The Important Role of Information Techniques in the Era of Globalization

is undeniable that the advancement of information and communication technology (ICT) in this era of globalization has a very urgent role in human life in all corners of the globe. Rapid flow obtained by ICT itself was able to cause many benefits and even the tendency for us as users in its use. Various existing software in this ICT has taken the element in presenting a myriad of information about the lives of individuals such as health, hobbies, entertainment, and others. Then also dominant to the profession like technology, commerce, business, and others. It can also leverage the terms of cooperation between individuals and associations without knowing any boundaries or times, countries, races, social classes, economics or anything else that results in inhibition in exchange of thoughts.

Based on communications and community media, this time I will talk about Global Village and social fragment. Beginning with Global Village, which was launched from the book The Gutenberg Galaxy: The Making of Typographic Man was launched in 1962 which then proceeded home with the book titledUnderstanding Media in 1964 written by Marshall McLuhan has been successfully popularized the termGlobal Village. In his book, McLuhan stated about the successful electrical technology into the daily activities of the village community. The term Global Village itself is not infrequently functioned as a term used for a metaphor that can declare the World Wide Web or commonly known as the WWW and Internet network as a device. With the internet, the human can do the communication in real-time without disturbed by the physical distance or body of the interlocutor.

The speed at which communication is offered online is now experiencing a dominant addition to the significant user escalation that can easily be used to communicate anywhere, anytime, or with anyone we talk to. McLuhan has claimed that this technology can give you the urge to foster better bond ties between each other, one country to another, and so on.

Social fragmentation is reflected as a relationship that exists between the human person and the period of time and place. In general, the situation for the occurrence of fragmentation in social life can bring or cause a benefit to the different people who are in the vicinity. Social fragmentation that can round up mutual relationships between people solely for a while and time in a certain place to reach a destination that can be mentioned almost the same or also the same and can go home into indifference when the goal has been achieved which is supported by the situation where the people who associated with slowly getting away from the starting place.

Culture held by the community for many years did not escape the spotlight of communication media that so provoke the process contained in the cultural section. For example, a gambling culture can be a positive or negative impact depends on how the government regulation for that. In a develop countries in Asia such as Philippines or Macau that makes gambling legal, the economy’s growth is in positive level, they also make an online gambling such as https://judisakti.org legal throughout Asia. In a relationship that is intertwined with the process of a habit of communication aimed at people or groups is called cultural exchange. In the process that occurs there are elements of culture, one of which is the language, while the language itself is the tool used to communicate. Thus, communication can be mentioned as a process of habit because communication can only be realized when previously there has been the creation of an idea of ​​reason perceived by the mind of the individual. If the communication work is carried out in a community, then it will produce a collection of activities. And ultimately, the work of communication is fruitful in a physical format such as a work like a monument and a building.

From the book of Dan Nimmo written by Oliver Garceau in 1994 it gives an explanation of the process of a politics as a pattern of double, balanced interaction, cooperation, and there is competition that can link the position of the population of countries that have actively participated in the main position for decision-making. Similar to what was set by Garceau, in 2004, Nurudin has claimed that a process of political field, communication can serve as a tool that has the potential to channel political messages in the form of demands and support for dominance for immediate action. This process is then issued back home which can then be feedback (feedback).

In a democratic political system, there are two political subsystems, namely the political superstructure subsystem such as the executive, legislative, and judicial branches and the political infrastructure subsystem like political parties, interest groups, social organizations, and so on. The process of input and output of a political system itself must have kebersangkutanan with the political process. In this model of communication in the political world, it has been explained that input political communication is the process of an opinion which can be mentioned in the form of ideas, demands, criticisms and advocates that flow about a real issue coming from the aspect of infrastructure aimed at the political superstructure to be processed into a decisions in politics that can be described by law, decree, and so on. While political communication with the output model is the process of exposure or socialization of the agreed decisions in politics from the political superstructure to political infrastructure.

In the era of globalization, information technology plays the most important role. By mastering technology and information, you have a good capital to be a winner in a global competition. In the era of globalization, not mastering information technology is synonymous with illiteracy. Information Technology (IT) and multimedia has enabled the realization of effective and fun learning, which involves students actively. The ability of IT and multimedia in speaking the message is considered the greatest. In the field of education, IT and multimedia have process paradigm exposure of learning materials for learners. Computer Assisted Instruction (CAI) is not only able to help teachers in teaching, but can already have a stand alone nature in facilitating the learning process.

An urgent emphasis will maximize human resources across sectors, meaning you will need the most effective communication system. If you respond to the need for focus initially it should be more receptive to information rather than information dissemination. This almost reverses the role when compared to the role of educational administration communication that used to be.

The main difference between developed and developing countries is the ability of science and technology. Rapid advances in science and technology in developed countries are supported by an established information system. Conversely, weak information systems in developing countries cause backwardness in the mastery of technological knowledge. So it is clear that whether or not a state advanced the most determined by teirhadap mastery of information, because the main adalahmodal information in developing science dan.teknologi the principal weapon to build the country. So that when a country is about to go forward and still exist in global competition, it must master information.

In the era of globalization and information is mastery of information is not good enough to be limited to master, it takes speed and accuracy. Because almost no to master the information is outdated, the actual development of science and technology of the most rapidly cause information to be most short age, in other words, the old information will be neglected with more recent information.

 

IMPACT AND CONSEQUENCES OF USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

One format of Information and Communication Technology (ICT) products is the rapidly growing internet at the end of the 20th century and on the edge of the 21st century. Its presence has given a considerable effect on the lives of human beings in many aspects and dimensions.

The Internet is the relation of ‘interconnected-networking’. The Internet is one instrument in the era of globalization that has made this world transparent and connected very easily and quickly without knowing the boundaries of territoriality or nationality. Through the internet each person can access to the global world to get information in so many areas and on the gliran will give influence in the bulk of his behavior. This condition will certainly give effect to the patterns and patterns of human life as a whole. In this connection, each person or nation that wants to be sustainable in the face of global obstacles, needs to increase the quality of itself in order to adapt to the growing demands.

