1 |
The learner profile of a teenage cell phone userOelofse, Christina Hermiena 10 July 2009 (has links)
Today South Africa, along with the rest of the world, is witnessing a virtual social revolution related to the use of cell phones by teenagers. Although current estimates suggest that the majority of teenagers in South Africa have cell phones, very little research has been done on how they socially interact with it or how these digital devices can be used to facilitate educational pursuits. A profile of a teenage learner in the physical, social, moral, cultural and psychological context utilising cell phone technology was developed to understand the way in which today‟s technologically advanced teenager grow up, learn, think, work, communicate and socialise. A profile like this can be of assistance to successfully introduce the cell phone as an educational tool to enhance and support the cognitive, affective and psychomotor skills of the learner. Technological resources are scarce in South Africa; therefore it is important for educators today to take advantage of all tools that are available to enhance the educational process. Although new technologies have the potential of transforming education it can not be guaranteed. An exploratory study, using the mixed method (qualitative and quantitative) was done. A questionnaire was administered to measure the teenager‟s activities in today‟s technologically rich environment mainly focusing on quantitative questions regarding the use of the cell phone. The open ended questions from the questionnaire were divided into the groups and analysed to form part of the qualitative data. A male and female focus group (aged between 13 and 17 years) were conducted to form part of the qualitative material. Predetermined qualitative questions, focussing mainly on the teenager‟s attitude and use towards cell phone use, were asked. The participants‟ responses led to innovative questions. A quantitative logbook was kept by a few teenagers to get an understanding of the time teenagers spend using a cell phone and the functions mostly used on the cell phone. The results indicate that no evidence could be found that the use of cell phones in a class room environment will detrimentally affect physical activities of teenage learners. Cell phones have become an integral part of the social lives of teenage learners and might in fact introduce an element of cognitive and affective skills as „fun‟ and „excitement‟ into the learning process. Although brand associations are extremely important to teenage learners it appears that the mere fact of owning a cell phone already satisfies this requirement for social acceptance. Teenage learners with reference to the moral concept have displayed the ability to distinguish between what is right and wrong with regards to the use of cell phones. Teenage learners were largely in favour of using cell phones in a classroom but were somewhat divided on some practicalities. Owning a cell phone satisfies the perceived requirement for peer acceptance in a multi-cultural and technologically well informed society even though the cell phone might not be the most modern model. With reference to the psychological concept teenage learners have acknowledged their own vulnerability and need for guidance, whilst at the same time emphasising the need to form their own opinion and identity through continued exploration and investigation of the world around them This study has shown a definite possibility to the positive use of a cell phone as educational tool, but to successfully introduce the cell phone into a classroom as an educational tool, further research is necessary. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted
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Reliability of digits-in-noise test using different digital devices, transducers and sound file typesEichhorn, Kyla Samantha January 2019 (has links)
Objective: This study evaluated the reliability of the digits-in-noise (DIN) test
application across various low and high-end digital devices utilizing different
transducers and sound file types.
Design: The study utilized a cross-sectional within-subject design.
Methods: The study consisted of two objectives. In the first objective, 40 normal
hearing participants aged between 18 to 24 years (mean: 20; SD= 1.9) were recruited.
Speech Reception Thresholds (SRTs) across Android smartphones (one low-end and
one high-end smartphone), as well as an Android tablet coupled with different
transducers (headphones and earphones) were compared. For the second objective,
participants comprised of 12 normal-hearing females aged between 23 to 24 years
(mean: 23, SD= 0.5). SRTs were compared across three different sound file types
(OGG file, AAC file and MP3 file).
Results: There was no significant difference in the SRTs between electronic devices
or transducers used (p< 0.05). Furthermore, between the different sound files used,
the difference was also not significant (p< 0.05).
Conclusions: The DIN test is reliable when conducted across different electronic
devices, regardless of the transducer or sound file type used. Therefore, the DIN test
is clinically valid when downloaded and performed on Android devices despite the cost
of the device thus offering greater usability in a variety of audiological contexts. / Dissertation (MA)--University of Pretoria, 2019. / Speech-Language Pathology and Audiology / MA / Unrestricted
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3 |
Digitala verktyg eller penna -påverkar skrivverktygen elevens stavning?Hjalmarsson, Frida January 2019 (has links)
The aim of this study is to find out how various tools, digital as well as analogue, affect pupils spelling. Through a systematic literature study, this paper contributes with a research overview of what existing research shows for this subject. The results show, even though all research is not united, that pupils spelling is positively affected when the student is allowed to use their body and write by hand with the pencil. The digital tools can also contribute to the pupil's spelling developing despite the concerns over the word processing programs that exist. For students with learning disabilities, and who for various reasons have problems with the pen grip or to form letters, the digital tools can open up to a more equal school where all pupils can be equally active. The conclusion in this study shows that the choice of writing tools for the student needs to be individual as all students do not master the pen. The results in this study however points to, for pupil´s spelling, that the pen as a writing tool can be better than the digital tools.
