Relevant bibliographies by topics / Schools and the Internet

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

Academic literature on the topic 'Schools and the Internet'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Schools and the Internet"

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Wurster, Susan L. "Internet in the schools." TechTrends 42, no. 2 (March 1997): 15–17. http://dx.doi.org/10.1007/bf02771938.

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Johnson, Douglas A. "The Mankato schools Internet project." Internet Research 5, no. 1 (March 1995): 46–55. http://dx.doi.org/10.1108/10662249510084462.

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Shearer, Kimberly M. "Blogging and Internet Filters in Schools." Community & Junior College Libraries 16, no. 4 (September 30, 2010): 259–63. http://dx.doi.org/10.1080/02763915.2010.526913.

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Feder, Toni. "Rat Wires Schools for the Internet." Physics Today 51, no. 1 (January 1998): 51. http://dx.doi.org/10.1063/1.882096.

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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 (July 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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Neal, Zachary, Jennifer Lawlor, Jennifer Watling Neal, Kristen Mills, and Kathryn McAlindon. "Just Google it: measuring schools' use of research evidence with internet search results." Evidence & Policy: A Journal of Research, Debate and Practice 15, no. 1 (February 1, 2019): 103–23. http://dx.doi.org/10.1332/174426418x15172392413087.

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Measuring the use of research evidence (URE) by schools has become a central focus of education researchers. However, it has proven challenging due to low response rates, social desirability bias, and costly or time-consuming data collection methods. To overcome these challenges and meet the needs of research focused on URE, this paper introduces a non-reactive archival measure: Archival Search of Use of Research Evidence (ASURE). ASURE counts references to research or evidence on a school's or school district's website to capture the extent of its rhetorical use of research evidence. After illustrating the collection of ASURE in all public school districts in Michigan (N = 595), we use data on these districts to show that ASURE is reliable and valid, and thus offers a promising new strategy for measuring URE in schools. We conclude by considering future steps for exploring ASURE, not simply as a measure of URE in schools, but instead as a measurement strategy for assessing URE in a broad range of organisational contexts.
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Macy, Rebecca. "Internet access issues in Oregon's public schools." OLA Quarterly 3, no. 4 (1997): 13+. http://dx.doi.org/10.7710/1093-7374.1464.

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Kellogg, W. A., J. T. Richards, C. Swart, P. Malkin, M. Laff, V. Hanson, and B. Hailpern. "NetVista: Growing an Internet solution for schools." IBM Systems Journal 37, no. 1 (1998): 19–41. http://dx.doi.org/10.1147/sj.371.0019.

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Joia, Luiz Antonio. "Internet implementation in Brazilian K‐12 schools." Internet Research 7, no. 4 (December 1997): 301–4. http://dx.doi.org/10.1108/10662249710187295.

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Nantais, Mike, and Glenn Cockerline. "Internet Filtering in Schools: Protection or Censorship?" Journal of Curriculum and Pedagogy 7, no. 2 (December 2010): 51–53. http://dx.doi.org/10.1080/15505170.2010.10471340.

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Dissertations / Theses on the topic "Schools and the Internet"

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MacArthur, Laurie. "Internet safety for students in elementary schools." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:161.

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Togun, Kehinde. "Impact of internet access in Rwandan schools." CONNECT TO ELECTRONIC THESIS, 2008. http://hdl.handle.net/1961/6991.

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Kwek, Erich. "The identification of the perceptions of internet using teachers in grades 4 through 8 regarding internet use in schools /." La Verne, Calif. : University of La Verne, 1999. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/9937810.

