Teaching Computer Graphics and Multimedia

Computer Scientists ◽

Set Up

This chapter defines and examines situations, problems, and processes faced by teachers of technology. Based on experience teaching at three colleges with different economic, academic, ethnic, and financial attributes, this chapter provides stable and practical approaches to solving common issues. Each school environment and student population presents different technical and interpersonal challenges. Real experiences involving set up of college laboratories, development of digital curriculum, and creation of accredited programs are highlighted and transferred into tangible strategies. If you are new to teaching digital subjects, this text may help you get started. If you are an experienced teacher, this may bring you a new strategy or perspective. Ultimately, this chapter aims to assist student teachers, experienced teachers, artists, information technologists, and computer scientists in becoming stronger in transferring knowledge and skills in the digital realm. In addition, the chapter hopes to invite scholars and educators to explore teaching computer graphics and multimedia within the context of their own disciplines.

STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol2.iss10.253 ◽

2014 ◽

Vol 2 (10) ◽

pp. 121-130

Author(s):

NORMAH YUSOF ◽

AKMAH YUSOF ◽

AZAHARI B MD ALI ◽

CHE MOHD NAZRIN B CHE MOHD YUSOFF ◽

MOHD NUR SHAFIQ B MOHD FARZA ◽

...

Keyword(s):

Classroom Management ◽

Student Teachers ◽

School Environment ◽

Qualitative Methodology ◽

Teaching Experience ◽

Classroom Teachers ◽

Teaching Practicum ◽

And Linguistics

One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodology with questionnaire administered to examine the respondent’s answer for every question asked. The findings indicated that the student teachers have different perception and expectation regarding teaching practicum but most of them looked forward to it. The result of this study also highlighted two prominent challenges encountered by the student teachers that were to adapt with the school environment and the classroom management. Findings of this study would provide a deeper understanding on the Teaching Practicum organized by the Faculty of Languages and Communication.

Resistencia y apropiación de la escuela: estrategias político-educativas del sindicato magisterial mexicano / Resistance and appropriation of the school: political-educational strategies of the Mexican teachers’ union

Runas. Journal of Education and Culture ◽

10.46652/runas.v1i2.22 ◽

2020 ◽

pp. 44-55

Author(s):

Alberto Colin Huizar

Keyword(s):

Community Involvement ◽

School Environment ◽

Educational Strategies ◽

National Education ◽

Social Actors ◽

Teachers Union ◽

The People ◽

The Social ◽

Set Up ◽

Ethnographic Methodology

En distintos estados de la república mexicana existen proyectos educativos colectivos que en mayor o menor medida se erigen en las aulas de las escuelas públicas de nivel básico fomentando la vinculación comunitaria, el trabajo basado en la colectividad y el impulso de la participación activa de los sujetos educativos. El sentido político y epistémico de los proyectos educativos locales a contracorriente de la educación oficial nacional, se acompaña de los proyectos que persiguen los pueblos y agrupaciones magisteriales, mediante la construcción de sus propios saberes y experiencias a partir de las cuales despliegan estrategias para la apropiación social de la escuela. Dichas alternativas escolares conforman un emergente escenario de acción colectiva donde diversas expresiones de la Coordinadora Nacional de Trabajadores de la Educación sintetizan sus proyectos político-educativos. Este artículo se propone revisar desde una metodología etnográfica de las interacciones en el ámbito escolar, cómo dichas iniciativas se implementan en el territorio educativo y cuáles son los principales desafíos en la compleja tarea de resistir al modelo convencional de la escuela del Estado para ponerla al servicio de las luchas magisteriales y populares. Los hallazgos de estas experiencias de educación alternativa constituyen insumos significativos para repensar la forma en que distintos actores sociales recuperan el espacio escolar para alimentar sus propios proyectos de sociedad y transformación sociopolítica que enarbolan a partir de su praxis en el campo educativo. ABSTRACT In different states of the Mexican Republic there are collective educational projects that, to a greater or lesser extent, are set up in public school classrooms at the basic level, promoting community involvement, work based on collectivity and the promotion of active participation by educational subjects. The political and epistemic meaning of local educational projects that go against the grain of official national education is accompanied by the projects pursued by the people and teachers’ groups, through the construction of their own knowledge and experiences from which they deploy strategies for the social appropriation of the school. These school alternatives form an emerging scenario of collective action where diverse expressions of the National Coordinator of Education Workers synthesize their political-educational projects. This article proposes to review, from an ethnographic methodology, the interactions in the school environment, how these initiatives are implemented in the educational territory and what are the main challenges in the complex task of resisting the conventional model of the state school in order to put it at the service of the teachers’ and popular struggles. The findings of these experiences of alternative education constitute significant inputs for rethinking the way in which different social actors recover the school space to feed their own projects of society a

