Long-term effects of computer training of phonological awareness in kindergarten

The present study examined the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min/week during one school year. Following a pretest – interim test – post-test – retention test design, the effects on rhyming, phonemic segmentation, auditory blending, and grapheme knowledge were assessed. The intervention showed significant immediate effects on rhyming and grapheme knowledge. The time spent on the computer games also correlated with the learning gains for the experimental group. In the first grade, retention effects were demonstrated after 4 months of formal reading education.     

The effect of text messaging on 9‐ and 10‐year‐old children's reading,spelling and phonological processing skills

This paper reports on an intervention study that considered the impact of text messaging on 9‐ to 10‐year‐old children's literacy skills. One hundred and fourteen children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions. All children were pre‐ and post‐tested on a range of reading, spelling and phonological awareness measures. Children in the intervention group were given access to a mobile phone (enabled for text messaging only) for weekends and during half‐term break for a 10‐week period. It was found that there were no significant differences between the two groups of children in terms of their literacy attainment during that period. However, within the mobile phone group, there was evidence that use of text abbreviations was positively related to gains in literacy skills. Moreover, after controlling for individual differences in IQ, and the children's performance at pre‐test, textism usage was able to account for a significant amount of variance in post‐test spelling scores. These results show that text messaging does not adversely affect the development of literacy skills within this age group, and that the children's use of textisms when text messaging is positively related to improvement in literacy skills, especially spelling.     

Understanding the nature and impact of young readers’ literacy interactions with talking books and during adult reading support

This paper reports an extended analysis of the study reported in [Wood, C. (2005). Beginning readers’ use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading, 28, 170–182.], in which five and six-year-old children received either six sessions using specially designed talking books or six sessions of one-to-one tuition with an adult using the paper-based versions of the same books. This analysis focuses on the nature of the children’s interactions with either the adult or the computer in an attempt to explore how these different resources impacted on the children’s literacy interactions, and whether different styles of literacy interaction observed within each group were associated with gains in phonological awareness or changes in reading strategy. Four styles of literacy interaction were identified and there was a significant association between these styles and membership of one of the two experimental conditions in the study. Interactional style was also seen to impact positively on phonological awareness development for lower ability children who used the talking books. In contrast, interactional style affected changes in reading strategy amongst children in the adult tutor condition. Finally, there was also an influence of interactional style on spontaneous dialogic reading by the children overall, but this effect originated from the children in the adult tutor group.     

Quantitative Analysis of Situation Awareness (QASA): modelling and measuring situation awareness using signal detection theory

This paper presents a model of situation awareness (SA) that emphasises that SA is necessarily built using a subset of available information. A technique (Quantitative Analysis of Situation Awareness – QASA), based around signal detection theory, has been developed from this model that provides separate measures of actual SA (ASA) and perceived SA (PSA), together with a feature unique to QASA, a measure of bias (information acceptance). These measures allow the exploration of the relationship between actual SA, perceived SA and information acceptance. QASA can also be used for the measurement of dynamic ASA, PSA and bias. Example studies are presented and full details of the implementation of the QASA technique are provided.

Practitioner Summary: This paper presents a new model of situation awareness (SA) together with an associated tool (Quantitative Analysis of Situation Awareness – QASA) that employs signal detection theory to measure several aspects of SA, including actual and perceived SA and information acceptance. Full details are given of the implementation of the tool.     

Exploring schema-driven differences in situation awareness between road users: an on-road study of driver,cyclist and motorcyclist situation awareness

Collisions between different road users make a substantial contribution to road trauma. Although evidence suggests that different road users interpret the same road situations differently, it is not clear how road users' situation awareness differs, nor is it clear which differences might lead to conflicts. This article presents the findings from an on-road study conducted to examine driver, motorcyclist and cyclist situation awareness in different road environments. The findings suggest that, in addition to minor differences in the structure of different road users' situation awareness (i.e. amount of information and how it is integrated), the actual content of situation awareness in terms of road user schemata, the resulting interaction with the world and the information underpinning situation awareness is markedly different. Further examination indicates that the differences are likely to be compatible along arterial roads, shopping strips and at roundabouts, but that they may create conflicts between different road users at intersections. Interventions designed to support compatible situation awareness and behaviour between different road users are discussed.     

