This study examined the impact of a computer graphics program on developing practical media skills for mass communicators in media schools. The study used an experimental approach to design a scale measuring key media skills. A computerized graphics program was developed and tested on communicators from intermediate and high schools. The results showed the program was effective at developing skills in internet use, school journalism, educational theater, and media photography. The study concluded graphic programs can help communicators acquire needed skills and improve media communication and teaching in schools.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Technopreneurship Mobile Application (TMA): A Support Mechanism for Flexible ...IJITE
Mobile phones are essential in our daily lives because of their benefits in communication, entertainment, and education. Students use their mobile phones in teaching-learning engagement, both synchronous and asynchronous. The study focused on developing and validating Technopreneurship Mobile Application (TMA) in its functionality, reliability, usability, efficiency, and User interface/user experience. The study engaged with developmental research using the mobile app development cycle, including requirement specification, development modeling, design and development, testing, and deployment. Online data gathering and analysis were used for mobile application validation, evaluation performance, and mobile deployment. A total of 95 information technology students evaluated the application. The results showed that the application is functional, reliable, usable, efficient, and the user interface is helpful. The overall results obtained a 4.20 with an excellent evaluation that shows that developing a mobile application can be a great tool in the flexible learning delivery for students due to its accessibility and usefulness.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Technopreneurship Mobile Application (TMA): A Support Mechanism for Flexible ...IJITE
Mobile phones are essential in our daily lives because of their benefits in communication, entertainment, and education. Students use their mobile phones in teaching-learning engagement, both synchronous and asynchronous. The study focused on developing and validating Technopreneurship Mobile Application (TMA) in its functionality, reliability, usability, efficiency, and User interface/user experience. The study engaged with developmental research using the mobile app development cycle, including requirement specification, development modeling, design and development, testing, and deployment. Online data gathering and analysis were used for mobile application validation, evaluation performance, and mobile deployment. A total of 95 information technology students evaluated the application. The results showed that the application is functional, reliable, usable, efficient, and the user interface is helpful. The overall results obtained a 4.20 with an excellent evaluation that shows that developing a mobile application can be a great tool in the flexible learning delivery for students due to its accessibility and usefulness.
TEACHING AND LEARNING WITH ICT TOOLS: ISSUES AND CHALLENGESIJCI JOURNAL
The students nowadays are more friendly with tech devices. So, to make it less boring need to start
innovative ways that involve technology. Teaching via ICT tools have the potential to make a change in the
academic sector. It is a dynamic learning method. It provides more benefits as compared to the traditional
blackboard and chalks learning. The whole process of education can sometimes feel tedious for students. In
this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply
the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching
and learning can assist teachers in overcoming the obstacles and become successful technology users. With
the advent of Information and Communications Technologies (ICT) in education, teachers form their own
beliefs about the role of ICT as a teaching tool, the value of ICT for student learning outcomes and their
own personal confidence and competency. Barriers exist in integrating ICT in teaching and learning. The
barriers are extrinsic to the teacher and include lack of resources, time, access and technical support.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Multimedia and hypermedia in teaching dr minae mwangiIsaac Mwangi
The presentation is a resource for teacher educators on how to integrate multimedia and hypermedia tools in creating constructivist learning environments.
