For full details of the World Computer Congress, please see the website at http://www.ifip.org. Of the papers presented here, three were selected as central theme papers for the KCKS conference.
An Actor-Network Analysis
1 Students with Learning Difficulties
A generic term referring to a heterogeneous group of students who have significant difficulties in acquiring literacy and numeracy skills and who are not covered by the Commonwealth's definition of a student/child with a disability. Given the complexity of the definition of learning disabilities, one way to represent the differences is with the following Venn diagram, where the term learning disabilities is used to refer to a large group of children who need extra help with schooling and learning difficulties. refers to students who make up a small subgroup who exhibit severe and unexplained problems.
Special School-A
In addition to delivering the core areas of learning as part of the curriculum, the school offers a wide range of programs designed to further enhance the independence of its students. A study of the school's technology policy and curriculum found that the use of ICT was an integral part of classroom teaching and learning.
Special School-B
The annexe of the school (at a different location) offers three classrooms for pupils between the ages of 5 and 9. The school has tried to provide all social networking web services on their intranet to ensure that the privacy and security of the students can be carefully monitored.
3 Actors and Networks: Actor-Network Theory
For example, they discovered they could use social media sharing website ccHost within their loop-based music creation theme. The concept of an actor allows sociologists to write about the state of innovation and technology without having to use demarcations that separate the social from the natural; or sociological conventions from technological ones.
4 Data Collection and Analysis
The school principal is crucial to the success of this program, because without the principal's support, many things will not be possible. One area where the principal can be of great help is in influencing, or perhaps coercing, other teachers to support the program.
5 Conclusion
We hope that other teachers can also see the benefits of using ICT, even if they do not use it themselves, but this is not always the case and this is where another important actor comes into play. One thing to emerge very clearly from our research is the importance of the school principal, and without an actively supportive principal, there is little chance that the project using ICT with these children will succeed.
Iyamu, T., Roode, D.: Using Structuration Theory and Actor Network Theory to Analyze a Case Study of a Financial Institution in South Africa. Zammar, N.: Social Network Services: The Science of Building and Maintaining Online Communities, a Perspective from Actor Network Theory.
Use of Graph2Go in M-Learning: A View from the Pedagogical Model
1 Introduction
A look from the pedagogical model .. such as: i) dynamic visualization and investigation of mathematical facts; ii) different ways of approaching concepts (eg through videos, working with visual approaches); iii) autonomy in the study of mathematical themes; iv) learning in real situations. Thus, this paper presents a pedagogical model built and applied in a face-to-face pilot study using Graph2Go in an m-learning experiment with university students.
2 Pedagogical Models
Organizational aspects: understand the basis of a pedagogical plan/proposal and include the goals of the teaching and learning process, organization of time and space, and expectations regarding participant interaction; The development of pedagogical models allows the integration of aspects related to content and organizational, methodological and technological elements, in favor of pedagogical actions with more defined goals.
![Fig. 1. Structure of a pedagogical model. Source: Behar [15] - p. 25 - adapted with permission from the author](https://thumb-ap.123doks.com/thumbv2/123dok/10252422.0/25.645.71.578.81.403/structure-pedagogical-model-source-behar-adapted-permission-author.webp)
3 M-Learning and Mathematics: Educational Modalities
In this sense, pedagogical models, including the use of these devices, can be important in structuring activities to be promoted in various modalities. It is important that further studies include all three modalities (Figure 3), with the aim of analyzing the importance of m-learning for the teaching and learning process of Mathematics.
4 Pilot Study Using Graph2Go: Building a Pedagogical Model
After the initial phase, nine out of 12 students had the application in their mobile phones. The first part of the booklet, which explained Graph2Go features, was then discussed with the students.
5 Pilot Study: Analysis of Results
The next section presents an analysis of the experiment using data obtained from observation of the students' actions and from a questionnaire. Therefore, even the participant who considered it "little important" emphasized the teacher's role as a mediator, as supported by the social-historical theory.
6 Final Considerations
Castells, M., Fernandes-Ardevol, M., Qiu, JL, Sey, A.: The Mobile Communication Society: A cross-cultural analysis of available evidence on the social use of wireless communication technology. Costello, F.: Using Flash Lite and Web Design Tools in Designing Mobile Learning Courses. org.).
ICT in Teacher Education: Developing Key Competencies in Face-to-Face and Distance Learning
During the five face-to-face sessions at Mashkull, students attended three two-hour lectures each day. When we were in Male, we realized that this goal was fundamental, not only for ICT as every student had access to a computer, but also for the other two courses as most students lack technical and scientific knowledge.
2 ICT and Education Course
Course Structure
The other 7 weeks online only took place in March and April of the following year. Not all of the Maldivian teachers had internet access at home therefore; they had to go to school at night if they wanted to participate in the chat sessions.
3 Students’ ICT Characterization
They also had one or two threads in the forum that helped them reflect on the readings and activities of the week. As we can verify in Table 7, 93% of the participants had a computer at home, but only 71% had an Internet connection.
4 The Face to Face Week
One of the problems that arose when creating a blog was remembering its URL and password. Readers of the web content must learn to be active consumers rather than just passively accepting it as legitimate.
5 Learning ICT Online
Students’ Participation in the Chat Sessions and Forums
We realized that the students who participated in the chat sessions could clarify their doubts. Another student did not participate in the forums or the chat sessions because “I was too busy with my job due to certain unavoidable reasons.
6 Final Remarks
It was one of the best things you did to get the participants to pay attention to the course unit”. I have introduced some of the components to my colleagues and they also found it very useful.
Recommendation of Learning Objects Applying Collaborative Filtering and Competencies
Our project aims to facilitate access to learning objects that appear to be more appropriate at certain times, according to students' characteristics, as well as to competencies that need to be developed and distributed over the planning of a course. Among the computational techniques to assist in the search for relevant information, Recommender Systems [4] are able to automatically identify content suitable for each individual based on their characteristics or "tastes." This paper describes a model for recommender systems capable of suggesting learning objects relevant to undergraduate students, focusing on skills to be developed.
2 The Concept of Competence
For example, the database course may require the student to develop competencies in "multidimensional modeling." The artificial intelligence course may require the development of competencies in "multiagent system design" and so on.
3 Recommender Systems
Collaborative Filtering
- Computation of the Similarity and Prediction Coefficients
- The Recommendation Process Applying Competencies
Once the predictive value of an item has been calculated, indicating how a particular student would score on that item, competency rules must be applied. After applying the competency rules, the system checks the database for recommendations every time a student applies.
4 Proposed Model
Prototype and Experiments
- Research Method
Equation (2) represents the MAE formula, where pi represents the values predicted by the system, ri. are the user ratings of the recommended items, and n represents the number of items considered. In the context of recommender systems, Precision is the ratio between the number of items the user considers important and the number of items recommended.
Experiments and Results
However, the ratings these users gave to the recommendations were not satisfactory for calculating the prediction values, which had to be at least 3. The accuracy level of 76% showed that the system was able to recommend learning objects. that satisfied the students for their studies, without neglecting the competencies required in the summary of the subjects they were following.
Teaching Practice from the Perspective
- Teaching Practice of ICT Student Teachers in Primary or Secondary Schools
- How ICT Student Teachers Develop Lesson Plans
- A Situation in Schools Where ICT Student Teachers Complete Teaching Practice
- Student Teacher Professional Development from a Student Teacher Perspective
The majority of ICT student teachers (66%) plan to teach without the help of tutors. Main problems faced by ICT student teachers during teaching practice (% of student teachers).
For most ICT student teachers there is a problem in organizing their teaching into 45 minute lessons. Some ICT student teachers were faced with teaching both ICT novices and ICT experienced pupils.
3 Conclusions
Lesson Plan
Your outline should be structured as a manual on how to implement your curriculum. Glossary of ICT and Informatics terms related to the topic: Provide a list of terms with an explanation that is understandable and intended for your students.
Intentions to Pursue a Career in Information Systems and Technology: An Empirical Study
Recently, social cognitive career theory was used to successfully test a model of students' intentions to choose a computer major. Thus, by identifying the factors that influence students' intentions, we can prevent missed opportunities to attract students to the field, we can define interventions to address those factors within our full or partial control, and we can determine the nature and extent of the impact of those factors beyond our immediate control.
2 Background to the Study
Research Variables
Thus, we expect students' professional self-reliance to correlate with IT career intention and choice of major in IS. Thus, we expect students' beliefs about self-efficacy to correlate with IT career intention and choice of major in IS.
3 Methods
Instrument
Through the introductory IS course, IS/IT faculty can positively influence students' attitudes, increase perceptions of career rewards [8], and increase IT interest [6], [7]. Perceptions of the introductory IS course were measured using three items measured on a 5-point scale to determine the extent to which the different components of the course stimulate the student's interest in IT (α = 0.82) .