In the future, the flow of information will increasingly rise through the Internet network that has global properties in all the world and requires anyone to adapt to these trends if you do not want outdated. The Internet that used to be used in the Pentagon and colleges and research institutions in the US is now spreading to all sectors. Starting from medium-sized companies, big companies, newspapers, and even a child can use it. But it needs to be digested that in this era of globalization where the flow of information in all its forms would quickly and easily obtained, reproduced again with the cheaper price of a computer and internet access to create internet users from year to year increasingly increasing.

The number of Internet users are large and growing, already embodies the Internet habits. The Internet also has a great influence on science, and the worldview. With only guidance provided by search engines like Google, users in all the world have easy internet access over a variety of information. Compared to books and libraries, the Internet describes the dissemination of information and data in extreme terms.

Impact of Use of Internet Technology
This material bahwasannya been pronounced before when discussing the Internet a number of time ago. However, to the extent reminiscent of old memories, here is pronounced back the impacts raised by the use of internet technology.

• Positive impact
Increasing numbers of Internet users are increasing rapidly lately due to the many uses and benefits or positive effects raised by this technology. Benefits of which are as follows:

  1. The Internet can be useful as a medium of communication and not a bit used to communicate with other users of all the world.
  2. Internet technology can create a community or a particular network with friendster, facebook, blogs, etc.
  3. Media to dig information or data, mencarai data can be implemented quickly, through yahoo, google, etc ..
  4. Ease of information available on the internet so that people know the growth of the outside world and what happens. The flow of information remains flowing each time without any limitations of times and places.
  5. Media data exchange, by using email, newsgroup, ftp and www (world wide web – network of websites) all internet users in all the world can exchange information quickly and cheaply.
  6. The Internet as an information field for the fields of politics, education, culture, and others.
  7. In addition, the internet can counteract the decline in brain benefits. Exploring the internet world was able to stimulate the center of the brain. Because it turns out, with surfing-ria, a person can involve complicated brain activities to the extent that can teach and improve the benefits of the brain.

• Negative impact
The Internet can not only deliver things that are positive for us but also negative things. Below are a number of negative impacts that can be presented from the use of internet technology, namely:

  1. The Internet can be used to access images and porn movies. Although pornographic images and pornographic stories can be obtained from many sources, the presence of the Internet increasingly enliven the acquisition of the pronography. With the information delivery skills that the internet has, pornography is also rampant. On the internet there are images of pornography and violence that can lead to pressure on someone to act criminally.
  2. The Internet also did not escape the attack of fraudsters. The best way is not to heed this affair or to confirm the information we get to the information provider. Do not easily believe the offers submitted and should not be arbitrary when going to use credit cards to make purchases of goods on-line.
  3. A more individualistic lifestyle. The presence of computers has changed the pattern of family interaction. Computers connected to the phone have opened up opportunities for anyone to connect with the outside world. People now feel prestige if you do not surf, it is not certain he needs information. Internet relay chatting (IRC) programs, internet, and e-mail have created people engrossed in their own lives.
  4. Higher consumerism. Many people now do online shopping via the internet. The less frequent access to the internet and go to commercial web-web means less and fewer items that are witnessed which in the end is tempted and lured to buy. With the credit card all the more easy and following a powerful combination to spend money.
  5. The emergence of internet technology has two different sides. On the one hand brings little benefit to the wearer. However, on the different side of internet technology can not be released any negative impacts that will be present when this technology is misused. With our skill to choose desirable we can use it wisely according to our need.

Physics in computers: computers as a tool in the teaching and learning of the physical sciences

 

The high number of failures in Physics, in many educational levels and in some countries, indicates well the obstacles facing all students in studying this science. The cause of this problem is not sufficiently clarified. So, the solution was not.

However, one of the reasons for learning that is unsuccessful in physics, the way of teaching is not uncommon to show for teachers as not concerned with newer learning theories and not using very modern techniques, whereas students reported having inadequate cognitive development [1 ], the preparation of the weakness of mathematics and the pre-existence of conception relating to common sense and not scientific logic [2]. We must also add, especially in secondary education in Portugal,

One of the physics traits that make it most difficult for students is that it is concerned with abstract, and in large part, concepts contrary to intuition. Ability of pupils to be abstracted, especially younger ones, decreases. As a result, not a few of them can not know the relationship between physics and real life.

It is the responsibility of teachers to submit their students empirical effective learning, overcome the very common constraints and modernize the pedagogical tools they use as much as possible. Based on the information from Hestenes [3] the traditional way of training Physics is inadequate. As Lawson and McDermott [4] argue, the failure of learning will not be surprising if the concept of housing and hard to watch is presented only verbally or verbatim. Appropriate instructional techniques should therefore be disseminated and encourage location emphasis on a qualitative understanding of fundamental physical principles.

II The emergence of computers in teaching

The history of computer usage in education is often divided into two periods: before and after the emergence of personal computers. The personal computer, which was present in the late 1970s, was an urgent matter in the democratization of computer use.

The first individual computer came in 1979 and the others soon followed. Indeed, IBM introduced in 1981 its personal computer, IBM-PC, which soon became popular (Figure 1-a). The impact of this new machine was so great that in 1982 Time magazine saw it as “this year’s machine” (http://historyofcall.tay.ac.uk/). In 1984 Apple introduced a Macintosh computer, a revolutionary machine for usage facilities offered by its graphical interface (Figure 1-b). The same year emerged, with great success, the Windows operating system, Of Microsoft, with features similar to the Macintosh. Different steps that judge is toward the democratization of information technology.

The year 1980 was marked by the history of computers in education. Seymour Papert, a professor of mathematics at the Massachusetts Institute of Technology in Boston, and author of the book ” Mindstorms: Children, Computers and Powerful Ideas ” [12], made the computer language Logo by which children with more than six years can program and drawing math numbers. The language logo has a big impact ” because it provides powerful computing ease for children and a way to say about education that is completely different. Some of these conveniences, like graphs, have revolutionary properties to look at the computing power available at the time, and for a long time the Logo is the only educational tool that enables students to develop educational work with computers.

