Relevant bibliographies by topics / Internet in school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Internet in school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Internet in school"

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Gofron, Beata. "School in the Era of the Internet." Educación y Educadores 17, no. 1 (2014): 171–80. http://dx.doi.org/10.5294/edu.2014.17.1.9.

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Lelliott, A. D. "The Internet in School." Computers & Education 35, no. 2 (2000): 169–70. http://dx.doi.org/10.1016/s0360-1315(00)00025-7.

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Kristof Nagy, Peter. "Internet usage of fourth-grader primary school pupils." Applied Technologies and Innovations 10, no. 3 (2014): 106–13. http://dx.doi.org/10.15208/ati.2014.17.

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Becker, Henry Jay, and Jason L. Ravitz. "The Equity Threat of Promising Innovations: Pioneering Internet-Connected Schools." Journal of Educational Computing Research 19, no. 1 (1998): 1–26. http://dx.doi.org/10.2190/wu1y-ytg1-7c3v-50lp.

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This article examines the distribution of student Internet use across 152 schools in the National School Network (NSN), schools that were among the first to provide high-speed direct Internet access simultaneously for many locally networked computers. Apart from identifying the socio-demographic character of these schools, the article shows the extent to which Internet use varies by school socio-demographics, and, within school, by prior achievement levels of students. Although membership in the NSN disproportionately includes schools in high-SES communities, it was found that, among NSN schools, social class is not related to extent of use. On the other hand, within schools, Internet use favors high-ability classes, particularly in demographically heterogeneous schools.
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Onojah, Adenike Aderogba, Amos Ochayi Onojah, Charles Olubode Olumorin, and Esther O. Omosewo. "Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 2 (2021): 86–95. http://dx.doi.org/10.23917/ijolae.v3i2.10686.

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For internet facilities to be adopted and integrated in schools, the resources should not only be available, it must also be accessible. The objectives of this study were to: identify internet facilities available for second-ary school teachers; determine whether secondary school teachers are able to access the internet facilities; and investigate how teachers’ gender influence the accessibility of internet facilities in secondary schools in Ilorin. The population of the study was limited to secondary school teachers in Ilorin, Nigeria and 251 re-spondents were randomly selected. There was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for instruction. The study concluded that teachers have access to the available internet facilities for advanced instruction. It was recommended that, Internet Service Providers (ISPs) should be allowed to establish centres on campus in order to bring online services close to teachers.
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Onojah, Adenike Aderogba, Amos Ochayi Onojah, Charles Olubode Olumorin, and Esther O. Omosewo. "Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 2 (2021): 86–95. http://dx.doi.org/10.23917/ijolae.v3i2.10686.

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For internet facilities to be adopted and integrated in schools, the resources should not only be available, it must also be accessible. The objectives of this study were to: identify internet facilities available for second-ary school teachers; determine whether secondary school teachers are able to access the internet facilities; and investigate how teachers’ gender influence the accessibility of internet facilities in secondary schools in Ilorin. The population of the study was limited to secondary school teachers in Ilorin, Nigeria and 251 re-spondents were randomly selected. There was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for instruction. The study concluded that teachers have access to the available internet facilities for advanced instruction. It was recommended that, Internet Service Providers (ISPs) should be allowed to establish centres on campus in order to bring online services close to teachers.
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Six smith, Andrew, Martin Beer, and Sharon Green. "An occupational therapy Internet school." Journal of Telemedicine and Telecare 6, no. 1_suppl (2000): 175–77. http://dx.doi.org/10.1258/1357633001934582.

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Four centres in the UK, Belgium, the Netherlands and Sweden have collaborated to provide Internet-based courses for student and professional occupational therapists. The basis of the Occupational Therapy Internet School (OTIS) is the concept of the ‘virtual college’. This comprises the design and implementation of a sophisticated Internet-based system through which courses can be managed, prepared and delivered on line, and through which students can communicate both with the staff and their peers. The aim is to support and facilitate the whole range of educational activities within a remote electronic environment.
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Ramsey, Inez L. "Internet school library media center." Library Hi Tech 15, no. 3/4 (1997): 19–24. http://dx.doi.org/10.1108/07378839710308321.