4 Findings
Demography and Computer Experience
We therefore sought to uncover the factors associated with students' intentions to study Information Systems and pursue an IT career. Improving both occupational and computer self-efficacy and reducing computer anxiety among women may be critical to increasing their interest in an IT career.
2 Brief Overview on the Competency Debate
How to create a system for the development of learning units related to certain competencies. In this paper, the context-oriented approach for teaching computer skills will be presented.
3 The Development of Educational Standards
The Regular Way to Create Educational Standards
In most countries, research on this topic is postponed after it is published and used only to evaluate whether the educational standards are appropriate. As an example, we will next take a closer look at the educational standards for informatics.
The Educational Standards for Informatics Lessons in Germany
Example: Writing Text
The second method is done with a typewriter on a piece of paper, and the third is with a computer using a word processing system. Although the medium has changed, the competencies for writing texts remain the same: a writer must have the competence to design a text, with the structure and skill to use words correctly and give meaning to the text.
5 What Is Informatics in Context?
Example for Informatics in Context: File Sharing
- The Working Phase
- Immersion and Linking Phase
- The Knowledge Assessment Phase
Therefore, this fits the requirement to choose a context that relates to the students' world. The latter are the primary competencies in the context of "file sharing" and should be part of an educational standard for informatics.
6 Conclusion
IniK-Projektgruppe: Informatik im Kontext (2009), http://www.informatik-im-kontext.de. Koubek, J., Schulte, C., Schulze, P., Witten, H.: Informatik im Kontext – ein integrales Ausbildungskonzept für den Informatikunterricht.
Competencies and Skills
Filling Old Skins with New Wine
The ideas of "competences" and "key skills" seem to offer a way out of this dilemma. In the following chapters, a brief chronological overview of the concepts "key qualifications" and "key competences" will be given - from the perspective of German (section 2) as well as from Anglo-American research (section 3).
2 The German Discussion on Competencies and Qualifications
- Mertens's Concept of Key Qualifications
- Key Qualifications for the Acquisition of Competencies
- The “Action-Enabling Competency” as a Conceptual Focus
- The OCED-Report as World Wide Standard
- From Input- to Output-Oriented Educational Standards
- Summary of This Section
With the 2005 OECD report “The definition and selection of key competences” we got a “standard definition” that tells us what key competences are. Structuring and relating (e.g., structuring a particular content through proper dissection and ordering of the problem; recognizing and using relationships within and beyond the scope of computer science/computing).
3 The English Discussion on Competencies and Skills
- Different Types of Skills
- Questioning the Skills Agenda
- Skills in CS
- Summary for This Section
As a positive example, Bridges refers to the 'Report of the National Committee of Inquiry into Higher Education (NCIHE)' in the UK, often referred to as the 'Dearing Report', which 'has given some authority to the language of 'key skills' and the identity of these 'skills'” (see [4], p. 44). However, "use of information technology" does not imply knowledge in the field of CS.
4 Conclusion
We have seen in this paper that there is still much work to be done to achieve more clarity regarding the terms "ability", "competence" and. NCIHE (National Committee of Inquiry into Higher Education): Higher Education in the Learning Society, The Station Office, London, Paras.
Coping with Complex Real-World Problems
Strategies for Developing the Competency of Transdisciplinary Collaboration
1 Transdisciplinary Collaboration: A Necessity, Not a Luxury
We encourage "tribal behavior" in our departments, creating "artists," "computer scientists," and "geologists," with each group coordinating in knowledge, preferred color schemes, and language. How can we continuously support quality and depth in education, but additionally train cooperation with other "tribes".
2 Transdisciplinarity and Transdisciplinary Collaboration
Transdisciplinary Collaboration
While Stokols' research is about scientific collaboration (to improve understanding of nicotine addiction), these indicators now need to be understood in an educational setting.
3 Developing the Competency of Transdisciplinary Collaboration
Breadth-First: Finding a Common Language between Disciplines
The breadth-first approach was proposed as one of three possible approaches to teaching computer science by the 2001 CS computing curricula [10]. SIMBA – Computer Pictures” is an educational tool to teach computer-generated color and computer-generated visualization through the breadth-first method [12].
Long Tail: Passion-Based and Self-motivated Learning
The leader's activities are the course topics that computer science students will improve their depth in, and students from other disciplines will learn to understand at a broad level. The activities of the tail (the greatest contribution of Long Tail learning) should be focused on interest and passion so that students from all disciplines can pursue personally meaningful problems.
