The document discusses improving the typing skills of grade 10 ICT students through the use of prototype keyboards. It begins by outlining the background and need to improve students' typing abilities given the importance of this skill. It then discusses the scope and potential limitations of improving typing skills, such as time constraints, learning disabilities, and access to technology. The significance of improving typing is also highlighted, including benefits for students' productivity, future career prospects, and focus. A conceptual framework is provided covering components like ergonomic keyboard design, assessment of skills, and skill-building strategies. Finally, related literature on typing expertise and keyboarding instruction is reviewed.
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....EqraBaig
This document discusses the importance of computer education and in-service teacher training. It outlines several approaches to developing computer literacy among teachers, including the New Primary Teacher Orientation Course offered by AIOU which aims to retrain 42,000 primary school teachers over 5 years to improve their practical teaching skills and competencies through activities like microteaching. It also discusses the role of organizations like the Teachers' Resource Center in providing workshops to upgrade teachers' content knowledge and teaching methods. Pre-service training must be supplemented with continuous in-service training to allow teachers to acquire new skills and adapt to changes in their fields.
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....EqraBaig
This document discusses the importance of computer education and in-service teacher training. It outlines several approaches to developing computer literacy among teachers, including the New Primary Teacher Orientation Course offered by AIOU which aims to retrain 42,000 primary school teachers over 5 years to improve their practical teaching skills and competencies through activities like microteaching. It also discusses the role of organizations like the Teachers' Resource Center in providing workshops to upgrade teachers' content knowledge and teaching methods. Pre-service training must be supplemented with continuous in-service training to allow teachers to acquire new skills and adapt to changes in their fields.
The document provides an overview of the BTEC Core Business and ICT course. It discusses the course structure and units covered in years 12 and 13 for both the Business and ICT pathways. Key points include:
- The course is equivalent to 3 A-Levels and prepares students for university degrees or apprenticeships.
- Units cover topics like communication skills, computer systems, networks, e-commerce, multimedia design, and databases.
- Assessment is 100% coursework based with no exams. Students must meet deadlines and complete all units.
- The course provides skills relevant to a variety of business and IT careers like management, finance, and computer science.
This document provides an overview and summary of several units that would be covered in a BTEC Core Business and ICT course, including:
- Unit 1 focuses on communication and employability skills for IT careers, including soft skills, different communication methods, and personal development plans.
- Unit 2 explores computer systems, including hardware components, operating systems, utility software, and installing/configuring computer systems.
- Unit 5 examines network management principles, tools, emerging technologies, and keeping records of network maintenance and configuration.
- Unit 8 discusses e-commerce technologies, categories of online businesses, issues like legislation/security, and payment systems.
The document provides an overview of the BTEC Core Business and ICT course. It discusses the course structure and units covered in years 12 and 13 for both the Business and ICT pathways. Key points include:
- The course is equivalent to 3 A-Levels and prepares students for university degrees or apprenticeships.
- Units cover topics like communication skills, computer systems, networks, e-commerce, multimedia design, and databases.
- Assessment is 100% coursework based with no exams. Students must meet deadlines and complete all units.
- The course provides skills relevant to a variety of business and IT careers like management, finance, and computer science.
This document provides an overview and summary of several units that would be covered in a BTEC Core Business and ICT course, including:
- Unit 1 focuses on communication and employability skills for IT careers, including soft skills, different communication methods, and personal development plans.
- Unit 2 explores computer systems, including hardware components, operating systems, utility software, and installing/configuring computer systems.
- Unit 5 examines network management principles, tools, emerging technologies, and keeping records of network maintenance and configuration.
- Unit 8 discusses e-commerce technologies, categories of online businesses, issues like legislation/security, and payment systems.
The ever increasing explosion of highly attractive multimedia resources (electronic gadgets) on offer has boosted the use of information and communication technology (ICT) almost all fields of life, including in education.
The ever increasing explosion of highly attractive multimedia resources (electronic gadgets) on offer has boosted the use of information and communication technology (ICT) almost all fields of life, including in education.
