Archive of ‘technology literacy’ category

educational game on IT ‐ security

IP‐Please, design and development of an educational game on IT‐security
Peter Mozelius, Charlotte Lesley and Ola Olsson
Department of Computer and Systems Sciences, Stockholm University, Sweden

https://www.researchgate.net/publication/308947931_IP-Please_design_and_development_of_an_educational_game_on_IT-security
Abstract:
Game‐based learning is a research field with rich discussions on the use of games in educational contexts. Many of the educational games that exist today focus on subjects such
as Language learning, Mathematics and History, and fewer on subjects in Computer Science
and IT‐security. Dissemination of information about IT‐security is important in today’s digital
society not at least in the industry. As an example many firewalls today are misconfigured
leading to decreased security at the same time as it is hard to motivate students or employees to read long detailed and tedious PDF‐files with security information. Might
things like firewall configuration instead be learnt by an educational game and how to design
a learning game that could be used in university courses on IT‐security?

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more on gaming and gamification in this blog:

https://blog.stcloudstate.edu/ims?s=gaming
https://blog.stcloudstate.edu/ims?s=gamification

millennials and cybersecurity

Survey: Growing Interest in Cyber Security Careers Among Millennials

By Leila Meyer 10/12/16

https://campustechnology.com/articles/2016/10/12/survey-growing-interest-in-cyber-security-careers-among-millennials.aspx

new report from Raytheon and the National Cyber Security Alliance

The report, “Securing Our Future: Closing the Cybersecurity Talent Gap,” surveyed 3,779 adults aged 18 to 26, from 12 countries around the world, including the United States, Australia, the United Kingdom, and countries in Europe, Asia and the Middle East.

a high-paying career as a cyber security professional requires skills millennials value, such as problem solving, analytical thinking and communication — and employment opportunities are available across a wide variety of sectors, including start-ups, government and hospitals.

Key findings from the report:

  • 64 percent of young adults in the U.S. heard about cyberattacks in the news last year, up from 36 percent the previous year, and compared to 48 percent of young adults worldwide;
  • 70 percent of millennials in the U.S. said cyber security programs or activities are available to them, up from 46 percent the previous year, and compared to 68 percent worldwide;
  • 21 percent of young men expressed interest in cyber competitions, compared to 15 percent of women;
  • 48 percent or respondents said more information about the specifics of cyber security jobs would help increase interest;
  • 59 percent of young men and 51 percent of young women received formal cyber safety lessons in school, up from 43 percent and 40 percent respectively last year; and
  • 40 percent of respondents said parents are the most influential people helping them with career advice, and 19 percent said no one was influential in helping them with career advice.

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more on cybersecurity in this blog

https://blog.stcloudstate.edu/ims?s=cybersecurity

research and literature review

Roberts, C. (2010). The Dissertation Journey. A Practical and Comprehensive Guide to Planing, Writing, and Defending Your Dissertation. Corwin, Thousand Oaks, CA.

Chapter 9.

Purpose and scope

We talked about “themes” and the need to be careful with breaking them into “subthemes”: if you do a historical overview, avoid chunking it into “dates” and rather keep the thematic relation. Make sure that the relate to your topic; that’s why it is good to keep your title (even if preliminary), outline (even if in progress), thesis (even if under work) etc. on the first page of your Chapter 2 manuscript / draft.

  1. 87

Writing a conceptual framework from Wylie Tidwell, III

Formulate your research question / thesis
https://drive.google.com/open?id=0B7IvS0UYhpxFNGhCZ01fWTBzSjg

NISO Webinar IoT

Wednesday, October 19, 2016
1:00 p.m. – 2:30 p.m. (Eastern Time)

About the Webinar

As the cost of sensors and the connectivity necessary to support those sensors has decreased, this has given rise to a network of interconnected devices.  This network is often described as the Internet of Things and it is providing a variety of information management challenges.  For the library and publishing communities, the internet of things presents opportunities and challenges around data gathering, organization and processing of the tremendous amounts of data which the internet of things is generating.  How will these data be incorporated into traditional publication, archiving and resource management systems?  Additionally, how will the internet of things impact resource management within our community?   In what ways will interconnected resources provide a better user experience for patrons and readers?  This session will introduce concepts and potential implications of the internet of things on the information management community.  It will also explore applications related to managing resources in a library environment that are being developed and implemented.

