Digital recording equipment Essay Example for Free

Digital recording equipment Essay The use of information and communications technology has permeated almost every fabric of society. The education sector and the teaching of mathematics in particular are no exception. Increasingly, information and communication technologies are being used to administer teaching materials to students. Students also benefit from these tools in their knowledge acquisition (Goodison,2002; Hall and Higgins, 2005; Oldknow, 2002; Wall, Higgins and Smith, 2005) . This development is taking place in the developed as well as the developing world. The usage of information of communications technology has become so endemic that schools and teachers for that matter that fail to participate in this development risk increasing marginalization (Spanos, Prastacos and Poulymenakou, 2002). Information and communication technologies being used in the education sector include computers, the internet, telephone, emails, among others. Other specific tools offered by information and communication technology for teaching and learning have been catalogued by Osborne and Hennessy (2007) as follows: (a) tools for data capture, processing and interpretation such as data logging systems, databases and spreadsheets, graphing tools and modeling environments (b) multimedia software for simulation of processes and carrying out â€Å"virtual experiments†. (c) Publishing and presentation tools (d) Digital recording equipment (e) Computer projection technology These research workers added that these forms of information and communication technology can enhance both the practical and theoretical aspects of teaching. Other advantages of information and communication technology include enhancing the learning experience by offering a more personalized environment to students (Williams, 2005), boundaryless to which teaching materials can be administered and learning received (Osborne and Hennessy, 2007) and its limitless capacity to reach countless pupils and students with the same teaching materials (Van Brakel and Chisenga, 2003. , Johnston-Wilder and Pimm, 2004). It is known that many school pupils and students alike shy away from mathematics, claiming it is a difficult subject. It maybe a worthwhile undertaking to find out how information and communication technology help students overcome the problem of learning the subject and also teachers in effectively teaching it. Also, despite the widespread use of information and communication technology in the teaching of mathematics, few studies have been conducted to assess its effectiveness as a teaching tool and its impact on learning. Consequently, there is paucity of information in this area of education. This study therefore was instituted to help fill the information gap. Specifically, it shall seek to answer the question of whether the use of information and communication technology enhance teaching and learning of mathematics or otherwise. 2. 0 LITERATURE REVIEW 2. 1 Information and Communication Technologies for teaching mathematics Oldknow (2004) has given a vivid description of the information and communication technology hardwares, softwares and gadgets available for teaching and learning of mathematics. According to this author, information and communication technology hardware used to support interactive whole class teaching are conventionally based on a computer (desktop or laptop) or a projector or both. These gadgets can be permanently mounted or are movable. This author also pointed out that the objects projected can be displayed on an interactive white board (IWB) or an ordinary whiteboard or a clear patch of wall or screen. The IWB also come with its own pack of software tools. Two commonly used softwares for teaching mathematics are the Dynamic Geometry Software (DGS) and the Cabri Geometry Software. The former can be used at all levels of education. Other tools in use are the graphical calculators and data-loggers as well as integrated mathematical softwares such as the TI Inter-active. In their book titled â€Å"Teaching secondary mathematics with ICT (Learning and teaching with Information and communication technology), Johnston-Wilder and Pimm (2004) offered useful tools used in teaching and learning of mathematics. For example, they showed how the internet and video conferencing can be used to enhance teaching. They also revealed how interactive boards can be used in the classroom. Softwares that support the teaching and learning of mathematics in primary schools have been categorized by the DfES (2007). These include (a) software for numbering and number patterns (b) spreadsheet software and calculators (c) pixie and roamer programmable toys for stage one pupils (d) shape programs using computer-aided design (CAD), (e) Abacus 1, 2, and 3 teaching software and (f) 123-CD for numeric skill development. 2. 