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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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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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ABREU, ROSANE DE ALBUQUERQUE DOS SANTOS. "THE INTERNET IN SCHOOLS: NEW CHALLENGERS AN CONFLICTS FOR EDUCATORS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4678@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A difusão da Internet resultou em profundas transformações sociais, econômicas e culturais. No que concerne à educação, há fortes pressões para a sua aplicação no cotidiano pedagógico. Neste cenário, o professor emerge como o principal responsável pela introdução das novas tecnologias no ambiente escolar e pelas transformações na prática pedagógica que essas tecnologias tornam necessárias. Este desafio, por sua vez, parece ser uma fonte de conflitos pessoais, tensão e sofrimento para esses profissionais. Com o objetivo de investigar os problemas pessoais e/ou profissionais que estão enfrentando, foram entrevistados 20 professores do ensino fundamental e médio, que utilizam esta tecnologia com seus alunos. A análise de seus depoimentos revela que, confrontados com as novidades trazidas pela Rede, esses docentes estão re-avaliando sua participação no processo pedagógico em pelo menos três setores, para eles particularmente nevrálgicos. (1) Estão revendo a concepção de conhecimento - aquela da transmissão de verdades estabelecidas - que tradicionalmente tem sustentado as práticas pedagógicas. (2) Estão questionando o papel do professor como dono do saber na era da informação e tentando reconstruir sua identidade profissional perante uma realidade que subverte as expectativas e hierarquias tradicionais. (3) Estão re- avaliando a estabilidade de seus empregos, com medo de serem substituídos ou excluídos do mercado de trabalho em educação - por máquinas ou por professores mais jovens que dominam sua operação.
The diffusion of the Internet has resulted in deep social, economic and cultural transformations. In education, there has been growing expectation of its use in daily school activities. In such a context, it is assumed to be the school teachers responsibility not only to introduce the new technologies in daily pedagogical practices but also to operate the transformations in such practices that these technologies require. Such a challenge, on its turn, seems to be a source of personal conflicts, tension and suffering for these professionals. Aiming at investigating the personal and/or professional problems they are being faced with, 20 interviews were conducted with elementary and high school teachers that use this technology with their students. Analysis of their discourse reveals that, confronted with the novelties brought about by the Net, these teachers are re-evaluating their own participation in the pedagogical process in at least three areas, which are particularly sensitive for them. (1) They are reviewing the concept of knowledge - that of transmission of established truths - which has traditionally supported pedagogical practices. (2) They are questioning the role of the teacher as the one who always knows in the information age and trying to reconstruct their professional identity in the face of a reality that subverts trsditional expectations and hierarchies. (3) They are re-evaluating the stability of their jobs because they are afraid to be replaced, or made unemployable, by machines or younger teachers who know how to operate them.
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Garrett, Galen. "Equity of access: Exploring Internet connectivity within Oklahoma public schools." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4663/.

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The purpose of this study was to ascertain if conditions or combinations of conditions existed within Oklahoma public schools that created inequities in the availability of classroom Internet connections. A stratified random sample of the 471 school districts was used to identify 300 specific schools for the purpose of data analysis. Data was gathered utilizing a database provided by the Oklahoma State Department of Education and a researcher developed questionnaire. The database provided data relating to four independent variables (region, district size, school type, and school size,). The dependent variable, percentage of classrooms connected to the Internet, was obtained by the researcher designed questionnaire. The state database also provided percentage information relating to students who qualify as minorities and qualify for free or reduced lunches. The data was tested using a series of ANOVAs and a Pearson product-moment correlation coefficient. The findings of the study are as follows: (a) The analysis of variance showed that none of the independent variables had a significant effect upon the percentage of classrooms connected to the Internet; (b) The Pearson product-moment correlation coefficient revealed little or no correlation between the percentage of disadvantaged or minority students and the percentage of classroom Internet connections.
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Churach, Daniel N. "Internet Usage in Science Classrooms in Hawaii Catholic High Schools." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/977.

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The major purpose of this study was to determine what associations exist between student Internet usage in secondary science classrooms and the way students perceive their classroom environment. A second purpose was to study how the Internet was used in each classroom involved and to see what effects these various approaches had on classroom environments. The study included a sample of 431 students in five Hawaii Catholic high schools and data were collected using site observations, student-teacher interviews, and a questionnaire using the Constructivist Learning Environment Survey, a student attitude towards science scale, and Internet usage questions. Site observations were carried out periodically over an academic year, with a high degree of communication between the sample teachers and the author.Some three dozen students representing all five high schools were interviewed in depth in an attempt to qualitatively clarify the quantitative findings of the total sample. The results of the study indicate that there is an association between greater student Internet usage and a positive perception of classroom environment. Additionally, the students in this sample express an almost total acceptance of the Internet as an educational resource. Student interview data suggest that this new technology has moved past the innovative stage and into the mainstream of daily educational routine. It seems that student attitudes, as well as individual feelings of self-control and personal relevance seem to be enhanced by the use of the Internet, allowing students to construct unique meaning on a personal level. Finally, there is a high association between student Internet usage and teacher Internet usage, that is, the attitude and behaviour of individual teachers concerning their Internet usage has an influence on the extent to which their students use the Internet for academic purposes.
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Churach, Daniel N. "Internet Usage in Science Classrooms in Hawaii Catholic High Schools." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13136.

