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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 JANEIROA 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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Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006566.
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Information and Communication Technologies (ICTs) are becoming more pervasive in South African schools and are increasingly considered valuable tools in education, promoting the development of higher cognitive processes and allowing teachers and learners access to a plethora of information. This study investigates models of Internet connectivity for secondary schools in the Grahamstown Circuit. The various networking technologies currently available to South African schools, or likely to become available to South African schools in the future, are described along with the telecommunications legislation which governs their use in South Africa. Furthermore, current ICT in education projects taking place in South Africa are described together with current ICT in education policy in South Africa. This information forms the backdrop of a detailed schools survey that was conducted at all the 13 secondary schools in the Grahamstown Circuit and enriched with experimental work in the provision of metropolitan network links to selected schools, mostly via Wi-Fi. The result of the investigation is the proposal of a Grahamstown Circuit Metropolitan Education Network.
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Vicks, Mary E. "An Examination of Internet Filtering and Safety Policy Trends and Issues in South Carolina's K-12 Public Schools." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/329.
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School districts have implemented filtering and safety policies in response to legislative and social mandates to protect students from the proliferation of objectionable online content. Subject related literature suggests these policies are more restrictive than legal mandates require and are adversely affecting information access and instruction. There is limited understanding of how filtering and safety policies are affecting teaching and learning because no comprehensive studies have investigated the issues and trends surrounding filtering and safety policy implementation. In order to improve existing safety policies, policymakers need research-based data identifying end user access issues that limit technology integration in the kindergarten-12th grade (K-12) educational setting.
This study sought to examine Internet filtering and safety policy implementation issues in South Carolina's K-12 public schools to determine their influence on information access and instruction. A mixed methods research design, which includes both quantitative and qualitative approaches, was used to investigate the research problem. Quantitative data were collected from information technology (IT) administrators who were surveyed regarding filtering and safety policy implementation, and school library media specialists (SLMS) were surveyed concerning the issues they encounter while facilitating information access in a filtered environment. Qualitative data were collected through interviews with a subset of the SLMS population, thereby providing further insight about Internet access issues and their influence on teaching and learning. School districts' Acceptable Use Policies (AUPs) were analyzed to determine how they addressed recent legislative mandates to educate minors about specific Web 2.0 safety issues.
The research results support the conclusions of previous anecdotal studies which show that K-12 Internet access policies are overly restrictive, resulting in inhibited access to online educational resources. The major implication of this study is that existing Internet access policies need to be fine-tuned in order to permit greater access to educational content. The study recommends Internet safety practices that will empower teachers and students to access the Internet's vast educational resources safely and securely while realizing the Internet's potential to enrich teaching and learning.
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Medvedieva, Svitlana, and С. О. Медведєва. "Studying English via the Internet." Thesis, Рівненський державний гуманітарний університет, 2013. http://ir.lib.vntu.edu.ua//handle/123456789/24470.
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Yong, Louisa Chung-Sze. "An Internet-based audio synthesis resource : a case study in Manchester and Salford." Thesis, University of Salford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365975.
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Lating, Peter Okidi. "Hybrid e-learning for rural secondary schools in Uganda : co-evolution in Triple Helix processes /." Karlskrona : School of Technoculture, Humanities and Planning, Blekinge Institute of Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00424.
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Clifton, Scott B. Ferares Frederick G. "Designing a relational database for The Basic School : Schools command web enabled officer and enlisted database (SWORD) /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FFerares%5FClifton.pdf.
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Kalinga, Ellen Ambakisye. "Development of an interactive e-learning management system (e-LMS) for Tanzanian secondary schools /." Karlskrona : School of Technoculture, Humanities and Planning, Blekinge Institute of Technology, 2008. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/078658eaeb62ee0ec12574570033056b?OpenDocument.
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Brown, Ken (Kenneth E. ). "The Internet filtering dilemma : a qualitative analysis of the beliefs, themes, and patterns associated with internet filtering in Kansas K-12 schools /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.
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Manmart, Lampang, and n/a. "The impact of the internet on schools of library and information science in Thailand." University of Canberra. Information Management & Tourism, 2002. http://erl.canberra.edu.au./public/adt-AUC20060829.162246.
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The main purpose of the research is to examine how the Internet has impacted on the schools
of library and information science in Thailand. The study focuses on how it is used and the
resultant changes in knowledge and skill of the academic staff, the teaching and learning
process and the schools' curricula. In the research framework general systems principles
were adapted to explain particular characteristics of the schools and the implementation of
innovation in organisation process was used to clarify the phenomenon of Internet
implementation in the schools' activities. The identification of the different pattern of
change was arrived at by correlation and comparison tests between Internet use, its
impact and the differential among the schools' characteristics and human factors.