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....EqraBaig
This document discusses the importance of computer education and in-service teacher training. It outlines several approaches to developing computer literacy among teachers, including the New Primary Teacher Orientation Course offered by AIOU which aims to retrain 42,000 primary school teachers over 5 years to improve their practical teaching skills and competencies through activities like microteaching. It also discusses the role of organizations like the Teachers' Resource Center in providing workshops to upgrade teachers' content knowledge and teaching methods. Pre-service training must be supplemented with continuous in-service training to allow teachers to acquire new skills and adapt to changes in their fields.
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....EqraBaig
This document discusses the importance of computer education and in-service teacher training. It outlines several approaches to developing computer literacy among teachers, including the New Primary Teacher Orientation Course offered by AIOU which aims to retrain 42,000 primary school teachers over 5 years to improve their practical teaching skills and competencies through activities like microteaching. It also discusses the role of organizations like the Teachers' Resource Center in providing workshops to upgrade teachers' content knowledge and teaching methods. Pre-service training must be supplemented with continuous in-service training to allow teachers to acquire new skills and adapt to changes in their fields.
The document provides an overview of the BTEC Core Business and ICT course. It discusses the course structure and units covered in years 12 and 13 for both the Business and ICT pathways. Key points include:
- The course is equivalent to 3 A-Levels and prepares students for university degrees or apprenticeships.
- Units cover topics like communication skills, computer systems, networks, e-commerce, multimedia design, and databases.
- Assessment is 100% coursework based with no exams. Students must meet deadlines and complete all units.
- The course provides skills relevant to a variety of business and IT careers like management, finance, and computer science.
This document provides an overview and summary of several units that would be covered in a BTEC Core Business and ICT course, including:
- Unit 1 focuses on communication and employability skills for IT careers, including soft skills, different communication methods, and personal development plans.
- Unit 2 explores computer systems, including hardware components, operating systems, utility software, and installing/configuring computer systems.
- Unit 5 examines network management principles, tools, emerging technologies, and keeping records of network maintenance and configuration.
- Unit 8 discusses e-commerce technologies, categories of online businesses, issues like legislation/security, and payment systems.
The document provides an overview of the BTEC Core Business and ICT course. It discusses the course structure and units covered in years 12 and 13 for both the Business and ICT pathways. Key points include:
- The course is equivalent to 3 A-Levels and prepares students for university degrees or apprenticeships.
- Units cover topics like communication skills, computer systems, networks, e-commerce, multimedia design, and databases.
- Assessment is 100% coursework based with no exams. Students must meet deadlines and complete all units.
- The course provides skills relevant to a variety of business and IT careers like management, finance, and computer science.
This document provides an overview and summary of several units that would be covered in a BTEC Core Business and ICT course, including:
- Unit 1 focuses on communication and employability skills for IT careers, including soft skills, different communication methods, and personal development plans.
- Unit 2 explores computer systems, including hardware components, operating systems, utility software, and installing/configuring computer systems.
- Unit 5 examines network management principles, tools, emerging technologies, and keeping records of network maintenance and configuration.
- Unit 8 discusses e-commerce technologies, categories of online businesses, issues like legislation/security, and payment systems.
The ever increasing explosion of highly attractive multimedia resources (electronic gadgets) on offer has boosted the use of information and communication technology (ICT) almost all fields of life, including in education.
The ever increasing explosion of highly attractive multimedia resources (electronic gadgets) on offer has boosted the use of information and communication technology (ICT) almost all fields of life, including in education.
This document presents a long-range technology plan for Rivera High School with the vision of enhancing students' academic performance through technology and preparing them for careers. The plan aims to provide educators with training and resources to integrate technology. Goals include increasing internet access for students, supporting educators' technology skills, improving infrastructure, and communicating the technology plan. The plan estimates a $110,000 annual budget and provides an implementation process with evaluation methods to assess progress and inform future plans.
This document presents a long-range technology plan for Rivera High School with the vision of enhancing students' academic performance through technology and preparing them for careers. The plan aims to provide educators with training and resources to integrate technology. Goals include increasing internet access for students, supporting educators' technology skills, improving infrastructure, and communicating the technology plan. The plan estimates a $110,000 annual budget and provides an implementation process with evaluation methods to assess progress and inform future plans.
