Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools     

Stefano Cacciamani  Daniela Villani  Andrea Bonanomi  Claudia Carissoli  Maria Giulia Olivari  Laura Morganti 《Journal of Research on Technology in Education》2018,50(2):120-133

To maximize the advantages of the tablet personal computer (TPC) at school, this technology needs to be accepted by students as new tool for learning. With reference to the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology, the aims of this study were (a) to analyze factors influencing high school students' acceptance of TPCs and (b) to detect any difference in this influence considering the frequency of TPC use, students' gender, and school grade. Two hundred and ninety-six students from six high schools in the Milan area participated in the study. Data were collected using an online survey. The results showed that empowerment in learning, perceived usefulness, and support conditions affect learning use, and empowerment in learning and affect influence communicative use of TPCs. The implications of these results are discussed. (Keywords: tablets, acceptance, digital technologies, high school, path analysis)  相似文献   

Teenage attitudes towards sexual diversity in Spain     

Lidón Moliner Miravet  Andrea Francisco Amat  Arecia Aguirre García-Carpintero 《Sex education》2018,18(6):689-704

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Developing a Pedagogy of “Making” through Collaborative Self-Study     

Shawn M. Bullock  Andrea Sator 《Studying Teacher Education》2018,14(1):56-70

We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the enactment of the principles inspired by the maker movement in the classroom to foster learners who operate as innovators, creators, sharers and givers of knowledge, tools and technologies. The purpose of our self-study research is to describe, interpret and analyze how our pedagogies of teacher education and our critical friendship have changed and developed as a result of providing experiences for teacher candidates in our maker pedagogy lab. In this project we use self-study methodology to investigate our teaching and practices, and we dialogue about our tacit and personal knowledge as it contributes to the knowledge and understanding of our teaching through Maker Pedagogy. In particular, the emphasis is on critical collaborative inquiry through critical friends and on dialogue as a valued component of our research. Of particular interest were data in the video recordings of each lab that indicated that one or both of us had reframed our understanding of maker pedagogy. The findings are framed as three themes that document what we are learning about Maker Pedagogy through teaching teacher candidates. These are (1) the value of self-study methodology, (2) Maker Pedagogy as distinct and (3) deepening our pedagogies of teacher education.  相似文献   

The physical profile of adult male basketball players: Differences between competitive levels and playing positions     

Davide Ferioli  Ermanno Rampinini  Andrea Bosio  Antonio La Torre  Matteo Azzolini  Aaron J. Coutts 《Journal of sports sciences》2018,36(22):2567-2574

This study examined the physical differences in adult male basketball players of different competitive level and playing position using a large cohort. In the middle of the regular season, 129 players from four different Divisions completed a Yo-YoIR1 and, after 3-to-8 days, they performed a 6-min continuous running test (Mognoni’s test), a counter-movement jump (CMJ) test and a 5-min High-intensity Intermittent running test (HIT). Magnitude-based inferences revealed that differences in HIT were very likely moderate between Division I and II and likely small between Division II and III. The differences in absolute peak power and force produced during CMJs between Division I and II and between Division II and III were possibly small. Differences in Yo-YoIR1 and Mognoni’s test were very likely-to-almost certain moderate/large between Division III and VI. We observed possibly-to-likely small differences in HIT and Mognoni’s test between guards and forwards and almost certainly moderate differences in absolute peak power and force during CMJs between guards and centres. The ability to sustain high-intensity intermittent efforts (i.e. HIT) and strength/power characteristics can differentiate between competitive level, while strength/power characteristics discriminate guards from forwards/centres. These findings inform practitioners on the development of identification programs and training activities in basketball.  相似文献   

A systematic literature review on intangible assets and open innovation     

Michele?GrimaldiEmail author  Vincenzo?Corvello  Andrea?De Mauro  Emanuela?Scarmozzino 《知识管理研究与实践》2017,15(1):90-100