2 The use of information and communication technology in schools In the last decade or two, information and communication technology (ICT) has considerably altered the way and manner teaching of students and pupils, learning and school administration is carried out. According to Gurr (2001) school systems worldwide face increasing pressure to use technology to enhance teaching, learning and administration. This research worker further pointed out that in the school system of Victoria, Australia, school principals had been able to manage the decade of explosive change through an increasing reliance on information communication and technology. Some of the principals he interviewed in this study revealed that they would not have been able to do their work, if they had not been familiar with information and communication technology. A lot of changes have taken place since 2001 in the information and communication technology sector itself and its usage in teaching, learning and administration of schools that lack of knowledge in information and communication technology would have made the work of operatives in this sector virtually possible. Loveless (2003) studied the interaction between primary school teachers’ perceptions of information and communication technology and their pedagogy at Carberry Junior School in England. He found that Information and communication technology was perceived as by the teachers as a social and cultural phenomenon and an ambiguous area constructed as a discrete subject and a ‘new’ field in primary schools. Yuen, Law and Wong (2003), on the other hand, studied the models of change in eighteen schools striving to integrate the use of information and communications technology in teaching and learning across school curriculum in the Hong Kong Special Administrative Region. They found that the strategy adopted by a school instituting such change and the resulting variation of pedagogical practices using information and communication technology was strongly dependent on the school leader’s vision and understanding of the role and impact of information and communication technology in the curriculum, culture and background of the school and its general vision and mission. Hennessy, Ruthven and Brindley (2005) also examined how secondary school teachers of core subjects such as English, Mathematics and Science integrate information and communication technology into mainstream classroom practice in English schools. They found that teachers used Information and communication technology to enhance and extend their existing classroom practice. Teachers also developed and tried new strategies specifically for mediating Information and communication technology supported learning. These research workers also found that teachers were able to overcome potentially obstructive role of some forms of information and communication technology by focusing pupils’ attention to underlying learning objectives. In another study involving a survey of teachers, Ruthven and Hennessy (2003) reported that ICT enabled teachers to facilitate more of their routine components of classroom activity, increasing the productivity of pupils and improving the quality of work they produced. These researchers also added that ICT allowed the teachers’ activities to be carried out more quickly and reliably, with greater ease and higher quality (Ruthven and Hennessy, 2002) Sutherland and co-workers (2004) also studied how teams of teachers and researchers embed information and communication technology into everyday classroom practices to enhance learning. The study focused on the teaching and learning across a range of subjects such as English, History, Geography, Mathematics, Foreign languages, Music and Science. They found that young people out of school uses of information and communication technology influenced their in-school learning. Higgins (2007), on the other hand, has pointed out that there is evidence from research that information and communication technology could help pupils to learn and teachers to teach more effectively. This researcher however, added that there was not a simple message in such evidence that ICT would make a difference simply by being used. In other words, concrete plans and objectives must be set in place and stringently implemented before observable results can be seen. Higgins (2007) further added that findings suggest that although information and communication technology can improve learning, there were a number of issues that must be addressed if technology was to make a difference. These issues are (a) the modest effect of information and communication technology compared with other research interventions and (b) the almost negligible effect of the provision and use of information and communication technology at a general level. Lawson and Comber (1999) have examined the non-technical factors which lead to successful integration of information and communication technology into school curriculum. The factors identified included (a) teachers’ attitudes prior to the innovation (b) the role of the information and communication technology coordinator (c) the attitude of senior management and (d) the existence of adequate support and training. These research workers concluded that the interplay between these four factors provided the necessary conditions for a successful deployment of superhighways technology in the curriculum. According to McCarney (2004) previous studies into teacher attitude and motivation in Scotland, identified staff development as one of the contributing factors to the effective usage of information and communication technology in the classroom. This study further revealed that there was the need to place greater emphasis on the pedagogy of information and communication technology. The study concluded that these findings should be of interest to all involved in teacher education and the continuing professional development of teachers. 2. 