9/17/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d74… 1/5
%25
%16
%3
SafeAssign Originality Report
Fall 2020 - Organ Leader & Decision Making (ITS-630-A08) - First Bi-T… • Week 2 Written Assignment
%44Total Score: High riskPraneeth Pentela
Submission UUID: 7567c97b-2f11-db04-8404-2b438ba2278e
Total Number of Reports
1
Highest Match
44 %
Week 02_Technology Acceptance Model.…
Average Match
44 %
Submitted on
09/06/20
10:42 PM CDT
Average Word Count
1,434
Highest: Week 02_Technology Acceptanc…
%44Attachment 1
Institutional database (6)
Student paper Student paper Student paper
Student paper Student paper Student paper
Internet (6)
foi centar-fm springer
marlenemourreau springer boisestate
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Student paper
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Excluded sources (0)
View Originality Report - Old Design
Word Count: 1,434
Week 02_Technology Acceptance Model.docx
6 1 8
4 3 7
5 9 11
2 12 13
10
6 Student paper 5 foi 9 centar-fm
Running head: TECHNOLOGY ACCEPTANCE MODEL 1
TECHNOLOGY ACCEPTANCE MODEL 7
Technology Acceptance Model Praneeth Pentela
ITS 630-A08 Organ Leader & Decision Making
Dr. Joanna Patterson
TECHNOLOGY ACCEPTANCE MODEL
Introduction
IT acceptance has over the last few years received considerable attention. Various theoretical models have been proposed to explain the end-users’ acceptance
behavior (Al-Emran, Mezhuyev, & Kamaludin, 2018). Among the various theoretical models, TAM that was proposed by Davis is typically applied and empirically
tested. Technology acceptance model (TAM) The technology acceptance model is an information system theory that is used in modeling how users normally accept
technology use. This is a model that is considered to be one of the most influential and commonly used theories. It is therefore very critical in describing the
importance of technological innovations in e-commerce. The practical system use is the ultimate conclusion that users want people to be willing to do something
regarding technology, and also need to establish behavioral intention which may e a factor that would encourage people to use the innovation. The behavioral
intention is said to be affected by the attitude (A) of the general understanding of the technology (Nugroho, Bakar, & Ali, 2017). Many studies have been conducted
globally to investigate TAM’s relevance in understanding e-learning acceptance among the students. In many regions, e-learning is adopted for its assumed potential
1
2
3
2
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d749&course_id=_135115_1&download=true&includeDeleted=true&print=true&force=true
9/17/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d74… 2/5
of facilitati.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
TEACHING AND LEARNING WITH ICT TOOLS: ISSUES AND CHALLENGESIJCI JOURNAL
The students nowadays are more friendly with tech devices. So, to make it less boring need to start
innovative ways that involve technology. Teaching via ICT tools have the potential to make a change in the
academic sector. It is a dynamic learning method. It provides more benefits as compared to the traditional
blackboard and chalks learning. The whole process of education can sometimes feel tedious for students. In
this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply
the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching
and learning can assist teachers in overcoming the obstacles and become successful technology users. With
the advent of Information and Communications Technologies (ICT) in education, teachers form their own
beliefs about the role of ICT as a teaching tool, the value of ICT for student learning outcomes and their
own personal confidence and competency. Barriers exist in integrating ICT in teaching and learning. The
barriers are extrinsic to the teacher and include lack of resources, time, access and technical support.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Multimedia and hypermedia in teaching dr minae mwangiIsaac Mwangi
The presentation is a resource for teacher educators on how to integrate multimedia and hypermedia tools in creating constructivist learning environments.
9/17/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d74… 1/5
%25
%16
%3
SafeAssign Originality Report
Fall 2020 - Organ Leader & Decision Making (ITS-630-A08) - First Bi-T… • Week 2 Written Assignment
%44Total Score: High riskPraneeth Pentela
Submission UUID: 7567c97b-2f11-db04-8404-2b438ba2278e
Total Number of Reports
1
Highest Match
44 %
Week 02_Technology Acceptance Model.…
Average Match
44 %
Submitted on
09/06/20
10:42 PM CDT
Average Word Count
1,434
Highest: Week 02_Technology Acceptanc…
%44Attachment 1
Institutional database (6)
Student paper Student paper Student paper
Student paper Student paper Student paper
Internet (6)
foi centar-fm springer
marlenemourreau springer boisestate
Global database (1)
Student paper
Top sources (3)
Excluded sources (0)
View Originality Report - Old Design
Word Count: 1,434
Week 02_Technology Acceptance Model.docx
6 1 8
4 3 7
5 9 11
2 12 13
10
6 Student paper 5 foi 9 centar-fm
Running head: TECHNOLOGY ACCEPTANCE MODEL 1
TECHNOLOGY ACCEPTANCE MODEL 7
Technology Acceptance Model Praneeth Pentela
ITS 630-A08 Organ Leader & Decision Making
Dr. Joanna Patterson
TECHNOLOGY ACCEPTANCE MODEL
Introduction
IT acceptance has over the last few years received considerable attention. Various theoretical models have been proposed to explain the end-users’ acceptance
