The document summarizes a student project to create online tests for the 9th grade IT curriculum. The project aims to facilitate the evaluation process and make it more flexible by providing online tests for each curriculum unit that students can take anywhere and anytime. The project will analyze instructional needs and goals, develop online tests and tutorials using appropriate instructional strategies and media, and distribute the materials online for students to access. The project is intended to help students evaluate themselves, increase technology skills, and expand their knowledge through additional online resources.
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...SharonYang
This document summarizes a presentation on assessing the effectiveness of teaching information literacy instruction in distance learning versus face-to-face instruction. It describes a study conducted with two courses, one online and one face-to-face, that took pre- and post-tests on information literacy topics. The results showed some improvement for both but were inconclusive due to small sample sizes and technical issues. It then summarizes nine other studies that have compared online/distance versus face-to-face instruction, finding mixed or equal effectiveness between the two approaches. The conclusion is that online library instruction can be as effective as face-to-face but that comparisons may vary across disciplines.
Speak Up Congressional Briefing 09/08/17Julie Evans
This document summarizes a presentation about the findings from the 2016 Speak Up research project on digital learning. It introduces the panel of students and administrators, provides an overview of the Speak Up project methodology and topics covered, and shares key findings about how students use technology in and out of school daily. The presentation discusses challenges schools face with technology integration and visions for the ultimate learning environment. It closes by highlighting available Speak Up resources and encouraging participation in the 2017 surveys.
The Research and Evaluation of current Trend in Education-Second Life and U-L...Edie Cheng
This document summarizes research on using Second Life and U-learning approaches in education. It discusses traditional and e-learning methods, introduces Second Life and U-learning, compares the different approaches, and outlines an implementation using Second Life involving student surveys and feedback. Challenges are identified along with potential solutions. A SWOT analysis is provided for applying Second Life at the university. The document concludes with assigning roles for taking the project further.
Students will complete a survey about their use of technology for learning and communication. The lesson plan includes activities for students to reflect on how technology impacts their education and future careers. Activities include class discussions on digital footprints and using technology in schools, as well as group work to identify challenges of technology use and design their ideal schools. The goal is to prepare students to complete the Speak Up survey about technology in education.
The document discusses strategies for effective online assessment to prevent cheating. It reports that cheating is a significant problem, with most students admitting to cheating and faculty not perceiving it as serious. It provides a continuum of cheating behaviors and recommendations to address each, such as using secure systems, random question pools, and plagiarism detection software. Mistakes to avoid when writing objective questions are also outlined, such as redundant choices and negatives in stems. Alternative assessment formats like scenario questions and testlets are proposed.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
The document outlines a three phase learning design process:
1. The profiling phase involves understanding the learner's prior knowledge, goals, and learning preferences using Learning Management Questions 1-3.
2. The strategizing phase uses Learning Management Questions 4-6 to determine available resources, design a learning journey, and assign roles to support the learner.
3. The ascertainment phase uses Learning Management Questions 7-8 to check the learner's progress through valid assessments and inform stakeholders of the learner's progress.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...SharonYang
This document summarizes a presentation on assessing the effectiveness of teaching information literacy instruction in distance learning versus face-to-face instruction. It describes a study conducted with two courses, one online and one face-to-face, that took pre- and post-tests on information literacy topics. The results showed some improvement for both but were inconclusive due to small sample sizes and technical issues. It then summarizes nine other studies that have compared online/distance versus face-to-face instruction, finding mixed or equal effectiveness between the two approaches. The conclusion is that online library instruction can be as effective as face-to-face but that comparisons may vary across disciplines.
Speak Up Congressional Briefing 09/08/17Julie Evans
This document summarizes a presentation about the findings from the 2016 Speak Up research project on digital learning. It introduces the panel of students and administrators, provides an overview of the Speak Up project methodology and topics covered, and shares key findings about how students use technology in and out of school daily. The presentation discusses challenges schools face with technology integration and visions for the ultimate learning environment. It closes by highlighting available Speak Up resources and encouraging participation in the 2017 surveys.
The Research and Evaluation of current Trend in Education-Second Life and U-L...Edie Cheng
This document summarizes research on using Second Life and U-learning approaches in education. It discusses traditional and e-learning methods, introduces Second Life and U-learning, compares the different approaches, and outlines an implementation using Second Life involving student surveys and feedback. Challenges are identified along with potential solutions. A SWOT analysis is provided for applying Second Life at the university. The document concludes with assigning roles for taking the project further.
Students will complete a survey about their use of technology for learning and communication. The lesson plan includes activities for students to reflect on how technology impacts their education and future careers. Activities include class discussions on digital footprints and using technology in schools, as well as group work to identify challenges of technology use and design their ideal schools. The goal is to prepare students to complete the Speak Up survey about technology in education.
The document discusses strategies for effective online assessment to prevent cheating. It reports that cheating is a significant problem, with most students admitting to cheating and faculty not perceiving it as serious. It provides a continuum of cheating behaviors and recommendations to address each, such as using secure systems, random question pools, and plagiarism detection software. Mistakes to avoid when writing objective questions are also outlined, such as redundant choices and negatives in stems. Alternative assessment formats like scenario questions and testlets are proposed.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
The document outlines a three phase learning design process:
1. The profiling phase involves understanding the learner's prior knowledge, goals, and learning preferences using Learning Management Questions 1-3.
2. The strategizing phase uses Learning Management Questions 4-6 to determine available resources, design a learning journey, and assign roles to support the learner.
3. The ascertainment phase uses Learning Management Questions 7-8 to check the learner's progress through valid assessments and inform stakeholders of the learner's progress.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
The document summarizes key findings from the 2007 Speak Up national research project, which surveyed over 1 million K-12 students, teachers, parents, and administrators about technology use in education. Some of the main points included:
- A "digital disconnect" exists between how students live and learn, with students considering themselves more advanced technology users than educators.
- The top activities students engage in regularly using technology are online/computer gaming, downloading music, communications, and maintaining personal websites.
- Mobile devices, online learning, and gaming technologies are emerging areas that could impact learning but also face barriers to adoption.
