Pub Date : 2014-12-06DOI: 10.4301/S1807-17752014000300005
Gislaine dos Santos Teixeira, E. Maccari
A common concern in institutions of higher education is to keep its former students involved with academic activities. It is a consensus that one of the most valuable assets of universities is their alumni, given that their accomplishments ensures more visibility to the university. In recent years, universities have encouraged a movement toward the establishment of alumni associations, as they provide networking opportunities and contact between the university and the alumni or among the alumni. An association that seeks membership and participation of its alumni should invest in the development of an attractive portal. In this sense, this research aims to analyze the portal of alumni associations of well-ranked universities, using a benchmarking process and a creative technique called SCAMPER. We also present a portal prototype that meets the current needs of the market.
{"title":"Proposition of an Alumni Portal Based on Benchmarking and Innovative Process","authors":"Gislaine dos Santos Teixeira, E. Maccari","doi":"10.4301/S1807-17752014000300005","DOIUrl":"https://doi.org/10.4301/S1807-17752014000300005","url":null,"abstract":"A common concern in institutions of higher education is to keep its former students involved with academic activities. It is a consensus that one of the most valuable assets of universities is their alumni, given that their accomplishments ensures more visibility to the university. In recent years, universities have encouraged a movement toward the establishment of alumni associations, as they provide networking opportunities and contact between the university and the alumni or among the alumni. An association that seeks membership and participation of its alumni should invest in the development of an attractive portal. In this sense, this research aims to analyze the portal of alumni associations of well-ranked universities, using a benchmarking process and a creative technique called SCAMPER. We also present a portal prototype that meets the current needs of the market.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116813273","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}
Related literature indicates that the technology has an important role and great potential in foreign language learning and affects learning process significantly. While a broad range of technologies may support teaching, this digest will examine those technologies involved in computer and Internet use for purposes of FL instruction and learning. The aim of this study is to introduce some important effects of technology such as internet and computer as useful tools in enhancing second language learning by mentioning briefly some advantages and disadvantages of them. The results show that EFL learners have positive attitudes towards the technology. It was implicated that positive attitudes would contribute to foreign language learning via the technology after overcoming some potential problems and disadvantages.
{"title":"The Effects of Technology-Enhanced on Second Language Learning","authors":"Dr Roya Zamani","doi":"10.2139/ssrn.2526135","DOIUrl":"https://doi.org/10.2139/ssrn.2526135","url":null,"abstract":"Related literature indicates that the technology has an important role and great potential in foreign language learning and affects learning process significantly. While a broad range of technologies may support teaching, this digest will examine those technologies involved in computer and Internet use for purposes of FL instruction and learning. The aim of this study is to introduce some important effects of technology such as internet and computer as useful tools in enhancing second language learning by mentioning briefly some advantages and disadvantages of them. The results show that EFL learners have positive attitudes towards the technology. It was implicated that positive attitudes would contribute to foreign language learning via the technology after overcoming some potential problems and disadvantages.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129050952","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}
The paper investigates the dual effect of innovation on employment and skill upgrading in manufacturing and service industries. Based on the Harrison et al (2008) approach and using four waves of CIS data for the period 2004-2010 for 23 European countries, we find that product innovation has a consistent positive effect on employment growth. This effect is similar for manufacturing and service industries. Process innovations are found to exhibit labor displacement effects for manufacturing, but no negative effects for service industries, while organizational and marketing innovations reveal a consistent positive impact on employment. We also study the impact of innovation on skill upgrading and find that increasing the share of firms engaged in process innovation by 10 percent will lead to an increase in share of high skilled labor by 2 percent, while increasing the share of firms engaged in organizational and marketing innovation by 10 percent will lead to an increase in share of high skilled labor by 4 percent and an increase in share of scientific workers by 2 percent. These effects of innovation on demand for skilled labor are, however, limited mainly to manufacturing sector, while in service industries these effects are lower by some 60 to 80 percent. Finally, we also control for the impact of Chinese import penetration and find no significant impact on employment growth, but find a strong positive impact on skill upgrading. Our results indicate that increasing the share of Chinese imports in total imports by 10 per cent leads to an increase in share of high skilled labor by 2 percent. These findings are consistent with the "trapped factor" model of innovation developed by Bloom et al (2011).