Education in the Internet of Things
Bryan Alexander, Consultant;

How will the Internet of Things shape education? We can explore this question by assessing current developments, looking for future trends in the first initial projects. In this talk I point to new concepts for classroom and campus spaces, examining attendant rises in data gathering and analysis. We address student life possibilities and curricular and professional niches. We conclude with notes on campus strategy, including privacy, network support, and futures-facing organizations.

What Does The Internet of Things Mean to a Museum?
Robert Weisberg, Senior Project Manager, Publications and Editorial Department; Metropolitan Museum of Art;

What does the Internet of Things mean to a museum? Museums have slowly been digitizing their collections for years, and have been replacing index cards with large (and costly, and labor-intensive) CMS’s long before that, but several factors have worked against adopting smart and scalable practices which could unleash data for the benefit of the institution, its collection, and its audiences. Challenges go beyond non-profit budgets in a very for-profit world and into the siloed behaviors learned from academia, practices borne of the uniqueness of museum collections, and the multi-faceted nature of modern museums which include not only curator, but conservators, educators, librarians, publishers, and increasing numbers of digital specialists. What have museums already done, what are they doing, and what are they preparing for, as big data becomes bigger and ever more-networked?
The Role of the Research Library in Unpacking The Internet of Things
Lauren di Monte, NCSU Libraries Fellow, Cyma Rubin Fellow, North Carolina State University

The Internet of Things (IoT) is a deceptively simple umbrella term for a range of socio-technical tools and processes that are shaping our social and economic worlds. Indeed, IoT represents a new infrastructural layer that has the power to impact decision-making processes, resources distribution plans, information access, and much more. Understanding what IoT is, how “things” get networked, as well as how IoT devices and tools are constructed and deployed, are important and emerging facets of information literacy. Research libraries are uniquely positioned to help students, researchers, and other information professionals unpack IoT and understand its place within our knowledge infrastructures and digital cultures. By developing and modeling the use of IoT devices for space and program assessment, by teaching patrons how to work with IoT hardware and software, and by developing methods and infrastructures to collect IoT devices and data, we can help our patrons unlock the potential of IoT and harness the power of networked knowledge.

Lauren Di Monte is a Libraries Fellow at NC State. In this role she develops programs that facilitate critical and creative engagements with technologies and develops projects to bring physical and traditional computing into scholarship across the disciplines. Her current research explores the histories and futures of STEM knowledge practices.

What does the internet of things mean for education?

Bryan Alexander:

I’m not sure if the IoT will hit academic with the wave force of the Web in the 1990s, or become a minor tangent.  What do schools have to do with Twittering refrigerators?

Here are a few possible intersections.

  1. Changing up the campus technology space.  IT departments will face supporting more technology strata in a more complex ecosystem.  Help desks and CIOs alike will have to consider supporting sensors, embedded chips, and new devices.  Standards, storage, privacy, and other policy issues will ramify.
  2. Mutating the campus.  We’ve already adjusted campus spaces by adding wireless coverage, enabling users and visitors to connect from nearly everywhere.  What happens when benches are chipped, skateboards sport sensors, books carry RFID, and all sorts of new, mobile devices dot the quad?  One British school offers an early example.
  3. New forms of teaching and learning.  Some of these take preexisting forms and amplify them, like tagging animals in the wild or collecting data about urban centers.  The IoT lets us gather more information more easily and perform more work upon it.  Then we could also see really new ways of learning, like having students explore an environment (built or natural) by using embedded sensors, QR codes, and live datastreams from items and locations.  Instructors can build treasure hunts through campuses, nature preserves, museums, or cities.  Or even more creative enterprises.
  4. New forms of research.  As with #3, but at a higher level.  Researchers can gather and process data using networked swarms of devices.  Plus academics studying and developing the IoT in computer science and other disciplines.
  5. An environmental transformation.  People will increasingly come to campus with experiences of a truly interactive, data-rich world.  They will expect a growing proportion of objects to be at least addressable, if not communicative.  This population will become students, instructors, and support staff.  They will have a different sense of the boundaries between physical and digital than we now have in 2014. Will this transformed community alter a school’s educational mission or operations?

