Attitude of Saudi Female Math Teachers toward Integrating E-learning in Teaching Math at High Schools in Saudi Arabia

Leaders in government and education have launched an extensive program to reform general education in Saudi Arabia. This initiative was designed to achieve many goals with a major emphasis being the enhancement of the Saudi curriculum to take advantage of the use of technology to improve education. A goal of this project was for e-learning to be a part of public education in an attempt to improve student learning and to make education accessible to all citizens.;This study was designed to examine high school female math teachers\u27 attitudes toward the use of e-learning in teaching mathematics in selected high schools in Tabuk, Saudi Arabia. It also sought to determine the extent to which e-learning had been adopted in high schools. The study also examined the results to determine if there were any statistically significant differences in female math teachers\u27 attitudes toward e-learning based on the variables of academic degree, years of experience, computer course training, and computer lab availability.;A 5-point Likert scale questionnaire was used to collect data on teacher attitudes toward the use of e-learning in education. Descriptive statistics were used to analyze much of the data generated from the questionnaire. Means, standard deviations, ranges, frequencies, percentages, and diagrams were used to compile and analyze the data. A t-test was used to test for statistically significant differences in teachers\u27 attitudes for the variables of academic degree, years of experience, computer course training, and computer lab availability.;The analysis of the responses to the questionnaire revealed that the female high school math teachers\u27 attitudes toward the use of e-learning were highly positive. The mean responses to the questionnaire items revealed that the teachers believed that e-learning made teaching more effective, more interesting, and enhanced the quality of teaching. There was general agreement that e-learning helped them meet the individual needs of the learners. The results of the study revealed that there were no statistically significant differences in teachers\u27 attitudes toward e-learning when examined for the variables of academic degree, years of teaching experience, computer course training, and computer lab availability. Recommendations were made for professional development, in-service training, technology integration, and logistics and infrastructure improvement

A Cooperative Development System for an Interactive Introductory Programming Course

We present a system for a cooperative development of computer programs that was created for the lab sessions of an introductory programming course at the University of Ljubljana, Slovenia. The system relieved the students from the tedious task of retyping programs developed by the teaching assistant and enabled them to cooperate with the teaching assistant in solving programming problems. We thus made the lab sessions more efficient and interactive and brought them closer to the spirit of active learning approaches

Immigration: Legislative Issues on Nonimmigrant Professional Specialty (H-1B) Workers

The economic prosperity of the 1990s fueled a drive to increase the levels of employment-based immigration. The nation enjoyed its longest economic expansion, and the unemployment rate had remained low. Both the Congress and the Federal Reserve Board then expressed concern that a scarcity of labor could curtail the pace of economic growth. A primary legislative response was to increase the supply of foreign temporary professional workers through FY2003. The 108th Congress now weighs whether to extend the increases or let the levels revert to the statutory limit