E-Learning application as a Islamic mentoring on learning system of Informatics Engineering students

Information technology is developing very fast and is increasingly strengthened by the existence of the internet that has spread throughout the world. With the internet, the flow of information is increasingly spinning to the public and information technology applications have begun to emerge. These applications make it easy for people who use them, including e-mail, video conferences, mailing lists, chat, e-learning, and others. This paper implements an e-learning system as an Islamic mentoring in the Department of Information Engineering. The e-learning system has the potential to make the mentoring process more effective, because the interaction are wider open. Mentees can communicate with their mentors anytime via the internet. Through elearning, mentees can continue learning even if they are not physically present at weekly mentoring meetings. Mentoring activities become very flexible because it can be adjusted to the availability of mentee time. Learning activities occur through mentee interaction with learning resources available in e-learning applications and can be accessed from the internet. This e-learning application can be used as a supporting facility of Islamic religious mentoring using conventional methods where mentoring participants meet weekly with their respective mentors. With e-learning applications on Islamic mentoring, mentees can interact with their mentors wherever and whenever they are. With the prerequisites, they are connected to the internet

Technical boys and creative girls: the career aspirations of digitally-skilled youths

Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally-skilled teenagers (aged 13-19), we investigate their digital career aspirations and examine how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While we found digitally-skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, we highlight the growing importance of creativity as a career pathway into digital technology. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity

Providing an Elementary School Environment that Encourages Girls to See their Place in the STEM Fields

For many years, women have been underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields at the collegiate and professional levels. The two primary reasons for this underrepresentation are the influence of gender stereotypes and biases surrounding STEM and the lack of female role models in the STEM field. Elementary educators must do what they can to address these issues in an effort to allow girls to see their place in STEM. To help counter the influence of gender stereotypes and biases in STEM, elementary educators should integrate STEM into the classroom for all students to participate and have conversations with students about the gender discrepancies in STEM. To address the need for female role models in STEM, elementary educators should utilize classroom speakers, a diverse classroom library, an inclusive classroom environment, and an effective mentoring program to allow girls to see themselves represented in STEM. While this will not fully eliminate the gender gap in STEM, it will help girls to see their place in the STEM fields from a young age

The Effects of STEAM-Based Activities Gifted Students’ STEAM Attitudes, Cooperative Working Skills and Career Choices

STEAM is one of the teaching strategies frequently used in science education in recent years to ensure the development of students of different ages and characteristics. This study aimed to reveal the effect of STEAM-based activities on gifted students' STEAM attitudes, cooperative working skills, and career choices. For this purpose, a single group pre-test post-test design was used. Thirty-seven secondary school fifth-grade students (10-11 years old) diagnosed as gifted participated in the research. STEAM-based activities were applied to the students for ten weeks. STEAM Attitude Scale, Cooperative Learning Process Scale, and an open-ended question form for career choices were used as data collection tools. The Wilcoxon Signed Rank Test was used for the quantitative data analysis, and thematic analysis was used for qualitative data. At the end of the application, it was observed that the students' attitudes toward STEAM increased; cooperative working skills improved; they turned to STEAM disciplines in their career choices. It is recommended to give STEAM education to gifted students from an early and guide them to shape their careers

Building an Inclusive Talent Pipeline: A Study on Women of the Indian Informational Technology Sector

Of the many women that are a part of the Informational Technology (IT) workforce, very few make it to senior roles. Occupational commitment measured as affective (AC), normative (NC), and continuance (CC) as well as career satisfaction (CS) are considered to be crucial in understanding this pattern of women not making it to senior roles. AC explains one\u27s emotional attachment to their career, NC is the obligation to stay the course in a career, and CC explains the opportunity cost to transfer from one career to the next. This study aims to understand the role of individual determinants (career identity, career adaptability) and occupational culture fit (the concept of screening potential candidates that is focused on aligning employees and employers with shared values, beliefs, and attitudes). This study also focuses on forms of organizational support (managerial support, job autonomy) that either act as enablers or barriers to sustaining commitment and satisfaction in IT occupations. Data collected from 200 IT women with at least 5 years of experience working in top 20 NASCOM companies were regressed to test the hypotheses. The result indicated that women with high scores in occupational culture (i.e., greater congruence with IT occupational demands) show higher career satisfaction (CS), affective commitment (AC), and normative commitment (NC). This indicates that there is a chance for organizations to actively improve women’s occupational demand of long, late, and erratic work schedules by looking at their safety and providing flexi-timing to help them manage a work-life balance. A performance evaluation system that focuses on results, rather than hours of effort, and that allows women flexibility to attend to certain late-night commitments at home could go a long way in helping them achieve a better culture fit. Women with strong career identities show higher AC and CC. Women that have high career identities are intrinsically motivated and place a high value on their work; hence, they continuously seek skill improvement opportunities. Employers can utilize this knowledge to proactively identify female employees with high career identities early in their professional journey then engage them in tasks that are meaningful and aligned with their interests and values. Further, results indicated that job autonomy—a person\u27s ability to have an influence over what happens in their work environment, in particular, the ability to influence matters that are relevant to their personal goals—led to higher CC; higher managerial support leads to career satisfaction, thereby indicating that managers can provide support by providing a participative decision-making mechanism and flexible timing for better work-life balance

