Wireless sensors application in smart English classroom design based on artificial intelligent system

In the traditional intelligent English classroom teaching, the efficiency of students' learning is often affected by many external environments, such as the influence of learning environment, the influence of students' own condition, and the influence of teachers' teaching mode. In view of these problems, we propose a wireless sensor network technology intelligent teacher management system, which can reduce the influence of the above factors on students' learning efficiency and improve students' learning efficiency. Make students more focused on learning. The system can monitor the state of students through wireless sensors. When the students are in bad condition, the system can adopt certain measures to enhance the enthusiasm of students. At the same time, the state of students and the state of the classroom will be recorded in the internal background system, the system managers can timely monitor the state of students and teachers, and give some guidance and feedback to students and teachers. This learning system is based on machine-free learning and sensor development. It can adjust the classroom environment to suitable conditions and make students more motivated to learn. Teachers can also have a more stable play, will not cause waste of classroom time and attention loss and other phenomena. When students feel tired or sleepy in class, the management system can also actively remind students. Observing the students' state at all times in the traditional classroom will lead to the teacher's distraction, but the teacher has to observe the students' state while lecturing. This may affect teachers and affect their teaching level, and the use of this automated classroom detection technology can solve such problems. Machine learning is to improve the calculation method through various experiences, which is also a problem in the field of artificial intelligence.     

Predictors of digital competence in 7th grade: a multilevel analysis

Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict students' digital competence. A sample of 1793 students and 125 school leaders from 125 schools was used. The findings show variation in digital competence both between students and between schools. Results from a multilevel analysis showed that higher levels of mastery orientation and self‐efficacy (i.e., motivation) and the students' family background (i.e., language integration and the number of books at home) were predictors of students' levels of digital competence. Additionally, when school leaders reported higher levels of culture for professional development among the teachers at school, increased levels of digital competence were found among students. Challenges for schools and teachers to support students' motivation and to emphasize digital inclusion still prevail.     

Changing teachers,changing students? The impact of a teacher-focused intervention on students' computer usage,attitudes, and anxiety

An important purpose of integrating computer use into everyday classroom instruction is to help students approach technology as a learning tool. Effective classroom integration is dependent not only on access to computers but also teachers' implementation of computing into learning. Successful implementation, in turn, depends largely on teachers' beliefs about classroom computing. The purpose of this study is to examine the effects of a teacher-focused technology intervention on students' attitudes toward and use of computers as learning tools. Teachers' attitudes, anxiety, and classroom computer use are explored as mediators of this relationship. Data were collected during a technology intervention in fourth and fifth grade classrooms in an urban public school district. Results suggest that the technology intervention itself had a positive effect on students' attitudes toward and use of computers for educational purposes. There was no evidence, however, that teachers' use or attitudes had any mediating effect on this relationship. These results suggest that it is possible to increase students' attitudes toward computer use through intense interventions aimed at their teachers. Future research should further investigate the mechanisms through which this relationship exits.     

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.     

Revisiting cyberbullying: Perspectives from Taiwanese teachers

Cyberbullying among students has received extensive attention from researchers and educators. Most research is, however, based on student reports while teachers' perceptions of this aggressive behavior among students have rarely been studied. We surveyed 2821 Taiwanese teachers on their perceptions of cyberbullying among students, including the types and tools, the ability to remain anonymous, students' responses, and their own practices of handling cyberbullying incidents at school. The results showed that teachers believed that the circulation of embarrassing pictures and videos was the most prevalent type of cyberbullying but that instant messaging was the most frequently used tool. Our findings also revealed teachers' tendency of overestimating students' willingness to report cyberbullying. The students' grade level that the teachers taught and whether they take on administrative duties were found to influence their perceptions of student cyberbullying. We found that teachers were not confident to handle cyberbullying incidents and we suggest that anti-cyberbullying training be included in teacher education.     

