Christine Bombaro (2007) Using audience response technology to teach academic integrity, Reference Services Review Vol. 35 No. 2, 2007 pp. 296-309
Purpose – This paper seeks to explore the successes and challenges associated with teaching first-year students a session on plagiarism avoidance through the use of an audience response system. Design/methodology/approach – An audience response system was used to test first-year students’ knowledge of plagiarism. Quiz questions about academic honesty and plagiarism were administered, and were answered anonymously with hand-held remote control devices. The reporting feature of the technology was used to gather results of the answers to these questions, which will be used to improve the session in future years. Findings – Data gathered from the sessions indicated that this session helped students retain knowledge of plagiarism rules. Comments solicited about the session indicated that the students enjoyed the lesson, that they were better able to recognize problem areas in their own writing, and that the interactivity kept them focused on the lesson. Research limitations/implications – The session will have to be repeated over a number of years to determine whether there is a link between it and the number of plagiarism incidents on campus. Practical implications – This paper provides a practical and relatively inexpensive approach for teaching academic integrity to large groups of students.
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Carrie James with Katie Davis, Andrea Flores, John M. Francis (2008) Young people, ethics, and the new digital media: A synthesis from the GoodPlay Project, White paper for the MacArthur Foundation Digital Media & Learning Initiative, The MIT Press Cambridge, Massachusetts
In late 2006, our research team at Harvard Project Zero launched a three-year project funded by the MacArthur Foundation. The goals of the GoodPlay Project are twofold—(1) to investigate the ethical contours of the new digital media and (2) to create interventions to promote ethical thinking and, ideally, conduct. In the first year of the project, we conducted background research to determine the state of knowledge about digital ethics and youth and to prepare ourselves for our empirical study. This report describes our thinking in advance of beginning our empirical work. We expect to revisit the framework and arguments that are presented here after our empirical study is complete.
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Adam N. Joinson, Ulf-Dietrich Reips, Tom Buchanan, Carina B. Paine Schofield (2008) Privacy, Trust and Self-Disclosure, in press, human-computer interaction
Despite increased concern about the privacy threat posed by new technology and the Internet, there is relatively little evidence that people’s privacy concerns translate to privacy-enhancing behaviors while online. In Study 1, measures of privacy concern are collected, followed six weeks later by a request for intrusive personal information alongside measures of trust in the requestor and perceived privacy related to the specific request (n= 759). Participants’ dispositional privacy concerns, as well as their level of trust in the requestor and perceived privacy during the interaction, predicted whether or not they acceded to the request for personal information, although the impact of perceived privacy was mediated by trust. In Study 2, privacy and trust were experimentally manipulated, and disclosure measured (n=180). The results indicated that privacy and trust at a situational level interact such that high trust compensates for low privacy, and vice versa. Implications for understanding the links between privacy attitudes, trust, design and actual behavior, are discussed.
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(2010). Educational Research and Innovation Inspired by Technology, Driven by Pedagogy: A Systemic Approach to Technology-Based School Innovations. SourceOECD Education Skills, 2010(27), 164. OECD – Organisation for Economic Co-operation and Development
This report highlights key issues to facilitate understanding of how a systemic approach to technology-based school innovations can contribute to quality education for all while promoting a more equal and effective education system. It focuses on the novel concept of systemic innovation, as well as presenting the emerging opportunities to generate innovations that stem from Web 2.0 and the important investments and efforts that have gone into the development and promotion of digital resources. It also shows alternative ways to monitor, assess and scale up technology-based innovations. Some country cases, as well as fresh and alternative research frameworks, are presented.Today, sufficient return on public investments in education and the ability to innovate are more important than ever. This was the conclusion of the international conference on “The School of Tomorrow, Today” organised by the OECD Centre for Educational Research and Innovation with the support of the Secretariat of Education of the State Santa Catarina (Brazil), in November 2009. The conference and this resulting report share the overall goal of addressing the issue of how education systems achieve technology-based innovations.
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Cox, S., & Graham, C. (2009). An elaborated model of the TPACK framework. Proceedings of Society for Information Technology Teacher Education International Conference 2009 (pp. 4042-4049). AACE
The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what each construct in the framework means. A review of the research surrounding TPACK shows that there are still widely differing perceptions regarding how to operationalize the TPACK constructs and define boundaries between them. This paper reports on a conceptual analysis that was done to clarify construct definitions and boundaries in the TPACK framework. The research review and interviews with leading researchers have helped the authors to create an elaborated TPACK framework with case examples that further articulates the TPACK constructs and boundaries between them. The authors also suggest directions for future TPACK research.
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K A I T L I N LOUNSBURY , KIMBE R LY J . MI TCHE L L & DAVID F I N K E LHOR (2011) The True Prevalence of Sexting, University of New Hampshire
This factsheet presents and critiques the findings of recent studies estimating the prevalence of youth “sexting.” The authors contend that research findings to date have been inconsistent and many widely‐publicized studies have been flawed in their design. It is difficult to compare findings and draw clear conclusions due to inconsistent terminology between studies and the inclusion of material not of primary concern to the public and law enforcement, such as text‐only messages, images of adults, or images of youth that do not constitute child pornography under legal statutes. These findings are then often reported in distorted or exaggerated ways by the media, leading to public misperception. The authors present a number of suggestions to future researchers and to journalists wishing to cite statistics on sexting.
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Keengwe, J., Kidd, T., & Kyei-Blankson, L. (2008). Faculty and Technology: Implications for Faculty Training and Technology Leadership. Journal of Science Education and Technology, 18(1), 23-28.
The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identi ed themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identi ed Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning
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