Freeform User Interfaces for Graphical Computing

報告番号: 甲15222 ; 学位授与年月日: 2000-03-29 ; 学位の種別: 課程博士 ; 学位の種類: 博士(工学) ; 学位記番号: 博工第4717号 ; 研究科・専攻: 工学系研究科情報工学専

Lighting and display screens: Models for predicting luminance limits and disturbance

An investigation of the level of disturbance caused by reflections from a variety of display screens, including interactive whiteboards, has been carried out using three test methods: Luminance adjustment, category rating and reading. The results from the luminance adjustment test and the category rating test were consistent, both showing similar significant effects of lighting-display parameters on the disturbance caused by screen reflections. In contrast, the objective measure of task performance in the reading test was barely responsive to reflections on the screens. Two models have been developed, one to predict the luminaire luminance at which 95% of observers were not disturbed by the reflections and the other to predict the rating of disturbance caused by reflections from the screens. Both models are based on lighting-display parameters including the size and luminance of the reflected light source and the specular reflectance, the effect of haze reflection and the background luminance of the display screen. These models can be used generally, to guide lighting recommendations and, specifically, to identify suitable luminaires to be used with given set of display screens or suitable display screens to be used with a given lighting installation

Evaluation of the ICT Test Bed project: final report, June 2007

The report describes three strands of evaluation used in the review of the 2006 outcomes from ICT Test Bed and the findings from each strand. a) Quantitative data: Benchmarking of changes in performance on national tests against matched comparator schools and national averages; b) Qualitative data: Site visits including classroom observations, interviews with local authority managers, head teachers, teachers, administrative staff, technicians and students; and c) Document analysis

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)

The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (referred to from here as the TELA scheme) on Years 4 to 6 teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use. The investigation focused on the Ministry of Education expectation (Ministry of Education, 2004) that teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning