23,188 research outputs found

    Methods for datafication, datafication of methods: introduction to the special issue

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    Digital media enable processes of datafication: users' online activities leave digital traces that are transformed into data points in databases, kept by service providers and other private and public organisations, and repurposed for commercial exploitation, business innovation, surveillance -- and research. Increasingly, this also extends to sensors and recognition technologies that turn homes and cities, as well as our own bodies, into data points to be collected and analysed So-called ‘traditional’ media industries, too, including public service broadcasting, have been datafied, tracking and profiling audiences, algorithmically processing data for greater personalisation as a way to compete with new players and streaming services. Datafication both raises new research questions and brings about new avenues, and an array of tools, for empirical research. This special issue is dedicated to exploring these, linking them to broader historical trajectories of social science methodologies as well as to central concerns and perspectives in media and communication research. As such, this special issue grapples with approaches to empirical research that interlink questions of methods and tools with epistemology and practice. It discusses the datafication of methods, as well as methods for studying datafication. With this we hope to enable reflection of what research questions media and communication scholars should ask of datafication, and how new and existing methods enable us to answer them

    Review of human decision-making during computer security incident analysis

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    We review practical advice on decision-making during computer security incident response. Scope includes standards from the IETF, ISO, FIRST, and the US intelligence community. To focus on human decision-making, the scope is the evidence collection, analysis, and reporting phases of response. The results indicate both strengths and gaps. A strength is available advice on how to accomplish many specific tasks. However, there is little guidance on how to prioritize tasks in limited time or how to interpret, generalize, and convincingly report results. Future work should focus on these gaps in explication and specification of decision-making during incident analysis

    The 3G Transition: Changes in the U.S. Wireless Industry

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    We argue that the transition of the wireless industry from 2G to 3G is more than a simple technology upgrade. The industry’s service profile will move far beyond telephony and services will convergence with the computing and content sectors. This will bring many more players into this already huge industry. Thus the transition to 3G is a major economic transformation and requires a major reconfiguration of the value-network. Technical standards will be essential to the effective operation of wireless systems and, perhaps more importantly, because they will play a critical role in the future coordination of value-networks. During the current transition the standardization process has changed considerably – reflecting changes in the new value-network configurations. While the number of air-interface standards have been reduced to only two the overall number of standards bodies has increased by almost an order of magnitude to support the growing industry’s coordination requirements at other critical interfaces. At the same time the importance of the traditional standards development organization has diminished and industry consortia have taken over responsibility for most of the standardization workload. There is a general consensus that the major standardization battlegrounds, that will influence how the industry gets reorganized, have moved up the stack to the service enabler level. In addition there are indications that the manufacture of handsets and other mobile communications terminals is transitioning to a more horizontal structure

    Utah Elementary School Principals’ Preparation as Technology Leaders

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    The rapidly expanding use of technology in education has brought about the need for principals to be prepared as technology leaders. Although, there is a need for principals to be prepared as technology leaders, many currently are not prepared for this role. It is crucial that principals are prepared in order ability to lead their school in successful technology integration. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators. In addition to the study’s primary purpose, the study identified the types and quantity of professional development principals are receiving and how this professional development relates to the principals’ levels of technology leadership. In addition, this study concluded whether or not the perceived technology leadership preparedness level of Utah principals correlates with the number of hours spent in technology leadership training. Furthermore, the study compared differences in technology leadership preparation levels based on principal characteristics. Literature shows that technology leadership research is scarce. The findings from this study will help fulfill some of the need for additional technology leadership research. In addition, the findings can help educators have a better understanding of how to prepare principals to be effective technology leaders. The data for this study were collected from 129 Utah elementary school principals using the 2009 Principals Technology Leadership Assessment (PTLA). This survey used the 2009 ISTE Standards for Administrators as the framework. The results were analyzed using descriptive statistics, Pearson correlation, t test, ANOVA, and qualitative coding. The findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. Furthermore, a technology leadership professional development model has been designed to further assist educators

    A Critical Discourse Analysis of Teacher Preparation Standards within Inclusion-Intensive States

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    Federal law calls for students with disabilities to be educated in the least restrictive environment possible. However, this still allows for students with disabilities to be placed in a range of educational settings, from the general education classroom to a separate school. The number of students with disabilities that are included to the maximum extent possible in the general education classroom varies by state. This study focused on the role of teacher training as defined by state drive teacher education standards. The purposeful outlier sample was selected by identifying the 12 states with the highest levels of inclusion of students with disabilities within a general education classroom across select disability categories. The level of inclusion was based on the percentages of students with disabilities in three educational settings: 80% or more of the day in general education, less than 40% of the day in general education and separate school across a ten-year period. The teacher education standards for these states were obtained and Critical Discourse Analysis (CDA) was used to analyze the standards for evidence both of best practices in regards to implementing inclusion, as well as how disability was described by these states. Evidence of many of the best practices were found in these states\u27 standards, and disability was often included in standards about teaching practices, learning environments and diversity. However, it was also found that disability (and teaching practices) were often described in vague, non-specific terms, which may lead to the impression that disability is not included or important. These results are helpful in shaping the direction of the writing of standards in the future to better include and acknowledge disability in them

    Discourse-based Instructional Strategies to Engage Middle School Students With Standards for Mathematical Practice

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    Student achievement in mathematics is correlated with factors related to student engagement. Improving engagement has the potential to improve student achievement at the middle school level. The Common Core State Standards for Mathematics explicate eight specific Standards for Mathematical Practice (SMPs) that clarify the types of skills and learning dispositions associated with mathematical proficiency. The CCSS further urge teachers to engage students through pedagogical practices that provide opportunities to use the SMPs in increasingly complex ways. This study aims to identify how discourse is used as an instructional strategy to engage middle school mathematics students with the SMPs. Data was collected through a qualitative case study of a middle school mathematics teachers teaching five classes of mathematics to students at three grade levels. Instructional activities should be thoughtfully planned to emphasize independence and perseverance. A delicate balance of independent work and group interactions can support these dual goals. While discourse provides an opportunity to monitor students’ engagement with many of the SMPs, thoughtfully planned activities and questioning routines help to guide the discussions toward the intended learning target

    Assessing Altruistic Behavior, Burnout, and Wellness Outcomes of Entry Level, Live-in and Live on Residence Life Professionals

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    The current study investigated the relationship between burnout, wellness, and altruistic motivation of entry level, live in and live on residence life staff. The literature review consists of empirical research for each construct presented (burnout, wellness, and altruism). The study sampled utilized were live-in and live on full time, entry level residence life personnel employed at predominately white public and private institutions in the southeastern part of the United States. Multiple regression analysis was used answer specific research questions. Results confirmed that there was no relationship existed between constructs; however findings do suggest burnout of residence life staff. Results are thoroughly reviewed and compared to other research. Lastly implications are presented

    Trust and credibility. Towards a cross-disciplinary perspective on organics combining media and management research

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    The overall purpose of the paper is to approach the complex relations between consumer and organic products from respectively a media and a management perspective. We argue for the relevance of an interdisciplinary perspective on ecology and trust

    Beyond the Bubble: Technology and the Future of Student Assessment

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    Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction
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