Utilization of the Small Business Advancement National Center in Creating a More Viable Classroom Setting and Vibrant up to Date Research

This article provides the reader with a better understanding of how to utilize the Small Business Advancement National Center in their classroom and their research. The Center's website is used by numerous colleges and universities for research and  classroom information. The Electronic Resource allows the professor and students a much greater opportunity to communicate via the Internet and e-mail as well  as receive classroom and business consulting information. The paper also gives ideas as to how to utilize other Internet interfaced teaching tools

Analisis Perancangan Prototype Internet of Things (Iot) Pada STMIK Neumann

The use of computers in the future can dominate human work and defeat human computing such as controlling electronic equipment remotely using internet media, Internet of Things (IoT) allows users to manage and optimize electronics and electrical equipment using the internet. This makes these machines work alone and humans can enjoy the work of these machines without having to bother managing them. The workings of the Internet of Things (IoT) are quite easy. Every object must have an IP Address. After an object has an IP address and is connected to the internet, the sensor is also installed. Currently at STMIK NEUMANN has complete facilities for each classroom and lab room where air conditioners, lamps and other electronic devices are still manually controlled so that staff sometimes forget to turn off air conditioners, lights and other electronic devices. Therefore, by utilizing the internet network at STMIK NEUMANN the author tries to make a simulation of the Internet of Things (IoT) to make it easier for staff to control electronic devices in STMIK NEUMANN

Communicating mathematics through the internet: A case study

The Internet is enabling new forms of teaching and learning. Connecting, through the Internet teachers to teachers, students to students, students to teachers, and perhaps most important, bringing the world of information inside the classrooms is reshaping the classroom setting, the role of educators, and students’ perception concerning what they need to know. This study was intended to describe and analyze how students reacted to instruction delivered through the Internet, and their perceptions concerning the potentiality of the Internet to teach and learn mathematics. The setting for this study was the context of a college classroom, where participants were attending a mathematical communication and technology course. All students and the instructor were located physically in a mathematics computer laboratory in which the course content was presented to the students through the Internet. Data was collected from observations in the mathematics computer laboratory, and from semi-structured interviews using electronic-mail and unstructured open-ended interviews. Findings suggest that students had a deeper involvement in class activities due to the Internet links which created a more meaningful experience for them.The Internet is enabling new forms of teaching and learning. Connecting, through the Internet teachers to teachers, students to students, students to teachers, and perhaps most important, bringing the world of information inside the classrooms is reshaping the classroom setting, the role of educators, and students’ perception concerning what they need to know. This study was intended to describe and analyze how students reacted to instruction delivered through the Internet, and their perceptions concerning the potentiality of the Internet to teach and learn mathematics. The setting for this study was the context of a college classroom, where participants were attending a mathematical communication and technology course. All students and the instructor were located physically in a mathematics computer laboratory in which the course content was presented to the students through the Internet. Data was collected from observations in the mathematics computer laboratory, and from semi-structured interviews using electronic-mail and unstructured open-ended interviews. Findings suggest that students had a deeper involvement in class activities due to the Internet links which created a more meaningful experience for them

Communicating mathematics through the internet: A case study

The Internet is enabling new forms of teaching and learning. Connecting, through the Internet teachers to teachers, students to students, students to teachers, and perhaps most important, bringing the world of information inside the classrooms is reshaping the classroom setting, the role of educators, and students’ perception concerning what they need to know. This study was intended to describe and analyze how students reacted to instruction delivered through the Internet, and their perceptions concerning the potentiality of the Internet to teach and learn mathematics. The setting for this study was the context of a college classroom, where participants were attending a mathematical communication and technology course. All students and the instructor were located physically in a mathematics computer laboratory in which the course content was presented to the students through the Internet. Data was collected from observations in the mathematics computer laboratory, and from semi-structured interviews using electronic-mail and unstructured open-ended interviews. Findings suggest that students had a deeper involvement in class activities due to the Internet links which created a more meaningful experience for them.The Internet is enabling new forms of teaching and learning. Connecting, through the Internet teachers to teachers, students to students, students to teachers, and perhaps most important, bringing the world of information inside the classrooms is reshaping the classroom setting, the role of educators, and students’ perception concerning what they need to know. This study was intended to describe and analyze how students reacted to instruction delivered through the Internet, and their perceptions concerning the potentiality of the Internet to teach and learn mathematics. The setting for this study was the context of a college classroom, where participants were attending a mathematical communication and technology course. All students and the instructor were located physically in a mathematics computer laboratory in which the course content was presented to the students through the Internet. Data was collected from observations in the mathematics computer laboratory, and from semi-structured interviews using electronic-mail and unstructured open-ended interviews. Findings suggest that students had a deeper involvement in class activities due to the Internet links which created a more meaningful experience for them

Managing educational leadership and online teaching in a diverse technological society

This paper consisted of an overview of leadership and its definition and\ud a discussion of who and what surrounds the leader in a diverse society of everchanging technology as he/she make decisions that impact the students, teachers\ud and staff of school districts and other educational institutions. The discussion\ud supported the notion espoused by Thomas Freeman that the world is indeed truly\ud flat and getting smaller through instant communication. Leaders interested in\ud applying the best practices in communicating are now able to utilize the internet in\ud ways that can save time, energy and money. Selected technology and best\ud practices from various disciplines were outlined as examples of how leaders can\ud bring about positive change and focus on cutting edge techniques for classroom\ud and business applications. Methods were discussed in the use of an analysis of a\ud business or corporation, to the use of bringing experts to students, university\ud professors, managers and chief executive officers via the internet and other\ud electronic devices. The author included several examples of best practices for use\ud with the adult or P-12 learners in the classroom, or managers of a Fortune 500\ud organization. Examples of how to conduct live, online international connections\ud were presented in detail. Key concepts such as defining leadership, who controls\ud leaders, and the managing leadership in a diverse society as contradiction were\ud discussed