4 Using Long Tail and Breadth-First Strategies in Graduate Computer Science Course
This brainstorming session was a guided role-play that ensured that each of the students had a communicative role in the discussion process. All members of the project group became runners (and very close friends) by the time the project ended.
5 Implications and Future Opportunities
Students were also asked what they would like to know about each other before joining a project team: they showed a strong preference (53%) for "the skills this person brings to the project" over "private information" (10%) or . Business information systems and non-technical students used it in a higher percentage than computer science students.
Acknowledgement
Getting Granular on Twitter
Tweets from a Conference and Their Limited Usefulness for Non-participants
1 Introduction: Usage of Twitter at Conferences
The analysis of the use of the wall shows a surprisingly high participation of conference participants at the wall. For example, the announcement of workshops is typically reinforced via Twitter; Tweets are usually presented on screens in the conference lobby.
2 Study
This category contains all tweets that are not relevant to the topic of the conference. This category consists of all tweets that are relevant in the context of e-learning and contain some valuable information with a strong focus on the conference topic.
3 Results
To extract the keywords from the tweets, we used the Yahoo Term Extraction Web Service4. Overall, 57% of the 2,110 tweets analyzed could be generally categorized as irrelevant in the context of the outcome of the (un)conference.
4 Discussion
Në: Proceedings of 2nd Workshop SIRTEL on Social Information Retrieval for Technology Enhanced Learning (2008). Në: Proceedings of 3rd International Workshop on Building Technology Enhanced Learning Solutions for Communities of Practice (2009).
Beyond Pedagogical Content Knowledge
The Importance of TPACK for Informing Preservice Teacher Education in Australia
1 Introduction – Moving beyond PCK to TPACK to Design Teacher Education Programs
This paper provides guidance for undertaking an audit of teacher education students' TPACK skills through an overview of the instrument developed by the authors. Finally, we encourage others involved in teacher education to use this approach and design teacher education programs needed to develop future teachers' TPACK skills.
2 Expectations, Conceptualising TPACK and Stages of Preservice Teacher Education Programs
Expectations
In this document we use TPACK, which has the connotation of Technological Pedagogical Content Knowledge as 'the total package' for teaching in the 21st century. Further, Finger [12] notes that while there is growing attention to TPACK, particularly in the United States of America, TPACK only appears in Australia in conversations about teacher education design.
Conceptualising TPACK Knowledge and Preservice Teacher Education Programs
Although this paper does not intend to criticize Masters' report [9], we note that his report does not contribute to the remit of the Assessment and Teaching of 21st Century Skills (ATC21S) [10] project, which aims to measure skills needed in the 21st century such as interdisciplinary, creative, adaptive and problem-solving skills and the ability to collaborate [10]. The ATC21S approach, which includes Australia, Finland, Portugal, Singapore and Britain, is also supported by McGaw [11], who stated that “global change is needed to equip today's students with the skills they need to succeed. the workforce of tomorrow” (p. 1).
3 Summary of a Study to Audit the TPACK Capabilities of Preservice Teacher Education Programs
Aim and Significance of the Study
While a growing list of TPACK research is emerging, a thorough search revealed only one Australian study, published by Holmes [22], which examined learning activities developed by 13 high school undergraduate mathematics teachers. The findings can be used as a basis for designing teacher education programs.
Research Methodology and Demographic Information of Participants The development of this TPACK Confidence Survey included aspects from previ-
Interestingly, Terpstra [21] found that although undergraduate teacher education students used digital technologies in their daily lives, they did not relate this technological knowledge to their teaching. The study reported that pre-service teachers were able to effectively plan the integration of IWB features into their math lessons and demonstrate TPCK development as a result.
4 Summary of the Major Findings
Student Teacher Access to and Interest in Using ICT Resources
This is a disturbing finding, as confidence might be expected to reflect students' perceptions of their abilities. The applications that students perceived they were most competent to use were word processing, presentation software, e-mail, web browsers, and web searching, although these were not significantly stronger than the level of perceived competence reported by students in the 2003 audit.
Technological Pedagogical Content Knowledge (TPACK)
Because the instrument describes how students use ICT to learn as a result of how teachers integrate ICT into the curriculum, we argue that the 20 items measure teachers' TPACK as described by the underlying theoretical constructs. Similarly, 2 in 5 students surveyed indicated they had little or no confidence in their ability to "understand and participate in the changing knowledge economy".