Questionnaires were provided to 146 academic staff in 16 schools of library and
information science in Thailand. Sixteen heads of schools and 25 other information
professionals were interviewed and an analysis of each school's curricula was also
carried out.
The results of the study show that the library and information science schools in
Thailand are keeping up with the changes in information and communication
technology. Since 1997 some schools have changed the name of the programs to
Information Studies, Information Science or Information Management. The study
found a correlation between names of the programs, the number of courses and
credits for information technology and the inclusion of the Internet in the curricula.
As well, the visions and goals of the schools were found to be associated with
technology infrastructure and support from parent universities. The study also
found that the Internet has been integrated into the schools as an important part of
their curricula and the teaching and learning process, especially the courses in
information services, information resources and access, and information storage and
retrieval areas. Furthermore, Internet use has impacted on academic staff knowledge
and skills, their teaching methods and activities and their communication patterns
and research behaviour. However, the use and impact of the Internet shows a
correlation with the age of academic staff, their knowledge, skills and experience in
using the computer and the Internet and information technology infrastructure and
support in the schools. As a result of this research study, a new model of library and
information science education in Thailand is proposed which takes all of these
factors into account while considering its application to other countries in South East
Asia.
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Wenrich, John Richard. "Content Management on the Internet: A look at K-12 schools access to resources." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30755.
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The Internet presents a new phenomenon to educators and students in the K-12 environment. It's ease of use and ready access to material provides an overwhelming resource for use in the K-12 classroom. This study looked at content management of Internet resources in the K-12 school environment. Content management is defined as the methods of organizing access to the information available on the Internet allowing the teacher to effectively use resources in a classroom setting. Teachers have managed the material, or content, that they present to students for over a decade. Now that resources available on the Internet are also open to K-12 students, teachers must be aware of the need to manage Internet content, just as they would do for any other content being used in their classroom.
This study looked at middle school students in 6th and 7th grades. An experimental design was used to determine if K-12 access to Internet resources provides a higher degree of results when students are presented with managed resources, or when students have open access to Internet resources.
Analysis of the results of the study show that there is a significant difference in both the amount and the quality of material that was identified by the group with managed access to Internet content.Ph. D.
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Buckshaw, Stacey. "Ready Schools: Assessing the Value of Social Context Variables as Predictors of Schools' Readiness for Children." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1177341024.
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Lujara, Suzan Kwegyir. "Development of e-learning content and delivery for self learning environment : case of selected rural secondary schools in Tanzania /." Karlskrona : School of Technoculture, Humanities and Planning, Blekinge Institute of Technology, 2008. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/124f7340838a86dac125745700360b0a?OpenDocument.
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Shockley, Marylou L. "Understanding the use of the Internet by teachers : a comparative study of teachers' experiences in California, England and Singapore." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288969.
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Lating, Peter Okidi. "Hybrid e-learning for Rural Secondary Schools in Uganda." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, School of Technoculture, Humanities and Planning, 2006. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/55ff6c6b8b6dbd62c1257248004a52ef?OpenDocument.
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Al-Showaye, Mohammed. "Use of computer-based information technology and the internet in Saudi Arabian intermediate and secondary schools." Thesis, University of Manchester, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488264.
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The present study reports a questionnaire-and interview-based survey into computer and Internet technologies and their use in intermediate and secondary schools for boys in Saudi Arabia. Teacher and student questionnaires were developed to collect data from respondents on their assessment of computer and Internet facilities in their schools and the extent of the usage they made of them. Additionally, data were sought on teacher and student computer and Internet skills, how they had acquired these and on whether they had access to a computer and the Internet at home. Both instruments also included a series of statements designed to assess teacher and student attitudes towards computer and their use in school. Questionnaire data were gathered from a sample of 143 teachers and 686 students, drawn from 29 public and private sector intermediate and secondary schools in the Al-Qasseem region of Saudi Arabia. Supplementary data were gathered from interview samples of 10 teachers and 18 students drawn from questionnaire respondents in the same schools. The study found that even in secondary schools, where computer studies are part of the formal curriculum and practical computer work is part of the syllabus, teacher and student respondents reported there being insufficient computers available in computer suites given student numbers. Few if any schools had Internet connections other than those provided by the local directorate-general to facilitate communications between the directorate and school administration staff. Over three-quarters of the teacher and student respondents reported being able to use a computer keyboard and having basic word processing skills. Only a few teachers, for the most part, computer studies specialists, had received any academic training in computers. Most teacher and student respondents with computing skills had either acquired these with the help of a colleague/friend or from a family member; others were self-taught. Over 7 in every 10 teachers and students had access to a computer at home. In intermediate schools, few teachers and students had access to a computer suite. These were those in 'combined' intermediate and secondary schools, and those in a few private sector schools that had partnerships with private companies, who provided them with a computer suite, in return for being allowed to provide computer courses to students (for payment of a fee). Analysis of teacher and student responses to a series of statements on attitudes towards the use of computers in schools showed both teachers and students largely welcomed the computer age and were keen to learn more about computers and to develop their computer skills.