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Wang, Yu-Min, and Yi-Shuan Lin. "Determinants of Internet Entrepreneurship Intentions among Business School Students." International Journal of Information and Education Technology 6, no. 10 (2016): 754–58. http://dx.doi.org/10.7763/ijiet.2016.v6.787.

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Nakayama, Hideki, Fumihiko Ueno, Satoko Mihara, Takashi Kitayuguchi, and Susumu Higuchi. "Relationship between problematic Internet use and age at initial weekly Internet use." Journal of Behavioral Addictions 9, no. 1 (2020): 129–39. http://dx.doi.org/10.1556/2006.2020.00009.

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Abstract Background and aims An important proportion of infants and adolescents in Japan are using Internet-equipped devices, including smartphones, tablets, and game consoles. However, the relationship between the risk of IA and the age at initial habitual Internet use remains unknown. We aimed to investigate this relationship among adolescents. Methods We surveyed 1,775 subjects in seven public junior high schools in Kanagawa prefecture, Japan, in November 2017. Students were asked to complete the Young's Diagnostic Questionnaire (YDQ), which captured information regarding gender, school grade, night sleep, age at which they first started using the Internet at least once weekly, Internet usage situation, and Internet use time for purposes other than study. Data from subjects who reported experience of weekly Internet use were analyzed. Results Junior high school students who were younger at initial weekly Internet use tended to have problematic Internet use (PIU) and to spend more time on Internet activities. In particular, initial weekly Internet use before the age of five in boys was associated with a significantly increased risk of PIU (YDQ ≥ 5), with an odds ratio of 14.955, compared with initial weekly Internet use after the age of 12. Smartphone ownership significantly increased the risk of PIU compared with no ownership among the total population and among girls. Discussion and Conclusions Junior high school male students displayed a robust relationship between initial weekly Internet use and PIU, whereas junior high school female students displayed a particularly strong relationship between smartphone ownership and PIU. Therefore, longitudinal IA preventive education from an early age is necessary.
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Dissertations / Theses on the topic "Internet in school"

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Hu, Yu 1975. "Essays on Internet markets and information goods." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/28829.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2005.<br>Includes bibliographical references.<br>(cont.) provides explanations as to when and how incorporating them into advertising deals can be profitable. We argue that using these pricing models appropriately can give both the publisher and the advertiser proper incentives to make non-contractible efforts that may improve the effectiveness of advertising campaigns. It also allows the publisher and the advertiser to share the risk caused by uncertainty in the product market. We show that key factors that influence the use of performance-based pricing models are the importance of the publisher's incremental efforts, precision of click-through measurement, uncertainty in the product market, and risk aversion parameters. We also clarify issues that are being debated in the industry, such as how the importance of the advertiser's incremental efforts and existence of non-immediate purchases affect the use of performance-based pricing models. The third essay, "Renting versus Selling Durable Information Goods", studies whether a monopoly producer of a durable information good should sell or rent its good to consumers. We study whether the producer obtains a higher profit under a selling strategy or a renting strategy. Our analysis shows that the conventional wisdom that a durable good monopolist would always prefer renting to selling is no longer valid in the context of durable information goods, because of the existence of "individual depreciation". We find that a renting strategy leads to a higher producer surplus than a selling strategy does, when this individual depreciation parameter is high, i.e., the utility a durable information good provides to consumers decreases relatively ...<br>This dissertation consists of three essays on Internet markets and information goods. The first essay, "Consumer Surplus in the Digital Economy: Estimating the Value of Increased Product Variety at Online Booksellers", presents a framework and empirical estimates that quantify the economic impact of increased product variety made available through electronic markets. While efficiency gains from increased competition significantly enhance consumer surplus, for instance by leading to lower average selling prices, our present research shows that increased product variety made available through electronic markets can be a significantly larger source of consumer surplus gains. One reason for increased product variety on the Internet is the ability of online retailers to catalog, recommend and provide a large number of products for sale. For example, the number of book titles available at Amazon.com is over 23 times larger than the number of books on the shelves of a typical Barnes & Noble superstore and 57 times greater than the number of books stocked in a typical large independent bookstore. Our analysis indicates that the increased product variety of online bookstores enhanced consumer welfare by $731 million to $1.03 billion in the year 2000, which is between seven to ten times as large as the consumer welfare gain from increased competition and lower prices in this market. There may also be large welfare gains in other SKU-intensive consumer goods such as music, movies, consumer electronics, and computer software and hardware. The second essay, "Performance-based Pricing Models in Online Advertising", applies the economic theory of incentive contracts to the study of performance-based pricing models in online advertising and provides<br>by Yu (Jeffrey) Hu.<br>Ph.D.
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Yick, Wing-yee Winnie. "Impact of internet on loneliness of secondary students /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474741.

