Learning network storage curriculum with experimental case based on embedded systems

In this paper, we present an experimental case for the course of Network Storage and Security, which benefited from an improved learning outcome for our students. The newly designed experiments-based contents are merged into the current course to help students obtain practical experiences about network storage. The experiments aim to build a network storage system based on available resources instead of any specialized network storage equipment. Technically, students can learn general practical knowledge of network storage on iSCSI (a network storage protocol based on IP technology) and also the technologies of embedded system. Through the experimental case, we found that it could fully enhance students\u27 comprehensive and practical abilities, develop students\u27 teamwork spirit and creativity, and especially improve the learning outcome of network storage curriculum. These learning and thinking methods can also be generalized and applied to other computer science related courses

Exploring Teacher’s Attitudes and Behaviors in Implementing Instructional Technology into Curriculum

This program evaluation explored how effective integration of technology resources and systems with teacher training and curriculum development can occur despite teachers limited technology competencies. Theses competencies increase when teachers have desire and opportunities to become better acquainted with utilizing digital tools. Perceived technology integration skills of teachers solely, cannot predict the effective integration of technology in student products to address new learning (Ertmer, 2005). Technology integrated lesson plans, the relationship between teachers\u27 beliefs and their use of various strategies to integrate technology and a model that teachers can use to guide them through the necessary changes they will need to make to be successful in integrating new technology into their classroom (Wong, Li, Choi, & Lee, 2008). This process offers the potential to assist teachers in identifying and assessing Wisconsin’s mandated student technology literacy standards. Continuity of professional development, time for both professional and curricular development activities (such as reviewing the software, exploring available resources, and creating new lessons) and technical, administrative, and pedagogical support for teachers can facilitate strategies to integrate technology in all content areas (Lim & Khine, 2006)

Diffusion of Innovations in Urban and Suburban Oklahoma School Districts

There are many disparities between urban and suburban schools, including the adoption of innovations (Huberman & Miles, 2013). This study examined the Diffusion of Innovations theory (Rogers, 2003) and its potential application to urban and suburban Oklahoma schools. The purpose of the study was to identify key elements that indicate the diffusion of innovations in urban and suburban schools. The methods of data collection for the study were survey research and document analysis. Information related to the diffusion of innovations in urban and suburban Oklahoma schools, characteristics of innovative schools and descriptions of innovative teaching practices were gathered from 145 participants who completed the survey. A Kruskal-Wallis Test was conducted to examine the differences in Profile of Instructional Technology Use in Schools scores, levels of expertise with technology, and levels of importance of methods for learning about technology according to the district type and role of each participant. Significant differences were found between urban and suburban parents, teachers and staff (χ2 = 66.81, p < .001, df = 5). The results indicated that participants who regard themselves as being members of an urban school district had significantly lower Profile of Instructional Technology Use in Schools scores than Suburban members.The results indicated that participants who identified themselves as Suburban Teachers had significantly higher Profile of Instructional Technology Use in Schools scores than participants in other roles and district types. There was also very strong evidence (p < 0.001, adjusted using the Bonferroni correction) of a difference between groups in Profile of Instructional Technology Use in Schools scores. Urban parents, teachers, and staff are significantly different from one another, and this finding suggests that innovations are diffusing at different rates in than with suburban parents, teachers, and staff. This is significant for urban schools because it speaks to the differences in innovations being diffused. Innovations are diffusing differently throughout urban school districts, which contrasts with how innovations are being diffused in suburban school districts. Characteristics of innovative schools, definitions of innovative teaching practices, levels of expertise with educational technologies used in schools, educational budgets and perceptions of the use of educational technologies by teachers are key elements that indicate the perceptions of the diffusion of innovations in selected Oklahoma urban and suburban schools

Web Cube: A New Model for 3-D Web Browsing Based on Hand Gesture Interaction

3-D web browsing is a promising trend for interaction with web content. However it is still illusive between virtual reality applications on the one side, and conventional web browsing on the other. In this research we propose a new model for 3-D web browsing that capitalizes on features of virtual reality technology with those of conventional browsing in order to provide an enhanced interactive user experience with web content. The new model is based on representing information content elements in 3-D perspective and organizing them inside a 3-D container that we call a “Web Cube” for 3-D web browsing. Furthermore, the model defines appropriate interaction mechanisms based on hand gestures. The model has been evaluated using an experimental technique to evaluate its efficiency, and a questionnaire to evaluate user satisfaction