{"title":"Impact of Innovation on Employment and Skill Upgrading","authors":"J. Damijan, Črt Kostevc, M. Stare","doi":"10.2139/ssrn.2552421","DOIUrl":"https://doi.org/10.2139/ssrn.2552421","url":null,"abstract":"The paper investigates the dual effect of innovation on employment and skill upgrading in manufacturing and service industries. Based on the Harrison et al (2008) approach and using four waves of CIS data for the period 2004-2010 for 23 European countries, we find that product innovation has a consistent positive effect on employment growth. This effect is similar for manufacturing and service industries. Process innovations are found to exhibit labor displacement effects for manufacturing, but no negative effects for service industries, while organizational and marketing innovations reveal a consistent positive impact on employment. We also study the impact of innovation on skill upgrading and find that increasing the share of firms engaged in process innovation by 10 percent will lead to an increase in share of high skilled labor by 2 percent, while increasing the share of firms engaged in organizational and marketing innovation by 10 percent will lead to an increase in share of high skilled labor by 4 percent and an increase in share of scientific workers by 2 percent. These effects of innovation on demand for skilled labor are, however, limited mainly to manufacturing sector, while in service industries these effects are lower by some 60 to 80 percent. Finally, we also control for the impact of Chinese import penetration and find no significant impact on employment growth, but find a strong positive impact on skill upgrading. Our results indicate that increasing the share of Chinese imports in total imports by 10 per cent leads to an increase in share of high skilled labor by 2 percent. These findings are consistent with the \"trapped factor\" model of innovation developed by Bloom et al (2011).","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130833582","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}
In spite of targeted efforts to expand diversity in the engineering workforce, only marginal improvements have been made in diversifying engineering education. Today, the majority of students who enroll and graduate with a bachelor’s degree in engineering are white males. To meet the quantity and quality of engineers the nation needs, educators need to do two things. First, they must “tap all talent”, that is, attract a broad group of individuals who are presently under-represented in engineering. Second, educators must restructure engineering education so that students experience early in their training what engineers do on a daily basis. Because over forty percent of all four-year engineering graduates began their introductory studies in the community college, pre-baccalaureate preparation has drawn close attention. Women, racial/ethnic minorities, and low income students are well-represented in community colleges, but only a small number of these populations graduate with associate’s degrees in engineering and engineering technologies. Research has shown that an interest in engineering as a career impacts persistence. Yet women and other underrepresented students are less likely than their white male peers to have been socialized to do hands-on activities or encouraged to use toys, tools, or gadgets that might promote their interest in engineering.First generation and low income community college students are underrepresented in engineering because they face barriers to entering and completing an engineering degree in four-year colleges. Research indicates that the majority of engineering students come from at least a middle-class background. Thus, for first-generation and economically disadvantaged students class is an obstacle because they lack the middle-class cultural capital needed to succeed academically.The research question for this study is the following: What is the role of problem-oriented pedagogical strategies in developing the professional identity and technical capital among community college students in advanced technological education? In this paper, we argue that lack of cultural capital can be mitigated by helping community college students acquire a professional identity. Furthermore, in addition to cultural capital, we argue that success in technology and engineering education also requires technical capital, which is experience with “tinkering,” manipulating tools, doing hands-on work, and knowing the process of solving problems that require technical solutions. Thus, we argue that to increase diversity in technology and engineering education and careers, programs should help students acquire a professional identity as well as technical capital. To understand how students might acquire a professional identity as well as technical capital, this study investigated the perspectives of students enrolled in a technician level engineering program that incorporated well-structured and ill-structured problems at a community colle
{"title":"Building Technical Capital in Community College Technology Education","authors":"Armineh Noravian, Patricia Irvine","doi":"10.2139/ssrn.2456884","DOIUrl":"https://doi.org/10.2139/ssrn.2456884","url":null,"abstract":"In spite of targeted efforts to expand diversity in the engineering workforce, only marginal improvements have been made in diversifying engineering education. Today, the majority of students who enroll and graduate with a bachelor’s degree in engineering are white males. To meet the quantity and quality of engineers the nation needs, educators need to do two things. First, they must “tap all talent”, that is, attract a broad group of individuals who are presently under-represented in engineering. Second, educators must restructure engineering education so that students experience early in their training what engineers do on a daily basis. Because over forty percent of all four-year engineering graduates began their introductory studies in the community college, pre-baccalaureate preparation has drawn close attention. Women, racial/ethnic minorities, and low income students are well-represented in community colleges, but only a small number of these populations graduate with associate’s degrees in engineering and engineering technologies. Research has shown that an interest in engineering as a career impacts persistence. Yet women and other underrepresented students are less likely than their white male peers to have been socialized to do hands-on activities or encouraged to use toys, tools, or gadgets that might promote their interest in engineering.First generation and low income community college students are underrepresented in engineering because they face barriers to entering and completing an engineering degree in four-year colleges. Research indicates that the majority of engineering students come from at least a middle-class background. Thus, for first-generation and economically disadvantaged students class is an obstacle because they lack the middle-class cultural capital needed to succeed academically.The research question for this study is the following: What is the role of problem-oriented pedagogical strategies in developing the professional identity and technical capital among community college students in advanced technological education? In this paper, we argue that lack of cultural capital can be mitigated by helping community college students acquire a professional identity. Furthermore, in addition to cultural capital, we argue that success in technology and engineering education also requires technical capital, which is experience with “tinkering,” manipulating tools, doing hands-on work, and knowing the process of solving problems that require technical solutions. Thus, we argue that to increase diversity in technology and engineering education and careers, programs should help students acquire a professional identity as well as technical capital. To understand how students might acquire a professional identity as well as technical capital, this study investigated the perspectives of students enrolled in a technician level engineering program that incorporated well-structured and ill-structured problems at a community colle","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124551323","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}
Christopher Ksoll, J. Aker, Darien Miller, Karla Perez-Mendoza, S. Smalley
Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ self-esteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults.
