The document discusses how students use computers to complete homework assignments. A survey of students found that over 85% use computers at home for homework, with 77% using it for humanities subjects and 23% for science subjects. Most students spend 1-2 hours on homework, with over 80% using Google and Wikipedia. While 92.2% of students don't believe all online information is accurate, 65% feel it takes less time to complete homework using a computer. Students suggested homework would be more fun if it incorporated games, was not compulsory, and there was less of it assigned.
Addressing the needs of rural youth is gathering attention with international development agencies, donors and private companies supporting new initiatives by governmental and non-governmental organizations in many parts of the world and in Africa in particular. Issues surrounding rural youths such as limited access to educational services, dependency on mainly unpaid labour in family farms and working in the informal sector as well as the considerable impact of migration on their livelihoods - especially affecting young women- have been widely recognized as significant. There is overall agreement that if youth issues are not addressed high rates of youth unemployment and under-employment will persist and overall development in African countries could be negatively affected.
In this context and in line with its 2011 – 2015 Strategic Framework, The International Fund for Agricultural Development (IFAD), in partnership with PROCASUR Africa, organized an eight day learning route on Innovative ideas and approaches to integrate Rural Youth in Agriculture. The progress in Kenya between the 11th to the 18th of August 2014.
The aim of this Learning Route was to contribute to lesson-sharing and learning at country and regional level in order to build technical capacities within IFAD´s operations and partners in the ESA region on innovative strategies and approaches to engage rural youth in agriculture, increase employment and reduce poverty.
One of the host case studies of this learning route was the Kenya Youth-to-Youth Fund - Entrepreneurship development organization which aims to provide youth led organizations with both funding and capacity building, thereby enabling them to move from being passive recipients and become active participants in the promotion and creation of youth employment.
Addressing the needs of rural youth is gathering attention with international development agencies, donors and private companies supporting new initiatives by governmental and non-governmental organizations in many parts of the world and in Africa in particular. Issues surrounding rural youths such as limited access to educational services, dependency on mainly unpaid labour in family farms and working in the informal sector as well as the considerable impact of migration on their livelihoods - especially affecting young women- have been widely recognized as significant. There is overall agreement that if youth issues are not addressed high rates of youth unemployment and under-employment will persist and overall development in African countries could be negatively affected.
In this context and in line with its 2011 – 2015 Strategic Framework, The International Fund for Agricultural Development (IFAD), in partnership with PROCASUR Africa, organized an eight day learning route on Innovative ideas and approaches to integrate Rural Youth in Agriculture. The progress in Kenya between the 11th to the 18th of August 2014.
The aim of this Learning Route was to contribute to lesson-sharing and learning at country and regional level in order to build technical capacities within IFAD´s operations and partners in the ESA region on innovative strategies and approaches to engage rural youth in agriculture, increase employment and reduce poverty.
One of the host case studies of this learning route was the Kenya Youth-to-Youth Fund - Entrepreneurship development organization which aims to provide youth led organizations with both funding and capacity building, thereby enabling them to move from being passive recipients and become active participants in the promotion and creation of youth employment.
The Learning Route on Natural Resource Management and Climate Change Adaptation best practices, the experience in Kenya; took place between the 6-13 July 2014 in several counties in Kenya.
The objective of this learning route is to scale up through peer to peer learning the Kenyan best multi stakeholders' strategies, tools and practices to fight environmental degradation and to adapt to climate change with the aim of improving the livelihoods of people living in affected communities.
The learning Route has been developed by International Fund for Agricultural Development (IFAD) CARE (relief agency) in Kenya and the Cgiar Research Program on Climate Change & Food Security, in partnership with Procasur Africa.
Here we have an overview of the presentation shared with us from our last of the three host case studies that were visited:
Case 3: The Community of Balich and the Adaptation Learning Programme (Garissa Kenya)
Addressing the needs of rural youth is gathering attention with international development agencies, donors and private companies supporting new initiatives by governmental and non-governmental organizations in many parts of the world and in Africa in particular. Issues surrounding rural youths such as limited access to educational services, dependency on mainly unpaid labour in family farms and working in the informal sector as well as the considerable impact of migration on their livelihoods - especially affecting young women- have been widely recognized as significant. There is overall agreement that if youth issues are not addressed high rates of youth unemployment and under-employment will persist and overall development in African countries could be negatively affected.
In this context and in line with its 2011 – 2015 Strategic Framework, The International Fund for Agricultural Development (IFAD), in partnership with PROCASUR Africa, organized an eight day learning route on Innovative ideas and approaches to integrate Rural Youth in Agriculture. The progress in Kenya between the 11th to the 18th of August 2014.
