<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco  Manuel  Morales Rodríguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF ATTITUDES AND INTERESTS TOWARDS ICT: ORIENTATION FOR PROBLEM EXPERIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410007154.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">43</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The transformation process occurring in the educational field, which has resulted from the generalized development and application of the Information and Communication Technologies (ICT), differs from preceding technological revolutions in the amazingly accelerated pace it sets. Reflecting upon the implications of the generalized and increasing adoption of ICT is undeniably important for the present and future of social sciences and, particularly, for the areas of pedagogy and didactics. The new model of Higher Education involves new methods, demands and challenges, where the use of ICT represents one of the basic competences. The present study aims to provide an evaluation of interests and attitudes towards Information and Communication Technologies (ICT) in a sample of 224 post-graduate students of the Master's Degree in Teacher Training: Secondary and Upper Secondary Education, Vocational Training and Language Teaching, aged from 22 to 49 years old. The questionnaire includes questions aimed to evaluate different aspects, which facilitate interactive learning: computer knowledge; knowing the value of the Internet; place and frequency of online access; and usefulness of certain tools such as video-film, power point, Moodle, forums, wikis, chats, video-forums and blogs. Additionally, the questionnaire includes a number of questions about the potential applications of the Internet in an educational context. Results showed that all students are familiar with the Internet and that they first got to know it from friends. More important is the fact that most of them consider the Internet as a potential educational resource and not only as a support or reinforcement tool that complements the textbook and they like to use ICT and think of them as useful tools in their learning/teaching process. There are differences based on gender and specialization in the perception of the role that ICT is to play in the university context. In particular, men from the specialization Foreign Language consider that weblogs do facilitate peer-to-peer and student-teacher communication and give less importance than women to the item stating that the families’ socioeconomic level has an influence on our knowledge of the Internet. To conclude, the information obtained from the present study is of interest both for training teachers and for integrating ICT in the academic curricula.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">44-57</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lydia Cheruto Kipkoech</style></author><author><style face="normal" font="default" size="100%">Jonah N.  Kindiki</style></author><author><style face="normal" font="default" size="100%">Prisca Jepchirchir  Tarus</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF ATTITUDES OF ACADEMICALLY TALENTED STUDENTS ON PERFORMANCE: AN ABILITY OR DISABILITY?</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">performance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405178654.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">29</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Academic performance is a function of many interrelated variables including inherent study efforts, modes of teaching school environment and family related factors. Academically talented students are often expected to perform and maintain high academic standards. However, students may sometimes be made under achievers. This study specifically assessed academic performance of the academically talented students their attitudes towards teachers and effects of attitude on their performance. The three variables were discriminated further on the basis of gender, school type and age. The main factor affecting talented student’s performance was also determined. Results indicated that most of academically talented students had positive attitudes towards teachers, which significantly (P &lt; 0.05) influenced their academic performance. It was revealed that gender, age and type of school had significant influence on the student’s attitudes which ultimately influence their overall academic performance. Student’s attitudes were found to be a function of 14 variables which were categorized into student - teacher relationships student’s academic inputs, group discussion and student workload. It has now been revealed that academic performance is related to student’s attitudes towards their teachers. It is recommended that schools should dedicate part of their investment on inculcating and fostering positive student attitudes through routine and regular legislation of guidance and counseling and providing an enabling environment for their academically talented students.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">63-70</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nitza Davidovitz</style></author><author><style face="normal" font="default" size="100%">Shlomo Sharlin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CAN AN ACADEMIC INSTITUTION AFFECT GRADUATES’ RESIDENCE CHOICES? A COMPARISON OF PERCEPTIONS AND ATTITUDES OF GRADUATES OF THE ARIEL UNIVERSITY CENTER OF SAMARIA TOWARD THE SAMARIA REGION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">perceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">tertiary education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393266910.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examines the direct and indirect influence of the Ariel University Center of Samaria on the attitudes of its graduates who did not choose to settle in the geographic region in which the institution is located, compared to their counterparts who moved to and settled in the Samaria. According to consistent multi-annual University Center data, the majority (84.0%) of students at the Ariel University Center come from outside the region. Although students on campus focus on their academic assignments toward their degrees, students come into considerable daily contact with the region. Study findings indicate that a very small percentage of students who did not live or work in the region during their studies settled in their region after graduation. An interesting finding is that over two-thirds of all graduates (67.3%)- independent of whether or not they currently live in the Samaria - believe that an effort should be made to encourage graduates to live in the region. The study findings indicate significant differences in the typical profiles and values of graduates who settled in the Samaria region and those who settled outside Samaria after graduation. The theoretical and practical implications of this study are discussed. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">46-60</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej  Šorgo</style></author><author><style face="normal" font="default" size="100%">Andreja  Špernjak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SECONDARY SCHOOL STUDENTS’ PERSPECTIVES ON AND ATTITUDES TOWARDS LABORATORY WORK IN BIOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">laboratory work</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary schools</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393669073.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Interest in Biology among secondary school students in Slovenia is dropping from year to year. 1,046 secondary school students were surveyed about their preferred number of group mates in the laboratory, their attitudes towards and positive and negative views of laboratory work in Biology. From the students’ perspective, the preferred way of teaching biology would be a mixture of interesting lectures and laboratory activities where they would have the opportunity to find solutions to the problems on their own through work in small groups. This is in direct opposition to prevailing teaching practice, where lectures are the dominant way of teaching. To overcome the loss of interest in Biology among students, action is needed immediately. Bridging the gap between students’ perspectives on and opinions about good teaching practice and actual teaching practice should follow three tracks: the first one involves changes to the syllabus in such a way that less is more; the second one requires rewriting of manuals and textbooks, and the third is a change in the teaching practice of individual teachers. If for the first two teachers can find the excuse that this is outside their sphere of competence, there can be no excuse for avoiding immediate changes in teaching techniques.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">123-134</style></section></record></records></xml>