Incidental Exposure,Selective Exposure,and Political Information Sharing: Integrating Online Exposure Patterns and Expression on Social Media

Political information sharing in social media offers citizens opportunities to engage with news and express their political views, but how do different patterns of online political information exposure, including both incidental and selective exposure, affect sharing? Using two‐wave panel survey data collected in the United States, we examine the relationship between incidental and selective exposure and their consequent links to political information sharing, across different levels of strength of political party affiliation. Our results demonstrate that incidental exposure to counter‐attitudinal information drives stronger partisans to more actively seek out like‐minded political content, which subsequently encourages political information sharing on social media. The results highlight the need to consider both types of political information exposure when modeling citizens' political behavior online.     

Multimedia technologies for structuring and retrieval of TV news

Because of the media digitization, a large amount of information such as speech, audio and video data is produced everyday. In order to retrieve data from these databases quickly and precisely, multimedia technologies for structuring and retrieving of speech, audio and video data are strongly required. In this paper, we overview the multimedia technologies such as structuring and retrieval of speech, audio and video data, speaker indexing, audio summarization and cross media retrieval existing today for TV news detabase. The main purpose of structuring is to produce tables of contents and indices from audio and video data automatically. In order to make these technologies feasible, first, processing units such as words on audio data and shots on video data are extracted. On a second step, they are meaningfully integrated into topics. Furthermore, the units extracted from different types of media are integrated for higher functions. Yasuo Ariki, Ph.D.: He is a Professor in the Department of Electronics and Informatics at the Ryukoku University. He received his B.E., M.E. and Ph.D. in information science from Kyoto University in 1974, 1976 and 1979, respectively. He had been an Assistant in Kyoto University from 1980 to 1990, and stayed at Edinburgh University as visiting academic from 1987 to 1990. His research interests are in speech and image recognition and in information retrieval and database. He is a member of IPSJ, IEICE, ASJ, Soc. Artif. Intel. and IEEE.     

Media Convergence: Creating Content, Questioning Relationships

The development, dissemination, and proliferation of multimedia and media convergent texts raise a number of pressing questions for literacy scholars in general and compositionists in particular. What kinds of literacy practices are students developing through their use and composition of multimodal and new media texts? What genres are used in the creation of such texts, and why? Are there particular genres that are favored? How are older genres remediated or recast through media convergence? What research methodology challenges are posed when attempting to study multimodal and new media texts? How might compositionists use media convergence to teach students about academic literacies, about research, about the changing nature of “writing?” What might media convergence look like in the future? Perhaps most immediately, the phrase itself—“media convergence”—begs a question: what, exactly, is converging? This special issue of Computers and Composition on “Media Convergence” poses answers—sometimes tentative, sometimes provocative—to these questions.     

Internet in teachers' professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools

In recent years there has been widespread interest in the implementation of information and communication technologies (ICT) in schools. While most studies primarily focus on the use of ICT in teaching and learning, little attention has been given to their incorporation as a professional tool outside the classroom. Using a digital inequality approach, the aim of this paper is to develop and test a model of the factors that affect teachers' professional use of ICT, particularly the Internet, in primary and secondary schools. One thousand four hundred and five (1405) teachers from a representative sample of 536 primary and 273 secondary schools in Spain were surveyed. The dependent variables include attitudes towards the professional use of ICT and the use of the Internet in professional practice. The explanatory variables are the socio-demographics, school-level information, frequency of Internet access within and outside the school, educational ICT training, digital literacy, and organisational development. Controlling for socio-demographics and school-level information, multiple regression analyses are used to make inferential judgements and test the separate effects of the independent variables. Findings suggest that technological factors and organisational practices are important predictors of ICT appropriation for professional purposes.     

Video gameplay, personality and academic performance

The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time spent playing video games per week (habitual players), the second asked the total time spent playing favorite video games (selective players), and the third asked the number of different video games played in a year (diverse players). Students who were medium in selective player style (spent 11-50 h) had significantly higher GPAs than students low on selective player style (spent 0-10 h). Students high on habitual playing style (7 or more hours a week) showed significantly lower levels of Conscientiousness compared to students low on habitual playing style (0-1 h a week). Students who were high on the diverse style (i.e., 7 or more games played a year) showed significantly higher Openness scores than students low on the diverse style (0-3 games a year). Finally, several notable relations were found between video game genre preference, GPA, and personality. Results are discussed in terms of the positive implications of video gameplay on academic performance.     

