This study aims to discuss the teaching portfolio and learning efficacy gained after integrating K12 digital school information into the biology lessons of junior high school. The research method is to divide students into two groups: two classes of 7th grade junior high students are the experimental group, which receive K12 integrated teaching; and three classes of 7th grade junior high students are the control group, which receive traditional teaching. The experimental course is ¡§human digestion and circulation system,¡¨ consisting of 19 units, lasting for 6 weeks. During the experimental process, the researcher collected diverse types of evaluation information, including observations, peer reviews, student works, learning slips, review questions, and surveys, in order to give research findings greater objectivity and accuracy. Results suggest that, in terms of learning efficacy, the overall learning efficacy of the experimental group is better than that of the control group. Among all, there is a significant difference between students having moderate and low scores. Regarding learning attitudes, there is no significant difference between the experimental group and the control group. However, many students hold positive attitudes towards K12 regarding homework, unit assessment, and learning slips. Regarding teaching applications, upon first use of K12 support teaching, there were difficulties experienced in installing the digital teaching materials. However, as they become more accustomed to the use of K12, they could easily implement the ideals of diversified evaluation. In sum, the K12 digital school is a helpful auxiliary tool for teaching.

In the new era of information technology, teachers will have to keep learning in order to offer students with proper directions. However; the traditional teacher professional training modes still have a lot of problems, so the teachers¡¦ aspiration in pursuing further professional development is not high. Teacher¡¦s training through the Internet using digital school therefore becomes one of the possible solutions to solve this problem. The management model of digital school is different than the traditional physical school; it will be difficult to run the school continuously if key factors are not operated and managed well. The Kaohsiung city K12 digital school is founded in 2001 by Prof. Nian-Shing Chen. It has already opening teachers¡¦ training courses for 10 semesters, and its excellent achievement has obtained an honor of wining the third place for the competition held by the Executive Yuan in Taiwan in 2002. It certainly exhibited its excellent model in implementation and operation. Therefore; exploring the critical success factors of K12 digital school will be able to advance its strengths to the digital school operators, for helping them to operate the digital school continuously and extend to the other cities and counties around Taiwan. All the teachers from the elementary and secondary schools will be able to have a more innovated and convenient digital learning environment. This study adopted Analytic Hierarchy Process for the research of critical success factors for K12 digital school, and the result showed that course content is the critical success factor. The most important elements are encouraging interactive course design, and the requirements of the course content that fits the students. We hereby recommend the operators of K12 digital schools to acquire the requirements of the teachers in advance before planning the courses, and offering the courses that will be useful for them. While designing the courses, the schools also need to consider enhancing the interactive and corporative learning activities. We also suggest the K12 digital schools to gain the supports of principles and government administrative chiefs. The positive reward system will be one of the attractions to encourage teachers to attend the training courses in K12 digital schools. The selection of the courses and the training of the teaching team are also the key factors to the success of running K12 digital schools.

Sammanfattning Syftet med studien är att få kunskap om hur elever uppfattar undervisningen om programmering i ämnet teknik. Metoden som har valts vid denna studie är kvalitativa semistrukturerade intervjuer med elever och lärare från årskurs två och tre. Totalt har 35 elever och tre lärare från två olika skolor har intervjuats. Elevintervjuerna genomfördes i fokusgrupper med 2-3 elever i varje grupp. Lärarintervjuerna genomfördes enskilt. Studien vill se vad eleverna tror att pro- grammering handlar om och vad de tror att de kan komma att behöva det till idag och i sin framtid. Vi vill även ta reda på vilket syfte lärarna har med sin undervisning i programmering. Resultatet visar att eleverna har tydliga upp- fattningar om vad programmering handlar om. Eleverna fokuserar mycket på att programmering handlar om robotar. De kan även se att det är något som de kommer behöva när de blir äldre både i vardagslivet men även i deras kommande yrkesliv. Detta svarar väl mot lärarnas syfte med undervisningen som främst handlar om en förberedelse och förståelse för vad programmering innebär. / Abstract The purpose of this study is to get more knowledge about how students per- ceive the teaching about programming in the subject of technology. The method chosen in this study was semi-structured interviews with students and teachers from second and third grade. A total of 35 students and three teachers from two different schools were interviewed. The students were interviewed in focus groups with two to three participants. The teachers were interviewed individually. The study addresses what pupils believe that programming is about and what they believe they might need it for. We also wanted to know what the teachers’ thoughts about their purpose with the education on the topic. The result shows that students have clear perceptions of what programming is about. The students focus on programming as something that is about robots. They can also see that it is something they will need in their everyday life as well as in their future career. This corresponds well to the purpose that the teachers had about their teaching that mainly was about preparation and understanding what programming is about.

