4,774 research outputs found
Use of Cloud Gaming in Education
The use of digital games in education has been the subject of research for many years and their usefulness has been confirmed by many studies and research projects. Standardized tests, such as PISA test, show that respondents achieved better reading, math and physics results if they used the computer more for gaming-related activities. It has been proven that the application of video games in education increases student motivation, improves several types of key skillsâsocial and intellectual skills, reflexes and concentration. Nevertheless, there are several challenges associated with the application of video games in schools and they can be categorized as technical (network and end device limitations), competency (teachersâ knowledge in the area), qualitative (lack of educational games of high quality), and financial (high cost of purchasing games and equipment). The novel architecture for delivery of gaming content commonly referred to as âcloud gamingâ has the potential to solve most of the present challenges of using games in education. A well-designed cloud gaming platform would enable seamless and simple usage for both students and teachers. While solving most of the present problems, cloud gaming introduces a set of new research challenges which will be discussed in this section
Decoding learning: the proof, promise and potential of digital education
With hundreds of millions of pounds spent on digital technology for education every year â from interactive whiteboards to the rise of oneâtoâone tablet computers â every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate.
But key questions remain in education: has the range of technologies helped improve learnersâ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent ÂŁ487 million on icT equipment and services in 2009-2010.
1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog
3D-LIVE : live interactions through 3D visual environments
This paper explores Future Internet (FI) 3D-Media technologies and Internet of Things (IoT) in real and virtual environments in order to sense and experiment Real-Time interaction within live situations. The combination of FI testbeds and Living Labs (LL) would enable both researchers and users to explore capacities to enter the 3D Tele-Immersive (TI) application market and to establish new requirements for FI technology and infrastructure. It is expected that combining both FI technology pull and TI market pull would promote and accelerate the creation and adoption, by user communities such as sport practitioners, of innovative TI Services within sport events
Computer Science's Digest Volume 2
This series of textbooks was created for the students of the Systems Engineering
Program at the University of Nariño. They have been intentionally written in English to
promote reading in a foreign language. The textbooks are a collection of reflections and
workshops on specific situations in the field of computer science, based on the authorsâ
experiences.
The main purpose of these textbooks is essentially academic. The way in which the
reflections and workshops were constructed follows a didactic structure, to facilitate
teaching and learning, making use of English as a second language. This book covers Internet and Multimedia Technology, System
Analysis and Design, and Software Engineerin
Poetry Audio/Video Library Phase 2
The University of Arizona Poetry Center currently provides patrons access to its unparalleled collection of poetry recordings-thousands of hours of audio and video material dating from the 1960s forward-using a proprietary database and storage system. When this application-the Audio/Video Library (AVL)-was begun in 2006, its first phase involved basic data entry and a desktop-only interface. Its second phase, beginning in March 2010, will add a Web 2.0 component to make the entire collection available to the general public. This Level II grant would fund this phase, which has three goals: 1)Develop a web-accessible interface, giving scholars, students, and the public direct on-line access to the collection from anywhere in the world; 2)Enhance the application's search tools so to increase the collections's value to scholars; 3)Develop a user-comment module to allow poets, scholars Poetry Center staff, and the public to share and store their knowledge about the collection's contents
Technologia jest wszÄdzie â aktywizacja ucznia podczas lekcji wychowania fizycznego z wykorzystaniem rĂłĆŒnorodnych rozwiÄ zaĆ TIK
Technology in education is defined as one that achieves a practical purpose and that can assist teachers in motivating students. In the past, instructional technology consisted of mainly visual instruction, made up of pictures, films, graphs, charts, and other visual aids. By 1985, the Internet was already well established as a technology supporting a broad community of researchers and developers. Todayâs children are known as the âiGenerationâ due to their advanced technology skills and use. It is estimated that teenagers spend from 15 up to 20 hours each day âmultitaskingâ, i.e. using different forms of ICT tools. The use of technology devices turned to be an integral part of sporting performance analysis, allowing coaches and teachers to understand the physical demands on team sport athletes. The advances in ICT in the 21st century involves children that are naturally growing in areas of higher levels access to information. Nowadays, a collection of ICT tools such as pedometers, smartphones, tablets (applications), virtual reality simulators, heart rate monitors, and others, are being used in physical education to enhance engagement, pedagogy and performance. It is critical for children to adapt their capacity to acquire knowledge and develop their skills through technology usage. If these ICT tools are used properly in PE classes, they have the potential to impact teachersâ teaching practice and, consequently, student learning. Teachers should possess the skills and behaviors of digital-age professionals, particularly in physical education. Technology usage would be beneficial for increasing physical activity, improving dietary choices and encouraging other health-related behaviors
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