Like Seymour Papert, American physicist Alfred Bork is a pioneer in computer usage in education. In 1978, Bork, at a conference sponsored by the American Association of Physics Teachers, entitled ” Interactive Learning ”, claimed only a few prophecies. [14] We were at the beginning of a great revolution in education, an unrivaled revolution since the invention of the press written. Computers will be the device of this revolution. Although we just started – computers as learning devices in schools when these are comparable to all other learning modes, barely exist – the speed is going to be about 15 years ahead. In 2000, the main format of learning at all levels and in almost all areas will pass through the interactive use of computers.

Another urgent advance in the application of informatics for education was, in the 1980s, the growth of the Internet. By the end of the decade the World Wide Web was made, which became popular only in the 1990s. The impact on education, by creating the Internet more easily accessible, the largest. The 1990s was marked by the emergence of more powerful processors and greater graphics skills. Computers are becoming increasingly cheap, allowing them to breed in schools and homes.

At the beginning of this century, we witnessed a new generation of computers and communications equipment, which, in addition to its valuable graphic quality, has a major advantage in portability. This is the case, for example, Personal Personal Assistant (PDA) (Figure 2-a) and the latest individual computer developed by the US company OQO http://www.oqo.com/ (Figure 2-b).

The advent of technology and other media for communication (such as Wireless Application Protocol or WAP and Universal Mobile Telecommunications System or UMTS) offers a new educational perspective that needs to be developed and evaluated. For example, the Stanford Learning Lab (http://acomp.stanford.edu/), developed at Stanford University, California, aims to study the use of a number of prototypes of mobile communications in foreign language learning. Similarly, the Massachusetts Institute of Technology in Boston is developing a project called Games-for-Teaching (http://cms.mit.edu/games/education/news.html) (Figure 3), which explores aspects of the game, strives to provide a new learning device intended for portable equipment.

 

III The basics for computer use in teaching

Both computing devices are present and the latest growth in learning theory has contributed to a number of changes in education. From an early age we struggle to support the use of computer pedagogics in the knowledge of student learning methods. For Papert [12] students should be made available “tools that allow the exploration of cognitive nutrition or the elements that make up knowledge”. It has become a “consensus of the growing psychology of contributions and the psychology of learning what it takes to go to computer understanding makes it a partner that provides learning opportunities. ” [15] Even if computer papers do not contribute to better education for each student (taking into account the differences between individual learning processes and rhythms, the adequacy of the many skills of individual content, the need to equip young people with tools that develop their cognitive skills, etc. ), we soon fell into a mere extension of traditional teaching [16]. Some experiments have been tried, and the results are still early. As referring to Plomp and Voogt [17], ” despite the decades of research and experience, we are still on the (re) stage of making computer usage modes in education ”.

Since the first computer was introduced in school, the application of computer science in teaching can be summarized in three periods, following the major theoretical changes of learning.

The first generation is composed by behaviorist theory. Behaviorism is based on studies of studied and measurable behavior of pupils [18]. Based on the description of this theory, the mind is a “black box”, in the sense that it responds to stimuli that can be observed and measured, not interested in the mental processes in it [19]. Thus, the assumption behind this first period is:

??? Student behavior can be reasonably guessed if the intended learning objective has been recognized and the way it will be used to achieve it [20].

??? The knowledge that students should get can be decomposed into a basic module, which the domain together will produce the expected results [21].

??? The application of behaviorist theory is reasonably reliable in order to assure the efficiency of teaching developed by systematic software, and even teacher intervention is not required [22].

The second generation of computer use in teaching is structured by cognitive theory. It is based on mental processes that are the basis of behavior. In other words, the observed evolution in student behavior is picked up as an indicator of the process that is going on in his mind [19]. The cognitive theory – developed, inter alia, by Swiss Jean Piaget – suggests that the learning outcomes of gradual knowledge structuring are carried out by the instructor. Although present in the late 1950s, merely in the late 1970s cognitive psychology began to give effective influence to concrete ways of coaching. Design [23]. The assumption that there are no two students who are psychologically the same and that these differences can not be neglected has caused little improvement in the use of computers. It is the one step leading to education according to respect for individuality.

In the 90’s, technological civilization allowed the emergence of a third generation. This third generation is based on constructivist theory, which according to each student fostering his vision of the world through his personal experience [19]. Experienced theories of constructivism assume that “all learners build their own facts or strongly do not interpret them according to their perceptions of empirical and therefore individual knowledge is a benefit of empirically taken, mental structures and beliefs used to mean things” [24]. In this context, the promotion of students’ skills to guess qualitatively the occurrence of symptoms is more urgent than the manipulation of formulas or other formal devices. The new generation is characterized by an emphasis on student-machine interaction. The nature of this interaction can be just as important (or even more important) as the information content or presentation technique.

The least-used presentation media becomes hypertext because it allows non-linear learning rather than sequential learning. The links in the document allow students to choose our path and move along it, even though there is a danger of ” lost ” in hyperspace. Addressing this problem, Jonassen and McAlleese [25] complained that successive stages of knowledge acquisition required learning of a different kind. Initially, the acquisition of knowledge is best reached by conventional means, with concentrations at pre-determined sequentially transmitted contents, whereas in the next stage a constructive kind of environment may be more appropriate.

 

IV Computer usage mode

Let’s briefly review the main ways of using computers in the teaching of science in general and physics in particular.

1) Data retrieval by computer

Since physics is an experimental science, the laboratory plays a central role in its teaching. The computer has been pursuing a permanent place in the school’s laboratory and its use in this location is widespread [2].

Champagne et al. [2], inter alia, advocated in the 1980s the use of computers in experimental data revenue in laboratories. Much has evolved since then. Using appropriate sensors and padded devices, students can now measure and control variables such as position, speed, acceleration, force, temperature, etc. (Figure 4). Computers allow new learning conditions by spending students with real-time quantity of physical quantities that give them direct answers to the questions raised earlier. Graphical display of data facilitates fast reading and interpretation.