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Stigmar, Martin. "Metakognition och Internet : Om gymnasieelevers informationsanvändning vid arbete med Internet." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-382.
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This thesis describes what happens when a group of high-school students practice their ability to reflect upon their learning (metacognitive training) and then solve tasks with information collected on the Internet. The overall aim of the thesis is to make an explorative investigation to find out if exercises of metacognitive type can support the use of information for high-school students in their work with the Internet. The dissertation also aims at making clear what significance certain pre-requisites have for metacognitive training, ie if the students attend vocationally or theoretically oriented programmes and the attitude of the teacher towards metacognitive exercises. There are a number of reasons why I have chosen to investigate the field of learning and information and communication technology (ICT). The use of the Internet to search for information in school work has increased. An important reason to investigate these issues is that the use of ICT in itself doesn´t seem to mean improved learning, according to existing research. A central question to study is where the pedagogical surplus value lies in the use of the Internet in school work? In the thesis it is argued that it is not enough to provide schools with computers and Internet connections, but that something more is needed in order to achieve a development in teaching with ICT. During one year 40 students in theoretically and vocationally oriented programmes are being monitored together with their English teachers, in four different actions. The collection of data was done exploratively by interviews, logbook notes, observations and the SOLO-taxonomy. The result is accounted for in four case studies. During the action the professionalism of the teacher in creating beneficial teaching environments, by contextualizing the metacognitive exercises to things that challenge the students' internal motivation, turned out to be central. Furthermore it was shown that the students in the vocationally oriented programmes had most use of developing their reflective ability.
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Gardner, Margaret. "Principals' Perceptions of Cyberbullying Policies in Selected Florida Middle Schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4243.
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This study investigated the issue of student cyberbullying in Florida's public middle schools. First, a content analysis of six Florida school district anti-bullying policies was conducted to determine the alignment between the state model policy and district policies. Next, 68 middle school principals from the same six Florida school districts completed the Cyberbullying Policies and Response Principal Survey online. Survey respondents were either members or non-members of the state mentoring team against bullying and harassment. Findings showed that all six school districts' anti-bullying policies were comprehensive in addressing the definitions of bullying behaviors, to include cyberbullying, as well as for reporting and responding to bullying incidents. However, it was found that improvements could be made concerning periodic review and updating of bullying policies as well as addressing issues of inclusiveness. Additionally, it was found that the middle school principals were generally aware of the seriousness of cyberbullying regardless of their membership status on the state mentoring team against bullying and harassment. They enforced both technology and bullying policies to prevent and respond to student cyberbullying. This was done either by their own initiative or as directed by the school districts. It was also discovered that principals were sensitive to the fact that students at their schools had been cybervictims, cyberbullies, or both. Moreover, principals believed that a majority of those activities occurred off-campus. It remains, though, uncertain as to what factors influence whether or not a school has a campus specific cyberbullying policy. However, principals conveyed an understanding that education about and enforcement of cyberbullying policies was imperative. Hence, more research is needed to determine how educators can continue to confront this type of adolescent aggression both on and off-campus.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
28
Natera, Karen Diane. "The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559126.
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Selected Philippine high schools have decided to implement a blended learning program as part of its solution to address the problem of classroom shortage. This study investigated the differences between how teachers teach online and in face to face environments. It also looked into the policies needed to be in place if pedagogical change is expected in schools.
This study employed a mixed methods research, where the qualitative data set was used to deepen survey results. A survey was designed to find out the learning activities implemented in F2F and online environments, teachers’ pedagogical beliefs and perception of pedagogical change. The survey was conducted to all eleven blended learning teachers of one school. Survey results showed that F2F activities were more student-centered than activities in the online environment. Furthermore, majority of the teachers believed that shifting to blended learning changed the way they teach.
The second phase of the study involved observations of classes of four teachers in three learning environments: online, F2F and regular classes. The four teachers, the ICT coordinator and the school principal were also interviewed about their beliefs on teaching and learning, the role of technology in schools and their experience of blended learning from both the pedagogical and policy perspectives.
