Use of the Internet Connection in Selected Illinois Schools

The purpose of this study was to investigate the practice of school districts connecting to the internet within the Southern Illinois Instructional Technology Association. The research questions for this study were: (a) Should an internet connection be initiated, continued, improved, or terminated? (b) To what extent is connecting to the internet cost effective for schools? (c) To what extent do increased program expenditures increase the use of the internet connection by staff and students? (d) To what extent does the program achieve its intended objectives? The review of literature indicated that school districts can effectively use an internet connection as a resource for students, staff and administration. Those school districts initiating a successful connection have also budgeted funds to train staff members in the use of the internet. A survey instrument was developed by the researcher to seek information related to the research questions. The participants were the 76 superintendents of the Southern Illinois Instructional Technology Association. The geographic area of the sample was from Effingham, Illinois, to the southern tip of Illinois. The survey was mailed to the 76 superintendents of the target population in November of 1996. The study found that 68% of the respondents were connected to the internet. Those districts connected to the internet also reported an average assessed valuation two times as high as those districts not connected. The study found that it can be cost effective for school districts to connect to the internet. The study also found that the amount of money spent on the internet connection and training affects the use of the connection. The findings of the study will be used to compare the status of the internet connection in the Effingham Unit 40 Schools to the ideal. The results of this study will help school districts officials to ascertain whether or not an internet connection should be a part of their educational program. The researcher concluded that the funds expended on the internet connection and training in its use affect the number of students and staff using the connection

Presented at New Factual Storytelling Symposium, Canberra

Presented Master of Arts research at New Factual Storytelling Symposium, Canberra, by Skype, and screened my film 'Greensplat' http://ucdoclab.blogspot.co.nz/p/news.htm

Design of the user interface for a document browser supporting interactive search

Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1994.Includes bibliographical references (leaves 85-86).by Frank Y. Ho.M.Eng

Special Libraries, Winter 1995

Volume 86, Issue 1https://scholarworks.sjsu.edu/sla_sl_1995/1000/thumbnail.jp

Place for video games : a theoretical and pedagogical framework for multiliteracies learning in English studies

Students are now involved in a vastly different textual landscape than many English scholars, one that relies on the “reading” and interpretation of multiple channels of simultaneous information. As a response to these new kinds of literate practices, my dissertation adds to the growing body of research on multimodal literacies, narratology in new media, and rhetoric through an examination of the place of video games in English teaching and research. I describe in this dissertation a hybridized theoretical basis for incorporating video games in English classrooms. This framework for textual analysis includes elements from narrative theory in literary study, rhetorical theory, and literacy theory, and when combined to account for the multiple modalities and complexities of gaming, can provide new insights about those theories and practices across all kinds of media, whether in written texts, films, or video games. In creating this framework, I hope to encourage students to view texts from a meta-level perspective, encompassing textual construction, use, and interpretation. In order to foster meta-level learning in an English course, I use specific theoretical frameworks from the fields of literary studies, narratology, film theory, aural theory, reader-response criticism, game studies, and multiliteracies theory to analyze a particular video game: World of Goo. These theoretical frameworks inform pedagogical practices used in the classroom for textual analysis of multiple media. Examining a video game from these perspectives, I use analytical methods from each, including close reading, explication, textual analysis, and individual elements of multiliteracies theory and pedagogy. In undertaking an in-depth analysis of World of Goo, I demonstrate the possibilities for classroom instruction with a complex blend of theories and pedagogies in English courses. This blend of theories and practices is meant to foster literacy learning across media, helping students develop metaknowledge of their own literate practices in multiple modes. Finally, I outline a design for a multiliteracies course that would allow English scholars to use video games along with other texts to interrogate texts as systems of information. In doing so, students can hopefully view and transform systems in their own lives as audiences, citizens, and workers

The Progress of Ambiguity: Uncertain Imagery in Digital Culture

Within a culture of persistent efficiency, ambiguous imagery represents a critical alternative. This thesis bridges studies in technology history, network and political theory, and art history. It attempts to account for contemporary artistic practices that critically address some of the objectionable tendencies within digital culture. These practices, this thesis proposes, may be best characterized by their radical use of ambiguity and un-certainty – qualities at clear odds with the rational, efficient nature of digital technologies. This thesis indicates a lineage of this nature in computer and Internet history, twentieth-century cybernetics, and larger philosophic histories. Rooted in symbolic logic, digital technologies carry a heritage of disambiguation—a dominancy of overdetermined, reason-based principles writ furtively in algorithms and protocols. They thus espouse ideologies via systematized calculation and centralized command, despite the commonly-perceived transparency, fluidity and egalitarianism of the Net. Working within-but-against these surreptitious structures are radical practices that critique, undermine, leverage, and offer alternatives to ideologies of disambiguation. In opposition to a contracted, answers-fixated dominant culture, artists are advantageously positioned to point back to the realm of questions – in all of its arable uncertainty, inquisitiveness and ambiguity. This thesis is structured around case-studies of artwork made by Constant Dullaart, Rosa Menkman, Jon Rafman, Internet Surfing Clubs, Ryan Trecartin, and Oliver Laric. Their practices contest the disambiguous nature of digital technologies to open up critical fissures in the semantic structure of digital culture

The digital feminine

This MFA is a visual art critical investigation of digital representations, manipulations, and exploitations of feminine figures in cyberspace. The particular focus of this study is centred on the work of self-titled reality artist Signe Pierce, as well as my own practical body of work: The Digital Feminine. Case studies of Pierce’s practice include Big Sister (2016), Halo (2018), American Reflexxx (2013) and Reality Hack (2016). Through these case studies I examine the nature of identity formation online as underscored by notions of performativity as well as arguments for the use of feminine aesthetics as feminist critique, specifically through the use of the ‘Venus Flytrapping’ method. Jean Baudrillard famously theorised the hyperreal and the simulacra, claiming that human experience is a simulation of reality1. My MFA thesis addresses contemporary concerns relating to issues of reality, perception, the gaze, and identity in an increasingly virtual world. The 20th century witnessed massive changes in technology, and its subsequent commercialisation marked new territories for mass media, politics, entertainment, social life, and the art world. Avant-garde modern art movements shattered previously held standards of traditional artistic production, thus ideas surrounding the ‘art object’ and the role of artists themselves were fundamentally changed. In a postmodern world where nothing is sacred and life is experienced through the simulacra of the screen, the hyperreal takes over. I investigate how real-world socio-political issues, particularly those related to gender, transcend into the digital realm of cyberspace through discussions of Donna Harraway’s ‘cyborg feminism’ and Judith Butler’s ideas of gender performativity, as well as Erving Goffman’s ideas of everyday performativity. My final body of work for the professional art practice component of this MFA is realised in the form of an immersive installation that straddles the virtual and the real. Influenced by digital and hyperreal aesthetics (such as VapourWave), this installation also explores various expressions of femininity that an individual can express both online and in real life