The aim of this Learning Route was to contribute to lesson-sharing and learning at country and regional level in order to build technical capacities within IFAD´s operations and partners in the ESA region on innovative strategies and approaches to engage rural youth in agriculture, increase employment and reduce poverty.
One of the host case studies of this learning route was the Junior Farmer Field and Life Schools, (JFFLS) FAO: The JFFLS is as a holistic, participatory training strategy, promoting acquisition of technical and agricultural knowledge and life skills, involving different community stakeholders who live in vulnerable situations. It is a participatory training process based on practical and field learning, involving a group of some 25 - 30 children and youth who meet often, supported by a facilitator, sharing knowledge from experience gained on a demonstration plot located on one side of the school. JFFLS participants are expected to replicate their lessons learned back at home, encouraging food production and even enhancing their own families’ income by selling some of their produce.
The International Fund for Agricultural Development (IFAD) in collaboration with PROCASUR had the pleasure of presenting the Learning Route: "Innovative tools and approaches to enhance gender equality in value chain development" that took place in Uganda, between the 7th and the 14th of September 2014
Through a face-to-face learning, the 8-day Learning Route presented the opportunity of learning directly in the field and from its protagonist some of the best practices on the community-led empowerment methodology known as the Gender Action Learning System (GALS), to boost pro-poor/inclusive Value Chain Development (VCD) and to improve gender equality and women's empowerment through VCD. The Main objective of this Learning Route was to reflect on how the linkages between vulnerable and powerful stakeholders in the development of Value Chains can be improved sustainably to enhance gender equality and improve rural livelihoods.
During this unique journey through knowledge, participants were supported by PROCASUR and experts, in the design of an "Innovation Plan" aimed at integrating and adopting the best practices in their respective settings and enhancing their organizations and projects. A Contest after the Learning Route prized the best three Innovation Plans with a starting capital of USD 2500.
We invite you to please have a look at the final report from the Learning Route for more on this:
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
Media & Learning: What Parents Should Know!
By Yongping Ye
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Why does it matter?
We live in the digital age
The environment has deep impact on children’s behaviors and development.
Good or bad? It depends on how we use media.
Science behind
Learning from TV and other media:
Require repetition
Familiar characters
Socially relevant and contingent feedback (looks at and talk to the child)
Here is a video represents above three contents in a show.
Children under 2.5 or 3 years old learn better from a real-world than from an equivalent media. They develop the ability of dual representation (need to represent TV as something they learn from) around 3 years old.
Learning two “5”
Children follow 5 steps to learn new things
Sensory register: receives input from the environment and registers it for processing
Information processing: Approach that describes how people learn using a computer analogy
Short-term memory: Holds information temporarily
Long-term memory: Stores information processed from short term memory for later retrieval
Learning response: Recognize and recall information from short- and long-term memory.
5 capabilities that contribute to social learning
Symbolization: can think about social behavior in words and images
Forethought: anticipate consequences of our own and others’ actions
Self-regulation: adopt standards of acceptable behavior for us (aspirational, social, moral)
Self-reflection: analyze our thoughts and actions
Vicarious learning: learn by watching others be rewarded and punished
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Parenting instructions:
Media is a new environment for children. Parents should guide them to adapt to the environment.
Consider media as an optional tool for learning. Parents’ companion is necessary for children’s development. It always better to learn from real-world than from the screen.
Don’t use it as an emotional pacifier. Parents should not use TV or other media to calm down their children. They need to learn to control their emotion.
Set limits and encourage playtime. Kids are kids. They will make mistakes using media. Parents’ surveillance is indispensable.
Be a good role model. Except for limiting children’s on-screen playtime, parents should control their time on using media each day.
Here is a video explaining how TV affect young children’s brain development
Ball & Bogatz (1970) – research on Sesame Street
Children could learn basic information
Literacy skills
Preschool readiness skills
Other studies showed learning from a single episode or clip
Better learning with repetition.
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Play with your child!
For ages 5-8 children, play Animal Crossing.
Through the game, you can create a home with your child. It is good way to interact with cute animal villagers and enjoy life in the game.
For ages 8-12 children, play Lego
You can introduce children to a franchise you alr ...
Similar to The investigation presented in Poland (20)
2. Language is an important issue for everyone and the use of the
computer influences is, it changes it. We want to see in what way it is
transformed and if the speech is also affected.
3. THE INTERVIEW :
After the meeting with the psychologist we learned that:
The children's interests in reading is diminished
because the child receives information more quickly
and more easily through the internet and without using
his intelligence at maximum , so thought and logic can
are reduced.
Children, being affected by premature use of the
technology, are no longer able to communicate, to be
aware of teachers' explanations
It limits the children to a language abbreviation
They will not know how to express their own ideas, and
so on.