- Overall, while students, parents, and some educators see potential for technology to enhance learning,
1. Eric Cole developed a problem-based learning activity to address low computer skills test scores at his school.
2. He conducted a survey that found 75% of students had computer access at home but only 67% had internet access.
3. Cole organized an orientation for parents that provided an overview of the computer skills test and ways for students to prepare, such as open lab times for practice.
This document summarizes the key findings from the Speak Up 2012 National Research Project conducted by Project Tomorrow. The project surveyed over 466,000 K-12 students, teachers, parents, and administrators about technology use in education. Some major findings included the widespread ownership and use of mobile devices by students, the desire for more personalized and flexible learning environments that incorporate technology, and the gap between how students use technology in their daily lives and how it is used for schoolwork. While students, parents, and many administrators and teachers see benefits to incorporating more digital tools and online learning opportunities, bringing school practices up to students' expectations for technology remains a challenge.
The document discusses the use of assessment to support student learning. It outlines 11 conditions that assessment needs to meet to effectively support student learning, including: distributing student effort evenly across topics; engaging students in productive learning activities; providing timely feedback of sufficient detail; and ensuring students act upon the feedback. The document also discusses eAssessment, defining it as the use of technology for assessment activities and recording responses. It identifies key players in eAssessment and discusses issues they may face, such as what should be assessed online, design challenges, and ensuring assessments test higher-order skills. Overall, the document analyzes how assessment, including eAssessment, can be used to effectively support student learning.
Speak Up Survey Insights for Private School Leaders
The Speak Up national findings have been helping private schools define education technology policies for 12 years. Each year, the views of private school stakeholders are captured to identify key trends and help plan for 21st century education. Join us to discover:
• What technology solutions administrators want most
• Where schools are prioritizing technology investments
• Which technologies students and parents want at school
• How students learn to write digitally and manage their digital footprint
This document discusses online assessment and evaluation. It defines online assessment as using computers and software to assess student work over a network, often through educational tests. Some benefits of online assessment include instant feedback, flexibility of location and time, and recycling of test materials. Types of online assessment include e-testing, computer-based assessment, and e-portfolios. While online and traditional assessments can assess similar concepts, online assessment requires careful planning, especially for instructors new to the format.
Immediate Feedback : A New Mechanism for Real Time Feedback on Classroom Teac...IJITE
The proliferation of technology has re-defined the traditional learning environment. The classical classroom model of teacher to student delivery is changing as technology becomes more pervasive in educational environments. In addition, the availability of technology and the breadth of different device
categories and platforms is a stark contrast to the traditional classroom, and the pervasiveness of low-cost devices provides opportunities to significantly re-define the learning environment. In this paper, we have developed a real-time feedback mechanism supported by technology to allow students and educators to assess comprehension in the teaching environment. Real-time feedback is input that is acquired whilst a teaching practice is ongoing, and the outcomes derived from the feedback mechanism have provided a strong pedagogical value to the learning environment. These benefits have been clearly elicited by the academic staff who trialled the system.
1) A comparative study examined the instructional effectiveness of video-based versus print-based instructional materials for teaching practical skills. It found that students using video-based materials exhibited superior skills acquisition and craftsmanship, though both were equally effective for teaching theory.
2) A non-comparative study evaluated the use of interactive whiteboards in classrooms. Teachers reported improvements in student motivation with the whiteboards, and most teachers found them effective for student learning gains. However, setting up the whiteboards was problematic when teachers had to do it alone.
Posterous versus homework noel jenkinsNoel Jenkins
This document compares Posterous and traditional homework and their benefits for developing a social learning network. Posterous allows for easy assignment of homework using online content and tools like attaching documents and media. It also enables teachers to track student work through RSS feeds and comment on assignments. This encourages students to improve their work and engage in peer assessment. However, there are also cons like ensuring student access to technology, controlling what students publish, and addressing plagiarism and e-safety issues.
Digital Learning in Special Education Classrooms: Insights from Research and ...Julie Evans
This document summarizes key findings from Project Tomorrow's 2014 Speak Up national research project on the use of technology in K-12 education. It focuses on insights from special education teachers. Some highlights include that most special education teachers have access to mobile devices and use technology for tasks like creating presentations. While most teach in traditional classrooms, there is growing experimentation with blended learning models. Teachers see benefits of digital learning like increased student engagement and motivation.
Speak Up selected findings about K-12 students’ values and aspirations for d...Julie Evans
The document summarizes key findings from the 2017 Speak Up Research Project, a national survey of over 400,000 K-12 students, teachers, parents and administrators about digital learning. It finds that while adults see the primary benefit of technology as increased engagement, students value it for better outcomes, skill development and personalized learning. Students are interested in online classes and emerging career exploration tools. They also direct their own learning outside of school using digital tools. The research suggests educators should view digital learning through the lens of how students actually experience and value it.
Engaging the Mobile Generation: CSUN's Tablet InitiativeCSUNIT
The document discusses CSUN's tablet initiative to provide iPads to students in certain majors and classes. The goals are to increase engagement, improve learning materials, and reduce costs. An initial rollout involved 7 majors, 70 faculty, and over 1,800 students. Assessment results found students used less paper, accessed materials more effectively, and believed it helped their grades. However, challenges included some faculty not fully utilizing the technology and students needing to purchase devices. Overall the initiative aims to enhance the learning experience but requires support across the university.
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere LearningJulie Evans
This document summarizes a presentation about a 5-year study conducted in Kentucky to prepare teachers for mobile learning. The study involved collaboration between a university, school districts, and non-profit to train pre-service teachers and support in-service teachers in effectively using mobile devices. Results showed that teachers developed strong skills and positive mindsets about technology integration, and observed benefits for student engagement, critical thinking, and personalized learning. Next steps involve expanding the model to more schools and refining teacher training to develop competency in mobile learning.