This document proposes developing a computerized grading system for Metropolitan Academy of Manila to reduce teachers' workload and improve the accuracy of calculating and recording student grades. Currently, the school uses a manual grading system that is prone to errors and tedious for teachers who have large class sizes and multiple classes. The proposed system would allow teachers to input student grades, automatically calculate overall grades, and securely store student data. Developing this system would benefit teachers by saving them time and improving their efficiency, as well as benefiting students through more accurate grades and additional teacher preparation time.
This document proposes developing a computerized grading system for Metropolitan Academy of Manila to reduce teachers' workload and improve the accuracy of calculating and recording student grades. Currently, the school uses a manual grading system that is prone to errors and tedious for teachers who have large class sizes and multiple classes. The proposed system would allow teachers to input student grades, automatically calculate overall grades, and securely store student data. Developing this system would benefit teachers by saving them time and improving their efficiency, as well as benefiting students through more accurate grades and additional teacher preparation time.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing. ICT units cover communication skills, computer systems, and animation. The course aims to provide skills equivalent to three A-Levels and allows for further education or apprenticeship opportunities.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing, while second year units focus on starting a small business, product promotion, business ethics, and accounting. ICT units range from communication skills and computer systems to computer animation, e-commerce, and computer networks. The course aims to
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing. ICT units cover communication skills, computer systems, and animation. The course aims to provide skills equivalent to three A-Levels and allows for further education or apprenticeship opportunities.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing, while second year units focus on starting a small business, product promotion, business ethics, and accounting. ICT units range from communication skills and computer systems to computer animation, e-commerce, and computer networks. The course aims to
E-rate Technology Plan: Galveston Independent School Districtdnagpal
The document summarizes Galveston Independent School District's (GISD) technology plan. It outlines how GISD is eligible for E-Rate discounts on telecommunication services. The plan includes standards, professional development for staff, and an evaluation of technology needs to improve student learning. It stresses the importance of ongoing staff training to integrate technology into teaching. The budget and an assessment of teacher and student technology skills are part of evaluating the plan's success.
E-rate Technology Plan: Galveston Independent School Districtdnagpal
The document summarizes Galveston Independent School District's (GISD) technology plan. It outlines how GISD is eligible for E-Rate discounts on telecommunication services. The plan includes standards, professional development for staff, and an evaluation of technology needs to improve student learning. It stresses the importance of ongoing staff training to integrate technology into teaching. The budget and an assessment of teacher and student technology skills are part of evaluating the plan's success.
Computer Education Curriculum in Nursery and Primary SchoolOnasanya2014
This document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades. It discusses the advantages and roles of computer education, including more efficient learning and connection to the world. It also discusses strategies for preparing the computer education environment, including government support, assessment, and alternative power sources.
The document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades, which includes topics like uses of computers, computer parts, and word processing. It discusses the advantages of computer education and roles of computers in education. Finally, it discusses strategies for preparing the computer education environment in schools and evaluating students' learning.
Computer Education Curriculum in Nursery and Primary SchoolOnasanya2014
This document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades. It discusses the advantages and roles of computer education, including more efficient learning and connection to the world. It also discusses strategies for preparing the computer education environment, including government support, assessment, and alternative power sources.
The document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades, which includes topics like uses of computers, computer parts, and word processing. It discusses the advantages of computer education and roles of computers in education. Finally, it discusses strategies for preparing the computer education environment in schools and evaluating students' learning.
The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
Remote interpreter API model for supporting computer programming adaptive lea...TELKOMNIKA JOURNAL
This document describes a study that developed a remote interpreter API model to support adaptive learning for computer programming courses. The model allows students to write and run program code directly within a learning management system (LMS). A web API server runs the program code remotely to reduce the computational load on the LMS server. The API returns output and error information to provide feedback on students' code. Testing showed the API had minimal impact on server resources and fast response times when running Python and PHP code simultaneously. The model provides an effective way to assess students' psychomotor programming skills within an LMS in an adaptive learning environment.
Remote interpreter API model for supporting computer programming adaptive lea...TELKOMNIKA JOURNAL
This document describes a study that developed a remote interpreter API model to support adaptive learning for computer programming courses. The model allows students to write and run program code directly within a learning management system (LMS). A web API server runs the program code remotely to reduce the computational load on the LMS server. The API returns output and error information to provide feedback on students' code. Testing showed the API had minimal impact on server resources and fast response times when running Python and PHP code simultaneously. The model provides an effective way to assess students' psychomotor programming skills within an LMS in an adaptive learning environment.
