributes (LOPA) measure, was developed and charted for the seven schools over the 4‐year data collection period. The changes in LOPA score over time were then analysed in terms of the conditions at the school with regard to curriculum ICT coordination. The study concludes that the coordinator role and school leadership in general, play critical but varying roles in the complex process of ICT integration into schools. Success appeared to be associated with the support provided for the role, the extent to which the role was connected to school leadership, personal leadership characteristics of those in the role and the strategies employed within the role.     

Bus routing in a multi-school system

This paper describes and evaluates a practical computer based method for translating data concerning (1) the location of each school in a multi-school system to be serviced by a bus fleet, (2) the location of each student to be transported to each school, (3) the time period during which students assigned to each school are to be transported, and (4) the available bus facilities into a set of bus routes which specify school-to-school sequencing of each bus and the stop-to-stop route to be followed in traveling to every school. Each route is designed so that bus capacity and student riding time constraints are satisfied while attempting to minimize both total bus travel time (including running empty) and the number of routes required to service all the stops associated with the school. The mathematical models developed were programmed in FORTRAN IV for use on a CDC 6400 computer and were applied to four schools in a Western New York school district. For each school the routing system determined by these mathematical models was better in terms of number of buses and/or travel time than the system in current use. Furthermore, computation time was very reasonable (from 6.9 sec for 596 students, 37 stops to 136.9 sec for 1097 students, 76 stops).     

A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics

The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary school teachers. A survey was set up, involving 527 teachers from 68 primary schools in Flanders. A separate questionnaire was administered to information and communication technology (ICT) coordinators from the same schools to gather additional information about cultural and contextual school characteristics. The combined impact of both teacher and school characteristics was explored through a multilevel analysis. Besides the importance of school characteristics, the results reveal differential effects of specific characteristics on specific types of computer use. Cultural school characteristics for instance, such as the schools’ openness to change and the availability of an ICT school policy plan, are positively related to the use of computers as a learning tool and to the adoption of ICT in view of basic computer skills. In contrast, no cultural school characteristic seem to be associated with the use of computers as an information tool. In a comparable way, teacher characteristics are associated with specific types of computer use, e.g. the variable gender. In general, male teachers report integrating computers more often. In this study, it appears that gender differences only exist in relation to the adoption of computers as an information tool. The results demonstrate that a multidimensional approach provides more insight into the characteristics affecting computer use.     

Bangladesh calling: farmers' technology use practices as a driver for development

Information and communication technologies (ICTs) usage in education falls into three board categories: ICTs as objects under study, ICTs as support tools, and ICTs as catalysts for transformation. The researcher's goal was to determine and evaluate the status of ICT resources in Metro Manila schools. Specifically, the researcher wanted to determine the goals that educators had for using ICTs, whether schools had the necessary ICT facilities to reach these goals, whether actual usage was consistent with these goals, and whether there were differences between public and private schools' responses. Using a mail-in questionnaire and follow-up interviews, the researcher determined that schools, a few primary schools and many secondary schools said they espoused emerging or transformative uses of ICTs. However, Metro Manila students' access to computers, peripherals, and the Internet was poor. Software selections were also generally limited to productivity tools. As such, ICTs were actually primarily used to teach computer literacy and programming. Private schools were better equipped than public schools, but ICT usage was similarly limited.     

Mobile English learning: An evidence-based study with fifth graders

Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a mobile application on location in a public zoo. The third group received the same treatment as the second but, as an extension, was allowed to take the mobile application home for a fortnight. A pre- and a posttest were conducted to measure the individual change in mastery of a set of targeted English words. The results showed that the group which took the mobile phone home improved the most. However, when the additional learning time, spent apart from school, of this third group was controlled for, the superior performance of the group disappeared. The results indicate that students are motivated to use the application in their spare time and that this benefits their learning. The conclusion is that formal school learning can be augmented by learning in an informal context, away from school.     

