This thesis examines the effect of absenteeism on education quality for primary-aged public school students in the Department of Loreto, Province of Maynas, situated in the Amazonian region of north-eastern Peru. The thesis also examines the underlying reasons for absenteeism, with a focus on the contribution of childhood morbidity and socio-economic and environmental context to absenteeism, using both gender- and grade-based analyses of student level absenteeism data collected from a sample of schools in the study area. A five-component model with multiple individual indicators measuring each component of education systems defines the concept of education quality as it relates to the analysis in the thesis. The model has been demonstrated in previous research to be effective in explaining variations in education quality in Peru and elsewhere. However, the model has not been applied to this important yet under-researched area of education assessment, namely student absenteeism (at the student and school level) and its effect on education quality. In addition, spatial variations in absenteeism, based on the geographic distribution of the schools over the study area, are evaluated. This analysis allows spatial regularities or spatial randomness to be established for both absenteeism and education quality in the study area. Identifying spatial clustering of public primary schools where a high rate of student absenteeism contributes significantly to explaining overall low levels of education quality can provide education policy planners and decision-makers with insights into causal processes that need to be addressed through planned interventions in the education system.

This thesis examines the effect of absenteeism on education quality for primary-aged public school students in the Department of Loreto, Province of Maynas, situated in the Amazonian region of north-eastern Peru. The thesis also examines the underlying reasons for absenteeism, with a focus on the contribution of childhood morbidity and socio-economic and environmental context to absenteeism, using both gender- and grade-based analyses of student level absenteeism data collected from a sample of schools in the study area. A five-component model with multiple individual indicators measuring each component of education systems defines the concept of education quality as it relates to the analysis in the thesis. The model has been demonstrated in previous research to be effective in explaining variations in education quality in Peru and elsewhere. However, the model has not been applied to this important yet under-researched area of education assessment, namely student absenteeism (at the student and school level) and its effect on education quality. In addition, spatial variations in absenteeism, based on the geographic distribution of the schools over the study area, are evaluated. This analysis allows spatial regularities or spatial randomness to be established for both absenteeism and education quality in the study area. Identifying spatial clustering of public primary schools where a high rate of student absenteeism contributes significantly to explaining overall low levels of education quality can provide education policy planners and decision-makers with insights into causal processes that need to be addressed through planned interventions in the education system.

The purpose of this study was to explore gaps of ICT integration in Indonesian education in primary and secondary schools in Indonesia. The gaps of ICT integration in education were identified through documents such as government official publication, non-governmental reports and other documents to describe the context of ICT education in Indonesia. The finding of this study can inform researchers, practitioners, and policy makers about how to integrate ICT in primary and secondary education in Indonesia. The study found that ICT integration in primary and secondary education in Indonesia still face significant challenges in ICT integration in learning due to the absence of ICT national standards, ICT financial policies, the lack of professional development and ICT leadership. Therefore, this study recommends that nationwide ICT implementation process requires actionable ICT plans, more investment on ICT facilities in schools, continuous professional development, curriculum aligned with ICT, local ICT opportunities such as using mobile phones for ICT integration in schools. / text

This thesis explores algorithmic thinking development on a high school student level. In the introduction algorithmic thinking as well as current practices of teaching algorithmic thinking are examined. A closer look on programming languages, programming methods and tools which can be utilised to develop algorithmic thinking (such as robotic kits, personal computers and mobile devices with touch screens) follows. After analyzing general properties of these tools one mobile device is selected and its programming possibilities are then explored in the empirical part of this paper. As part of the selected proactive action research a number of activities as well as overall process approach is first designed following by their practical verification in a high school. Final results are summarised as suggestions for improvements for further teaching.

Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teachers as professional learners illustrate that engagement with authentic learning activities promotes meaningful learning and transferability to their communities of practice (COP) (e.g. Mackey, 2011). However, there appears to be paucity of literature with a focus on assessment in professional learning. This thesis explores formative assessment within online postgraduate courses designed for teachers as professional learners who aim to develop capacity to incorporate information communication technologies (ICT) in their own practice. Case studies are presented to richly illustrate the design, implementation and evaluation of the effectiveness of two courses; and then further re-examined to elucidate strategies and key characteristics that can foster (or hinder) online formative assessment. Authentic and developmental learning perspectives underpinned by situated cognition theory framed the design and interpretation within a multiple-case methodology. Evidence of experiences and perceptions of the teachers and their professional students included online observation, analysis of the discourse, and semi-structured interviews. An authentic learning environment that sustained productive engagement is illustrated in both case studies along with many techniques that the teachers designed to underpin formative assessment. A key characteristic in both courses was the design of authentic assessment activities that are relevant and meaningful in real-life contexts. Techniques identified included appropriate learner autonomy, and opportunities to negotiate shared understanding of learning goals and expected outcomes including the sharing of student-created artefacts. The online reification of the artefacts and other learning community support was enabled by the ongoing documentation through creative use of online discussion forums as a feature within the learning management system (LMS). These techniques enriched the processes of ongoing monitoring, assessment of evidence of learning and interactive formative feedback. Both teachers’ beliefs about self and peer feedback also enabled both teachers to design for productive synergies between formative and summative assessment that promoted engagement and deep learning. Additional synergies of discourse among peers related to immediacy, interactivity, and mutuality in which the students recognized themselves and valued their peers as source of constructive feedback. The students also demonstrated meaningful reflectivity that manifested reflexivity within the context of their professional practices. Online formative assessment is illustrated in both courses as a form of collaborative engagement in authentic learning, including assessment activities with opportunities for ongoing interactions and formative feedback. The open-ended authentic assessment activities supported professional learners to connect the online discourse to their own classroom practices, as well as keenly engage with authentic projects that are situated in their schools. Learner autonomy stimulated self-regulated learning in which students went beyond achievement of the expected learning outcomes for summative assessment to engaging with tasks and processes that matched their own learning goals, interests and contextual needs. Learners’ involvement within formative assessment processes enhanced opportunities to negotiate meanings which fostered shared authenticity.The inherent authenticity in the course design also stimulated application of prior knowledge and experiences in ways that promoted meaningful learning. Engagement in asynchronous dialogue as a community of learners with shared goals and practice elicited alterative perspectives and disorienting dilemmas. This stimulated learners to think in new ways and more critically and to develop relevant professional competencies in ICT. These in turn supported teachers as professional learners to confidently apply their developing pedagogical practices with ICT in their own classrooms; and to share those with school colleagues. This study illustrates ways that online formative assessment can be designed to support learners to develop relevant knowledge and professional skills that increase professional competencies. Incorporating authentic formative assessment in the course design also impacted teachers’ continuing professional development (CPD), and thus their schools. A key finding from this research is conceptualization of formative assessment as a collaborative pedagogical strategy in which both the teacher and students are active players. This research provides evidence that innovative integration of formative assessment in online settings can support committed professional learners to develop competencies that are transferable into their own practice. This suggests that ongoing formative assessment is an important strategy to increase the quality of online professional development in many fields, in addition to that of education.

