Connectivity to computers and the Internet among patients with schizophrenia spectrum disorders : a cross-sectional study

Purpose: Information and communication technologies have been developed for a variety of health care applications and user groups in the field of health care. This study examined the connectivity to computers and the Internet among patients with schizophrenia spectrum disorders (SSDs). Patients and methods: A cross-sectional survey design was used to study 311 adults with SSDs from the inpatient units of two psychiatric hospitals in Finland. The data collection lasted for 20 months and was done through patients' medical records and a self-reported, structured questionnaire. Data analysis included descriptive statistics. Results: In total, 297 patients were included in this study (response rate =96%). More than half of them (n=156; 55%) had a computer and less than half of them (n=127; 44%) had the Internet at home. Of those who generally had access to computers and the Internet, more than one-fourth (n=85; 29%) used computers daily, and > 30% (n=96; 33%) never accessed the Internet. In total, approximately one-fourth of them (n=134; 25%) learned to use computers, and less than one-third of them (n=143; 31%) were known to use the Internet by themselves. Older people (aged 45-65 years) and those with less years of education (primary school) tended not to use the computers and the Internet at all (P <0.001), and younger people and those with higher education were associated with more active use. Conclusion: Patients had quite good access to use computers and the Internet, and they mainly used the Internet to seek information. Social, occupational, and psychological functioning (which were evaluated with Global Assessment of Functioning) were not associated with access to and frequency of computer and the Internet use. The results support the use of computers and the Internet as part of clinical work in mental health care.Peer reviewe

Constructing social participation around digital making : A Case study of multiliteracy learning in a Finnish day care centre

Abstract: In this article, we present a case study of digital making as an example for constructing social participation around multiliteracy learning in Finnish early years settings. Digital making is explored and evaluated through the practices and experiences from workshops conducted with four- to five-year-old children in one day care centre in the Helsinki metropolitan area in Finland. Reflections scrutinize children’s social interaction with digital technologies and aim to examine shared meaning-making in the design process. We explain how innovative technologies mediate and enable social interaction and what leads children to either collaborate or work individually while making meaning digitally. Our study indicates that although social participation can be intentionally achieved by children themselves, early childhood education and care (ECEC) professionals and pedagogical practices play a pivotal role, especially when the cultural tools used in learning are new and unfamiliar to children, in this case tablet computers and smartphones.In this article, we present a case study of digital making as an example for constructing social participation around multiliteracy learning in Finnish early years settings. Digital making is explored and evaluated through the practices and experiences from workshops conducted with four- to five-year-old children in one day care centre in the Helsinki metropolitan area in Finland. Reflections scrutinize children’s social interaction with digital technologies and aim to examine shared meaning-making in the design process. We explain how innovative technologies mediate and enable social interaction and what leads children to either collaborate or work individually while making meaning digitally. Our study indicates that although social participation can be intentionally achieved by children themselves, early childhood education and care (ECEC) professionals and pedagogical practices play a pivotal role, especially when the cultural tools used in learning are new and unfamiliar to children, in this case tablet computers and smartphones.Peer reviewe

