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Andrea Nardi Maria Ranieri 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1495-1506
Nowadays the size of university classes along with the growing number of students to be tested for final examination raise unprecedented challenges relating to the management, monitoring and evaluation of learning. Technology may provide some solutions that deserve to be investigated. This paper explores the potentialities and limitations of Computer-Based Testing (CBT), specifically BYOD e-test, compared to traditional Paper-Based Testing (PBT) to verify whether, and to what extent, an electronic mode of assessment can become a suitable alternative to PBT. It is based on a study carried out at the University of Florence during 2016/17. 606 students participated in the study, of whom 443 opted for CBT using their own devices, while 163 preferred PBT. Participants who experienced CBT also answered a survey on perceptions, self-efficacy and satisfaction. The results show that students' performances were better with CBT, and that a positive relationship exists between the perceived level of self-efficacy and the propensity to adopt digital tests. In addition, students greatly appreciated the electronic system, especially for the possibility of immediate feedback. Some critical issues emerged relating to on-screen reading, which suggests the need for careful design of testing tools. 相似文献
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BYOD（Bring Your Own Device）指自带设备办公,设备包括手机、平板等,随着移动终端技术的不断发展,使用这些智能移动终端接入内网搜索资料、访问资源和处理业务。而这一切应用在高校的数字化校园建设中,既为师生带来便利,同时也带来了风险,包括内部资料的丢失、内网安全等方面。文章的主要目的是分析当前BYOD的发展状况及其在数字化校园建设中的作用,以及实现BYOD所遇到的安全问题,并提出自己的见解。 相似文献
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Damian Maher Peter Twining 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):73-88
Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice.Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools.Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools.Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school’s vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects. 相似文献
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“自带设备”（BYOD：Bring Your Own Device）是美国中小学近两年兴起的一种新型教育信息服务模式。该模式具有用户驱动性、信息设备多样性和情境整合性等关键特征,其实质在于转变师生在教育资源建设与应用中的角色,实现信息技术与教育教学的个性化整合。美国中小学推行BYOD的基本理念是充分把握21世纪学习的本质——学生是信息的生产者而不仅仅是消费者,使学校正确认识“自带设备”对于学生学习与成长的价值,为学生提供必要的资源与环境支持及策略,给予学生充分利用“自带设备”的权利和自由,培养信息时代数字公民的素养。我国学校教育信息化建设应进一步明确学校教育信息化的本质目标是技术整合,在这一进程中师生应该完成从使用者到建设者的角色转变,并最终实现学习方式的变革,培养学生信息化环境下的学习能力。 相似文献
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ABSTRACTThis study took place in a school which adopted a “paperless classroom” policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students’ reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls’ handwriting skills and preference for handwriting were higher than the boys’. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. 相似文献
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《International Journal of Information Management》2017,37(6):566-575
Historically, organizations owned and controlled the information technologies (IT) their employees used: telephone, inter-office memos, mainframes and timesharing systems. Today, employees often want to use their own IT: not only personal smart phones and tablets, but also Twitter and Google Docs. This new trend can diversify and extend enterprise IT infrastructure, but leaves organizations struggling with technology uses that they cannot control. With the emergence of new technological paradigms in consumer markets and organizations, the management of IT infrastructure requires a more pragmatic and holistic approach that goes beyond simple technological considerations. In this paper, we present a three-part framework—technology, people and practice—that helps managers understand and mitigate these tensions. Drawing on two empirical studies of European executives and consultants form multiple management consulting firms, the paper further outlines changes taking place along the three aspects of the framework. It concludes by discussing three distinct approaches to the management of organizational IT infrastructure (passive, reactive, and pragmatic), and by offering greater insight regarding a pragmatic approach. 相似文献
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为探究高职院校BYOD进课堂的内部优势与劣势,面临的外部机会与威胁,分别面向高职院校教师和学生编制了调查问卷,并结合当前国家政策和教育行业发展环境,利用SWOT分析法对调查结果进行分析。结果表明:高职院校BYOD进课堂内部优势明显大于劣势,外部机会明显多于威胁。最后,利用SWOT矩阵提出了对策建议。 相似文献
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Jiun-Hung Ding Roger Chien Shih-Hao Hung Yi-Lan Lin Che-Yang Kuo Ching-Hsien Hsu Yeh-Ching Chung 《International Journal of Information Management》2014
As mobile networks and devices being rapidly innovated, many new Internet services and applications have been deployed. However, the current implementation faces security, management, and performance issues, which are critical to the use in business environments. Migrating sensitive information, management facilities, and intensive computation to security hardened virtualized environment in the cloud provides effective solutions. This paper proposes an innovative Internet service and business model to provide a secure and consolidated environment for enterprise mobile information management based on the infrastructure of cloud-based virtual phones (CVP). Our proposed solution enables the users to execute Android and web applications in the cloud and connect to other users of CVP with enhanced performance and protected privacy. The organization of CVP can be mixed with centralized control and distributed protocols, which emulates the behavior of human societies. This minimizes the need to handle sensitive data in mobile devices, eases the management of data, and reduces the overhead of mobile application deployment. 相似文献
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Samira Alirezabeigi Jan Masschelein Mathias Decuypere 《Educational Philosophy and Theory》2020,52(14):1514-1525
AbstractThe proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile digital devices? In this paper, we investigate routine lesson practices of a Bring Your Own Device (BYOD) school by means of an ethnographic observation. Adopting the term agencement as a heuristic device, we explore what practices are being constituted and how they are always in connection with one another. Moreover, we show that by practicing they produce different forms of action. We argue that in such a hybrid constellation, tasks find a different status beyond isolated and self-contained units for enhancing learning in different lessons. We introduce task-agencement, through which the task always entails a process of taskification that formats BYOD schools. With taskification, we mean that the task-agencement expands the domain in which tasks not only influence the organization and structure of lessons, but equally the very organization of the BYOD school by enacting a particular form of schooling. Finally, we propose a taskified form as a form of BYOD schooling that templates and formats how practices such as reading and writing, contextualization and introduction of the lesson are conducted. 相似文献