ICT use in the teaching of mathematics: implications for professional development of pre-service teachers in Ghana

Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana

Design a photovoltaic system based on maximum power point tracking under partial shading

Photovoltaic systems have been given special attention given their long-term potential advantages. Solar panels can produce maximum power at specific operating points called maximum power points (MPP). Solar panels must work at this particular stage in order to ensure that solar panels produce maximum power and maximize efficiency. The performance of the solar photovoltaic unit is strongly affected by the level of radiation, heat and partial shading condition. The partial shedding condition is one of vectors that can affect the PV cell performance. To overcome on this problem, this project proposes photovoltaic system based on maximum power point tracking of partial shading condition. The MPPT algorithm has many methods like P&O and PSO. P&O it had limitation that is not capable to cover the multi-peaks curves. Beside that the PSO method is more effective in partial shading condition. The voltage and current of MSX60 PV module are subjected to various insolation conditions. The Particle Swarm Optimization (PSO) algorithm based MPPT has been implemented to track maximum power partial shading condition. So, in normal condition the power reach 245 W which is higher than the power under partial shading condition that reach 100 W. The PV module is designed using MATLAB/SIMULINK. The accurateness of this simulator is verified with PV module, the result is practiced during normal condition and under partial shading condition meanwhile, multiple curves of I-V and P-V will produce during normal condition and partial shading condition

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

To take or not to take the laptop or tablet to classes, that is the question

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices

Evaluation of World Wide Web-based Lessons for a First Year Dental Biochemistry Course

First year dental students at The University of Texas Dental Branch at Houston (Dental Branch) are required to take a basic biochemistry course. To facilitate learning and allow student self-assessment of their progress, WWW-based lessons covering intermediary metabolism were developed as a supplement to traditional lectures. Lesson design combined text, graphics, and animations and included learner control, links to other learning resources, and practice exercises and exams with immediate feedback. Results from an on-line questionnaire completed by students in two different classes showed that they completed 50% of the lessons and spent an average of 4 hrs. on-line. A majority of the students either agreed or strongly agreed that practice exercises were helpful, that the ability to control the pace of the lessons was important, that the lesson structure and presentation was easy to follow, that the illustrations, animations, and hyperlinks were helpful, and that the lessons were effective as a review. The very positive response to the WWW-based lessons indicates the usefulness of this approach as a study aid for dental students

Semantic Integration of Cervical Cancer Data Repositories to Facilitate Multicenter Association Studies: The ASSIST Approach

The current work addresses the unifi cation of Electronic Health Records related to cervical cancer into a single medical knowledge source, in the context of the EU-funded ASSIST research project. The project aims to facilitate the research for cervical precancer and cancer through a system that virtually unifi es multiple patient record repositories, physically located in different medical centers/hospitals, thus, increasing fl exibility by allowing the formation of study groups “on demand” and by recycling patient records in new studies. To this end, ASSIST uses semantic technologies to translate all medical entities (such as patient examination results, history, habits, genetic profi le) and represent them in a common form, encoded in the ASSIST Cervical Cancer Ontology. The current paper presents the knowledge elicitation approach followed, towards the defi nition and representation of the disease’s medical concepts and rules that constitute the basis for the ASSIST Cervical Cancer Ontology. The proposed approach constitutes a paradigm for semantic integration of heterogeneous clinical data that may be applicable to other biomedical application domains

Creating An Information Technology Security Program for Educators

Information Technology (IT) Security education has become a critical component to college curriculum within the past few years. Along with developing security courses and degrees, there is a need to train college educators and disseminate the security curriculum and best-practices to other colleges. St. Petersburg College implemented a project entitled Information Technology Security and Education for Educators (ITSCEE) designed to address Priority III of the “National Strategy to Secure Cyberspace”, establishment of a “national cyberspace training program.” The project was designed to produce three nationally relevant IT Security degree and certificate programs at the associate, advanced technical certificate, and baccalaureate levels. Also, the project was designed to provide training and an opportunity for the Florida Community College Faculty to obtain certification in the IT Security arena to assist their institutions in deploying relevant IT Security degree programs. This paper will describe the evolution of this project, the success in meeting goals, lessons learned and techniques and best practices other colleges may use to enhance their programs

Teaching and learning in live online classrooms

Online presence of information and services is pervasive. Teaching and learning are no exception. Courseware management systems play an important role in enhancing instructional delivery for either traditional day, full-time students or non-traditional evening, party-time adult learners enrolled in online programs. While online course management tools are with no doubt practical, they limit, however, live or synchronous communication to chat rooms, whose discourse has little in common with face-to-face class communication. A more recent trend in online teaching and learning is the adoption and integration of web conferencing tools to enable live online classrooms and recreate the ethos of traditional face-to-face sessions. In this paper we present the experience we have had with the adoption of the LearnLinc® web conferencing tool, an iLinc Communications, Inc. product. We have coupled LearnLinc with Blackboard®, for the online and hybrid computer science courses we offered in the past academic year in the evening undergraduate and graduate computer science programs at Rivier College. Twelve courses, enrolling over 150 students, have used the synchronous online teaching capabilities of LearnLinc. Students who took courses in the online or hybrid format could experience a comparable level of interaction, participation, and collaboration as in traditional classes. We solicited student feedback by administering a student survey to over 100 students. The 55% response rate produced the data for this paper\u27s study. We report on the study\u27s findings and show students\u27 rankings of evaluation criteria applied to hybrid and online instructional formats, with or without a web conferencing tool. Our analysis shows that students ranked favorably LearnLinc live sessions added to Blackboard-only online classes. In addition, how they learned in live online classrooms was found to be the closest to the hybrid class experience with regard to teaching practices they perceived as most important to them, such as seeking instructor\u27s assistance, managing time on task, and exercising problem solving skills