{"title":"Learning Without Teachers? A Randomized Experiment of a Mobile Phone-Based Adult Education Program in Los Angeles","authors":"Christopher Ksoll, J. Aker, Darien Miller, Karla Perez-Mendoza, S. Smalley","doi":"10.2139/ssrn.2458145","DOIUrl":"https://doi.org/10.2139/ssrn.2458145","url":null,"abstract":"Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ self-esteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124888545","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}
This article reconstructs the activity of the 'Alexander Yakushev school', a scholarly movement whose representatives over the last 20 years have studied the history of awarding academic degrees in the Russian Empire, the USSR and the Russian Federation. The causes of this school's emergence, its research areas are analyzed, and its achievements are evaluated. The article also assesses the reform plan for the thesis review procedure which Yakushev suggested after the Higher Attestation Commission (VAK) refused to confirm the higher doctorate in law he had been awarded
{"title":"The Academic Study in the 1990s and 2000s of the History and Practice of Awarding Academic Degrees and Titles in Russia","authors":"K. Ilina","doi":"10.2139/SSRN.2428172","DOIUrl":"https://doi.org/10.2139/SSRN.2428172","url":null,"abstract":"This article reconstructs the activity of the 'Alexander Yakushev school', a scholarly movement whose representatives over the last 20 years have studied the history of awarding academic degrees in the Russian Empire, the USSR and the Russian Federation. The causes of this school's emergence, its research areas are analyzed, and its achievements are evaluated. The article also assesses the reform plan for the thesis review procedure which Yakushev suggested after the Higher Attestation Commission (VAK) refused to confirm the higher doctorate in law he had been awarded","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124227845","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}
Russian Abstract: В работе рассматриваются теоретические подходы к управлению инновациями и созданию образовательной среды как ключевого условия инновационного развития российских компаний. Особое внимание в данной работе уделено исследованию современных практик и детерминант инновационного развития современных компаний. English Abstract: This work devoted to the theoretical approach to innovation management and development of educational environment as key condition for innovation development in Russian companies. Special attention is given to the study of modern practices and determinants of innovation development of modern companies.
{"title":"Создание Образовательной Среды Как У�?ловие Инновационного Развити�? Отече�?твенных Компаний (Development of Educational Environment as a Condition of Innovation Development of Domestic Companies)","authors":"N. Karpova, E. Yakhontova","doi":"10.2139/SSRN.2430274","DOIUrl":"https://doi.org/10.2139/SSRN.2430274","url":null,"abstract":"Russian Abstract: В работе рассматриваются теоретические подходы к управлению инновациями и созданию образовательной среды как ключевого условия инновационного развития российских компаний. Особое внимание в данной работе уделено исследованию современных практик и детерминант инновационного развития современных компаний. English Abstract: This work devoted to the theoretical approach to innovation management and development of educational environment as key condition for innovation development in Russian companies. Special attention is given to the study of modern practices and determinants of innovation development of modern companies.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115059986","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}
The purposes are to compare the pre-service and in-service teachers on the definition of critical thinking, to investigate the perception of in-service science teachers on critical thinking and to explore the effectiveness of SBA to cultivate and enhance critical thinking skill in students. Two science teachers were interviewed and a few themes have emerged from the data which suggested that the KSSR is viewed as positive to the teachers. However, there are still some challenges of KSSR which mainly concerned on keeping the students’ assessment records.