Fez e-Government Project : an initiative transforming scientific research to value in Morocco

Project evaluation reveals the Fez e-Government Project (eFez) has demonstrated a transformative capacity and influence on the Bureau d’Etat Civil (BEC). Archaic functioning of local government offices led to citizen-unfriendly service delivery characterized by organizational misbehaviours such as monetary bribes in order to be served or to speed up service delivery (i.e. certificate issuance). Project partners automated the BEC back office, while electronically enabling the front office via a web portal and a related touch screen kiosk, available for public use and adapted for the illiterate. eFez brought about unprecedented efficient institutional governance in Morocco, in a developing country context

ANALYSING DIGITAL LITERACY FRAMEWORKS.: Research Report for "A European Framework for Digital Literacy" (eLearning Programme 2005-2006).

This paper presents the comparative analysis of ten frameworks for ICT and Education. These frameworks have been selected as representative of the different policies and strategies deployed by governments from the turn of the century to 2005 to address the digital literacy educational challenge. The analysis focuses on the characteristics of these frameworks, and on the ultimate results that have been attributed to them. A more detailed description of each one can be found in the accompanying information files that make up the annexes.Ce document comporte une analyse comparative de dix programmes-cadres pour l'intégration des technologies de l'information et de la communication dans l'éducation. Ces programmes ont été sélectionnés en tant que représentatifs des différentes politiques et stratégies mises en oeuvre par les gouvernements ces dix dernières années pour répondre au défi de la litéracie numérique. Cette analyse porte principalement sur les caractéristiques de ces programmes et sur les résultats qui leur ont été attribués. Une description plus complète de chaque programme est accessible dans le document annexe

Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers

This study explored the utilization of best practices surrounding content and delivery strategies for educational technology preparation of undergraduate preservice teachers within some of the top public U. S. institutions of higher education (IHEs). This study was needed due to the changing nature of technology, a critical need to better prepare preservice teachers, and mixed opinions on what should be included in their preparation. The respondents were representatives from 11 NCATE-accredited, public IHEs. The 54 participants included deans, teacher educators, librarians, instructional technology staff, and department heads. Data were collected through semi-structured interviews, surveys with selection and open-ended questions, and course syllabi related to technology. Data were analyzed using content analysis to review and code the documents, interview data, and survey data, which included constructing categories. The constant comparative method was used to determine emerging themes. Results revealed that the responding IHEs are preparing undergraduate preservice teachers to implement technology in their future classrooms both within and beyond required educational technology courses and that they are using many best practices and strategies as presented in the research literature and standards. However, only one of the 11 IHEs reported preservice teachers were required to take a technology course concurrently with a methods course, considered to be an important practice. Technology sandboxes were reported to be an effective way for preservice teachers to explore and learn about emerging digital tools, and meeting the challenge of the ever-changing nature of technology. Respondents reported challenges surrounding technology integration including a deadline to meet revised accreditation standards in spring 2016 as IHEs transition from NCATE to CAEP standards (CAEP, 2013). This study found IHEs are still facing historical challenges, such as varying technology dispositions among teacher educators, inservice teachers, preservice teachers, and institutional constraints. Some of the solutions to these challenges included the use of consultants to work with teacher educators and inservice teachers and preparation using digital tools outside of the required technology course. Implications of the results are discussed relative to the reported solutions of the IHEs, despite past and new challenges surrounding undergraduate technology preparation

Evaluating the user perceived usefulness of enterprise social networking

This paper aims to identify user perceived usefulness of enterprise social networking within the public and private sector of Wellington NZ. It aims at determining the specific factors that appeal to enterprise social networking users. Abstract This paper first outlines the global trend towards enterprise social networking based on academia and information technology industry papers. It draws parallels between enterprise social networking and KM to better understand the unique attributes of enterprise social networking. In particular it brings to focus the social nature of enterprise social networking and the use of modern technologies that facilitate ease of use. It also highlights the community nature of enterprise social networking and its importance in managing knowledge security, quality, trust and sense of sharing. These dimensions help form the basis on which the interview questions are based. Anti- positivism philosophical approach is used to peer into user perceptions and make sense of the research findings. The outcome of this study is to better understand contemporary views on the topic and shape future direction in better dissemination of enterprise social networking in the local industry. The focus on what the user perceived usefulness of social networking within wellington will give insights into user adoption strategies for enterprise social networking