Curricula Considerations in ICT Integration: Models and Practices in Cyprus

In Cyprus, the pilot programme for the introduction of Information and Communication Technology (ICT) in elementary schools aimed at ICT as a cross-curricular tool and involved a combination of centralised initiative and largely decentralised implementation responsibility. Two independent studies on curricula integration indicated that parents' and teachers' preferred models as well as teachers' applied models vary widely. These models range from the technocentric (applying ICT as a discrete subject) to the humanistic curriculum (using ICT as a cross-curricular tool). The findings indicate that the challenge is on the policy makers to decide which model to adopt so as to specify the role of ICT in the National Curriculum and to create an appropriate infrastructure to support the model adopted.     

Conceptual Inventory of Natural Selection as a Tool for Measuring Greek University Students' Evolution Knowledge: Differences between novice and advanced students

The primary objective of this research was to compare various groups of Greek university students for their level of knowledge of Evolution by means of Natural Selection (ENS). For the purpose of the study, we used a well known questionnaire the Conceptual Inventory of Natural Selection (CINS) and 352 biology majors and non-majors students from the University of Athens took part in it. A principal components analysis revealed problems with the items designed to assess the concepts of population stability, differential survival and variation inheritable, therefore these items need to be reconsidered. Nonetheless, the results of the CINS for each Greek sub-group showed that the higher the involvement in evolution education, the higher the students' performances on the CINS test. This linear correlation, together with other evidence, supports the CINS authors' claims about the usefulness of the CINS as an assessment of instruction. Unfortunately, Greek university students gave many teleological and proximate answers to many of the CINS items. Comparisons between least and most evolutionary educated university students revealed that the latter gave more evolutionary answers. Oddly, advanced biology majors students did not show an improvement in all the 20 items of the CINS (only in 14 out of the 20 items) compared to novice biology students. They even gave more teleological answers to the concept natural resources are limited than novice biology majors students. Finally, Greek university students' level of knowledge of ENS seems to be closer to Canadian than US students'.     

Assessment and intervention practices with second‐language learners among school psychologists

This paper describes assessment and intervention practices with second‐language learners among practicing school psychologists in one southwestern state. A 10‐item survey was used to gain information about the assessment instruments and procedures and intervention practices used with linguistically different children by school psychologists. Surveys were mailed to all members of the state professional organization. Thirty‐three percent of the surveys were returned and considered usable for analyses. An analysis of the returned surveys revealed that a number of school psychologists are using alternative assessment techniques, such as curriculum‐based measurement, dynamic assessment, and portfolio assessment with this population. The majority, however, continue to use traditional cognitive tests, such as the Weschler Scales, and traditional interventions, such as resource room service delivery. Results of the survey are discussed in terms of best practices with linguistically different children. © 2000 John Wiley & Sons, Inc.     

Conceptual Ecology of the Evolution Acceptance among Greek Education Students: Knowledge,religious practices and social influences

In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education.     

The attitudes and opinions of Cypriot primary teachers about the use of the Internet for their professional development and as an educational tool

This article explores the attitudes and opinions of Cypriot primary teachers about the use of the Internet for their personal development and as an educational tool. It also examines the teachers’ concerns about the implementation of the Internet in schools and their opinions about what has to be done in order to ensure its effective integration into the educational settings. The research revealed that Cypriot primary teachers had positive attitudes towards using the Internet both for their professional development and as an educational tool. The only factor that appeared to have a significant positive relationship with the attitudes of the teachers was the degree of confidence in using the Internet. Additionally, teachers considered training in the use of the Internet as the most important need for its effective implementation in primary schools.     

Investigation of users’ preferences in interactive multimedia learning systems: a data mining approach

With advances in information and communication technology, interactive multimedia learning systems are widely used to support teaching and learning. However, as human factors vary across users, they may prefer the design of interactive multimedia learning systems differently. To have a deep understanding of the influences of human factors, we apply a data mining approach to the investigation of users’ preferences in using interactive multimedia learning systems. More specifically, a clustering technique named K-modes is used to group users’ preferences. The results indicate that users’ preferences could be divided into four groups where computer experience is a key human factor that influences their preferences. Implications for the development of interactive multimedia learning systems are also discussed.