behavior (Al-Emran, Mezhuyev, & Kamaludin, 2018). Among the various theoretical models, TAM that was proposed by Davis is typically applied and empirically
tested. Technology acceptance model (TAM) The technology acceptance model is an information system theory that is used in modeling how users normally accept
technology use. This is a model that is considered to be one of the most influential and commonly used theories. It is therefore very critical in describing the
importance of technological innovations in e-commerce. The practical system use is the ultimate conclusion that users want people to be willing to do something
regarding technology, and also need to establish behavioral intention which may e a factor that would encourage people to use the innovation. The behavioral
intention is said to be affected by the attitude (A) of the general understanding of the technology (Nugroho, Bakar, & Ali, 2017). Many studies have been conducted
globally to investigate TAM’s relevance in understanding e-learning acceptance among the students. In many regions, e-learning is adopted for its assumed potential
1
2
3
2
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d749&course_id=_135115_1&download=true&includeDeleted=true&print=true&force=true
9/17/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d74… 2/5
of facilitati.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
Similar to The Impact of a Computer Graphics Program for Acquisition.pdf (20)
A Proposed Plan to Implement Core Competencies and High-Impact Educational Pr...Hisham Zaghloul
A Proposed Plan to Implement Core Competencies and High-Impact Educational Practices in Saudi Universities in Light of The Experiences of Some International Universities
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. 188 HISHAM SAAD ZAGHLOUL AND MOHAMED DESOKY RABEH
by communicators, and a subsequent improve-
ment of the teaching and mass communication
media in schools is of great importance. What
students see is retained longer in their memories
and intellects especially when it comes in the
form of modern graphic media technologies.
Computerized graphic programs hold a massive
advantage in the development of mass media
communication in schools, and imparting com-
municators with the right skills in order to per-
form their duties outstandingly (Chen 2012).
Literature Review
Technology’s big part in the modern soci-
ety and student learning process is no longer
new. It has come to becomes necessary to use
the advancement and evolution of technology
to forge and to create a better, interactive, ap-
pealing and engaging study environment for the
students. This will definitely pass through a long
procedure in making the study easier, faster and
more fun. With the development of technology
has come an innovation and transformation of
the teaching and learning process.
Some studies, as referred by Noh et al. (2013)
showed that the usage of modern media and
computerized graphics program could make the
teaching and learning process, as well as the
interaction inside the school environment a su-
perlative and attractive scene. The accessibility
of the organized media technologies everywhere
in the school will work as an impetus could guar-
antee that the students study better. Moreover,
they could enable the students to easily under-
stand the concept of the lessons taught. Engag-
ing different senses simultaneously in a study
room creates a stimulating environment and a
better chance of students actually learning as
well. What students hear might forget? What
they see they remember for a while? What do
they say? They definitely remember. But what
they experience? They will never forget. This
underlines the importance of using advance-
ments in technology to help the intellectual and
educational growth and awareness of not just
students, but also educators and communica-
tors according to Omar and Bidin (2015).
The usage of visual media, like the comput-
erized graphic programs in an internet-school
journalism and educational theater as described
by Choudhury (2012) helps create an easy and
smooth transmission from the traditional meth-
ods of teaching, learning and the acquisition of
modern practical medical skills which embraces
the advancement and evolution of technology.
Information could be disseminated more rapidly
and easily with the use of media images for dif-
ferent forms. Involving students in an internet-
school journalism and publishing will not just
teaching them the valued practical media skills
which they need to excel in a fast-paced tech-
nology controlled society, but will also rise their
interest in learning, expanding their cognitive
ability and stimulating their imaginations and
curiosity. Therefore, opening endless doors of
opportunities for them (Sethy 2012).
A recent study was conducted to determine
the level of involvement of some students in the
learning process when modern media was incor-
porated into the classroom. The students were
divided into groups, each group equipped with
an electronic discussion forums and chat rooms
to help accelerate communication between the
students. The outcome of the study mentioned
by Choudhury (2012) showed that a huge per-
centage of the students found the discussion
forums were very productive and helpful in the
rapid completion of their tasks. Using e-forums
proved invaluable in developing practical skills
for those groups of students, and introducing
them to the many potentials of modern comput-
erized media programs and technology.
