Published: Jan 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJCSSA.20180101.pre
Volume 6
Susan Ferebee, Mansureh Kebritchi
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MLA
Ferebee, Susan, and Mansureh Kebritchi. "Special Issue on Transforming Learning with Smart Technology." IJCSSA vol.6, no.1 2018: pp.5-6. http://doi.org/10.4018/IJCSSA.20180101.pre
APA
Ferebee, S. & Kebritchi, M. (2018). Special Issue on Transforming Learning with Smart Technology. International Journal of Conceptual Structures and Smart Applications (IJCSSA), 6(1), 5-6. http://doi.org/10.4018/IJCSSA.20180101.pre
Chicago
Ferebee, Susan, and Mansureh Kebritchi. "Special Issue on Transforming Learning with Smart Technology," International Journal of Conceptual Structures and Smart Applications (IJCSSA) 6, no.1: 5-6. http://doi.org/10.4018/IJCSSA.20180101.pre
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Published: Jan 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJCSSA.2018010101
Volume 6
James O. Connelly, Paula Miller
The ever-decreasing time between the doubling of knowledge creates a problem for education concerning how to handle information overload. To address this issue, educators must learn to make learning...
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The ever-decreasing time between the doubling of knowledge creates a problem for education concerning how to handle information overload. To address this issue, educators must learn to make learning more effective and more efficient. Currently, there is more to learn and less time in which to learn. Therefore, Smart technology offers a solution: It helps manage cognitive load through the formation of a schema, which helps humans learn more with greater efficiency and greater effectiveness. This can be accomplished by instructional design that makes use of Gagné's conditions of learning and the nine instructional events based on them. These can be brought together through the ADDIE instructional design model. This process is amplified by using Smart instructional technology to create the learning material and to deliver it to the learner. The educational venues for learning include face to face, online, or mobile communication devices. Examples are provided about the conditions of learning, nine instructional events, and the ADDIE Model, which are applied to classical guitar instruction. Further, the elements of Smart technology are presented as a resource for teaching and learning.
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MLA
Connelly, James O., and Paula Miller. "Improving Learning Outcomes for Higher Education Through Smart Technology." IJCSSA vol.6, no.1 2018: pp.1-17. http://doi.org/10.4018/IJCSSA.2018010101
APA
Connelly, J. O. & Miller, P. (2018). Improving Learning Outcomes for Higher Education Through Smart Technology. International Journal of Conceptual Structures and Smart Applications (IJCSSA), 6(1), 1-17. http://doi.org/10.4018/IJCSSA.2018010101
Chicago
Connelly, James O., and Paula Miller. "Improving Learning Outcomes for Higher Education Through Smart Technology," International Journal of Conceptual Structures and Smart Applications (IJCSSA) 6, no.1: 1-17. http://doi.org/10.4018/IJCSSA.2018010101
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Published: Jan 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJCSSA.2018010102
Volume 6
Rhonda Chicone, Tina Marie Burton, Julie A. Huston
There is a high demand for skilled cybersecurity professionals, however, entry-level employees and college graduates often lack the hands-on and real-world experience they need to be successful in...
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There is a high demand for skilled cybersecurity professionals, however, entry-level employees and college graduates often lack the hands-on and real-world experience they need to be successful in the cybersecurity industry. This high demand has led educators to pursue innovative and smart application technologies as a way for students to gain hands-on skills and to practice those skills in a safe and fun environment. Cybergames are now being used by educational institutions and in private and public industry sectors. One popular game in the cybersecurity space is called Capture the Flag (CTF). This study investigates Facebook's CTF platform as a cost-effective learning and assessment tool for undergraduate and graduate cybersecurity adult students for an online university.
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Chicone, Rhonda, et al. "Using Facebook's Open Source Capture the Flag Platform as a Hands-on Learning and Assessment Tool for Cybersecurity Education." IJCSSA vol.6, no.1 2018: pp.18-32. http://doi.org/10.4018/IJCSSA.2018010102
APA
Chicone, R., Burton, T. M., & Huston, J. A. (2018). Using Facebook's Open Source Capture the Flag Platform as a Hands-on Learning and Assessment Tool for Cybersecurity Education. International Journal of Conceptual Structures and Smart Applications (IJCSSA), 6(1), 18-32. http://doi.org/10.4018/IJCSSA.2018010102
Chicago
Chicone, Rhonda, Tina Marie Burton, and Julie A. Huston. "Using Facebook's Open Source Capture the Flag Platform as a Hands-on Learning and Assessment Tool for Cybersecurity Education," International Journal of Conceptual Structures and Smart Applications (IJCSSA) 6, no.1: 18-32. http://doi.org/10.4018/IJCSSA.2018010102
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Published: Jan 1, 2018
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DOI: 10.4018/IJCSSA.2018010103
Volume 6
Dale Crowe, Martin E. LaPierre
Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of...
