Information Technology Course Research Articles

Promoting design thinking and creativity by making: A quasi-experiment in the information technology course

Design thinking and creativity are instrumental elements of 21st century skills. In K-12 education, much is left to be known about how to develop curricula to more effectively foster students’ design and creative thinking. This study introduced maker education to the information technology course to investigate the effects of design-oriented making on students’ learning of programming, creativity, and design thinking. Seventy-two fifth-grade students from two classes at a rural primary school in China participated in this eight-week study. Both classes learned about programming a digital greeting card with Mind+, when the experimental group was taught with a design-oriented making pedagogy, whereas the control group learned through a conventional teaching approach. Questionnaires were used to assess students’ knowledge learning, creativity and design thinking competence. Findings showed that when embedded in an open-ended problem-solving context, integrating design thinking into making as a pedagogy can be conducive to the development of design thinking and creativity. Important implications are made to inform future endeavors in fostering student thinking in maker education.

Coding activities in IT courses through the lenses of IT teachers

This study aims to evaluate the trend and frequency of coding/programming activities in Information Technology (IT) courses, according to different parameters. The study was conducted through a survey of a private IT (Information Technology) teachers in different levels (like primary, secondary, and high schools), with questions focusing on the extent to which coding/programming activities were integrated into their courses, the frequency of these activities, and the factors that influenced their use. The study also explored the relationship between teacher characteristics, such as their level of programming knowledge and teaching experience, and the use of coding/programming activities in their courses. According to the t-test results of the study showed that most IT teachers believed that coding/programming activities were important and useful for their students, but their use varied depending on factors such as gender, education status, age range, teacher experience, school resources, participating a programming training course and student interest. The study also found that the frequency of coding/programming activities varied across different IT courses, with some courses integrating these activities more frequently than others. The study provides insights into the current state of coding/programming activities in IT courses and highlights the need for further research to explore ways to better integrate these activities into IT education.

Development of Task-Based Instructional E-Module for Data Processing Unit of Information Technology Courses

Information technology has become a necessary skill for work, and it is a compulsory public course for students at Zhumadian Vocational and Technical College, where data processing is one of the learning units. Teaching methods and materials are crucial to improve the learning effect in information technology courses, and task-based teaching is being promoted by more and more educators as a teaching method that can effectively improve the teaching effect in information technology courses in higher education institutions. This research work attempts to develop a task-driven instructional e-module for students at Zhumadian Vocational and Technical College and to test its functionality and usability. The research selects 5 experts and 22 lecturers of information technology courses for the samples. The experts fill in an expert evaluation form to assess the E-module’s functionality, while the lecturers fill in a questionnaire form to evaluate its usability, and three experts ensure the validity of the expert evaluation form and the questionnaire. The SPSS 26.0 is used for data analysis to evaluate the e-module. The results of this research showed that five experts considered the e-module to be highly functionality in terms of format, content, language, media display, and interactivity. The 22 lecturers who participated in the questionnaire also agreed that the e-module had a high level of usability in terms of usability, ease of use, attractiveness, and clarity. Meanwhile, experts and lecturers agree that students at Zhumadian Vocational and Technical College can use task-based teaching to improve their study of data processing modules in information technology courses. It is hoped that this research can provide some useful reference for further promoting the teaching reform of information technology major in higher vocational colleges.

The development of career planning scale for junior high school students based on cognitive information processing theory.

Based on the career theory of Cognitive Information Processing (CIP), we selected scale items from literature reviews and expert guidance. The scale consisted of 28 items with 4 factors (interests, abilities, values, personality). To test the scale's factor structure, we used confirmatory factor analysis (CFA), and the model was modified according to CFA results. The second-order confirmatory factor analysis was applied to the model of the scale to prove the rationality of the total score. The internal consistency were evaluated using Cronbach's alpha coefficients. In addition, the composite reliability (CR) and average variance extraction (AVE) of the scale were also calculated to test the convergent validity. After related analyses, the scale was proved to have good psychometric properties, which can be used to measure junior high school students' career planning level in information technology course from the aspects of interest, ability, values, and personality. The effect of the first-order confirmatory factor analysis model constructed in this study is not ideal. Therefore, on this basis, a second-order confirmatory factor analysis model is constructed in combination with existing literatures, and the rationality of the model is verified through data, which highlights the novelty of this study.