How the internet could evolve to 2026: responding to Pew Posted on

Information Technology and Teacher Education conference

SITE 2017 CALL FOR PAPERS

Society for Information Technology and Teacher Education site.aace.org
March 5 – 9, 2017 Austin, Texas, USA

Proposals Due: October 21, 2016

SITE 2017 is the 28th annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.

SITE is unique as the only organization which has as its sole focus the integration of instructional technologies into teacher education programs. SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through conferences, books, projects, and the Journal of Technology and Teacher Education (JTATE).

You are invited to attend and participate in this annual international forum which offer numerous opportunities to share your ideas, explore the research, development, and applications, and to network with the leaders in this important field of teacher education and technology.

There are over 800 presentations in 25 major topic areas! http://site.aace.org/sigs/

The Conference Review Policy requires that each proposal will be peer- reviewed by three reviewers for inclusion in the conference program, and conference proceedings.

Enquiries: conf@aace.org
Hosted By: AACE.org – The Association for the Advancement of Computing in Education
Sponsored by: LearnTechLib.org – The Learning and Technology Library

google phones

Google Phones

the media of this morning is filled with reports about google phones:

New Leak Reveals Everything About Google’s Pixel And Pixel XL Phones

http://www.forbes.com/sites/ianmorris/2016/10/03/new-leak-reveals-everything-about-googles-pixel-and-pixel-xl-phones

Everything there is to know about Google’s new Pixel phones just leaked

Everything there is to know about Google’s new Pixel phones just leaked

http://bgr.com/2016/10/03/google-pixel-specs-pixel-xl-specs-release-date/

and much more on Twitter:
https://twitter.com/search/google+phones

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more on mobile devices for education in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+devices

bid data and school abscence

Data Can Help Schools Confront ‘Chronic Absence’

By Dian Schaffhauser 09/22/16

https://thejournal.com/articles/2016/09/22/data-can-help-schools-confront-chronic-absence.aspx

The data shared in June by the Office for Civil Rights, which compiled it from a 2013-2014 survey completed by nearly every school district and school in the United States. new is a report from Attendance Works and the Everyone Graduates Center that encourages schools and districts to use their own data to pinpoint ways to take on the challenge of chronic absenteeism.

The first is research that shows that missing that much school is correlated with “lower academic performance and dropping out.” Second, it also helps in identifying students earlier in the semester in order to get a jump on possible interventions.

The report offers a six-step process for using data tied to chronic absence in order to reduce the problem.

The first step is investing in “consistent and accurate data.” That’s where the definition comes in — to make sure people have a “clear understanding” and so that it can be used “across states and districts” with school years that vary in length. The same step also requires “clarifying what counts as a day of attendance or absence.”

The second step is to use the data to understand what the need is and who needs support in getting to school. This phase could involve defining multiple tiers of chronic absenteeism (at-risk, moderate or severe), and then analyzing the data to see if there are differences by student sub-population — grade, ethnicity, special education, gender, free and reduced price lunch, neighborhood or other criteria that require special kinds of intervention.

Step three asks schools and districts to use the data to identify places getting good results. By comparing chronic absence rates across the district or against schools with similar demographics, the “positive outliers” may surface, showing people that the problem isn’t unstoppable but something that can be addressed for the better.

Steps five and six call on schools and districts to help people understand why the absences are happening, develop ways to address the problem.

The report links to free data tools on the Attendance Works website, including a calculator for tallying chronic absences and guidance on how to protect student privacy when sharing data.

The full report is freely available on the Attendance Works website.

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more on big data in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=data

hackers versus crackers: Guccifer

Hackers versus crackers

http://www.techrepublic.com/blog/it-security/hacker-vs-cracker/

http://www.pctools.com/security-news/crackers-and-hackers/

Federal court sentences original Guccifer

By Mark Rockwell Sep 02, 2016

https://fcw.com/articles/2016/09/02/guccifer-sentence-rockwell.aspx

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more in this blog on hackers and crackers

https://blog.stcloudstate.edu/ims?s=hackers

https://blog.stcloudstate.edu/ims?s=crackers

 

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