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Brown, Barrington. "Primary school teachers' teaching in classrooms with Internet capability." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416238.

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Woody, Carol C. "Applying Security Risk Management to Internet Connectivity in K-12 Schools and School Districts." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/933.

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Internet connectivity has been added to the classrooms of United States (U.S .) K-12 schools, but recognition of the security risks and related management responsibilities to address increased risk exposure is not apparent. Providing a sufficient level of access for K-12 students to learn through exploration and experimentation needs to be balanced with sufficient limitations to minimize the risk of technically proficient participants inflicting harm through school resources. Problems of inappropriate use such as adjusting grades, tampering with work of other students, and defacing Web sites by K-12 students are already appearing in U.S. newspapers. In addition, the growing level of Internet security incidents such as worms and malicious code puts K-12 technology infrastructure and data at risk. Each K-12 school and school district has a unique set of technical capabilities that must be balanced against the risk of misuse to establish appropriate security. Applying security risk management can allow K -12 administrators to identify areas of weak security that pose unacceptable risk and plan for needed improvements. Within this investigation, a security risk methodology was selected, tailored to incorporate organizational characteristics and regulatory requirements unique to K-12 schools and school districts, and successfully applied by the Scarsdale Public School District, Scarsdale, New York. In addition, several K-12 school officials including school board members, technology directors, and superintendents, reviewed the tailored methodology and affirmed its applicability to their schools and school districts. The Operationally Critical Threat, Asset, and Vulnerability EvaluationsM (OCTA VE®) Methodology was selected by this investigator for evaluating the security risk ofK-12 schools and school districts. The OCTAVE Methodology applies a security risk management approach developed by researchers at the Carnegie Mellon® Software Engineering Institute (SElsM). The methodology is used by over 1,000 medical, financial, manufacturing, and government organizations, and allows for self-direction. It is available at no cost and provides a wide range of tailoring capabilities for adapting
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Perutz, Mark A. (Mark Andrew). "An investigation of price dispersion in Internet auctions." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9195.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.<br>Also available online on DSpace at MIT.<br>Includes bibliographical references (leaf 37).<br>It can be observed that in consumer-to-consumer on-line auctions, there is a strong degree of price dispersion, even in liquid markets with a large number of bids per auction item. This Thesis research strives to quantify such dispersion and present explanations for the key findings on the nature of price dispersion in on-line auctions of like goods: Although contrary to common sense and public opinion, I found no significant correlation of winning bid price with feedback rating. This is true for low, medium-high and high value goods and for both new and used goods. This observation holds for all ranges of feedback ratings. Of all of the other variables of an auction listing: (shipping costs, amount of opening bid, number of bids, accepted payment types, picture in listing, and the use of reserve prices), only picture in listing and use of reserve prices are correlated with winning bid price. This observation holds for all types of goods examined. However, correcting for these variables does not significantly reduce price dispersion. The majority of the dispersion in winning bid prices of same-good auctions can be explained by the unique ability of the on-line auction process to obtain the reservation prices of buyers in the market, through its use of maximum bid amounts and proxy bidding. An auction winning bid curve for a good can be constructed by aggregating the winning bid prices of all auctions of that good over a period of time. The downward sloping and isoelastic nature of this curve can be explained in part by the downward sloping demand curve for that good, made up by the range of premiums buyers are willing to pay in order to increase their chances of winning the auction, and getting the item sooner. The exact shape of the curve can be further explained and in fact reconstructed by an examination of the statistics of grouping bids in auctions. Arbitrage to take advantage of the dispersion of winning bid prices can be shown to be possible, and in theory it appears to be surprisingly profitable. This suggests that on-line auction markets are only weakly market efficient. Several explanations were explored as to why arbitrage has not been pursued, thereby eliminating the observed dispersion. These explanations include the unseen non-monetary transaction and arbitrage costs, the level of sophistication necessary to capitalize on opportunities, and the persisting immaturity of the consumer-to-consumer on-line auction market.<br>by Mark Andrew Perutz.<br>M.B.A.
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Sätterkvist-Ullgren, Ulla. "Utforma lärande via Internet på gymnasienivå." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28231.