基于架构负载感知的虚拟机聚簇部署算法

针对云计算中虚拟机部署问题,提出了一种基于架构负载感知的虚拟机聚簇部署算法。首先计算云数据中心各层架构的负载,并在架构内对主机进行聚簇。虚拟机进行部署时,先按照相应的规则进行虚拟机间的聚簇,并优先选择负载较低的架构进行部署,架构选择后,进行虚拟机簇与主机簇的匹配以选择最优的主机簇进行部署。最后通过CloudSim进行仿真验证,将其与贪婪算法及基于架构负载感知的基本部署算法进行比较,证明了算法在部署时间方面有明显的优越性,并提高了网络资源的利用率。     

Security awareness of computer users: A phishing threat avoidance perspective

Phishing is an online identity theft, which aims to steal confidential information such as username, password and online banking details from its victims. To prevent this, anti-phishing education needs to be considered. Therefore, the research reported in this paper examines whether conceptual knowledge or procedural knowledge has a positive effect on computer users’ self-efficacy to thwart phishing threats. In order to accomplish this, a theoretical model based on Liang and Xue’s (2010) Technology Threat Avoidance Theory (TTAT) has been proposed and evaluated. Data was collected from 161 regular computer users to elicit their feedback through an online questionnaire. The study findings revealed that the interaction effect of conceptual and procedural knowledge positively impacts on computer users’ self-efficacy, which enhances their phishing threat avoidance behaviour. It can therefore be argued that well-designed end-user security education contributes to thwart phishing threats.     

Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance

Because of the social media platform’s widespread adoption by college students, there is a great deal of interest in how Facebook use is related to academic performance. A small number of prior studies have examined the relationship between Facebook use and college grade point average (GPA); however, these studies have been limited by their measures, sampling designs and failure to include prior academic ability as a control variable. For instance, previous studies used non-continuous measures of time spent on Facebook and self-reported GPA. This paper fills a gap in the literature by using a large sample (N = 1839) of college students to examine the relationship among multiple measures of frequency of Facebook use, participation in Facebook activities, and time spent preparing for class and actual overall GPA. Hierarchical (blocked) linear regression analyses revealed that time spent on Facebook was strongly and significantly negatively related to overall GPA, while only weakly related to time spent preparing for class. Furthermore, using Facebook for collecting and sharing information was positively predictive of the outcome variables while using Facebook for socializing was negatively predictive.     

Situational awareness in a creeping crisis: How the initial phases of the COVID-19 pandemic were handled from a crisis management perspective in the Nursing Home Agency in Oslo

In March 2020, the municipality of Oslo's Nursing Home Agency was hit by Norway's first COVID-19 outbreak. Being responsible for a very vulnerable group, they had to deal with a situation never before encountered and of which they had very limited knowledge. In this study, we explored how situational awareness (SA) changed from a creeping to an urgent crisis. We undertook a case study of the Nursing Home Agency's top management during the initial period of the COVID-19 pandemic (December 2019 through late March 2020). We conducted individual interviews with the management in charge of decisions. Thematic analysis yielded four main categories affecting SA: perception of event development, perception of available time, information, and cooperation and trust. We found that subjective experience of the geographical proximity of the crisis and subjective experience of time were essential in shaping SA. Perception of time was essential to the understanding of urgency, which was an important factor in reacting properly. Further, the perception of space was necessary for the crisis to be interpreted as critical. Time and space are objective factors but are perceived subjectively. Our model showed that the crisis must be perceived as urgent for proper actions to be decided upon.     

On the use of a multimedia platform for music education with handicapped children: A case study

The use of Information and Communication Technologies (ICT) for students with special learning needs is being particularly studied by the research community. Likewise, music has gained recognition through the years in the field of learning disabilities, playing lately a key role in providing a better quality of life to people with special needs. However, there is still a gap on the combination of ICT and music teaching tools. In this work, we present the results of a case study where students with disabilities took a 3-month introductory music course using the multimedia tool called PLAIME (PLAtform for the Integration of handicapped children in Music Education) developed by the same authors. The aims of this work are three-fold: i) to explore the capability of disabled students to acquire musical knowledge using PLAIME, ii) to measure the improvement in their ICT skills, and iii) to observe their behavior along the study. At the end of the program, students showed an advance in their music knowledge and a positive improvement in behavioral development, being able to perfectly manage the computer platform.     

Effective learning in science: The use of personal response systems with a wide range of audiences

This paper describes the flexibility of Personal Response Systems (PRSs), (also known as ‘clickers’ or electronic voting systems (EVS)), as part of strategies to support students’ learning in science. Whilst variants of this technology began to appear 12 years ago, there is now a steadily increasing adoption of these systems within higher education, including science programmes, and this use has grown significantly in the last six years. They have previously been shown to offer a measurable learning benefit. Typically, someone at an institution buys these systems for learning support and they never make it out of their cases. Far less work has been done with these systems at school level. In this practitioner based paper, the broad range of practical uses for these systems is described in a variety of formal and informal learning situations – from testing the understanding of science concepts (from primary aged school children up to physics undergraduates), to undertaking evaluation of events as well as public participation in data collection for research on attitudes to careers. In addition, the data collected on such handsets can be mapped to demographic factors such as gender and age yielding further layers of analysis. Overall this is a highly flexible and transferable approach to the use of interactive technology for engaging learners of all ages as well as carrying out research.     