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The major purpose of this study was to determine what associations exist between student Internet usage in secondary science classrooms and the way students perceive their classroom environment. A second purpose was to study how the Internet was used in each classroom involved and to see what effects these various approaches had on classroom environments. The study included a sample of 431 students in five Hawaii Catholic high schools and data were collected using site observations, student-teacher interviews, and a questionnaire using the Constructivist Learning Environment Survey, a student attitude towards science scale, and Internet usage questions. Site observations were carried out periodically over an academic year, with a high degree of communication between the sample teachers and the author.
Some three dozen students representing all five high schools were interviewed in depth in an attempt to qualitatively clarify the quantitative findings of the total sample. The results of the study indicate that there is an association between greater student Internet usage and a positive perception of classroom environment. Additionally, the students in this sample express an almost total acceptance of the Internet as an educational resource. Student interview data suggest that this new technology has moved past the innovative stage and into the mainstream of daily educational routine. It seems that student attitudes, as well as individual feelings of self-control and personal relevance seem to be enhanced by the use of the Internet, allowing students to construct unique meaning on a personal level. Finally, there is a high association between student Internet usage and teacher Internet usage, that is, the attitude and behaviour of individual teachers concerning their Internet usage has an influence on the extent to which their students use the Internet for academic purposes.
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Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit /." Link to this resource, 2006. http://eprints.ru.ac.za/778/.

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Books on the topic "Schools and the Internet"

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

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Inc, Quality Education Data. Internet usage in public schools 1998. 3rd ed. Denver, Colo: Quality Education Data, 1998.

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1943-, Farmer Mike, and Hargrave James, eds. Using the Internet in secondary schools. 2nd ed. London: Kogan Page, 2001.

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

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Mike, Farmer, and Hargrave James, eds. Using the Internet in secondary schools. London: Kogan Page, 1998.

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Jervis, Alan. The internet in secondary schools: Report of a survey into internet provision and use in secondary schools. Manchester: University of Manchester, Faculty of Education, 1998.

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Braun, Linda W. Listen up!: Podcasting for schools and libraries. Medford, N.J: Information Today, Inc., 2007.

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Virginia. Dept. of Education. Office of Educational Technology. Guidelines and resources for Internet safety in schools. 2nd ed. [Richmond, Va.]: Virginia Dept. of Education, 2007.

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Goolsbee, Austan. The impact of Internet subsidies in public schools. Cambridge, MA: National Bureau of Economic Research, 2002.

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Literature online: Reading & Internet activities for libraries & schools. Fort Atkinson, Wis: Alleyside Press, 1999.

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Book chapters on the topic "Schools and the Internet"

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Wong, Elizabeth. "Quo Vadis? — Internet." In Information Technology in Educational Management for the Schools of the Future, 3–4. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_1.

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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, 7–14. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_2.

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Martinez, Jaime E. "Performatory Social Therapeutic Approaches to Internet-Based Collaboration in Schools." In Transforming Urban Education, 89–106. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-563-2_6.

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Lohmann, Ingrid. "The Corporate Takeover of Public Schools. US-amerikanische Kommerzialisierungskritik im Internet." In Die Kultivierung der Medien, 111–31. Wiesbaden: VS Verlag für Sozialwissenschaften, 2000. http://dx.doi.org/10.1007/978-3-322-93319-5_6.

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Joffe, Victoria L., and Hilary Lowe. "Websites of interest." In Enriching Vocabulary in Secondary Schools, 116. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429433177-9.

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Björk, Helena. "Post-internet Verfremdung." In Post-Digital, Post-Internet Art and Education, 285–98. Cham: 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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Sergi, Ida, Antonio Pace, Augusto Gnisci, Mariella Sarno, and Anna M. Raucci. "Internet Dependence in High School Student." In Advances in Neural Networks, 265–73. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33747-0_26.

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Theile, Konstantin. "Educatis — Die europäische Internet Business School." In Applied Marketing, 963–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-18981-4_85.

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Fung, A. C. W., and S. W. Pun. "The impact of internet on ITEM: educational management in preparation for the future." In Information Technology in Educational Management for the Schools of the Future, 15–22. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_3.

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Schofield, Janet Ward. "Internet Use in Schools." In The Cambridge Handbook of the Learning Sciences, 521–34. Cambridge University Press, 2005. http://dx.doi.org/10.1017/cbo9780511816833.032.

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Conference papers on the topic "Schools and the Internet"

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Lucia Marçal Mazza Sundefeld, Maria. "A successful experience of database employment." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03314.