2) Modeling and simulation

Modeling / simulation is perhaps a very popular physics learning environment using computers. The term modeling is often used when emphasis is submitted to the programming model, whereas the simulation refers to the condition in which the model is “black box.” This distinction is somehow produced and not uncommonly clear. Since the laws of physics are defined by differential equations, models can be constructed and immediately simulate certain physical problems: for example, the free fall of the serious orbital movements of the planet under the influence of one or more stars, the movement of stars from star stars, or even collisions two galaxies. For example, a simulation can be executed when differential equations are not available, but algorithmic schemes: logistic maps (equations for differences present in the introductory study of chaos) and finite diffusion aggregations (processes representing, for example, crystallization symptoms). By allowing “conceptual modeling” / simulation closest to the learning format called ‘discovery’ ‘[28].

The modeling environment allows students to foster a model of the physical world that would be not enough more [29]. This environment is sometimes referred to as’ microworlds’ ‘[30], which is an environmental example according to the Logo language [31], the Alternate Reality Kit (ARK), which is used to create interactive simulations.

When using computational simulations according to the physical reality model, the student’s basic behavior consists of processing the value of input variables or parameters and examining the change of results (Figure 5).

 

Although the simulation does not completely replace the reality they represent, the simulation is very useful for dealing with empirical which is difficult or impossible to implement in practice (because it is too expensive, too dangerous, too slow, too fast, etc.). When confronted with a ” game ‘character, the simulation presents a reward for reaching a particular destination.

Access to good simulations contributes to solving a number of questions in the teaching of science [18]. In fact, students who develop and develop their thinking on a particular scientific subject face a unique problem that can be resolved by a simulated environment guided by pedagogical problems. This can be done at an early stage in learning this eye because students do not need to master all the underlying mathematical formalism to explore a given simulation. Conversely, if students were simply given the equation as a model of reality, they would be placed in a position where they were not in their common or known physical ideas. This is a clear situation of hindering learning [12].

The Graphics and Tracks Program (Figure 6), designed by David Trowbridge of the University of Washington in Seattle and edited by the Academic Physics Software (an action by the American Society of Physics) is a good example of the contributions that can be made by educational research for device development computing [32]. Its development is based on the obstacles students find in the relationship between body movement and graphical representation of each. Thus, the program consists of two parts: unity, from monitoring the behavior of the body (position, velocity or acceleration graph as time consuming), the student must decide on their respective trajectories; in another element, the pupil must graphically reflect the behavior of the body after examining its movements. the padded device will respond with appropriate feedback, reinforcement if the answer is correct, or with appropriate indications to reach the solution if the answer is false.

3) Multimedia

This mode of computer usage is based on the concept of hypertext or, more broadly, hypermedia. The term multimedia means that a program can include many elements, such as text, sound, images (silence or animation), simulations, and videos [34]. Following the motto ” a picture is worth a thousand words, ” the information provided should be sevisual as possible. The hypertext module has few internal links and our users do not need to follow linear paths. Based on your baggage and interest, you can choose the parts of the module that are very interesting for you. Other Links will allow the user to switch easily between different modules. The urgent character of multimedia is interactivity and flexibility in choosing the path to follow. Without this characteristic “… it is impossible to create students into active participants in the learning process.” Possibility in this field is greatest. Although in a book it is also possible to suggest to a student that he or she solves a lesson at some point, it is not at all appropriate to make a judgment of the results obtained and advocate an advanced path, for example, to view previously uncontrolled concepts or to move quickly to the subject different “[35].

Because both interactivity and flexibility are needed to ensure personal and active learning, multimedia education benefits have been most encouraged. Its adherents claim that it is an easy format to learn because your brain processes information with free concept associations. However, the sequential process, which continues to lead the majority of program organizations, seems more appropriate to systematize content.

Multimedia can work online or offline depending on where information is collected, on the Internet, or on a local disk. Connections between online and offline are now easy to reach: so local disks can refer to the Internet. Off-line multimedia market does not fill the powerful expectations that at one point are notified because perhaps for the great civilization of the online form, which is typically cheaper. However, offline multimedia is an indisputable utility educational tool: among other things not to be delivered in Physics is the Cartoon Photographs Guide to Physics (Figure 9), according to a unique book of the same title as Gonick and Huffman [36] , which can be used for lectures and additional curricular work. Like other multimedia products aimed at learning science, the program summarizes a series of interactive simulations.

While the success of multimedia in science education is somewhat limited, its role in supplementing student motivation should not be ignored. Indeed, even before students’ understanding barriers arise, lack of enthusiasm for learning science may be the cause of failure.

4) Virtual Reality

The virtual reality is defined by Harison and Jaques [37] as “a technological group that enables us to provide people with a very convincing illusion that they are in another reality: this fact (virtual environment) merely exists in digital form in computer memories.” , virtual reality can be digested as a technology that facilitates the interaction between human beings and machines and virtual environments, a scenario composed by a three-dimensional model, saving and administered by computers, using computer graphics techniques. [38] Among the first virtual reality software is scientific visualization [39] and education [9].

Based on the information from Papert [12], a good learning environment requires free contact between the user and the computer. However, interface reduction is a necessary situation to have an immersive virtual reality. In the pedagogical use of virtual reality, concentration is placed in environments that allow students to interact with computers without restrictions or with few restrictions.

Virtual reality spends a set of distinctive features that make it interesting as a learning medium [38]:

??? Virtual reality is a powerful visualization tool for studying complex, three-dimensional conditions.

??? Students are free to interact directly with virtual objects, working on the experience of one man.

??? The virtual environment allows for trial and error learning conditions that can encourage students to explore the many possibilities.

??? The virtual environment can provide adequate feedback, allowing students to focus their attention on certain issues.

??? Virtual reality systems can acquire and display graphical data in real-time.

The main characteristics provided by virtual reality for the benefit of education are immersion (mostly sensations derived from the virtual environment), interactivity (free navigation, reference options, etc.) and manipulation (actions performed by the user in the real world). An important educational element is the closeness between the user (student) and the information on the computer (educational content) [40]. Virtual reality has been perceived as a powerful teaching and training tool among other propositions because it allows interaction with the most realistic and empirical multisensor three-dimensional models perceived by the instructor.