The purpose of this paper is to present all participants of the Dresden Conference the digital School Journal Revista Escolar de la Olimpiada Iberoamericana de Matemática, online since May-June 2002, with lmost 16,000 subscribers at current issue number 32. Subscribers are based all over the world, but mostly in Spain, Portugal and Latin America.

Syftet med denna studie är att undersöka hur pass förberedda tekniklärare är inför de förändringar som digitaliseringen medför i ämnet och vad som påverkat förberedelsegraden. För att få svar på detta gjordes det både intervjuer och en enkät med tekniklärare i åk 4-6 som svarande. Man ska börja införa digitaliseringen i skolorna senast den 1 juli 2018, vilket är ungefär en månad efter att den här studien färdigställs. Studien visar att en majoritet av tekniklärarna inte är så förberedda som de egentligen skulle varit vid det här laget och att mycket beror på att tiden inte finns, att ekonomin inte räcker till och till viss del även på att skolledningen inte ger det stöd som behövs och därför får man inte den kompetensutveckling som är nödvändig. Det skolorna bör göra är att avsätta tid och pengar till utbildning av lärarna samt lägga resurser på digitala hjälpmedel. / The purpose of this study is to investigate how well prepared the teachers in technology are to the changes that the process of digitalization entails in the subject, and the factors that affect the degree of preparation. The methods of investigation have been interviews and surveys with teachers in technology as respondents.   The process of digitalization is supposed to get started July 1, 2018, at the latest, which is approximately one month after this study is completed. The study shows that a majority of the teachers in technology are not as prepared as they should have been at this time and that the reason for this is that there is not enough time available, there are not enough economic resources, and that the school management, to some extent, does not provide the necessary support. These factors cause the fact that the teachers do not get the professional development they need. What the schools should do is to set time and money aside to educate the teachers and to buy digital tools.

Orientador: Sergio Ferreira do Amaral / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T07:19:51Z (GMT). No. of bitstreams: 1 Santos_GildenirCarolino_D.pdf: 4566029 bytes, checksum: 9b2ce0a20310e771ad8b8ed4b433abc5 (MD5) Previous issue date: 2008 / Resumo: O presente estudo, de caráter descritivo-análitico, com foco na pesquisa exploratória, analisa as percepções dos gestores, através de diretores e vice-diretores em 04 (quatro) escolas públicas e municipais de ensino fundamental e médio, sobre aspectos relacionados à administração pelas habilidades e competências de operar em suas escolas à rede BEDnet. O principal objetivo desse estudo é, a partir das percepções particulares investigadas, compreender o sentido do trabalho coletivo perante as habilidades apresentadas e o que o mesmo pode significar para as escolas públicas e municipais de ensino fundamental e médio ao ingressar na BEDnet, através da competência informacional. Foram empregados nos procedimentos de coleta de dados: entrevista, baseada no roteiro de entrevista de indicadores de desempenho, com ênfase na experiência de vida de cada sujeito pesquisado como gestor e; a aplicação de um questionário de afirmativas e respostas abertas contendo 15 questões e semi-estruturado a partir da noção de quatro grandes áreas de atividades (pessoal, profissional, tecnológico e gestão) relacionadas a seu conhecimento e administração da rede BEDnet. Por fim, estes procedimentos nos levaram a identificar as habilidades e competência informacional dos gestores como receptores e disseminadores de conhecimento na integração e compartilhamento do portal BEDnet. Finalmente, a investigação não se finaliza aqui, representa apenas uma etapa concluída de um estudo mais amplo, onde a metodologia apresentada poderá ser estendida e aplicada em escolas públicas, deficientes de bibliotecas escolares presenciais. O compartilhamento de saberes e união dos conhecimentos técnicos e teóricos dos bibliotecários, professore e alunos, demonstrarão que é possível aplicar na realidade a construção de um projeto social necessário para a complementação do ensino nos dias de hoje. / Abstract: This descriptive and analytical study, focusing on an exploratory research, analyses the perceptions of managers, through the views of 04 (four) public and municipal elementary and middle schools directors and vice directors, on issues related to the administration, skills and competencies to operate the network BEDnet in their schools. The main objective of this study is, starting from the individuals perceptions investigated, to understand the sense of collective work in face of the skills presented and the meaning for public and municipal elementary and middle schools to join the BEDnet through the informational competence. The procedures for data collection were: interviews, based on a previous plan of performance indicators, emphasizing the living experience of each subject searched as manager, and also, applying a half-structured questionnaire of affirmative and open answers containing 15 questions, starting from the notion of four major areas of activities (personal, professional, technological and management) related to their knowledge and network administration of BEDnet. Finally, these procedures led us to identify the skills and informational competence of managers, as receivers and disseminators of knowledge in the integration and sharing of BEDnet portal. Finally, the research does not end here, it represents a first step in a broader study, which methodology could be extended and applied in public schools, poor of school libraries. The sharing of the librarians¿ technical and theoretical knowledge, teachers and students, demonstrate that it is possible to implement a social project necessary to complement the education today. / Doutorado

