An improvised white board compass was designed and developed to enhance the teaching of geometrical construction concepts in basic technology courses. The compass allows teachers to visually demonstrate geometric concepts and constructions on a white board in an engaging, hands-on manner. It supports constructivist learning principles by enabling students to observe and emulate the teacher. The design process utilized design and development research methodology to test educational theories and validate the practical application of the compass. The improvised compass was found to effectively engage students and improve their performance in learning geometric constructions.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
This presentation is a compilation of slides I got here at slide share . I added pictures and edited some for more detailed and comprehensive presentation . Thank you
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
This presentation is a compilation of slides I got here at slide share . I added pictures and edited some for more detailed and comprehensive presentation . Thank you
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
How to Build a Solar Bottle Bulb 3.0 (Latest 2013 Updated)Quimn Hermoso
Solar bottle lights are recycled plastic bottles that are used as cheap affordable daylights to bring zero carbon, zero energy savings to low income communities.
purification of water using solar stillMohamed Ahmed
Distillation is one of many processes that can be used for water purification. This requires an energy input as heat, electricity and solar radiation can be the source of energy. When Solar energy is used for this purpose, it is known as Solar water Distillation. Solar Distillation is an attractive process to produce portable water using free of cost solar energy. This energy is used directly for evaporating water inside a device usually termed a “Solar Still”. Solar stills are used in cases where rain, piped, or well water is impractical, such as in remote homes or during power outages. Different versions of a still are used to desalinate seawater, in desert survival kits and for home water Purification. For people concerned about the quality of their municipally-supplied drinking water and unhappy with other methods of additional purification available to them, solar distillation of tap water or brackish groundwater can be a pleasant, energy efficient option. Solar Distillation is an attractive alternative because of its simple technology, non-requirement of highly skilled labour for maintenance work and low energy consumption.
The use of solar thermal energy in seawater desalination applications has so far been restricted to small-scale systems in rural areas. The reason for this has mainly been explained by the relatively low productivity rate compared to the high capital cost. However, the coming shortage in fossil fuel supply and the growing need for fresh water in order to support increasing water and irrigation needs, have motivated further development of water desalination and purification by renewable energies.
Developing a Collaborative Use of the Interactive WhiteBoard by K-2 students: an Action research. Presented at the Future of Education Conference, June 12th 2014 in Florencia, Italy
The purpose of this paper is to present a research proposal as a response to the need for inquiry on new participatory approaches of learning design in higher education. Learning scenarios are required that better connect with the skills and interests of specific groups of students, both in regard to the methodological strategies and the uses of supporting technological tools proposed
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
PROMOTING TEACHERS’ SKILLS OF INSTRUCTIONAL MATERIALS IMPROVISATION THROUGH W...IJITE
The study examined the effect of workshops/exhibitions on teachers’ instructional materials improvisatonal
skills for enhanced service delivery in secondary schools in Calabar Metropolis, Nigeria. Two hypotheses
were formulated to guide the study. A sample of 160 teachers was drawn from eight secondary schools in
the study area, using stratified random sampling technique. Two instruments sampling the same contents,
titled Pre-knowledge and Post-Knowledge Instructional Material Improvisation Questionnaire were used
to elicit responses from teachers, administered at different intervals. At the end the one week practical
session and administration of the second questionnaire, independent statistical technique was used to
collate the scores of the administered questionnaires. The result of data showed that workshops/exhibitions
had significant effect on teachers’ improvisational skills. Therefore, it was recommended that regular
workshops/Exhibitions be organized for teachers to improve their wits on production and utilization of
instructional materials.
The Role of Computer Assisted Instruction (CAI) on Students’ Language Profici...InternationalPublica
The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on
students’ language proficiency. This study used an experimental design whereby two groups of
students underwent into two different teaching methods: The controlled group who was taught
using traditional method of teaching and the experimental group who was taught with the
integration of CAI. Research evidenced indicates that the students taught using CAI had higher
increase in their language proficiency compared to the other group. CAI is an innovative approach
to the teaching learning process. Thus, the study assumes its significance and relevance in the
present context.
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
TOJET The Turkish Online Journal of Educational Technology.docxMARRY7
TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1
Copyright The Turkish Online Journal of Educational Technology 183
THE EFFECTS OF THE COMPUTER-BASED INSTRUCTION ON THE
ACHIEVEMENT AND PROBLEM SOLVING SKILLS OF THE SCIENCE AND
TECHNOLOGY STUDENTS
Oğuz SERİN
Cyprus International University, Faculty of Education,
Nicosia-North Cyprus
[email protected]
ABSTRACT
This study aims to investigate the effects of the computer-based instruction on the achievements and problem
solving skills of the science and technology students. This is a study based on the pre-test/post-test control group
design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control
group. The achievements test on “the world, the sun and the moon” and the Problem Solving Inventory for
children were used to collect data. The experimental group received the computer-based science and technology
instruction three hours a week during three weeks. In the analyses of data, the independent groups t-test was used
at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their
achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the
data follow a normal distribution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the
experimental process. The result of the study reveals that there is a statistically significant increase in the
achievements and problem solving skills of the students in the experimental group that received the computer-
based science and technology instruction.