The use of computers in preschools in Chile: Lessons for practitioners and policy designers

This paper presents the results of survey of the availability and use of computers in a preschool sample in Chile, and compares them with similar results of primary and secondary schools. Results show that although preschools have relatively low access to computers and teachers have relatively low ICT competencies, they declare similar ICT related obstacles and impacts compared to their colleagues in secondary schools. Also, results show that preschool students seem to use computers in the classroom more frequently than their peers in primary and secondary schools and that the activities they implement are focused on developing key curriculum related areas implementing tasks that can be associated to the exercising of key competencies and skills. This specialised use of computers in preschools, which is much more focused than the activities with computers reported by teachers in higher levels, could be explained by the relative low variety of educational software available in these preschools, the availability of the computers in the classroom rather than in labs; the special type of teaching and learning activities implemented at this age level and/or due to the relative lack of teachers' ICT competencies. On the one hand, these results highlight the need for further research, and on the other, it constitutes an interesting lesson for policy designer that tend to advocate for considering computers as “multipurpose” technologies that should be used across subjects, levels and teaching strategies. In this case, computers seem to play a very specific and concrete role in preschools classrooms that, eventually, contributes to improve students' outcomes, which highlights the potential of considering the use of computers, software and other technologies to improve specific subject areas at particular levels while designing ICT in education policies for this age group.     

Level of Internet use by Chinese businesses: A preliminary study

A preliminary study of the level of Internet use by Chinese firms was carried out. Data were collected by a questionnaire survey of a convenience sample of Chinese managers. The major finding is that firm size plays a role only in influencing a firm’s decision regarding whether or not to have Internet access. Within the Internet-using sub-sample, firm size is not significantly related to the overall level of Internet use, or to the use of individual Internet features. In addition, the data reveal that there are a high proportion of Chinese businesses that have Internet access. Chinese Internet using firms use an average of three features, with e-mail and buying and selling online being the two most widely used features. The results are also compared to similar studies in other countries. The limitations of this study and future research are discussed.     

Here and now mobile learning: An experimental study on the use of mobile technology

Mobile technology opens the door for a new kind of learning called here and now learning that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does “Here and Now” mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does “Here and Now” mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when “Here and Now” mobile learning is delivered using a tablet versus ipod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study. Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1–12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes. This study has implications for those designing and implementing mobile learning.     

Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes

The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.     

Interacting with notations: two examples of the use of a transformation system

Computers can present data in different ways to fit different tasks and different users experience, abilities and disabilities. Transformation frameworks allow developers and competent end-users to experiment with alternative notations more quickly, and thus discover new presentations appropriate for particular sets of circumstances. This paper illustrates this in two separate contexts: musical notations and interfaces to complex applications software.     

Writing with Scrivener: A Hopeful Tale of Disappearing Tools,Flatulence, and Word Processing Redemption

There is no writing without technology. Although we are highly aware of writing's mediated nature when asked to learn new writing technologies either as individuals or as a society, we most often ignore these technologies, allowing them to disappear from our consciousness. Not paying attention to our tools can, however, have dangerous consequences. It becomes easy to forget the political, economic, and random forces that influence our choice of technology. Using personal narrative, I explore this tangled relationship between the disappearance of our tools, tool standardization, tool (dis)abilities, and tool design. I tell the story of my four-year-old son's journey to literacy and my discovery of a new type of writing software called Scrivener. Reading the story of Scrivener's development empowered me: I came to see myself as an active participant in the creation of my writing technologies, and I learned to identify when the discomforts of technology should not be ignored. I use these narratives to argue for a posthumanist view of our relationship with technology, a view in which boundaries between humans and technology are blurred, and I offer suggestions on how to adopt a posthumanist perspective toward writing tools in our composition classrooms.     

The use of ICT to support the development of practical music skills through acquiring keyboard skills: a classroom based study

This paper concerns the use of Information and Communications Technology (ICT) in music classrooms, with the focus on the secondary school music curriculum in the United Kingdom. In particular, it reports on a study of learners in a UK school using software designed to support practical music skills. The paper begins by briefly raising and summarising some key issues for the use of ICT in the UK music curriculum arising from current research and practice in music education. In this context the study is described, which was carried out in a British secondary school with 36 pupils in year 8 (aged ≈13). This study investigated whether a commercial CD-ROM entitled Teach Me Piano Deluxe, which was designed to teach music practical skills was able to support pupils’ acquisition of music keyboard skills.The results showed that there was a significant improvement in reading music (staff) notation and rhythm skills. The study suggests that this is one of the ways in which ICT may be useful for learning practical music skills in the music classrooms. Such potential improvement in practical skills may, in turn, enable pupils to approach music-based activities such as: composing, performing or listening in the classrooms, with greater confidence, a deeper level of understanding, and appreciation.     