Research on the Relationship Between Teacher Support and Learning Engagement in Chinese High School Information Technology Courses

Exploring the relationship between teacher support and students' learning engagement in high school information technology courses can help improve students' learning ability. The researchers took 246 high school students from a city in China as the research subjects and used structural equation modeling to explore the relationship between teacher support and learning engagement in high school information technology courses from the perspective of computer self-efficacy. The results show that teacher support, computer self-efficacy, and learning engagement are positively correlated. Teacher support has a positive effect on information technology learning engagement, and computer self-efficacy plays a partial mediating role in the relationship between teacher support and information technology learning engagement.

Flipped Learning in Teacher Education: Using the Theories of Reflection to Understand English-Major Students’ Sense of Engagement

ABSTRACT This study was to determine how 30 English-major student teachers (STs) in Vietnam perceived their sense of engagement as a result of their participation in the flipped classroom learning in the course of Information and Communication Technologies as part of their 4-year teacher education program. The researchers of this research mainly considered the STs’ written form of critical reflection to widen a scholarly understanding of power and impacts of flipped learning as an innovation of educational pedagogy. The researchers discovered that the STs were found successful to engage themselves in a cognitively, affectively, and behaviourally connected manner. Discussions and implications also emerged.

A framework of teaching Information and Communication Technology using peer-assisted learning in Information Studies courses

Peer Assisted Learning (PAL) is a teaching method that could improve students’ skills. Research investigating the feasibility of applying PAL in the Information Studies/Science (IS) field concerning the Information and Communication Technology (ICT) courses settings is scarce, and there is a demand to explore this realm. In this research, systems thinking examines the ICT courses as a system with inputs, outputs, and feedback. A holistic manner of enquiry demanded the exploitation of a case study. Seventy-four PAL attendees from four sections of female students completed a short survey at the end of their ICT-related courses. The survey aimed to gather data on the attendees’ opinions regarding the PAL as a peer-learning system. The research framework admitted the data through phases; It integrated a new take on the “old-fashioned” SWOT (Strength, Weakness, Opportunities and Threats) analysis. Then it developed a PAL integration framework to structure its practical implementation in the ICT courses. Finally, the study showed the potential of using SWOT analysis in managing educational methods and evaluating ICT skills by using PAL in the IS field.

Сценарный подход при проведении практических занятий по информационным технологиям

<p>The article describes an approach based on a formalized description of technological techniques for performing exercises in information technology courses. The language of description of such techniques is given, which makes it possible to organically fit technological features into the text of the exercise in natural language. Fragments of real scenarios of practical training in information technology are given.</p>

The employability of students in undergraduate courses in Information Technology

Employability can be seen as an individual's ability to start and remain in the professional market. One of the major factors that contribute to employability is the quality of undergraduate courses. In particular, the Information Technology (IT) area usually has a high demand for professionals. Considering the relationship between academia and the professional market, the purpose of this paper is to identify how much undergraduate courses in the IT area contribute to employability. For this purpose, a Survey was applied, with students of an IT course. The Survey received a total of 30 responses, which helped to identify the main characteristics of the relationship between academia and the professional market. As a result, it was identified that i) some subjects in the view of the students are outdated, ii) there is a need to work with modern programming languages, iii) there is a need to analyze the classes offered by the courses, in order to align them with aspects worked on in the professional market, iv) the IT course influences employability, and v) the students are satisfied with their course choice.

Comparing Student Learning in Face-to-Face Versus Online Sections of an Information Technology Course

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> The recent COVID-19 pandemic forced most universities into online course delivery. As such, the rapid expansion of online learning and the prospect of its permanent increase for many institutions have sharpened the issue of the efficacy of remotely delivered courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Past studies have compared face-to-face (FTF) courses with online courses, with mixed results. However, the broad understanding is that efficacy differs based on the subject area. Educators frequently view theory-based courses as being better suited to online teaching than hands-on or experiential courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> Can information technology courses—especially those that are more experiential and technical—be supported through online learning given the extent of differences in efficacy between online and face-to-face experiential, technical courses? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> We compared multiple sections of an experiential IT Outsourcing class over several quarters in two course delivery modes. The two modes were FTF delivery and online synchronous delivery. Students in each course section responded to two surveys where they rated their knowledge of different topics at the start and end of the course. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Online students reported greater increases in learning on average across all measured items. Self-reported knowledge gains were significantly greater in five items, mostly in soft skills and project management knowledge. The only significantly improved technical IT skill was in using software for virtual meetings. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions and implications for education:</b> We conclude that universities should embrace teaching experiential IT-based courses virtually, as it is possible to obtain greater improvements in self-efficacy, counter to much existing research. This is especially the case as instructional technology improves.

