Greening information management: final report

As the recent JISC report on ‘the ‘greening’ of ICT in education [1] highlights, the increasing reliance on ICT to underpin the business functions of higher education institutions has a heavy environmental impact, due mainly to the consumption of electricity to run computers and to cool data centres. While work is already under way to investigate how more energy efficient ICT can be introduced, to date there has been much less focus on the potential environmental benefits to be accrued from reducing the demand ‘at source’ through better data and information management. JISC thus commissioned the University of Strathclyde to undertake a study to gather evidence that establishes the efficacy of using information management options as components of Green ICT strategies within UK Higher Education environments, and to highlight existing practices which have the potential for wider replication

Networking high-end CAD systems based on PC/MS-DOS platforms

The concept of today\u27s technology has been dropped. Everything is now either oobsolete or experimental. Yesterday\u27s technology is appealing only because it is tried-and-true and prices are reduced for clearance. Tomorrow\u27s technology is exciting, somewhat expensive and not well tested. In the field of architecture, where most firms are medium or small, having limited resources, the high cost initially required for a CAD installation was generally impossible to meet not too many years ago. From spreadsheets and CAD graphics to network file systems and distributed database management, the basic systems and application tools have matured to the point that the possibilities are now limited mainly by how creatively the architects can apply them. CAD systems on the market today are not so different from the systems of the mid 70s, except they have gone from hardware costing a hundred thousand dollar to PC based systems, costing under ten thousand dollars. Choices of hardware and software for CAD systems undergo continual changes in power and efficiency. There will come a point where upgrading will create more a deficiency rather than an augmentation of capability efficiency and overall function. Thus it becomes a major problem for the prospect buyer

Efficiency versus Effectiveness: The Teacher Versus the Computer in Classroom Education

This study presented the following hypothesis: H1 There is a significant difference in the performance of Business Computer Application students who are taught Word Processing by packaged tutorial software and Business Computer Application students who are taught Word Processing by teacher-assisted method as measured by Word Processing Unit Test

Determining The Computer Literacy Levels Of Vocational Teachers In Southern Nevada And Developing A Computer In-Service Program For Vocational Teachers

The purposes of this study were to ( 1) conduct a study to determine the computer skills level of the vocational teachers in Southern Nevada; (2) design a computer literacy in-service program targeting the specific instructional needs of the deficient vocational teachers; (3) develop a plan for evaluating the in-service training program; and (4) develop an implementation plan for continued computer literacy in-service training and an undergraduate computer literacy training program fer vocational teachers in university teacher training programs. The literature review addressed the first research question by providing the specific competencies for determining the characteristics of computer literacy and identifying the specific questions for the survey instrument. The competencies necessary for computer literacy are (1) hardware literacy; (2) word processing: and (3} advanced program operation, spreadsheet. database, gradebook program, or computer-assisted design (CAD} or the ability to write a simple computer program. The results of the study indicated that fifty percent of the vocational/technical teachers in Southern Nevada are not computer literate. A few content areas, specifically electronics and drafting, had exceptionally high rates of computer literacy with 100 percent for electronics and seventy-three percent for drafting. Some content areas, welding at fourteen percent and graphic arts at thirty percent had exceptionally low levels of computer literacy. The survey data Indicated no significant statistical differences in computer literacy levels between secondary and postsecondary teachers, and no statistical difference based on industry or formal university training. The demographic factor of age was determined by study data to not be a significant impactor on computer literacy. The data on differences based on gender were inconclusive as less than ten percent of teachers surveyed were women. Sixty-two percent of the computer literate vocational teachers surveyed indicated that they were self-taught, and seventy-one percent indicated that they learned their computer skills after beginning to teach. This provided substantial evidence that industry and formal educational institutions have provided very little computer training for vocational teachers. The conclusions reached by the study were that the need for computer literacy training in Southern Nevada does exist. With an accurate estimate of the potential student enrollment identified by the study, the Clark County Community College can commit resources for a program. It is recommended that the college implement the Teacher Computer Literacy Workshop model beginning the first semester of school year 1990-1991 and the University of Nevada system implement this or a similar computer literacy component in their teacher training programs. The final product of this study was the development of a computer literacy training program specifically designed to address the needs of the Southern Nevada vocational teachers. The Teacher Computer Literacy Workshop program design, goals, competencies. instructional media, unit and program evaluation, and revision procedures were elements addressed in the design process

Lessons Learned from Piloting a Computer Literacy Test for Placement and Remedial Decisions

Computer literacy, like mathematical literacy or reading literacy, has become part of a student\u27s basic education. Many students are routinely exposed to computers in grades K through 12. If sufficient numbers of incoming freshmen have already mastered basic computer skills and concepts then the question facing our university is whether computer literacy should continue to be taught at the college level or if this course should be treated as a remedial college preparatory course? To answer this question, a computer literacy test was devised to ascertain the computer literacy level of incoming freshmen. The results of the test will help determine which students should be placed out of our computer literacy course. In addition by understanding the strengths and weaknesses of the students that remain in the course, instructional adjustments can be made to address the current computer literacy needs of the student body

A Model Staff Development Program in Technology Skills for Selected Secondary Schools

The relationship between staff professional development in technology that enhanced staff efficiencies were studied. A model staff development program in technology has been developed to make connections between teacher\u27s readiness and their mastery of technology skills. Research has been obtained that indicated a direct correction between teachers\u27 readiness in technology and their implementation of technology into the classroom. Secondary teachers must be taught using inservices, practice skills and given opportunities to share their experiences with colleagues. Administrators must take leadership in developing and supporting a quality technology training program that recognizes the staffs\u27 individualized needs

Accounting Educators: FYI, Volume 3, Number 1, September, 1991

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