Network-Based Classrooms

Computer-mediated communication is an increasingly familiar part of the educational experiences of students from elementary school through graduate school. This is not surprising, because electronic mail, bulletin boards, gopher servers, and other forms of telecommunication offer conveniences and exciting new possibilities for learning. The rapid expansion of the Internet, the availability of low-cost modems and high-speed data lines, and a growing awareness of the educational possibilities are leading to major changes in classrooms. The many ways in which network-based classrooms are used highlights questions about the goals and means of education that are too often pushed aside. By affording new ways of communicating, these classrooms ask us to rethink questions such as: What role should the teacher have in the classroom? How can students support each other???s learning? What kinds of writing should students learn to do? How should we accommodate, or balance, student interests with other curricular concerns? What is needed to make a classroom become a true learning community? In addition to raising these questions, they provide us with new possibilities for answering them.published or submitted for publicationis peer reviewe

Using electronic design process portfolios in networked learning

The Design Link for Art and Science project at the University of the Arts in Philadelphia, PA USA has involved four middle schools, an art museum, a science museum and University staff in a collaborative effort to apply design thinking to the teaching of art and science using electronic media, the internet and videoconferencing technologies. The project required development, implementation and assessment in one year of curriculum, technology training, and classroom application. Most of the teachers involved were unfamiliar with design, and technology was not in place at the project's start. Computer-based tools to support design activity, with or without Internet connectivity, were developed. These templates, into which drawings, text, pictures, video and clipart could be easily inserted, were organised to support different modes of design thinking. Teachers learned about designing by using the tools to plan and present their classroom projects. The project portfolios they prepared were then developed by their students into self-assessed electronic "design process portfolios". These multimedia files were exchanged through e-mail, presented and discussed through videoconferencing, and saved to an accessible Intranet server

Effectiveness of Hybrid Learning Environments

Hybrid learning environment (HLE) is a classroom- and computer-based environment that is an open system, allowing synchronous and asynchronous interactions and encounters with other participants. This paper assesses the learning effectiveness of students in HLE for two core MSIS courses at DSU. In conclusion, the results attest to the viability of HLE. In-class and video conferencing students get to benefit from the virtual classroom setting (supporting web-site, asynchronous communication via electronic discussion board and email, and the opportunity to review the recorded class), while Internet students get to benefit by reducing the anxiety and feeling of isolation through the opportunity to feel and experience the classroom setting. HLE affords alternative delivery mechanisms, thereby accommodating various learning models

Demand for Multimedia in the Classroom

This study elicits preferences for multimedia in the classroom for students and faculty members in agricultural economics. Employing an Internet-based conjoint ranking survey, the results show that students prefer multimedia instructional tools over a traditional chalkboard/whiteboard lecture format while faculty members do not. Neither students nor faculty members are enthusiastic about electronic textbooks, and students will accept them only if they save $80. Finally, preferences for multimedia are shown to differ with students who self-report differing note-taking abilities, preferences for chalkboard lectures, and the need for an engaging class. Successful multimedia adoption requires appropriate use and lowering costs for students.conjoint ranking, instruction, microeconomics, multimedia instruction, valuation, Demand and Price Analysis, Financial Economics, Institutional and Behavioral Economics, Research and Development/Tech Change/Emerging Technologies, Teaching/Communication/Extension/Profession, A22, Q19,

An investigation of Nebraska art teachers\u27 perceptions and usage of internet technology.

In order to prepare students to be life long learners in a rapidly changing global and technological society, educators need to promote the use of appropriate technology to support quality learning. Art students, as well as all of today\u27s students, need to be effective communicators, creative problem solvers, and be able to access and manage information in an electronic world. Although Nebraska is already a national leader in telecommunications and telecomputing, the extent to which technology is used and will be used in specific disciplines is as yet unclear. An important first step in supporting the future use of Internet in the art classrooms of Nebraska is to determine the current use and perceptions by art teachers. The purpose of the present study is to explore the perceptions and usage of the Internet by current art teachers in the state of Nebraska. A survey was distributed in March 1995 to approximately 588 public school art teachers who were certified in the state of Nebraska. All participants were presently teaching art all or part of the day. The survey combined a series of Likert scale and open ended questions to determine usage and perceptions of the Internet, as well as some more traditional computer tools. By March 24, 1995, a total of 294 surveys were returned, which represented a 50 percent return rate. To help validate the survey responses, 20 structured interviews were conducted. Survey and interview data revealed positive perceptions of Internet; but low usage, limited access, frustration with using this new technology, and a general lack of knowledge on how to successfully integrate Internet technology into the art curriculum. The study results also indicated greater need for Internet access in the classroom, enhanced and specialized Internet training for art teachers, and more specialized curriculum development that reflects the potential use of the Internet in the art classroom. This study also revealed positive perceptions towards Internet implementation despite teacher frustration in learning and using these new technologies. If effective training is provided for Art and Internet integration, art teachers seem willing to use Internet in the classroom to enhance student learning. The results of this study encourage longitudinal research regarding perceptions and usage of Internet in the art classroom, as well as research investigating Internet usage in all academic disciplines