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The purpose of this study was to examine the direct and indirect effects of teachers' individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting technology integration and the relationships between the factors.

People are constantly changing the land surface through construction, agriculture, energy production, and other activities. Changes both in how land is used by people (land use) and in the vegetation, rock, buildings, and other physical material that cover the Earth's surface (land cover) can be described and future land change can be projected using land-change models (LCMs). LCMs are a key means for understanding how humans are reshaping the Earth's surface in the past and present, for forecasting future landscape conditions, and for developing policies to manage our use of resources and the environment at scales ranging from an individual parcel of land in a city to vast expanses of forests around the world. Advancing Land Change Modeling: Opportunities and Research Requirements describes various LCM approaches, suggests guidance for their appropriate application, and makes recommendations to improve the integration of observation strategies into the models. This report provides a summary and evaluation of several modeling approaches, and their theoretical and empirical underpinnings, relative to complex land-change dynamics and processes, and identifies several opportunities for further advancing the science, data, and cyberinfrastructure involved in the LCM enterprise. Because of the numerous models available, the report focuses on describing the categories of approaches used along with selected examples, rather than providing a review of specific models. Additionally, because all modeling approaches have relative strengths and weaknesses, the report compares these relative to different purposes. Advancing Land Change Modeling's recommendations for assessment of future data and research needs will enable model outputs to better assist the science, policy, and decisionsupport communities.

Today's children grow up surrounded by computers. They observe them, interact with them and, as a consequence, start forming conceptions of how they work and what they can do. Any constructivist approach to learning requires that we gain an understanding of such preconceived ideas and beliefs in order to use computers as learning tools in an effective and informed manner. In this paper, we present five such conceptions that children reportedly form about computers, based on an interdisciplinary literature review. We then evaluate how persistent these conceptions appear to be over time and in light of new technological developments. Finally, we discuss the relevance and implications of our findings for education in the contexts of conceptual pluralism and conceptual categorisation.

This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers ( N  = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level.

Communications studies and psychology offer analytical and methodological tools that when combined have the potential to bring novel perspectives on human interaction with technologies. In this study of children using simple and complex mathematics applications on tablet computers, cognitive load theory is used to answer the question: how successful are tablet computer educational applications at directing children's attention towards intrinsic and germane content? An eye tracker collected gaze data and cognitive tasks were performed to assess memory and attention. The results show that simple applications are able to direct a child's attention to intrinsic and germane content, regardless of the child's cognitive ability. Children assessed as high executive functioning found the germane content of the complex applications helpful whereas children assessed as lower executive functioning did not take advantage of the germane content. Claims that the cognitive structure of the individual is intimately linked to the forms or systems of communication used were partially supported. The research showed that tablet computers and their applications offer a learning experience that appears to be inherently highly interactive-thereby introducing challenges to the cognitive load of children as users.

This study aimed to investigate the use of learning management systems (LMSs) in higher education institutions to analyze factors affecting usage behavior. The participants were 584 students and 42 teachers from various disciplines in higher education institutions in Thailand who used LMSs at different levels including discontinued users. Data were analyzed based on the technology acceptance model (TAM) using partial least squares structural equation modeling (PLS-SEM). Results indicated that perceived resource (within the information system concept), job relevance, and subjective norms were good predictors of LMS usage. Perceived resource had the most substantial influence on usage behavior, while the influence of voluntariness was found to be insignificant. The model revealed different perceptions between students and teachers with regard to LMS usage. High levels of confidence were shown due to variations in the samples, with Cronbach’s alpha values between .728 and .979.

Taking good notes is linked to success in college. However, increased use of computers to take notes necessitates reconsideration of the linkages between note-taking and learning. One difficulty is disentangling the latent student characteristics that may correlate with computer use from the actual effect of computer note-taking on information retention. The authors employ a within-subject, random control experiment to distinguish whether the commonly perceived negative correlation between digital note-taking and performance is due to the note-taking process itself, or is instead due to the characteristics of students who choose to use computers. Their findings suggest that digital note-taking does not have a statistically meaningful impact on student performance; rather, the problem likely lies in the students' choice to use the computer.