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
This document proposes an Instructional Technology e-Library (ITeL) digital library project. The goal is to create an electronic library on CD using the Greenstone software to help students and researchers in the instructional technology field find relevant resources. The library will include pages for searching, browsing by title/file type, a home page describing collections, and help/preferences pages. Limitations include time constraints, difficulty using Greenstone, and finding sufficient resources. The project timeline outlines planning, design, development, implementation, and evaluation stages across 13 weeks.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This project aims to create an interactive classroom environment between teachers and students using instructional blogs. The project will establish a blog portal to provide resources for students and teachers, allowing them to find information quickly and interactively. The blog portal will contain course materials, student work, and enable discussion. The goals are to activate e-learning, facilitate contact outside the classroom, allow students to benefit from each other's work, and encourage flexible self-directed learning. The budget is 420 Omani Rials to cover website development, content production, and marketing. The target audience are high school students and teachers who will be able to access resources and collaborate online.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document defines volcanoes as vents in the Earth's surface through which magma erupts and builds up landforms. It identifies three main types of volcanoes: cinder cones, which are small, steep-sided cones built from pyroclastic material; composite or strato volcanoes, which are tall conical mountains formed by layers of erupted rock and ash; and shield volcanoes, which are broad domes built from lava flows with a gentle slope. The document provides images to help differentiate between these three volcano types.
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
The document summarizes key findings from the 2007 Speak Up national research project, which surveyed over 1 million K-12 students, teachers, parents, and administrators about technology use in education. Some of the main points included:
- A "digital disconnect" exists between how students live and learn, with students considering themselves more advanced technology users than educators.
- The top activities students engage in regularly using technology are online/computer gaming, downloading music, communications, and maintaining personal websites.
- Mobile devices, online learning, and gaming technologies are emerging areas that could impact learning but also face barriers to adoption.
- Overall, while students, parents, and some educators see potential for technology to enhance learning,
1. Eric Cole developed a problem-based learning activity to address low computer skills test scores at his school.
2. He conducted a survey that found 75% of students had computer access at home but only 67% had internet access.
3. Cole organized an orientation for parents that provided an overview of the computer skills test and ways for students to prepare, such as open lab times for practice.
This document summarizes the key findings from the Speak Up 2012 National Research Project conducted by Project Tomorrow. The project surveyed over 466,000 K-12 students, teachers, parents, and administrators about technology use in education. Some major findings included the widespread ownership and use of mobile devices by students, the desire for more personalized and flexible learning environments that incorporate technology, and the gap between how students use technology in their daily lives and how it is used for schoolwork. While students, parents, and many administrators and teachers see benefits to incorporating more digital tools and online learning opportunities, bringing school practices up to students' expectations for technology remains a challenge.
The document discusses the use of assessment to support student learning. It outlines 11 conditions that assessment needs to meet to effectively support student learning, including: distributing student effort evenly across topics; engaging students in productive learning activities; providing timely feedback of sufficient detail; and ensuring students act upon the feedback. The document also discusses eAssessment, defining it as the use of technology for assessment activities and recording responses. It identifies key players in eAssessment and discusses issues they may face, such as what should be assessed online, design challenges, and ensuring assessments test higher-order skills. Overall, the document analyzes how assessment, including eAssessment, can be used to effectively support student learning.
Speak Up Survey Insights for Private School Leaders
The Speak Up national findings have been helping private schools define education technology policies for 12 years. Each year, the views of private school stakeholders are captured to identify key trends and help plan for 21st century education. Join us to discover:
• What technology solutions administrators want most
• Where schools are prioritizing technology investments
• Which technologies students and parents want at school
• How students learn to write digitally and manage their digital footprint
This document discusses online assessment and evaluation. It defines online assessment as using computers and software to assess student work over a network, often through educational tests. Some benefits of online assessment include instant feedback, flexibility of location and time, and recycling of test materials. Types of online assessment include e-testing, computer-based assessment, and e-portfolios. While online and traditional assessments can assess similar concepts, online assessment requires careful planning, especially for instructors new to the format.
Immediate Feedback : A New Mechanism for Real Time Feedback on Classroom Teac...IJITE
The proliferation of technology has re-defined the traditional learning environment. The classical classroom model of teacher to student delivery is changing as technology becomes more pervasive in educational environments. In addition, the availability of technology and the breadth of different device
categories and platforms is a stark contrast to the traditional classroom, and the pervasiveness of low-cost devices provides opportunities to significantly re-define the learning environment. In this paper, we have developed a real-time feedback mechanism supported by technology to allow students and educators to assess comprehension in the teaching environment. Real-time feedback is input that is acquired whilst a teaching practice is ongoing, and the outcomes derived from the feedback mechanism have provided a strong pedagogical value to the learning environment. These benefits have been clearly elicited by the academic staff who trialled the system.
1) A comparative study examined the instructional effectiveness of video-based versus print-based instructional materials for teaching practical skills. It found that students using video-based materials exhibited superior skills acquisition and craftsmanship, though both were equally effective for teaching theory.
2) A non-comparative study evaluated the use of interactive whiteboards in classrooms. Teachers reported improvements in student motivation with the whiteboards, and most teachers found them effective for student learning gains. However, setting up the whiteboards was problematic when teachers had to do it alone.
Posterous versus homework noel jenkinsNoel Jenkins
This document compares Posterous and traditional homework and their benefits for developing a social learning network. Posterous allows for easy assignment of homework using online content and tools like attaching documents and media. It also enables teachers to track student work through RSS feeds and comment on assignments. This encourages students to improve their work and engage in peer assessment. However, there are also cons like ensuring student access to technology, controlling what students publish, and addressing plagiarism and e-safety issues.
Digital Learning in Special Education Classrooms: Insights from Research and ...Julie Evans
This document summarizes key findings from Project Tomorrow's 2014 Speak Up national research project on the use of technology in K-12 education. It focuses on insights from special education teachers. Some highlights include that most special education teachers have access to mobile devices and use technology for tasks like creating presentations. While most teach in traditional classrooms, there is growing experimentation with blended learning models. Teachers see benefits of digital learning like increased student engagement and motivation.
Speak Up selected findings about K-12 students’ values and aspirations for d...Julie Evans
The document summarizes key findings from the 2017 Speak Up Research Project, a national survey of over 400,000 K-12 students, teachers, parents and administrators about digital learning. It finds that while adults see the primary benefit of technology as increased engagement, students value it for better outcomes, skill development and personalized learning. Students are interested in online classes and emerging career exploration tools. They also direct their own learning outside of school using digital tools. The research suggests educators should view digital learning through the lens of how students actually experience and value it.
