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SANDIS II is a land warfare simulation and analysis tool developed by the Finnish Defence Research Agency. The Swedish Defence Research Agency has evaluated SANDIS II to have potential as a war gaming aid within education, at the Swedish Defence University. However, operating the tool is considered too difficult to avail that potential. In this report we propose a way of using geographical data for path-finding in terrain and automatically adjusting units’ speeds. We construct a cost raster from various types of geographic data, with each grid in the cost raster storing a value, representing a degree of mobility. Models using cost rasters are then created for adjusting unit speed and finding least-cost paths. We implement the models in Python as a stand-alone module, and describe the module’s internal methods, interface and how it can be used by SANDIS II. / SANDIS II är ett simuleringsoch analysverktyg utvecklat av Finska Försvarsmaktens Forskningsanstalt. Svenska Totalförsvarets forskningsinstitut har utvärderat SANDIS II och funnit ett potentiellt användningsområde för verktyget som stöd vid krigsspel, inom utbildning vid Försvarshögskolan. Verktyget anses dock vara för svårhanterligt för att uppfylla detta syfte. I denna rapport föreslås metoder för att beräkna de snabbaste förflyttningsvägarna i terräng och att automatiskt justera enheters hastighet i simulatorn, baserat på geografisk data. Vi konstruerar ett kostnadsraster av olika typer av terrängdata, där varje ruta i rastret tilldelas ett värde som representerar framkomlighet. Med kostnadsraster som grund skapar vi sedan modeller för att kunna justera enheters hastigheter och beräkna framryckningsrutter med så låg kostnad som möjligt. Vi implementerar modellerna i en separat Python-modul och beskriver modulens interna metoder, gränssnitt och hur det kan användas av SANDIS II.

This study identified fourteen null hypotheses related to the impact of certain variables and their effect on the support of networked educational technology and Internet access by elementary school district superintendents. Sixty elementary and nineteen unified school districts superintendents in the San Joaquin region of the California School Leadership Academy representing eight counties were surveyed. Independent variables related to gender, age, years of experience as a superintendent, years in current district, and level of personal use of computers were compared with dependent variables related to costs associated with implementation, costs related to maintenance, repair and replacement, cost of training, socio-economic and gender equity issues, Internet safety issues, potential loss of instructional time and grade level span of students. The study found a high level of overall support for networked educational technology and Internet access for elementary age students. The highest support level was for grades 7–8, support for grades 4–6 was somewhat lower, and support for grades k–3 was the lowest of the grade spans. A ranking of concerns identified costs associated with maintenance and replacement to be the biggest concern. Initial implementation costs, Internet safety issues, cost of training, socio-economic issues, potential loss of instructional time, and gender equity issues were identified in order of importance. Significant positive correlations were discovered between superintendents' length of tenure in their current districts and concerns related to both Internet safety issues and potential loss of instructional time. A negative correlation was found between years experience as a superintendent and overall support for networked educational technology and Internet access. No correlations were found between district size, gender, age, or personal use of computers and the independent variables of implementation costs, costs of maintenance repair and replacement, costs of training, socio-economic or gender equity, Internet safety issues, or potential loss of instructional time.

This study examined the effectiveness of a researcher-designed, computer-based, interactive listening guide system for use by instructors of music appreciation courses. The system was designed to control audio compact discs and present coordinated graphic displays describing musical events as they were heard. Its effectiveness was examined by comparing student outcomes of two subject groups, one exposed to the interactive system in one section of a music appreciation course and another exposed to traditional materials (audio compact disc player, textbook, and writing on the board) in another section of the course. In the first part of the study (“instructional effectiveness”), outcomes were quiz scores and attitudes toward instruction; in a second part of the study; in a second part of the study (“transfer of learning”), outcomes were the quality of student-generated listening guides based on music of their own choice and attitude toward this activity. Results indicated that although there was a marked difference in the reporting of enjoyment of the instructional experience between treatment and control groups, there was no significant difference in any of the product outcomes, such as quizzes or student-generated listening guides. Additional opportunities to examine and compare the effects of the two different modes of instruction over longer periods of exposure is one of nine recommendations for further research reached as a result of this study.

This study was conducted to examine how secondary school mathematics teachers and students use computer and calculator technologies in their classes/courses. Because of rigorous implementation of the California mathematics content standards, this study was also conducted in order to find out the role of technology in teaching mathematics. The study employed both quantitative and qualitative methods of research. This study utilized teacher surveys and interviews with school principals/vice principals. Seventh to twelfth grade mathematics teachers from public schools in California Central Valley School Districts were chosen as survey respondents. Twelve senior high schools (9th–12th grades) and eleven middle schools (7th–8th grades)/middle schools integrated in elementary schools (K–8th grades) participated in the study. Data collected through the survey were analyzed using Microsoft Excel and the Statistical Packages of Social Sciences (SPSS) on a personal computer. Means, standard deviations, and percentages were computed for the appropriate survey item. Face to face interviews were conducted with principals/vice principals of the schools where teachers participated in the survey. From the twenty-three schools that participated, this researcher was able to interview twenty-four principals/vice principals. Interviews were tape-recorded and field notes were taken. This study found that the availability of technology and resources does not guarantee that these resources will be used in mathematics teaching and learning. All of the high schools that participated were recipients of the Digital High School Grants. However, because of California budget crisis, funding for teacher training was discontinued. Some of the barriers that prevented teachers from incorporating computer technology into their courses were: lack of mathematics software that meet the content standards; rigid implementation of California content standards; teachers needed time to plan and develop their lessons; the need for technology training on instructional software and budgetary problems to purchase software and upgrade existing hardware.

This research study examines the differences between two types of learning presentation formats and their correlation to learning media, and delivery preferences. A research study was conducted with Fall semester-2000, college freshmen, to determine if there was a significant difference in learning via Computer Based Training (CBT) with or without Multimedia information such as: color, photographs, music, or speech. The major questions researched were: (1) Is learning via CBT more effective with or without multimedia information? (2) Which sequence is more effective, that is: (a) presenting non-multimedia information ahead of multimedia information, or (b) presenting multimedia information ahead of non-multimedia information? A set of non-multimedia and multimedia lessons and questions was developed using current courseware development technology, and recorded on CD-ROMs. A demographic questionnaire was used to correlate performance scores and completion times with the two learning presentation formats. Demographic factors researched included student age range, skill level with computers and applications, educational learning media, and educational delivery preferences that is, learning face-to-face (FTF) vs. learning in a distance-learning (DL) environment. Findings revealed that there were no significant statistical differences in learning between non-multimedia and multimedia presentation formats with performance score as the outcome. However, performance score was improved when the participant first experienced a multimedia presentation format. Using participants who had non-multimedia first, completion time in non-multimedia and multimedia sessions did not differ significantly. However, completion time in multimedia was significantly longer than that in non-multimedia condition when the participant first experienced multimedia. With respect to demographic factors, age and skill level did not reveal significant statistical results in performance score as an outcome. However, completion time was significantly reduced when linked with a higher skill level. On average, participants preferred FTF to DL. However, those participants, who preferred DL, scored approximately 10% higher than their FTF counterparts. Recommendations for incorporating multimedia and distance learning are included in the dissertation. Educational leaders are encouraged to review these findings particularly, during the decision-making process. Following the (Recommendations for Practice) section can help to demystify technological applications and arm educational administrators with information for a fruitful request-for-bid process.