Keywords: Computer-based instruction (CBI), the Science and Technology Course, learning packet,
achievement, problem solving skills, primary education
INTRODUCTION
Great emphasis is placed on the computer-based science and technology laboratories as well as ordinary science
laboratories in the educational curricula of the developed countries. One of the aims of the science and
technology course is to train individuals capable of keeping up the fast developing and changing science world
and capable of utilizing the recent technological discoveries in every field. Researchers have been interested in
revealing the effects of the computer-based instruction, which began to be used with the invention of the
computer, which is one of the most important technological devices of the time.
As a result of the rapid development of the information and communication technology, the use of computers in
education has become inevitable. The use of technology in education provides the students with a more suitable
environment to learn, serves to create interest and a learning centred-atmosphere, and helps increase the
students’ motivation. The use of technology in this way plays an important role in the teaching and learning
process (İşman, Baytekin, Balkan, Horzum, & Kıyıcı, ...
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
"Impact of front-end architecture on development cost", Viktor TurskyiFwdays
I have heard many times that architecture is not important for the front-end. Also, many times I have seen how developers implement features on the front-end just following the standard rules for a framework and think that this is enough to successfully launch the project, and then the project fails. How to prevent this and what approach to choose? I have launched dozens of complex projects and during the talk we will analyze which approaches have worked for me and which have not.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Search and Society: Reimagining Information Access for Radical FuturesBhaskar Mitra
The field of Information retrieval (IR) is currently undergoing a transformative shift, at least partly due to the emerging applications of generative AI to information access. In this talk, we will deliberate on the sociotechnical implications of generative AI for information access. We will argue that there is both a critical necessity and an exciting opportunity for the IR community to re-center our research agendas on societal needs while dismantling the artificial separation between the work on fairness, accountability, transparency, and ethics in IR and the rest of IR research. Instead of adopting a reactionary strategy of trying to mitigate potential social harms from emerging technologies, the community should aim to proactively set the research agenda for the kinds of systems we should build inspired by diverse explicitly stated sociotechnical imaginaries. The sociotechnical imaginaries that underpin the design and development of information access technologies needs to be explicitly articulated, and we need to develop theories of change in context of these diverse perspectives. Our guiding future imaginaries must be informed by other academic fields, such as democratic theory and critical theory, and should be co-developed with social science scholars, legal scholars, civil rights and social justice activists, and artists, among others.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
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Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
1. International Journal of Engineering Inventions
e-ISSN: 2278-7461, p-ISSN: 2319-6491
Volume 4, Issue 11 [July 2015] PP: 15-20
www.ijeijournal.com Page | 15
Relevance Of Designing And Developing An Improvised White
Board Compass For Teaching Geometrical Construction
Concepts In Basic Technology
Adu Emmanuel Ifedayo (M.Ed)
Curriculum Department Center For Educational Technology College Of Education Ikere Ekiti, Ekiti State
Nigeria
Abstract: - This study described relevance of designing and developing an improvised white board compass for
teaching geometrical construction concepts in basic technology. This study also incorporated the methods and
approaches of design and development research (DDR) as first proposed in Wang & Hannafin, (2005) and
Markauskaite & Reimann, (2008) work as a method in educational research meant to test theory and
practicality. Therefore using creative strategies, and models to set important elements, theories and principles
that can create learners participation, skill transfer, technical and classroom dynamics, an improvised white
board compass was developed for this study and meant to enhance a more learner centered and constructivist
approach to the teaching and learning of geometrical construction concepts. Based on this, relevant conclusion
was made and recommendations given regarding the Federal Government (FG) improvement on fuel cost
reduction and constant electric power supply to reduce the high cost of production which is detrimental to the
development of any Nation’s economy.
Keywords: Relevance, Designing, Developing, Compass, and Basic Technology
I. INTRODUCTION
In Nigeria, there exist various geometrical construction concepts in Basic Technology curriculum
contents that necessitate the use of graphic instrument like compass, for effective teaching and learning
processes. Prior to the introduction of white board as an innovative writing media, in some Nigeria secondary
schools, the medium of making available to learners, relevant instructions was chalk and dark board
(Ogunmade, Okediyi, & Bajulaiye, 2006). This was a monotonous approach to instruction as it made teachers
hand and hair rough and dirty (Ditto).