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Dental School students usually take the biostatistics course for granted. In Brazil, some Schools of Dentistry do not offer Biostatistics as a course in the curriculum, but at the Dental School of Araçatuba, São Paulo State, Brazil, Biostatistics is a three-hour-per-week course. Objective: To motivate the students to learn Biostatistics by using the databases of different dental fields. Methodology: To teach Biostatistics using the databases of different fields of dentistry. After 2 years using dentistry databases, an opinion survey was applied to all professors and students from the 2nd through the last year. After 3 years, an opinion survey was applied to all professors. Result and Discussion: 88.8% of the students and 94.1% of the professors felt that it is very important to learn Biostatistics in a Dental School. In the last two years, the students have been asking for extra-class training positions at the Biostatistics section. Conclusion: This methodology makes learning easier and more interesting.
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Ausra, Kazlauskiene. "Statistic’s Element Ability Subtest." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03302.

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The diagnostic quality characteristics of the fourth–former’s statistic’s element ability subtest. Fulfilling tasks of statistics in the primary school of Lithuanian mainstream schools doesn’t have a long history. It is said in the program guide „School of General Education Programs” that pupils must know how to collect information, systematize and present it in the form of column graphs and histographs, and find necessary data in a table as well as to interpret, get acquainted with object classification, a diverse degree of event probability, information basis. In this research We tried to determine statistics skills in the Fourth Form. A thorough qualitative analysis and interpretation of the tasks has been done. The tasks have been selected according to the in formativeness, difficulty and the levels foreseen in education standards projects.The obtained information will be used in compiling ability tests for the fourth – formers.
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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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Marks, Gregory A. "Internet access for K-12 schools in Michigan." In the 22nd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/196355.196390.

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Kuchta, Radek, Radimír Vrba, Jaroslav Kadlec, and Michal Pavlík. "Open Internet Portal for Elementary and High Schools." In 2009 Third International Conference on Digital Society (ICDS). IEEE, 2009. http://dx.doi.org/10.1109/icds.2009.38.

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Kuchta, Radek, Jaroslav Kadlec, and Radimír Vrba. "Public Internet Portal for Primary and High Schools." In 2010 Fourth International Conference on the Digital Society (ICDS). IEEE, 2010. http://dx.doi.org/10.1109/icds.2010.32.

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Godino, Juan, Francisco Ruiz, Rafael Roa, Juan Pareja, and Ángel Recio. "Analysis of two internet interactive applets for teaching statistics in schools." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03105.

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The aim of this paper is to provide some information to guide the use of Internet interactive resources to teach Statistics in primary and secondary school. We identify key variables, possible cognitive effects and potential semiotic conflicts in two "stat-applets" from the NCTM Standards server. We conclude with some hypotheses about the positive effects of using these resources as computing and display tools, that might favour changes in the types of data analysis tasks, help discussions in the classroom, and amplify conceptual understanding. Even recognising these improvements, we should not forget the statistical objects’ complexity, and the students’ potential symbolic conflicts, which to overcome will require the teacher’s awareness, the planning of appropriate interaction pattern and the improvement of the software.
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Eugenio, Martinez-Cruz Carlos. "Low-cost internet mesh networks for public rural schools." In 2016 IEEE 36th Central American and Panama Convention (CONCAPAN XXXVI). IEEE, 2016. http://dx.doi.org/10.1109/concapan.2016.7942363.

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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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Kouklou, Demetris. "HOW DOES INTERNET ADDICTION AFFECTS THE FUTURE OF TOURISM?" In Tourism International Scientific Conference Vrnjačka Banja - TISC. FACULTY OF HOTEL MANAGEMENT AND TOURISM IN VRNJAČKA BANJA UNIVERSITY OF KRAGUJEVAC, 2022. http://dx.doi.org/10.52370/tisc22213dk.

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The purpose of this study was to examine the kind and frequency of higher education students in Cyprus pathological behaviors related to internet addiction, as observed by higher education lecturers. A quantitative approach was used to analyze and understand in which level internet obsession ascends, the way in which it affects all aspects of higher education students’ life and their involvement at professional hospitality and tourism workplace and the kinds of programs and policies that could be used in schools to prevent internet compulsion. As a result, to affect the quality of service and the future of tourism in Cyprus. Corresponding to the results of this research, higher education teachers encounter very often the students with internet addiction in their theoretical and practical classes and they observe several symptoms such as distraction and mental absence from class. Thus, this research shows that students’ results are very influenced by internet addiction and their level of involvement in school. Last, according to the results of this research, prevention policies should focus on school policies and practices to understand the phenomenon of internet addiction.
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Reports on the topic "Schools and the Internet"

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Goolsbee, Austan, and Jonathan Guryan. The Impact of Internet Subsidies in Public Schools. Cambridge, MA: National Bureau of Economic Research, August 2002. http://dx.doi.org/10.3386/w9090.