The Value of Centralized IT in Building Resilience During Crises: Evidence from U.S. Higher Education’s Transition to Emergency Remote Teaching

The COVID-19 pandemic forced organizations, including higher education institutions, to rapidly adjust their operations. In the face of the pandemic, most higher education institutions shut down their campuses and transitioned to emergency remote teaching mode. This study examines digital resilience in higher education institutions through the conceptual lens of disaster response management, by assessing the role played by the centralized governance of information technology (IT) investments. We posit that centralized IT helps organizations maintain customer satisfaction with services during a crisis (e.g., student satisfaction with classes during COVID-19) by facilitating the organization-wide transition to an emergency operational mode and supporting its service operations. Consolidating data on IT investment, governance, and course evaluations from 463 U.S. higher education institutions from 2017-2020, we show that centralized IT helped organizations adapt better to the pandemic in terms of maintaining student satisfaction. Moreover, we found that centralized IT investments geared toward facilitating organizational coordination and providing instructional and technical support played a pivotal role in enabling ERT and improving student ratings during the crisis. These results are corroborated by interviews with CIOs of U.S. higher education institutions. Additional analyses also suggest that the effectiveness of centralized IT governance is contingent upon organizational size, dissimilarity of local units, and the strategic role of the CIO. We also discuss theoretical extensions toward digital resilience as well as practical implications.

The Scale of Attitudes toward the Information Technologies and Software Course: A Scale Development Study

In this study, the aim was to develop a Likert-type scale to measure students’ attitudes toward the Information Technologies and Software course taught in secondary school. The developments in the field of science and technology and the changing needs of society necessitate an update to the Information Technologies and Software course curriculum and its implementation, starting from the 2021–2022 academic year. With this update, students are provided with the means to take the first step toward programming with block-based learning activities (Blockly, Scratch, Arduino, etc.). For this reason, it is thought that previously developed scales may be insufficient to measure students’ attitudes toward the updated Information Technologies and Software course. The study was designed by survey method. A total of 600 students for an exploratory factor analysis and 300 different students for a confirmatory factor analysis were included in the study. As a result of conducting the exploratory factor analysis, a scale with 4 factors and 27 items was obtained. Confirmatory factor analysis was performed to confirm the obtained structure. The scale that was developed, as a result of validity and reliability studies, is thought to be a valid and reliable measurement tool that can be used to measure attitudes toward the Information Technologies and Software course.

Simulated medical information system: education for aspiring healthcare information technologists.

To determine if a simulated medical information system can improve the level of understanding of healthcare information technology students. The study involved 40 healthcare information technology students. All the students took the healthcare information technology course using the simulated medical information system. The primary outcome was a measure of their level of understanding assessed with a questionnaire using a five-point Likert-type scale. The questions were all included in the required knowledge for the Specific Behavioral Objectives for Healthcare Information Technologists (2016) and Senior Healthcare Information Technologists (ver. 1.1, 2017). To measure the level of understanding, median with 10th-90th percentile CI values for both sets of questionnaires were calculated for all the students. The Wilcoxon signed-rank test was used to compare level of understanding before and after the training. Some students were excluded because they failed to complete the questionnaires. For both Healthcare Information Technologists (n=37) and Senior Health Information Technologists (n=34), the level of understanding was significantly different before (median [10th-90th percentile]: 1175 [935-1271], 416 [302-513]) and after (1200 [1016-1472], 469.5 [351-527]) the training (p<0.05). A simulated medical information system may be an effective tool for students to learn about healthcare information technology.