Before this invention, chalk and dark board compass was in vogue for teaching geometrical
construction concepts, and with the introduction of an innovative formica media (white board) it became
obsolete and irrelevant in most secondary schools in Nigeria, as an instructional media for teaching and learning
processes (Adu, 2011 and Adu, 2005). Improvisation refers to the process of creating something in the absence
of the ideal tools. It is the process of providing, selecting or making substitute for something not available for
use as a teaching and learning media (Ogunbiyi, Okebukola, Fafunwa, 1990). It was evident in a study of the
effect of improvised and standard media on secondary school learners academic performance in Nigeria that
improvised media had almost the same effect as standard media (Onasanya & Omosewo, 2011).
Owolabi & Oginni, (2012) also discovered that there were significant differences in the performance of
learners that were taught with improvised media and those that were not taught with improvised media because
students taught with improvised media performed better. Improvisation reduces money spent on purchase of
instructional media in educational institutions, ensures the realization of lesson objectives, helps in solving the
problem of inadequate instructional media in educational institutions, gives room for teachers to demonstrate his
or her creative skills, allow the use of cheap local media as alternatives to expensive foreign ones, encourages
learners towards the development of creative abilities, strengthens enquiry, discovery, and investigative method
in sciences, provides frame of reference on which learners can focus their attention during classroom activities,
and enables teachers to think of cheaper, better and faster methods of making teaching and learning processes
easier for learners (Nor Aziah, 2007, and Oblinger & Oblinger, 2006a).There are seven strategies of
improvisation and they are : trust, acceptance, attentive-listening, spontaneity, story-telling, non-verbal
communication, and warm-ups (Gessell, 1997, Koppett, 2001,Keefe, 2002).
2. Relevance Of Designing And Developing An Improvised White Board Compass For Teaching
www.ijeijournal.com Page | 16
II. LITERATURE REVIEW
Relevance of Designing and Developing an Improvised White Board Compass for Teaching.
Relevance is the property or state of being relevant or pertinent (English, 2014). The improvised white board
compass is relevant because of the following reasons:
1. It supports more effective and easier teaching of the geometrical construction concepts in Basic Technology.
2. It supports the constructivist theory of teaching and learning process, by allowing learners to emulate the
teacher as he or she demonstrates on the white board.
3. It assists learners in collaborative learning of geometrical construction by allowing them to work alongside
their peers during practice.
4. It facilitates easier retention of the geometrical construction concept because the learners have the
opportunity to visualize the demonstrations by teacher.
5. It serves as a unique tool for teaching geometrical construction concept on a white board because this
invention is not commercially available based on market survey by this study in Nigeria.
6. It removes monotony in the teaching of geometrical construction concepts using white board surface
because learners’ are practically engaged throughout the lesson session.
7. Teachers are able to adopt a systematic approach to the teaching and learning of geometrical construction
concept by using various models.
8. It increases learners’ performance in the geometrical construction concepts because they are more
motivated in the course of instruction.
9. The design and development of this improvised compass give the teacher sense of invention in the field of
education.
10. The design and development of this improvised compass is relevant to the more rapid growth of the
psychomotor domain of learning of the learners’.
III. THE USE OF IMPROVISATIONAL STRATEGIES IN THE CLASSROOM.
There are four major instructional reasons for using improvisation in the classroom:
(1) It is consistent with the characteristics of the current genres of the learners known as “Net Generation”
(Carlson, 2005, Junco & Mastrodicasa, 2007, Oblinger & Oblinger, 2006a, Palfrey & Gaser, 2008, Tapscott,
1999, 2009, Howe & Strauss, 2000). This generation has grown up with the technology, especially their desire
to learn by inductive discovery, experiential knowledge and collaborative teaching.
(2) It taps into learners multiple and emotional intelligence.
(3) It foster collaborative learning by helping to build trust, respect, and team spirit as well as listening, verbal
and nonverbal communication, ad-libbing, role-playing, risk-taking and storytelling skills (Berk, & Trieber,
2009 and Lidia, & Sara, 2010).
(4) It promotes deep learning through the active engagement with new ideas, concepts or problems, linking the
activities or tasks to prior learning, applying the content to real-life applications, and evaluating the logic and
evidence presented (Atkins, 1993, Book, 2002, Diggles, 2004, Gwinn & Halpern, 2003, Lynn, 2004, Polsky,
1997, Spolin, 1999).
Improvisation involves teachers creating a physical reality through manipulative actions and emotions
and at the same time ensuring that it soothes the learners learning experiences (Atkins, 1993 et.al). Spolin,
(1999) stated that the goal of improvisation is to solve a problem and the power of improvisation lies in being
active at all times. Thus, the improvised compass by this study is meant to engage learners’ actively by practical
representation of geometrical figures and shapes on white board in the course of instruction (Ditto).
