Pub Date : 1900-01-01DOI: 10.20472/TEC.2019.007.005
J. Galindo, P. Galindo
The C programming language is widely used in computer and industrial engineering. Because of that, such programming language is also widely used as a language to teach programming to industrial engineering students. In Spain, many universities use this language compulsory in the first year, or even in higher courses. Our experience shows that learning computer programming in four months is an arduous task, but curricula require it. Such learning process is also tough by the fact that many students can not attend classes regularly and, even if they attend, sometimes the class is no longer at the level they require. In this work we develop a series of files in "presentation" format (.ppsx) that allows students to see several explanations about the most complicated programming C topics: functions, arrays, structures, strings, arrays with structures... This multimedia material includes explanations (voice-over), and animations with examples. Students can watch and listen to the explanations whenever they want and wherever they want (tablet, PC, phone?). Surveys made to students reveal that it is also interesting for students who regularly attend classes, and they prefer to use this course material only at home, outside of regular classes.
{"title":"TEACHING COMPUTER PROGRAMMING FOR INDUSTRIAL ENGINEERING WITHOUT TEACHER","authors":"J. Galindo, P. Galindo","doi":"10.20472/TEC.2019.007.005","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.005","url":null,"abstract":"The C programming language is widely used in computer and industrial engineering. Because of that, such programming language is also widely used as a language to teach programming to industrial engineering students. In Spain, many universities use this language compulsory in the first year, or even in higher courses. Our experience shows that learning computer programming in four months is an arduous task, but curricula require it. Such learning process is also tough by the fact that many students can not attend classes regularly and, even if they attend, sometimes the class is no longer at the level they require. In this work we develop a series of files in \"presentation\" format (.ppsx) that allows students to see several explanations about the most complicated programming C topics: functions, arrays, structures, strings, arrays with structures... This multimedia material includes explanations (voice-over), and animations with examples. Students can watch and listen to the explanations whenever they want and wherever they want (tablet, PC, phone?). Surveys made to students reveal that it is also interesting for students who regularly attend classes, and they prefer to use this course material only at home, outside of regular classes.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133841926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20472/TEC.2019.007.007
V. Igbineweka
The paper examined the impact of quota system policy implementation on access to selected federal universities in Nigeria. The need to investigate alleged poor implementation of the quota system in policy prompted the study that was guided by two (2) research questions. A total of 7 out of the 74 public universities (which represent 10 percent) that have the 36 federating units as their catchment areas were purposively selected to constitute the study sample. Similarly, 10 percent of Heads of Academic Departments in the affected universities were randomly chosen to serve as respondents. Documentary evidences and a questionnaire titled: Quota System Policy Implementation and Access to University Education Questionnaire (QUOSIAQUE) were used to collect data for the study. The data collected were descriptively analysed using means and percentages. Based on the results of analysis, it was recommended among others that university management should be effectively supervised to ensure that the quota system policy be adopted in the processes of admission. This will ensure that applicants from all parts of the federating units are admitted in federal universities.
{"title":"LEVEL OF QUOTA SYSTEM POLICY IMPLEMENTATION AND ACCESS TO FEDERAL UNIVERSITIES IN NIGERIA","authors":"V. Igbineweka","doi":"10.20472/TEC.2019.007.007","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.007","url":null,"abstract":"The paper examined the impact of quota system policy implementation on access to selected federal universities in Nigeria. The need to investigate alleged poor implementation of the quota system in policy prompted the study that was guided by two (2) research questions. A total of 7 out of the 74 public universities (which represent 10 percent) that have the 36 federating units as their catchment areas were purposively selected to constitute the study sample. Similarly, 10 percent of Heads of Academic Departments in the affected universities were randomly chosen to serve as respondents. Documentary evidences and a questionnaire titled: Quota System Policy Implementation and Access to University Education Questionnaire (QUOSIAQUE) were used to collect data for the study. The data collected were descriptively analysed using means and percentages. Based on the results of analysis, it was recommended among others that university management should be effectively supervised to ensure that the quota system policy be adopted in the processes of admission. This will ensure that applicants from all parts of the federating units are admitted in federal universities.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129750300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20472/TEC.2019.007.003
Emir Omer Emre
Inclusive education has become increasingly valued every year over the past decade within the implementation of education. Regarding this, the training situations of Teaching Assistants (TAs) is gaining more importance when working with pupils with SEND (special educational needs and disabilities) in mainstream education classrooms. This proposed study is an exploration of the training factors that influence the role of TAs when teaching students with SEND in mainstream classrooms in England during their one-year training. I will adopt an interpretivist approach, using a multiple case study design to explore the degree of relationship between the training factors and the role implementation of TAs when teaching pupils with SEND in mainstream classrooms in England during an eight-month period. This proposed multi-method study will feature 12 case studies, and each of those case studies will involve a trainee TA. By using the semi-structured interview and non-participant observation methods for each of the case studies, through this proposed study I am seeking to make a meaningful contribution to educational knowledge in different ways. My aim is to increase the understanding of the influence level of training on TAs? personal knowledge and professional skills. This should further our understanding of the connection between TAs? training and the quality, nature and differentiation of education in the classroom. I am also seeking to find out whether there is a gap between the training of TAs and the role requirements of TAs, regarding the teaching of students with SEND in mainstream classrooms.