The Dilemma of Social Media Benefits to College Programming Students

Social media has become part and parcel of students’ life in colleges as it occupies most of their free times. Over time, results of programming units have shown a downward trend among college students at Technical University of Mombasa in Kenya. Programming, like Mathematics, requires a lot of practice that is now consumed by social media. This study investigated the impact of Social Media on Grades in terms of hours spent and the time of day Social Media is used. Descriptive statistical research was used to gain understanding of the predictive power Social Media has on the Programming Grades. A total of 142 students pursuing Degree and Diploma courses in Information Technology participated in the study. The students were drawn from Technical University of Mombasa and Kenya Coast National Polytechnic. Over 90% of the students were active Social Media users. The research was conducted in 2018-2019 academic year. Results show that social media use could predict students who scored high grades in both Degree and Diploma courses. Such students controlled their usage of Social Media. They did not use Social Media in the early morning hours up to afternoons when they were engaged in serious studies. These students used Social Media anytime of the day - which means, in between serious study sessions. On the other hand, more average students used Social Media even in the early morning and up to afternoon sessions. Notably, more average Diploma students use Social Media at bedtime than anytime. Further research is recommended with more data using Machine Learning techniques to develop a model that will predict success or failure in Programming units depending on how one uses social media.

Субъективное благополучие учителей как эмоциональный регулятор профессионального роста: возрастной и гендерный аспекты

Background. New times, with its instability, uncertainty and ambiguity, determine the need for constant professional growth as a fundamental condition for ensuring the personal psychological vitality of teachers. In this regard, the study of psychological regulation of their professional growth is of particular relevance. Objective. The study had its purpose to find and reveal the nature of the relationship between subjective well-being of teachers and their attitude to professional activity, orientation to overcoming professional deficits. Methods. Ranking of the subjective complexity of professional development programs for teachers, the author's self-assessment questionnaire for professional deficits and the author's questionnaire for assessing subjective well-being (SWB). Sample. 655 teachers (145 men, 510 women) of three age groups: young, middle and older age. Results. The study considered subjective well-being at work as a regulator of activities to reduce professional deficits. An analysis was carried out by gender and age subgroups. It has been shown that the highest level of SWB is characteristic of male and older teachers. A high level of SWB is associated with a low importance of professional success, lower susceptibility to stress and restraint in the desire for professional growth. The choice of advanced training courses is mainly determined by professional deficiencies associated with teaching and educational methods. The desire for professional growth is most pronounced among the young teachers with a relatively low level of SWB. They put a great value to their professional success, the key to which is their professional competence and support of the teaching staff. Focus on professional success makes the factors like overtime, fatigue and health lose their significance. Exposure to stress is mitigated by team support. Such teachers choose challenging courses in information technology and tutoring. Conclusions. Subjective well-being at work serves as a regulator of teachers’ professional growth depending on the age and gender. The average level of SWB at work is optimal in terms of incenting for professional growth.

Undergraduate Capstone Projects in Information Technology Course: Bridging the Gap Between Theory and Practical Skills

Undergraduate Capstone Projects in Information Technology Course: Bridging the Gap Between Theory and Practical Skills

Undergraduate capstone projects in information technology course: bridging the gap between theory and practical skills

Undergraduate capstone projects in information technology course: bridging the gap between theory and practical skills

教育信息化2.0背景下中学信息技术课程教学情况分析——基于深度访谈的质性研究

教育信息化2.0背景下中学信息技术课程教学情况分析——基于深度访谈的质性研究

Nuveo: Ética Digital e Inteligência Artificial para Desafios do Mundo Real

ABSTRACT This teaching case presents the dilemma faced by Nuveo in its quest to grow sustainably and consolidate itself in the Brazilian artificial intelligence market. When the opportunity comes to offer his image recognition technology for public safety, the startup’s founder finds himself up against ethical issues. By telling Nuveo’s story, this teaching case allows the identification of principles and recommendations for ethical development and use of AI systems, enabling discussions about ethical challenges related to digital transformation and its impacts on individuals, companies, and society. It is intended for use at undergraduate and graduate courses in business administration, public administration, and information technology and can be applied in disciplines that address digital ethics, ESG (environmental, social, and governance), and artificial intelligence.

Talking about the Present Situation, Problems and Strategies of Information Technology in the Integration of Mathematical Modeling Courses

With the development of information age in China, information technology has been widely used in mathematics education and teaching. According to the High School Mathematics Curriculum Standards (2017 Edition) issued in 2018, China's emphasis on mathematical modeling has been further enhanced, and the core quality of mathematical modeling has become one of the six core qualities. This paper analyzes the current situation and problems of the integration of information technology and mathematical modeling courses, and finally gives some strategies, hoping to have some guiding significance in the future mathematical education and teaching.