Can we teach digital natives digital literacy?

In recent years, there has been much debate about the concept of digital natives, in particular the differences between the digital natives' knowledge and adoption of digital technologies in informal versus formal educational contexts. This paper investigates the knowledge about educational technologies of a group of undergraduate students studying the course Introduction to eLearning at a university in Australia and how they adopt unfamiliar technologies into their learning. The study explores the 'digital nativeness' of these students by investigating their degree of digital literacy and the ease with which they learn to make use of unfamiliar technologies. The findings show that the undergraduates were generally able to use unfamiliar technologies easily in their learning to create useful artefacts. They need, however to be made aware of what constitutes educational technologies and be provided with the opportunity to use them for meaningful purposes. The self-perception measures of the study indicated that digital natives can be taught digital literacy.     

Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations

The ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study’s survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.     

Interactive augmented reality system for enhancing library instruction in elementary schools

Due to limited budgets and manpower, most elementary schools in Taiwan do not plan or provide library instruction for students. Although students can use libraries, they typically lack the knowledge needed to use library resources effectively. Consequently, students have difficulty finding the books they need and can easily become overwhelmed by the massive amount of information in libraries. Computer-assisted instruction for teaching basic library skills to large numbers of students is an appealing method. Particularly, developing augmented reality (AR) technologies for learning have garnered considerable attention in education research. Many researchers and scholars believe that integrating teaching and AR enhances student learning performance and motivation. This work develops an educational AR system based on situated learning theory, and applies innovative augmented reality interactive technology to a library’s learning environment. Student library knowledge can be enhanced via the proposed augmented reality library instruction system (ARLIS). Experimental results demonstrate that student learning performance is improved significantly by using the proposed ARLIS. Moreover, this work demonstrates that using the proposed ARLIS for library instruction results in the same learning performance as conventional librarian instruction and there is no gender difference on learning performance between the proposed ARLIS and conventional librarian instruction. Moreover, the proposed library instruction system overcomes shortcomings of personal teaching skills of librarians that may adversely affect student learning performance by conveying the same learning content to all students. Additionally, the proposed system results in better learning performance for learners with the field-dependent cognitive style than learners with the field-independent cognitive style. Further, the proposed system provides more benefits in terms of library skills of application and comprehension than conventional librarian instruction. Moreover, the learning performance of students is not affected by their gaming skills. Therefore, student gaming skills do not need to be considered when adopting the proposed system in library instruction programs.     

Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard

The main purpose of this study was to investigate the views of primary students about interactive whiteboard [IWB] use in their classes from attitudinal and pedagogical perspectives. Research was designed as an empirical approach to phenomenology. Data was collected from fifty primary students (fourth to eighth) through focus group interviews. Nvivo 9 qualitative data analysis software was used to analyze data. Results showed that students like instruction with IWB especially for such reasons/capabilities as practical and economical use, better visual presentation, and test-based use. Students were predominantly uncomfortable with the technical problems. They believed that instruction with IWB positively impacted their learning especially because of visualization and contextualization, effective presentation, test-based use, and motivational factors. Finally it was inferred that IWBs were not used to their full potential, and both technical problems and common practices indicated that teachers were still at an initial stage of transmission to instruction with IWB and they needed both technical and pedagogical training.     

Are heavy users of computer games and social media more computer literate?

Adolescents spend a substantial part of their leisure time with playing games and using social media such as Facebook. The present paper examines the link between adolescents' computer and Internet activities and computer literacy (defined as the ability to work with a computer efficiently). A cross-sectional study with N = 200 adolescents, aged 17 on average, was conducted. Hierarchical regression analyses showed that an increase in time spent playing games on a PC/Mac was related to higher scores on practical and theoretical computer knowledge. Moreover, practical computer knowledge was higher for adolescents who liked playing shooters, fantasy games, or Facebook-games. Frequency of social media use was associated with higher scores in practical computer knowledge. A bootstrap analysis indicated that this relationship was mediated by a decrease in computer anxiety, not by more positive attitudes toward the computer. Gender yielded substantial main effects on the media literacy variables but the associations between the computer and Internet activities and the literacy aspects were similar for boys and girls. This study is expected to encourage future longitudinal research on adolescents' incidental learning during leisure time computer and Internet activities.