移动计算技术在儿童成长家庭记录方面的应用前景研究     

王晓晨  高鸽  李玉顺  黄荣怀 《现代教育技术》2008,18(12):67-70

移动通信技术与信息技术的融合带动了移动计算技术的蓬勃发展,随着各类移动终端的普及应用,人们迫切需要探索新型的基于移动计算技术的应用。文章以移动计算技术家庭教育应用为背景,侧重移动计算技术在儿童成长家庭记录方面的应用前景研究。研究结果表明,随着家庭教育水平的提升,人们对于系统化的、便捷化的儿童成长记录支持系统需求迫切,而移动计算技术所带来的多媒体支持能力、便捷的可携带性和情景特性支持能力为构建新型的儿童成长家庭记录系统提供了可能。  相似文献   

基于免疫算法和人工势场的移动机器人路径规划     

刘芳 《教育技术导刊》2008,7(4):51-53

分析了人工势场模型存在的两个问题:目标不可到达问题和由于局部最优解的存在而产生的死锁问题。在人工势场路径规划的基础上,提出了基于免疫算法和人工势场法的最优路径规划方法。通过仿真算例验证了该模型的有效性。  相似文献   

An effective connected dominating set based mobility management algorithm in MANETs     

Xin-yu Wang  Xiao-hu Yang  Jian-ling Sun  Wei Li  Wei Shi  Shan-ping Li 《浙江大学学报(A卷英文版)》2008,9(10):1318-1325

This paper proposes a connected dominating set （CDS） based mobility management algorithm, CMMA, to solve the problems of node entering, exiting and movement in mobile ad hoc networks （MANETs）, which ensures the connectivity and efficiency of the CDS. Compared with Wu＇s algorithm, the proposed algorithm can make full use of present network conditions and involves fewer nodes. Also it has better performance with regard to the approximation factor, message complexity, and time complexity.  相似文献   

移动电子商务的解决方案   总被引：1，自引：1，他引：1  

鲍克忠  储节旺 《情报科学》2002,20(9):976-979

本文介绍了移动电子商务的关键技术和爱立信，HP等公司的移动电子商务的解决方案。  相似文献   

无线互联时代的新商业模式—移动电子商务     

何绍华  林翔 《情报科学》2001,19(5):505-508

代表着无线互联时代的新商业模式－基于无线互联的电子商务正迅速成为业界的关注焦点。本文对移动电子商务的实现问题、服务内容以及运作模式进行详细阐述。  相似文献   

移动虚拟校园(MVC)的构思与实践   总被引：6，自引：0，他引：6  

崔光佐  陈虎  李树芳 《现代远程教育研究》2002,(4):29-32

移动教育已经成为现代教育技术应用的一个新方向，如何将移动计算技术应用于教育正在成为研究的热点。本首先探讨了移动计算技术的原理和特点，讨论了移动计算技术在校园建设中的作用，提出了移动虚拟校园（MVC）的概念，给出了其基本框架。同时，本还对该构架中的多项关键技术进行了研究并开发了多个实用的系统，并正在北京大学进行试用，目前运行效果良好。实践表明，移动虚拟校园在目前的技术条件下是可行的，并能发挥巨大的效益。  相似文献   

‘What is puberty,then?’ Smartphones and Tumblr images as de/re-territorialisations in an upper secondary school classroom     

Antti Paakkari  Pauliina Rautio 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):873-888

ABSTRACT

In this paper, we explore the part mobile phone use plays in the capitalist assemblages present in school classrooms. Capitalism is approached through the continuous movement of de- and re-territorialisation. The empirical grounding is a wide study on mobile phone use conducted at an upper secondary school in Finland. The focus of this paper is one psychology lesson on puberty and the ways in which territories such as puberty are challenged in the school life of young people through their mobile phone use in class. Analysing a student’s Tumblr photo stream, we show how smartphones challenge the existing territorialities in a classroom. We locate three central deterritorialising movements: in relation to the physical space of the classroom; to the affective space of the classroom; and to the notion of body in puberty. We conclude that mobile phone use matters to students intimately and channels flows of capitalism at school.  相似文献   

The use of mobile devices as means of data collection in supporting elementary school students’ conceptual understanding about plants     

Zacharias C. Zacharia  Charalambia Lazaridou  Lucy Avraamidou 《International Journal of Science Education》2016,38(4):596-620

The purpose of this study was to examine the impact of mobile learning among young learners. Specifically, we investigated whether the use of mobile devices for data collection during field trips outside the classroom could enhance fourth graders’ learning about the parts of the flower and their functions, flower pollinators and the process of pollination/fertilization, and the interrelationship between animals and plants, more than students’ use of traditional means of data collection. For this purpose, we designed a pre–post experimental design study with two conditions: one in which participants used a mobile device for data collection and another using traditional means (e.g. sketching and note-taking). The sample comprised 48 fourth graders (24 in each condition), who studied the flower, its parts, and their functions. A conceptual test was administered to assess students’ understanding before and after instruction. Moreover, the students’ science notebooks and accompanying artifacts were used as a data source for examining students’ progress during the study's intervention. The conceptual test and notebook data were analyzed statistically, whereas we used open coding for the artifacts. Findings revealed that using mobile devices for data collection enhanced students’ conceptual understanding more than using traditional means of data collection.  相似文献   

移动IP网络环境下防火墙穿越的实现     

黄力 《柳州职业技术学院学报》2007,7(2):107-111

移动IP技术的出现使移动用户在Internet的海洋里自由翱翔。为了安全起见,企业和家庭网络都采用防火墙安全策略。在没有取得授权的情况下,移动用户无法访问企业或家庭的网络,一定程度限制了移动用户对网络资源的获取。本文提出一套基于外部代理的移动IP安全穿越防火墙的解决方案,方案设置一个移动节点,该节点可以从外部代理中获得一个授权地址,通过该地址实现与其家乡代理和通信对端的通信,在不修改协议和网络实体的情况下,利用IPSec协议实现防火墙的安全穿越和端到端的安全通信。  相似文献   

Learner presence,perception, and learning achievements in augmented–reality–mediated learning environments     

Yu-Hsuan Chen 《Interactive Learning Environments》2018,26(5):695-708

Although research has indicated that augmented reality (AR)–facilitated instruction improves learning performance, further investigation of the usefulness of AR from a psychological perspective has been recommended. Researchers consider presence a major psychological effect when users are immersed in virtual reality environments. However, most research on learner presence has focused on measuring it rather than the factors influencing it. This study explored the relationship between learner perception and presence in an AR-facilitated learning environment. A game-type AR learning process was developed and an experiment was implemented employing a one-group pretest–posttest method. Three sets of research instruments were developed, comprising a learning achievement test, a learner's presence inventory, and a questionnaire on learners’ perception of the AR-mediated environment. A total of 60 validated data samples were collected and statistically analysed. The researchers determined that learner presence closely relates to learning achievement and AR learning perception. These results indicate that a more satisfactory AR perception leads to a higher level of learner presence in the AR environment, thereby resulting in more beneficial learning outcomes.  相似文献