The purpose of this study was to investigate how high school students felt that the computer helped or hindered participation and self-esteem in the learning situation and if the students experienced any differences between when they had been relatively alone in using a computer compared to when everyone had their own computer. The starting point was the national one-to-one projects made to give every student access to a personal computer and how it affected students in special educational needs and previous research. The theoretical approach was based on socioculture/activity theory and theories of self-esteem. Ten high school students in grade one at a senior high school that previously had started up a one-to-one project was interviewed. The results showed that the students primarily used the computer to write and to search the Internet, but even as a alternative or compensatory tool. Students felt that the computer contributed to increased motivation and self-esteem and better results both in secondary and senior high school. Several students stressed the teacher's importance for if and how the computer was used as a learning tool. The main difference between the computer utilization was seen between the high school programs. Students in the individual program felt the education more individualized and customized compared to secondary school, while students in the vocational program used the computer less as a special education tool than in secondary school. Therefore, any conclusion re-garding one-to-one and its impact could not be drawn. / Syftet med studien var att undersöka hur gymnasieelever upplevde att datorn bidrog till eller hindrade delaktighet och självkänsla i lärsituationen samt om eleverna upplevde någon skillnad mellan då de var relativt ensamma om att ha en egen dator jämfört med då alla elever hade en egen dator. Utgångspunkten var de nationella en-till-en-satsningar som gjorts för att ge varje elev tillgång till en egen dator och på vilket sätt det påverkade elever i behov av särskilt stöd samt tidigare forskning. Den teoretiska ansatsen grundade sig i sociokulturell teori/verksamhetsteori och teorier om självbild. Tio gymnasieelever i årskurs 1 på en gymnasieskola som precis startat upp en en-till-en-satsning intervjuades. Resultatet visade att eleverna i första hand använde datorn till att skriva och till informationssökning i skolan, men även som alternativt eller kompenserande lärverktyg. Eleverna upplevde att datorn bidrog till ökad motivation och självkänsla samt bättre resultat i skolarbetet både i grundskolan och på gymnasiet. Flera elever framhöll lärarens betydelse för om och hur datorn nyttjades som lärverktyg. Den största skillnaden mellan hur datorn nyttjades kunde man se mellan gymnasieprogrammen. Eleverna på det individuella programmet upplevde att de fick mer individualiserad och datoranpassad undervisning jämfört med i grundskolan, medan eleverna på det yrkesförberedande programmet använde datorn som specialpedagogisk verktyg mer sällan jämfört med i grundskolan. Någon slutsats angående en-till-en och dess påverkan kunde därför inte dras.

