Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students’ technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achievement. This study addresses the short-term and long-term quantitative impacts of one of the world’s first school efforts to provide Kindergarten through 3rd grade classrooms with 1:1 iPad access and a range of English Language Arts (ELA) and math Apps. This report summarizes two investigations conducted during this iPad implementation. First, a 9-week pre/post randomized control trial was conducted in which 8 Kindergarten classes used literacy and numeracy apps while another 8 Kindergarten classes used their traditional (non-iPad) resources. At the end of this short implementation period, slightly stronger literacy performance gains were observed in the iPad settings. In a second longitudinal study, three years of assessment data were explored before and after the 1:1 iPad implementation in grades K to 2. Results from the longitudinal study provide emerging evidence of potential increases in ELA achievement, but no consistent results in math achievement. This paper adds to the sparse literature in this area and provides a springboard for further research.

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 17, 2018

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 18, 2019

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 19, 2020

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 20, 2021

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 21, 2022

Aim/Purpose: This study examines the use of the Emergency Remote Teaching (ERT) platform by undergraduates of the University of Ibadan, Nigeria, during the COVID-19 pandemic using the constructs of the UTAUT2 model. Five constructs of the UTAUT2 model were adopted to investigate the use of the ERT platform by undergraduates of the university. Background: The Coronavirus (COVID-19) outbreak disrupted academic activities in educational institutions, leading to an unprecedented school closure globally. In response to the pandemic, higher educational institutions adopted different initiatives aimed at ensuring the uninterrupted flow of their teaching and learning activities. However, there is little research on the use of ERT platforms by undergraduates in Nigerian universities. Methodology: The descriptive survey research design was adopted for the study. The multi-stage random sampling technique was used to select 334 undergraduates at the University of Ibadan, Nigeria, while a questionnaire was used to collect data from 271 students. Quantitative data were collected and analyzed using frequency counts, percentages, mean and standard deviation, Pearson Product Moment Correlation, and regression analysis. Contribution: The study contributes to understanding ERT use in the educational institutions of Nigeria – Africa’s most populous country. Furthermore, the study adds to the existing body of knowledge on how the UTAUT2 Model could explain the use of information technologies in different settings. Findings: Findings revealed that there was a positive significant relationship between habit, hedonic motivation, price value, and social influence on the use of ERT platforms by undergraduates. Hedonic motivation strongly predicted the use of ERT platforms by most undergraduates. Recommendations for Practitioners: As a provisional intervention in times of emergencies, the user interface, navigation, customization, and other aesthetic features of ERT platforms should be more appealing and enjoyable to ensure their optimum utilization by students. Recommendation for Researchers: More qualitative research is required on users’ satisfaction, concerns, and support systems for ERT platforms in educational institutions. Future studies could consider the use of ERT by students in different countries and contexts such as students participating in English as a Foreign Language (EFL) and the English for Speakers of other languages (ESOL) programs. Impact on Society: As society faces increased uncertainties of the next global pandemic, this article reiterates the crucial roles of information technology in enriching teaching and learning activities in educational institutions. Future Research: Future research should focus on how different technology theories and models could explain the use of ERT platforms at different educational institutions in other geographical settings and contexts.

In this paper, we study and provide algorithms for source-provenance of answers to extended SPARQL queries. Extended SPARQL queries are an extension of SPARQL 1.1 queries which support not only a single dataset but multiple datasets, each in a particular context. For example, normal subqueries, aggregate subqueries, (NOT) EXISTS filter subqueries may (optionally) have their own dataset. Additionally, GRAPH patterns can query multiple RDF graphs from the local FROM NAMED dataset and not just one. For monotonic queries, the source why provenance sets that we derive for an answer mapping are each the minimal set of sources appearing in the query that if we consider as they are while the rest of the sources are considered empty, we derive the same answer mapping. We show that this property does not hold for non-monotonic queries. Among others, knowing source why provenance is of critical importance for judging confidence on the answer, allow information quality assessment, accountability, as well as understanding the temporal and spatial status of information.