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Sammanfattningsvis visar studien att fysiska träffar bär organiseras på gymnasienivå en till två gång i månaden, så att kursmål uppnås och för att ge struktur för elever vid nätbaserad distansundervisning. Resultatet visar också att läraren bär införa struktur kring kontakter med elever via Internet, det är viktigt för eleverna att frågor besvaras snabbt samt kunskap om när svar kan förväntas. Dessutom visar studien att det är viktigt med en specialutformad lärplattformen, där samarbetsinlärning och gruppgemenskap kan ske. Skolan måste också ansvara får att tillgång till persondatorer med bredbandsuppkoppling finns att tillgå.<br>The issue of this study is that physical meetings on Senior High level is necessary when education is based via Internet. The students inquired as well for structure and it´s urgent that the teacher deal quickly with inquiring from students.
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Bruns, Loretta A. (Loretta Ann). "Texas Public School Library Media Specialists' Perceptions of the Use of the Internet in their Schools." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277650/.

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With the advent of the 21st century, technological innovations are transforming the face of education and the school library media center. One of these significant developments is the ability to communicate through the Internet. The purpose of this study is to examine the perceptions of Texas public school library media specialists who are active Internet users about their utilization of the Internet, and how their efforts in implementing and supervising Internet access in their school library media centers impact the Texas public schools that they serve. A survey instrument of Likert items was developed that queried these public school library media specialists for their perceptions of Internet use in their schools. MANOVA was the chosen statistical measure for this study. An initial electronic mail-out to 1,232 Texas public school library media specialists (K-12) with Internet addresses were contacted to participate in this study. After a time frame of one month, 196 Texas school library media specialists e-mailed the researcher, confirming their willingness to be a survey participant. All respondents to this e-mail request participated in this study, and a second U.S. mail-out was sent containing the actual survey instrument. The researcher found that the use of the Internet by school library media specialists in Texas did not increase global collegiality from the viewpoint of the survey respondents. Survey respondents felt that an Internet acceptable use policy did not ensure student access to the Internet in Texas public school library media centers. The study examined the relationship between acceptable use policies and Internet censorship, and the researcher found no connection between these two elements from the perspective of the school library media specialist. The study found that school library media specialists believe that their training did improve their students' library research skills. Furthermore, the survey respondents believed that their Internet training improved student learning. Finally, the study found no connection between school size, based on the Texas Education Agency's school classification system, and student access to the Internet.
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Byun, Jeffrey. "The consumer Internet in South Korea : an American's perspective." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/44440.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, June 2008.<br>Includes bibliographical references (leaves 33-36).<br>This thesis will explore the consumer internet industry in South Korea from the perspective of an American with Western values and sensibilities. South Korea is widely considered to be one of the most connected and internet-savvy countries on Earth, with roughly 90% of the population having high-speed broadband access and the average Korean spending 31.2 hours viewing 4,546 web pages per month compared to 25.2 hours viewing 2,519 pages for the average user globally. Moreover, South Korean portals such as Daum and Naver are two of the most trafficked destinations on the web despite the fact that their content is only available in Korean. Consequently, South Korea has become a valuable testing ground for internet technologies and an important market that can serve as a springboard to the rest of Asia. Yet the consumer internet in South Korean retains a distinct local flavor. For better or for worse, the consumer internet industry in South Korea has been deeply influenced by Confucian principles and Korean culture. The path to success for internet firms in South Korea is often quite different than it is in the West, and foreign firms looking to establish a Korean presence need to adjust their strategies accordingly.<br>by Jeffrey Byun.<br>M.B.A.
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Wilcox, Jon Anthony. "Pricing of content on the Internet : the aggregator model." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10961.

