Evaluation of digital technology and software use among business education teachers.Digital video cameras are part of the evolution of multimedia digital products that have positive applications for educators, students, and industry. Multimedia digital video can be utilized by any personal computer and it allows the user to control, combine, and manipulate manipulate To cause a security to sell at an artificial price. Although investment bankers are permitted to manipulate temporarily the stock they underwrite, most other forms of manipulation are illegal. different types of media, such as text, sound, video, computer graphics, and animation. This paper examines the familiarity and use of these educational hardwares among business education teachers. Based on the affinity that younger teachers have for incorporating digital cameras and soft-ware applications into their curriculum, one conclusion from this research is for administrators to focus on seminars and training of educators that have been teaching for more than five years. The survey also found some differences in the use and comfort level among teachers of different ethnic background. ********* The beginning of the new millennium witnessed an explosion in the utilization of computer technology by Business and Office Education teachers. Middle and High school students have grown up with computers and the Internet Internet Publicly accessible computer network connecting many smaller networks from around the world. It grew out of a U.S. Defense Department program called ARPANET (Advanced Research Projects Agency Network), established in 1969 with connections between computers at the , they are accustomed to word-processing, and these students understand the rudiments of spreadsheet spreadsheet Computer software that allows the user to enter columns and rows of numbers in a ledgerlike format. Any cell of the ledger may contain either data or a formula that describes the value that should be inserted therein based on the values in other cells. and database computer applications. The challenge for educators is to try and stay ahead of the technological trends and to select pedagogical ped·a·gog·ic also ped·a·gog·i·cal adj. 1. Of, relating to, or characteristic of pedagogy. 2. Characterized by pedantic formality: a haughty, pedagogic manner. products that are user-friendly user-friendly - Programmer-hostile. Generally used by hackers in a critical tone, to describe systems that hold the user's hand so obsessively that they make it painful for the more experienced and knowledgeable to get any work done. and useful in the classroom. Digital Video cameras are part of the evolution of multimedia digital products that have positive applications for educators, students, and industry. Multimedia digital video can be utilized by any personal computer and it allows the user to control, combine, and manipulate different types of media, such as text, sound, video, computer graphics, and animation. Because of their convenience and affordability, digital cameras have a wide range of use as an instructional tool. To name a few, it allows teachers to evaluate other teachers in the field through the use of digital cameras and provide relevant lessons to hearing impaired students. To explore this issue, the paper analyzes the responses from public school business teachers regarding their use of some educational hardwares in teaching. To accomplish that, a sample of 226 Public School business education and office administration teachers in North Carolina North Carolina, state in the SE United States. It is bordered by the Atlantic Ocean (E), South Carolina and Georgia (S), Tennessee (W), and Virginia (N). Facts and Figures Area, 52,586 sq mi (136,198 sq km). Pop. were surveyed to investigate their use of digital still cameras, editing software's and video digital cameras. The paper examines how satisfied teachers are with their current software skills, and their comfort level in using digital cameras. Furthermore, the paper explores the educators ethnic background, and analyzes their current skills, comfort levels and usage of instructional cameras, hardware and software in teaching. Computer Applications in Business and Office Education Numerous researchers, Redmann, (1996), Wallace Wal·lace , Alfred Russel 1823-1913. British naturalist who developed a concept of evolution that paralleled the work of Charles Darwin. (1997), Swope, (1998)) have documented thousands of computer applications for business education including internet computer See Internet appliance and network computer. applications. Computer Applications for Business and Office Education teachers include presentations, spreadsheets The following is a list of spreadsheets. Freeware/open source software Online spreadsheets
In a review of chat technology, Ellis (1998) reported that business and office education teachers used chat technology for conferences, distance learning courses, group projects, case studies, and games between people and/or and/or conj. Used to indicate that either or both of the items connected by it are involved. Usage Note: And/or is widely used in legal and business writing. computer opponents. Wagner (1997) described the world wide web as a computer technology that allows the possible integration of full-color graphics, varying typefaces This is a list of typefaces. Serif Here you can find a graphical version of this table.