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Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of using new and emerging technologies to support their learning. Such expectations are due in part to the generational shift from digital immigrant to more students being digital natives, and is particularly true for Gen z/iGen/Centennials (born in 1996 or later). The purpose of the critical review and exploratory case study was to gain insights from 18 instructional designers, information systems professionals, and content/subject matter experts pertaining to the current and future use of virtual/mixed reality technologies for both public and higher education.
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Crowe, Dale, and Martin E. LaPierre. "Virtual/Mixed Reality: Next Generational Users of Instructional Tools for K-12 and Higher Education." IJCSSA vol.6, no.1 2018: pp.33-47. http://doi.org/10.4018/IJCSSA.2018010103
APA
Crowe, D. & LaPierre, M. E. (2018). Virtual/Mixed Reality: Next Generational Users of Instructional Tools for K-12 and Higher Education. International Journal of Conceptual Structures and Smart Applications (IJCSSA), 6(1), 33-47. http://doi.org/10.4018/IJCSSA.2018010103
Chicago
Crowe, Dale, and Martin E. LaPierre. "Virtual/Mixed Reality: Next Generational Users of Instructional Tools for K-12 and Higher Education," International Journal of Conceptual Structures and Smart Applications (IJCSSA) 6, no.1: 33-47. http://doi.org/10.4018/IJCSSA.2018010103
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Published: Jan 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJCSSA.2018010104
Volume 6
Donna M. Rice, John Wilson, Andy Bennetts
A student response system (SRS) with an engaging and interactive curriculum to support 21st -century skills could increase student performance in U.S. schools. This article will include student and...
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A student response system (SRS) with an engaging and interactive curriculum to support 21st -century skills could increase student performance in U.S. schools. This article will include student and teacher feedback to provide educators with possible solutions to poor student performance. Students respond positively to engagement opportunities related to their peers and classroom content. Through data collection and analysis, students learn, become involved, construct individual understanding, and experience real-time digital feedback. Why do many classrooms exclude technology and active learning strategies (ALS) although usage has resulted in great enthusiasm and consistent results? Could student success be facilitated by embedding an SRS and ALS in a standardized curriculum in a Title I middle school leadership classroom? To explore these questions, it is necessary to understand SRS technology and its capabilities, as well as its use in conjunction with an ALS embedded curriculum used in leadership programs.
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Rice, Donna M., et al. "Effectiveness of a Student Response System Supported Curriculum and a Middle School Leadership Program." IJCSSA vol.6, no.1 2018: pp.48-62. http://doi.org/10.4018/IJCSSA.2018010104
APA
Rice, D. M., Wilson, J., & Bennetts, A. (2018). Effectiveness of a Student Response System Supported Curriculum and a Middle School Leadership Program. International Journal of Conceptual Structures and Smart Applications (IJCSSA), 6(1), 48-62. http://doi.org/10.4018/IJCSSA.2018010104
Chicago
Rice, Donna M., John Wilson, and Andy Bennetts. "Effectiveness of a Student Response System Supported Curriculum and a Middle School Leadership Program," International Journal of Conceptual Structures and Smart Applications (IJCSSA) 6, no.1: 48-62. http://doi.org/10.4018/IJCSSA.2018010104
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Published: Jan 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJCSSA.2018010105
Volume 6
James W. Davis
Interactive whiteboards (IWBs) are a key element of smart technology being used in classrooms. The principal concern when using interactive whiteboards in an educational setting is how effectively...
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Interactive whiteboards (IWBs) are a key element of smart technology being used in classrooms. The principal concern when using interactive whiteboards in an educational setting is how effectively IWB's serve the student and the instructor. A key question is whether the high cost of interactive whiteboards is providing enough value to justify the cost. The purpose of this article is to provide a preliminary exploration of the perceptions of students and teachers regarding their use of IWBs. The study also discusses the factor of bias that might influence these perceptions. This study reported preliminary results of what will be a larger report on the full content analysis. However, preliminary results showed wide variance between teacher and student perceptions of interactive whiteboard use that suggests a need for further research.
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