Unpacking and repacking the factors affecting students' perceptions of the use of classroom communication systems (CCS) technology

This exploratory study investigated the relationships between students' perceptions of their classroom experiences and instructional and contextual factors involved with the use of Classroom Communication Systems (CCS) technology. A mixed methods approach was employed to examine these relationships using data collected from 931 students enrolled in one public university. Thematic analysis explored students' perceptions of the use of CCS. Three logit models with a sound predictability and model fit were established using logistic sequential regression. These models identified crucial instructional and contextual factors and examined the degree to which each of these factors was associated with student perceptions of classroom experiences with CCS. This study found that positive student perceptions of classroom experience with CCS were closely associated with the use of specific types of questions, formative feedback and assessment approaches, and the pedagogical training of the classroom instructors. These findings elucidate specific aspects of CCS use that are related to how students perceive the effectiveness of this technology, and may ultimately assist instructional designers and faculty developers in designing and implementing CCS to enhance students' classroom experiences.     

Information technology: building structures in initial teacher training to develop effective practitioners

Abstract It was reported at a recent conference, that staff of teacher training institutions are less willing than teachers to collaborate in the use of information technology in the curriculum. Teacher trainers will discuss, promote and research innovation in this area but this activity seems unable to influence how teacher training programmes are themselves delivered. This paper examines how one teacher training institution is trying to embed information technology in the pedagogy of its courses in ways that enable student teachers to re-construct similar learning experiences in the classroom on teaching practice.     

Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom

Teachers are important social agents who shape the quantity and quality of students' self-directed use of technology for learning outside the classroom. This study aimed to model the influence of teacher behaviors on learners' self-directed technology use. A conceptual model of three types of teacher support (affection support, capacity support and behavior support) that were reported to influence students' self-directed technology use for learning outside the classroom was generated based on interviews with 15 undergraduate foreign language learners. One hundred and sixty undergraduate foreign language learners were then surveyed to test the conceptual model. The path analysis of the survey data suggested that affection support influenced learner self-directed technology use through strengthened perceived usefulness, and that capacity support and behavior support influenced learner self-directed technology use through enhanced facilitating conditions and computer self-efficacy. The research findings highlight the importance of raising teachers' awareness of the different roles they can play and of enhancing their abilities to perform a combination of the roles to promote learner self-directed use of technology for learning outside the classroom.     

Behavioral modeling based on cloud computing and target user recommendation for English cloud classroom

The English cloud classroom learning system provides a simple and effective way to access cloud-based training and learning materials. Student records based on behavioral modeling and interactive volume are assumed that the degree of student participation in the course measure. Previous studies, typically the frequency of student activities while ignoring temporary information. Analysis of Students' Activities in the course over time. According to the online classroom activity data, similar behavior change with time students are clustered. These results are three different groups. A large majority of inactive students. Another group to active throughout the students. However, a group of students to the event, but their activity will be reduced throughout the course. These student groups exhibit different performance. Overall students more active, the better the results. In addition to these general trends, also identified a trend of alternative courses that can be found, for example, becomes an active group of students in the course. It suggests that students' behavior is identified from a single course of conduct than the more complex, multi-mode learning activities course. More research is essential. In this study, investigated the Portuguese teachers 'views on classroom management, the relationship between self-off and the efficacy of teachers' and teachers' perception of classroom behavioral teachers' perception of time. Use mediator and moderator variables on the cloud classroom management, and teachers of English teachers perceive the relationship between classroom conditions were cheating process analysis.     

A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers

Project-based learning (PBL) is a highly effective means of motivating students to learn independently. However, training or encouraging teachers to practice PBL in their classrooms is challenging, especially if the educational system does not accommodate creative teaching practices. In particular, in a test-driven educational system, time constraints and an excess of teaching content makes it difficult to practice PBL at the high school level. This work presents a novel team-teaching model that is based on collaboration between subject teachers and the computer teacher to facilitate PBL in the classroom. A two-year experiment was conducted to study the feasibility of the proposed model, in which the school computer teacher conducts PBL with the 10th grade students in the first year, and subject teachers conduct PBL with the 11th grade students in the second year. Experimental results indicate that the proposed model is feasible in the given educational setting. No class time was lost, and the subject teacher successfully conducted PBL activities. Furthermore, a follow-up survey indicated that the students enjoyed the PBL activities in both classes.     