tr.v. pe·rused, pe·rus·ing, pe·rus·es To read or examine, typically with great care. [Middle English perusen, to use up : Latin per-, per- materials posted on internet pages, (b) to work cooperatively, and (c) to write correctly when creating web pages. Digital Camera Applications in Business and Office Education Digital cameras are now available from the internet, in camera shops, computer shops, and discount stores. Most models work with either Macs or PCs. Newer features have the ability to print directly to a color inkjet See inkjet printer. without using your PC, remote controls, detachable de·tach tr.v. de·tached, de·tach·ing, de·tach·es 1. To separate or unfasten; disconnect: detach a check from the checkbook; detach burs from one's coat. 2. LCD (Liquid Crystal Display) A display technology that uses rod-shaped molecules (liquid crystals) that flow like liquid and bend light. Unenergized, the crystals direct light through two polarizing filters, allowing a natural background color to show. viewers, auto-focus, and internal hard drives. Because of their convenience and affordability, digital cameras have a wide range of business and office education uses. In a Digest Digest: see Corpus Juris Civilis. (1) A compilation of all the traffic on a news group or mailing list. Digests can be daily or weekly. (2) Any compilation or summary. to help vocational educators learn ways to make the best use of the world wide web, Wagner (1997) cited a project that allows teacher educators to evaluate other teachers in the field through the use of digital cameras. Digital cameras can be used as an instructional tool, such as, for students assignments, providing relevant lessons to hearing impaired students, and recording science experiments. Also, it can be used for compiling com·pile tr.v. com·piled, com·pil·ing, com·piles 1. To gather into a single book. 2. To put together or compose from materials gathered from several sources: folios for dancing, model, drama, and folios that will be sent out to prospective employers. Learning benefits for business and office education students from digital cameras include, collaborative learning Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each , using digital cameras, increased utilization of personal computers, exposure to the different types of picture output formats, cropping, and editing of photos. Multimedia Digital Video Applications in Business and Office Education Multimedia includes high quality graphics and images, transitional effects, music, voice, sounds and animations. Multimedia digital video productions can enhance all of the digital camera picture applications. In the 1990's, digital camcorders were used as the input devices for multimedia productions. Several investigators have researched the educational applications of digital video multimedia. Morris (1992) described digital video technology multimedia products. Klemin (1993) reported that multimedia was being used in education and in business training. Klenin stated that this was a new technology for the digital computer coupled with borrowed analog technology from television, film, and stereo See stereophonic. and designed for industry multimedia standards that was linked by new software. Pinheiro & Oblinger (1993) explored the early technology behind digital multimedia, and found that digital video interactive Digital Video Interactive (DVI) was the first multimedia desktop video standard for IBM-compatible personal computers, developed around 1984 by Section 17 of The David Sarnoff Research Center Labs (a division of RCA at the time, later DSRC became a division of General Electric is a technology that transformed and compressed analog information into digital information that represented sound and video. The advantage of digital video is its ability to communicate over computers. Bassoppo-Moyo (1997) also researched digital video technology and its ability to combine multimedia tools to form a single communication engine. He defined digital analog video The original video recording method that stores continuous waves of red, green and blue intensities. In analog video, the number of rows is fixed. There are no real columns, and the maximum detail is determined by the frequency response of the analog system. technology, its historical origins, how it works, software applications, interactive attributes, and the implications to film and video production. Barton BARTON, old English law. The demesne land of a manor; a farm distinct from the mansion. (1995) described the factors driving the shift from analog to digital video storage and retrieval, including improved compression techniques, reduced hardware costs, and increased network demands. Barron Barron may refer to