The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

論文摘要 隨著資訊及運輸科技的日新月異，人與人之間的互動已不再受距離或空間影響，「地球村」的觀念已然成型，相對「人際傳播行為」也因為跨區域、跨國界而更加複雜及重要。例如錯誤的「人際傳播策略」搭上不同的文化背景，便引發了嚴重的911攻擊事件；而近來引起國內八卦風潮的「璩美鳳光碟事件」也是由於處理不當的人際關係所引起的，如果這兩個事件的當事人(或政府)可以在事前便清楚該問題並採取正確的「人際傳播策略」，則所有的災難可能早就「消弭於無形」之間了。 人際傳播重要的「認知、過濾」理論－隱性人格論(Implicit Personality Theory)，常被用於解釋人際互動間進展及是否持續接觸的重要理論之一，它牽涉到訊息蒐集、篩選、判斷等認知處理過程，同時也被引申到人際傳播的效果闡述上，經過多年來的論證已顯示此理論對於人際交往及傳播的影響層面是無庸置疑的，不過當面對被視為未來趨勢的虛擬網路世界時，隱性人格理論是否仍在網路交往過程中扮演一重要角色，抑或是會產生本質的改變，還是根本毫無影響，目前似乎沒有任何具體答案，因此如何將已精粹成形的人際傳播理論運用在網際網路中的人際傳播上，相信該是「人際傳播學」在21世紀開啟的此時最迫切的課題。 本研究嘗試從訊息處理過程AID(A)的不同階段切入，並採用深度訪談方式訪問數位IRC的重度使用者，探討他們在網路聊天室內對於交談對象的虛擬人際互動過程，進而了解在網路的交往過程中是否一如真實世界中一般，有「隱性人格理論」所描述的現象產生；或者另有其他角色及影響層面。 經本研究歸納深度訪談內容及訊息，顯示「隱性人格理論」在虛擬的網路世界中的確存在且有其不同層面的影響力，不僅在互動過程中該理論的現象發生得更早，並且牽涉到更多自我主觀的認知判斷，但相對真實世界而言，該判斷是比較脆弱且易變的，也間接顯示出網路人際關係與現實世界中的交往是有本質上的差異。 / THESIS ABSTRACT The interaction among people is no longer limited by distance or space according to the development of new technology for information and transportation. The concept of ‘Global Village’ has been formed and ‘interpersonal communication behavior’ is getting more and more complicated and important as it is among the regions and across boundaries. For instance, serious attacking event of ‘911’ was caused by incorrect ‘communication strategy’ and different cultural background; and the ‘Ms. Chu event’ was also caused by inappropriate interpersonal relationship. These great sufferings could be avoided if the people or governments involved in those two events could have clarified the problems and taken proper ‘communication strategies’ in advance. ‘Implicit Personality Theory’, an important theory of ‘recognition and filtering’ in interpersonal communication, is a theory that was commonly applied to explain the progress of interpersonal interaction and to confirm the continuous connection. It involves in the process of handling recognition on information collection, screening, and judgment, etc. Other than that, it is also extended to elaborate the effect of interpersonal communication. After years of expound and prove, it is obviously that this theory has been demonstrated a deep impact to interpersonal association and communication. However, when facing the so-called future trend of virtual cyber world, there is still no concrete solution whether ‘Implicit Personality Theory’ will play an important role in the cyber world? If there an essential change will be occurred, or even no any influence at all. Consequently, it is considered the most urgent issue in the opening of 21st century that how the maturely formed ‘interpersonal communication theory’ can be applied to interpersonal connection in the cyber world. This study tried to get in from the different phases of AIDA in the process of handling information, and from an in-depth interview of several heavy users of IRC to explore the process of virtual interpersonal interaction to the chatting partner in internet chat room and further to understand if the phenomenon as described in ‘Implicit Personality Theory’ will be occurred in the process of cyber association, just the same as that in the real world, or if there any other party and object will be impacted. It was demonstrated that ‘Implicit Personality Theory’ exists in virtual cyber world and impacts to different parts throughout the induction of the contents and information from the in-depth interviews. The phenomenon of this theory not only appeared earlier in the process of interaction, but also more involved in judgment of recognition from self subjective. However, for the real world, this kind of judgment is weaker and easier to change, and indirectly shows that there were essential differences between cyber interpersonal relationship and real world communication. / 目錄 目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．．．I 表目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．．II 圖目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．．III 第一章 概論 第一節 研究動機．．．．．．．．．．．．．．．．．．．．． 1 第二節 研究目的．．．．．．．．．．．．．．．．．．．．． 3 第三節 研究問題．．．．．．．．．．．．．．．．．．．．． 4 第二章 文獻探討 第一節 人際傳播之定義．．．．．．．．．．．．．．．．．． 5 第二節 人際傳播的理論基礎．．．．．．．．．．．．．．．． 9 第三節 隱性人格理論．．．．．．．．．．．．．．．．．．．10 第四節 網際網路與人際傳播．．．．．．．．．．．．．．．．16 第五節 網路人際傳播．．．．．．．．．．．．．．．．．．．17 第六節 網路即時聊天．．．．．．．．．．．．．．．．．．．21 第三章 研究方法 第一節 研究架構－A-I-D模式．．．．．．．．．．．．．．． 27 第二節 研究方法．．．．．．．．．．．．．．．．．．．．．29 第三節 研究對象．．．．．．．．．．．．．．．．．．．．．31 一、 設定合格受訪者條件．．．．．．．．．．．．31 二、 受訪者選取．．．．．．．．．．．．．．．．33 第四節 研究設計．．．．．．．．．．．．．．．．．．．．．35 一、 研究工具．．．．．．．．．．．．．．．．．35 二、 進行程序．．．．．．．．．．．．．．．．．37 第四章 研究發現 第一節 研究對象共同特性 ．．．．．．．．．．．．．．．． 41 第二節 第一階段－“A”ttention注意 ．．．．．．．．．．．．． 42 一、 在IRC中．．．．．．．．．．．．．．．．．．42 二、 在真實世界中．．．．．．．．．．．．．．．．46 第三節 第二階段－”I”nterest興趣 ．．．．．．．．．．．．． 47 三、 在IRC中．．．．．．．．．．．．．．．．．．47 四、 在真實世界中．．．．．．．．．．．．．．．．55 第四節 第三階段－“D”esire欲望．．．．．．．．．．．．．．．56 一、 在IRC中．．．．．．．．．．．．．．．．．．57 二、 在真實世界中．．．．．．．．．．．．．．．．60 第五節 總整理．．．．．．．．．．．．．．．．．．．．．．．61 第五章 結論與建議 第一節 研究結論．．．．．．．．．．．．．．．．．．．．．．66 第二節 檢討與建議．．．．．．．．．．．．．．．．．．．．．69 參考文獻．．．．．．．．．．．．．．．．．．．．．．．．．．．． 72 附件一：1996∼2001年蕃薯藤網路使用行為大調查．．．．．．．． 78 附件二：一對一深度訪談過錄文稿．．．．．．．．．．．．．．． 83 附件三：受訪者背景與網路即時聊天室使用經驗簡介．．．．．．． 111 圖表目錄 圖目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．II 圖2-1-1 傳播金字塔 5 圖2-1-2 5W公式 6 圖2-1-3 人際傳播的基本概念 8 圖2-3-1 交際關係的六個階段 13 圖2-5-1 微軟Out-look的e-mail 19 圖2-5-2 台北科技大學紅樓BBS資訊站 19 圖2-6-1 IRC多對多互動聊天畫面 22 圖2-6-2 IRC「悄悄話」一對一聊天房間 22 圖2-6-3 可針對特定對象，選擇擬人化動作 25 圖3-1-1 隱性人格理論的內向傳播過程 27 圖3-1-2 AIDA模式 28 圖3-1-3 研究架構 28 圖3-3-1：英國網路重度使用者定義圖示 32 表目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．III 表2-1-1 人際傳播理論 9 表2-5-1 網路人際傳播介面比較表 20 表3-2-1 質化研究與量化研究的取向觀點 29 表3-2-2 質化與量化研究的差異 29 表3-3-1 網路使用時數描述性統計結果 33 表3-3-2 網路上癮者與非上癮者網路使用時數t檢定 33 表3-3-3 受訪者簡介 34 表4-5-1 兩種場域「推測性格」行為不一致的受訪者 41 表4-5-2 兩種場域「意願受影響」行為的差異 41 表4-5-3 受訪者與陌生人接觸的差異化比較表 42