Findings indicate that teachers leaning towards instructivist-behavioral orientations will most likely implement the same strategies in blended learning environments. They tend to view pedagogical change as being influenced by the national curriculum and student characteristics. Teachers with constructivist-cognitive perspectives implement more student-centered strategies online and viewed pedagogical change as a change in teacher roles. The availability of technology infrastructure, frequency and duration of blended learning classes were also found to be external drivers of pedagogy. From the perspective of policy, a shared vision, the national curriculum, the roles of program implementers and teacher support all influence the implementation of the blended learning program.
The study recommended a review of the scheduling scheme, the practice of team teaching and training on collaborative technologies for both teachers and students. From the policy perspective, a program framework, a blended learning curriculum and evaluation standards for blended learning teachers were identified as critical support mechanisms for successful program implementation.
This study argued that the introduction of technology and blended learning programs in schools should go beyond addressing the problem of classroom shortage and achievement test results. It questioned the government’s vision of educational reform and recommended a change in its perception of the role of technology in education. A change in vision, curriculum, assessments and work practices were found to be essential elements that enable lasting educational reform.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
29
Price, Robert William. "A study of elementary school district superintendents' perceptions of challenges related to the implementation of networked educational technology and Internet access for elementary schools." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2579.
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This study identified fourteen null hypotheses related to the impact of certain variables and their effect on the support of networked educational technology and Internet access by elementary school district superintendents. Sixty elementary and nineteen unified school districts superintendents in the San Joaquin region of the California School Leadership Academy representing eight counties were surveyed. Independent variables related to gender, age, years of experience as a superintendent, years in current district, and level of personal use of computers were compared with dependent variables related to costs associated with implementation, costs related to maintenance, repair and replacement, cost of training, socio-economic and gender equity issues, Internet safety issues, potential loss of instructional time and grade level span of students. The study found a high level of overall support for networked educational technology and Internet access for elementary age students. The highest support level was for grades 7–8, support for grades 4–6 was somewhat lower, and support for grades k–3 was the lowest of the grade spans. A ranking of concerns identified costs associated with maintenance and replacement to be the biggest concern. Initial implementation costs, Internet safety issues, cost of training, socio-economic issues, potential loss of instructional time, and gender equity issues were identified in order of importance. Significant positive correlations were discovered between superintendents' length of tenure in their current districts and concerns related to both Internet safety issues and potential loss of instructional time. A negative correlation was found between years experience as a superintendent and overall support for networked educational technology and Internet access. No correlations were found between district size, gender, age, or personal use of computers and the independent variables of implementation costs, costs of maintenance repair and replacement, costs of training, socio-economic or gender equity, Internet safety issues, or potential loss of instructional time.
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Prince, Gilbert Leslie. "Implementation of computers in schools : a case study of five schools in the Makana and Somerset East districts /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1293/.
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Thesis (M.Ed. (Education)) - Rhodes University, 2007.A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.
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van, Vliet Helen E. Psychiatry Faculty of Medicine UNSW. "Mental health prevention: design and evaluation of an internet-delivered universal program for use in schools with adolescents." Awarded by:University of New South Wales. School of Psychiatry, 2007. http://handle.unsw.edu.au/1959.4/31899.
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This research describes the design and evaluation of an internet-based universal program for use in schools with adolescent students to prevent common mental disorders and promote mental health. The research began in response to investigations that showed that rates of mental illness in Australian children, teenagers and adults were high, that these illnesses caused significant burden to individuals and society, and that there were insufficient services to treat. When current interventions are unable to alleviate disease burden it is important to focus on prevention. Mental health prevention should target youth before disorders cause disability and restriction of life choices. A review of the mental health prevention literature supported a universal cognitive behavioural approach in schools. Internet delivery was used to maintain content integrity, enable access to people living in regional and remote areas, and to appeal to young people. Internet delivery makes universal prevention cost effective and feasible. The Intervention Mapping approach was used to direct the design of the program. A feasibility study was conducted to gain opinions from students and teaching staff. Changes were made in light of results from this study and 463 students were then exposed to the program in an effectiveness trial. The effectiveness trial was a before-after design with no control group. Results from this trial provided evidence that the program was acceptable and effective for use by teachers in the intervention schools. Also student behaviour and mood changed in beneficial ways after program administration. Specifically, student reported significantly increased knowledge about stress and coping, use of help-seeking behaviours, and life satisfaction, and significantly decreased use of avoidance behaviours, total difficulties and psychological distress. The study design allows causal inferences to be surmised concerning exposure to the intervention and changes in behaviour and mood, but further evidence is needed before firm conclusions about effectiveness can be posited and generalizations made concerning different populations, settings and times. In conclusion, this thesis provides evidence that a computerised, cognitive behavioural mental health prevention program delivered to adolescent school students by teachers can potentially change student coping behaviours and mood in beneficial ways.