A sociedade atual é também conhecida como Sociedade da Informação, pois o acesso às informações e ao conhecimento está disponível de maneira rápida através das Tecnologias de Informação e Comunicação (TIC), como computador, Internet e telefone celular. Assim, tem sido necessário elaborar novas maneiras de pensar e conviver com essas tecnologias. Para o desenvolvimento socioeconômico das nações é importante formar uma sociedade crítica, reflexo do processo educacional adotado; dessa maneira, é preciso se apropriar das TIC para obter práticas de ensino mais criativas e flexíveis. Para que essa integração gere resultados satisfatórios é preciso a união de diversos fatores como a infraestrutura disponível na escola, o domínio dos professores sobre a utilização nas atividades de ensino-aprendizagem, a integração no projeto político-pedagógico, a implementação de políticas públicas na área educacional pelo governo etc. Dessa forma, o levantamento de dados estatísticos sobre a adoção das TIC nos processos educacionais se faz necessário. Pesquisas amostrais são muito utilizadas com o intuito de conhecer determinada característica sobre uma população. O tamanho das amostras costuma ser planejado para a obtenção de dados para grandes áreas, no entanto, vem crescendo o desejo de se obter informações em níveis mais desagregados, onde o tamanho da amostra é pequeno para a produção de estimativas com precisão aceitável, sem aumentar o tamanho amostral. Em vista disso, a metodologia de estimação em pequenas áreas tem sido desenvolvida de forma a produzir estimativas com precisão adequada para as características de interesse, considerando a distribuição de probabilidade trazida no desenho amostral ou a utilização de modelos que emprestam informações para áreas semelhantes. O objetivo desta dissertação é a obtenção dessas estimativas para a proporção de escolas em que os professores usam a Internet em atividades de ensino-aprendizagem com os alunos para cada Unidade Federativa do Brasil, utilizando dados reais provenientes da pesquisa TIC Educação, produzida pelo CGI.br, e do Censo Escolar, produzido pelo INEP. Obtemos as estimativas por diferentes abordagens, tanto direto da amostra quanto através da construção de modelos de regressão logística, e as comparamos através da estimativa do erro quadrático médio e da proporção de acertos, através da matriz de confusão por validação leave-one-out. Para a consolidação dos resultados obtidos nos dados reais, fazemos um estudo de simulação de dados. O modelo de efeitos aleatórios é considerado como o que apresentou os melhores resultados. / The current society is also known as the Information Society because access to information and knowledge is available through Information and Communication Technologies (ICT) such as computer, Internet and mobile phone. Thus, new ways of thinking and living with these technologies have become necessary. For the socio-economic development of nations it is important to create a critical society, reection of adopted educational process; In that way, appropriating ICT should be necessary to obtain more creative and exible teaching practices. To obtain satisfactory performance it needs the union of several factors such as the infrastructure available in schools, the teacher\'s knowledge about how to adopt ICT on practical activities, the ICT integration on the political pedagogical project, the implementation of public policies on the educational sector etc. In this manner, collect statistical data about ICT adoption on teaching practices is necessary. Sample surveys are widely used in order to understand certain characteristics of a population. The sample sizes is often designed to obtain results for large areas, nevertheless, the desire to obtain these results for more disaggregated areas, where the sample size is small to produce reliable estimates, are increasing without increasing the sample size. Small area estimation methodology has been developed to produce reliable estimates about some desired characteristics considering the probability distribution introduced on the sample design or considering models to lend information to resembling domains. Our purpose is to obtain estimates to the proportion of schools wherein teachers use the Internet to teaching-learning activities with their students for each Federative Unit of Brazil using real data from ICT in Education Survey, conducted by CGI.br, and Scholar Census, conducted by INEP. We obtain these estimates from dierent aproaches both by direct estimator and by logistic regression models and we compare them under the mean squared error and the proportion of success using confusion matrix by leave-one-out cross-validation. To consolidate these results we do a simulation study. The logistic random eects model is considered the best approach.