5 Conclusion and Implications for Preservice Teacher Education Programs
Jamieson-Proctor, R., Finger, G., Albion, P.: Auditing the TPACK skills of Final Year Teacher Education Students: Are they ready for the 21st century. Jamieson-Proctor, R.M., Watson, G. , Finger, G., Grimbeek, P., Burnett, P.C.: Measuring the use of information and communication technologies (ICT) in the classroom.
This kind of policy response and that to other problems associated with computer-based examinations is described in Table 1. Operational communication facilities during the examination allow answers to be progressively backed up, providing some redundancy should a single candidate's equipment fail. .
2 Method
- Second Trial
- Third Trial
The questions were converted into images and the file was placed in a read-only section of the USB stick issued to each candidate. First, students could not type in answers until they saved the file back to the answer partition of the USB stick.
4 Discussion and Conclusion
The high noise levels reported by students in the first trial were quite absent in the third trial. If it is a more specialized piece of software (eg for computer-aided design or chemical reaction modelling), it can be incorporated into the eExamination system.
Grundtvig Partnership Case Study 2009-2011 LifeLong Learning for Active Citizenship
1 Introducing Lifelong Learning Program Grundtvig
Increase the number of people in adult education to 25,000 by 2013 and improve the quality of their experience, both at home and abroad. Improve conditions for mobility so that by 2013 at least 7,000 people per year can benefit from adult learning abroad.
2 Introducing LifeLong Learning for Active Citizenship and Capacity Building – LLLab Project
3 Introducing Project Partnership
Inova has specialist experience in the development and delivery of programs in the UK and internationally for women entrepreneurs and women in management. Inova has benefited from the knowledge and expertise of more than 20 years of experience delivering gender programs across Europe.
4 Introducing the Best Practice and “Share and Valorize”
IMPROGE - Grundtvig Partnership Program meeting in Rome - presentation of the idea of e-senior.eu in action project;. IMPROGE - Grundtvig Partnership Program meeting in Rome - presentation of the results of the project e-senior.eu in action;.
5 Summary
The project developed innovative training materials aimed at older people (working or retired) to help them maintain mental flexibility. The usability of the platform for a seniors' audience was tested under "e-senior.eu in action".
A Theoretical Framework to Foster Digital Literacy
The Case of Digital Learning Resources
2 The Concept of Digital Learning Resources
3 Literature Review
Fifth, in contrast to higher education, little research has been done on assessing students' and teachers' perceptions of DLRs in school education, teaching and learning modalities using these resources [5]. This work aims to address this by developing a theoretical framework for identifying educational factors that are relevant to the design and evaluation of DLRs.
Pedagogical Usability Criteria
It should show important aspects of the subject material that can influence the students' learning. Variation is important for learning, due to different students' learning styles and preferences, or because some students prefer certain methods of interacting with others, while others prefer other approaches.
Context of Use and Evaluation of DLRs
According to Brousseau [29], learning takes place through interaction between the learner and the "environment". The nature of the interaction between learners and DLRs depends on the instructional approach and epistemological orientation adopted by the teacher.
5 Preliminary Experiences with the Framework
Digital Literacy and Integration of DLRs into Classroom
As a result, the introduction of DLR can create new pedagogical situations that affect both students. It is clear that no textbooks or printed materials can replace the added value of DLR.
6 Conclusions and Future Work
Nam, C.S., Tonya, L., Smith-Jackson, T.L.: Web-based learning environment: A theory-based design process for development and evaluation. Laurillard, D.: Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, 2nd ed.
2 Programming Instruction and Thinking Skills
Logical Reasoning
The results of using logical thinking in syllogisms and reasoning tasks in tests showed that logical skills are not transferable between different types of reasoning [22]. The results (Table 1) show that 69% of the respondents succeeded in logical operations, but only 37% answered verbal tasks, syllogisms, correctly.
Working with Instructions
This difficulty was particularly related to laboratory assignments, as up to 65 % of the foreign respondents said that they often did not understand instructions. However, the failure to understand instructions did not directly correspond to the English proficiency of the student, although 20%.
Code Tracing and Programming
Failure to understand appears to be related to the procedural style of learning and perhaps to unwritten assumptions of what a student is expected to understand without being told [21]. On the other hand, the application of object-oriented thinking has proven to be less challenging than in previous studies.
5 Discussion
The Document Object Model used in these languages has proven to be intuitive and the results of its application are immediately visible on the HTML page. The logical reasoning problems noted in this study can be explained with the organization of cognitive functions in the brain.
