Engage students in news writing

The technologies evolution impacts how information is produced and consumed by users. Nonetheless, with the spread of information content available on most online news platforms, the misinformation increases alongside the less credible content. In this scope, the present research aims to develop a technological ecosystem to promote students’ writing ability. The system will help students, search for credible content to create school newspapers. Thus, in this article, the architecture of the solution for news writing tool for the Portuguese language is presented. This paper aims to introduce a constructive approach that presents the system architecture that will support the development of a news creation tool.publishe

From Kansas to Queensland: Global learning in preservice elementary teacher education

Communication of information between groups of humans has been extended through out history progressing from smoke signals, drum beats, message couriers, post, telegraph, telephone and now the ICT. The time between the utterance of a message and the reception of that message has progressively decreased. We are now able to communicate relatively cheaply, simultaneously sharing and responding to ideas and thoughts on a scale never previously possible. Although the technology exists to make possible easy access to people in all parts of the world, we still lack understandings of the aspirations and sensitivities of other cultures with whom we can communicate. This project supported pre-service elementary teachers in two countries – Australia and the United States – to engage in collaborative learning through Internet communications. The purpose of the project was to develop greater understanding of other’s cultures, and practices in teaching elementary students. Students attending an Australian preservice primary science methods course were matched with a cohort of undergraduate preservice elementary student teachers from a university in the United States studying an integrated mathematics science methods course. Over a six-week period the students engaged in the computer-mediated communication and were encouraged to learn about mutual cultural practices and primary/elementary science education in both countries. The outcomes demonstrated that students involved in the project benefited from an array of different and enriching learning experiences. Students benefited through enhanced understanding of the teaching of science and an appreciation of the common problems confronting science education in both countries. However, there was little engagement in debate or discussion of individual differences and the cultural context of each other’s country even when opportunities presented themselves. Nevertheless, the on-line tasks provided the pre-service teachers with the experience and confidence to engage their own students in similar global learning initiatives when they become teachers

Initiating and Sustaining Female Networks in Computer Science and IT

Over the last decade, several networks and communities for women in IT have been initiated. It has been known that specific needs for support exist where members of a minority have difficulties in finding like-minded people in their everyday environment. This paper investigates different forms of female networks in Computer Science and IT. In particular, it analyses forms of network initiation, which often involve face-to-face meetings at regular events like conferences or, increasingly, at summer universities for female students. We conducted three studies to identify the attendees' expectations and needs for support using questionnaires, interviews, and a wiki analysis. This paper aims at identifying effective strategies for initiating female networks

Investigation of the utilisation of social networks in e-learning at universities

Over the years universities have considered to use social networks for learning purposes as most of their students now engage on them. However, questions on the impact social networks would have on learning and how they can be utilised further for more effective teaching and learning are still unclear. To solve these questions, an in-depth investigation has been conducted to understand the benefits and drawback of social network features available for students. The investigation results show that students strongly believe that social network features will help enhance learning and the key ways of utilising such features have been suggested

Teaching Tip: Hackalytics: Using Computer Hacking to Engage Students in Analytics

The demand for qualified analytics professionals remains high with forecasts showing a continued need over the next few years. While this demand necessitates instruction in analytics in the classroom, many students find analytics concepts to be complicated and boring. This teaching brief describes a novel approach to teaching analytics through computer hacking. Students are exposed to the entire data lifecycle by first collecting intrusion detection data through the hacking of other student machines and then utilizing simple analytics procedures to analyze this data. Qualitative results show that the students enjoy the activity both in terms of the fun of hacking their fellow classmates as well as analyzing this data in an area less utilized in analytics instruction – security analytics. Three levels of the exercise are provided as well as how-to materials for students to run the exercise

Influence Of Facebook and Instagram Social Networking Sites Usage on Computer Science Students’ Academic Achievement in Tertiary Institutions in South East Zone, Nigeria