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Barn i den digitala världenSvensson, Jesper January 2017 (has links)
Detta kandidatarbete handlar om hur skolan arbetar med digitaliseringen och hur de använder de digitala verktyg som finns. Det kommer handla om de övergångar digitaliseringen innebär för skolan och vad som kan vara hinder för skolan att digitaliseras. Kandidatarbetet kommer också ta upp vikten av vuxnas närvaro för de barnen som använder internet och blivit upprörda/besvärade av något som det sätt på internet. Den gestaltande delen av kandidatarbetet kommer att handla om barn som ännu inte börjat skolan. Barnen kommer att hjälpa till för att skapa sig en egen design på en applikation som de sedan skulle vilja använda. Barns vetskap om hur tekniken används är begränsad på ett positivt sätt som gör att de kan öppna upp för nya sätt att se tekniken. Barnen är villiga att använda tekniken och det spelar ingen roll om det skulle vara på ett papper eller digitalt. De gillar allra bäst närheten till vuxna när de får interagera med det som är framför dem. / This Bachelor Thesis is about how the school works with digitalization and how they use the digital tools that are available. It is about the transitions that digitalization faces that could prevent the school from becoming more digitized. The work will also address the importance of adult’s presence for the children's use of the internet and support them if they had a bad experienced on the internet. The output of the Bachelor Thesis will be about children who have not yet started school. The children will help to create their own design on an application that they would like to play with. Children's knowledge of how technology is used is limited in a positive way, that enables them to open up new ways to see the technology. Children are willing to use the technology and it doesn't matter if it is paper or digital. They enjoy the company of grownups when they interact with what's in front of them.
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Är digitala verktyg här för att stanna? : En kvalitativ studie om hur digitala verktyg inverkar på det sociala arbetet utifrån ett professionsperspektiv / Are digital devices here to stay? : A qualitativ study of the value of digital devices and the impact on professional practiceFahlén, Julia, Ribacke, Johanna January 2020 (has links)
The aim of this study was to obtain a deeper understanding how social workers, who practice public authority in social services, perceive that social services are affected when it takes place in an increasingly digital arena. The chosen method of this study was semistructured interviews held with six social workers from two different municipalities. The gathered material was analyzed using the theory discretion and professional approach. The result showed that digitalization has affected social work. It also entails both benefits and challenges regarding relationships between professionals and clients as well as quality in work. The respondents did see obstacles with the digitalization, the mentioned problems did often concern the challenges of creating relationships and uncertainty with usage of the digital devices related to the legal aspects. Our conclusion was that social workers, by using their discretion and a professional approach, can take advantage of the benefits that digital devices entails to improve the quality of social work. This requires social workers to make assessments based on awareness of the obstacles regarding digital devices in relation to clients’ different conditions.
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Relationen mellan lärare och elever i förhållande till digitala verktyg / The relationship between teachers and students in relation to digital devicesKoljanin, Deanna January 2021 (has links)
The purpose of this study is to examine whether the relationship between social science teachers and their students are affected by the presence and usage of computers and smartphones in the classroom. Since there are no studies examining this aspect of education prior to this one, the aim is to identify potential aspects that could be interesting for further studies to be able to conclude if the relationship is affected by the digital devices. Five upper secondary school teachers in social science have been interviewed for the purpose. The interviews concluded that the digital devices have a greater tendency to distract students, leading to possible conflicts between teachers and students. Furthermore, the teachers pointed out possible complications due to the way students now gather information, for example questioning of authority. The effective information gathering could on the other hand also lead to better classroom discussions which affected the relationship in a positive manner. Additionally, the interviewed teachers informed about students having an increased sense of infringement which was acknowledged during discussions about social topics, teachers feeling an increased sense of exposure due to the possibility of being taped or filmed by the digital devices, as well as the impossibility of maintaining or creating a relationship with students through the screen during the period of distance learning. Since the prerequisites for this study are not enough for generating an overall ensuring conclusion, the result should only be used as inspiration for further studies on the subject.