CADNA_C: A version of CADNA for use with C or C++ programs

The CADNA library enables one to estimate round-off error propagation using a probabilistic approach. The CADNA_C version enables this estimation in C or C++ programs, while the previous version had been developed for Fortran programs. The CADNA_C version has the same features as the previous one: with CADNA the numerical quality of any simulation program can be controlled. Furthermore by detecting all the instabilities which may occur at run time, a numerical debugging of the user code can be performed. CADNA provides new numerical types on which round-off errors can be estimated. Slight modifications are required to control a code with CADNA, mainly changes in variable declarations, input and output.

New version program summary

Program title: CADNA_CCatalogue identifier: AEGQ_v1_0Program summary URL:http://cpc.cs.qub.ac.uk/summaries/AEGQ_v1_0.htmlProgram obtainable from: CPC Program Library, Queen's University, Belfast, N. IrelandLicensing provisions: Standard CPC licence, http://cpc.cs.qub.ac.uk/licence/licence.htmlNo. of lines in distributed program, including test data, etc.: 60 075No. of bytes in distributed program, including test data, etc.: 710 781Distribution format: tar.gzProgramming language: C++Computer: PC running LINUX with an i686 or an ia64 processor, UNIX workstations including SUN, IBMOperating system: LINUX, UNIXClassification: 6.5Catalogue identifier of previous version: AEAT_v1_0Journal reference of previous version: Comput. Phys. Comm. 178 (2008) 933Does the new version supersede the previous version?: NoNature of problem: A simulation program which uses floating-point arithmetic generates round-off errors, due to the rounding performed at each assignment and at each arithmetic operation. Round-off error propagation may invalidate the result of a program. The CADNA library enables one to estimate round-off error propagation in any simulation program and to detect all numerical instabilities that may occur at run time.Solution method: The CADNA library [1-3] implements Discrete Stochastic Arithmetic [4,5] which is based on a probabilistic model of round-off errors. The program is run several times with a random rounding mode generating different results each time. From this set of results, CADNA estimates the number of exact significant digits in the result that would have been computed with standard floating-point arithmetic.Reasons for new version: The previous version (AEAT_v1_0) enables the estimation of round-off error propagation in Fortran programs [2]. The new version has been developed to enable this estimation in C or C++ programs.Summary of revisions: The CADNA_C source code consists of one assembly language file (cadna_rounding.s) and twenty-three C++ language files (including three header files). cadna_rounding.s is a symbolic link to the assembly file corresponding to the processor and the C++ compiler used. This assembly file contains routines which are frequently called in the CADNA_C C++ files to change the rounding mode. The C++ language files contain the definition of the stochastic types on which the control of accuracy can be performed, CADNA_C specific functions (for instance to enable or disable the detection of numerical instabilities), the definition of arithmetic and relational operators which are overloaded for stochastic variables and the definition of mathematical functions which can be used with stochastic arguments. As a remark, on 64-bit processors, the mathematical library associated with the GNU C++ compiler may provide incorrect results or generate severe bugs with rounding towards −∞ and +∞, which the random rounding mode is based on. Therefore, if CADNA_C is used on a 64-bit processor with the GNU C++ compiler, mathematical functions are computed with rounding to the nearest, otherwise they are computed with the random rounding mode. It must be pointed out that the knowledge of the accuracy of the argument of a mathematical function is never lost.Additional comments: In the library archive, users are advised to read the INSTALL file first. The doc directory contains a user guide named ug.cadna.pdf and a reference guide named, ref_cadna.pdf. The user guide shows how to control the numerical accuracy of a program using CADNA, provides installation instructions and describes test runs.The reference guide briefly describes each function of the library. The source code (which consists of C++ and assembly files) is located in the src directory. The examples directory contains seven test runs which illustrate the use of the CADNA library and the benefits of Discrete Stochastic Arithmetic.Running time: The version of a code which uses CADNA runs at least three times slower than its floating-point version. This cost depends on the computer architecture and can be higher if the detection of numerical instabilities is enabled. In this case, the cost may be related to the number of instabilities detected.References:

[1]

The CADNA library, URL address: http://www.lip6.fr/cadna.

[2]

F. Jézéquel, J.-M. Chesneaux, CADNA: a library for estimating round-off error propagation, Comput. Phys. Comm. 178 (12) (2008) 933-955.

[3]

N.S. Scott, F. Jézéquel, C. Denis, J.-M. Chesneaux, Numerical ‘health check’ for scientific codes: the CADNA approach, Comput. Phys. Comm. 176 (8) (2007) 507-521.

[4]

J. Vignes, A stochastic arithmetic for reliable scientific computation, Math. Comput. Simulation 35 (1993) 233-261.

[5]

J. Vignes, Discrete stochastic arithmetic for validating results of numerical software, Numer. Algorithms 37 (2004) 377-390.