In 1994 Orlikowski and Gash articulated Technological Frames of Reference as a systematic theoretical lens to examine technological developments in organisations. A decade later, in 2004, Davidson and Pai expressed concern that while the lens was widely cited in academic discourse, the incidence and adoption of the model as an analytical framework for socio-cognitive analysis and interpretation of Information Technology in organisations was very low.
As Technology Frame Research becomes more meaningfully applicable with our ever increasing attachment towards technology, I present a case study with the aim of augmenting research in the field. By employing a qualitative methodological framework based on technological frames I evaluate interpretations on the Internet embraced within a group of teachers before the implementation of the technology on campus.
Emerging data suggests how appropriated traits and embedded inclinations towards a technology justify the predisposition of diverse interpretations by one person reminiscent to the context it is being articulated in.
Text mining has been used for various purposes, such as document classification and extraction of domain-specific information from text. In this paper we present a study in which text mining methodology and algorithms were properly employed for academic dishonesty (cheating) detection and evaluation on open-ended college exams, based on document classification techniques. Firstly, we propose two classification models for cheating detection by using a decision tree supervised algorithm. Then, both classifiers are compared against the result produced by a domain expert. The results point out that one of the classifiers achieved an excellent quality in detecting and evaluating cheating in exams, making possible its use in real school and college environments.
Considering learning and how to improve students' performances, an adaptive educational system must know how an individual learns best. In this context, this work presents an innovative approach for student modeling through probabilistic learning styles combination. Experiments have shown that our approach is able to automatically detect and precisely adjust students' learning styles, based on the non-deterministic and non-stationary aspects of learning styles. Because of the probabilistic and dynamic aspects enclosed in automatic detection of learning styles, our approach gradually and constantly adjusts the student model, taking into account students' performances, obtaining a fine-tuned student model. Promising results were obtained from experiments, and some of them are discussed in this paper.
E-learning students are generally heterogeneous and have different capabilities knowledge base and needs. The aim of the Sumy State University (SSU) e-learning system project is to cater to these individual needs by assembling individual learning path. This paper shows current situation with e-learning in Ukraine, state-of-art of development of the adaptive e-learning systems and shows results of SSU research in this area. Nowadays the received solutions are different from the known analogues considering an expanded set of information about the features of a particular student's learning activities (19 indicators are analysed, including indicators of progress such as the level of knowledge and student individual features). The corresponding software solutions are being tested in the SSU e-learning environment.
Many factors influence education nowadays. Educational institutions are faced with budget cuttings, outdated IT, data security management and the willingness to integrate remote learning at home. Virtualization technologies provide innovative solutions to the problems.
The paper presents an original educational infrastructure using virtualization technologies implemented in a training process at Kaunas University of Technology. This infrastructure allows university students and staff to access virtual desktops and applications via Web, both in computer classes at the University, and for self-working at home. This paper introduces virtualization technologies of the implemented infrastructure highlighting the benefits, outlines functions of the infrastructure and presents research experiments of network load monitoring that have been performed to find out problems of the infrastructure.
This paper discusses some difficulties in teaching introductory courses to programming, paying particular attention to their mathematical nature. We consider some aspects, which have not been commented in detail in textbooks and often neglected by course outlines and schedules. Some of these are constructing complex conditions, exceeding array bound, calculating infinite series in conjunction with recursion, etc. We believe that those topics and accompanying notes along with appropriate teaching methodology could be and should be incorporated into introductory programming courses.
The paper analyses the results of the computer literacy survey conducted among the 11th and 12th form students in gymnasiums and secondary schools in Lithuania. The basis for the questionnaire was taken from previous surveys carried out in Vilnius Pedagogical University. The questionnaire is divided into five topics, such as computer hardware and software, information handling, text and hypertext, the Internet, spreadsheets and presentations. The following article discusses only the first three topics.
The data was collected from April to September 2010 through an online survey internet site www.apklausa.lt. The sample of the survey includes 1596 students from Lithuania.
The aims of the paper are to record students' knowledge about information technologies, explore the main topics and recommend improvements for the discipline of information technologies.
The paper analyses the problems in selecting and integrating tools for delivering basic programming knowledge at the university level. Discussion and analysis of teaching the programming disciplines, the main principles of study programme design, requirements for teaching tools, methods and corresponding languages is presented, based on literature overview and author`s experience. A pressure from labor market, students and other sources to emphasize practical skills over deeper, long-term programming concepts is described. A model of teaching introductory programming disciplines at a higher logical level, using C#, is presented as a summary of the accomplished analysis, and also taking into account the recommendations of the ACM (Association for Computing Machinery) association for typical teaching programs. Also, design principles for building introductory programming courses, aligned with such teaching approach, are presented. This model has already been trialed at Vytautas Magnus University.
The paper presents the results of an international research on a comparative assessment of the current status of computer science education at the secondary level (ISCED 3A) in Slovakia, the Czech Republic, and Belgium. Evaluation was carried out based on 14 specific factors gauging the students' point of view. The authors present qualitative findings from the following nine analyzed factors: the popularity of computer science/informatics as a subject, the potential of using knowledge gained by studying informatics at school in everyday life, the attractiveness and demands of the curriculum content, the clarity and attractiveness of teacher presentation of the subject matter to students, the engagement of tasks solved while studying informatics, the degree of comprehensibility of informatics textbooks, and the usability of knowledge acquired in school for solving practical problems. Based on the results, the authors identify the strengths and weaknesses of computer science education in the observed countries.