Despite the growing interest, Open Innovation (OI) in Intangible Assets (IAs) research is still fragmented and displays a limited contextual focus. This paper aims to provide a clearer view of these issues and represents a first step toward filling such research gap. A systematic literature review and a synthesis of high-quality contributions with a focus on a general overview of research on OI and IAs in OI processes have been carried out. By critically evaluating the current body of literature and definitions, we have moved a step further toward comprehending the multiple facets of existing research and highlight several promising areas for future development. In particular, we have analyzed the role of IAs in OI practices by selecting a synthesis and a critical review of their different exploitations. We have combined multiple algorithms to produce a clear topical taxonomy of the multiple strands of research lying at the interface of OI and IAs.  相似文献   

Dosuperior teachers employ systematic instructional planning procedures? A descriptive study     

Andrea C. Young  Robert A. Reiser  Walter Dick 《Educational technology research and development : ETR & D》1998,46(2):65-78

The purpose of this study was to examine the extent to which a group of superior elementary and secondary school teachers employed systematic instructional planning practices. The research method employed was a multicase design in which nine teachers (five secondary and four elementary) from a single school district were studied. Qualitative data in the form of written surveys and face-to-face interviews were collected and analyzed. Results revealed that most of the teachers' planning activities centered around six types of decisions. When the teachers' planning activities were compared with a systematic approach to instructional planning, the two approaches were found to be different in several important ways: the teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives. Implications for teaching preservice teachers about systematic planning are discussed. The authors would like to thank the nine teachers who participated in this study, and Julia O'Brien, who helped to conduct it.  相似文献   

The Integration of Preservice Teachers’ Naive and Informed Beliefs about Learning and Teaching     

Joanne Brownlee  Barry Dart  Gillian Boulton‐Lewis  Andrea McCrindle 《Asia-Pacific Journal of Teacher Education》1998,26(2):107-120

Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students’ journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge.  相似文献   

How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence     

Julia A. Leonard  Andrea Garcia  Laura E. Schulz 《Child development》2020,91(4):1254-1271

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.  相似文献   

Assessing the Impact of a Ceremony in Honor of the Body Donors in the Development of Ethical and Humanistic Attitudes among Medical Students     

Andrea Oxley da Rocha  Joao Lins Maués  Gabriel Antônio Flores Chies  Ana Paula da Silva 《Anatomical sciences education》2020,13(4):467-474

Activities related to body donation programs, such as donor memorial ceremonies, provide the opportunity to complement student training, especially with regard to the ethical and humanistic elements involved in medical training. This study sought to assess the impact of a ceremony in honor of the body donors has on ethical and humanistic attitudes in medical students. Medical students were surveyed about their perceptions of changes in themselves, respect for donors and donor families, and their relationship with patients. The effect of the students' contact with the family of the donor was analyzed in students who had contact with the cadaver in the dissection room and had either participated or not participated in the donor memorial ceremony. A total of 370 questionnaires were answered by first-, second-, and third-year medical students at the Federal University of Health Sciences of Porto Alegre in 2017. The students who participated in the ceremony presented more positive responses in relation to commitment to their studies, reflection on death, and positive development of empathy when compared to those who did not attend the ceremony. Most of the students that attended the ceremony suggested the event led to an improvement in the doctor–patient relationship. These results suggest that cadaver dissection with accompanied memorial ceremony involving contact with donor families is an effective means of fostering ethical and humanistic attitudes among medical students from the beginning of the course.  相似文献   

Antecedents and Consequences of Coaching Behavior     

Andrea D. Ellinger 《Performance Improvement Quarterly》2003,16(1):5-28

Proponents of the learning organization acknowledge that leaders and managers must assume roles as coaches in organizations that aspire to become learning organizations. The concept of the manager as coach is becoming increasingly popular as a way to facilitate learning and improve employee performance. Yet, despite the research that has been done on coaching, studies generally focus on characteristics of good coaches, requisite coaching skills, and employees' perceptions of the improvement in managers' coaching skills following such training programs. This article describes some of the findings from a larger qualitative critical incident study. Specifically, the triggers for coaching and the outcomes of coaching interventions for the individual employee, manager, and organization are examined and reported here. This study identifies gaps and discrepancies, political, and developmental issues as the primary triggers for coaching. Additionally, this study suggests that managers' commitment to coaching has the potential to impact performance at the individual employee, manager, and organizational level.  相似文献