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Leung, Wai-keung. "An explorative study on the implementation of information technology in a selected group of Hong Kong primary schools." Hong Kong : University of Hong Kong, 2001. http://dimgital.lib.hku.hk/hkuto/record.jsp?B23519794.
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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.Includes bibliographical references.
(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 ...
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
by Yu (Jeffrey) Hu.
Ph.D.
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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.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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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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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.
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. 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.
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.
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.
An online component can be found at http://memeducation.org/
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Buffington, Melanie L. "Using the internet to develop students' critical thinking skills and build online communitites of teachers a review of research with implications for museum education /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092187119.
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Robison, Scott A. "Online course in Appalachian Ohio high schools perceptions and experiences of superintendents and principals /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178119799.
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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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Lee, Chia-chen, and 李佳蓁. "Related Factors of Internet Addiction and School Achievement at Vocational Schools." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/96131089403642107325.
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碩士中原大學
資訊管理研究所
94
ABSTRACT This research is to study the relationship of personal characteristics, the behavior of using internet, the internet addiction and school achievement for vocational students. This research has two purposes. First, to understand the relationship among personal characteristics, the behavior of using internet, and the internet addiction. Second, to understand the relationship among the internet addiction and school achievement. Of the 594 qualified samples, 82 were classified as Internet addicted. Major findings of the study are: 1. The average weekly hours on Internet for those addicted is 28.49 hours, it’s 1.88 times that of normal ones. The probability of males to become addicted is 2.5 times that of females. 2. The vocational student's individual factors, like the sex, melancholy , nervousness and the lower self-esteem prompt the student to use more time in internet. The average weekly hours on Internet is positive correlated with Internet addiction. 3. Entertainment is the major factor for vocational students to use Internet, social contact and emotions as second, information searching as last. 4. The opportunity of melancholy student to be internet addiction is higher, approximately is 2-3 time. The melancholy is positive correlated with Internet addiction. 5. The relationship between internet addiction and school achievement tallies reveals the standard under 0.1. Some internet addiction’s student has the problem in the time assignment that creates the study result not good. 6. The factors of sex, grades, the economical condition, personal characteristics and melancholy are positive correlated with internet using. 7. The factors of sex, the economical condition, melancholy and the average weekly hours on Internet are positive correlated with internet addiction. Finally, we have some suggestions for teachers, parents, and schools. To connect or use the Internet is essential for a new modern life. Following the rise of the internet, problems appear too. The teachers and parents should take moving care of students in internet addiction. We should teach students how to restrain themselves, and how to communicate with people, rather than getting rid of computers.
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Lin, Chan Ya, and 林震亞. "A Study on Internet Usage Behavior and Internet Addiction among High-graders of Primary Schools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/9eehdn.
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碩士國立高雄師範大學
工業科技教育學系
101
A Study on Internet Usage Behavior and Internet Addiction among High-graders of Primary Schools Abstract This study aims to explore the current conditions regarding internet usage behavior and internet addiction among high-graders of primary schools. Adopting the questionnaire investigation method, the study selects high-graders of primary schools in Kaohsiung City as the population for research. A total of 1023 official samples were issued; upon return, there were 798 valid samples and 225 invalid samples. Main research tools include “Internet Usage Behavior Investigation Form” and “Internet Addiction Scale”. As regards to data processing, statistical analysis methods are employed, which include Descriptive Statistics, Independent-Sample T Test, Chi-square Goodness-of-Fit Test, Correlation Coefficient Analysis, Regressive Analysis, Discriminant Analysis and Cluster Analysis. The conclusions are as follows: 1. Among the high-graders of primary schools, boys are inclined to have a higher addiction to the internet than girls. 2. There are significant correlations between the length of time and frequency concerning internet usage and internet addiction. 3. In the respect of school size, small schools have a higher inclination for internet addiction than large-sized ones. 4. Among high-graders of primary schools, most internet users have over 3 years of internet experience, most use the internet for 5 hours on average per week, most use once to thrice per week, and most of them use internet at home, followed by the school and Internet café. 5. The purpose for most high-graders of primary schools to use internet is to play online games. The most frequently browsed websites are game-oriented websites. The most common motive for internet usage is to search for information. 6. In regard with internet usage behavior, the prediction for internet addiction proves most correct for those who use Internet more often every week. 7. Variables such as how many times a student uses internet per week, whether a student get out of bed to use the internet after other family members go to bed, how many hours a student spends on using internet, gender, and discussing the content of websites with their family, have a remarkable predictive potential for primary school high-graders who are internet addicts. Among them, the variable that “whether a student get out of bed to use the internet after other family members go to bed” has the highest potential for discriminant prediction. 8. Through cluster analysis, the internet addicts can be categorized into three sub-clusters of “close family group”, “lonely group”, and “moderate group”. In summation, the study presents suggestions for parents as helpers and integrative research on internet addiction for the reference of future researchers. Keywords: High-graders of primary schools, Internet usage behavior, Internet addiction
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Chen, Pei-Ting, and 陳佩庭. "The behavior for internet using, the motivation for using internet and internet addiction in junior high schools in Taitung County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/2xcnxx.