Engaging the Mobile Generation: CSUN's Tablet InitiativeCSUNIT
The document discusses CSUN's tablet initiative to provide iPads to students in certain majors and classes. The goals are to increase engagement, improve learning materials, and reduce costs. An initial rollout involved 7 majors, 70 faculty, and over 1,800 students. Assessment results found students used less paper, accessed materials more effectively, and believed it helped their grades. However, challenges included some faculty not fully utilizing the technology and students needing to purchase devices. Overall the initiative aims to enhance the learning experience but requires support across the university.
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere LearningJulie Evans
This document summarizes a presentation about a 5-year study conducted in Kentucky to prepare teachers for mobile learning. The study involved collaboration between a university, school districts, and non-profit to train pre-service teachers and support in-service teachers in effectively using mobile devices. Results showed that teachers developed strong skills and positive mindsets about technology integration, and observed benefits for student engagement, critical thinking, and personalized learning. Next steps involve expanding the model to more schools and refining teacher training to develop competency in mobile learning.
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
This document proposes an Instructional Technology e-Library (ITeL) digital library project. The goal is to create an electronic library on CD using the Greenstone software to help students and researchers in the instructional technology field find relevant resources. The library will include pages for searching, browsing by title/file type, a home page describing collections, and help/preferences pages. Limitations include time constraints, difficulty using Greenstone, and finding sufficient resources. The project timeline outlines planning, design, development, implementation, and evaluation stages across 13 weeks.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This project aims to create an interactive classroom environment between teachers and students using instructional blogs. The project will establish a blog portal to provide resources for students and teachers, allowing them to find information quickly and interactively. The blog portal will contain course materials, student work, and enable discussion. The goals are to activate e-learning, facilitate contact outside the classroom, allow students to benefit from each other's work, and encourage flexible self-directed learning. The budget is 420 Omani Rials to cover website development, content production, and marketing. The target audience are high school students and teachers who will be able to access resources and collaborate online.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document defines volcanoes as vents in the Earth's surface through which magma erupts and builds up landforms. It identifies three main types of volcanoes: cinder cones, which are small, steep-sided cones built from pyroclastic material; composite or strato volcanoes, which are tall conical mountains formed by layers of erupted rock and ash; and shield volcanoes, which are broad domes built from lava flows with a gentle slope. The document provides images to help differentiate between these three volcano types.
The document summarizes the qualifications and expertise of consultants available through Stone Consulting to provide engineering services to the beverage can manufacturing industry. It lists over 15 consultants with extensive experience in areas such as production line equipment installation and maintenance, line conversions, capacity improvement projects, and training. The consultants have leadership experience and core competencies across the range of processes used in beverage can manufacturing.
This document discusses analyzing nocturnal snoring in sleep apnea patients using wavelet-based techniques. It introduces obstructive sleep apnea and polysomnography testing. It then discusses using the continuous wavelet transform and Morlet wavelet to analyze snoring sounds. Graphs show the time-frequency distribution of a snoring sample. The analysis finds snoring signals carry acoustic signatures that change over time and may provide an alternative, non-invasive means for diagnosing obstructive sleep apnea.
The document discusses using wavelet transform to analyze snoring signals. Wavelet transform is proposed as an adequate method for analyzing non-stationary snoring signals because it allows a focus on spectral characteristics over time. Experimental results showed that wavelet transform has advantages in snoring signal analysis and processing, as it can easily and effectively detect signals containing different components. Wavelet transform can decompose mixed signals into different frequency components and sample frequencies of different sizes in the time-space domain, allowing comprehensive analysis of varying signal spectra.
This tutorial teaches how to add animation effects to PowerPoint presentations to make them more engaging. It covers how to animate text, objects, charts, graphics and trigger animations based on other objects. The objectives are to understand the importance of animation, learn how to apply custom animations by setting timing, order and changing sequences. It provides steps to animate different elements and preview animations.
This document provides details about a graduation project to design a website called "4 skills 4 U" to help Omani grade 11 students improve their English language skills. The website aims to enhance students' reading, writing, speaking, and listening abilities through lessons, exercises, forums for interaction, and other resources. It was created in response to teachers reporting that students struggle with the complexity of the new grade 11 English curriculum and need additional practice and assistance with developing their language skills. The project goes through various phases including analysis of the issue, design of the website, development, implementation at a school, and evaluation. The intended users of the site are both students and teachers.
The document discusses the different phases of the moon: new moon, full moon, quarter moon, and crescent moon. A new moon occurs when the moon is between the Earth and sun so its dark side faces Earth. A full moon happens when the Earth is between the moon and sun so the entire lit side faces Earth. During a quarter moon, half of the moon's lit area is visible as it is above or below Earth. A crescent moon shows a small sliver of light as it is between the new and half moon phases.
This document outlines a graduation project that aims to develop an online learning system to teach the endangered Jibbalia language of Oman through a website and forum, as the language currently lacks proper learning resources; an analysis of learners found they have little knowledge of Jibbalia and are motivated to learn it online, so the project will design multimedia lessons following the ADDIE model to address the need to preserve the language and its culture.
This document defines drugs and discusses their types, effects, and uses. It defines a drug as any biological or synthetic substance taken primarily for non-dietary needs. The types of drugs discussed include tobacco, heroin, caffeine, cocaine, marijuana, and alcohol. The effects mentioned are that drugs can damage the brain, cause heart attacks, and make it harder to think clearly. However, the document also notes that some drugs have medical uses, such as heroin for pain control, cocaine as a topical anesthetic, and amphetamines for depression treatment.
The document introduces SWAT (Students Working to Advance Technology), a program that promotes student leadership in technology. It discusses how SWAT teams are formed in schools, benefits of SWAT, and provides resources and contact information for starting a SWAT program. Examples of successful SWAT programs are highlighted from various schools across the US and other countries.
The document describes an ILT course catalog project that was created to address a lack of information about the ILT department and its courses. The project involved designing a database program containing course descriptions, objectives, assessments and other details. It also included a GPA calculator and forum. The program aims to increase student awareness and understanding of the ILT department and its courses through an accessible, interactive and cost-effective digital solution.