A repeat cross-sectional analysis of the psychometric properties of the Compulsive Internet Use Scale (CIUS) with adolescents from public and private schools

The development and validation of compulsive Internet use instruments has recently gained the attention of the research community. Recent literature has recommended examining the psychometric properties of different assessment instruments with diverse user groups, cultures and populations. To address this need, the present study examined the psychometric properties of the Compulsive Internet Use Scale (CIUS) with adolescent Internet users attending public and private schools, using a repeated cross-sectional study. Three studies were carried out, namely Study A (n = 2369), Study B (n = 997) and Study C (n = 274), the results of which suggest that CIUS possesses excellent factorial and construct validity and reliability across time, and is suitable for both public and private school attending adolescents. Additionally, the study examined the powers of demographics and technology accessibility attributes in predicting CIUS among adolescent Internet users over time. It was found that male adolescents with low life satisfaction and low academic performance tend to experience compulsive Internet use; personal mobile Internet access and daily time spent on Internet use also significantly predicted CIUS scores. The theoretical and practical implications of the study are presented.     

Technology acceptance model for the use of information technology in universities

The problem described in this research is to identify which factors influence on engineering students about their acceptance of an academic administrative information system in private universities in Lima, Peru. The objective is to identify factors by proposing a Technology Acceptance Model of an Academic and Administrative Information System. University population is described, both private and public. The investigation is based on two private universities. The results show the relationship between the selected variables. Finally, recommendations are given to act on the variables that determine the acceptance of information technology.     

A simulation-based risk management approach to locating facilities in open-pit mines under price and grade uncertainties

Facility location is one main decision has to be taken at the primary stages of open pit mine design. The location mainly depends on ultimate pit limits and haulage costs. Undesired technical and economic conditions, such as rising fuel, tire and labor costs in line with extracting the ore from the deeper ground by open pit mining have forced mine designers more than ever to minimize the truck haulage distances by bringing the facilities closer to the pit. The ultimate pit limit is highly subject to the commodity market and geological uncertainties. An overestimation of the pit limit increases the haulage costs, while pit limit underestimation will impose relocation/rehandling cost or leaving tied up ore. Hence, this requires a risk management approach to evaluate different facility locations. In this paper, a generic quantitative simulation-based approach was developed to manage the risk associated with the facility locations in open-pit mining because of price and grade uncertainties. The methodology was described by using a hypothetical 2D geological block model. The concept of probable pits was used to calculate the probabilities of conceivable situations that exist. These probable pits define which part of the ground might be inside the pit limit with a specific probability of occurrence. To validate the methodology, it was applied in a real case study in Iran to evaluate the location of the existing primary crusher. The results showed that the existing crusher location involves the highest risk level. It must be placed about 300 m closer to the planned pit in order to mitigate the risk about 10 times. The robustness of the results was also shown using a sensitivity analysis in the presence of 20% increase or decrease in the parameters truck haulage and crusher relocation costs. The simulation-based approach provided here also would be a helpful tool to plan a more reliable pit limit at the outset of the project given to risk-taking or risk aversion of the mine designers.     

Making the cut: the impact of an integrated learning system on low achieving middle school students

Abstract Research in integrated learning systems has demonstrated a need for rigorous studies that identify how such systems influence learning, and in particular that of low achieving students. No Child Left Behind legislation mandated evidence-based interventions as the standard for instructional approaches in American public schools. This quasi-experimental study investigated the impact of Merit literacy software on students in West Virginia. The study confirmed that the software supported the reading and language arts curriculum and significantly improved the scores of low achieving middle school students on three variables of the WESTEST, a criterion-referenced state test: reading and language arts, science, and social science. This integrated learning system was effective with rural and urban school populations.     

Student opinions on an interactive arithmetic test

The aim of this study was to assess student attitudes towards an interactive arithmetic test. A sample of 45 primary school children from Years 1 and 2 in two Western Australian primary schools participated in the study. After using the test for a period of six weeks students were invited to detail what they liked and disliked about the test and how they might improve it. Analysis of this written feedback revealed a generally positive attitude towards the test. There were just a few negative responses, mainly pertaining to the slow speed of the program on the computers used in the study.     

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.     

基于AI智能卡的中小学智慧校园系统的构建与研究

为了提高中小学智慧校园管理水平,充分发挥信息化、智能化技术手段在中小学智慧校园建设中的作用,研究了基于AI智能卡的中小学智慧校园系统的构建。本研究系统采用结构化模块的设计思想,利用4G、5G通讯技术、AI语音技术、RFID无线射频技术、物联网技术、WIFI+GPS+基站定位技术、云存储、大数据服务平台等技术来构建高科技系统。它能实现通话、远距离非接触式考勤、WIFI+GPS+基站定位、进校休眠、紧急求救、到离校通知、在线教育、在线作业辅导等功能。本系统的构建必将在教育信息化2.0背景下为加强中小学校园管理发挥重要的作用。     

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 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.