The usefulness of the graphical model offered by virtual reality technology in order to establish a true conceptual model has been recognized. To prove for virtual reality in the teaching and learning of Physics and Chemistry, the Center for Computational Physics from Coimbra University was developed, in collaboration with the Guarda Polytechnic Institute, Infante D. Henrique de Coimbra Exploration and Mathematics Department, Coimbra University, a virtual environment – called Air Virtual – on the structure microscopic water

This virtual environment includes concepts about the material phase, phase transitions, atomic orbitals and molecules. Scenarios are shown on a computer screen, and perhaps or perhaps not stereoscopic. In the latter case, exclusive goggles (connected to a computer graphics card) are used which, together with a computer screen, hand over a relief effect, that is, the sensation that the virtual scene object hovers forward in the intermediate space and the screen. User interaction with the program is executed by conventional techniques with the mouse.

5) Internet

The Internet has felt tremendous success in society at the prevalent and in schools in particular [41]. It has become a very large and very active library in the world, with the walls of the “reverse” study space passing direct connections to information sources. The Internet in connection with the many means of computer use in teaching discussed above. In fact, the use of computer networks may include exploitation:

??? Simulation. These can be downloaded from the Internet or used online if written in Java or similar (applet).

??? Multimedia. The standard language of the World Wide Web, called Hypertext Markup Language (HTML), is a multimedia language.

??? Virtual reality. The Virtual Modeling Reality Language (VRML) is the standard language for representing objects or three-dimensional scenarios on the Internet. In areas such as the Matter of Condensation of Physics or Molecular Physics, where the model is usually three-dimensional, VRML can be used to add conceptual understanding

Taking a dividend from Internet learning can be more interactive and personal. Teachers will help students to dig and choose highly relevant information in the vast ‘oceans of information’ by giving them a destination to navigate. In this atmosphere, the teacher’s role will cease to be the most central (just one speaker and few listeners) becoming more peripheral (many speakers and few listeners). However, the role of the teacher will not be quite relevant from before. In particular, it should be ignored by the increasing range of teacher actions that enable the Internet.

Many courses are now accessible on the Internet. Sometimes, when presenting courses on the Internet, not only our looks but also our new content. Let’s see for example the evolution of this content. One characteristic of education today is the compartmentalization and specialization of teaching by region and subarea. Although this affair is understandable and even necessary, it has the effect of obscuring links in one of the different areas. For example, students in the field of tips or exact sciences fail to recognize that the ideas and the way they learn in the practice of Calculus or Linear Algebra is exactly what they need to solve the problems they face.

Thus, a number of universities have started exploring other techniques to organize educational content. For example, Rensselaer Polytechnic Institute, New York, offers a module-based program (http://links.math.rpi.edu/). Modules ” Mechanics, Linear Algebra, and bicycles ” are not designed to teach mechanics, linear algebra or bicycles. Instead, the module is intended to serve as a guide to a number of mathematical concepts of mathematics and mechanics, namely vectors, matrices and systems of linear equations. This module aims to influence students to understand bicycle working techniques and design techniques. This module offers students the opportunity to study a number of aspects of mechanics and mathematics, a major theme is the relationship between mathematics and engineering ascertained by the physical model. As a graphical demonstration, applets for Java allow students to create new forms of bikes in two dimensions

V The difficulty of computer integration in teaching

The balance of computer usage in teaching has proven to be undeniably positive, not only because it is an urgent instrument for active instruction, according to the progressive discovery of knowledge by pupils and more autonomy from learning, but also because of new issues and waking up a number of old problems, re-introducing discussions around urgent issues such as teacher-students, student relationships and the development of teachers and students’ abilities.

For a number of “prophets” like Alfred Bork, computers seem to be the key to radical and definitive evolution in teaching. For others, it is nothing more than a scare machine that they can not control and that undermines the power of the teacher. It has been found that both groups are not entirely correct. If the computer in the education field has never seen a real threat to the teacher, either by replacing it or by withdrawing it from the class, it also can not solve the promise of some educational software problems by opening the door to a remarkable pedagogical world. Indeed, despite its stated potential, computers have not been a magical key to the evolution of education. Computers have revolutionized our technique of doing research in physics but have not significantly changed our technique of physics teaching. “As a teaching tool, computers have not reached a prominent place.There is still a lack of evidence for the usefulness of computer programs, which indicate how they fit into the curriculum and contribute to the success of the school.Often the computer is witnessed by students and lecturers, more as an entertainment engine than as a working device .

Based on the description of Cornu [43] two theorems explain the poor use of computers in schools: generalization and integration. Generalization is here the meaning of socialization and assimilation of this technology by all teachers. According to him not a few attempts are made to develop educational tools and not a little work done that uses computers in education. However, it is only a small percentage of teachers who use computers either in the context of a study room room or as a complement to outside classroom exercises. On the other hand, Cornu assumes that, in teaching, new technology is still integrated into the old discipline. Why, new technology will only be integrated when they are not enhancements, added to what already exists, but when they pick up places and become ‘natural’ and ‘invisible’ like phones, televisions and pocket calculators “43].

In this regard, it should be remembered the computer pencil analogy presented by Seymour Papert at the 1999 conference entitled ” Diversity in learning: the vision for a new millennium ”: Imagine a society in which schools exist, but notes have been created. So there is no book or pencil. All teaching is done through oral transmission. One day someone made a writing and pencil and felt that it would be the beginning of the revolution in learning. Then set to put a pencil in each classroom. The essence of the pencil is not something that can be used for only a few hours a week or even a day, but throughout the times when you need it, without having to move to certain places at certain times. These are individual instruments and the same affairs will occur with technological resources. They will be pencils of the future, because they will be used anywhere, whenever needed and for so many purposes. And,”.

For Mucchielli [44] the main problems associated with computer usage are material and pedagogical properties. With regard to material issues,

??? The fact that hard fixtures are quickly becoming obsolete.

??? The availability of hard fixtures (for example, in the majority of schools there is still one computer per pupil in the class).

??? Hard fix link (eg Connection problem, electrical outlet, etc.) And equipment maintenance.

??? The problem of pedagogical traits can be systematized as follows:

??? Most programs leave little to be desired, not used by students in the study or at home.

??? The evaluation of the program is difficult, given the increase in this number. This makes it difficult to understand highly relevant programs and teachers can not adequately assess their adequacy for their pedagogical purposes.