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De, la Rosa-Carrillo Ernesto Leon. "On the language of Internet Memes." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703692.

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<p> Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. </p><p> For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. <?Pub _newline>In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. </p><p> The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. </p><p> Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. </p><p> An online component can be found at http://memeducation.org/</p>
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Books on the topic "Internet in school"

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The Internet in school. 2nd ed. Continuum, 2001.

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Mailer, Nicholas. The UK school Internet primer. Koeksuster Publications, 1994.

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Inhuman: Internet, school, and humanity. Academica Press, 2002.

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L, McElmeel Sharron, and Simpson Carol 1949-, eds. Internet for schools. 2nd ed. Linworth Pub., 1997.

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Protheroe, Nancy. The Internet handbook for school users. Educational Research Service, 1994.

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1959-, McDonough Suzanne, ed. Internet field trips. Good Year Books, 1998.

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L, McElmeel Sharron, ed. Internet for schools: A practical guide. 3rd ed. Linworth Pub., 2000.

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Napier, Paul V. Acceptable Internet use policies in an international school setting. Oxford Brookes University, 1998.

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School libraries and the electronic community: The Internet connection. Scarecrow Press, 1997.

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Sherman, Gay A. Cyberstretch: An Internet/Web address guide for school teachers. Cyberstretch, 1997.

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Book chapters on the topic "Internet in school"

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Ursutiu, Doru, Cornel Samoila, Patrick Kane, Magdalena Ciurea, Mircea Stremtan, and Cristian Ravariu. "“School – University – Industry” Cooperation." In Internet of Things, Infrastructures and Mobile Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49932-7_92.

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Theile, Konstantin. "Educatis — Die europäische Internet Business School." In Applied Marketing. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-18981-4_85.

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Barta, B. Z., and M. Telem. "Internet support to school innovation management." In Information Technology in Educational Management for the Schools of the Future. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_2.

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Sergi, Ida, Antonio Pace, Augusto Gnisci, Mariella Sarno, and Anna M. Raucci. "Internet Dependence in High School Student." In Advances in Neural Networks. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33747-0_26.

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Salis, Carole, Marie Florence Wilson, Fabrizio Murgia, and Stefano Leone Monni. "Innovative Didactic Laboratories and School Dropouts." In Online Engineering & Internet of Things. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64352-6_82.

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Dziabenko, Olga, and Eleftheria Tsourlidaki. "MOOC in a School Environment: ODL Project." In Online Engineering & Internet of Things. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64352-6_77.

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Adams, Nan B., and Thomas A. DeVaney. "Digital Ethnicity: Social Belonging in the Internet Age." In Technology Supported Innovations in School Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48194-0_1.

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Rinas, Simon P. "The Advent of Internet Communications in EU Communications Policy." In Studien der NRW School of Governance. Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33014-9_5.

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Hope, Andrew. "Unsocial Media: School Surveillance of Student Internet Use." In The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71559-9_22.

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Björk, Helena. "Post-internet Verfremdung." In Post-Digital, Post-Internet Art and Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_17.

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AbstractThe ease of uploading images on Instagram has meant that a whole generation grows up paying closer attention to visual language. At the same time, Instagram and other social media have come to dominate visual culture to the extent that we need to make an effort to unlearn what they have taught us. Here the internet is seen not only as a vital part of visual culture but also as a site of learning. This chapter presents a school assignment as a possible approach to online visual culture. By creating Instagram fiction, we can understand how social media operate both visually and socially. Parody and estrangement, or the Brechtian Verfremdungseffekt, are examples offered to examine a phenomenon and activate critical thinking.
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Conference papers on the topic "Internet in school"

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Dey, Ratan, Yuan Ding, and Keith W. Ross. "Profiling high-school students with facebook." In IMC'13: Internet Measurement Conference. ACM, 2013. http://dx.doi.org/10.1145/2504730.2504733.