In the perspective of institutional theory, business education is an institutional field, in which two major institutional forces are accreditations and rankings. In this context, French business schools (BS) have adopted an isomorphic response by starting to engage in research and publishing in academic journals. Studies have discussed their research as a new institutional trajectory. However, what remains unknown is how they differ from each other in such research dynamics. To bring new insights to the discussion, this quantitative study examines, over the period of 2008-2018, the evolution of research of French BS by systematically comparing the 'best' schools with other schools in all analyses. The results indicate a strong isomorphism in terms of publication quantity and productivity, scale of research collaboration and the internationalisation of research. However, these schools are heterogeneous in terms research quality and scale of international research collaboration, reflecting the diversity in their research strategy.

This study inquires about the COVID-19-generated momentum and how it resulted in transformative opportunities for the hard-hit tourism industry in Hawai'i. It also investigates the type of sustainability-based management strategies that were favoured by actors from the industry to help navigate uncertain times and capture transformative opportunities. Findings indicate that actors from the tourism industry in Hawai'i perceived the COVID-19 pandemic as a huliau, or a point of transformation, to reflect and re-evaluate the tourism industry's responsibility and shift toward a recovery focused on sustainability. This research confirms that the pandemic-driven momentum accelerated opportunities for changing and transforming traditional business models and indicators of progress within the tourism industry in Hawai'i. Further research may explore additional Pacific Island countries to gain a deeper understanding of the problem within the region's context.

The paper reviewed the emerging roles of the 21st century librarians, charged with the responsibility to manage repository services across libraries in present-day information technology environment. Librarians need to be trained and empowered with requisite skills and knowledge needed for successful management of the ICT driven repository initiatives that the 21st century demands. Literature was reviewed on the roles and responsibilities of librarians, training needs and opportunities, career path and recruitment of librarians, and community support necessary for effective and efficient implementation and management of repository initiatives. This entails the ability to comprehend trends and change patterns which are essential for providing research focused and user-friendly models in open repository services that are based on thorough analytical understanding of the challenges of emerging trends. To achieve this requires the training and retraining of librarians to reposition them as information specialists in their career path. The role of the library as an integral part of its social environment is to educate the community about the existence of an open repository by building partnership with community-oriented research centres through seminars, workshops, symposium, training, and awareness programmes. The study recommends that librarians should strategize and collaborate with researchers to make open repository an essential research tool.

Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology : This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solve many human performance problems in the workplace. Findings: This study also justifies and validates the ideas on the importance of workforce education and development in the 21st century as a way of developing economic growth and providing learning to make individuals competitive in the global economy. Recommendations for Practitioners : For practitioners, this study suggests that we must always have discussions of what leads to career success and understanding that there is not enough high-skill/high-wage employment to go around. Therefore, developing these skills requires a decision about a career or related group of jobs to prepare to compete for them; we have to provide training needed in order to be competitive in global economy. Recommendation for Researchers: Researchers have to develop strategies to promote career direction with willingness to evaluate the level of academic interest, level of career focus and readiness for life away from home (attitudes, skills and knowledge of self). Impact on Society: Institutions must regularly evaluate curriculum to reflect the rapid technological changes and the globalization of world markets that reflect their mission and develop students’ mindset to always think big and think outside the box in order to be competitive in the global market. Change is external, transition is internal. It is important that the change agent communicate both the reasons for change and the probable consequences that people will experience during the time of this change, which is transition – a change people go through when they become unemployed or face a major employment obstacle in their lives. Future Research: New research should focus on career assessment materials and related academic programs and career directions that will promote success.

Aim/Purpose: To monitor Sustainability Development Goals (SDG) established by the United Nations through the hierarchical architecture of informing systems Background: The paper discusses the case of Poland and its Gdansk region Contribution: The solution combines the big-picture of civilization with small-picture of a nation, regions, cities, and firms Findings: The presented solution can be implemented if the political will can be secured. Recommendations for Practitioners: Take the main idea of this paper and adapt to your local case. Recommendation for Researchers: Develop some prototypes of presented informing systems and test in your local environment Impact on Society: The success of the sustainability of globalizing society can be secured if the coherent informing systems can be applied to the planning, monitoring, and implementation of the UN's universal SDG. Future Research: Work on the modeling of costs and benefits of the presented solution.