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碩士國立臺東大學
教育學系(所)
96
The purposes of this study were to examine the status of the behavior for internet using, the motivation for using internet and internet addiction in junior high schools in Taitung County, to understand the differences of the behavior for internet using, the motivation for using internet and internet addiction for junior high school students with different background variations, and to realize the relations among motivation for using internet and addictive behavior. The instruments for this study include the Internet Using Behavior Questionnaire, Internet Using Motivation Scale and Internet Addiction Scale. The subjects were junior high school students in Taitung County except for Green Island and Lanyu, 918 students were stratified as effective samples for analysis. Furthermore, the data collected were analyzed by percentage, mean, Chi-square test, one-way ANOVA and Pearson correlation analysis. The results showed that junior high school students with different background variations had differences in behavior for using internet, motivation, and addictive behavior. The study also discovered that there was no internet-addictive situation in Taitung County, however, the higher the internet motivation which Taitung junior high school students had, the more internet addiction existed.
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Pei-Ying, Lin, and 林佩瑩. "The Study on Students’Current Situation, Motivation, and Internet Addiction of Internet Using in Vocational High Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20349297930587600528.
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碩士國立臺灣師範大學
工業教育學系在職進修碩士班
98
The study aims at getting the understanding about the current situation, the motivation, and the addiction of Internet using so as to analyze whether the students with different backgrounds have the differences on the motivation and the addiction of Internet using, and the relation between the addiction and the motivation among the vocational high school students in Taipei County, the subjects of the investigation. In this study,「Chen Internet Addiction Scale, CIAS」designed by Professor Chen in Taiwan University, and the original「The Questionnaire about the current situation, motivation, and addiction of Internet using」were adopted as the instruments. There were 816 vocational high school students stratified as effective samples for analysis. In addiction, the data collected were analyzed by percentage, mean, one-way ANOVA and Pearson correlation analysis. The results showed that vocational high school students with different background variations had differences on the motivation and addiction of Internet Using. The study also found that there was no Internet addictive situation among the vocational high school students in Taipei County; however, it’s obvious that motivation is in relation to the addiction of Internet using, which means the stronger Internet motivation is, the more serious the Internet addiction would be.
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TSENG, YI-WEI, and 曾奕為. "Internet banking implementation - Case studies in A and B schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20459416864758636715.
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碩士國立中央大學
資訊管理學系碩士在職專班
100
Internet banking implementation - Case studies in A and B schools Abstract The continuous development of information technology (IT) has advanced banking business innovation. The number of requests from consumer for better banking service has increased. These requests have made banking business improved and transformed significantly in terms of quality and quantity of services. On the other hand, schools are non-profit educational institutions. Although they are different in many ways from those profit-driven organizations, in response to students’/parents’ needs, schools have to improve their services such as tuition collection procedure by adopting IT. This study applies case study method to explore and contrast the process of Internet banking implementation project in two schools. This study employed document analysis, observation, and interviews approaches to collect data. The problems and key issues in pre-, during, and post-implementation phases were identified and discussed. The study results indicated that school principal’s leadership style, organizational and cultural characteristics and manpower quality were highly related to the school staff’s attitude towards the Internet banking implementation project. Case A is characterized as a learning organization. Though the anticipated benefits cannot be achieved in the short term, case A’ staff were still willing to try. Compared with case A, case B’s organizational culture is more traditional and conservative. Staff in case B resisted to new system implementation or process change. As a consequence, the Internet banking implementation project in case B was led and executed mainly by the bank staff but not by the school’s staff. Yet, after trust was built between case B’s staff and bank’s implementation team members and the initial success of the system implementation was obtained, case B’s staff became very satisfied with the system performance and held very positive attitude towards bank’s other information system applications. Based on the results, practical advice is given as follows. First, if user resistance exists during IS implementation stage, support from the top hierarchy is critical to resolve the user resistance. In addition, resistance and uncertainty can be eliminated to some extent by achieving process improvement, efficiency improvement, and positive user experience feedback. It is therefore suggested that implementation team should pay close attention to fulfill users’ requirements and demonstrate initial success. Keywords: business Internet banking, case study
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Bruns, Loretta A. "Texas public school library media specialists' perceptions of the use of the Internet in their schools." 1997. http://books.google.com/books?id=6rPgAAAAMAAJ.