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1:1 Digital devices and preparatory school teachers’ classroom practicesDumas Kuchling, Janine January 2020 (has links)
In this study, the influence of a 1:1 digital device on South African preparatory school teachers’ perceptions regarding their classroom practices is described. The focus is on the Chromebook as an ‘artifact’ of learning. Digital technology is becoming prevalent in all education spheres and, subsequently, interest in this topic is growing. In order to create an environment where optimal learning takes place, teachers and pupils should adapt their learning and teaching methods to embrace the effects of technology. Teachers are at the forefront of education and education trends involving digital devices are becoming a reality across all grades.
Qualitative research was conducted to gain insight into eight teachers’ perceptions on using a 1:1 digital device (the Chromebook) for teaching and learning in a private Gauteng school. The major findings were that teachers had to adapt their preparation, facilitation and assessment strategies to accommodate the use of the Chromebook in the classroom. This was mostly done successfully by the participants. The teachers realised that the Chromebook is a useful learning and teaching artifact or learning and teaching support material as a tool in the classroom. It enhances multimodal learning, encourages the inclusion of multiliteracies, and creates a third space of learning, where teachers and pupils cooperate in constructing new knowledge. A concern addressed by the teachers was that digital learning would have a negative impact on writing skills. They also stated that there should be a balance between technology and traditional teaching methods.
The most important recommendations are that teachers should change their attitude and their preparation and implementation of lessons when using the digital device in the classroom. Teachers should realise that pupils whose parents have the financial means and who have access to trending technology, today’s digital natives, have instant access to information and this has changed the way learning takes place. Although new to some teachers, the use of digital devices is second nature for many pupils of the 21st century. Teachers should embrace opportunities for professional development so that the digital device can be effectively incorporated in the learning process in the classroom. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Humanities Education / MEd / Unrestricted
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High Performance GNRFET Devices for High-Speed Low-Power Analog and Digital ApplicationsPatnala, Mounica 05 1900 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Recent ULSI (ultra large scale integration) technology emphasizes small size devices, featuring low power and high switching speed. Moore's law has been followed successfully in scaling down the silicon device in order to enhance the level of integration with high performances until conventional devices failed to cop up with
further scaling due to limitations with ballistic effects, and challenges with accommodating dopant fluctuation, mobility degradation, among other device parameters. Recently, Graphene based devices o ered alternative approach, featuring small size and high performances. This includes high carrier mobility, high carrier density, high robustness, and high thermal conductivity. These unique characteristics made the Graphene devices attractive for high speed electronic architectures. In this research, Graphene devices were integrated into applications with analog, digital, and mixed signals based systems.
Graphene devices were briefly explored in electronics applications since its first
model developed by the University of Illinois, Champaign in 2013. This study emphasizes the validation of the model in various applications with analog, digital, and
mixed signals. At the analog level, the model was used for voltage and power amplifiers; classes A, B, and AB. At the digital level, the device model was validated within the universal gates, adders, multipliers, subtractors, multiplexers, demultiplexers, encoders, and comparators. The study was also extended to include Graphene devices
for serializers, the digital systems incorporated into the data structure storage. At
the mixed signal level, the device model was validated for the DACs/ADCs. In all components, the features of the new devices were emphasized as compared with the existing silicon technology. The system functionality and dynamic performances were
also elaborated. The study also covered the linearity characteristics of the devices
within full input range operation.
GNRFETs with a minimum channel length of 10nm and an input voltage 0.7V
were considered in the study. An electronic design platform ADS (Advanced Design
Systems) was used in the simulations. The power amplifiers showed noise figure as
low as 0.064dbs for class A, and 0.32 dbs for class B, and 0.69 dbs for class AB power
amplifiers. The design was stable and as high as 5.12 for class A, 1.02 for class B,
and 1.014 for class AB. The stability factor was estimated at 2GHz operation. The
harmonics were as low as -100 dbs for class A, -60 dbs for class B, and -50dbs for class AB, all simulated at 1GHz. The device was incorporated into ADC system, and as
low as 24.5 micro Watt power consumption and 40 nsec rise time were observed. Likewise, the DAC showed low power consumption as of 4.51 micro Watt. The serializer showed as minimum power consumption of the order of 0.4mW.
These results showed that these nanoscale devices have potential future for high-speed communication systems, medical devices, computer architecture and dynamic Nano electromechanical (NEMS) which provides ultra-level of integration, incorporating embedded and IoT devices supporting this technology. Results of analog and digital components showed superiority over other silicon transistor technologies in their ultra-low power consumption and high switching speed.