IV. THE MEANING AND CONCEPT OF TEACHING GEOMETRICAL
CONSTRUCTION.
Geometrical constructions are drawings or designs relating to geometry, which are made up of lines
and simple shapes (English, 2014). The first proportional compass invented was in the mid sixteenth century
while Galileo invented a geometric compass in Padua in 1597 (Wiki, 2014).The meaning of the concept
geometrical construction is still relevant in today’s Basic Technology curriculum. Although we now have
computer software such as Geometer’s Sketchpad that can replace the compass and straightedge for actually
carrying out geometrical constructions, such software is designed to produce constructions that are exactly the
same as those that can be achieved with a straightedge and compass. Such computer programs also have
capabilities to:
1. Measure angles, lengths, distances, and areas in a figure.
2. Enhance the display of a geometrical figure with shading, color, labels, and explanatory text.
3. Perform geometrical transformations such as rotations, translations, dilations and reflections on geometrical
figures.
3. Relevance Of Designing And Developing An Improvised White Board Compass For Teaching
www.ijeijournal.com Page | 17
4. Change a geometrical construction dynamically, that is, change the positions and distances between
components of the given figure while still maintaining the prescribed relationships between constructed
components of the figure, (Urbana, 2013).
To learn geometry without using geometrical construction is like trying to learn chemistry or biology
without using laboratories. Basic knowledge and skills on geometrical construction help learners’ to discover
and explore geometrical relationships and interpret geometrical concepts and theorems (Muhammad, Nor,
Zawawi, & Nurulhuda, 2012).
V. DESIGN AND DEVELOPMENT RESEARCH (DDR) AS EMPLOYED
APPROACHES
The employment of design and development research (DDR) methodology as employed approach is
justified in this study by its pragmatism in testing theories and validating the practicality. Besides, it is described
as a way to establish new procedures, techniques and tools based on specific needs analysis (Richey & Klein,
2007). This methodology was also formerly known as developmental research by Richey, Klein & Nelson,
(2004), designed case by Reigeluth & Frick, (1999), design-based research by Reeves, (2006), and Herrington,
Mckenney, Reeves, & Oliver, (2007), formative research by Nieveen, (2007), and design research by Bannan-
Ritland, (2003), and Van der Akker, (2007).
Although several terms have been introduced to explain and describe this research method within its
similarities and differences, it was first proposed as an extension to other educational research methods in Wang
& Hannafin, (2005), and Markauskaite & Reimann, (2008). It is meant to test theory and validate its practices
(Richey & Klein, 2007). It is also employed to design and develop an intervention such as computer
programmed instructional packages, teaching, learning, products, systems and materials strategies, with the aim
to solve a complex educational problem and to advance them (Plomp, 2007).
The design and development of the improvised compass had not been an easy task of culling out the
plan, because it involved thorough scrutiny using the analysis of extensive literature, collaboration and
partnership between different learners’, experts,’ instructional designers, integrated research technologies and
tools. In order to build a theoretical framework for the improvised compass, analyses of theories from
literatures such as Gessell, (1997), Koppett, (2001), and Keefe, (2002) were conducted. The analyses of the
extensive literature were combined with the teaching experiences of the researcher in Basic Technology and
reasons for failures in geometrical construction concept for years. The reports on learners’ performance revealed
that among the main obvious factors were poor attendance in the classroom, and weaknesses in retention and
attention level in learning geometrical construction (Tessmer, 1993). These factors are mainly related to
learners’ learning attitude and motivation in learning geometrical construction concepts (Urbana, 2013). The
design and development of the improvised compass for this study is as follow using “AutoCAD” computer
package.
VI. DEVELOPMENT OF PRE-DESIGN USING AUTOCAD.
4. Relevance Of Designing And Developing An Improvised White Board Compass For Teaching
www.ijeijournal.com Page | 18
Diagram 1: Pre-Design of the Improvised Whiteboard Compass.
Final Product
Diagram 2: Improvised White Board Compass.
VII. CONCLUSION AND RECOMMENDATIONS
This study has revealed the relevance of designing and developing an improvised compass for teaching
geometrical construction concepts in Basic Technology. Nonetheless, the research was a very tedious and
rigorous workshop exercise that came with challenges peculiar to erratic power supply, and high cost of fuel for
powering the electric generator in the workshop during welding. Most of the materials involved in the design
and development of the compass were cheap because they were locally sourced within the community, thus it is
referred to as improvised compass. But the Federal Government (FG) should try in her effort in ensuring that the
power sector improves to help the development of the Nation’s factories and industries interested in inventions
and production of new materials, because failure in doing that will result in very high cost of production which
is detrimental to the health of any Nation’s economy.
5. Relevance Of Designing And Developing An Improvised White Board Compass For Teaching
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