The computer programs used in the leaning
process as referred by Scardamalia and Bereiter
(2009) is aimed at moving away from the tradi-
tional classroom methods to support and to ac-
quire the knowledge which imitates developing
technology to acquire practical skills useful in
an actual problem- solving in the industry field.
Advancement in technology as referred by Spec-
tor et al. (2004) offers a challenge to review tradi-
tional concepts and ideas about the learning with
the usage of media in a way to gain practical
skills that will increase the capacity of communi-
cators, so that they will be able to use the tech-
nology to create a link for linking ideas with the
results.
Zoliman (2012) conducted his study, which
discovered the benefit of using graphic media in
the teaching and learning process. Consequent-
ly, causing a massive improvement in students’
problem-solving capabilities and to motivate
them to engage their faculties, to promote qual-
itative and quantitative reasoning that results in
the quick acquisition of practical problem-solv-
3. THE IMPACT OF A COMPUTER GRAPHICS PROGRAM 189
ing skills. The possibilities of having educators
who are more skilled in computerized graphics
programs and have the proper media skills to
educate students in every media school, specif-
ically in the Northern Borders Province - Ar’ar,
Saudi Arabia are still very slight. As attractive
and beneficial information technology might be,
and the practicality of computerized graphics
programs as a learning platform, specific obsta-
cles still need to be overcome, and this paper
will seek to discuss some of these challenges.
This is based on by Razak’s (2013) study.
As discussed above, the computerized graph-
ic programs are an assembly of programs such as
(computer graphics, graphics software or image
editing software). These programs will enable any
person to manipulate visual images by using a
computer. These programs are different types
and the advantages and this study considered
some of these programs.
The graphic technology involves the use of
graphic designs and materials to pass across its
message. Graphic materials or designs dissemi-
nate information in the form of illustrations and
diagrams instead of words and numbers. Types
of graphic technology include print technology,
publications, print advertisement, website graph-
ics, billboards, logos and branding, posters and
so on. Internet-school journalism and publica-
tion apply these technologies and tools in pass-
ing vital information across in the form of imag-
es and visuals. Mastering these technologies
and programs requires a high level of media
skills, which is the purpose of this study.
Graphics have long been involved in the
education system. Bulunmaz (2016) points out
that the development of technology, in general,
has made it important for the involvement of
graphics in the education, this is because stu-
dents now live in an electronic world of comput-
ers and all kinds of technologies, not only in the
traditional classroom education setting of chalk-
boards, tables, notebooks, and pencils. Graph-
ics technology considered as useful tool in edu-
cation because it passes through bold and pre-
cise information with fewer margins of error. In-
structional 2-or-3 dimensional materials are now
used to pass instructions and curriculum mate-
rials in a method that draw the attention of the
students and clearly conveys the ideas in a sim-
ple and quick way which promotes the inclusion
of non-verbal and non-physical experiences in
the process of education (Schwarz and Crenshaw
2011).
The education system in Saudi Arabia has
passed through a long way in the past few years.
The evolution of technology and the invention
of the internet have imparted the use of educa-
tional media since the early 1990s. The social
media boom in the past decade has also posi-
tively affected the education system in Saudi
Arabia.Astudy byAl-Nuaim (2012) showed that
the growth of information technology innova-
tions has resulted in the use of ICT in education
system, especially higher education, in the past
decade. Some higher institutions, like the King
Abdulaziz University based in SaudiArabia, runs
a system involves both the traditional (face-to-
face) system of education and the E-system learn-
ing. This in turn requires the implementation of
modern social forms, allowing students from Sau-
diArabia’s K-12 educational system to be able to
engage in an independent study, and also to build
their own personal basic knowledge.
Of course, there are still some challenges in
the implementation of educational technology,
especially educational media in Saudi Arabia
(Kutbi 2015). The most significant issue in the
usage of educational media is directly related to
the success of these technologies to create op-
timal e-learning communities. The usage of edu-
cational media needs to accomplish the major
purpose of education, which is learning. Institu-
tions need to create a balance between imple-
menting the educational media, and achieving
the desired result of learning.