6 Conclusions
Dos Santos Sequiera, S., Specht, K., Hämäläinen, H., Hugdahl, K.: Effects of background noise on dichotic listening of consonant and vowel syllables. Moss, J., Kotovsky, K., Cagan, J.: The role of functionality in the mental representations of engineering students: some differences in the early stages of expertise.
3D virtual worlds can be a solution for the motivation problem presented by the new generation of students, but also for the activities that can be carried out for the transmission of knowledge and competences. However, a rich medium such as 3D virtual worlds is expected to be useful not only to transmit knowledge, but also to promote and assess higher level competencies.
2 What Do We Assess? Knowledge, Skills and Competencies
Although the SCANS study deals with competences and skills for work, the proposals can be applied to core curriculum areas: language, mathematics, science, social studies/geography and history [23]. Detailed information on tasks that integrate SCANS competencies into the core curriculum area can be found in [23].
New interaction mechanisms allow new types of tasks and activities, facilitating the assessment of practical skills involving manual dexterity or the use of (simulated) tools and instruments. Or, beyond the analysis of interactions with peers, they can provide invaluable information about the evolution of the student, allowing the assessment of his/her planning and organizational competences.
4 Assessment of Knowledge
Every interaction that occurs is likely to be monitored in the virtual world and thus can be used to assess the student. Therefore, the new interface and elements offered by 3D virtual worlds can be used to change the way assessment is carried out.
5 Assessment of Skills
An answer template used to ask for an answer can consist of a series of places for the student to visit, or a series of 3D objects to point at, take, move, or modify to answer the question. to answer. In addition, the student can also receive information about his/her performance in the peer group, or receive recommendations from other students to improve his/her performance; all of this is related to social learning aspects of these environments [21].
6 Assessment of Competencies
This understanding can be materialized as a physical model that the student can build within a 3D virtual world using 3D objects. All construction activities and overall system performance are likely to be evaluated in the analyzed environments.
7 Case Study: Recreating the Industrial Revolution in England
To help students with this task, the virtual 3D learning environment can establish milestones in the instructional sequence. There are two different aspects linked to technological skills, the first is students' use of tools provided by the 3D virtual learning environment and the last is the deployment of simulation of inventions during the Industrial Revolution, which must understand how these inventions worked has. .
8 Conclusions and Future Work
The teacher evaluates this arrangement of scenes by observing the scene as a whole. We would also like to thank members of the Gradient Lab group for stimulating discussions on the ideas presented here.
2 Background
The magnitude of the achievement stems from the ability to integrate computer technology with communications technology that together can deliver information around the world almost instantaneously. For citizens worldwide to benefit fully from ICT, they must be able to rely on the integrity of the ICT systems they use.
3 The IP3 Approach
Skills and Competences
Each profession has a Core Body of Knowledge (CBoK) with which it expects all professionals to be competent. IP3 has adopted a competency framework called the Skills Framework for the Information Age (SFIA), [14] to indicate the level of responsibility that IP3 expects a successful applicant to have demonstrated.
Conduct and Professional Integrity
The CBoK used by every profession evolves as knowledge increases and in few areas as rapidly as in ICT. IP3 accreditation requires the professional body to maintain an auditable record of CPD each year for each certified professional.
Responsibility to the Profession
It is therefore surprising that the ICT institutions only at the very end mandate documented Continuing Professional Development (CPD) every year as a condition for renewal of full professional status. It also imposes on the professional a need to work with colleagues and others to develop the understanding of ICT, both theory and practice, and to communicate this knowledge for the public good.
4 What IP3 Has Achieved
Strengthening the Professional Bodies
Some materials are already in the public domain, such as codes of practice and shared bodies of knowledge. Therefore, IP3 has recently launched a Global Industry Committee, made up of leading members of the global ICT community, to advise and support the IP3 Committee in the development of new initiatives.
Accreditation
5 Conclusions
WCC 2008 Declaration on ICT Professionalism and Competences, IFIP WCC 2008, Milan (2008), http://www.ifip.org/images/stories/ifip/public/. ACM, IEEE-CS, Curriculum Guidelines for Undergraduate Programs in Information Technology (2008), http://www.acm.org//education/curricula/.
A Teacher’s Perspective of Interacting with Long-Term Absent Students through Digital Communications
Technologies
2 Reality
Theory
![Fig. 3. The ANT Research Process [16]](https://thumb-ap.123doks.com/thumbv2/123dok/10252422.0/18.645.83.584.254.646/fig-the-ant-research-process.webp)