??? Difficulty in obtaining software weighted | weighted | good quality. Often the results of the presentation by the teacher of the padded device in the classroom are monotonous for the students.

??? Lack of teacher training to use new technology. In fact, there is no point in using the best hardware and device in the class if the teacher is not splashed deeply.

Computer pedagogical potential can only be fully realized if there is a decent educational program

with good quality [45]. A study of the use of computers in a number of educational systems, categorized as Portuguese, conducted by the International Association for the Evaluation of Educational Achievement, decided that one of the things that gave the computer pedagogical usage limit was the lack of educational programs with the required quality [46]. In order for learners to participate, one must first ensure that the environment in which he will realize most of his efforts is unique and stimulating, even to cope with the rejection of instruments that explore new teaching strategies.

Plomp and Voogt [17] argue that the majority of educational tools do not integrate with the curriculum, some of which are well-designed exercises-and-exercise or tutorials, reminiscent of Behaviorist theories, and not sophisticated exploring modern computer skills. Hofstein and Walberg [47] also consider that the majority of educational devices are not weighted | weighted | of high quality and that their development should consider the results of cognitive science, their integration into the curriculum and user interface. The development of educational tool is not uncommon in times with the didactic science, and because it is not accompanied by scientific and scientific education.

Assessment issues of padded devices are very important. We currently have programs that enable us to deal with pedagogical constraints, but a systematic study of the benefits of usage is lacking.

Some authors indicate new ideas for the development of soft devices. For example, for Ball, Higgo, Oldknow, Straker and Wood [48] the padded device should enable students to internalize very important scientific concepts and apply them to solve concrete problems. This should also be flexible enough to enable students to create choices among the many exercises including and are still unique and easy to use even for the layman in computer science. On the other hand, Drivers, Squires, Rushworth and Hackling [49] view urgent articulation of content, their scientific rigor, and user interface.

VI Conclusion

The latest computer-based technologies have opened up new perspectives for teaching and learning science in general and physics in particular. Various techniques of using computers (data acquisition, modeling and simulation, multimedia, virtual reality and the Internet) enable diversification of strategies in teaching. Teachers have something new to deliver content and students have more ways to learn.

Usage mode that provides the most promising interactive learning format for learning science. The virtual reality, among the newer media, seems promising in this matter. We also try to put some of the AI technology  in website http://jaypoker.com to build the chat automatically.

Evaluation works on the real effectiveness of the majority computing strategy is still not completed. It must be implemented to find a better perspective on the actual effects of computers in teaching. However, computer evaluation in this teaching can not be carried out separately. Naturally, technology alone is not tolerable (it’s never enough!). Teachers have an urgent role to play in creating this lucrative pedagogical tool and students, of course, effective learning efforts.

 

TOP 8 University Offer Education Computer Science Oversea

Businesswoman Programmer Working Busy Software Concept

In today’s world of technology, there is no location where computers and the internet do not go in, and universities that spend their education in this field and companies offering career opportunities are also quite large. In this matter, as many international students from all over the world each year analyze educational institutions that can study in the field of computer science.

Computer science that has completed its development in the last 50 years; can be defined as a process that involves theories, experiments and studies of the tips required for operations, equipment and devices of computer technology. Computer science covers a myriad of areas, as well as the hardwares system, the system of padded devices and the scientific calculations needed in almost every industry in the world today. Although there are not many sectors where students can work from financial to health, from production to aviation and defense, the company is very well known in the world, like IBM, Google, Apple, and Facebook, and offers the most profitable business opportunities for successful students. If you think about learning computer science, you must have skills such as mathematics, physics, logic, problem solutions, creativity, multimedia programming, Do not get around that we can do things like web and soft game device. Let’s see the best universities in the world, scholarship options and career opportunities that teach computer science broad!

1- ETH ZURICH – SWISS FEDERAL INSTITUT ZURICH TECHNOLOGY

Established in Zurich, Switzerland in 1855, the school is perceived as among the prestigious and highly respected educational institutions in the field of science and technology. Times Higher Education was selected as the best university in the field of Computer Science in 2017. The world reputation of the Federal Institute of Technology Zurich is broken down by 21 scholars and scientists in the field of science, belonging to Albert Einstein, who is perceived as the father of modern physics, and education weighs | weighted | high quality. Currently, the university spends education in 16 academic departments located in literature, political science, science and mathematics, and international student science and technology from more than 120 countries. At ETH Zurich, all undergraduate courses are taught in Germany and are familiar in the world of Roche, Novartis,

Zurich, Switzerland – 20 April, 2014: the main building of the Swiss Federal Institute of Technology in Zurich. The Swiss Federal Institute of Technology in Zurich (German: Eidgenossische Technische Hochschule Zurich or ETH) is a science, technology, engineering and mathematics university.

2 – CALIFORNIA INSTITUT TECHNOLOGY- CALTECH

Founded in Los Angeles, USA in 1891, Caltech is an international student with 600 specialist and award-winning scientists, innovative research labs, modern conveniences and classrooms. In the field of science and technology, in schools the location of teaching and research is based; especially in the fields of biotechnology, neurobiology, mathematics, and aerospace engineering. Caltech, who holds 35 Nobel Prize prizes, received at least in each year after a difficult purchasing process from the most talented students in the world.

3 – CARNEGIE MELLON UNIVERSITY

This is a private research university founded in 1900 by Andrew Carnegie in the state of Pennsylvania, USA. The University has not a few international students from 114 countries each year; Apple, Intel, Microsoft, General Motors, and Boeing. Carnegie Mellon University; computer science, artificial intelligence, programming languages, human-computer interaction, and robotic education in all the world. He was selected as the 3rd best university in 2017 with QS Computer Science education. His awards are 19 Nobel Prizes, 7 Oscars, 114 Emmys and not a few more; The pioneer of the pop-art movement is painter Andy Warhol, a world-renowned mathematician and John Nash, who won the Nobel Prize for Economics in Game Theory, author Kurt Vonnegut,

4- UNIVERSITY OF TECHNICAL MUNICH

It is one of the most prestigious research universities in Europe, founded in 1868 in Munich, Germany. 14 academic departments, undergraduate programs and 172 international students who want to study in computer science and English language options are in unique schools of success in all the world. The inventor of diesel engines, Rudolf Diesel, Linda Carl von who pursued the refrigerator, Nobel Prize winner Wolfgang Ketterle with 17 schools in the Nobel Prize at the Garching campus of the Max Planck Institute of not least awarded the Center for Physical Research has conducted research. It also includes here in SuperMuc, perceived as the 6th fastest supercomputer in the world.