tr.v. de·pict·ed, de·pict·ing, de·picts 1. To represent in a picture or sculpture. 2. To represent in words; describe. See Synonyms at represent. the characteristics of digital video, various compression procedures, and presented applications and guidelines guidelines, n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. for use of digital video in higher education higher education Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. including multimedia presentations, multimedia lessons, and internet. Survey Results Digital video cameras and their applications for personal computers are relatively new developments in the field of multimedia. Digital video cameras have all of the benefits of video digital still cameras, plus the added feature of real-time 1. real-time - Describes an application which requires a program to respond to stimuli within some small upper limit of response time (typically milli- or microseconds). Process control at a chemical plant is the classic example. moving pictures, and sound. The videoed events can be saved on the camera's disk and then inserted into a personal computer and none of the disadvantages of analog camcorders. Digital video cameras can be effective instructional tools. They can be used to enhance power-point presentations, used in creating group projects and more importantly, instructors can make teaching videos that students can use as many times as possible. As indicated earlier in the paper, about 226 respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. were randomly surveyed. The results indicate that 62.5 percent of Business Education public school teachers have used digital still camera as an instrument of instruction. The survey revealed that about 36.5 percent and 23.3 percent indicated that they have used camera editing software and video digital camera respectively in their teaching practice. Another important characteristic of the respondents is that a higher percent of them graduated recently from college. Based on their years of teaching experience, the survey results show that 32.4 percent of the teachers have less than 5 years of teaching experience. The highest level of completed education for the respondents were 59.7 percent, 38.1 percent and 2.2 percent for Bachelor's bach·e·lor's n. A bachelor's degree. , Master' s, and Doctoral degrees respectively. Per the question regarding "How comfortable the teachers are with using digital cameras", the results indicate that 18.5 percent were very comfortable, 29.3 percent were somewhat comfortable, 21.6 percent were quite undecided, 11.7 percent were somewhat uncomfortable and 18.9 percent were very uncomfortable. On the question of "bow satisfied teachers are with their current skills for using digital camera editing software," we found that 29.9 percent of the respondents were very unsatisfied, and 5 percent were very satisfied. Overall, about 51 percent of teachers are quite unsatisfied with their current software skills, while 26.7 percent of them were satisfied. Majority of the respondents are female for all ethnic groups. The survey do indicate that 59.4 percent of the respondents are Caucasian/white, 35.9 percent are African Americans African American Multiculture A person having origins in any of the black racial groups of Africa. See Race. , 1.4 percent are Hispanic Hispanic Multiculture A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race Social medicine Any of 17 major Latino subcultures, concentrated in California, Texas, Chicago, Miam, NY, and elsewhere and 2.8 percent are classified as others. The survey results show that 67.9 percent of the respondents that have used digital still camera in instruction are Caucasian/Whites, while about 28.5 percent are African Americans. The survey also revealed that 44.1 percent of respondents that are Caucasian/White agreed to have used camera editing software in teaching while about 23.4 percent of African American teachers agreed to same question. Among all the business education teachers that have used camera editing software, 73.7 percent of them were Caucasian/Whites, while about 23.7 percent were African Americans. On the use of digital still camera, 42.9 percent of the respondents that used it in instruction were Caucasian/White teachers, while only about 18 percent were African American educators. The analysis revealed that 72.1 percent of Caucasian/ White educators in the sample utilized digital still camera while about 50 percent of the total number of African American teachers used digital still camera in instruction. The results on video digital use are quite low across ethnic groups Table 1 illustrates the cross-tabulation of respondents with the highest level of completed education for camera editing software, use of digital camera and use of digital still camera. 