Privacy perception and information technology utilization of high school students

Mobile technologies are commonly used and are important by high school students, since teens ages 14 to 17 usethese open platforms to share information, communication and construction of their desired cyber identity.Accompanying technology for related data privacy within implementing educational applications is yet to bedeveloped. This research was designed to investigate the perceptions of data privacy and the protection of per-sonal data of high school students who are surrounded by the Internet, social media and technology. Theperception of high school students' personal data privacy survey was developed and conducted with 1065 highschool students (9th grades). The study presentsfive main themes: (1) ownership and utilization of differenttechnologies and password sharing, (2) Internet utilization and perception of privacy, (3) social media utilizationand perception of personal privacy on social media, (4) knowledge level and perception of personal data con-servation, (5) Information technology utilization. High school students have a personal data privacy algorithm butpersons or institutions outside this algorithm are perceived as a threat to their personal data and are rejected. Thisresearch suggests developing practices and techniques to overcome students' concerns about privacy risks thatresult from the collection and sharing personal data

Statistical scoring algorithm for learning and study skills

This study examines the study skills and the learning styles of university students by using scoring method. The study investigates whether the study skills can be summarized in a single universal score that measures how hard a student works. The sample consists of 418 undergraduate students of an international university. The presented scoring was method adapted from the domain of risk management. The proposed method computes an overall score that represents the study skills, using a linear weighted summation scheme. From among 50 questions regarding to learning and study skills, the 30 highest weighted questions are suggested to be used in the future studies as a learning and study skills inventor. The proposed scoring method and study yield results and insights that can guide educators regarding how they can improve their students’ study skills. The main point drawn from this study is that the students greatly value opportunities for interaction with instructors and peers, cooperative learning and active engagement in lectures

Individual and situational factors that influence teachers\u27 perspectives and perceptions about the usefulness of graphing calculator for student success

The purpose of this study was to learn the individual and situational factors that influenced teachers\u27 perceptions of integrating graphing calculators into mathematics classrooms and teachers\u27 perspectives and perceptions about the usefulness of graphing calculators for student success on the New York State Math B Regents Exam. This dissertation reported on an exploratory qualitative investigation of the practices and perceptions of teachers in three high schools in three suburban school districts in a medium-sized city in Central New York. The group investigated consisted of 13 mathematics teachers who taught the Regents level and other advance-level courses to 10 th through 12 th grade students in the 2003-04 academic year. This study identified: (1) the individual and situational factors that influenced teachers\u27 perspectives and perceptions about the usefulness of graphing calculators for student success; (2) the impact of the individual and situational factors on the effective integration of the graphing calculator; (3) teachers\u27 perceptions about the integration of graphing calculator into classroom instruction; (4) the levels and types of teachers\u27 graphing calculator integration; and (5) teachers\u27 perceptions about the relationship between graphing calculator use and integration in instruction and student performance on the Math B Regents exam in NYS. This study was valuable in giving an opportunity to teachers to address their thoughts, practices, and perceptions on the use of graphing calculators. This study can help educators and policy-makers to understand teachers\u27 needs regarding professional development, pedagogical guidance, and technical support. Also, future regulations on the state curriculum, standardized test exams, and mathematics education standards should take into account teachers\u27 perceptions about the use of calculators in order to understand how to make effective use of those technologies in the classrooms

Teachers' perceptions about the usefulness of integrating a digital device into high school mathematics classrooms

This paper summarizes finding about teachers’ perceptions about the usefulness of integrating graphing calculators from an exploratory qualitative study with a huge amount of qualitative data collected from 13 mathematics teachers who taught the Regents level and other advance-level courses. The participant teachers were from three high schools in three suburban school districts in a medium-sized city in Central New York. This study gave an opportunity to teachers to address their thoughts, practices, and perceptions on the use of graphing calculators. Teachers indicated many problems and disadvantages of using graphing calculators in mathematics classrooms besides advantages. Both the advantages and disadvantages should be taken into account by educators and policy makers in education. Findings suggest that future regulations on the state curriculum, standardized test exams, and mathematics education standards should be revised according to teachers’ perceptions about advantages and disadvantages of using calculators in order to understand how to make effective use of those technologies in the classrooms