Text in Afrikaans / Die doel van hierdie navorsing is, om te bepaal of gesyferdheid by kleuters binne `n speelgroepsituasie ontwikkel kan word deur middel van `n program wat wiskundige konsepte aan kleuters oordra. Ten einde hierdie doel te bereik is `n wiskunde program waarin verskillende hulpmiddels gebruik word, vir die kleuters aangebied. Die wiskunde program wat gebruik is, is saamgestel aan die hand van Charner, Murphy en Clark (2007) se “The Giant Encyclopedia of Math Activities for Children 3 to 6”. Die aktiwiteite wat tydens die voortoets en natoets gebruik is, is uit verskillende bronne op die internet verkry. Die aktiwiteite is uit gemelde bronne geneem en aangepas om by kleuters se ontwikkelingsvermoë te pas. Aan die einde van die wiskunde program kon daar `n verbetering in al die leerders se wiskunde vaardighede waargeneem word. Die resultate van die studie dui dus daarop dat kleuters se begrip en vaardigheid met wiskundige konsepte op `n vroeë ouderdom in `n speelgroep ontwikkel kan word. / The aim of this study was to determine whether numeracy can be developed among preschoolers in `n playgroup situation by means of a numeracy programme which introduces them to mathematical concepts. To achieve this aim a numeracy programme was used to introduce the mathematical concepts. The numeracy programme that was used is a programme compiled from “The Giant Encyclopedia of Math Activities for Children 3 to 6” by Charner, Murphy and Clark (2007). The activities which were used during the pre-test and post-test were taken from different sources on the internet. The activities taken from these different sources were adapted to the appropriate developmental phase of the preschoolers. At the end of the programme the post-test indicated an improvement in the mathematical competence of all the learners. The results of the study prove that preschoolers in a playgroup can improve their numeracy skills in the early years. / Teacher Education / M. Ed. (Didaktiek)