This document summarizes a thesis that studied sixth grade teachers' perspectives on how online grading systems affect parent participation. The thesis reviewed literature showing that parent participation positively impacts student outcomes but is often lower for minority and low-income families due to barriers like work schedules, transportation, and feeling unwelcome at school. The study aimed to understand if online grading systems could help by making grades more accessible from home. Five sixth grade teachers were surveyed about the functions and effects of their school's new online grading system. Key findings were that the system provided useful features but was underutilized because many parents lacked computer/internet access or skills to use the system. The study concluded that schools must provide parent training on online systems and make systems more user
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Proposal Shima
1. Sultan Qaboos University
College of Education
ILT Department
E-Tests
FOR IT's Students
Produced by: Shaimaa Al-Dheeb
ID: 59225
Submitted to: Dr. Alaa Sadik
1
2. :Project title
IT electronic tests for 9th Grade.
:Overview
The propose of my project is to facilitate evaluation process. It is about
.online tests for each unit of grade 9
I choice this subject because online tests promote self-evaluation and
reflective thinking. By other words ,students can evaluate themselves and
parents have chance to know what their children's level. On the other
sides ,teachers can saves a time and prevents cheese between students and
it is more fast and easy from paper tests. Moreover ,online test has many
:advantages like
Ease of preparation of questions ,task and cost because it **
. electronic
Flexibility of the application at any time, any place, the diversity **
.of questions
.Speed feedback and diversity Of it **
.The objectivity and Privacy in the correct process **
On the other hand,, in my web page there will be a forum to allow student
discuss about the electronic tests with instructor or between student and
other students . Also , there will a useful link to another site which have
. benefit subjects which related to content of IT book
This project builds students responsibility of their own learning and push
students to evaluate themselves, and develop, modify their skills about
.using computer
:Project outcomes
Increase the confidence of students because they can test themselves -
. after studding
Increase awareness of teachers because they know if the students learn -
.and get a benefits from the lesson or no
.Aadvancement of continue evaluation -
.Developing using of technology -
- Students have great chance to expanding their knowledge.
2
3. :Need analysis
:From my observation
.Teaching of IT need to promote it and employment of technique
Also, I conducted interviews with grade 9th IT teacher. She strongly
.agreed that the e-tests is very benefits and develop the evaluation process
: actual statue*
Most test do not done by correct way .I choice this project because lack of
using technology and I observe most students and teachers are confuse
with paper test. E-test is a very benefit for all (teacher ,students and
.(parents
:Desired statue*
To make evaluation process more flexibility.
Provide e-test to allow test anywhere or anytime.-
Demonstrate all tests of each unites of grade 9.
Reduce time and effort.
Increase awareness of using technology.
Increase the confidence of students because they can test
themselves after studding .
Solves any problems comes that prevent students come to school
like diseases, so e-test can be use in homes.
Reduce economic cost.
Aadvancement of continue evaluation.
They want to found site which have great information for them to
expanding their knowledge.
:Desired statue*
: actual statue* To make -
Most tests do not evaluation
.done by correct way process more
.Flexibility
:Gab
Most tests do not done by correct way and
do not use by
.(New way(technology way
new 3
4. Need = Desired Status – Actual Status
Reasons of the problem:
I figure out of this problems by observations and interviews.
I founds some complaints from each one:
- Teachers who wants to reduce time ,effort and costs.
- Students who wants to evaluate themselves any times and anywhere and
improve their using of technology.
- Parents who wants to know what a level of their children have.
Suggested Solutions:
In order to fill the gap and achieve the desired status, which will
consequently contribute in achieving one of the main objectives of IT
curricula, , I have suggested the coming solutions:
Making online test for each unit of grade 9.
Students should have motivated towards learning and
using technology.
Improve student's use of technology to achieve progress
society.
Provide to students a useful web sites which related to the
content's IT book to expanding their knowledge.
Provide the forum in my web page for students to allow
students discuss about any things in their education. This
will be interesting because students can exchange their
information between each other.
The Implemented Solution:
From the listed suggestions the adopted solution are Making online tests
for each unit of grade 9 and Provide to students a useful web sites which
related to the content's IT book.
There are many reasons for adopting this solution:
• The exams and links will be delivered online by the internet for the
following advantages (ACTIONS model):
o Accessibility: students can easily reached online by
connection the internet whether in school laps or from any
where there is internet. The useful links for site is provided
in my web page and it is easy to access .Tests will be
operating in any operating system. Also, forum is allow
students access and exchange their information between each
other.
4
5. o Costs: it costs nothing for the production and delivery.
o Teaching and Learning: the constructivism approach can be
adapted when using the internet as delivery mediums.
because Students are self-ruling in do assessment or practice,
getting the information and building knowledge. The
learning process is self-paced, which promotes self-
confidence.
o Interactivity and User-friendliness: students can interact with
the webpage through see and open the career links or
evaluate themselves by do the online tests and there will be
some attractive medium like pictures, sounds and
animations. The web page design is user-friendly and has
clear navigation system.
o Organizational Issues: it is by the internet and it is friendly
with both students and teachers. So, that there will not be
needs for altering or adding things .
o Novelty: the idea of making online test in the curriculum is
new.
o Speed: the tests can be distributed quickly from the internet.
Instructional goal analysis:
** Instructional goals:
Facilitate evaluation process and make it more flexibility.
**Instructional objectives:
• Advancement of continue evaluation.
• Developing using of technology to achieve progress society.
• Making online test for each unit of grade 9.
• Solves problems when students can't come to school for any
reasons so, they can test themselves from my e-tests and she/he
results automatically receives to their teacher .
• Promote self-evaluation and reflective thinking.
• Students can exchange their information between each other
through forum.
5
6. • Availability of the testing methods throughout the day and every
day of the week (24 hours a day, 7 days a week.
• To allow learners evaluate themselves.
• Reduce time and effort.
• Increase student's motivate towards learning and using technology.
• Gives to the students chance to expanding their knowledge from
inserts to other sites which included in my project.