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Host'ovecky, M., and M. Ivanova. "Internet addiction of Slovak's secondary school students." In 2016 International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2016. http://dx.doi.org/10.1109/iceta.2016.7802065.

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Torres-Diaz, Juan Carlos, Pablo Vicente Torres-Carrion, and Isidro Marin Gutierrez. "Internet and plagiarism in high school students." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9141103.

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Joyce, Chris, Han Pham, Danae Stanton Fraser, Stephen Payne, David Crellin, and Sean McDougall. "Building an internet of school things ecosystem." In IDC'14: Interaction Design and Children 2014. ACM, 2014. http://dx.doi.org/10.1145/2593968.2610474.

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Ajayakumar, Jayadev, Hamid Abdi, and Naga Venkata Durga Surendra Anna. "An IOT Enabled Smart School Bag to Help Kids, Parents and Schools." In 2019 International Conference on Internet of Things Research and Practice (iCIOTRP). IEEE, 2019. http://dx.doi.org/10.1109/iciotrp48773.2019.00009.

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Hedin, Bjorn, Philip Claesson, and Patrik Odqvist. "Visualizing carbon footprint from school meals." In 2017 Sustainable Internet and ICT for Sustainability (SustainIT). IEEE, 2017. http://dx.doi.org/10.23919/sustainit.2017.8379805.

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Andreeva, Mariia, Olga Chizhova, and Igor Kolesin. "Mathematical model of development of the interest in the Internet among school students." In 2015 International Conference "Stability and Control Processes" in Memory of V.I. Zubov (SCP). IEEE, 2015. http://dx.doi.org/10.1109/scp.2015.7342175.

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Hren, Uroš. "Teachers' Computer and internet Literacy." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.19.

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Today, it is necessary for each individual to obtain the abilities of using modern computer techniques in order to lead an independent and creative professional and social life. The area of Teachers' Computer and Internet Literacy in Slovenia hasn’t been researched much yet. We have come out of the research problem that despite fostering ICT and EU investment in digital literacy of teachers, they are still not enough qualified for the use of ICT. In this article we have written the results from a research of teachers’ computer and internet Literacy. In theoretical part, we have presented the observation of different kinds of literacy in EU and initiatives to increase Computer and internet Literacy. In the empirical part of work, we have concentrated on the research of Computer and Internet Literacy of teachers at primary schools. In the survey that we have done among primary school teachers, we have compared the obtained data from the survey with Eurostat data. The analysed data was whit the programme for statistical analysis, statistically analysed. At the end of our work, we set guidelines for further research with a new method.
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Fuse, Masahiko, Satoru Ozawa, and Seiichiro Miura. "Role of the Internet for risk management at school." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246046.

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Frank, Filip, Jan Frank, Lukáš Honzík, and Tomáš Jakeš. "SAFETY OF CZECH ELEMENTARY SCHOOL PUPILS ON THE INTERNET." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1182.

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Reports on the topic "Internet in school"

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Sellers, J. FYI on Questions and Answers - Answers to Commonly Asked "Primary and Secondary School Internet User" Questions. RFC Editor, 1994. http://dx.doi.org/10.17487/rfc1578.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Goolsbee, Austan, and Jonathan Guryan. The Impact of Internet Subsidies in Public Schools. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w9090.

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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Smith, Leslie. Project NANO: Will Allowing High School Students To Use Research Grade Scanning Electron Microscopes Increase Their Interest in Science? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1548.

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Leedy, Larry. A study to determine the relationship between interest as measured by a Student interest inventory and recreational nonfiction books checked out of the library media center by intermediate grade students at Sunnyside Elementary School, North Clackamas School District Number 12, Clackamas, Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5008.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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