58 percent of those that used camera editing software came from the respondents who indicated that their highest level of completed education was a Bachelor's degree, while only about 2.5 percent of the respondents had the Doctoral degree. Also, only 21.2 percent of the total sample size that agreed that they have used camera editing software were those with only Bachelors degree, while only 0.9 percent had Doctoral degree. The survey found out that 55.8 percent of respondents that used video digital camera in their instruction graduated only with Bachelor's degree in their field, while 40.4 percent of them had Master's degree master's degree n. An academic degree conferred by a college or university upon those who complete at least one year of prescribed study beyond the bachelor's degree. Noun 1. . Also, 21.6 percent of the respondents with Bachelor's degree as their highest level of education used video digital cameras in teaching. 58.6 percent of all the respondents that have used a digital still camera checked Bachelor's degree as their highest level of completed education. Also, 60.7 percent of these respondents with Bachelor's degree as their highest level of completed education used digital still cameras as a medium of instruction. Table 2 illustrates the cross-tabulation of responses between teaching experience (measured in years of teaching) and the use of camera editing software, use of video digital camera and use of digital still camera. One important pattern emerges from the cross-tabulation, teachers with less than 5 years teaching experience used camera editing software, video digital camera and digital still camera more frequently than other sub-groups. This implies that younger and more recent graduates used instructional technology There are two types of instructional technology: those with a systems approach, and those focusing on sensory technologies. The definition of instructional technology prepared by the Association for Educational Communications and Technology (AECT) Definitions and Terminology more frequently than their older colleagues. Summary and Conclusion Because of their convenience and affordability, digital video cameras and software have a wide range use as an instructional tool among business education teachers. They can be used to enhance power-point presentations, in creating group projects and more importantly, it can make teaching and learning easier. Based on the affinity that younger educators have for incorporating digital camera applications into their curriculum, one conclusion from this research is for administrators to focus on educators with more than five years of teaching. These groups of educators must be given extensive seminars and training on how to use digital cameras and the appropriate soft-ware. The survey also found some differences in the use and comfort level of these instructional tools among business education teachers of different ethnic groups. Teachers of the minority groups have a lower usage rate and are less comfortable with these educational tools.
Table 1
Highest Level of Completed Education, Use of Camera Editing Software,
Use of Video Digital Camera, and Use of Digital Still Camera
(In Percent)
Highest Level of Completed Education
College Master's Doctoral
Graduate Degree Degree
A: Use of Camera Editing Software
YES
Count 47 32 2
Percent Within Use of Camera 58 39.5 2.5
Editing Software
Percent Within Highest Level
of Completed
Education 35.3 38.1 40.0
Percent of Total 21.2 14.1 0.9
NO
Count 86 52 3
Percent Within Use of Camera 61.0 36.9 2.1
Editing Software
Percent Within Highest Level
of Completed
Education 64.7 61.9 60.0
Percent of Total 38.7 23.4 1.4
B: Use of Video Digital Camera
YES
Count 29 21 2
Percent within Use of Video 55.8 40.4 3.8
Digital Camera
Percent within Highest Level
of Completed
Education 21.6 24.4 40.0
Percent of Total 12.9 9.3 0.9
NO
Count 105 64 2
Percent within Use of Video 61.4 37.4 1.2
Digital Camera
Percent within Highest Level
of Completed
Education 78.4 74.4 40.0
Percent of Total 46.7 28.4 0.9
C: Use of Digital Still Camera
YES
Count 82 54 4
Percent within Use of Digital 58.6 38.6 2.9
Still Camera
Percent within Highest Level
of Completed
Education 60.7 32.8 80.0
Percent of Total 36.3 23.9 1.8
NO
Count 53 31
Percent within Use of Digital 61.1 36.9
Still Camera
Percent within Highest Level
of Completed
Education 39.3 36.0
Percent of Total 23.5 13.7
Table 2
Years of Teaching, Use of Camera Editing Software, Use of Video Digital
Camera and Use of Digital Still Camera (In Percent)
How Long Have You Been Teaching
Less than 5-10 yrs. 11-15
5 yrs. yrs.