This document presents a long-range technology plan for Rivera High School with the vision of enhancing students' academic performance through technology and preparing them for careers. The plan aims to provide educators with training and resources to integrate technology. Goals include increasing internet access for students, supporting educators' technology skills, improving infrastructure, and communicating the technology plan. The plan estimates a $110,000 annual budget and provides an implementation process with evaluation methods to assess progress and inform future plans.
This document presents a long-range technology plan for Rivera High School with the vision of enhancing students' academic performance through technology and preparing them for careers. The plan aims to provide educators with training and resources to integrate technology. Goals include increasing internet access for students, supporting educators' technology skills, improving infrastructure, and communicating the technology plan. The plan estimates a $110,000 annual budget and provides an implementation process with evaluation methods to assess progress and inform future plans.
This document proposes developing a computerized grading system for Metropolitan Academy of Manila to reduce teachers' workload and improve the accuracy of calculating and recording student grades. Currently, the school uses a manual grading system that is prone to errors and tedious for teachers who have large class sizes and multiple classes. The proposed system would allow teachers to input student grades, automatically calculate overall grades, and securely store student data. Developing this system would benefit teachers by saving them time and improving their efficiency, as well as benefiting students through more accurate grades and additional teacher preparation time.
This document proposes developing a computerized grading system for Metropolitan Academy of Manila to reduce teachers' workload and improve the accuracy of calculating and recording student grades. Currently, the school uses a manual grading system that is prone to errors and tedious for teachers who have large class sizes and multiple classes. The proposed system would allow teachers to input student grades, automatically calculate overall grades, and securely store student data. Developing this system would benefit teachers by saving them time and improving their efficiency, as well as benefiting students through more accurate grades and additional teacher preparation time.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing. ICT units cover communication skills, computer systems, and animation. The course aims to provide skills equivalent to three A-Levels and allows for further education or apprenticeship opportunities.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing, while second year units focus on starting a small business, product promotion, business ethics, and accounting. ICT units range from communication skills and computer systems to computer animation, e-commerce, and computer networks. The course aims to
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing. ICT units cover communication skills, computer systems, and animation. The course aims to provide skills equivalent to three A-Levels and allows for further education or apprenticeship opportunities.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing, while second year units focus on starting a small business, product promotion, business ethics, and accounting. ICT units range from communication skills and computer systems to computer animation, e-commerce, and computer networks. The course aims to
E-rate Technology Plan: Galveston Independent School Districtdnagpal
The document summarizes Galveston Independent School District's (GISD) technology plan. It outlines how GISD is eligible for E-Rate discounts on telecommunication services. The plan includes standards, professional development for staff, and an evaluation of technology needs to improve student learning. It stresses the importance of ongoing staff training to integrate technology into teaching. The budget and an assessment of teacher and student technology skills are part of evaluating the plan's success.
E-rate Technology Plan: Galveston Independent School Districtdnagpal
The document summarizes Galveston Independent School District's (GISD) technology plan. It outlines how GISD is eligible for E-Rate discounts on telecommunication services. The plan includes standards, professional development for staff, and an evaluation of technology needs to improve student learning. It stresses the importance of ongoing staff training to integrate technology into teaching. The budget and an assessment of teacher and student technology skills are part of evaluating the plan's success.
Computer Education Curriculum in Nursery and Primary SchoolOnasanya2014
This document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades. It discusses the advantages and roles of computer education, including more efficient learning and connection to the world. It also discusses strategies for preparing the computer education environment, including government support, assessment, and alternative power sources.
The document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades, which includes topics like uses of computers, computer parts, and word processing. It discusses the advantages of computer education and roles of computers in education. Finally, it discusses strategies for preparing the computer education environment in schools and evaluating students' learning.
Computer Education Curriculum in Nursery and Primary SchoolOnasanya2014
This document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades. It discusses the advantages and roles of computer education, including more efficient learning and connection to the world. It also discusses strategies for preparing the computer education environment, including government support, assessment, and alternative power sources.
The document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades, which includes topics like uses of computers, computer parts, and word processing. It discusses the advantages of computer education and roles of computers in education. Finally, it discusses strategies for preparing the computer education environment in schools and evaluating students' learning.