Les problèmes d’ordonnancement de rendez-vous en tête-à-tête sont des problèmes dans lesquels des personnes souhaitent se rencontrer par deux lors de courts rendez-vous qui se déroulent lors d’une session unique. Dans cette thèse, nous référençons plusieurs applications de ce type de problèmes et proposons des notations qui généralisent les notations standards de problèmes d’ordonnancement α|β|γ. Nous nous intéressons en particulier à un cas dans lequel deux populations distinctes se rencontrent, des participants peuvent arriver en retard et des rencontres sont interdites. L’objectif est de minimiser le nombre maximal d’attentes des participants. Nous étudions dans un premier temps la complexité de ces problèmes : nous démontrons que plusieurs cas sans rencontre interdite sont polynomiaux et que le cas général est NP-complet au sens fort. Nous proposons ensuite des bornes inférieures. Puis nous développons plusieurs méthodes de résolution. Des modèles de programmation linéaire en nombres entiers et un modèle de programmation par contraintes sont tout d’abord proposés. Des règles de dominance permettant de limiter les symétries sont intégrées à ces modèles dans le but de limiter l’espace des solutions. Enfin, nous proposons une recherche à divergence limitée (limited discrepancy search) qui est une méthode approchée basée sur l’exploration d’un arbre de recherche tronqué. Dans cette méthode, nous exploitons le plus possible les propriétés de symétrie du problème pour faciliter la convergence vers une bonne solution. Toutes ces méthodes sont testées et comparées sur un ensemble de 300 instances générées aléatoirement d’après des paramètres réalistes. / One-to-one meeting scheduling problems are problems where a population of actors want to meet each other during short time slots that take place in a single session. In this thesis, we reference several applications of this type of problems found in the literature and introduce a notation extending the well-known scheduling notation α|β|γ. We are particularly interested in a case in which two distinct populations meet, participants may arrive late and some meetings are forbidden. The objective is to minimize the maximum number of participants waiting slots. First, we study the complexity of these problems: we show that several cases with no forbidden meeting are polynomial and that the general case is NP-complete in the strong sense. We then propose lower bounds. After that, we develop several resolution methods. Integer linear programming models and a constraint programming model are developed. To limit the solution space, we add dominance rules based on symmetries to these methods. Finally, we present a limited discrepancy search (i.e. an approximate method based on the exploration of a truncated tree search). In this method, we use as much as possible the symmetry properties of the problem to facilitate the convergence to a good solution. All these methods are tested and compared on a set of 300 randomly generated instances from realistic parameters.

Syftet med studien är att beskriva och problematisera hur rektorer verksamma inom år f-6 resonerar om satsningen på digitalisering utifrån begreppet likvärdighet. Åtta rektorer på olika skolor är intervjuade. Resultatet visade att rektorerna på olika sätt bedriver skolutveckling inom området digitalisering för att uppnå likvärdighet inom verksamheten. I resultatet framkommer dock skillnader i hur långt verksamheterna kommit både inom skolor och mellan skolor utifrån; digitalisering, digital kompetens och likvärdighet.  Rektorerna lyfter olika lokala orsaker till att verksamheternas digitala implementering kommit olika långt. En slutsats som går att dra efter resultat är vilka komplexa förutsättningar en rektor har att arbeta efter för att uppnå likvärdighet genom digitalisering. Rektorerna lyder under ett dualistiskt ledarskap, både från kommun och stat. Rektorerna är således klämda mellan yttre och inre ramar som påverkar verksamheten. I studiens resultat kommer detta till uttryck genom att samtliga rektorer upplever att de måste välja och prioritera olika skolutvecklingsområden. Det kan leda till att det uppstår en ojämlikhet inom området digitalisering. / The purpose of the study has been to describe and problematize how principals are perceiving equity in digitalization based on the concepts in K-6. Eight principals at different schools from the same municipality have been interviewed. The results show that principals use various methods to conduct school development of ​​digitalization in order to achieve equality within the school. Inparticular the results show that there are differences in how far the development of digitalization, digital skills and equivalence has reached both within schools and between schools. The principals have different points of focus in managing the digital implementation. One conclusion based on the analysis is the complex conditions a principal must work under to achieve equality through digitization. The principals are caught between leadership from the municipality and the state. This study shows that all principals must choose individually an area to develop within their school. This can lead to inequalities in the field of digitalization.