Tietotekniikka varhaiskasvatuksessa

Opinnäytetyön kuvaus: Opinnäytetyön tarkoituksena on selvittää hyödynnetäänkö Rovaniemen kaupungin päivähoidon varhaiskasvatuksessa ja varhaiserityiskasvatuksessa tietotekniikkaa ja digitaalisia oppimisympäristöjä. Kuinka paljon tietokoneita ja erilaisia oppimispelejä käytetään? Miten ja millaisia erilaisia oppimispelejä käytetään? Teoreettinen ja käsitteellinen esittely: Teoriaosuudessa määrittelen käyttämieni käsitteiden merkitykset. Kerron lyhyesti yleisimmistä varhaiskasvatuksen parissa käytettävistä oppimispeleistä ja oppimisympäristöistä. Paneudun tutkimaan tietotekniikan ja erityisesti tietokoneiden käytön osuutta varhaiskasvatuksessa. Kerron Suomessa tehdyistä tutkimuksista ja hankkeista, jotka liittyvät tietotekniikan hyödyntämiseen ja käyttöön varhaiskasvatuksessa ja sivuan varhaiserityiskasvatusta. Metodologinen esittely: Opinnäytetyö on kvalitatiivinen eli laadullinen tutkimus. Opinnäytetyön pohjana on kyselykaavake, jossa on sekä avoimia että suljettuja kysymyksiä. Vastaukset analysoin koodaamalla ne teemoittain. Tutkimuspäiväkoteina olivat Rovaniemen kaupungin omat päiväkodit. Tutkimukseen vastattiin ryhmäkohtaisesti. Pyrkimyksenä oli, että joka ryhmässä olisi esikouluikäisiä lapsia. Keskeiset tutkimustulokset: Kyselyn vastaukset olivat keskenään hyvin samankaltaisia. Tietotekniikan, tietokoneiden ja digitaalisten oppimisympäristöjen käyttö oli erittäin vähäistä Rovaniemen kaupungin päiväkodeissa. Henkilökunnan omat mielipiteet jakautuivat kahteen eri mielipiteeseen. Tietokoneet ja tietotekniikka oli vastaajien mielestä joko hyödyllinen tai täysin turha työväline varhaiskasvatuksessa. Erityistä tukea tarvitsevilla lapsilla niiden käyttö tuki- ja apuvälineenä hyväksyttiin. Vastaajat kokivat, että koneita oli liian vähän, tilat sopimattomia tai vaikeasti saatavilla ja koulutusta liian vähän. Johtopäätökset: Rovaniemen varhaiskasvatuksessa käytetään tietotekniikkaa ja tietokoneita työvälineinä vähän. Halukkuutta olisi, mutta resurssit ovat riittämättömät. Tietotekniikkaan liittyvissä hankkeissa ja projekteissa olevat päiväkodit käyttivät ja hyödynsivät tietokoneita ja saamiaan ohjelmia runsaasti ja monipuolisesti. Asiasanat: Päivähoito, tietotekniikka, varhaiskasvatusThesis description: The purpose of this Bachelor’s thesis is to find out whether information technology (IT) and digital learning environments are used in early childhood education and in special day-care in Rovaniemi city. The main study questions were: In what extent are computers and various learning games used? What kinds of learning games are used and how? Theoretical summary: In the theoretical part I will define the meanings of the concepts used in this study. The most common learning games and learning environments used in early childhood education are briefly introduced. The emphasis is on studying the role of using IT and especially computers in early childhood education. The researches and projects done in Finland-related with the use of IT in early childhood education-are told about and special day-care is also touched. Methodological summary: This Bachelor thesis is qualitative study. It is based on a questionnaire with both open and closed questions. The answers were analyzed by thematic coding. The target groups were the day-care centres owned by Rovaniemi city and the questions were answered by day-care groups. The intention was to have pre-school aged children in each group. Main results: The responses to the thesis questionnaire were very similar. The use of IT, computers and digital learning enviroments was very low in the day-care centers of Rovaniemi city. The opinions of the staff were divided in two opposite sides. Either the IT and computers were seen as useful or totally useless tool in early childhood education. However, as an aid and support tool for Special Children their use was approved. The respondents felt that there are too few computers, the premises for computers are ansuitable and there is not enough training to use IT. Conclusions: The use of IT and computers is minor in the early childhood education in Rovaniemi city. There is willingness, but the resources are inadequate. The use of computers and received software in daycare centres which are part in projects related with IT was versatile and abundant. Keywords: Childcare, information tecnology, early childhood educatio

Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics

Some students perceive that online assessment does not provide for a true reflection of their work effort. This article reports on a collaborative international project between two higher education institutions with the aim of researching issues relating to engineering student perceptions with respect to online assessment of mathematics. It provides a comparison between students of similar educational standing in Finland and Ireland. The students undertook to complete questionnaires and a sample of students was selected to participate in several group discussion interviews. Evidence from the data suggests that many of the students demonstrate low levels of confidence, do not display knowledge of continuous assessment processes and perceive many barriers when confronted with online assessment in their first semester. Alternative perspectives were sought from lecturers by means of individual interviews. The research indicates that perceptions of effort and reward as seen by students are at variance with those held by lecturers. The study offers a brief insight into the thinking of students in the first year of their engineering mathematics course. It may be suggested that alternative approaches to curriculum and pedagogical design are necessary to alleviate student concerns