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Chang, Chiajung, and 張嘉容. "A Study of the Behavior of Using Internet and Internet Addiction of Junior High Schools in Penghu County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/44872141102728510743.
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碩士國立臺北教育大學
教育經營與管理學系
99
Nowadays, Internet have been one of the most popular pastimes for teenagers. All sorts of websites, such as online games, facebook, YouTube and blog attract young people rushing to the Internet. The issues, involvement in internet, which might cause Internet addiction or influence students’ daily life, peer relationships and academic performance, should draw notice and understanding to teachers. This study was mainly aimed to investigate the situation of Internet using behaviors and Internet addiction of Junior High School students in PengHu County. The researcher compiled a kit of studying tools for sampling, and sent 617 questionnaires, 608 responded and valid. The data were analyzed by using various statistical methods, such as percentage frequency distribution, Chi-square test, t-test , and one-way ANOVA. The main findings of this study were as follows: 1. The students surfed the net mostly at home, and their mainly Internet-using history is six years. The weekly using frequency was over 7 times and each time was about 1 – 2 hours. 2. 30% of students who surfed the net over three hours each time belonged to the high-risk groups of internet addiction. 3. The students’ different background variables showed significant differences in online behavior. 4. The students in different gender and grade showed significant differences in internet motives and their main motives were for entertainment and social activities. 5. The students in different gender, grade and parental attitudes showed significant differences in internet addiction and internet's influence. 6. Different Internet using behaviors showed significant differences in internet addiction and internet's influence. The more Internet-using history, hours and frequencies, the higger significant differences showed in internet addiction and internet's influence.
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Mooketsi, Tsholofelo Rebecca. "Factors affecting internet and broadband penetration in South African ordinary schools." Thesis, 2016. http://hdl.handle.net/10539/19398.
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This study is about investigating the supply-side factors affecting broadband connectivity in South African ordinary schools so as to determine the challenges of providing broadband in these schools. It focuses on understanding why only 25% of these schools (RIA, 2012) have broadband connectivity whereas South Africa has resources that include; policies, legislations and regulations; available infrastructure and funding, which are aimed at advancing the Internet connectivity in schools. In this regard, this study assesses the effectiveness of the existing policies and regulations, particularly in terms of implementation, to determine where the blockages are. It also identifies the areas that require intervention. The study also examines the challenges in the provision of the existing broadband infrastructure to these schools and the effectiveness of the current funding mechanisms. The main aim of the study is to identify and analyse the supply-side blockages in the rollout of broadband connectivity in schools and then make recommendations on how to address these barriers so as to improve broadband penetration in ordinary schools. The study is premised on the notion that broadband is an educational resource that can be used to improve the delivery of education, to widen access to online educational resources and to improve the teaching and learning processes, thereby contributing positively to the quality of
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Jaycox, Rebecca Ray. "Redefining "school" : a case study of an Internet charter school /." 2004. http://wwwlib.umi.com/dissertations/fullcit/3149019.
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Chen, Yang-jen, and 陳揚仁. "The Study of Internet Using Behaviors of Elementary School Students in Two Elementary Schools in Middle Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/89809768316907587582.
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碩士雲林科技大學
全球運籌管理研究所碩士班
98
This thesis develops and studies the Internet using behaviors of the senior students of elementary school and its influence on them. The main purpose of this study was to provide the valuable reference resources and assistance for government and the staff in school including elementary school teachers and counselors. The samples of questionnaire research based on purposive sampling are eighty fifth and sixth graders of two elementary schools in middle Taiwan in 2009. The recycling availability percentage was 100%. The instruments used in this study included questionnaires on the topic of “Survey on the current situation of Elementary Students Using the Internet” as well as “Internet safety scale” and "Internet Addiction Scale". Statistical methods employed to analyze the data included descriptive statistics analysis, chi-square test. The research findings are summarized as follows: I. The Internet using behaviors of the higher graders of elementary school. 1. Comparing with grils, boys had more exploring times. 2. The Internet using behaviors don’t have the significant influence on the senior students’ learning outcomes of the last final exam. II. Current status of Internet using behaviors with different background variables. Percentages of sixth graders whose Internet-using history are 3 to 4 years and more than 4 years are numerously surpassed the percentages of fifth graders. III. Influence of different background variables on learning and living 1. There’s only little influence of different background variables on students’ learning. 2. There’s only little influence of different background variables on students’ living. IV. Influence of Internet using on learning and living 1. Influence of Internet using has no obviously variation in students’ learning. 2. Influence of Internet using has no obviously variation in students’ living. V. Difference analysis in Internet addiction and Internet safety 1.The phenomenon of Internet addiction isn’t too severe among all senior students. Sixth graders show less severe Internet addiction than fifth graders; and sixth grade boys show less severe Internet addiction than girls. 2. More than half of the senior students have proper cognition towards Internet safety; however, the statistics is far lower than the normal pattern of Internet addiction.
