Variant texts according to types of sensory perception

2016 ◽  
Vol 5 (3) ◽  
pp. 44-61
Author(s):  
Milan Pastyřík ◽  
Petr Škuta ◽  
Ondřej Takács ◽  
Aleš Oujezdský
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Adaptive Learning ◽  
Sensory Perception ◽  
Communication Technologies ◽  
Thinking Styles ◽  
School Students ◽  
Information And Communication

AbstractThe paper deals with a problematic of creating variant texts according to a sensory perception. An idea of transcribing text is based on a theory of adaptive learning, which is thoroughly studied at the Department of Information and Communication Technologies. Researchers in this work combined the adaptive approach together with thinking styles introduced by Libor Činka and created four variants of texts of the chosen topics. Then those texts undergone the verification by the students from high school and university, who read them and evaluated them as well as they answered to a prepared set of testing questions. All received data was compared against the replies from the learning style questionnaires VARK and questionnaire by Šimíčková. The paper discovered some differences between the results of VARK and Šimíčková questionnaire, which proved to be slightly more reliable compared to both the results of test questions and the students’ own opinion. There were also differences between sensory variants of texts. As expected, the kinesthetic variant proved to be the less effective compared to the rest. It seems that university students accepted the rewritten texts better than high school students too.

Variant Texts According to Types of Sensory Perception

2017 ◽  
Vol 6 (4) ◽  
pp. 36-47
Author(s):  
Milan Pastyřík ◽  
Petr Škuta ◽  
Ondřej Takács ◽  
Aleš Oujezdský
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Adaptive Learning ◽  
Sensory Perception ◽  
Communication Technologies ◽  
Thinking Styles ◽  
School Students ◽  
Information And Communication

AbstractThe paper deals with a problematic of creating variant texts according to a sensory perception. An idea of transcribing text is based on a theory of adaptive learning, which is thoroughly studied at the Department of Information and Communication Technologies. Researchers in this work combined the adaptive approach together with thinking styles introduced by Libor Činka and created four variants of texts of the chosen topics. Then those texts undergone the verification by the students from high school and university, who read them and evaluated them as well as they answered to a prepared set of testing questions. All received data was compared against the replies from the learning style questionnaires VARK and questionnaire by Šimíčková. The paper discovered some differences between the results of VARK and Šimíčková questionnaire, which proved to be slightly more reliable compared to both the results of test questions and the students’ own opinion. There were also differences between sensory variants of texts. As expected, the kinesthetic variant proved to be the less effective compared to the rest. It seems that university students accepted the rewritten texts better than high school students too.

scholarly journals ТЬЮТОРСЬКИЙ СУПРОВІД НАВЧАННЯ МАТЕМАТИКИ ЗАСОБАМИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ

2017 ◽  
Vol 61 (5) ◽  
pp. 36 ◽  
Author(s):  
Kateryna P. Osadcha
Keyword(s):  
High School Students ◽  
Information And Communication Technologies ◽  
Adaptive Learning ◽  
Mobile Applications ◽  
Communication Technologies ◽  
School Students ◽  
Internet Resources ◽  
Online Platforms ◽  
Information And Communication ◽  
Open Courses

The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT). The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators). In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

scholarly journals The Structure Of Information Competence Of High School Students

2020 ◽  
Vol 02 (11) ◽  
pp. 98-106
Author(s):  
Abror Amrullayevich Karshiyev ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Common Elements ◽  
School Students ◽  
Science Technology ◽  
New Information ◽  
Information And Communication

The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.

scholarly journals ‘You Are Too Out!’: A mixed methods study of the ways in which digital divides articulate status and power in China

2017 ◽  
Author(s):  
ZhiMin Xiao
Keyword(s):  
High School Students ◽  
Information And Communication Technologies ◽  
Parental Education ◽  
Communication Technologies ◽  
School Students ◽  
Educational Differences ◽  
Digital Divides ◽  
Urban Rural ◽  
Information And Communication ◽  
Adolescent Engagement

This study investigates the differences in adolescent engagement with Information and Communication Technologies (ICT), such as computers, the Internet, and mobile phones. Involving 698 second-year high school students from urban, rural, and ethnic Tibetan regions of China, it finds that patterns of access and use indicate status and power, and the meanings teenagers pour into the technologies articulate social and educational differences. On average, Tibetans are disadvantaged in access, and the return on parental education is greater for the mainstream Han than it is for Tibetans. However, state ‘preferential policies’ have mitigated Tibetans’ plight in use, which makes the least privileged Han students with parents having no more than six years of education.

scholarly journals Investigation of Vocational High School Students 'Views on Smart Phone Use: A Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Ezgi Pelin Yildiz ◽  
Ayşe Alkan
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Smart Phone ◽  
Structured Interview ◽  
Smart Phones ◽  
Vocational High School ◽  
School Students ◽  
Information And Communication

The most preferred tools of technology today are internet and smart phones. Nowadays, these two tools offer numerous services and facilities to humanity in many areas. Accessing technology at any time, having a pleasant time, interacting without the limitations of face to face communication are some of them. That is why; individuals have become unable to live without internet and smartphones. Especially the rapid developments in information and communication technologies, internet and social media media, which is among the means of access to smart phones among university students and has made widespread use. In this context, a case study was conducted in order to examine the opinions of the students about the use of smart phones in Vocational High School students. For this purpose, the students' opinions were taken with a structured interview form. The questions in the interview form were developed by the researchers by conducting a comprehensive literature review. Expert opinion was consulted in the preparation of the interview form. The experts evaluated the suitability of the questions in terms of scope and language. The study group consisted of 10 students from the Department of Computer Programming and Computer Technology of Kafkas University. It is foreseen that the results of the research can lead to future scientific studies.

