Сопротивление переменам среди учителей начальной школы как фактор использования ими ИКТ
Many studies of information and communication technologies (ICT) in education show that in order to successfully apply them it is important to take into account the characteristics of the key agents in education – teachers. The work examines the relationships between individual characteristics of primary school teachers, in particular, their resistance to change, and their use of ICT in the teaching process. The authors analyze the data of a survey conducted among 347 third-grade teachers. Structured modelling shows that the teachers’ ICT skills are positively related to the use of ICT tools in the classroom; however this relationship is mediated through resistance to change. At the same time, the level of resistance to change is negatively related to the use of ICT tools in classrooms and has no relationship to their use for personal purposes. Thus, even teachers with ICT skills are still reluctant to use them as part of teaching and to make changes to their routine classroom activities. This should be paid attention to when bringing innovation to school. It is also important to stress that teachers’ resistance to change as an inner barrier to innovations should be overcome.
Samples in the form of an assembly of two tightly pressed Zr (0,3 mm), Ti (0,25 mm) and Ni (0,1 mm) foils were irradiated with 15 pulses high deuterium plasma (up to 10 keV) on the "Plasma focus "(PF-4, FIAN) [1, 2] for the creation of shock waves and deuterium ion implantation. Options PF-4 and deuterium plasma exposure conditions and posleradiatsionnyh studies described in [1, 2]. It performs measurements of the neutron yield from all assemblies foils. Studies of foil on both sides by recording recoil nuclei (ERDA) showed that deuterium ions under the influence of shock waves knocked out of the first foil and penetrate into the second foil of the same composition as initially present in the sample hydrogen redistributed. The measured depth profiles of all distributions and integral concentration of deuterium and hydrogen, both sides of each of the foils are presented. The model describing the observed effects in the first knockout implanted deuterium foil and redistribution of impurities under discussion. SEM studies of changes made and the elemental composition of the surface, the results are discussed.
The pocket data book contains main indicators characterizing S&T and innovation potential of the Russian Federation, R&D output, main Information Society indices. The data book includes information of the Federal Service for State Statistics, Federal Service for Intellectual Property, Organisation for Economic Co-operation and Development (OECD), Euro¬stat, UNESCO, World Intellectual Property Organisation, national statistical services of foreign countries, and results of own methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge. In some cases, the presented data specify those published earlier.
This book contains a unique collection of studies on key economic and social policy challenges faced by countries of the Southern and Eastern Mediterranean region in a short- and long-term perspective. Prepared within the EU funded FP7 project on „Prospective Analysis for the Mediterranean Region (MEDPRO)” conducted in 2010-2013 it takes account on recent political developments in the region (Arab Spring) and their potential consequences. It covers a broad spectrum of topics such as factors of economic growth, macroeconomic and fiscal stability, trade and investment, Euro-Mediterranean and intra-regional economic integration, private sector development and privatizations, infrastructure, tourism, agriculture, financial sector development, poverty and inequality, education, labor market and gender issues.
This chapter addresses major dimensions of Internet-related inequalities in contemporary Russia including relevant regional, urban/rural, income, gender, occupation and age-related predictive variables commonly used in order to operationalize differences in socioeconomic positions of individuals and families and, correspondingly, in their access to the Internet. The analysis is based on multiple data sources – from 2007-2010 Russian Federal State Statistics Service Household Budget Survey data to Public Opinion Research Foundation (FOM) Internet Use Survey (2002-2011) and other opinion and market research agencies’ data on Internet coverage among different population groups. In addition to examining causes of a gap in access to Internet using computers and mobile phones, current policies aimed at closing the digital divide as well as prospects and possibilities of convergence between different groups of population in patterns of information technologies usage will be briefly analyzed.
The National Research University The Higher School of Economics, Nizhny Novgorod, Nizhny Novgorod, Russia Submitted: Oct 28, 2013; Accepted: Dec 17, 2013; Published: Dec 20, 2013 Abstract: E-learning is a complex process of creating an educational space for people to share knowledge and acquire skills via new informational technologies. The purpose of this paper is to present the results of the research in the field of e-learning based on Learning Management System. It has become particularly acute in the era of information society when evolution, advancement and the results of information communication technologies integration continue to spread at a record pace. The paper proposes the idea that Learning Management System can be an effective tool of e-learning collaboration that increases ICT competence of all the parties involved. The description of the Learning Management System program, project outcomes are presented in the paper.
The paper provides a number of proposed draft operational guidelines for technology measurement and includes a number of tentative technology definitions to be used for statistical purposes, principles for identification and classification of potentially growing technology areas, suggestions on the survey strategies and indicators. These are the key components of an internationally harmonized framework for collecting and interpreting technology data that would need to be further developed through a broader consultation process. A summary of definitions of technology already available in OECD manuals and the stocktaking results are provided in the Annex section.
The late 1980s and early 1990s were characterized by the sudden rise of nationalist movements in almost all Soviet and Yugoslav ethnic regions. It is argued that the rise of political nationalism since the late 1980s can be explained by development of cultural nationalism in the previous decades, as an unintended outcome of communist nationalities policy. Soviet and Yugoslav political and cultural nationalism are studied in a historical and comparative perspective. All ethnic regions are examined throughout entire history of both communist states - the Soviet Union (49 regions, 1917-91) and Yugoslavia (8 regions, 1941-95), using the structural equation modeling approach. This paper aims to make at least three contributions in the field. Firstly, it is a methodological contribution for studying nationalism: a ‘quantification of history’ approach. Quantitative values are assigned to historical trends and events. Having constructed variables from historical data, I use conventional statistical methods like SEM. Secondly, this paper contributes to the theoretical debate about the role of cultural autonomy in multiethnic states. The results rethink the notion of ‘cultural autonomy’ as solution of interethnic conflict. Cultural nationalism matters, it indirectly reinforces political nationalism. In both cases concessions in the cultural domain has not stopped the growth of political nationalism in the late 1980-s. Finally, the paper statistically proves that the break between early Soviet and Stalinist nationalities policy explains the entire Soviet nationalities policy. In fact, the late Soviet nationalities policy was inherited from the Stalin’s rule period. This finding revealed in other studies now gets statistical evidence.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.