3 Problems associated with information and communication technology usage in schools The use of information and communication technology in the educational sector has not been without its peculiar problems. Littlejohn (2002) has pointed out that common shortcomings in educational design in higher education had not been fully addressed in some schools during the rapid shift towards online, resource-based learning. He noted that a contributing factor to this problem has been the adherence of academic staffs towards passive and didactic forms of online teaching and learning. Continuous professional development has been offered as the most valid way of rectifying this problem (Davies and Preston, 2002; Littlejohn, 2002). There are more primary and secondary schools than schools catering for higher educations, so it can be expected that the problem can be more pronounced in the lower end of the educational ladder. Some educators have suggested that information and communication technology use should start at the schools where teachers are trained. Galanouli and McNair (2001) have shown from a study that students’ use of information and communication technology on teaching practice was necessary for effective future use of information and communication technology in the classroom. They therefore recommended that schools should be supported and resourced properly to enable teachers gain effective information and communication technology training for their future careers. Some researchers have highlighted the negative effects information and communication technology can have on pupils or students. Tolmie (2001) has pointed out that whilst information and communication technology has tremendous benefits, it can have unexpected diverse effects on students according to the setting in which they are used. He counseled that if the object was to exercise control over the outcome, then conditions of use need to be planned for within the design and implementation of the technology. In order to do this, Tolmie (2001) recommended that data should be gathered on how outcomes are affected by the interplay between technology and the context within which they are used. Watson (2004) has bemoaned technology’s role in education. According to this research worker despite the ubiquity of technology in the business world, no clear role has emerged for it in education. He further pointed out that this was happening after many years of national policies and investment in information technologies in the UK and elsewhere. He added that technology is still considered by many people as having been imposed and novel â€Å"outsider† in the pedagogy of schools. Kennewell (2001) has conceded that evaluating the nature and extent of the influence of information and communication technology on the quality of learning is highly problematic, owning to the number and complexity of interacting variables involved in the settings of teaching and learning. These difficulties notwithstanding, Kennewell (2001) pointed out that there was the need to identify, characterize, measure and model more precisely the features and processes through which technology impacts upon teaching and learning. According to this research worker, such information is very much needed by those responsible for allocating large sums of money for the development of information and communication technology in education. METHODOLOGY A qualitative study involving in-depth personal interviews with mathematics teachers shall be conducted. Three teachers shall be engaged for this interview. The questionnaire to be used is given in the Appendix. This study shall endeavour to assess the knowledge and understanding of the three chosen mathematics teachers about information and communication technology as well as problems they encountered in using them. REFERENCES 1. Davies, R. and Preston, M. (2002). An evaluation of the impact of continuing professional development on personal and professional lives, Journal of Computer Assisted Learning, 28(2):231-254.

Technology’s Detrimental Effects on Communication Essay -- Communicati

Recent advancements in technology, especially social networking, have severely hindered the communication skills of today’s society by promoting edited, impersonal and staged communication. Today’s society places a high value on websites such as Facebook, MySpace and Twitter; so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of today’s generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the past 50 years, and continues to grow and morph every day. Today’s youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people around them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the ability of society to function and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 hours a day 7 days a week, and now even from the very phone they use to text. These updates are all-encompassing and can range from life changing: â€Å"I Just found out I'm pregnant!† To the mindless minutiae of ‘I just ate a sandwich.† Social Networking sites have become to go-to-website for anything you’d want to do online. Through these sites, you can contact your frien ds and family, play games, take quizzes, get help with homework, and even cruise the dating scene through ‘applications’ on some websites. Since social networking sites can replace event invitations, purchased video games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in general. English and Sexton say it in the simplest words conceivable â€Å"Every hour that is spent on a social networking web site is another hour spent alone† (1) Works Cited Baca, Jimmy Santiago. â€Å"Becoming a Poet.