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TZU-YUN, LIAO, and 廖梓妘. "Influences of Internet Languages on Fifth Grade Student’s Compositions in Primary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24123923578735098454.
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碩士玄奘大學
中國語文學系碩士在職專班
103
As primary school students are growing up and they spend lots of time surfing internet, communication problems are caused among parents and teachers as well as students. Among the various communication problems, the most conspicuous one is the application of internet languages. With the progress of the times, internet language has been applied widely at such a high pace that people have to pay more attention to it. The study mainly collects Chinese materials of students in Grade Five at Nanpu Primary School in Miaoli County and analyzes three students’ documents related to Chinese, including internet and non-internet documents. The former materials are from their messages on class web pages, Facebook, blogs and other communication Apps; while the non-internet documents are mainly selected from their dairies, worksheets and compositions. These documents are classified into six types, including characters with phonetic notation, graphic characters, homophone words, words mixing mandarin and Taiwanese, foreign words and self-invented words. According to the research results, the current situations of the three students’ application of internet languages are: 1, boys prefer characters with phonetic notation; 2, girls are fond of graphic words; 3, both boys and girls barely understand the internet language used by them. Therefore, it can be learned that the influences of internet on students’ composition are: 1, in order to express themselves quickly, compositions of boys are often short and contain many phonetic notation; 2, texts of girls are full of graphic words, but it requires readers to fully understand their meanings in advance to avoid misunderstanding; 3, since the users themselves may misuse the internet language, it is easy to bring misunderstanding to readers. In the end, parents should pay more attention to students how to use computers and teachers should specify students in applying internets languages
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Kripanont, Napaporn. "Examining a technology acceptance model of internet usage by academics within Thai business schools." Thesis, 2007. https://vuir.vu.edu.au/1512/.
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Information Technology has been a significant research area for some time, but its nature has changed considerably since the Internet became prominent just over a decade ago. Many researchers have studied and proposed theories and models of technology acceptance in order to predict and explain user behaviour with technology to account for rapid change in both technologies and their environments. Each theory or model has been proposed with different sets of determinants and moderators and most of them have been developed in the U.S. It is therefore questioned whether the theories and models of technology acceptance that have been developed, modified, and extended in the U.S. can be used in other countries, especially in Thailand. It is also questioned whether there might be other determinants and moderators that also play important roles in this specific environment. This thesis (1) reviewed literature in respect of nine prominent theories and models, (2) reviewed previous literature about IT acceptance and usage within four contexts of study, (3) investigated the extent to which academics use and intend to use the Internet in their work, (4) investigated how to motivate academics to make full use of the Internet in their work, (5) investigated to what extent using the Internet helps in improving academics’ professional practice, professional development and quality of working life, (6) formulated a research model of technology acceptance regarding Internet usage by Thai academics, and (7) generated and validated the research model that best describes Thai academics’ Internet usage behaviour and behaviour intention. These last two objectives represent the main focus of the thesis. Questionnaire survey method was used to collect primary data from 927 academics within Business Schools in 20 Public Universities in Thailand. The survey yielded 455 usable questionnaires, with a response rate of 49%. Statistical analysis methods and Structural Equation Modelling with AMOS version 6.0 were used to analyse data. The research model was formulated with five core determinants of usage and up to nine moderators of key relationships. It was then tested and modified, the final modified model evidenced by goodness of fit of the model to the data, explained 31.6% (Square Multiple Correlation) of the variance in usage behaviour in teaching , 42.6% in usage behaviour in other tasks, 55.7% in behaviour intention in teaching and 59.8% in behaviour intention in other tasks. From the findings, three core determinants: perceived usefulness, perceived ease of use and self-efficacy significantly determined usage behaviour in teaching. Two core determinants: perceived usefulness and self-efficacy significantly determined usage behaviour in other tasks. Finally, usage behaviour significantly influenced behaviour intention. In addition three moderators: age, e-university plan and level of reading and writing, impacted the influence of key determinants toward usage behaviour. Only two moderators: age and research university plan, impacted the influence of usage behaviour toward behaviour intention. The rest including gender, education level, academic position, experience and Thai language usage did not impact the influence of the key determinants toward usage behaviour and did not impact the influence of usage behaviour toward behaviour intention. Consequently, the final modified research model which is called the “Internet Acceptance Model” or “IAM” has the power to explain and predict user behaviour in a Thai Business Schools environment. A thorough understanding of the model may help practitioners to analyse the reasons for resistance toward the technology and also help them to take efficient measures to improve user acceptance and usage of the technology.