Unpacking the black-box of students' visual attention in Mathematics and English classrooms: Empirical evidence using mini-video recording gadgets

With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini-video camera mounted on eyeglass in their Mathematics and English lessons. Using Google images, we automatically and objectively examined 723,600 frames from the recordings where the classroom teacher appeared in the students' visual field. The results show that students' visual attention varies depending on four factors: (a) gender of the student, (b) age of the students, whether students are low/high attainers and (d) whether students are in English or Mathematics lessons. Surprisingly, students significantly paid more visual attention in their Mathematics than in English lessons. High attainers were more visually engaged than their low attainers counterparts. Students appeared to be visually engaged differently at different stages in their education. Furthermore, girls were more visually engaged than boys. The results of this study can have enormous practical implications for teachers and teacher education, in order to be better visually engaged with students during teaching.     

Tablet Adoption with Smart School Website Technology

Teachers play a key role in adoption of technologies for classroom use. This study surveyed teachers regarding their intention to use tablet technology to interact with students and other teachers through smart school websites technology. The Unified Theory of Acceptance and Use of Technology (UTAUT) served as the theoretical framework for this study, which was then augmented with context-specific determinants of adoption that captured teachers’ perceptions of the effects of technology on interactions with students and peers. The results showed no resistance among teachers with regard to trying different ways of working with tablets to achieve better learning, unlike other studies using the UTAUT constructs that have found negative reactions to implementing new technologies in the workplace. This is a crucial finding, since teacher appraisals affect the ways in which this technology can be employed to foster learning through technology facilitated interactions.     

The TRiTS model: teacher roles in introducing digital technology into a school curriculum

The wide use of digital technology for educational purposes opens up some issues regarding its integration within the school curriculum. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated into formal education. In this perspective, we consider digital technology and media as a potential integral part of school activity that could effectively support educational achievement. However, the way in which it is applied by teachers in a real context can substantially change its impact on effective achievements. In our research, we extensively investigated the role of the teacher in using digital technology for stimulating and prompting classroom activities in class in-line with the school curriculum. In this paper, we first present a model that illustrates the roles of teachers in transforming digital technology as a resource for developing skills as required in educational curricula. The teacher role in introducing technology at school—TRiTS—model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last 4 years. We then discuss the influence of the different teacher roles on students (their attitude and level of participation), as emerged from our study.     

A case study of developing ICT-supported pedagogy through a collegial practice transfer process

A collegial practice transfer process between more- and less-experienced teachers was examined in two cases that sought to encourage teachers to use information and communication technology (ICT) in a pedagogically meaningful way. Collegial practice transfer aims to offer new models for in-service teacher training. The process included guiding sessions, training materials presenting authentic pedagogical examples, and try-outs in the classroom. The success of practice transfer was examined through comparing the classroom practices of more- and less-experienced teachers applying the Pedagogical Infrastructure Framework, and through analyzing the tutored teachers' self-reported experiences in interviews. The process provided flexible support and gave self-confidence to the less-experienced teachers. Technology use was successful, but the tutored teachers designed less coherent tasks and weaker support for pupils' collaboration, knowledge construction and metacognition than their more-experienced colleagues. When tutoring, underlying educational ideologies and reasons should be explicated in addition to practical issues of classroom orchestration and technology use.     

Cognitive tasks in the core content areas: Factors that influence students' technology use in high-school classrooms

Prior studies have focused on general technology use and technology use in domain-general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation have a coordinated influence for how students used technology to support learning. The sample included high school students in a Midwestern state who were surveyed on their motivation and how they used technology to support learning. The study employed hierarchical linear modelling to examine how goal orientation and classroom content area predicted various levels of Bloom's Digital Taxonomy. Students who adopted mastery-oriented goals were more likely to use technology for various cognitive tasks, especially those at higher levels of complexity. Lastly, the association between mastery goal orientation and some aspects of technology use was conditioned on content area, although effect sizes were small. This study showed that, overall, technology is used differentially across four core content areas. Students in mathematics classrooms used technology less, however much of technology use was evident at lower cognitive levels. Second, students' goal orientation, and in particular their mastery goals influence how technology is used across content areas, and this is marginally conditioned on content area. Technology use should match the instructional context to maximize technology use and students' goal orientation.     

