Journal of Information Technology and Application in Education

125-142

Authors: Kevin M. Oliver, Melinda Mollette, Jeni Corn

School leaders from eleven middle and seven high schools implementing ubiquitous computing programs in the United States, participated in focus groups in 2011, providing insights into strategies for successfully integrating laptops into their schools. Advice was sorted into three major themes that can be used by future administrators tasked with planning ubiquitous computing initiatives: program planning and leadership (policies, procedures); infrastructure planning (networks, software); and promoting teacher motivation and buy-in.

152-163

Authors: Alcinia Z Sampaio

Besides the constant updating of training in the new graphic resources available to engineering and architecture professions, and in widespread and frequent use, the school should also adapt its teaching activities to the new tools of visual communication. In Civil Engineering, the capacity to visualise the construction, management and maintenance of buildings can be added through the use of three-dimensional (3D) models which, facilitate the interpretation and understanding of target elements of maintenance and construction and of 4D models (3D + time) through which the evolution of construction steps and deterioration of materials can be visually demonstrated and understood. Furthermore, the possibility of interaction with the geometric models can be provided through the use of Virtual Technology (VR). The text presents diverse perspectives of introduction a new technology in school. It can be used as a tool to create didactic applications and as a new issue in the training of students. The students involved, in the research works had to learn advanced software of geometric modelling and visualization and to explore the capacities of a VR technology system. Also programming skills had to be adapted to establish the integration needed for the creation of virtual prototypes. Furthermore, the structure of different kind of databases had to be studied and implemented, integrating diverse type of information, needed to develop the interactive virtual model. The VR technology was introduced in school in order to prepare civil engineering students to consider this knowledge as an important support, later in professional activity, and also to facilitate the link between, engineering theory and its implementation.

173-183

Authors: Karyn Cooper, Robert E. White

The qualitative paradigm of educational research continues to incorporate fast-evolving technologies to improve and bolster interpretive approaches. The use of modern digital technology, combined with scholar autobiographies, serves as an example of an innovative method that can be used to delve into significant educational issues. Drawing upon video interviews with distinguished scholars such as Professors Elliot Eisner, Clifford Geertz, Henry Giroux, Maxine Greene, William Pinar, and Max Van Manen, this digital account highlights the innovative scholarship of these renowned researchers whose work has been used to improve education and to serve the public good. Challenges associated with modern digital technology are also addressed.

195-206

Authors: Charles Downing, Chang Liu

A course enhancement is described as a way to help alleviate educational problems in content understanding, need for multiple explanations, and lack of extra assistance. The method operationalizes students helping each other, and receiving credit for it. The method uses a web-based information system and the process works as follows: Mary helps Joe with a difficult course concept. As compensation, Joe logs in to the information system and registers the fact that Mary has helped him. He also gives Mary a “helpfulness” rating and comments on the help he received. Ratings translate into course points (for Mary and others), and students who accumulate enough points received Bronze, Silver, or Gold “Helper Status”. Students who reach Gold status get letters of recommendation from the professor upon request. A survey study conducted in classes using this Helper System versus one not using it suggests that such a system can help with the problems of content understanding, need for multiple explanations, and lack of extra assistance. Student performance on individual course assignments also improved when the Helper System was implemented.