The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
Remote interpreter API model for supporting computer programming adaptive lea...TELKOMNIKA JOURNAL
This document describes a study that developed a remote interpreter API model to support adaptive learning for computer programming courses. The model allows students to write and run program code directly within a learning management system (LMS). A web API server runs the program code remotely to reduce the computational load on the LMS server. The API returns output and error information to provide feedback on students' code. Testing showed the API had minimal impact on server resources and fast response times when running Python and PHP code simultaneously. The model provides an effective way to assess students' psychomotor programming skills within an LMS in an adaptive learning environment.
Remote interpreter API model for supporting computer programming adaptive lea...TELKOMNIKA JOURNAL
This document describes a study that developed a remote interpreter API model to support adaptive learning for computer programming courses. The model allows students to write and run program code directly within a learning management system (LMS). A web API server runs the program code remotely to reduce the computational load on the LMS server. The API returns output and error information to provide feedback on students' code. Testing showed the API had minimal impact on server resources and fast response times when running Python and PHP code simultaneously. The model provides an effective way to assess students' psychomotor programming skills within an LMS in an adaptive learning environment.
Similar to Improving typing skills RESEARCH.pptx (20)
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
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- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
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UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
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2. Background of the Study
In today's digital world, typing is an essential skill that is needed for almost every profession. As
technology continues to advance, it has become increasingly important for students to develop proficient
typing skills. The ability to type quickly and accurately not only improves productivity but also allows
individuals to communicate efficiently in a digital setting.
Grade 10 students taking the Information and Communication Technology (ICT) course are
expected to learn various computer-related skills, including typing. However, many students struggle to type
efficiently, which can hinder their performance in the course and in other academic areas that require the use
of computers.
Several studies have shown that effective typing instruction can improve students' typing speed
and accuracy. Therefore, it is crucial to develop effective teaching strategies that will enhance the typing
skills of grade 10 ICT students. This study aims to investigate the effectiveness of various typing instruction
methods and to identify the most effective way to improve the typing skills of grade 10 ICT students. The
findings of this study will be useful to teachers, curriculum developers, and educational policymakers in
designing and implementing effective typing instruction programs.
3. Increased competence must exist in vocational education. Less measurability of
competency typing and convenience in using the computer laboratory becomes a problem for the
Department of Business Administration, Bali State Polytechnic. For that, we need a system repair
work practice typing on the student. This research was conducted at the Department of Business
Administration computer laboratory Bali State Polytechnic. The method used is experiment with
design group within-treatment (same subject).
A total sample of 28 students of the 2nd semester and are taking practice typing.
Competence is measured from the speed and accuracy in typing. Comfortable measured by
questionnaires of practice comfort, and fatigue measured using a 30 item questionnaire of fatigue.
Data of fatigue and comfortable were analyzed using the non-parametric Wilcoxon test and data of
typed competence analyzed using t-paired test at the 95% significance level. Results of this research
showed that there was a decrease in fatigue student practice 28.10%, decrease in musculoskeletal
complaints 31.14%, increase in comfortable 39.63%, increase in typing speed competence
the 27.31%, and an increase in typing accuracy competence 5, 10%. It was concluded that the
improvement of work practices system can reduce fatigue and musculoskeletal complaints of
students and increase typing comfort and competence of students in the Department of Business
Administration Bali State Polytechnic.
Background of the Study
4. • Learning disabilities: Students with certain learning disabilities may find it difficult to improve
their typing skills, which may require different instructional strategies or accommodations.
• Access to technology: Students may not have access to the necessary technology and equipment
needed to practice and improve their typing skills.
• Student motivation: The success of improving typing skills may depend on the level of
motivation and interest of the students, which may vary depending on individual preferences and
learning styles.
Background of the Study
5. The existing typing skills of grade 10 ICT students may not meet the demands of the modern digital
world, where fast and accurate typing is essential for effective communication, content creation, and
efficient workflow management. Inadequate typing skills can result in slow and error-prone data entry,
decreased productivity, and reduced confidence in utilizing technology tools effectively.