5- POOL PEOPLE

The capital of England is one of the world’s leading educational institutions founded in London in 1907 with an understanding-based educational approach. Imperial College London is home to approximately 15,000 students from more than 130 countries, 60% of whom are international, among a number of UK universities that are particularly concentrated in science, engineering, medicine and business. He has received 14 Nobel Prizes, belonging to Alexander Fleming, pursuing penicillin one of them.

London, England, UK – May 12, 2008: The Imperial College main entrance on Exhibition Road in South Kensington, London.

6- NATIONAL UNIVERSITY SINGAPORE – NUS

Founded in 1905, the National University of Singapore, in addition to being the largest of the state educational institutions is a comprehensive research university in all the world. Campus with 17 faculties and 3 whereas to find foreign students from 100 countries each year for schools, Singapore’s exotic landscapes, historic buildings and spectacular empirical life with a unique diversity of habits. artistic for students wishing to study computer science abroad, a custom and social campus environment, offering educational opportunities in sophisticated laboratories and research centers. In the QS survey ranked NUS 10 educational science computers, not least scientists are one graduate, holding prime ministers and politicians. Razor was also the founder and designer of the computer equipment company producing for players Min-Liang Tan one of those who have graduated from college.

7- UNIVERSITY OF TORONTO

The University of Toronto, founded in 1827, is Canada’s oldest educational institution and public research university. 700 graduate, 220 graduate programs with international students from over 160 countries and is one of the top 10 schools handing education in computer science abroad. the first practical use of an electron microscope, the discovery of insulin in 1921, the presence of stem cells in 1963 which enabled the success of bone marrow transplantation are some of the many universities. Graduate from Canadian author Margaret Atwood, Booker Prize in 1992 with The English Patient field of the book Michael Ondaatje, filmmaker David Cronenberg and actor Donald Sutherland took place.

Old buildings in University of Toronto, early fall

 

8- HONG KONG UNIVERSITY SCIENCE AND TECHNOLOGY

HKUST, the only science and technology school in Hong Kong, was founded in 1991 as a research university. Educational institutions where education and research are based on science, technology, engineering, management and management, have quickly surpassed not many areas with little appreciation and success. HKUST, which offers a visual feast when an international student study comes to the country with a university building in Hong Kong with a fascinating view of the sea; ease of research, laboratory, modern study space, Library of Science and Technology. More than 14,000 students are hosted in more than 70 countries, especially in computer science education, with countries like the United States, Switzerland, Britain and Germany.

the Hong Kong University of Science and Technology

The Gender Gap in Physics, Operations or Computing Will Not Close This Centur

The gender gap for women who work on research and work in so-called STEM disciplines, especially in operations, computing, physics and mathematics, will not block this century if the slow pace of current reforms and reforms is not done, according to a study revealed today .

The study, conducted by all researchers at the University of Melbourne (Australia) and published in the exclusive journal Plos Biology, examines the number of male and female authors recorded in over 10 million academic documents.

With this technique they collected information from the past 15 years in more than 6,000 academic publications and 36 million authors from more than one hundred countries.

The main conclusion of this research is that, in spite of recent civilizations, it may be that gender gaps persist for generations in the STEM discipline, especially in surgery, computation, physics and mathematics.

Of the 115 disciplines analyzed, 87 have “far fewer” than 45% of authors, while only five are “much more” than 55% and the remaining 23 are close to gender parity.

Subjects such as physics, computer science, mathematics, surgery and chemistry are those who have very few women, while those related to health such as nursing, midwifery or palliative care are numerous.

In the case of academic documents related to physics and examined in the study, only 13% of the main authors with less experience are women.

And at a slow rate of growth of that percentage, exclusively 0.1% per year, the gender gap in this area will take 258 years to close, according to the researchers.

What is worrisome, moreover, is that the discipline with a high tendency to become a male district is that they move more slowly toward gender parity.

The relevant relevant fact of the research is that, one of the richest countries and with few researchers, the gender gap is particularly prevalent in Japan, Germany and Switzerland.

The gender gap arises in the different aspects studied in this research: men are invited to write posts about the disciplines they more often master than women, which are more difficult to publish in prestigious journals.

On the positive list, there is an addition to the presence of female names of one of the first pronounced writers, who often have very little experience, which means that the number of women choosing STEM careers is growing in all the world.

Finally, all researchers registered a series of actions that they believe could help close the gender gap, belonging to fair access to an informal professional network and recognizing “additional demands” beyond activities that traditionally fell on women when evaluating their achievements.

Degrees in Physics That We Can Learn

Physics is a science that studies nature as a whole. From the largest, like * planets, galaxies, and the universe as a whole, even as small as atoms, elementary particles or laws reflect fundamental * behavior of “reality.” In this definition, this is one of the oldest, with mathematics.

Degree in physics introduces * students in the exposure * about the world of physics by devoting * basis to * applying it to the activities * everyday skills * teaching, technology or company. It also provides basic * skills to * further study of higher education physics *, as a master or later doctoral degree in which the student * will surrender * more or less * necessary skills * to create * “new physics” in order * herself.