Development of High School Students’ Research Potential in Full-time School

10.12737/5232 ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 11-18
Author(s):  
Макотрова ◽  
Galina Makotrova
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Extracurricular Activities ◽  
Federal State ◽  
Full Time ◽  
School Students ◽  
Educational Standard ◽  
Information And Communication ◽  
State Educational

The paper presents ideas on how to develop research potential of upperclassmen, attending full-time school, based on ideological principles of recently introduced Federal State Educational Standard. Special attention is given to methods, designed to realize ideas of subjectivity and subjectness in developing senior high school students’ research qualities based on use of advanced information and communication technologies in the context of close interrelation of class and extracurricular activities.

scholarly journals ‘You Are Too Out!’: A mixed methods study of the ways in which digital divides articulate status and power in China

2019 ◽  
Vol 36 (2) ◽  
pp. 257-270 ◽  
Author(s):  
ZhiMin Xiao
Keyword(s):  
High School Students ◽  
Information And Communication Technologies ◽  
Parental Education ◽  
Communication Technologies ◽  
School Students ◽  
Educational Differences ◽  
Digital Divides ◽  
Urban Rural ◽  
Information And Communication ◽  
Adolescent Engagement

This study investigates the differences in adolescent engagement with Information and Communication Technologies (ICT), such as computers, the Internet, and mobile phones. Involving 698 second-year high school students from urban, rural, and ethnic Tibetan regions of China, it finds that patterns of access and use indicate status and power, and the meanings teenagers pour into the technologies articulate social and educational differences. On average, Tibetans are disadvantaged in access, and the return on parental education is greater for the mainstream Han than it is for Tibetans. However, state ‘preferential policies’ have mitigated Tibetans’ plight in use, which makes the least privileged to be Han students with parents having no more than six years of education.

scholarly journals Importancia de las competencias digitales en los alumnos de nivel medio superior

2020 ◽  
pp. 28-33
Author(s):  
Julia Patricia Melo-Morin ◽  
María De Los Ángeles Ahumada-Cervantes
Keyword(s):  
High School Students ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Research Centre ◽  
Online Classes ◽  
School Students ◽  
Joint Research ◽  
Digital Skills ◽  
Information And Communication

Digital skills are of great importance in the development of individuals to face the technological challenges that arise every day. With the confinement of students in their homes due to the emergence of COVID-19, is important the need to apply the digital skills of both students and teachers, to continue the educational process. There are five fundamental areas of digital competences according to the European Framework of Digital Competences, developed by the Joint Research Centre (JRC), which include 21 competencies that individuals must develop with respect to the use of information and communication technologies (Tics). A questionnaire was applied to high school students from the Escuela de Bachilleres Diurna de Pánuco, Veracruz, to identify the level of digital skills that students have, which would allow support in the development of their online classes. This article describes the results of the instrument applied in each of the areas where digital skills are classified.

Analysis of cyberbullying sensitivity levels of high school students and their perceived social support levels

2015 ◽  
Vol 12 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Ahmet Oguz Akturk
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Academic Success ◽  
Young People ◽  
Information And Communication Technologies ◽  
Perceived Social Support ◽  
Communication Technologies ◽  
School Students ◽  
Content Type

Purpose – The purpose of this paper is to determine the cyberbullying sensitivity levels of high school students and their perceived social supports levels, and analyze the variables that predict cyberbullying sensitivity. In addition, whether cyberbullying sensitivity levels and social support levels differed according to gender was also investigated. While current communication technologies such as mobile phones, the Internet and social network sites provide new opportunities for learning and interaction, they may also pose a threat to personal security. The rapid increase in access to information and communication technologies by young people can also cause those technologies to be used for bullying their peers – called cyberbullying. Design/methodology/approach – In this study, the cyberbullying sensitivity levels of high school students and their perceived social support levels were determined, and some variables (perceived social support, gender and academic success) which predicted sensitivity related to cyberbullying were analyzed. A total of 433 students studying in a large public high school located at the middle part of Turkey voluntarily participated in this study. Findings – The findings of this research show that both the cyberbullying sensitivities of the students and their levels of the perceived social support were high and that both the cyberbullying sensitivities of the female students and their perceived social support levels were higher than the ones of the male students. Based on the result of stepwise regression analysis that investigate the predicting factors related to cyberbullying sensitivities of the students, perceived social support was found to be the strongest predicting factor. Originality/value – It can be seen that most young people have little information about cyberbullying and they lack information about basic e-security applications. Accordingly, most young people are victims or potential victims of cyberbullying. In conclusion, to remove victimhood due to cyberbullying or reduce it to a minimum from an optimistic point of view, not only risky processes but also how the environment should protect young people from developing incompatible behaviors and how to increase their sensitivity should be taken into consideration. It may be said that the findings that we obtained in our research may contribute to relevant studies from the point of developing preventive programs against cyberbullying.

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