Instructional Analysis:
Online test of
9th grade
Online test for each links for related
unit subject
unit1 unit2 unit3 unit4 unit5 unit6
prerequisites
Turn on Using the Using the Connect to
computers keyboard mouse internet
: Procedures
I design webpage to provide multimedia about subjects in grade 9 and it
. is will be link to allow students make self assessment
.I use class maker program to provides tests for each units of grade 9
.I provides guidance for how to apply tests
Learners and Context Analysis:
• Target Population:
o 9th grade students at second cycle basic education schools.
• Learners Analysis:
o Data Source:
Observation.
6
7. Questionnaire: it is online survey and it link is
http://FreeOnlineSurveys.com/rendersurvey.asp?
sid=p7p72u55isnxo2o689048 see (Appendex1).
Interviews Appendex2)
Learners Characteristics:
Motivation:
Students have positive motivation to know more about online tests and
how it operation .Also, like to know more questions that related to their
curriculum because my project provide for them a bank of questions.
They want to found site which have great information for them to
expanding their knowledge. Also, students motivation toward using
technology
Entry behaviors:
Learners have motivation and positive attitude toward using technology.
Learners have the basic IT skills in computers .i.e. turning the computer
ON/OFF, typing, using the mouse, running software and closing it.Access
to internet because they have been taught IT for 5 years at least access to
the internet.
Prior knowledge of topic area:
• Students don’t fell comfortable with traditional assessment (paper and
pen).
• Some students are need more practice and tutorials which I provide in
my web page .
• Most students can't get great benefit from the book.
Attitudes towards content and potential delivery system:
• Learners trust that the online self assessment will increase their
confident .
• Learners prefer using new technique (doing the online test) .
• Learners trust that variety of questions will force their understanding.
7
8. • Learners insure that the tutorials will increase their achievement .
• Learners like to interact and relate with their colleagues through
forum.
Academic motivation :
• Attention: 9th grade students attention can be grabbed by using
appealing design colors and pictures. They don't like to see a screen
crowded with text, which encourages the project designer to reduce
the amount of text used and displayed in the screen.
• Relevance: to relate the electronic tests to students' life, the pictures
are used to point up the subject have to be something the students have
seen or used.
• Confidence: students are encouraged their confidence when test
themselves and feel responsibility about their learning.
• Satisfaction: when students find the indeed sites it gives more practice
for them and the online tests will be approve their understanding when
they got high score ,then they will be satisfied of these. They can
found bank of questions to practice their understanding of IT
curriculum. So when they achieve what they need, they will be
satisfied.
Attitudes towards training organization:
From my opinion I belief that the students will be get benefits from my
project.
In fact, students' benefit is a main target for me.
Educational and ability levels:
Educational Level:
• 9th grade students at second circle basic education school
Ability Level:
• Since the target population is very large, they vary in their abilities
in mastering the content by making online test.
They already have or can acquire basic IT skills needed .
General learning preferences:
• Students prefer to have online test than traditional test.
• They prefer having tutorial to present the content.
8
9. Group characteristics:
• Heterogeneity; in learning styles and achievements' level
• Homogeneity; in educational level .
• Gender; Males and Females
Age: 14 years or above
Context Analysis of Performance Setting:
Description
Managerial or supervisor support:
• IT teachers will be supporting students when facing any difficulties
with the program.
Physical aspects of the site:
Basic education schools have computer labs Learning Resources Centers
and, so students are provided with the computers needed and it provided
the internet . In addition, most students have already gotten computers at
their homes.
Social aspects of the site:
• Gender: Males & Females
• Race: various race levels because the number of the target
population is so large
• Economic: various race levels because the number of the target
population is so large
• Cultural: Most of them are Omanis, but there are some other
Arab cultures in the target audience
Relevance:
• The program is strongly related to students life since they interact
daily with technology, buy technological devices and software and use
them.
• Using the online tests make students able to develop better
understanding .
• Using the online tests make the teachers comfortable because they
observe their students by seeing the score of them and they can test
them any time from different time and different place . It will be
reduce their effort .
9
10. Context Analysis of Learning Environment
Description
Environment:
.Schools
:Number/nature of sites
• Number: it is for any students in grade 9
• Equipment: computers and internet
• Resource:
This project needs:
o Books and websites .
o Technical support
o Computer for developing the tests and tutorial.
o High speed internet .
Distributed points:
Schools and it will be in internet.
• Constraints
o Technical constraints; this project requires high speed internet
fordoing tests.
o Searching of tutorial refer to the books is need very time
consuming.
o Making theoretical tests for some unit is very hard because it is
more practical.
:Site Compatibility with instructional needs
• Instructional Strategy:
Personalizing the learning experience through making the delivery
individualized and giving learners control over the content. Students in
grade 9 can and prefer to take the responsibility over courses support
materials. Teachers should encourage the students to make online test .
• Delivery Approaches:
This program (online test) will be mainly distributed on the internet to the
students to make it accessible any time/anywhere with requiring advance
skills for installation and usage.
10
11. • Time
The usage of the program doesn't stick to specific dates nor time. It's a
lifelong project and students can use it any time they need. They can add
their own terms to make more comprehensive and build their own
database, so they can keep it as reference for the future.
• Personnel
It is self-paced and it doesn't any trainers for the delivery. Teachers will
need only guide the students and encourage them to use and engage with
.online test
:Site compatibility with learner needs
• Location:
The instructional process doesn't stick to a specific place because it is
self-paced. Students or teachers can use computer labs at schools or at
home, since most of them have computers at home.
• Conveniences:
Students who take online test and teachers who observe their students
have choice to doing they anywhere or anytime they prefer.
• Equipment:
All what is required is a computer and internet, In addition, many
students have computers at their home, so I can assure that students have
.the needed equipment
11
12. References:
i. http://www.ask-pc.com/vbx/showthread.php?t=1867
ii. http://www.khayma.com/learnvb/
iii. http://www.kutub.info/library/list.php?cat=4
iv. http://maj7ool.jeeran.com/pc_internet.html
v. http://www.msaccess4arab.net/
vi. الموقع العربي لتعليم مايكروسوفت اكسس
vii. منتدى الكمبيوتر والنترنت
viii. منتدى الفيجوال بيسك
ix. منتديات موقع إسأل الكمبيوتر
12
13. Instructional Strategy:
Theory Behaviorism, because students have the control
over the content and they are enabled to take
online test about each unit in grade 9.
