Tablet use in schools: a critical review of the evidence for learning outcomes

The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in‐depth investigations building on the existing findings documented here.     

A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills

The purpose of this mixed‐methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project‐based learning environment that incorporated a graph‐oriented, computer‐assisted application (GOCAA). A total of 42 students comprised the treatment condition and were engaged in a project‐based learning environment that incorporated a GOCAA. Of these 42 students, 21 were located in the United States and 21 were located in Taiwan. A total of 26 students comprised the control condition and were engaged in a project‐based learning environment without the GOCAA. Of these 26 students, 15 were in the United States and 11 were in Taiwan. In each country, verbal collaborative argumentation was recorded and the students' post‐essays were collected. A one‐way analysis of variance (ANOVA) was conducted for each measure of science knowledge about alternative energies. The results showed a significant treatment effect for the outcome of scientific explanation among U.S. students, while among Taiwanese students, a significant treatment effect on scientific facts was observed. A one‐way ANOVA was additionally conducted for each measure of argumentation skills and a significant treatment effect on counterarguments and rebuttals was observed among the U.S. students, while in Taiwan, a significant treatment effect on reasoning and rebuttals was observed. A qualitative analysis was conducted to examine how the GOCAA supported students' development of argumentation skills in different countries. This study found distinct argumentation patterns between the U.S. and Taiwanese intervention teams. Additionally, a distinct gender difference in the use of evidence and division of labour was noted when the Taiwanese teams were compared with the U.S. teams, which may be explained by cultural differences. This study concluded that, in both the United States and Taiwan, a project‐based learning environment incorporating a GOCAA was effective in improving students' science knowledge and developing their scientific argumentation skills.     

Parents,pre‐schoolers and learning with technology at home: some implications for policy

Schemes that seek to ensure that children have access to technology at home have, so far, been aimed at children over the age of 8. However, there is likely to be an increasing policy interest in extending similar schemes to pre‐school children given widespread commitment to the value of early intervention in children's education and family life. We draw on three research studies conducted by the authors to discuss the range of technologies that children encounter at home, the different forms their learning takes and family support for learning. We use these findings to provide starting points for considering the implementation of similar schemes for pre‐school children and their parents in the future, identifying several questions to consider when developing policy on home access to technology for pre‐schoolers: which technologies are most appropriate? Will access to technology at home lead to increased use? What roles do parents play in supporting learning? Which forms of learning are most likely to be promoted?     

基于校园网的教学管理信息系统研究与设计

管理信息系统一直是高校管理的重点 ,通过对教学管理信息系统的分析 ,结合当前校园网的特点 ,探讨了校园网中教学管理信息系统的数据分布、数据接口及安全性。     

面向对象的统一建模语言UML及其应用

由于UML很好地实现了用户、开发人员、设计人员及管理人员之间的信息传递,提高了相互间的协作能力,使软件开发的工程化程度大大提高。基于UML对软件进行分析和建模,很好地体现了这一点。     

浅析中小学校园网规划与设计

近年来,伴随着教育信息化的深入和“校校通”工程的推广,我国校园网的建设掀起了新的高潮。校园网作为学校重要的基础设施．担任着学校教学、科研、管理、对外交流等重要任务。该文从校园网发展的现状入手对校园网建设的总体设计原则、需求分析、应用分类、校园网规划、综合布线与施工及其管理方面做了相关的阐述,重点论述了我们应如何利用现代网络设备和网络技术来构建一个高效实用的中小学校园网络。在论述中通过实例进一步说明了校园网建设必须在“整体规划、分步实施”原则下,一边分析研究,一边积极实践,探索出一条适合自己的道路。     

基于VB．NET技术构建校园网上英语角

随着网络信息的发展,数字化校园已经得到极大的普及。我国与国际的接轨也使得社会对毕业生外语交际能力的要求越来越高,由于校园英语角的固定性以及有些学生的胆怯和懒惰心理使得校园英语角的作用发挥受到了一定的限制。针对这种情况。初步构思了校园网上英语角。本文从网上校园英语角的总体功能规划开始,构划了校园网上英语角的各个功能环节。     

Leveraging online communities in fostering adaptive schools

There has long been a call for schools to prepare students for the twenty-first century where skills and dispositions differ significantly from much of what has historically characterized formal education. The knowledge based economy calls for policy and pedagogical efforts that would transform schools. Schools are to foster communities of learners. This paper suggests that para-communities may be points of leverage in the fostering of adaptive schools. A critical analysis is done on the differences between para-communities (such as online communities) and schools; and an argument is made that they each serve differing goals and should be left distinct because they achieve different societal and economic demands.     

A problem-solving based computer-assisted tutorial for the earth sciences

Abstract This study investigated the effects of a Problem-Solving based Computer-Assisted Tutorial (PSCAT) on earth science achievement and attitudes toward earth science of tenth graders (16-year olds) in a senior high school in Taiwan. A total of 137 students who were enrolled in four earth science classes participated in this pre-test/post-test control-group experiment. The experimental groups received the PSCAT; whereas the comparison groups received a Lecture-Internet-Discussion (LID) teaching approach. A multivariate analysis of covariance on the post-test scores of the Earth Science Achievement Test and Attitudes Toward Earth Science Inventory, with students' pre-test scores as the covariates, suggested that PSCAT produced (almost) significantly greater gains on students' earth science achievement than did the LID approach and that no statistically significant increase or decrease in student attitudes toward earth science was found for either group.     

成绩单OCR录入系统中的自动校验

校验是ＯＣＲ系统中必不可少的组成部分,本文针对成绩单录入这个特定的ＯＣＲ系统,提出了一些行之有效的校验方法,提高了整个系统的实用价值。