A: Use of Camera Editing
Software
YES
Count 27 12 11
Percent within Use of Camera
Editing Software 33.3 14.8 13.6
Percent within How Long Have
You Been Teaching 37.5 42.9 52.4
Percent of Total 12.2 5.4 5.3
NO
Count 45 16 10
Percent within Use of Camera
Editing Software 31.9 4.3 7.1
Percent within How Long Have
You Been Teaching 62.5 57.1 47.6
Percent of Total 20.3 7.2 4.5
B: Use of Video Digital
Camera
YES
Count 15 9 5
Percent within Use of Video
Digital Camera 28.8 17.3 9.6
Percent within How Long Have
You Been Teaching 20.5 32.1 23.8
Percent of Total 6.7 4.0 2.2
NO
Count 33 9 7
Percent within Use of Digital
Still Camera 39.3 10.7 8.3
Percent within How Long Have
You Been Teaching 45.2 31.0 33.3
Percent of Total 14.6 4.0 3.0
How Long Have You Been Teaching
C: Use of Digital Still Camera
YES
Count 39 20 14
Percent within Use of Digital
Still Camera 27.9 14.3 10.0
Percent within How Long Have
You Been Teaching 53.4 69.0 66.7
Percent of Total 17.3 8.8 6.2
NO
Count 33 9 7
Percent within Use of Digital
Still Camera 39.3 10.7 8.3
Percent within How Long Have
You Been Teaching 45.2 31.0 33.3
Percent of Total 14.6 4.0 3.1
How Long Have You Been Teaching
16-20 21-25 Over
yrs. yrs. 25 yrs.
A: Use of Camera Editing
Software
YES
Count 12 10 8
Percent within Use of Camera
Editing Software 14.8 12.3 9.9
Percent within How Long Have
You Been Teaching 34.3 23.3 36.4
Percent of Total 5.4 4.5 3.6
NO
Count 23 33 14
Percent within Use of Camera
Editing Software 16.3 23.4 9.9
Percent within How Long Have
You Been Teaching 65.7 76.7 63.6
Percent of Total 10.4 14.9 6.3
B: Use of Video Digital
Camera
YES
Count 8 7 8
Percent within Use of Video
Digital Camera 15.4 13.5 15.4
Percent within How Long Have
You Been Teaching 21.6 16.3 36.4
Percent of Total 3.6 3.1 3.6
NO
Count 13 17 5
Percent within Use of Digital
Still Camera 15.5 20.2 6.0
Percent within How Long Have
You Been Teaching 35.1 39.5 22.7
Percent of Total 5.8 7.5 2.2
C: Use of Digital Still Camera
YES
Count 24 26 16
Percent within Use of Digital
Still Camera 17.0 18.6 11.4
Percent within How Long Have
You Been Teaching 64.9 60.5 72.7
Percent of Total 10.6 7.1 0.4
NO
Count 13 17 5
Percent within Use of Digital
Still Camera 15.5 20.2 6.0
Percent within How Long Have
You Been Teaching 35.1 39.5 22.7
Percent of Total 5.8 7.5 2.2
References Ahanger, G. & Little, T. (1997). Easy ed: An integration of technologies for multimedia Education. Multimedia Communications Laboratory. MCL MCL - Macintosh Common LISP Technical Report No. 11-04-1997. Barron, A. E. (1995). An Overview of Digital Video. Journal of Computing computing - computer in Higher Education, 7 (1), 69-84. Bassoppo-Moyo, T. (1997). The implications of digital video interaction (DVI (1) (Digital Video Interactive) An earlier compression technique that provided up to 72 minutes of full-screen video on a CD-ROM. Acquired by Intel in 1988 from RCA's Sarnoff Research labs, Princeton, NJ, DVI never caught on. ) technology in the production of multimedia instructional Modules. Educational Technology Review, 8, 21-25. Ellis, R. (1996). Internet Applications in Marketing and Business Education. Teaching in the Community Colleges (Electronic) Journal. Ellis, R. (1998). Interactive chatting applications of internet technology for business and marketing educators. Tennessee Tennessee, state, United States Tennessee (tĕn`əsē', tĕn'əsē`), state in the south-central United States. Business Education Journal, 5 (1), 7-10. Klemin, V. Wayne Wayne, city (1990 pop. 19,899), Wayne co., SE Mich., a suburb of Detroit, on the Lower Rouge River; inc. as a village 1869, and with surrounding areas as a city 1960. It has automobile and aircraft industries and other varied manufactures. (1993). Multimedia and Business Education. Business Education Forum, 48 (1), 27-30. Morris, Sandra sandra (sänˑ·dr  ),adj . (1992). Digital and DVI Multimedia Products. Instruction Delivery Systems, v 6, n 1, 15-20. Pinheiro, Edwin Edwin or Eadwin (both: ĕd`wĭn), 585?