Multi-agent robot systems, especially for mobile robots in dynamic environments interacting with humans, have seen an increased interest over the past years. Many vehicle manufactures (e.g.Volvo GTO) have been following the trend and has started investigating a possible implementation of an autonomous-transport robot system for material delivery in production environments.First implementations of a system have been built using ROS2 and initialising static amounts of participating robots.Throughout this thesis, scalability is emphasised to enhance and add new use cases to the system.This thesis investigates possible improvements for the system by adding a dynamic connection handling, which allows robots to connect and disconnect under the system's run time.Furthermore, the performance of the connection handling in the system is evaluated in simulation for increasing system complexity in terms of the amount of connected robots.The first part of the thesis presents an approach for the dynamic connection and disconnection of robots to the network using service client communication approaches.An implementation is tested in a simulation based on an excerpt from the legacy system.Furthermore, two methods are proposed for detecting possible communication losses. The thesis work simulates the increase of the number of robots in the system at different publishing rates. It compares a many to one communication approach, where multiple robots communicate to a central node over one topic, to the one to one communication approach, where multiple robots communicate over particular topics to a central node.The simulations have shown that with an increase of nodes, the average data age and the data miss ratio in the one to one approach were significantly lower than in the multi to one approach.

This validation study examined the Triple E Rubric for Lesson Design as a measurement tool to test the effectiveness of a lesson when using technology to support learning goals. This study also measured the content and concurrent validity as well as reliability of the Triple E Rubric developed by Liz Kolb.

Title: Volunteer's Assumptions for Work with Youth At Risk at Project Lata. Abstract: The thesis is focused on one-to-one peer volunteering in programs for children, youth and young adults at risk, with a focus on Project Lata. It is dedicated especially to aspects which may influence the client-volunteer relationship, with a particular focus on helping volunteers and discovering the conditions of volunteers working with target groups. The research part examines the volunteers' characteristics, personality attributes, abilities, skills and experience beyond the current entry criteria, to identify qualities which facilitate or impede the creation of a functioning relationship with the client in Project Lata. Key words: volunteering, volunteer, mentoring, youth at risk, professional relationship, Project Lata, "one-to-one" project, volunteer's assumptions

Limited research has focused on the knowledge, beliefs, and professional practices of elementary educators related to digital citizenship. The purpose of this study was to identify elementary educators' knowledge and beliefs about digital citizenship, as well as understand their plans and implemented practices, supports, and barriers related to digital citizenship instruction. This study was grounded in Mezirow's theory of transformative learning, Siemen's theory of connectivism, and Ribble's concept of digital citizenship. Descriptive statistics were used to analyze data collected from an original survey instrument developed from the literature by the researcher. Participants were recruited using publicly accessible email addresses and the monthly newsletter from Hawaii Society for Technology Education; a total of 74 educators completed the survey. All educators in the district who met the demographic criteria of working at the elementary level as a teacher, curriculum coordinator, or technology coordinator were welcome to participate in the study. Data were analyzed for frequencies and percentages to develop generalized statements about the population. The results indicated, on average, that educators rated themselves with high knowledge and beliefs about digital citizenship concepts with the exception of digital law. Additionally, correlational analysis revealed schools with greater adoption rates of 1:1 technology-device integration had a significant impact on professional practices in digital citizenship implementation and overall instructional practices. This research study contributes to positive social change by helping educational leaders identify what is needed to support educators in teaching with digital citizenship, and especially in supporting those educators in schools which are further behind in adopting 1:1 technology integration.