Physics graduates from UNED, after completing their studies * have * knowledge, skills and skills * summarized as follows:

Be able to evaluate and separate * between folding, and use * develops a clear perception of a * physically different * condition, but * an analogy event, which will * allow the use of * a known new problem solution. For * it is urgent * that, in addition to mastering the physical theory, get * good knowledge and mastery of the * way of math and numerical very * often used.
Has developed the skills to identify urgent elements of a complex process or condition that allows us to construct a simplified model reflecting the required approach to learning and enabling creating predictions about future growth. Graduates in Physics should also be able to identify techniques to check the validity of the model and introduce the required modifications when differentiated between prediction and observation.
To become familiar with the * activities in the lab, instrumentation and * least experimental * ways are used. Besides * it, you can * experiment * independently and explain, analyze, and critically evaluate the data obtained.
In short, you need * to understand * the size of the body * (measure and use * appropriate mathematical concepts * * “number” for any condition), be examined as physical * (make an analogy between the physics model and the condition * new ones, both in laboratory experiments like in cotidian conditions, and acting as using physical techniques experimental and data acquisition labs, which are either know to interpret or critically evaluate the results obtained with them.

To have more * suggestions * about the desired level of knowledge * from a pupil * who started * Degree in Physics, it is advisable * to work * first

Physics zero course

designed by Master’s degree with knowledge of physics, mathematics and basic computer science to begin the degree.

This course of Physical Physics has been prepared with suggestions to help overcome the possible weaknesses of the basic knowledge of Physics, with which students can be found when initiating a certain degree, where Physics is part of the exercise eye that will be studied.
The main goal is to flatten the previous Physics knowledge that can be accessed by all students to study at the university. This is most important for UNED students, since the origins are most varied. This helps to add subsequent academic performance and the acquisition of essential skills to start a degree in Science or Engineering.
The material has been designed and elaborated by professors of Physics level, especially from the first program that those who value the gaps in the minimum knowledge with which the students arrive.

 

Sector of Knowledge: “Information Technology”, Specialization: “Computer Science and Information Technology”

Today it’s hard to want a life without a computer. The speed of computer technology is shocking. We are watching a real computer revolution! Computer technology, present in the mid-20th century, has a large impact on the growth of science, technology, business and not a few areas different from human activities. This technology will continue to be popular in the job market, and those who work in the field of informatics play a valuing role in preparing the future.

“Computer Science and Information Technology” is a specialization for the preparation of bachelors with a wide range of information technology disciplines.

Are you going to participate in the development of computer technology, creating unique and useful programs, web sites, 3D models, computer games? Or perhaps you want to work as a system administrator, manage all fleets of computers, work in the field of Internet communications? Then we invite us to ChWUZ International Science and Engineering University named after Academy Yuri Bugai for “Computer Science” training!

Specialization “Computer Science and Information Technology”
Specialized “Computer Science and Information Technology” gives students the opportunity to find strong knowledge of advanced information technology and pursue promising jobs in IT companies, belonging to foreign companies. The specialty of the profession allows us to work remotely, have flexible work schedules.

There is no university entrance exam. Students are recruited according to independent testing.
Applicants with secondary specialized education in related specializations are accepted for a second or third year, depending on academic differences and interview results.
If desired, students may undergo military training and receive a military title “Reserve Officer”.
Curriculum Bachelor Degree in Computer Science and Information Technology
The special “Computer Science and Information Technology” is based on normative (compulsory) discipline studies of fundamental, specialized and humanitarian specialist training, as well as selective discipline. Students receive thorough mathematical and algorithmic training, learning basic programming languages, computer networks, operating systems and the different disciplines needed to work in their specialty.

Student preparatory plans on selective elements, compiled by departments taking into account the modern needs of the labor market, the development of information technology (IT) and student willingness, contain the following disciplines:

The basic principles of MNTU development are:

orientation to the training of highly qualified specialists in computer science, who can work in many IT fields from programmers to administrators (systems, databases, networks);
integration of educational, scientific and industrial employment as a prerequisite to devote a level of training specialists suited to the needs of the labor market;
further enhancement of the quality of scientific and pedagogical staff from the University;
taught at the university in the direction of “Computer Science” in coaching on the principles of modern education, enabling them to gain knowledge that would convince successful graduates to manage their own business and work on the many structures of the Ukrainian economy.
A collection of competitive eye exercises in a certificate of the Ukrainian Center for Quality Assessment of Education:
Ukrainian language and literature (base level);
foreign languages ​​(English, French, German, Spanish, Russian);
history of Ukraine.
Appropriate collection of competitive training eyes (entrance exam, creative competition).

The term training in the specialization “Computer Science and Information Technology”:

4 years with a qualification of “Information Technology Specialist” for part-time and 4.5 years full-time education (on the basis of full general high school education);
1.5 years with a qualification of “Master of Information Technology” for the study of full time and part time (for specialists with high education basic education “Bachelor” level;
Secondary Education – 2.5 Years (Form of Training Correspondence).
Employment opportunities for graduates with degrees in Computer Science and Information Technology
The workplace of alumni may be an organization engaged in the development and maintenance of soft equipment, belonging to the Internet platform, mobile operators, internet service providers, organizations using computer technology. It’s the same when we try to build the transaction system in https://judisakti.info back then we use oracle as database and react js as interface.

MASTER
The master’s degree is the educational degree earned in the second level of higher education and submitted by higher education institutions as a result of the successful educational program solution suitable for applicants for high education.

After receiving the first alumni of high education (bachelor) can continue their studies in the exclusive field of “Computer Science and Information Technology” and find the qualification of “Master of Computer Science and Information Technology”

The Master’s program aims to delve deeply into the theoretical and practical problems in fostering modern information systems, intelligent distributed systems, and assuring their quality and reliability.

During the training, students learn the discipline aimed at using knowledge in many areas of information technology (IT), specifically:

design and implementation of complex distributed information systems;
information protection in information systems and the creation of integrated protection systems;
integration of information systems (including hardware, soft equipment, information support, telecommunications);
knowledge engineering and artificial intelligence systems, decision-making systems;
web services, service oriented information systems;
design of integrated computerized control system for production process.

Jobs in Computer Science and Information Technology
Getting highly educated in “Computer Science and Information Technology” specialization expands opportunities for career activity and development.

In the arrangement of positions of proposals that the Master of Computer Science and Information Technology can meet, you should add the following:

IT Engineer;
Information Security Engineer
The company’s IT director or IT specialist (IT director)
team leader (project) (Team leader)
IT experts,
computer systems analyst (business process analyst);
Office / Engineer Quality Assurance (Quality Assurance Engineer)
system integrators;
system architect;
researchers
high education teacher.