Reviews

Steve McDowell and Phil Race, 500 Computing Tips for Trainers, London: Kogan Page, ISBN: 0–7494–2675–6. Paperback, 160 pages, £15.99

Comparative Analysis of the Level of Knowledge-Based Part of Economies in European Union Countries with Kam Methodology

The purpose of this article is to identify disparities in the use of knowledge in socio-economic life in the EU countries. This research was conducted with use of the cluster analysis (tools belonging to multidimensional comparative analysis).W artykule przedstawiono klasyfikację terytorialną państw Unii Europejskiej według rozwoju wiedzy gospodarek, która w dzisiejszym świecie traktowana jest jako determinanta międzynarodowej konkurencyjności. Zróżnicowanie to zostało skonstruowane na podstawie indeksów KEI (Knowledge Economy Index) oraz KI (Knowledge Index) wykorzystywanych przez Bank Światowy w metodologii KAM (Knowledge Assessment Methodology). Uwzględnienie czterech głównych filarów (tj. system bodźców ekonomicznych, system innowacyjny, edukacja i jakość zasobów ludzkich oraz nowoczesna infrastruktura informacyjna) umożliwiło wskazanie relacji pomiędzy poszczególnymi składowymi. Celem artykułu jest wskazanie dysproporcji wykorzystania wiedzy w życiu społeczno-gospodarczym w państwach UE. Badanie zostało przeprowadzone przy użyciu analizy skupień (narzędzia zaliczanego do wielowymiarowej analizy porównawczej)

Mechanisms of common ground in case-based web discussions in teacher education

Previous studies suggest that before the participants in Web-based conferencing can reach deeper level interaction and learning, they have to gain an adequate level of common ground in terms of shared mutual understanding, knowledge, beliefs, assumptions, and pre-suppositions (Clark & Schaefer, 1989; Dillenbourg, 1999). In this paper, the main purpose is to explore how participants establish and maintain common ground in order to reach deeper level interaction in case-based Web-discussions. The subjects in this study consisted of 68 pre-service teachers and 7 mentors from three universities, who participated in the Web-based conferencing course for eight weeks. The written discussion data were analyzed by means of a combination of quantitative and qualitative methods. The results suggest that in order to establish common ground it is essential that the participants, especially as fellow students, not only show evidence of their understandings through written feedback, but also provide support to their peers in their replies. Presenting questions also signals the participant’s willingness to continue the discussion, which is essential for maintaining common ground

Working Paper 01-02 - Production and diffusion of ICT in

Information and communication technology (ICT) has become a significant economic activity in most industrialized countries as well as an important engine of innovation and changes in the rest of the economy. It has been recognized as one of the key factors boosting productivity growth and hence business sector competitiveness. Various initiatives have been recently adopted at regional, national and European levels in order to meet quickly the new challenges of ICT use and diffusion in Europe. A growing number of indicators are now available in order to assess the position of each country or region in terms of ICT development and to guide policy decisions in that field. The aim of this report is to provide a clear and succinct view of the relative development of ICT in Belgium by analyzing both the production and the diffusion of ICT in our economy 1 and to highlight the main weaknesses and strengths of the Belgian economy in that area. Even if the sector has been recently characterised by stock markets ups and downs and numerous bankruptcies, production of ICT goods and services has contributed significantly during the nineties to the growth of economic activity and employment in some industrialised countries as for instance in Anglo-saxon and Scandinavian countries. Has Belgian economic activity benefited from the boom in the ICT sector to the same extent as other industrialised countries? What kind of development can be expected in the future? These are the main questions addressed in the part of the report devoted to the analysis of the Belgian ICT production sector.