Do information and communication technologies (ICT) improve educational outcomes? Evidence for Spain in PISA 2015

With the world becoming increasingly digitalized, determining the relationship between the use of ICT in the learning process and educational outcomes takes on special relevance for guiding educational policy decisions in a reasoned way. The objective of this study is to evaluate the effect on academic performance of the use and availability of Information and Communication Technologies (ICT) at school and at home. For this purpose, we apply a hierarchical lineal regression model approach with data from the Programme for International Student assessment survey (PISA) 2015. PISA 2015 contains a brief but specific questionnaire for ICT that is completed voluntarily in some of the countries participating in the survey, as is the case in Spain. The results show differences in the sign of the impact according to the ICT variable used. The positive impact of ICT use is associated with its use for entertainment at home and with the students’ interest in ICT. However, the use of ICT for schoolwork at home and the general use of ICT by students in schools have negative effects on the learning process. Another significant result is the magnitude of the coefficient for the relation between the starting age for using ICT on the scores in the three competences. The higher the age, the lower the score achieved. The results of the regressions by tertiles of performance show that ICT can also play an important role in improving the academic performance of the students with the worst results. Finally, some control variables related to students, home and location are also relevant in our models.Programme for International Student Assessmen

Eliciting user requirements with older adults: Lessons from the design of an interactive domestic alarm system

This paper documents how methodological challenges were addressed when identifying user requirements for an Interactive Domestic Alarm System (IDAS) designed to enable older adults to live independently in their own homes for longer. A novel approach to determine possible IDAS functionality is described, and the results of focus groups conducted with older adults and care workers are reported. The paper identifies some difficulties encountered when using the focus group method with an ageing sample, and highlights the importance of careful preparatory work if this method is to be used successfully in such a context

Smart city technologies: new barriers to investment or a method for solving the economic problems of municipalities?

The purpose of the study is to determine the degree of readiness of urban municipal entities of the Russian Federation for the implementation of Smart City technology. The author proposes a methodology for determining the level of preparedness of cities for the introduction of Smart City technologies, selecting those municipal projects (Smart-projects) most relevant to the present level of readiness and identifying the main barriers to their implementation. The study used structural and graphical analysis methods, overall assessment and ratings as well as the group method of data handling (GMDH). The study yielded the following conclusions: The majority of cities comprising administrative centres of the Subjects of the Russian Federation are not ready for the implementation of Smart City technologies. The main problems hindering the implementation of Smart Technologies are the municipalities’ low energy efficiency and high dependence on borrowed capital. The methodology proposed by the author for assessing the readiness of municipalities for the implementation of Smart City technologies will quickly and optimally identify metropolitan areas suitable for the implementation of Smart-technologies. The field of application of the obtained results is sufficiently extensive. These results will be of interest to practitioners, representatives of state and local authorities, as well as for researchers in the fields of urban economics and urban studies. The main direction for future research consists in the provision of an underlying rationale for problem solving through launching Smart-projects in depressed and economically stagnating municipalities

Progress and opportunities in lesbian, gay, bisexual and transgender health communications

This article describes elements of effective health communication and highlights strategies that may best be adopted or adapted in relation to lesbian, gay, bisexual, and transgender (LGBT) populations. Studies have documented the utility of multidimensional approaches to health communication from the macro level of interventions targeting entire populations to the micro level of communication between health care provider and consumer. Although evidence of health disparities in LGBT communities underscores the importance of population-specific interventions, health promotion campaigns rarely target these populations and health communication activities seldom account for the diversity of LGBT communities. Advances in health communication suggest promising direction for LGBT-specific risk prevention and health promotion strategies on community, group, and provider/consumer levels. Opportunities for future health communication efforts include involving LGBT communities in the development of appropriate health communication campaigns and materials, enhancing media literacy among LGBT individuals, supporting LGBT-focused research and evaluation of health communication activities, and ensuring that health care providers possess the knowledge, skills, and competency to communicate effectively with LGBT consumers

Digital and Media Literacy: A Plan of Action

Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges

Entertaining situated messaging at home

Leisure and entertainment-based computing has been traditionally associated with interactive entertainment media and game playing, yet the forms of engagement offered by these technologies only support a small part of how we act when we are at leisure. In this paper, we move away from the paradigm of leisure technology as computer-based entertainment consumption, and towards a broader view of leisure computing. This perspective is more in line with our everyday experience of leisure as an embodied, everyday accomplishment in which people artfully employ the everyday resources in the world around them in carrying out their daily lives outside of work. We develop this extended notion of leisure using data from a field study of domestic communication focusing on asynchronous and situated messaging to explore some of these issues, and develop these findings towards design implications for leisure technologies. Central to our discussion on the normal, everyday and occasioned conduct of leisure lie the notions of playfulness and creativity, the interweaving of the worlds of work and leisure, and in the creation of embodied displays of affect, all of which may be seen manifested in the use of messaging artefacts. This view of technology in support of leisure-in-the-broad is strongly divergent from traditional entertainment computing models in its coupling of the mechanics of the organisation of everyday life to the ways that we make entertainment for ourselves. This recognition allows us to draw specific implications for domestic situated messaging technologies, but also more generally for technology design by tying activities that we tend to regard as purely functional to other multifaceted and leisure-related purposes

E-learning for Networked Living

Networked Living is a Level 1 course in Information and Communication Technologies (ICT) offered by the UK Open University. The first two presentation of the course, in 2005 and 2006, attracted over 3000 students between them. Networked Living introduces students to ICT concepts and issues in a range of contexts. The course adopts a blended learning approach, using printed texts, web resources, DVD and computer conferencing. All the above media are used where appropriate to support students' learning. About 60% of the material is print-based – teaching texts, together with selected third-party articles. About 20% is web-based – using a comprehensive course web site, but also requiring students to find and use third-party sites. The remaining 20% is based on offline computer resources (e.g. spreadsheets) and collaborative activities using computer conferencing. The course web site contains short animations, quizzes and several interactive activities where students contribute information and commentaries, and can then see the collated contributions of other students. The DVD contains longer animations, simulations and software. Computer conferencing is used for tutor-group and whole-cohort conferences, and for online tutorials, with both asynchronous and synchronous discussion. The course web site provides a new, shareable 'online journal' facility, where students can record their work for the course. This paper discusses the various e-learning elements of Networked Living, based on the first two presentations of the course. The paper considers how e-learning can be combined with printed resources to create a successful blended learning experience for students