Destructive Creativity on the Social Web

Virtual Communities ◽

10.4018/978-1-60960-100-3.ch414 ◽

2011 ◽

pp. 1307-1320

Author(s):

Steve Wheeler

Keyword(s):

Higher Education ◽

Student Teachers ◽

Student Perceptions ◽

Critical Discourse ◽

Open Architecture ◽

The Social ◽

Online Spaces ◽

Set Up ◽

Dynamic Communities ◽

Effective Use

The use of group oriented software, or groupware, encourages students to generate their own content (McGill et al, 2005) and can foster supportive and dynamic communities of learning (Shaikh & Macauley, 2001). One form of open architecture groupware known as the Wiki is freely available online in several versions, and enables tutors to quickly set up online spaces which can be edited by students, at any time and from any location. Online social spaces of this nature can be used to encourage creative writing and to engage students in critical discourse through focused discussion, but Wikis also have disruptive potential and can cause dissent and disharmony within the group. This chapter aims to highlight some uses of the wiki as a social writing tool, reporting on student perceptions of the limitations and benefits. The chapter also focuses on the tension between creative and destructive uses of wikis and concludes by offering recommendations on the effective use of wikis in mainstream higher education. The use of interview data gathered from a study conducted with a group of student teachers in 2007 is included to support the key messages of this chapter.

Proceedings of the 2007 annual research conference of the South African institute of computer scientists and information technologists on IT research in developing countries - SAICSIT '07

10.1145/1292491 ◽

2007 ◽

Keyword(s):

Developing Countries ◽

South African ◽

The South ◽

Research Conference ◽

South African Institute ◽

Proceedings of the 2009 Annual Research Conference of the South African Institute of Computer Scientists and Information Technologists on - SAICSIT '09

10.1145/1632149 ◽

2009 ◽

Keyword(s):

South African ◽

The South ◽

Research Conference ◽

South African Institute ◽

Proceedings of the South African Institute of Computer Scientists and Information Technologists Conference on Knowledge, Innovation and Leadership in a Diverse, Multidisciplinary Environment - SAICSIT '11

10.1145/2072221 ◽

2011 ◽

Keyword(s):

South African ◽

The South ◽

South African Institute ◽

Knowledge Innovation ◽

Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference on - SAICSIT '13

10.1145/2513456 ◽

2013 ◽

Cited By ~ 2

Keyword(s):

South African ◽

The South ◽

South African Institute ◽

Proceedings of the South African Institute of Computer Scientists and Information Technologists on - SAICSIT '17

10.1145/3129416 ◽

2017 ◽

Keyword(s):

South African ◽

The South ◽

South African Institute ◽

The TrackML high-energy physics tracking challenge on Kaggle

EPJ Web of Conferences ◽

10.1051/epjconf/201921406037 ◽

2019 ◽

Vol 214 ◽

pp. 06037

Author(s):

Moritz Kiehn ◽

Sabrina Amrouche ◽

Paolo Calafiura ◽

Victor Estrade ◽

Steven Farrell ◽

...

Keyword(s):

Machine Learning ◽

High Energy Physics ◽

High Energy ◽

Training Dataset ◽

High Luminosity ◽

Test Dataset ◽

Event Reconstruction ◽

Computer Scientists ◽

Set Up ◽

Energy Physics

The High-Luminosity LHC (HL-LHC) is expected to reach unprecedented collision intensities, which in turn will greatly increase the complexity of tracking within the event reconstruction. To reach out to computer science specialists, a tracking machine learning challenge (TrackML) was set up on Kaggle by a team of ATLAS, CMS, and LHCb physicists tracking experts and computer scientists building on the experience of the successful Higgs Machine Learning challenge in 2014. A training dataset based on a simulation of a generic HL-LHC experiment tracker has been created, listing for each event the measured 3D points, and the list of 3D points associated to a true track.The participants to the challenge should find the tracks in the test dataset, which means building the list of 3D points belonging to each track.The emphasis is to expose innovative approaches, rather than hyper-optimising known approaches. A metric reflecting the accuracy of a model at finding the proper associations that matter most to physics analysis will allow to select good candidates to augment or replace existing algorithms.