Methodology and/or Technology: Making Difference in Improving Students\u27 Problem Solving Skills

Wirelessly networked, in-class computing opens a wide array of possibilities for active instructional methodologies (Hrepic, Rebello, & Zollman, 2009). Earlier studies showed a substantial potential that the pen input computers combined with interactive software like DyKnow (www.dyknow.com) may have in facilitating students’ problem solving ability. The session has two goals. The first one is to demonstrate the instructor-student classroom interaction dynamics enabled or facilitated by DyKnow software and pen-input computers. The second one is to present selected research findings associated with student learning while using this technology. The most recent of our studies was to isolate the effect of the methodology itself from that of the involved technology for improving student problem solving skills. References: Hrepic, Z., Rebello, N. S., & Zollman, D. A. (2009). Remedying Shortcomings of Lecture-Based Physics Instruction Through Pen-Based, Wireless Computing And DyKnow Software. In N. H. Salas & D. D. Peyton (Eds.), Reading: Assessment, Comprehension and Teaching (pp. 97-129): Nova Science Publishers; [reprinted in Journal of Education Research, 3(1/2), 161-190 (2009)]

Productive and cognitive innovation strategy:African framework design

Since the mid 1900’s, economist have come to recognize the role of innovative activity in firms productivity growth, particularly in the competitive market economies. However, the most conducive market environment for innovative activity has also become a subject of interest. Thus, a major constraint on industrial dynamism in African countries is said to be the dearth of indigenous entrepreneurs. This paper therefore argued for the provision of comprehensive innovation policy, in which the government supports the innovators by providing appropriate financial measures; removing regulatory, institutional (competitive) obstacles to innovation; and strengthening the knowledge base through investment in education, research and industrial sites in Africa.innovation policy; Africa; Nigeria; investment; productivity; science parks; business clusters; economic zones; inventions; free trade zones; cognitive revolution, industrial revolution; infrastructures; technology; research and development; venture capital

Computing in a social context : gender difference in participation

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl\u27s differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl\u27s decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls\u27 participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models