{"title":"The Exploration of School-Based Assessment (SBA) on Critical Thinking Skills in Science Subject of Malaysian Primary School Students","authors":"W. Kamarulzaman","doi":"10.2139/ssrn.2394392","DOIUrl":"https://doi.org/10.2139/ssrn.2394392","url":null,"abstract":"The purposes are to compare the pre-service and in-service teachers on the definition of critical thinking, to investigate the perception of in-service science teachers on critical thinking and to explore the effectiveness of SBA to cultivate and enhance critical thinking skill in students. Two science teachers were interviewed and a few themes have emerged from the data which suggested that the KSSR is viewed as positive to the teachers. However, there are still some challenges of KSSR which mainly concerned on keeping the students’ assessment records.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122033138","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}
Alicia Solow-Niederman, Leah A. Plunkett, Urs Gasser
This report offers recommended next steps and prioritizes open issues in the K-12 edtech space, with a special emphasis on two topics: (1) law and policy and (2) norms, values, attitudes, and practices, as well as an overarching eye to opportunities for collaboration. It builds from and reflects upon a conversation co-organized by the the Berkman Center for Internet & Society’s Student Privacy Initiative and the Consortium for School Networking, at which policymakers and educational technology thought leaders came together to emphasize the view “on the ground” as seen from the district level and identify specific resources for potential inclusion in a toolkit for diverse stakeholders considering the adoption and impact of cloud technologies in K-12 educational contexts.The results of this conversation, synthesized in the body of this report, reflect considerable consensus around the main areas in need of attention in the dynamic edtech landscape, as well as how best to approach such work. A number of organizations and educational entities are already independently developing content and adopting processes around cloud technology in K-12 contexts to both support learning innovations and protect student privacy. Likely next steps — via independent efforts and ongoing collaboration among interested stakeholders — center on education, communication, and the creation and dissemination of general guidance documents and other similar resources that could support the development of shared good practices. Empirical data, current school and district policies and practices, legal and policy considerations, and technological developments should inform many of these efforts, and some open issues may require additional research, regulation, and/or coordination across parties to resolve. One particularly central process question moving forward involves the best mode(s) of multi-stakeholder collaboration and communications.
{"title":"Student Privacy and Cloud Computing at the District Level: Next Steps and Key Issues","authors":"Alicia Solow-Niederman, Leah A. Plunkett, Urs Gasser","doi":"10.2139/SSRN.2378568","DOIUrl":"https://doi.org/10.2139/SSRN.2378568","url":null,"abstract":"This report offers recommended next steps and prioritizes open issues in the K-12 edtech space, with a special emphasis on two topics: (1) law and policy and (2) norms, values, attitudes, and practices, as well as an overarching eye to opportunities for collaboration. It builds from and reflects upon a conversation co-organized by the the Berkman Center for Internet & Society’s Student Privacy Initiative and the Consortium for School Networking, at which policymakers and educational technology thought leaders came together to emphasize the view “on the ground” as seen from the district level and identify specific resources for potential inclusion in a toolkit for diverse stakeholders considering the adoption and impact of cloud technologies in K-12 educational contexts.The results of this conversation, synthesized in the body of this report, reflect considerable consensus around the main areas in need of attention in the dynamic edtech landscape, as well as how best to approach such work. A number of organizations and educational entities are already independently developing content and adopting processes around cloud technology in K-12 contexts to both support learning innovations and protect student privacy. Likely next steps — via independent efforts and ongoing collaboration among interested stakeholders — center on education, communication, and the creation and dissemination of general guidance documents and other similar resources that could support the development of shared good practices. Empirical data, current school and district policies and practices, legal and policy considerations, and technological developments should inform many of these efforts, and some open issues may require additional research, regulation, and/or coordination across parties to resolve. One particularly central process question moving forward involves the best mode(s) of multi-stakeholder collaboration and communications.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128389669","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}
This paper analyzes the effects of increased shared computer access in secondary schools in Peru. Administrative data are used to identify, through propensity-score matching, two groups of schools with similar observable educational inputs but different intensity in computer access. Extensive primary data collected from the 202 matched schools are used to determine whether increased shared computer access at schools affects digital skills and academic achievement. Results suggest that small increases in shared computer access, one more computer per 40 students, can produce large increases in digital skills (0.3 standard deviations). No effects are found on test scores in Math and Language.
{"title":"The Effects of Shared School Technology Access on Students Digital Skills in Peru","authors":"Germán Bet, Julian Cristia, Pablo Ibarraran","doi":"10.2139/ssrn.2376726","DOIUrl":"https://doi.org/10.2139/ssrn.2376726","url":null,"abstract":"This paper analyzes the effects of increased shared computer access in secondary schools in Peru. Administrative data are used to identify, through propensity-score matching, two groups of schools with similar observable educational inputs but different intensity in computer access. Extensive primary data collected from the 202 matched schools are used to determine whether increased shared computer access at schools affects digital skills and academic achievement. Results suggest that small increases in shared computer access, one more computer per 40 students, can produce large increases in digital skills (0.3 standard deviations). No effects are found on test scores in Math and Language.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116158125","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：