{"title":"THE TRAINING PROCESS OF TEACHING ASSISTANTS WHO MOSTLY TEACH PUPILS WITH SEND IN MAINSTREAM CLASSROOMS","authors":"Emir Omer Emre","doi":"10.20472/TEC.2019.007.003","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.003","url":null,"abstract":"Inclusive education has become increasingly valued every year over the past decade within the implementation of education. Regarding this, the training situations of Teaching Assistants (TAs) is gaining more importance when working with pupils with SEND (special educational needs and disabilities) in mainstream education classrooms. This proposed study is an exploration of the training factors that influence the role of TAs when teaching students with SEND in mainstream classrooms in England during their one-year training. I will adopt an interpretivist approach, using a multiple case study design to explore the degree of relationship between the training factors and the role implementation of TAs when teaching pupils with SEND in mainstream classrooms in England during an eight-month period. This proposed multi-method study will feature 12 case studies, and each of those case studies will involve a trainee TA. By using the semi-structured interview and non-participant observation methods for each of the case studies, through this proposed study I am seeking to make a meaningful contribution to educational knowledge in different ways. My aim is to increase the understanding of the influence level of training on TAs? personal knowledge and professional skills. This should further our understanding of the connection between TAs? training and the quality, nature and differentiation of education in the classroom. I am also seeking to find out whether there is a gap between the training of TAs and the role requirements of TAs, regarding the teaching of students with SEND in mainstream classrooms.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"584 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122843962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20472/tec.2019.007.001
Mohamad Adning, Diana Sari Dj, Kulsum Nur Hayati
This study examined senior teachers and junior teachers at primary school to show their mobile phone activity level among teacher working group in Lampung Province in 5 districts. The category of junior teachers are teachers whom are under 32 years (246 teachers) and senior teachers are categorised among teachers whom are over 50 years (304 teachers) and the total respondent is 550 teachers. There are two main elements of this research. Firstly, there is perception on the activity on junior teachers and senior teachers in primary school in teacher working group in Lampung Province. The research found that senior teachers are more active and care about being a part of teacher working group as compared to junior teachers, but both of them said that teacher working group helps them to improve their competencies. Secondly, there is a perception of the activity by junior teachers and senior teachers in the mobile phone group chat in the teacher working group. The result indicates that the junior teachers perceive themselves as experts (63% of the respondents) in using mobile phone, higher than senior teachers (23%). The result has also found that not all junior teachers were engaged in the group chat in teacher working group (72%), and the same pattern was seen among senior teachers as only 75% of them were engaged in group chat. There is a different perception of activity between junior teachers and senior teacher in collaborative learning through the mobile phone in teacher working group based on t-test with an independent sample test. The data indicates (2 tailed) 0.011 compare to the table
{"title":"TEACHER PERCEPTION USING THE MOBILE PHONE IN THE TEACHER WORKING GROUP; AGE MATTERS","authors":"Mohamad Adning, Diana Sari Dj, Kulsum Nur Hayati","doi":"10.20472/tec.2019.007.001","DOIUrl":"https://doi.org/10.20472/tec.2019.007.001","url":null,"abstract":"This study examined senior teachers and junior teachers at primary school to show their mobile phone activity level among teacher working group in Lampung Province in 5 districts. The category of junior teachers are teachers whom are under 32 years (246 teachers) and senior teachers are categorised among teachers whom are over 50 years (304 teachers) and the total respondent is 550 teachers. There are two main elements of this research. Firstly, there is perception on the activity on junior teachers and senior teachers in primary school in teacher working group in Lampung Province. The research found that senior teachers are more active and care about being a part of teacher working group as compared to junior teachers, but both of them said that teacher working group helps them to improve their competencies. Secondly, there is a perception of the activity by junior teachers and senior teachers in the mobile phone group chat in the teacher working group. The result indicates that the junior teachers perceive themselves as experts (63% of the respondents) in using mobile phone, higher than senior teachers (23%). The result has also found that not all junior teachers were engaged in the group chat in teacher working group (72%), and the same pattern was seen among senior teachers as only 75% of them were engaged in group chat. There is a different perception of activity between junior teachers and senior teacher in collaborative learning through the mobile phone in teacher working group based on t-test with an independent sample test. The data indicates (2 tailed) 0.011 compare to the table","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126984489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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