The Internet offers more opportunities to read.
4. Negative effects:
Viewing requires a less mental effort than that required by reading
Writing's preferred to talking and, in this way, children can no longer express
their ideas and feelings
It limits communication to a language not fit for their age
There is lack of interest for reading various books for their general culture.
Positive effects:
• We read more since we are offered a more varied range of topics.
• It facilitates learning.
• It shortens the time that children are willing to spend to find the answer to
problems.
• Keyboard handling is improving eyes-hand coordination, and is accelerating the
speed reaction.
Conclusion: by applying 40 questionnaires we had the following responses from the
students:
32 students consider the communication through a computer more important
and the rest say that they can communicate better face to face
They all use abbreviations
Only 10 have ever held a speech and the rest say that they can't speak in public.
5. EXAMPLES OF ABREVIATIONS:
From Romanian from English
:D= zambeaste orbitor (big smile) hw= homework
:)= fata zambitoare (smiley face) sk=school
bn= bine (fineok) 4= for
afr= afara(outside) 2= to
App= apropo(by the way) sry=sorry
Aka= cunoscut ca(also known as) np=no problem
Aqm= acum(now) thx=thanks
fb = facebook Omg =oh my God !
cf-= ce faci ?( what are you doing?) fb =facebook
Cmf=ce mai faci? how are you?) K= ok
Dc= de ce?(why?) Gn=Good night!
Crz= crezi (do you believe?) 4u= for you
u= tu (you) bff= best friends forever
cp= cu placere (with pleasure) U= you
Pwp= te pup (kiss) BRB=be right back
DND= do not disturb
Luv U= love you
6. Group 2: Does the use of the computer at an early age
affects us from an emotional and relational point of
view?
Studies have shown that the use computer at
tender ages influences us from an emotional
point of view .A long exposure to the
computer affects the right hemisphere of the
brain which is responsible for logic, language,
rational thinking, mathematics.
The ability to rationalize is affected making
more difficult learning foreign languages and
for making logical connections.
Adolescents are more prone to changes in
behavior because they find in the computer a
means to escape, to be free without
constraints of any kind from the adults. .
7. Our Group also decided to identify changes in
behavior caused by such escape via the computer
centering on sites social networking sites such as
Facebook and TWITTER
After the meeting with the psychologist we
learned that:
-There may be difficulties adapting to external
environment;
-also, the risk of behavior disorders become
greater:
-the inability to express emotions
-a tendency to isolate
-addiction
-at a psychic level: depression, hysteria and
paranoia
-children can not differentiate the reality from the
3D game and can become violent
-certain areas of the brain that control the
behavior, learning and emotions, can be
underdeveloped in the conditions that video
games, stimulate only those regions of the brain
that are related to vision and movement
8. Approximately 52% of the Romanians of over the age of 12 years have
today an account on facebook as compared to 6% only 3 years ago. A
study has shown that the young people who update the Facebook
profile felt better to those who were of-line.
The negative effects have
been highlighted by
students being in a greater
numbers than the positive
ones, which shows that
they are aware of the
dangers to which they are
liable and they understood
that they do not have to
display all their personal
information online!!
9. TEAM 3: How often do we use the computer for doing
our homework?
Sometimes homework give us a headache and we don't
know how to solve them more quickly. We have asked
our colleagues through questionnaires how much do
they use the computer and if we can find a more
effective way and why not, more fun to solve
homework!
10. WE FOUND OUT:
1) More than 85% of the students have computers at home, and use them for
homework
2) almost 77% use it to human sciences (history, foreign languages, religion
and the Romanian) and the rest 23% for science (biology, geography,
mathematics)
3) of the students 19.5 % spend about one hour on homework, 32.8 % grant
them between one and two hours, and 47,7 % over two hours.
4) Over 80% of the students use websites such as Google and on Wikipedia.
5) At the rate of 92,2 % of the students don't think that all the information on
the internet are correct.
6) 65% believe that it takes more time to solve their homework without
computer.
7) If parents would forbid to use the Internet, 68% of the students would
begin to be more careful with lectii,4% of the respondents would use the
Internet without the knowledge of their parents, 8% they would seek
answers in the books , and 20% are undecided.
8) To the question: " What would you do if you were a teacher for a day?"
35% of the students said that they would forbid homework, 40% would free
children of learning, 15% would do other activities, and 8 percent gave
multiple answers.
11. In conclusion, we found out that most students find various
ways to solve homework as soon as possible, especially on the
Internet, as it is a faster and easier way to solve any problem as
long as we can make a good selection of on-line information.
Homework would
be fun if:
We learned through
games!
Wouldn’t be
compulsory!!
Would be less!