Table of Contents for IISIT Volume 15, 2018

Aim/Purpose: This paper presents an exploratory case study into using 360° videos to present small segments of lecture content for IT students in an Australian University. The aim of this study was to understand; what is the impact of incorporating 360° videos into class content for students and teaching staff? In this study the 360° videos are described as “learning atoms”. Learning atoms are short duration videos (1 to 5 minutes) captured in 360°. Background: Within this paper we conducted experiments in the classroom using 360° videos to determine if they have an impact on student's feeling of presence with class content. Additionally, to follow up, how does the inclusion of 360° impact on the teaching experience. Methodology: The methodology used in this study focused on both quantitative and qualita-tive aspects. Data was captured at the same time during the teaching period to address the research questions. In order to gauge the feeling of presence within the classroom a short survey was administered to students in the undergraduate IT class at the start (pre) and end (post) of the semester using the same questions to measure any change. Contribution: The main contributions from this study were that we demonstrated there is a potential for providing an alternative ‘immersive’ content presentation for students. This alternative content took the form of 360° learning atoms, whereas further showed our nuance process for creating and publishing of these atoms. Findings: The results show that for students, learning atoms can help improve the sense of presence, particularly for remote students, however the interactive experience can take student’s attention away from the lecturer. The results present potential for providing an alternative ‘immersive’ content presentation for students, however problems for uptake are present for both students and teachers, such as image capture quality and file size Impact on Society: We foresee this approach as being a new approach to teaching students in higher education within online spaces to increase engagement and move towards having a richer virtual experience no matter the location. Future Research: Future research will be conducted to resolve whether presence and engagement is supported by the inclusion of 360° videos in the classroom.

Table of Contents for IISIT Volume 16, 2019

Table of Contents for IISIT Volume 17, 2020

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes.

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online, and in addition experienced online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many pre-service teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Preservice teachers who had difficulty self-regulating and self-mobilizing for study, experienced accumulating loads, which caused them feelings of stress and anxiety. The word count indicated that the words that appeared most often were “load” and “stress.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures, as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers' descriptions show that in lessons taught in the format of lectures and communication of content, there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students' difficulties. Recommendations for Practitioners: In choosing schools for student teaching, it is recommended to reach an understanding with the school about the online learning policy and organization. It is important to hold synchronous sessions in small groups of 5 to 10 students. The sessions should focus on the mental wellbeing of the students, and on the acquisition of knowledge and skills. Students should be prepared for participation in asynchronous digital lessons, which should be produced by professionals. It should be remembered that the change of medium from face-to-face to online learning also changes the familiar learning environment for all parties and requires modifying the ways of teaching. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers' ability to deploy 21st century skills in an online environment de-pends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. It is recommended to examine it also from the perspective of teachers and students.

Table of Contents for IISIT Volume 19, 2022

Table of Contents for IISIT Volume 19, 2022

Aim/Purpose. The study aimed to examine the remote and face-to-face experience of pedagogical training in kindergarten after the third COVID-19 closure in Israel. Background. The outbreak of the COVID-19 epidemic in 2020 changed the training system, and preservice teachers were required to have their practical experience in the kindergartens both remotely and face-to-face. They had to adapt to the new requirements of teacher training programs and receive professional coaching and support from the pedagogical instructor remotely. Methodology. The sample comprised 26 early childhood preservice teachers, who received academic training that includes proficiency in digital technology. The data were collected through feedback that they wrote themselves during the training period and analyzed in the interpretive approach. Contribution. The contribution of the present study is that it examines the pedagogical coaching from the perspective of preservice teachers in a kindergarten during the COVID-19 epidemic, which forced a transition from face-to-face to remote pedagogical training, then back to face-to-face pedagogical instruction. To the best of my knowledge, no such study has been carried out to date, which makes it unique. Findings. The main findings indicate the dissatisfaction of most preservice kindergarten teachers with the remote pedagogical training (about 85%) at the physical, emotional, technological, and pedagogical levels, and the satisfaction of most preservice kindergarten teachers with face-to-face pedagogical training (about 92%) at the physical, emotional, and pedagogical levels. The main conclusion is that technology is a potential barrier in training, and that preservice kindergarten teachers need a pedagogical instructor present at a professional face-to-face meeting. Recommendations for Practitioners. The findings of the study show how important in-person learning and engagement is for everyone especially for Preservice teachers’ and may be helpful for pedagogical coaching teams. Recommendations for Researchers. Preservice teachers’ awareness of the pedagogical coaching experiences could persuade the coaching teams to avoid potential difficulties, increase emotional support, and refine the use of technology to make it a closer substitute for frontal communication. Impact on Society. Face-to-face training based on interpersonal relationship, allows to develop better during the training period.