Background The prolonged head forward and neck flexion posture associated with tablet computer use is a known risk factor for neck pain. Neck pain related dysfunction may cause proprioceptive errors and deficits in balance control. Thus, this study aimed to investigate the impact of prolonged tablet computer use with head forward and neck flexion posture on the pain intensity, cervical position sense and balance control in mechanical neck pain patients. The prolonged head forward and neck flexion posture associated with tablet computer use is a known risk factor for neck pain. Neck pain related dysfunction may cause proprioceptive errors and deficits in balance control. Thus, this study aimed to investigate the impact of prolonged tablet computer use with head forward and neck flexion posture on the pain intensity, cervical position sense and balance control in mechanical neck pain patients.The prolonged head forward and neck flexion posture associated with tablet computer use is a known risk factor for neck pain. Neck pain related dysfunction may cause proprioceptive errors and deficits in balance control. Thus, this study aimed to investigate the impact of prolonged tablet computer use with head forward and neck flexion posture on the pain intensity, cervical position sense and balance control in mechanical neck pain patients. Methods Twenty subjects with mechanical neck pain (24.1 ± 3.4 years) and 20 healthy controls (23.7 ± 3.3 years) were recruited from a university environment. A neck pain inducing protocol simulating prolonged tablet computer usage with neck flexion posture was performed by the mechanical neck pain subjects until the point of moderate pain. The neck pain related scores, cervical range of motion and neck tissue hardness were evaluated in both the healthy controls and the neck pain subjects before the neck pain inducing protocol. Differences in the cervical joint position sense, neck tissue hardness and static standing balance performance of the healthy controls and mechanical neck pain subjects were investigated after the neck pain inducing protocol. Results The mechanical neck pain subjects demonstrated a lower cervical range of motion and a harder neck tissue status than the control subjects. The pain intensity reported by the neck pain subjects after the neck pain inducing protocol was similar to that experienced by the subjects in previous pain attacks. Significant differences in the absolute neck joint positioning error were observed between the mechanical neck pain group and the control group. Prolonged tablet computer use with head forward and neck flexion posture did not significantly increase the joint positioning error in the mechanical neck pain group. However, prolonged tablet computer use with head forward and neck flexion posture resulted in a poorer static standing balance performance in the subjects with mechanical neck pain than in the healthy controls. Conclusion The subjects with mechanical neck pain exhibited a decreased cervical range of motion, a harder neck tissue status and greater neck joint position errors than the healthy controls. In addition, prolonged tablet computer use with head forward and neck flexion posture reproduced the neck pain severity and reduced the balance control ability of the mechanical neck pain subjects.

This study examined determinants of attitudes towards and use of information and communication technologies (ICTs) in older adults, including variations in cultural context, socio-demographic factors (age, education, and gender) and the individual’s time perspective. Towards this end, 638 older adults in Italy (n = 262, M = 71.7 years) and Sweden (n = 376, M = 69.9 years) completed the Swedish Time Perspective Inventory (S-ZTPI), the Attitude toward Technologies Questionnaire (ATTQ), and questions regarding use of specific digital technologies (e.g. Internet, Skype, Facebook); data were collected in 2013–2014. The results showed more positive attitudes toward ICTs in Swedish compared with Italian elderly as well as more frequent use of technologies. Regardless of nationality, younger age and higher levels of educational attainment was positively associated with attitudes towards ICTs. Male gender was associated with higher ATTQ scores in the Italian, but not in the Swedish, sample. Time perspective accounted for significant variance beyond the foregoing variables. S-ZTPI Past Negative, Future Negative and Present Fatalistic in particular, were (negatively) related to ATTQ scores, with a similar pattern for ICT use. Future Positive and Present Hedonistic were positively associated with ATTQ scores, across the samples. In conclusion, between-person differences in time perspective organization are an important factor to account for variability in attitudes towards and use of ICTs in old age, and appears to exert an influence over and beyond other significant predictors, such as cultural context, age/cohort membership, and educational level.

Abstract As computers have become commonplace in everyday life, educators have begun to shift focus from working with computers (computer literacy) to thinking with computers (computational thinking). This article describes the progression of computational thinking (CT) from a historical perspective. This paper will first review the early stages of CT in the mid-1900s, along with its evolution over the succeeding decades. Finally, the article concludes with a discussion of proposed educational benefits, along with implications for future learning.