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 387-393. Print English, Marlanda, and Sexton, Jennifer. "Counterpoint: Social Networking Websites Isolate People and put them at Risk of Predation.† EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. â€Å"Sex, Lies, and Conversation.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 330-335. Print Technology’s Detrimental Effects on Communication Essay -- Communicati Recent advancements in technology, especially social networking, have severely hindered the communication skills of today’s society by promoting edited, impersonal and staged communication. Today’s society places a high value on websites such as Facebook, MySpace and Twitter; so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of today’s generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the past 50 years, and continues to grow and morph every day. Today’s youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people around them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the ability of society to function and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 hours a day 7 days a week, and now even from the very phone they use to text. These updates are all-encompassing and can range from life changing: â€Å"I Just found out I'm pregnant!† To the mindless minutiae of ‘I just ate a sandwich.† Social Networking sites have become to go-to-website for anything you’d want to do online. Through these sites, you can contact your frien ds and family, play games, take quizzes, get help with homework, and even cruise the dating scene through ‘applications’ on some websites. Since social networking sites can replace event invitations, purchased video games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in general. English and Sexton say it in the simplest words conceivable â€Å"Every hour that is spent on a social networking web site is another hour spent alone† (1) Works Cited Baca, Jimmy Santiago. â€Å"Becoming a Poet.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 387-393. Print English, Marlanda, and Sexton, Jennifer. "Counterpoint: Social Networking Websites Isolate People and put them at Risk of Predation.† EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. â€Å"Sex, Lies, and Conversation.† Reading Our World: Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston: Wadsworth, 2010. 330-335. Print

1. Analysis of the Knowledge Management at Tcs Using the Knowledge Management Value Chain Model.

1. Analysis of the knowledge management at TCS using the knowledge management value chain model. *Knowledge acquire -TCS has created communities of practices (CoPs) with an animator expert in an area of knowledge to gather best practice on different area of expertise using business case documenting problem and solution. -Then TCS tried to capture technology, processes and case studies called Process Asset Libraries. So their intent was more on capturing structure data in the first wave. In the implementation of Ultimatix, TCS tried to use captures of intelligent technics or knowledge work system meaning knowledge tools like wizard, templates for software productivity improvement, knowledge training modules and information on tools. *Â  Knowledge storage -Business cases with solutions. For example on mainframe around 1500 business cases. -Process Asset library permit exchanges of around 10000 documents on industry practices and 21000 services practices in six month during 2003. -Line of businesses, line of technology, and projectsTCS has disseminated knowledge by: -Customizing for each are of practice/technology, customer and industries. -Creating an initial training program and a continuous learning program for experience employees based on role and competence definition. -Encouraging people to move and go outside TCS to learn and bring back knowledge. -Using information letter per expert area and tip of day are used. *Marketing knowledge -To create business related document. It can be retrieved by searching similar business case. -To innovate and decide with a tool called TIP and IdeaStorm.The IdeaStorm process is in three steps one idea / question are submitted, people can brain storm on it and after vote. -Just ask process to get direct access to experts TCS has various Portals which permit a uniform access to knowledge. It can be accessed through queries or using taxonomies created by CoPs. Tools and activities were used for managing tacit knowledge: TCS h as created communities of practices (CoPs) with an animator expert in an area of knowledge to gather best practice on different area of expertise using business case documenting problem and solution. -Just ask process to get direct access to experts Encouraging people to move and go outside TCS to learn and bring back knowledge. -Using information letter per expert area and tip of day are used. Tools and acticities used for managing explicit knowledge: -Process Asset library permit exchanges of around 10000 documents on industry practices and 21000 services practices in six month during 2003. -To create business related document. It can be retrieved by searching similar business case. -To innovate and decide with a tool called TIP and IdeaStorm. The IdeaStorm process is in three steps one idea / question are submitted, people can brain storm on it and after vote. Then TCS tried to capture technology, processes and case studies called Process Asset Libraries. So their intent was more on capturing structure data in the first wave. -In the implementation of