A sociedade atual é também conhecida como Sociedade da Informação, pois o acesso às informações e ao conhecimento está disponível de maneira rápida através das Tecnologias de Informação e Comunicação (TIC), como computador, Internet e telefone celular. Assim, tem sido necessário elaborar novas maneiras de pensar e conviver com essas tecnologias. Para o desenvolvimento socioeconômico das nações é importante formar uma sociedade crítica, reflexo do processo educacional adotado; dessa maneira, é preciso se apropriar das TIC para obter práticas de ensino mais criativas e flexíveis. Para que essa integração gere resultados satisfatórios é preciso a união de diversos fatores como a infraestrutura disponível na escola, o domínio dos professores sobre a utilização nas atividades de ensino-aprendizagem, a integração no projeto político-pedagógico, a implementação de políticas públicas na área educacional pelo governo etc. Dessa forma, o levantamento de dados estatísticos sobre a adoção das TIC nos processos educacionais se faz necessário. Pesquisas amostrais são muito utilizadas com o intuito de conhecer determinada característica sobre uma população. O tamanho das amostras costuma ser planejado para a obtenção de dados para grandes áreas, no entanto, vem crescendo o desejo de se obter informações em níveis mais desagregados, onde o tamanho da amostra é pequeno para a produção de estimativas com precisão aceitável, sem aumentar o tamanho amostral. Em vista disso, a metodologia de estimação em pequenas áreas tem sido desenvolvida de forma a produzir estimativas com precisão adequada para as características de interesse, considerando a distribuição de probabilidade trazida no desenho amostral ou a utilização de modelos que emprestam informações para áreas semelhantes. O objetivo desta dissertação é a obtenção dessas estimativas para a proporção de escolas em que os professores usam a Internet em atividades de ensino-aprendizagem com os alunos para cada Unidade Federativa do Brasil, utilizando dados reais provenientes da pesquisa TIC Educação, produzida pelo CGI.br, e do Censo Escolar, produzido pelo INEP. Obtemos as estimativas por diferentes abordagens, tanto direto da amostra quanto através da construção de modelos de regressão logística, e as comparamos através da estimativa do erro quadrático médio e da proporção de acertos, através da matriz de confusão por validação leave-one-out. Para a consolidação dos resultados obtidos nos dados reais, fazemos um estudo de simulação de dados. O modelo de efeitos aleatórios é considerado como o que apresentou os melhores resultados. / The current society is also known as the Information Society because access to information and knowledge is available through Information and Communication Technologies (ICT) such as computer, Internet and mobile phone. Thus, new ways of thinking and living with these technologies have become necessary. For the socio-economic development of nations it is important to create a critical society, reection of adopted educational process; In that way, appropriating ICT should be necessary to obtain more creative and exible teaching practices. To obtain satisfactory performance it needs the union of several factors such as the infrastructure available in schools, the teacher\'s knowledge about how to adopt ICT on practical activities, the ICT integration on the political pedagogical project, the implementation of public policies on the educational sector etc. In this manner, collect statistical data about ICT adoption on teaching practices is necessary. Sample surveys are widely used in order to understand certain characteristics of a population. The sample sizes is often designed to obtain results for large areas, nevertheless, the desire to obtain these results for more disaggregated areas, where the sample size is small to produce reliable estimates, are increasing without increasing the sample size. Small area estimation methodology has been developed to produce reliable estimates about some desired characteristics considering the probability distribution introduced on the sample design or considering models to lend information to resembling domains. Our purpose is to obtain estimates to the proportion of schools wherein teachers use the Internet to teaching-learning activities with their students for each Federative Unit of Brazil using real data from ICT in Education Survey, conducted by CGI.br, and Scholar Census, conducted by INEP. We obtain these estimates from dierent aproaches both by direct estimator and by logistic regression models and we compare them under the mean squared error and the proportion of success using confusion matrix by leave-one-out cross-validation. To consolidate these results we do a simulation study. The logistic random eects model is considered the best approach.