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Stepanyuk, Alla V., Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo, and Oksana B. Stoliar. Methodology of using mobile Internet devices in the process of biology school course studying. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3887.

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This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools. It has been examined how well the scientific problem is developed in pedagogical theory and educational practice. The methodology of using mobile Internet devices in the process of biology studying in a basic school, which involves the use of the Play Market server applications, Smart technologies and a website, has been created. After the analyses of the Play Market server content, there have been found several free of charge applications, which can be used while studying biology in a basic school. Among them are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the specifics of the object of biological cognition (life in all its manifestations) and the concept of bio(eco)centrism, which recognizes the life of any living system as the highest value. The paper suggests the original approach for homework checking, which involves besides computer control of students’ learning outcomes, the use of Miracast wireless technology. This demands the owning of a smartphone, a multimedia projector, and a Google Chromecast type adapter. The methodology of conducting a mobile front-line survey at the lesson on the learned or current material in biology in the test form, with the help of the free Plickers application, has been presented. The expediency of using the website builder Ucoz.ua for creation of a training website in biology has been substantiated. The methodology of organizing the educational process in biology in a basic school using the training website has been developed. Recommendations for using a biology training website have been summarized. According to the results of the forming experiment, the effectiveness of the proposed methodology of using mobile Internet devices in the process of biology studying in a basic school has been substantiated.
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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), May 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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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Orfield, Myron, and Will Stancil. Magnet schools and metropolitan civil rights planning: A strategy to revitalize and stabilize distressed communities. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/197.312.

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This report presents a policy proposal for a new, federally coordinated approach to magnet school development, conducted under the framework of the Fair Housing Act’s mandate to affirmatively further fair housing. This proposal envisions an interagency effort conducted by both the U.S. Department of Housing and Urban Development and the U.S. Department of Education, and potentially incorporating programs managed by other federal agencies, such as the Internal Revenue Service’s Low-Income Housing Tax Credit. This report offers an opportunity to improve and refine several legal and policy tools for desegregating schools and communities.
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Sellers, J. FYI on Questions and Answers - Answers to Commonly Asked "Primary and Secondary School Internet User" Questions. RFC Editor, February 1994. http://dx.doi.org/10.17487/rfc1578.

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Cho, Emily EunYoung, Karen Austrian, and Nicole Haberland. Meeting the Moment: New Data on Learning Loss and What We Can Do About It. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1073.

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The Evidence for Gender and Education Resource (EGER) program, under the Population Council’s Girl Innovation, Research, and Learning (GIRL) Center, hosted a virtual webinar titled “Meeting the Moment: New Data on Learning Loss and What We Can Do About It” in October 2021. This document provides a recap of the webinar, in which panelists shared the significant impact of closed schools on learning levels during the COVID-19 pandemic, striking disparities when we intersect poverty, as well as the crucial need to get children back to school and for evidence-based approaches to support learning, such as aligning teaching to the level of the child.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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BELENIUK, VASILY. INFLUENCE OF EDUCATIONAL MEASURES ON INCREASING THE INTEREST OF YOUTH IN SCIENTIFIC ACTIVITIES, ON THE EXAMPLE OF IMPLEMENTATION OF THE “SCHOOL OF YOUNG SCIENTISTS”. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-33-40.

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The issues of increasing interest among young people in scientific activity not only retain their relevance, but have become increasingly acute in recent years. Today, there is a pronounced decline in the level of prestige of scientific specialties, and those who are ready to work in this field, as a rule, initially have attitudes focused on the American and European scientific markets. To attract young people to science-intensive projects, “schools”, “forums” and “conferences” are held annually, aimed at creating a favorable information environment and creating comfortable conditions for self-realization. After testing among the participants of the School for Young Scientists held in the Krasnoyarsk Territory, statistically significant differences were established, which make it possible to draw a conclusion about the effectiveness of such events in terms of youth awareness of scientific and innovative activities in general, as well as in the Krasnoyarsk Territory.
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