More Than Peer Production: Fanfiction Communities as Sites of Distributed Mentoring

From Harry Potter to American Horror Story, fanfiction is extremely popular among young people. Sites such as Fanfiction.net host millions of stories, with thousands more posted each day. Enthusiasts are sharing their writing and reading stories written by others. Exactly how does a generation known more for videogame expertise than long-form writing become so engaged in reading and writing in these communities? Via a nine-month ethnographic investigation of fanfiction communities that included participant observation, interviews, a thematic analysis of 4,500 reader reviews and an in-depth case study of a discussion group, we found that members of fanfiction communities spontaneously mentor each other in open forums, and that this mentoring builds upon previous interactions in a way that is distinct from traditional forms of mentoring and made possible by the affordances of networked publics. This work extends and develops the theory of distributed mentoring. Our findings illustrate how distributed mentoring supports fanfiction authors as they work to develop their writing skills. We believe distributed mentoring holds potential for supporting learning in a variety of formal and informal learning environments

E-mentoring: A Model and Review of the Literature

With the growth of technology and greater use of virtual teams, organizations have increasingly begun to use e-mentoring for socializing, training, and developing individual employees via technology. Despite the growing importance of e-mentoring, relatively little research has examined its process or effectiveness. Therefore, we: 1) provide a framework for understanding the e-mentoring process, 2) review the e-mentoring literature, and 3) present hypotheses to generate additional research on e-mentoring. As technology develops, the use of e-mentoring and, thus, the need to better understand it will grow

STEM projects for female pupils at Universities of Applied Sciences. Analysis of impact mechanisms and meta-evaluation of empirical evidence

An deutschen Hochschulen für angewandte Wissenschaften existieren zahlreiche Angebote, um Schülerinnen für Studiengänge und Berufe im MINT-Bereich zu begeistern. Wissenschaftlich gesicherte Erkenntnisse über deren Wirksamkeit fehlen jedoch weitgehend. Ausgehend vom aktuellen Forschungsstand entwickeln wir eine mehrstufige Wirkungslogik dieser Maßnahmen und analysieren anschließend die Methodik der uns vorliegenden 13 Evaluationen mithilfe einer Meta-Evaluation. Die Befunde zeigen, dass diese Evaluationen von MINT-Projekten nur sehr eingeschränkt der Erfolgsmessung dienen, da sich die schriftlichen Fragebögen größtenteils auf kurzfristige Erfolgsindikatoren beschränken und die Untersuchungsdesigns nicht den Ansprüchen einer Kausalanalyse genügen. (DIPF/Orig.)Universities of Applied Sciences in Germany offer numerous programs for female pupils in order to spark their interest in studying and working in STEM disciplines. Yet, scientifically verified impact assessments of these programs are still largely missing. Proceeding from the current state of research, we develop a multi-level impact logic of these programs and subsequently analyze the applied methods in 13 evaluations that are accessible to us using a meta-evaluation. Our results show that these evaluations of STEM projects are constrained in their ability to measure success because their questionnaires mostly focus on very short-term success indicators and their research designs don’t fulfill the requirements of causal analyses. (DIPF/Orig.

Computing! Shifting the Paradigm by Describing Female's Attitudes Towards Computing

The careers of the 21st Century influence every aspect of society's workforce and contribute to occupations found within the Science, Technology, Engineering, and Mathematics (STEM) pathways. While the growth of the number of technical occupations is increasing; the number of females studying or starting careers in computer science is decreasing. The decline of females in computer science career fields has serious consequences for their education and careers in technology fields. The ability to provide material that has deep meaning for females is the key to creating a curriculum that appeals to female students. One key to increasing enrollment into computer science careers and majors at college is by making the introductory courses more enjoyable for students. The students' perception of themselves and computer science education or career choice are often that it is not an attainable degree for them as females. The representation of females into computer science careers is relatively low and decreasing at an alarming rate. Career exploration is necessary for both the student and the parent to provide career benefits along with positive work outcomes for the student involved. The findings showed that adult and high school females had a higher confidence level with computing, which indicated they are probably more confident using computers even though the scores indicated uncertainty about favoring computers. The final conclusion was female students were uncertain or not sure about their attitudes toward computing.KEYWORDS: STEM, MNTC, IT, career exploration, helicopter parent, mentor, gender specific, Likert-type scaleEducation (PhD