The practical skills which are related to me-
dia school require those skills to guarantee the
transmission of information smoothly through
different forms of media, and to provide easy
access to this type of these information. It is
necessary to provide an upgrade to the estab-
lished traditional methods and create an interac-
tive educational atmosphere that promotes not
just learning, but also sharing. These skills as
pointed out in this study included the use of the
internet in school journalism and publishing,
understanding and utilization of educational the-
ater, and ability to create, analyze and share
graphic materials and images that eases the flow
of precise and clear information. Communica-
tors can be trained in the use of graphic design
programs for the acquisition of practical media
skills in media schools by educators.
4. 190 HISHAM SAAD ZAGHLOUL AND MOHAMED DESOKY RABEH
ProblemStatement
This study, it is proposed to provide a solu-
tion to the urgent need of support skills training
for communicators and to help them acquire
media practical skills. This was achieved by us-
ing a random sample of high and intermediate
schools in Ar’ar city, the administrative capital
city of northern border province.
Significance of the Study
The study discovered the problems related
to media communication in schools in order to
find practical solutions that could effectively
solve these problems. Moreover, it investigated
the design of computerized program depending
on graphics technology and measured its im-
pact in equipping those in charge of communi-
cation media in schools with practical media
skills. The study engaged the community ser-
vice inAr’ar’s Northern Border Region, and pro-
vided practical training program for media school
communicators to raise their media skills level
which will reflect positively on the education
system and school environment, and the level
and performance of students also while keeping
pace with the modern global trends in the devel-
opment of modern media school program as op-
posed to traditional methods. It also aimed at
educating the media communicators in charge
of media communication in middle and high
schools in the northern border region with proper
media skills in the area of internet-school jour-
nalism and publishing, educational theater and
media image and photography. And to employ
modern techniques in the design and produc-
tion of computerized graphics technology pro-
grams depending on the participation and inter-
action of communicators in media school, thus
raising the professional level of training and skill
they possess, resulting in an improved educa-
tional performance of students. It also applied
computerized program to provide some media
skills to other geographical areas in the world,
especially in North Africa and the third world
countries.
Objectives
The study seeks to explore the following
aims:
Œ Identifying the required media practical
skills for those in charge of educational me-
dia in schools; the skills to use the inter-
net-school journalism and publishing, ed-
ucational theater skills and the skills required
to use media image and photography.
Œ Impacting on the use of computerized de-
sign programs based on the use and re-
cruitment of graphics technology to sup-
port the participation of those control the
school’s interactive media.
Œ Measuring the impact of the proposed
computerized graphic program in giving
communicators in media schools the need-
ed practical skills.
Definitions
Terms used in study are defined below:
Computerized Graphic Programs:Accord-
ing to Sam and Rajan (2013), it is a collection of
programs (computer graphics, graphics software
or image editing software) that enables a person
to design and manipulate visual images on a
computer.
Media School: Schools that use multilingual
information process skills in the fields of paper
and electronic publishing and educational the-
ater and school journalism and multimedia.
Media Skills: The ability of a person to cre-
ate, analyze, evaluate, and disseminate informa-
tion through a broad range of media forms at the
schools.
Media Educators (Communicator): A per-
son with media education responsible for edu-
cating, informing and equipping students with
media skills competency in media schools.
METHODOLOGY
The study aims at answering the following
questions: The first question is: Will computer-
ized graphics program be effective in equipping
communicators with the required practical me-
dia skills in media school? The second question
is:Willacommunicatorwithpracticalmediaskills
be more effective in the dissemination of infor-
mation and maximizing media communication
potentials that a communicator without practi-
cal media skills? And the third question is: Will
the teaching and learning of students in media
schools, the release of information through me-
dia means and overall academic and practical
performance of communicators and students in
5. THE IMPACT OF A COMPUTER GRAPHICS PROGRAM 191
Table 1: Percentages for the results of the pre-test procedure and the post-test for media skills
Practical media skills Pre-test Percentage (%) Post-test Percentage (%)
Internet skills 22 64.7 28 82.3
School press skills 10 29.4 20 58.8
Educational theater skills 10 29.4 18 52.94
Media image and photography skills 14 41.7 30 88.8
media schools in the Ar’ar region of Saudi Ara-
bia improve with the introduction of computer-
ized media graphic programs?