Furthermore, as technology continues to advance rapidly, with increasing reliance on digital platforms
and online communication, the need for proficient typing skills becomes even more critical. Without
these skills, grade 10 ICT students may face difficulties in keeping up with the evolving technological
landscape and may be at a disadvantage when seeking higher education or entering the workforce.
Therefore, it is necessary to address the problem of improving the typing skills of grade 10 ICT students
by implementing effective strategies, tools, and training programs that can enhance their typing speed,
accuracy, and overall efficiency. By equipping them with proficient typing skills, we can empower grade
10 ICT students to maximize their potential, excel in their academic pursuits, and prepare them for future
digital challenges and opportunities.
6. Statement of the Problem
The problem at hand is to improve the typing skills of grade 10 ICT (Information and Communications
Technology) students. While ICT education focuses on various aspects of technology, the ability to type
efficiently and accurately is a fundamental skill that plays a crucial role in their overall digital literacy and
future career prospects. However, many grade 10 ICT students face challenges in developing proficient
typing skills, which hinders their productivity, communication, and engagement with technology.
1. What is the typing skill level of grade 10 ICT students?
a.
b.
c.
2. What is the effect of prototype keyboard on the typing skills of Grade 10 ICT students?
a.
b.
c.
7. Scope and delimitation
The scope of improving typing skills for grade 10 ICT students involves identifying the appropriate
techniques and strategies that can help students to enhance their typing speed and accuracy. This
may include providing training sessions to teach typing skills, using typing software and tools, and
designing typing exercises and assessments to evaluate progress.
There are certain delimitations to consider when improving the typing skills of grade 10 ICT students,
including:
Time limitations: The amount of time that can be dedicated to typing skills improvement may be
limited due to the school curriculum or other factors, such as the availability of resources.
Learning disabilities: Students with certain learning disabilities may find it difficult to improve their
typing skills, which may require different instructional strategies or accommodations.
Access to technology: Students may not have access to the necessary technology and equipment
needed to practice and improve their typing skills.
Student motivation: The success of improving typing skills may depend on the level of motivation
and interest of the students, which may vary depending on individual preferences and learning
styles.
8. Significance of the study
Introduction:
The study aims to explore the significance of improving typing skills for Grade 10 ICT students. In an increasingly
digital world, where efficient and accurate typing is a fundamental skill, enhancing typing abilities can have
numerous benefits for students pursuing careers in information and communication technology (ICT) or any field
that requires computer proficiency. The following significance of the study highlights the importance of
developing proficient typing skills in Grade 10 ICT students.
Students:
Proficient typing skills enable students to complete tasks faster and more efficiently. By improving their typing
speed and accuracy, students can process information, compose written work, and engage in online research
more quickly. This increased productivity can save valuable time, allowing students to accomplish more within
given deadlines and improving overall academic performance.
Community:
In today's highly competitive job market, employers seek candidates with strong computer skills, including typing
proficiency. By developing excellent typing skills during their early education, Grade 10 ICT students gain a
competitive advantage over their peers. This advantage can open doors to various ICT-related career
opportunities where fast and accurate typing is essential.
Improved Focus and Concentration:
When students struggle with typing, their attention becomes divided between forming correct keystrokes and
focusing on the content they are producing. By honing their typing skills, Grade 10 ICT students can reduce
cognitive load, allowing them to concentrate more effectively on the task at hand. Enhanced focus and
concentration contribute to higher-quality work, better comprehension, and increased information retention.
9. Conceptual Framework
• Introduction:
In today's digital era, efficient typing skills have become essential for students, particularly those
pursuing Information and Communication Technology (ICT) education. This conceptual framework
aims to explore the use of prototype keyboards as a tool to improve the typing skills of Grade 10 ICT
students. The framework incorporates key components, strategies, and considerations for
enhancing typing proficiency and optimizing the learning experience.
Components of the Conceptual Framework:
a) Prototype Keyboards:
Ergonomic Design: The prototype keyboards should be designed to provide comfort, reduce strain,
and promote proper typing techniques.
Customizable Layouts: The keyboards should allow customization of key placements to cater to
individual needs and adapt to different typing styles.
Feedback Mechanism: Implementing a feedback mechanism, such as visual indicators or audio
cues, can provide real-time performance feedback to students.