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HIGH PERFORMANCE GNRFET DEVICES FOR HIGH-SPEED LOW-POWER ANALOG AND DIGITAL APPLICATIONSMounica Patnala (6630425) 11 June 2019 (has links)
Recent ULSI (ultra large scale integration) technology emphasizes small size devices, featuring low power and high switching speed. Moore's law has been followed<br>successfully in scaling down the silicon device in order to enhance the level of integration with high performances until conventional devices failed to cop up with further scaling due to limitations with ballistic effects, and challenges with accommodating dopant fluctuation, mobility degradation, among other device parameters. Recently, Graphene based devices offered alternative approach, featuring small size<br>and high performances. This includes high carrier mobility, high carrier density, high robustness, and high thermal conductivity. These unique characteristics made the<br>Graphene devices attractive for high speed electronic architectures. In this research, Graphene devices were integrated into applications with analog, digital, and mixed<br>signals based systems.<br>Graphene devices were briefly explored in electronics applications since its first model developed by the University of Illinois, Champaign in 2013. This study emphasizes the validation of the model in various applications with analog, digital, and mixed signals. At the analog level, the model was used for voltage and power amplifiers; classes A, B, and AB. At the digital level, the device model was validated within the universal gates, adders, multipliers, subtractors, multiplexers, demultiplexers, encoders, and comparators. The study was also extended to include Graphene devices<br><div>for serializers, the digital systems incorporated into the data structure storage. At the mixed signal level, the device model was validated for the DACs/ADCs. In all components, the features of the new devices were emphasized as compared with the existing silicon technology. The system functionality and dynamic performances were also elaborated. The study also covered the linearity characteristics of the devices within full input range operation.</div><div>GNRFETs with a minimum channel length of 10nm and an input voltage 0.7V were considered in the study. An electronic design platform ADS (Advanced Design<br>Systems) was used in the simulations. The power amplifiers showed noise figure as low as 0.064dbs for class A, and 0.32 dbs for class B, and 0.69 dbs for class AB power<br>amplifiers. The design was stable and as high as 5.12 for class A, 1.02 for class B, and 1.014 for class AB. The stability factor was estimated at 2GHz operation. The harmonics were as low as -100 dbs for class A, -60 dbs for class B, and -50dbs for class AB, all simulated at 1GHz. The device was incorporated into ADC system, and as<br>low as 24.5 micro Watt power consumption and 40 nsec rise time were observed. Likewise, the DAC showed low power consumption as of 4.51 micro Watt. The serializer showed as minimum power consumption of the order of 0.4mW. <br></div><div>These results showed that these nanoscale devices have potential future for high-speed communication systems, medical devices, computer architecture and dynamic<br>Nano electromechanical (NEMS) which provides ultra-level of integration, incorporating embedded and IoT devices supporting this technology. Results of analog and<br>digital components showed superiority over other silicon transistor technologies in their ultra-low power consumption and high switching speed.<br></div><div><br></div>
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Experiência mediada por dispositivos e interfaces digitais: contribuições da corporificação e da enação para o design de interação / Experience mediated by digital devices and interfaces:the contributions of the embodiment and of the enaction for interaction designPacheco, Beatriz de Almeida 13 May 2013 (has links)
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Previous issue date: 2013-05-13 / This
research
discusses
the
issue
of
the
experiences
offered
by
digital
devices
from
its
interfaces
and
interactions
in
the
context
of
ICTs,
and
aims
to
answer
the
following
question:
is
it
possible
to
create
a
set
of
heuristics
based
on
externalist
theories
of
philosophy
of
mind
(Embodiment
and
Enaction)
that
contributes
to
the
Interaction
Design
area
development.
As
a
hypothesis,
I
work
toward
a
positive
answer
to
the
presented
question,
whereas
from
these
interactions
each
person
sets
a
differentiated
cognitive
and
learning
relationship,
which
makes
his
cognitive
channels
more
complex.
With
the
daily
unique
products
launch
and
complex
behavior,
due
to
the
technology
advancement,
people
have
to
deal
with
new
codes,
which
need
some
kind
of
learning.
Considering
a
world
increasingly
represented
by
images,
the
visibility
provided
by
machines
becomes
extremely
important
to
construct
reality,
especially
in
Western
cities
and
developed
regions.
This
is
replaced
by
a
value
of
reality,
since
it
is
less
susceptible
to
the
subjectivity
of
the
human
eye.
It
points
to
the
important
connections
between
the
individual
experiences
and
their
links
to
his
repertoire
acquired
throughout
life
as
a
key
to
the
process
of
knowledge
construction.
Finally
it
indicates
that
digital
devices,
while
providing
multichannel
and
multisensory
interaction
ends
up
favoring
the
establishment
of
such
relations.