The study was conducted using an experi-
mental method, using a 5-point Likert scale sys-
tem to examine the level of the media skills of
media communicators in media schools in the
areas of the use of internet-school press and
publishing skills, educational theater skills and
media image information skills. The five choices
were Strongly Disagree, Disagree, Neither Dis-
agree or Agree, Strongly Disagree.
The study was conducted using a pre-test
and post-test procedure with the test in-between
being a tutorial in graphic design using graphic
programs and software. The computer programs
used in the graphic design programs for the
study included Adobe Photoshop CS6, Sony
Vegas Pro 13, Flash MX, Adobe after Effects
CS6, PowerPoint, Camtasia,Video Capture Mas-
ter and AutoPlay Media Studio 8.
The experiment was conducted by special-
ists in the areas of educational media and in-
structional technology to examine the level of
these practical media skills in detail, and com-
pare the impact that computerized graphic pro-
gram has in equipping media communicators and
educators with practical media skills, and the
difference in their level of performance with and
without the acquired media skills.
Sample
The study was limited to the northern bor-
der area city of ‘Ar’ar’in northern SaudiArabia.
It was limited to the mass communicators in me-
dia school, both males and females. Only 17
schools (preparatory and secondary schools)
were used. Nine intermediate schools (six males
and three females) and eight secondary schools
(five males and three females) were used in the
study. Thus, the total population who partici-
pated in this study were 34 mass communica-
tors (two participants from each school) in the
school year 2016-2017.
RESULTS
The results of the pretest procedure and the
post-test showed that a large percentage of the
participants, about 22 (64.7%) have a good level
of internet skills and know how to search online,
familiar with the Internet search tools and meth-
ods of security, uploading and sharing files on
the internet, using social networking sites, and
handling sites on the internet as observed in the
study conducted by Duarte (2013). Many also
used the internet on their phones and knew how
to use browsers to search for data. About 16
(47%) used school website, but they do not com-
municate with the students on the social media.
Moreover, 10 (29.4%) had school press and pub-
lishing skills, but only 4 (11.7%) are active in
designing or supervising the release of school
publications, and only about 6 (17.6%) were fa-
miliar the methods of electronic publishing.Ad-
ditionally, 10 (29.4%) have educational theater
skills (including theater building elements, meth-
ods of theatrical play, theatrical lightning tech-
niques, theater arts, good use of theatrical move-
ments on stage, role playing, usage of innova-
tive drama school theater and so on.) and use
them in their curriculum while only 14 (41.7%)
had photographic or image processing skills.
The results are represented in Table 1.
The post-test procedure showed a marked
increaseinthelevelofmediaskillswith28(82.3%)
showing an increased internet skills in areas in-
cluding knowing how to search online, familiar-
ity with internet search tools and methods of
security, uploading and sharing files on the in-
ternet, using social networking sites, and han-
dling sites on the internet, how to use internet
browser and search on the phone. Also, 20
(58.8%) showed an increase in school press and
publishing skills in areas including palm press
type and kinds, writing press releases, partici-
pating in industry press, design of electronic
newspaper, methods of electronic publishing and
so on. And 18 (52.94%) showed an increase in
educational theater skills in areas including the-
6. 192 HISHAM SAAD ZAGHLOUL AND MOHAMED DESOKY RABEH
ater building elements, methods of theatrical play,
theatrical lightning techniques, theater arts, good
use of theatrical movements on stage, role play-
ing, use of innovative drama school theater and
so on, and 30 (88.8%) showed an increased im-
age type and photography skills, like handling
digital photographic cameras and techniques,
photographic composition skills, image process-
ing for publication, choosing images for adver-
tising, learning the foundation of mobile pho-
tography, editing of video footage and so on.
The results of the study experiment showed
that the use of computerized graphics program
is effective for the requirements of mass com-
municators in acquiring practical media skills and
to be able to apply those skills in their work.
Although the general knowledge of the internet
is good. The study also showed that mass com-
municators need a good level of training on how
to fully maximize the huge potential of the inter-
net and internet-based communications to im-
prove their performances with students, and
their level of media skills generally.
Although the experiment proved that it is
relatively succeeded with a small population of
participants, bigger trials and studies covering
a larger pool of participants is necessary to fully
understand the impact of computerized graph-
ics programs in the acquisition of practical me-
dia skills by mass communicators in media
schools.
