Integration of ITC

Acest capitol reprezintă viziunea noastră vis a vis de evenimente petrecute între anii 1985 și 2018, în legătură cu Informatizarea sistemului educațional preuniversitar. Această viziune este determinată de o istorie trăită alături de câteva dintre personalitățile care au muncit la acest proiect de țară. Prin urmare, există posibilitatea ca în acest document să nu se regăsească foarte mulți dintre cei care au contribuit la introducerea calculatorului în școala românească. Tuturor acestora le cerem scuze.

Am avut șansa de a fi 35 de ani în preajma unor oameni fabuloși, care au construit ceva pentru România, lucrând continuu la modernizarea școlii românești și să fim acceptați de ei, fie ca promotori de proiecte de informatizare, fie ca parteneri în varii proiecte. Informatizarea școlii românești, crearea unei mase critice de profesori și profesoare cu știință de carte nu a venit prin voia stelelor, ci prin ideile și munca neobosită a unor oameni care și-au dedicat întreaga carieră unui țel: România educată. Suntem ferm convinși că succesul Industriei IT din România se datorează dascălilor români din învățământul preuniversitar care au știut să se aplece, cu dăruire, formării viitorilor experți din informatica românească și mediului universitar care a știut să întrețină flacăra aprinsă în anii de gimnaziu sau de liceu. Am construit cu toții o industrie, poate singura, care se află într-un top mondial. România are toate calitățile pentru a deveni una dintre țările puternic informatizate ale lumii. Avem tradiție în acest sens și avem competențele necesare și suficiente pentru a face saltul direct către Societatea Informațională, „arzând” etapele parcurse de alte țări.

Editor și coordonator: Conf. Univ Dr. Marin Vlada
Referenți:
Acad. Prof. Dr. Mihail-Viorel Bădescu, Președinte, Divizia Istoria Științei, Comitetul Român de Istoria li Filosofia Științei și Tehnicii, Academia Română
Prof. Dr. Eufrosina Otălcan, Vicepreședinte, Divizia Istoria Științei, Comitetul Român de Istoria li Filosofia Științei și Tehnicii, Academia Română

Despre momente, proiecte și oameni cărora le datorăm astăzi nivelul informaticii românești.
Am avut șansa de a fi 35 de ani în preajma unor oameni fabuloși, care au construit ceva pentru România, lucrând continuu la modernizarea școlii românești și să fim acceptați de ei, fie ca promotori de proiecte de informatizare, fie ca parteneri în varii proiecte. Informatizarea școlii românești, crearea unei mase critice de profesori și profesoare cu știință de carte nu a venit prin voia stelelor, ci prin ideile și munca neobosită a unor oameni care și-au dedicat întreaga carieră unui țel: România educată. Suntem ferm convinși că succesul Industriei IT din România se datorează dascălilor români din învățământul preuniversitar care au știut să se aplece, cu dăruire, formării viitorilor experți din informatica românească și mediului universitar care a știut să întrețină flacăra aprinsă în anii de gimnaziu sau de liceu.
Am avut privilegiul să putem construi proiecte de informatizare și să fim martorii unor momente care, prin semnificația lor, prin magnitudinea lor să determine formarea de competențe în lumea educației. Le rămânem recunoscători tuturor celor care au contribuit, fie și cu un epsilon oricât de mic la acest proiect de țară.
Am construit cu toții o industrie, poate singura, care se află într-un top mondial.
Peste 500 de profesori, informaticieni, artiști graficieni, specialiști în varii domenii, experți în management sunt prezenți în această lucrare care reprezintă al XI-lea capitol al volumelor ROINFO - Volumul 2018 "Istoria informaticii românești. Apariție, dezvoltare și impact.", editor: Conf. Univ. Dr. Marin Vlada - http://c3.cniv.ro/?q=2018/iir

There is a large amount of Information Technology and Communication (ITC) tools that surround scholar activity. The prominent place of the peer-review process upon publication has promoted a crowded market of technological tools in several formats. Despite this abundance, many tools are unexploited or underused because they are not known by the academic community. In this study, we explored the availability and characteristics of the assisting tools for the peer-reviewing process. The aim was to provide a more comprehensive understanding of the tools available at this time, and to hint at new trends for further developments. The result of an examination of literature assisted the creation of a novel taxonomy of types of software available in the market. This new classification is divided into nine categories as follows: (I) Identification and social media, (II) Academic search engines, (III) Journal-abstract matchmakers, (IV) Collaborative text editors, (V) Data visualization and analysis tools, (VI) Reference management, (VII) Proofreading and plagiarism detection, (VIII) Data archiving, and (IX) Scientometrics and Altmetrics. Considering these categories and their defining traits, a curated list of 220 software tools was completed using a crowdfunded database (AlternativeTo) to identify relevant programs and ongoing trends and perspectives of tools developed and used by scholars.

Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication) language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

Information and communication technologies (ICTs) have the potential to transform transitional justice in the digital era. However, it is difficult to evaluate whether ICTs generally democratize access and participation in transitional justice processes, or whether they reinforce preexisting power asymmetries because of inequalities in terms of access and technological skills. Instead of endorsing a techno-optimistic or a techno-pessimistic vision, this Note from the Field focuses on how the everyday use of technology by civil society actors contributes to shaping the potential impact of ICTs. Drawing upon science and technology studies, it argues that the conceptualization of transitional justice is co-constructed during the adoption and use of different technological tools. The Note describes two different uses of ICTs in the context of the Justicia y Paz law in Colombia from 2005. While ministries and state institutions created an integrated information system to improve procedural efficiency, civil society organizations created open information systems to circulate data and to contribute to historical memory and truth. These two examples illustrate how the use of ICT is shaping new conceptualizations of transitional justice among actors and in society in general. K E Y W OR D S : narratives, civil society, information and communication technologies, Colombia The process of demobilization of paramilitary groups in Colombia under Law 975 of 2005 (Justicia y Paz) placed transitional justice at the center of the public sphere in the transition of society toward peace and national reconciliation. The law marked a milestone in the definition of transitional justice in terms of past human rights violations , construction of truth and reparations. This process required the recomposition

The purpose of this study is to design a networked learning process for ICT integration training and to explore the contribution of the design on preservice teachers' knowledge construction qualities. The study group was formed by 60 preservice teachers. Three items were discussed in the design; design of tasks, design of environment, and organizational design. The data was obtained from the activities carried out in the networked learning environment. Preservice teachers' knowledge construction process was examined by content analysis. Consequently, it was found that a networked learning process, which based on ICT integration and carried out in a networked learning environment, supports and contributes positively preservice teachers' knowledge construction process and qualities related to integration of ICT. Purpose and Significance: The purpose of this study is to design a networked learning process for ICT integration training and to explore the contribution of the design on preservice teachers' knowledge construction qualities related to integration of ICT into teaching and learning process. The goal of the process is to make preservice teachers prepared to integration of ICT into teaching and learning process. Method: The study group is formed by 60 preservice teachers who
enrolled in the “Computer Supported Mathematics Teaching” course. The
data was obtained from the activities carried out in the networked learning
environment accordance with the planned activities. Content analysis was
executed through discussions held at the beginning and at the end of the
training to examine preservice teachers’ knowledge construction process and
qualities.
Results: It was determined that discussions made by preservice teachers
comprise almost all cognitive learning activities both at the beginning and
the end of the process. Accordingly to this, it can be said that preservice
teachers participate the activities to commit the learning content and to attain
the learning goals, and this refers to the process of negotiation, critical
thinking, asking questions and discussing subjects with other participants in
the environment. Preservice teachers constructed knowledge at level B
mostly both the beginning and the end of the process. Activities described as
low-quality knowledge (level C and D) has been greatly reduced at the end
of the process. Therefore, knowledge constructed by preservice teachers
through all of the process can be argued as qualified. It can be said that when
preservice teachers construct knowledge, they especially give reasons for a
choice made, elaborate on an idea, theory or line of thought, link two or
more things or facts which are related to each other, criticize arguments on
their relevance and truth, and give a judgement after considering an
argumentation or theory.
Discussion and Conclusions: In relation to learned components about
integration of ICT into teaching and learning process; preservice teachers
integrated each contribution they made as a common and consistent way,
constructed knowledge into a coherent whole with each part contributing to
the overall meaning, and used the integrated whole as conceptualized at a
higher level of abstraction, which enables generalization to a new topic or
area and is used in a reflective way. Preservice teachers equipped with such
an integration training are thought to be successful in integrating ICT into
teaching and learning process. So, the networked learning process designed
in this study is hoped to lead further integration studies.

Success at university depends on the possession of outstanding writing skills. Yet of all language skills, writing is the most arduous to master and the situation gets even worse in the case of second or foreign languages. The current study investigated the suitable ways to overcome the difficulties students of English face with writing especially in terms of vocabulary items and spelling mistakes by exploring the effects of adapting autocorrect and spell-checkers technologies on their writing skills. The research data comes from an experiment conducted at Adrar University, south of Algeria, in which 18 LMD (Licence-Master-Doctorat, equivalent to the BMD, BachelorMaster-Doctorate) students utilize autocorrect and spell-checkers as assistive technology. The finding of the experiment shows that the use of assistive technology has perceptible effects regarding the quality of students' production as these technologies displace the attention from worrying about spelling mistakes to other aspects of writing. The paper also proposes some suggestions to improve writing skill at the level of Algerian Higher educational institutions (HEIs).