<p>Cilj&nbsp; istraživanja&nbsp; disertacije&nbsp; obuhvatio&nbsp; je&nbsp; analizu&nbsp; mogućnosti&nbsp; primene&nbsp; informacionokomunikacionih&nbsp; i&nbsp; multimedijalnih&nbsp; tehnologija&nbsp; i&nbsp; Interneta&nbsp; u&nbsp; izvođenju&nbsp; nastave&nbsp; u osnovniim &scaron;kolama, kao i procenu načina na koji ove tehnologije mogu pobolj&scaron;ati proces učenja.&nbsp; Istraženi&nbsp; su&nbsp; stavovi&nbsp; i&nbsp; mi&scaron;ljenja&nbsp; nastavnika&nbsp; i&nbsp; učenika&nbsp; o&nbsp; njihovoj&nbsp; upotrebi&nbsp; IKT-a, multimedijalne&nbsp; tehnologije&nbsp; i&nbsp; Interneta.&nbsp; Posebno&nbsp; je&nbsp; analizirana&nbsp; procena&nbsp; nastavnika&nbsp; o upotrebi&nbsp; IKT-a&nbsp; u&nbsp; njihovoj&nbsp; pripremi&nbsp; za&nbsp; nastavu&nbsp; u&nbsp; različitim&nbsp; oblastima&nbsp; nauke,&nbsp; jezika&nbsp; i humanističkih nauka.<br />Uvođenje&nbsp; informacione&nbsp; i&nbsp; komunikacione&nbsp; tehnologije&nbsp; zahteva&nbsp; novi&nbsp; i&nbsp; drugačiji&nbsp; pristup&nbsp; i<br />kompetencije&nbsp; nastavnika.&nbsp; Nastavnici&nbsp; moraju&nbsp; imati&nbsp; dobro&nbsp; opremljene&nbsp; računarske<br />laboratorije, dostupan internet, visokokvalitetni obrazovni softver, obuku za profesionalni<br />razvoj i snažnu podr&scaron;ku administracije i &scaron;kole.U&nbsp; tezi&nbsp; je&nbsp; prikazano&nbsp; trenutno&nbsp; stanje&nbsp; upotrebe&nbsp; IKT-a&nbsp; među&nbsp; nastavnicima&nbsp; i&nbsp; učenicima&nbsp; u vojvođanskim &scaron;kolama. Cilj je bio da se ukaže na postojeće probleme i nedostatke i da se predloži&nbsp; adekvatno&nbsp; re&scaron;enje&nbsp; za&nbsp; prevazilaženje&nbsp; postojećih&nbsp; problema.&nbsp; Pored&nbsp; odgovarajuće tehničke&nbsp; opreme,&nbsp; neophodno&nbsp; je&nbsp; da&nbsp; se&nbsp; nastavnicima&nbsp; omogući&nbsp; sticanje&nbsp; potrebnih kompetencija za njeno kori&scaron;ćenje. Nastavnike je takođe potrebno motivisati kako bi vi&scaron;e koristili IKT ne samo u &scaron;koli, već i kod kuće, tokom pripreme materijala za nastavu. Dobijeni&nbsp; rezultati&nbsp; ankete&nbsp; koja&nbsp; je&nbsp; sprovedena&nbsp; u&nbsp; okviru&nbsp; ove&nbsp; teze&nbsp; mogu&nbsp; u&nbsp; značajnoj&nbsp; meri pomoći pobolj&scaron;anju kvaliteta nastave primenom IKT-a, multimedije i Interneta. Primena IKT-a&nbsp; omogućava&nbsp; da&nbsp; se&nbsp; planirani&nbsp; nastavni&nbsp; materijal&nbsp; prilagodi&nbsp; realnosti,&nbsp; odnosno različitim&nbsp; nivoima&nbsp; znanja&nbsp; učenika.&nbsp; Stoga&nbsp; bi&nbsp; podučavanje&nbsp; primenom&nbsp; IKT-a&nbsp; trebalo prepoznati&nbsp; kao&nbsp; jedan&nbsp; od&nbsp; modernih&nbsp; pristupa&nbsp; koji&nbsp; ima&nbsp; adekvatnu&nbsp; ulogu&nbsp; u&nbsp; obrazovnom sistemu.</p> / <p>This&nbsp; thesis&nbsp; aimed&nbsp; to&nbsp; examine&nbsp; the&nbsp; possibilities&nbsp; of&nbsp; applying&nbsp; information&nbsp; and<br />communication technologies,&nbsp; multimedia&nbsp; and the Internet in primary schools&rsquo; lessons, as well&nbsp; as&nbsp; to&nbsp; evaluate&nbsp; how&nbsp; these&nbsp; technologies&nbsp; can&nbsp; improve&nbsp; the&nbsp; learning&nbsp; process.&nbsp; The attitudes and opinion of teachers and learners on their use of ICT, multimedia technology and Internet was investigated. Teachers&#39; assessment of the use of ICT in their preparation for&nbsp; teaching&nbsp; in&nbsp; various&nbsp; fields&nbsp; of&nbsp; science,&nbsp; language,&nbsp; and&nbsp; humanities&nbsp; was&nbsp; separately analysed. The&nbsp; introduction&nbsp; of&nbsp; information&nbsp; and communication&nbsp; technology&nbsp; requires&nbsp; a&nbsp; new&nbsp; and different teacher approach, as well as&nbsp; different competencies. In order to enable a good education&nbsp; to&nbsp; learners,&nbsp; teachers&nbsp; need&nbsp; to&nbsp; have&nbsp; well&nbsp; equipped&nbsp; computer&nbsp; labs,&nbsp; available Internet,&nbsp; high-quality educational&nbsp; software,&nbsp; professional&nbsp; development&nbsp; trainings,&nbsp; and strong support by the administration and the school.The research of this thesis strives to give a picture of the current state of ICT use among