The purpose of this paper is to present all participants of the Dresden Conference the digital School Journal Revista Escolar de la Olimpiada Iberoamericana de Matemática, online since May-June 2002, with lmost 16,000 subscribers at current issue number 32. Subscribers are based all over the world, but mostly in Spain, Portugal and Latin America.

The use of the digital school library depends on many factors, including end-users‘ acceptance. The issue of designing information systems that will be used appropriately is growing and thus user acceptance of new technology is now receiving much attention by researchers. Without acceptance, discretionary users will seek alternatives, while even dedicated users will most likely manifest dissatisfaction, negating many, if not all, the presumed benefits of the digital library. Whereas the traditional focus of digital libraries has drawn research on technological developments, there is a call for user-focused research. This study sought to identify the dynamics of elementary children‘s (11- to 13- year olds) decision-making in the context of accepting or resisting making use of digital school libraries at Crawford Preparatory Pretoria School in Gauteng. To be accepted, the digital library must satisfy basic usability requirements and be perceived as useful by the children. The constructs of the Technology Acceptance Model, perceived ease of use and perceived usefulness were used to generate an understanding of acceptance of the digital school libraries. The study adopted a quantitative case study research approach to compare the empirical data and the TAM theory. Data triangulation of a wide range of data collection methods, including observation, questionnaires, focus groups and tasks given to the children to work on using the International Children‘s Digital Library was analysed. The findings revealed that, just like adults, children make decisions regarding accepting and using the digital school library based on how easy it is to use and how relevant it is to their needs. The study recommends that software designers, teachers and librarians work with the children when designing digital school libraries to ensure that their acceptance factors are taken into consideration when designing for them. / Information Science / M. Inf.

The use of the digital school library depends on many factors, including end-users‘ acceptance. The issue of designing information systems that will be used appropriately is growing and thus user acceptance of new technology is now receiving much attention by researchers. Without acceptance, discretionary users will seek alternatives, while even dedicated users will most likely manifest dissatisfaction, negating many, if not all, the presumed benefits of the digital library. Whereas the traditional focus of digital libraries has drawn research on technological developments, there is a call for user-focused research. This study sought to identify the dynamics of elementary children‘s (11- to 13- year olds) decision-making in the context of accepting or resisting making use of digital school libraries at Crawford Preparatory Pretoria School in Gauteng. To be accepted, the digital library must satisfy basic usability requirements and be perceived as useful by the children. The constructs of the Technology Acceptance Model, perceived ease of use and perceived usefulness were used to generate an understanding of acceptance of the digital school libraries. The study adopted a quantitative case study research approach to compare the empirical data and the TAM theory. Data triangulation of a wide range of data collection methods, including observation, questionnaires, focus groups and tasks given to the children to work on using the International Children‘s Digital Library was analysed. The findings revealed that, just like adults, children make decisions regarding accepting and using the digital school library based on how easy it is to use and how relevant it is to their needs. The study recommends that software designers, teachers and librarians work with the children when designing digital school libraries to ensure that their acceptance factors are taken into consideration when designing for them. / Information Science / M. Inf.