Teacher/student It is student-centered, because it is self-paced
centered and the learner is taking control over his/her own
learning process
Interactivity Students can interact with the content through
online test and tutorial
Content Sequence The online test and tutorial will be organized in
unit order to make the displaying and
understanding more easier.
Media Selection I decided to develop online test and distribute it
through the internet for the reasons:
• Cost: it only costs
• Accessibility: online test can be easy to
connect in it web page and can be
work/open in any kinds of operating
systems
• Social and Political Suitability: students
are familiar access internet.
• Flexibility: online test can be easy to
connect in it web page anywhere and
anytime.
• Effectiveness: because students can find
the term they want quickly in the program.
They can also choice which unit will be
answer of it questions.
13
14. Design:
Students will be engage the web page for online test or tutorial through
the internet.
In addition, I giving the user instructions to help them how to insert and
take online test and response to it and is easy to use.
Storyboarding:
See appendix 3
Development:
• First, facilitates requirement for my project:
o From ILT department I needed IT book for 9th Grade.
o I needed advice from my doctor who is adviser of my
project.
o I needed advices from teachers of IT who teach 9th Grade
because she have more experience in education major.
o Also, I needed advice from doctor who is in measurement
and evaluation department to correct the way of my
questions.
• I asked some teachers about the nature of the exams in the
schools.
• Saw the content of the ILT book to identify which assessment or
evaluation is suitable.
• In fact, my cosine Muna Al-Dheeb who is adviser in ILT
department in Ministry of Education in Salalah supported and
encouraged me to make electronic test for students.
• In the beginning I thought to make electronic test in aomputer
based but D.r Alaa Sadik told me the online will be more benefit
so I decided to make online test.
• Then ,I saw the book of ILT for grade 9 is appropriates to make
online test .
• The units of grade 9 are
o First unit called "what are computers?"
o Second unit called "Open Source Operating System &
Free Software"
o Third unit called "concepts of networks"
o Forth unit called "MS Access
o Fifth unit called "MS-Project"
o Sixth unit called "MS-Visual Basic.net"
14
15. • I made questionnaire for students and I made it by online
survey also, I made some interviews with the teachers who
teach IT for grade9 to approve the needed of e-tests.
• Later , I gathered information to provided the questions and
answers of it and make tests for each unit in grade 9.
• I found problem when I made tests because the ILT is more
practical than theory but I tried to translated it to got the theory
questions from ILT book for grade 9.
• D.r Alaa Sadik shared me the class marker program to insert the
tests into and make it online.
• He told me about how to use class marker program.
• Registered in D.r Alaa website as instructor.
• Tried how to use class marker to make online tests.
• Choose my class and my tests.
• Made tests for each unit and each test include many questions
form like multiple choice , true/false and essay.
• Showed to teacher Safa in aum saad al ansaria school the one
example of test to approve the way of the test.
• Also , I got benefit from the evaluation and measurement course
which I take it last semester because, I know how to write the
test to met the objective of course.
• I used a dope Photoshop to design the background of the my
web page.
• Also, I use HTML to design my web page.
• My web page is contains many things which I see is benefit for
learners for example:
o Link to site of online test.
o Forum to allow learners discuss about online test and all
things related to them education.
o Link to web site which contains all things about computer
and it components.
o Link to a useful web site took about the operating systems of
the computer.
o Link to networks web site which include the information
about computer's network.
o Link to a wonderful site which has every things about MS-
Access and how to learn and use it .
o Link to interesting site took about Visual Basic program and
how to use it by simple way with pictures to facilitate
learner's understand.
• Then, connected my students to my online class .
15
16. • Finally, designed the web page with picture and animation.
:Time table
Time Topic
Week2 to week4 Select topic
Week 5 until week6 Write overview about my topic
Week7 to 10 Write exams of ILT book for grade 9
Week 10 to 11 Design the project web page
Week 12 to 13 Complete the document
Week 14 Submission of my project
Week 15 Discussion with doctors
Evaluation:
:Formative Evaluation
This project has been revised by experts in ILT Department. Ones is
an employee at the ministry of education. After viewing the project, she
suggested me to give all students the link to access the tests in all school .
Students Reaction:
Used Tool: Questionnaire : it is online survey and it divided into tow
group of questionnaires the link for first group is
http://FreeOnlineSurveys.com/rendersurvey.asp?sid=ua333ecx8jkrf0b689049
And the link for next group is http://FreeOnlineSurveys.com/rendersurvey.asp?
sid=zdb2akj8nb530h2689054
See (Appendix 4).
Students reactions were gathered.
16
17. The students like the online test because it more flexible to allow student
take the test any time they need it and can take any where to evaluate
them selves.
Tools for Summative Evaluation:
For implanting the project at Basic Education Schools in the Sultanate,
I have designed a questionnaire to be used for evaluation. Note: I haven't
reach the level of real implementation in different schools, but I have
designed the instrument that will be used for the evaluation purpose.
Challenges and Constraints:
First, decided to make test in computer based and I had trail
the quiz maker program to use it ,but after I changed that to
make online test.
In the beginning , I confused about the subject of IT book
because as I mention before the IT book is more practical
than theoretical .
• Technical challenges:
o Internet connection was bad when I want to upload the tests
it was disconnect always.
17
18. Appendixes
?Appendix 1: http://FreeOnlineSurveys.com/rendersurvey.asp
840986sid=p7p72u55isnxo2o
بسم ال الرحمن الرحيم
..عزيزي الطالب/عزيزتي الطالبة
سعيا نحو تطوير منهج "تقنية المعلومات" للصف التاسع الساسي،وتطوير عملية
التقويم فإننا نعمل لتوفير امتحانات الكترونية متصلة بشبكة النترنت ومختصة
بالوحدات الواردة في الكتاب المدرسي. فنرجوا منكم التكرم والجابة على السئلة
التالية بصدق وشفافية، علما بأن كافة المعلومات ستكون سرية، وسيتم استخدامها
.لغراض البحث العلمي فقط
ل أوافق ل أوافق أوافق العبارة
بشدة أوافق بشدة
1.لدي المهارات الساسية في التعامل مع الحاسوب )تشغيل
الحاسوب، الطباعة، استخدام الفأرة...الخ(
2.أستطيع الدخول عبر النترنت والتسجيل فيه.