The purpose of the study was to ascertain the influence of Facebook and Instagram social networking sites usage on Computer Science students’ academic achievement in tertiary institutions in South East Zone, Nigeria. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. Correlational research design was adopted for the study. The population of the study consists of (859) eight hundred and fifty nine of 2019/2020 academic session in the five federal universities in South East Zone while (615) six hundred and fifteen third year Computer Science students were using the social networking sites under study. The sample size of 242 respondents was selected using Taro Yamane formula among the social networking sites users and 19%, 21%, 19%, 20% and 22% of respondents were selected proportionately using simple stratified random sampling technique among the social networking sites users from five federal universities in South East Zone. Structured questionnaire and Computer Science Achievement score from the Computer Science Department of the Federal Universities in South East Zone were used for data collection. Computer Science Achievement score from the Computer Science Department of the Federal Universities were not subjected to any other validation and reliability assessment exercise because it is an official valid document domiciled in the Departments and Exams and Records of the federal universities under study. The questionnaire was validated by three lecturers and the internal consistency of the (questionnaire) instrument was determined using Cronbach Alpha coefficient method which yielded an overall reliability estimate of 0.79. Research questions were analyzed using the Pearson’s Product Moment Correlation Coefficient (r) and coefficient of determination (r2) while the hypotheses were tested at the 0.05 level of significance using Simple Linear Regression procedures. The result of the study found out that the usage of Facebook and Instagram social networking sites all recorded positive predictive influence on Computer Science students’ academic achievement. It also revealed that the usage of Facebook does not significantly influence Computer Science students’ academic achievement while Instagram significantly influence Computer Science students’ academic achievement. It was recommended among others that Teachers can adopt new strategies by channeling assignments or discussions on social networking sites like Instagram to help inculcate the habit of using these sites for academic work.Students should be encouraged to utilize social networking sites like Instagram in a manner that will promote their academic achievement positively. They should be encouraged to create educational groups and see how to use that to enhance their academic growth and worth. Keywords: Facebook, Instagram, Social Networking Sites, Tertiary Institution, Computer Science DOI: 10.7176/JEP/13-30-16 Publication date:October 31st 202

The Need to Integrate Computer Science

This school improvement plan outlines a detailed three-year strategy designed to integrate computer science into the K-5 curriculum. Emphasizing a comprehensive approach, the action plan employs a multi-tiered strategy combining a standalone curriculum with embedded activities. Drawing insights from successful educational practices and leveraging resources, the plan strategically aligns the curriculum with CSTA standards while fostering hands-on learning experiences at various grade levels. The timeline features foundational teacher training, curriculum integration, community engagement events, and consistent assessment processes. The plan aims to create an environment where both students and educators actively participate in the dynamic landscape of computer science education. By using a phased approach, this blueprint offers a comprehensive understanding of computer science concepts, equipping students for success in a technology-driven world. The plan acknowledges the importance of monitoring potential barriers and challenges to ensure effectiveness in the integration process

A Case Study on Elementary Teachers’ Experiences Teaching Computer Science

Computer science is an academic discipline that provides a new foundational skill for all students. The discipline helps students develop critical thinking skills and teaches students how to move beyond merely using technology to becoming creators. The importance of computer science has been recognized across the country as states are working to train staff, adopt standards, and create implementation plans. As the demand for computer science learning opportunities increase, elementary teachers need the necessary supports to help ensure equitable access for all students. The purpose of this qualitative case study was to gain an understanding elementary teachers’ experiences teaching computer science. Two research questions guided this study: What barriers do elementary teachers experience in teaching computer science to students? What strategies do elementary teachers develop in their experience teaching computer science to students? The data collection instruments were primary semistructured interviews, secondary semistructured interviews, and documents. The inductive analysis model was used to analyze the collected data from the semistructured interviews. The typological analysis model was used to analyze the documents. The key findings of this study revealed that elementary teachers experience internal and external barriers in teaching computer science. Participants understood the importance of teaching computer science to their students, prompting them to persevere and develop new strategies in their pedagogical approaches. Interviewees also developed strategies to limit the impact of the barriers they experienced teaching elementary computer science