Ultimatix, TCS tried to use captures of intelligent technics or knowledge work system meaning knowledge tools like wizard, templates for software productivity improvement, knowledge training modules and information on tools LiveMeeting sessions during project for status meeting and after project lesson learned are recorded in the knowledge database 2.Some of the growth of knowledge management systems in TCS and how the sytems helped its business are listed as below KBASES AND GROUPWARE It is a knowledge repository in the corporate and branch servers accessible to all employees through the intranet. It contained wide range of information regarding processes, line of technology and the line of business. The groupware was a body which automated various in house systems such as training and many other functions. CLOSELY KNITS COMMUNITIES OF PRACTICES (COPS)Community of practices was a forum of organizational memor y where teams all over the organization at different times zones communicated and documented the best practices. PROCESS ASSET LIBRARIES (PALS) Process asset libraries was an information database related to technology, processes and case studies. These were made available to all development centers of TCS through the intranet. WEB-BASED ELECTRONIC KNOWLEDGE MANAGEMENT PORTAL (EKM) Knowledge was made globally available. The PAL library, and Kbases hosted on the intranet were merged with Ultimatix.Sub-portals of quality management system, software productivity improvement, training materials and tools information were shared and easily accessed via EKM. COP members widely shared and exchanges industry and service practices. INTEGRATED COMPETENCY AND LEARNING MANAGEMENT SYSTEMS (ICALMS) The system was deployed globally across all offices to promote a culture of learning and growth in the organization. Employees could enhance their skills in many areas. KNOWMAX Developed using Microsoft sharepoint portal server. It supported more than 60 knowledge assets and was accessible via Ultimatix to all TCS associates.Any associate could contribute their knowledge and information for sharing with employees. 3. Some collaboration tools which are need at TCS: IBM same time: client-server application on window that provide real-time, unified communications and collaboration for enterprise. IBM quick place: self-service for non-technical users to easily create a browser-accessible web-workspace to support a task, project. When TCS combine same time with quick place, it took easyly to exchange information on project, technlogy and preparation.Lotus: domino collaboration tools can provide multiple service: Thanks to use these tools, TCS can unprove collabaration among employees and collaboration of overseas and local office 4. Web 2. 0 tools help TCS to manage knowleadge and collaboration among it employees TCS used a wide variety of collaboration tools from taking on account arc hitectural aspects to the usage of Web 2. 0 tools. TCS's development centers have had a special attention to its architecture so that they could be divided into modules of a common area each with its own garden in order for the employees to have informal conversations during their breaks.Naturally TCS could also profit by the fact that many of those conversations were about their employees’ business problems. Propel sessions also brought together employees with similar interests so that they could balance their work and their life and hopefully integrate both as one. Aside from taking into account the employee's personal life TCS also implemented another methods to share knowledge. By recording all of their meetings with LiveMeeting application TCS could arrange a team where all the members knew what was discussed.Knowledge could also be shared directly from their experts by Knowledge Transition sessions and a Tip of the Day mail system. This way knowledge could flow from the ir experts to their beginner workers who in fact need to learn in order perform better for TCS. The implementation of Project Infinity brought alongside VOIP and video conference tools. Using these tools all TCS's branches could communicate and collaborate in realtime keeping focus to the same objective. However Project Infinity also brought along other tools such as Instant Messaging and a news broadcast system.Using these tools TCS could communicate in real time with all of TCS's offices in the world sharing data and knowledge other than using voice or video systems. TCS also used Web 2. 0 tools integrated in their own website such as a Just Ask system, a Blog Platform, TIP and MySite. As in one side The Just Ask system would directly be connected to TCS's business, on the other side The My site would be more related to one's personal life. 5. How do you think KM tools have changed some key operational processes at TCS, such as bidding for new projects, project development and imp lementation, customer service, and so on?TCS core business is to produce project in India to be delivered all around the world. TCS processes have been simplified and communication has been streamed with those KM tools. Three bricks are missing for a 100% effective knowledge sharing: -The collaboration inside a document. For example, during an offering, it is frequent that many people are working on the same document. -The search engine technology. Having Tera’s of document emphasize the need to have a good search engine in order to find relevant document. -The document life-cycle would permit to exclude outdated document.