3.أواجه صعوبة في وقت المتحانات عندما يواجهني ظرف ما.
4.أواجه صعوبة عند أداء المتحان وينتابني القلق.
5.أح ّذ أن يكون المتحان عبر الحاسوب.
ب
6.أف ّل أن يوفر المعلم موقعا الكترونيا يمكننا من أداء
ض
المتحانات عبر النترنت .
7.أف ّل ان أجد مواقع لها علقة بالكتاب المدرسي بحيث
ض
استزيد علما منها.
81
19. 8.أثق في قدرتي على المشاركة في مجموعات النقاش المتاحة
على النترنت
:Appendix 2
Interview
1. From your experience in teaching 9th grade IT
curriculum, do you agree that students need to
change their evaluation?
2. From your opinion ,what are the reasons standing
behind this problem?
3. From your opinion what are the solutions would you
suggest to solve this problem?
19
20. Appendix 3
"''Storyboard
.This is a main page of the web page
20
22. After when you press on link of the electronic tests
:this site will appear
22
23. So, the learners can insert their username and
password that the instructor gives to them to login in
the e-class to take online tests which about their IT
book and when they login, the online tests about
23
24. different units in IT book will display like this
:window
When you click to any unit to take online tests this
:widow will appear
24
28. On the other hand , webpage is include another links
:like forum
In addition , the web page include more links about
..useful sites which related to IT book for grade9
Appendix 4
28
29. بسم ا الرحمن الرحيم
عزيزي الطالب/عزيزتي الطالبة..
سعيا نحو تطوير الموقع وعملية التقويم ، ورفع كفاءتهما بما يناسب
احتياجات وقدرات الطلب وإيمانا منا بأهمية رأي الطالب ، فإننا نرجو
منكم التكرم والجابة على السئلة التالية بصدق وشفافية، علما بأن
كافة المعلومات ستكون سرية، وسيتم استخدامها لغراض البحث
العلمي فقط.
أسئلة تتعلق بالموقع:
940986http://FreeOnlineSurveys.com/rendersurvey.asp?sid=ua333ecx8jkrf0b
ل أوافق ل أوافق أوافق العبارة
بشدة أوافق بشدة
1.جعلني الموقع أكثر اعتمادا على نفسي في التعلم
2.تطورت مهارتي في استخدام الحاسوب .
3.وجدت في الموقع ما احتجته من معلومات
4.شجعني الموقع من خلل المنتدى على تبادل المعلومات مع
زملئي
5.اللغة المستخدمة في البرنامج واضحة ومفهومة
٦. يمكنني إعداد بحث علمي جيد باستخدام مصادر المعلومات
على النترنت
٧. ل أجد صعوبة في التجول داخل صفحات الموقع للوصول إلى
المعلومة التي أريدها
٨. المنتدى أتاح لي النقاش مع زملئي ومع معلمي واستزادني
علما في كثير من المور
٩. إن استخدام الموقع يعد خبرة ممتعة بالنسبة لي
٠١. بصورة عامة المادة العلمية جيدة
92
30. أسئلة تتعلق بالختيارات اللكترونية:
4509862http://FreeOnlineSurveys.com/rendersurvey.asp?sid=zdb2akj8nb530h
ل أوافق ل أوافق أوافق العبارة
بشدة أوافق بشدة
1.ساهمت المتحانات اللكترونية في رفع مستوى تحصيلي
الدراسي
2.شجعتني السئلة على الفهم بدل من الحفظ
3.أشعر بالثقة في قدرتي على التركيز والنتباه أثناء ادائي
للختبارات اللكترونية على النترنت
4.إن أداء الختبارات اللكترونية يعد خبرة ممتعة بالنسبة لي
5.اللغة المستخدمة في الختبارات واضحة ومفهومة
.6 .بصورة عامة المادة العلمية جيدة
03
31. :Analysis of questioners
:Appendix 1 analysis is shown the following
-١
agree %a strongly agree ٢٥ %٧٥
-٢
agree % ٢٥ a strongly agree %٧٥
-٣
agree %٣٣.٣ a strongly agree %٦٦.٧
-٤
not agree ١٦.٧ agree %٢٥ a strongly agree %٥٨.٣
-٥
not agree ١٦.٧ agree %a strongly agree ٢٥ %٥٨.٣
-٦
agree ٦٦.٧ a strongly agree ٣٣.٣
-٧
agree ١٦.٧ a strongly agree %٨٣.٣
-٨
not agree ٨.٣ agree ٣٣.٣ a strongly agree ٥٨.٣
31
32. :Appendix 4 analysis is shown the following
The first group'' :أسئلة تتعلق بالموقع
-١
% ٣٠.٨ agree a strongly agree %٦٩.٢
-٢
% agree ٣٠.٨ a strongly agree %٦٩.٢
-٣
% agree ٣٠.٨ agree a strongly %٦٩.٢
-٤
agree %٤٦.٢ a strongly agree %٥٣.٨
-٥
agree %٣٨.٥ a strongly agree %٦١.٥
-٦
agree %٤٦.٢ a strongly agree %٥٣.٨
-٧
agree %٣٠.٨ a strongly agree %٦٩.٢
-٨
agree %٢٣.١ a strongly agree %٧٦.٩
-٩
agree %٧.٧ a strongly agree %٩٢.٣
-١٠
agree %٧.٧ a strongly agree %٩٢.٣
32
33. The next group''" :أسئلة تتعلق بالختبارات اللكترونية
-١
agree %٢٥ a strongly agree %٧٥
-٢
agree %٥٠ a strongly agree %٥٠
-٣
agree %٣٣.٣ a strongly agree %٦٦.٧
-٤
agree %١٦.٧ a strongly agree %٨٣.٣
-٥
agree %١٦.٧ a strongly agree %٨٣.٣
-٦
agree %١٦.٧ a strongly agree %٨٣.٣
33