Thus,
part
of
the
concept
of
experience
(Varela
and
Maturana
-‐
the
new
look
at
our
bodies
able
to
see
both
physical
structures
and
lived
experiential
structures)
transits
through
its
unique
characteristics
of,
individuality
and
cognitive
plurality.
Secondly
discusses
the
interaction
between
men
and
computers
from
their
development
paradigms:
presents
the
area
development
in
the
facer
of
its
history
and
introduces
the
art
state
of
the
projected
area,
instinctively
or
intentionally,
experiences
create
knowledge.
It
deals,
afterwards,
with
the
communication
and
the
communicative
processes
mediated
by
digital
devices,
discusses
the
design
of
their
interfaces
and
the
interactive
possibilities
in
the
light
of
the
Interaction
Design
(Preece
et
al),
Human
Machine
Interaction
(Benyon)
and
Design
of
Experiment
(Shedroff)
-‐
which
increasingly
consider
the
user
as
the
center
of
the
design
process
and
the
construction.
Finally
discusses
the
Experience
as
a
contemporary
form
of
learning
that
moves
between
the
singular
universal
knowledge
and
the
experimentation / A
presente
pesquisa
discute
a
questão
das
experiências
proporcionadas
pelos
dispositivos
digitais
a
partir
de
suas
interfaces
e
interações,
no
âmbito
das
TICs,
e
visa
responder
à
seguinte
questão:
é
possível
criar
um
conjunto
de
heurísticas
baseado
nas
teorias
externalistas
da
filosofia
da
mente
(Mente
Incorporada
e
Enação)
que
contribua
para
o
desenvolvimento
da
área
de
Design
de
Interação.
Como
hipótese,
trabalho
na
direção
de
uma
resposta
positiva
à
pergunta
apresentada,
pois
cada
indivíduo
estabelece,
a
partir
de
tais
interações,
uma
relação
cognitiva
e
de
aprendizado
diferenciada,
que
torna
complexos
seus
canais
cognitivos.
Com
o
lançamento
diário
de
produtos
originais
e
de
comportamento
complexo,
fruto
do
avanço
da
tecnologia,
as
pessoas
tem
que
lidar
com
novos
códigos,
o
que
torna
necessário
algum
tipo
de
aprendizado.
Considerando
um
mundo
cada
vez
mais
representado
por
imagens,
a
visibilidade
propiciada
pelas
máquinas
adquire
extrema
importância
na
construção
do
real,
sobretudo
nas
metrópoles
ocidentais
e
regiões
desenvolvidas.
Esta
passa
a
ter
um
valor
de
realidade,
pois
está
menos
sujeita
à
subjetividade
do
olhar
humano.
Aponta
para
a
importância
da
ligação
entre
as
experiências
vividas
pelo
indivíduo
e
as
ligações
dessas
com
o
repertório
por
ele
adquirido
ao
longo
da
vida
como
elemento
fundamental
para
o
processo
de
construção
do
conhecimento.
Finalmente
indica
que
dispositivos
digitais,
ao
propiciarem
interações
multicanais
e
multissensoriais
acabam
por
favorecer
o
estabelecimento
de
tais
relações.
Dessa
forma,
parte
do
conceito
de
experiência
(Varela
e
Maturana
novo
olhar
sobre
nossos
corpos
capaz
de
vê-‐los
tanto
como
estruturas
físicas
quanto
como
estruturas
experienciais
vividas)
a
partir
de
um
levantamento
histórico
e
transita
por
suas
características
de
singularidade,
individualidade
e
pluralidade
cognitiva.
Num
segundo
momento
discute
a
Interação
entre
homens
e
computadores
a
partir
de
seus
paradigmas
de
desenvolvimento:
apresenta
o
desenvolvimento
da
área
a
partir
de
sua
história
e
apresenta
o
estado
da
arte
da
área
que
projeta,
instintiva
ou
intencionalmente,
as
experiências
geradoras
de
conhecimento.
Trata,
posteriormente,
da
comunicação
e
processos
comunicativos
mediados
por
dispositivos
digitais,
discute
o
projeto
de
suas
interfaces
e
possibilidades
interativas
à
luz
do
Design
de
Interação
(Preece
et
al),
da
Interação
Humano
Máquina
(Benyon)
e
do
Design
de
Experiência
(Shedroff)
que
cada
vez
mais
consideram
o
usuário
como
centro
do
processo
de
design
e
construção.
Por
fim
discute
a
Experiência
como
forma
contemporânea
de
aprendizado
que
transita
entre
o
conhecimento
universal
e
a
experimentação
singular.
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