teachers&nbsp; and&nbsp; students&nbsp; in&nbsp; schools&nbsp; in&nbsp; Vojvodina,&nbsp; to&nbsp; point&nbsp; out&nbsp; the&nbsp; existing&nbsp; problems&nbsp; and shortcomings,&nbsp; and&nbsp; to&nbsp; try&nbsp; to&nbsp; give&nbsp; an adequate&nbsp; proposal&nbsp; of&nbsp; solutions&nbsp; for&nbsp; overcoming existing problems. It can be described&nbsp; as a need and desire to define the changes that have to&nbsp; be&nbsp; made&nbsp; in&nbsp; order&nbsp; to&nbsp; improve&nbsp; the&nbsp; current&nbsp; situation&nbsp; and&nbsp; to&nbsp; eliminate&nbsp; existing shortcomings&nbsp; regarding&nbsp; the&nbsp; implementation&nbsp; of&nbsp; ICT&nbsp; and&nbsp; the&nbsp; Internet&nbsp; in&nbsp; the&nbsp; teaching process. In addition to appropriate technical equipment it is necessary to provide teachers with required competency to use it. Teachers need to be motivated to increasingly use ICT not only in&nbsp; school but also at home, while preparing teaching material.The obtained results of the survey conducted within this thesis can greatly help improving the&nbsp; quality&nbsp; of&nbsp; teaching&nbsp; using&nbsp; ICT,&nbsp; multimedia&nbsp; and&nbsp; the&nbsp; Internet.&nbsp; It&nbsp; is&nbsp; very&nbsp; important&nbsp; to adapt&nbsp; the&nbsp; process&nbsp; of&nbsp; acquiring&nbsp; knowledge&nbsp; to&nbsp; the&nbsp; learners,&nbsp; not&nbsp; to&nbsp; require&nbsp; the&nbsp; learner to adapt to the process. The application of ICT allows the planned material to be adapted&nbsp; to reality, that is, different levels of learners&#39; knowledge, making sure that learners can more easily learn new material. Teaching using ICT should therefore be recognized as one of the modern approaches that has its adequate role in the educational system.</p>

The studys purpose has been to investigate similarities and differences in access to digital tools in Swedish municipal primary school dependent if the scools geographic place is in a bigger town or on the countryside. One of the studys research questions has been to investigate if it´s possible to discover any differences current the teachers attitudes and the pupils use of them in education dependent the schools geograpich place. Our geographical location where we grow up influences and prepare us for a future life in different ways. Different economic, social, political and cultural conditions of places are factors that contribute to children and young being given different conditions in their growing up enviroment accordning to earlier research. The school as an institution has an important role in preparing the future generation with the ICT- skills they will need to live in a digital world. The essay has an interdisciplinary approach where the interdisciplinary discipline child and youth studies form the basis, which is supplemented by the addition of cultural geographical perspectives. My presentation of research overwiew includes previous research from both scienticif disciplines. The methods used for collecting and analysing data is a mixed- method where quantitative data in the form of existing statistics and conducted qualitative semi- structured interviews has been used. The result of the study shows that there is a difference between the town and the countryside in access to broadband which affect the use of digital tools in education in the schools I´ve investigated. They also indicate that it´s a difference in what kind of digital tools the schools placed in different geographic areas have access to. It´s also possible to discover some differences in the pupils use of the digital tools in education, depending on the schools geographic place. Accordning to my results there is a development area int he work with ICT in primary municipal school´s education, that includes the knowledge of the pupil´s socioeconomic backgrounds and geographical conditions to be able to strive for equal conditions for students to become digitally competent citizens in the future.

This design-based research provides design considerations for developing educational tools for teaching programming to blind primary schoolers, as an effort towards more inclusive classrooms, given that the tools available today are not accessible to these students. Existing tools were analyzed and tested, and co-design practices were applied in exploring ‘instructions’ as a main logic operation for computer programming, through experimenting with diverse types of interfaces, having visually impaired participants at the center of the process. Physical and mental patterns, relevant for improving the accessibility of such tools, are unveiled and further discussed in this study.