10. • b) Typing Skills Assessment:
Pre-assessment: Conduct an initial assessment to evaluate students' current typing skills, speed, and accuracy levels. This assessment
will help identify areas for improvement and set individualized goals.
Continuous Monitoring: Regularly monitor students' progress throughout the learning process to track improvement and provide
targeted interventions if necessary.
• c) Skill-Building Strategies:
Keyboarding Basics: Teach students proper hand positioning, finger placement, and posture to establish a strong foundation for
efficient typing.
Touch Typing Techniques: Introduce touch typing methods, such as home row placement and finger-to-key mapping, to enhance speed
and accuracy.
Typing Drills and Exercises: Provide a variety of typing drills and exercises to practice specific skills, including speed, accuracy, and
typing fluency.
Gamification: Incorporate gamified elements, such as typing games or competitions, to engage students and make the learning
experience more enjoyable.
• d) Individualized Instruction and Feedback:
Differentiated Instruction: Tailor instruction and practice activities to meet the unique needs and skill levels of each student.
Personalized Feedback: Provide timely and constructive feedback on students' progress, highlighting areas of improvement and offering
suggestions for further development.
11. Review Related literature
• According to Pinet, Zielinski, Longcamp (2022), typing has become a pervasive mode of language production
worldwide, with keyboards fully integrated in a large part of many daily activities. The bulk of literature on typing
expertise concerns highly trained professional touch-typists, but contemporary typing skills mostly result from
unconstrained sustained practice. We measured the typing performance of a large cohort of 1301 university students
through an online platform and followed a preregistered plan to analyze performance distributions, practice factors,
and cognitive variables. The results suggest that the standard model with a sharp distinction between novice and
expert typists may be inaccurate to account for the performance of the current generation of young typists. More
generally, this study shows how the mere frequent use of a new tool can lead to the incidental development of high
expertise.
• Students are expected to write essays using word processors (Poole & Preciado, 2016) in addition to computer-based
testing. Since school curriculum are incorporating more assignments and projects that require keyboarding skills,
keyboarding competency is important for all students (Barkaoui, 2014; Rogers & Case-Smith, 2002). Computer-based
testing is one requirement of many elementary across the country and is incorporated into both summative and
formative methods of evaluation. This form of testing may require proficient mouse skills in addition to free-text entry
relying on efficient keyboarding skills (Shute & Rahimi, 2017). In addition to computer-based testing, digital textbooks
are becoming more commonplace that include features allowing students to annotate and complete digital memo and
note writing within the digital text (Lim, Song, & Lee, 2012). Depending on the digital book, creating these digital notes
may require keyboarding skills. Using technology in the classroom positively impacts student learning, thus will likely
continue to evolve (Coleman, Gibson, Cotton, Howell-Moroney, & Stringer, 2016).
• Since it is commonplace for all students to be using computers to meet educational demands, it is critical that effective
keyboarding instruction be determined (Poole & Preciado, 2016).
12. Research Design
• The aim of this research design is to investigate effective strategies for improving
the typing skills of Grade 10 ICT students. With the increasing importance of digital
literacy and keyboard proficiency in today's technological world, it is essential to
develop an efficient and engaging method to enhance students' typing abilities. This
research design outlines the objectives, research questions, methodology, and
expected outcomes of the study.
13. Sampling Technique
• In today's digital age, where computers and technology play an integral role in various aspects of our
lives, having proficient typing skills is more important than ever. Grade 10 ICT students, in particular,
need to develop strong typing skills to effectively navigate the world of information and
communication technology. One effective approach to improving typing skills is through the use of
sample sampling techniques. This technique involves providing students with carefully selected
samples of text to practice typing, allowing them to gradually enhance their typing speed, accuracy,
and overall efficiency. By incorporating sample sampling techniques into the curriculum, educators
can help students develop essential skills that will benefit them in their academic pursuits and future
careers in the ICT field.
14. Research Instrument
• The ability to type efficiently and accurately is an essential skill in today's digital age. In the
field of Information and Communication Technology (ICT), proficient typing skills are crucial for
effective communication, data entry, programming, and various other tasks. Recognizing the
significance of this skill, it is imperative to explore ways to enhance the typing abilities of
Grade 10 ICT students. This research instrument aims to investigate the most effective
methods and tools for improving the typing skills of Grade 10 ICT students.