–632, king of Northumbria (616–32), The son and heir of Ælla, king of Deira, he was kept from his inheritance by Æthelfrith. J. and Oblinger, Diana Diana, in Roman religion Diana (dīăn`ə), in Roman religion, goddess of the moon, forests, animals, and women in childbirth. She was probably originally a forest goddess and a special patroness of women. . (1993). Digital Multimedia: An IAT IAT Intelligent Agent Technology IAT International Conference on Intelligent Agent Technology (Joint IEEE, WIC, and ACM conference) IAT Implicit Association Test IAT Intake Air Temperature IAT Import Address Table Technology Primer. Redmann, D. (1996). American American, river, 30 mi (48 km) long, rising in N central Calif. in the Sierra Nevada and flowing SW into the Sacramento River at Sacramento. The discovery of gold at Sutter's Mill (see Sutter, John Augustus) along the river in 1848 led to the California gold rush of Vocational Education vocational education, training designed to advance individuals' general proficiency, especially in relation to their present or future occupations. The term does not normally include training for the professions. Research Association Proceedings (Cincinnati, Ohio “Cincinnati” redirects here. For other uses, see Cincinnati (disambiguation). Cincinnati is a city in the U.S. state of Ohio and the county seat of Hamilton County. , December 5-8, 1996). ERIC_NO: ED408496. Swope, J. Ed. (1998). Building bridges to tomorrow in Business and Marketing Education. Atlantic Coast Business and Marketing Education Conference Proceedings (15th, Raleigh, North Carolina For other uses of this name, see Raleigh. Raleigh (IPA: /ˈrɑli/, ral-ee) is the capital of the State of North Carolina and the county seat of Wake County. , February 20-21, 1998). Wagner, J. (1997). The World Wide Web and Vocational Education. ERIC Digest No. 186. ERIC_NO: ED411416. Wallace, I. Ed. (1997). Partnerships for Workforce Development in Business and Marketing Education. Annual Atlantic Coast Business & Marketing Education Conference Proceedings (14th, Greenville, North Carolina
Greenville, one of the fastest growing cities in North Carolina, is the county seat of Pitt County, and is the principal city of the Greenville, North Carolina Metropolitan Statistical Area. , February 21-22, 1997). Volume 8. Wilson, P. (1997). Exploring the Internet. Proceedings of the 14th Annual Atlantic Coast Business & Marketing Education Conference. February 1996. Raleigh, NC. Richard S Ri·chard , Joseph Henri Maurice Known as "Rocket." 1921-2000. Canadian hockey player. A right wing for the Montreal Canadiens (1942-1960), he led his team to eight Stanley Cup championships and was the first player to score 50 goals in a . Ellis, MBA MBA abbr. Master of Business Administration Noun 1. MBA - a master's degree in business Master in Business, Master in Business Administration , Ed.D., Director, Hud. City and Dod Grant's, School of Business and Economics. Comfort O. Okpala, Ed.D., Assistant Professor. Department of Educational Leadership, Fayetteville State University History In 1867, seven black men - Matthew N. Leary, Andrew J. Chesnutt, Robert Simmons, George Grainger, Thomas Lomax, Nelson Carter, and David A. Bryant - paid $136 for two lots on Gillespie Street and converted themselves into a self-perpetuating Board of Trustees to . Correspondence concerning this article should be addressed to Richard S. Ellis, MBA, Ed.D., Director, Hud, City and Dod Grant's, School of Business and Economics., 1200 Murchison road, Newbold Station, Fayetteville, NC 28301-4298; Email: rellis@uncfsu.edu |
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