Time Value of Money - 2180 Words

The Basic Law in Finance Ââ€" Time Value of Money We earn money to spend it and we save money to spend it in the future. However, for most people spending money in the present time is more desirable since the future is unknown. We can gratify the desire to spend money today rather than in the future by knowing the basic law in finance Ââ€" time value of money. This means that a dollar today is worth more than a dollar at some time in the future. Unfortunately, people very often want to buy things at the present time which cost more that what they earn, so they pay with credit cards or take out loans which have to be paid off at some point in the future. In this paper we will discuss the present value of money, the future value of money,†¦show more content†¦Or, ask yourself this question: • What is todays value of future net receipts? Initial Outlay Year 1 Year 2 Year 3 Year 4 Year 5 Cash In $116,667 $206,000 $212,180 $218,545 $225,102 Cash Out TIs: ($180,000) Comm: ($ 82,710) OPEX: $85,000 $85,000 $85,000 $85,000 $85,000 Net Cash Flow ($262,710.00) $31,667 $121,000 127,180 133,545 140,102 - - - - - - - - - - Todays Value (262,710.00) - - - - - 28,788.18 ------- - - - - - 100,000.00 ---------------------- - - - - 95,552.22 ------------------------------------- - - - 86,992.32 ---------------------------------------------------- - - 91,213.03 -------------------------------------------------------------------- - $139,835.75 The present value of future net income; NPV. The future value of money invested is calculated by adding the present value and the interest earned (interest equals to present value times the rate of the interest, and is represented as a percentage). However, the future value of money may also work against us when for example we pay with credit cards and we have to pay it off with the money from the future plus interest expense. Suppose that instead of receiving $1,000 we spent $1,000 by purchasing merchandise on a credit card. Note that a dollar today is worth more than a dollar tomorrow, so we will have lost money because we will need to pay off our credit card accountShow MoreRelatedTime Value of Money1028 Words   |  5 Pagestoward understanding the relationship between the value of dollars today and that of dollars in the future is by looking at how funds invested will grow over time. This understanding will allow one to answer such questions as; how much should be invested today to produce a specified future sum of money? Time Value of Money In most cases, borrowing money is not free, unless it is a fiver for lunch from a friend. Interest is the cost of borrowing money. An interest rate is the cost stated as a percentRead MoreTime Value of Money1033 Words   |  5 PagesTime Value of Money (TVM), developed by Leonardo Fibonacci in 1202, is an important concept in financial management. It can be used to compare investment alternatives and to solve problems involving loans, mortgages, leases, savings, and annuities. TVM is based on the concept that a dollar today is worth more than a dollar in the future. That is mainly because money held today can be invested and earn interest. A key concept of TVM is that a single sum of money or a series of equal,Read MoreTime Value of Money967 Words   |  4 PagesTime Value of Money The time value of money relates to many activities and decision in the financial world. â€Å"Understanding the effective rate on a business loan, the mortgage payment in a real estate transaction, or the true return on an investment depends on understanding the time value of money† (Block, Hirt, 2005). 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The time value of money (TVM) is based on the premise that one will prefer to receive a certain amount of money today than the same amount in the future, all else equal. As a result, when one deposits money in a bank account, one demands (and earns) interest. Money received today is more valuable than money received in the futureRead MoreTime Value of Money2124 Words   |  9 PagesTime Value of Money: Simple Interest versus Compound Interest Outline I. Applications of Time Value of Money 1.1 Example One 1.2 Example Two 2. Interest 2.1 What is Interest? 2.2 Three Variables of Interest 1. Principal 2. Interest Rate 3. Time 2.3 Why is Interest Charged? 3. Simple Interest 3.1 What is Simple Interest? 3.2 Simple Interest Formula 4. Compound Interest 4.1 What is Compound Interest? 4.2 Compound Interest Formula Read MoreTime Value of Money712 Words   |  3 Pageswill pay the bank over the life of the loan? $123,945.04 4. 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