Reconsidering off‐task: a comparative study of PDA‐mediated activities in four classrooms

Mobile technology is ubiquitous and diverse and permeates many aspects of daily life at home, during leisure activities, and in public spaces. The study presented here is of two sixth grade classes in Michigan, USA and two seventh grade classes in Norway. The students and the teachers in these four classrooms were equipped with mobile technologies (PDAs). We found that the students' PDA‐mediated actions in the classroom were not exclusively used for the tasks and activities set by the teacher, but that the students also used the PDAs on their own initiative – so‐called ‘off‐task’ activities. We analyze the findings by reconsidering off‐task activities from a sociocultural perspective.     

EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips

Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two technologies were designed to address ecosystem science learning goals for middle school students, and aid in their understanding and interpretation of water quality measurements. The intervention was conducted with five classes of sixth graders from a northeastern school district as a pilot study for the larger EcoMOBILE project, and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions in the classroom.During the field experience, students used mobile wireless devices with FreshAiR™, an augmented reality application, to navigate the pond environment and to observe virtual media and information overlaid on the physical pond. This AR experience was combined with probeware, in that students collected water quality measurements at designated AR hotspots during the experience. We studied the characteristics of learning and instruction using measures of student attitudes, content learning gains, and opinions teachers provided via written and verbal feedback. We observed gains in student affective measures and content understanding following the intervention. Teachers reported that the combined technologies promoted student interaction with the pond and with classmates in a format that was student-centered rather than teacher-directed. Teachers also reported that students demonstrated deeper understanding of the principles of water quality measurement than was typical on prior field trips without these technologies and that students had expanded opportunities to engage in activities that resemble scientific practice. Overall, results of the students' surveys and teacher feedback suggest that there are multiple benefits to using this suite of technologies for teaching and for learning.     

便携式指纹考勤信息管理系统设计

指纹识别技术是近年来应用最广泛的一种生物识别应用技术。结合该技术与当前高等教育的改革热点,本文设计了一个基于指纹识别的便携式信息管理系统。使教学互动环节不仅涵盖了基本的教师与学生的通知公告,而且涵盖了深层次的教师与学生及其家长的相互沟通、分析课程学习的优缺点、有针对性的提出各课程学习的良好建议等。系统硬件采用ARM M3处理器、指纹采集传感器、2.8寸液晶屏以及GPRS模块等,系统软件采用UCOSII操作系统。实现了课堂教学的实时考勤,统计班年级课程的平时、期中小考及期末终考成绩,分析学生的学习表现,并对师生提出教学、学习及提高教学质量的良好建议。本设计对其它考勤应用及教育领域具有一定的参考价值。     

Use of blogs in pre-service teacher education to improve student engagement

Web 2.0 technologies allow average computer users to be able to publish on the Internet without having to know complex computer technical knowledge, which gives these technologies powerful potential to facilitate student engagement in various learning environments. However, a knowledge gap exists in the literature related to factors affecting student engagement with Web 2.0 technologies. The purpose of this study is to understand factors affecting student engagement in a pre-service teacher education program that uses blogs to expand in-class discussions about technology integration. First year pre-service teachers in a mathematics education department participated in the study. Data were collected with a survey that was developed to measure student engagement with blog use. Results show that student motivation, reasons to use blog in the course, and level of challenge perceived by the students affect students' engagement with blog use. Gender and technical ability of students do not impact students' engagement. As a result, blogs can be utilized to expand in-class discussions equally well for all students.     

Efficacy of a planned behavior model: Beliefs that contribute to computer usage intentions of student teachers and experienced teachers

The primary purpose of this study was to examine beliefs contributing to student teachers’ and experienced teachers’ intentions to use computer applications in their curricula. The secondary purpose was to investigate the efficacy of the decomposed theory of planned behavior for predicting such intentions. A purposeful sample of 19 teachers participated in semi-structured interviews. Results showed that both student and experienced teachers were motivated to use computers to prepare students for real world experiences. Although both groups reported high computer confidence, they expressed limitations in their usage. Student teachers focused on use of the Internet and not on using a variety of computer applications as tools for teaching and learning. Experienced teachers depended on both equipment resources and personal support from school administrators to successfully integrate technology into their classroom. Both teacher groups expressed the need for more computer-integrated training. This research provided support for using the decomposed theory of planned behavior to predict computer intentions and usage for teachers. Assessment of computer usage within any profession should be based upon a behavior model that complements the profession’s cultural environment.