The study also showed that more long-term
and basic training are required for mass commu-
nicators if they are to acquire the media skills
required for improving their performances in
media schools, particularly in the areas of edu-
cational theater. This also showed the require-
ment of media educators and mass communica-
tors to have a basic background in both media
education coupled with a few professional ex-
perience and insights in the media industry
where the media technologies are being applied
every day.
DISCUSSION
The pre-test procedure used a five Likert
scale method of experiment which was divided
into four categories of skills, (internet skills,
school press and publishing skills, educational
theater skills and media image information skills),
each category was ranging between 9 - 14 state-
ments to which the participants are supposed to
indicate their level of agreement or disagreement
with the statement, and the response options
were Strongly Agree, Agree, Neutral, Disagree
and Strongly Disagree (Friedman 2016).
The actual test was a tutorial in graphic de-
sign using graphic programs and software with
the aim of equipping the participants with the
practical media skills required in mass communi-
cators in media school.
The post-test procedure also administered
the same 5-point Likert scale method from the
pre-test procedure, to understand the impact of
the graphic designs tutorial on the participants
and to compare the results with the post-test
procedure.
The graphics tutorial section of the experi-
ment which discussed important topics on the
areas of the use of the internet, school press
and publishing skills, educational skills, and
media image skills. These skills were considered
in details used a different computerized graph-
ics program. The section on internet skills dis-
cussed found ways on the internet, used an in-
ternet search engine, downloading files and pro-
grams, how to upload files, how to save image
and video, how to use social network sites and
so on. The section on school press and publish-
ing skills discussed types of release, press re-
lease industry, how to design an electronic news-
paper, how to quote press releases, electronic
publishing methods and so on. According to
Nidal (2016), the section on educational theater
discussed the educational role of theater, the-
ater curriculum, split stage, theater movements,
and so on; and the section on media image and
photography discussed cameras and digital pic-
tures, configuration of pictures, digital video
cameras, montage of video clips, and so on.
Chi- square was used to measure whether or
not there is homogeneity or uniformity on the
views of communicators about different para-
graphs for each field of study scale of practical
media.
CONCLUSION
TheImpactoftheComputerGraphicsProgram
The study showed that computerized graph-
ic program, when properly applied and used in
the training of communicators, has an immense
and positive influence on their level of practical
media skills. The positive results and improve-
7. THE IMPACT OF A COMPUTER GRAPHICS PROGRAM 193
ment in the media skills of communicators in the
area of internet use, school journalism and pub-
lishing, educational theater, and also media im-
age showed that the use of computer graphics
program in acquisition of practical media skills
have a major impact on the communicators par-
ticipating in the experiment, and their increased
level of media practical skills.
Acquisition of Media Skills
It is an important for all mass communicators
in charge of media school to have the necessary
practical media skills. This study indicated that
with the appropriate training and skills, commu-
nicators with media skills could be more effec-
tive in managing the tasks of media schools than
those without the necessary skills.
EducationalImpactonStudents
The quick acquisition of some media skills
by communicators during the period of experi-
ment showed that the education of students in
media schools, specifically in Ar’ar region of
Saudi Arabia, and their use of media skills in
school journalism, usage of internet, education-
al theater and media image can be improved by
the utilization of computerized graphic program
and other graphic technologies.
RECOMMENDATIONS
Based on the results of the study that in-
dicated the impact of the use of educational
technology and the graphic skills in the media
schools. The study provides the following
recommendations:
Œ Providing training programs for mass com-
municators in media schools by relying on
the use of graphics technology for the de-
velopment of media practical skills instead
of the ancient methods.
Œ Expanding the use of graphic techniques in
the teaching of courses and supporting the
different stages of education.
Œ Providing theoretical side support in media
schools using multimedia.
Œ Engaging in further studies linking educa-
tional media with education technology.
These recommendations should be applied
for the benefit of several other countries in North
Africa and the third world countries.
ACKNOWLEDGEMENT
The authors wish to acknowledge the ap-
proval and the support of this research study
by the grant N°(5-1436-3-16) from the Deanship
of the Scientific Research in Northern Border
University (N.B.U.),Ar’ar, KSAand all the col-
laborators of the school managers and mass
communicators in this study.
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