Innovating Education Through the Use of New Technologies: Reflections from the Field (Part 1)

Abstract

A series of in‐depth interviews was conducted with a sample of 65 experts on the challenges and opportunities of introducing Information and Communications Technology (ICT) into education. Interviewees were chosen for their expertise in the field, and the interviews reflect mainstream ideas and concerns on learning and learning support of the future, challenges and emerging changes at the organizational level of the educational institution, and new tasks and responsibilities for educational policy makers.     

Resistances et initiatives a Madagascar

Sans résumé     

An epidemiological study of number processing and mental calculation in Greek schoolchildren

The aim of this study was to validate and standardize an instrument for the diagnosis of developmental dyscalculia (mathematics disorder) in a Greek population and to obtain relevant epidemiological data. We used the Neuropsychological Test Battery for Number Processing and Calculation in Children (NUCALC) in a community sample of 240 students ages 7 to 11 years from urban and rural schools. There were no differences between genders in arithmetical performance; however, the effects of grade and socioeconomic level were significant. Prevalence was higher in the rural than in the urban area. A cross-cultural comparison of the Greek data with those obtained with the same instrument in other countries in schoolchildren of the same age was performed.     

Energy,Society, and Education,with Emphasis on Educational Technology Policy for K-12

This paper begins by examining the profound impact of energy usage on our lives, and on every major sector of the economy. Then, the anticipated US energy needs by the year 2025 are presented based on the Department of Energys projections. The paper considers the much-touted National Energy Policy Report, and identifies a major flaw where the policy report neglects education as a contributor to solving future energy problems. The inextricable interaction between energy solutions and education is described, with emphasis on education policy as a potential vehicle for developing economically and commercially sustainable energy systems that have a minimal impact on the environment. With that said, an earnest argument is made as to the need to educate science, technology, engineering, and mathematics (STEM) proficient individuals for the energy technology development workforce, starting with the K-12 level. A framework for the aforementioned STEM education policies is presented that includes a sustained national awareness campaign, address the teachers salary issues, and addresses teacher quality issues. Moreover, the framework suggests a John Dewey-style learning-by-doing shift in pedagogy. Finally, the framework presents specific changes to the current national standards that would be valuable to the 21st century student.     

The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores

A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short‐term effects of the primary school and class on achievement levels at the end of primary education were found. Multilevel models with a cross‐classified structure were constructed to estimate the long‐term effects. Differences between secondary schools and classes turned out to be much more important for achievement in secondary education than the long‐term effects of primary schools and classes, which were small and died out fast.     

Effect of supramaximal exercise training on metabolic outcomes in obese adults

The purpose of this study was to evaluate the effects of 6 weeks of supramaximal exercise training (SET) on performance variables and metabolic changes in sedentary obese adults.

Twenty-four obese adults were randomly allocated into a non-trained (NT) [n = 12; body mass index (BMI) = 33(3)] and SET group [n = 12; BMI = (33(2)]. After baseline metabolic and fitness measurements, the participants completed a 6-week SET intervention. Metabolic, anthropometric, and fitness assessments were repeated post-intervention.

For SET, fasting glucose (4.64(0.15) vs. 4.32(0.22) mmol · l^–1; P < 0.01), insulin (23.2(4.6) vs. 13.8(3.3) µmol · ml^–1; P < 0.01), homoeostasis model assessment-insulin resistance index (4.78(1.2) vs. 2.65(1.5); P < 0.01) and systolic blood pressure (127(3) vs. 120(3) mmHg; P < 0.01) were significantly lower 24-h post-intervention than at baseline and for the NT group, and these changes remained significant at 72-h and 2-weeks post-intervention (P < 0.01, respectively). Interestingly, nonesterified fatty acids (0.62(0.09) vs. 0.71(0.11) mmol · l^–1; P < 0.01) and resting fat oxidation rate (57(11) vs. 63(4)%; P < 0.01) increased significantly from baseline 24-h post-intervention in the SET group and from baseline at 72-h (P < 0.01, respectively) and 2-weeks post-intervention (P < 0.01, respectively). Six weeks of SET improved a number of metabolic and vascular risk factors in obese, sedentary adults, highlighting the potential of SET to provide an alternative exercise model for the improvement of metabolic health in this population.     

Sex differences in spatial abilities of medical graduates entering residency programs

Sex differences favoring males in spatial abilities have been known by cognitive psychologists for more than half a century. Spatial abilities have been related to three‐dimensional anatomy knowledge and the performance in technical skills. The issue of sex differences in spatial abilities has not been addressed formally in the medical field. The objective of this study was to test an a priori hypothesis of sex differences in spatial abilities in a group of medical graduates entering their residency programs over a five‐year period. A cohort of 214 medical graduates entering their specialist residency training programs was enrolled in a prospective study. Spatial abilities were measured with a redrawn Vandenberg and Kuse Mental Rotations Tests in two (MRTA) and three (MRTC) dimensions. Sex differences favoring males were identified in 131 (61.2%) female and 83 (38.8%) male medical graduates with the median (Q1, Q3) MRTA score [12 (8, 14) vs. 15 (12, 18), respectively; P < 0.0001] and MRTC score [7 (5, 9) vs. 9 (7, 12), respectively; P < 0.0001]. Sex differences in spatial abilities favoring males were demonstrated in the field of medical education, in a group of medical graduates entering their residency programs in a five‐year experiment. Caution should be exerted in applying our group finding to individuals because a particular female may have higher spatial abilities and a particular male may have lower spatial abilities. Anat Sci Educ 6: 368–375. © 2013 American Association of Anatomists.     

The Effect of Schools and Classes on Noncognitive Outcomes

This article reports on the effects of individual background characteristics, classes, and schools on 4 noncognitive outcomes at the end of the 1st cycle secondary education in Flanders. The outcomes are: the degree to which the student feels at home in the school environment, the extent to which the student does his/her best for the school work, the academic self-concept, and the social integration in the class. Firstly, the raw class and school effects are estimated. Secondly, a broad set of background variables is introduced to isolate the net class and school effects. Thirdly, class and school composition variables are introduced. Finally, the additional predictive power of a number of other student, class, and school characteristics is documented.     

Worldwide variation in the performance of children and adolescents: An analysis of 109 studies of the 20-m shuttle run test in 37 countries

Abstract

This study is a meta-analysis of 109 reports of the performance of children and adolescents on the 20-m shuttle run test (20-mSRT). The studies were performed in 37 countries and included data on 418,026 children, tested between 1981 and 2003. Results were expressed as running speed (km · h^?1) at the final completed stage of the 20-mSRT. Raw data were combined with pseudodata using Monte Carlo simulation. The 20-mSRT performances were expressed as z-scores relative to all children of the same age and sex from all countries. An overall “performance index” was derived for each country as the average of the age- and sex-specific z-scores for all children from that country. Factorial analysis of variance was used to compare scores among countries and regions, and between boys and girls of the same age. There was wide and significant (P < 0.0001) global variability in the performance of children. The best performing children were from the Northern European countries Estonia, Iceland, Lithuania, and Finland (0.6 – 0.9 standard deviations above the global average). The worst performing children were from Singapore, Brazil, USA, Italy, Portugal, and Greece (0.4 – 0.9 standard deviations below the global average). There is evidence that performance was negatively related to being overweight, as well as to a country's average temperature.