Innovative Physics Teaching Conferences in the Czech Republic

Purpose – The purpose of this study/paper is evidence to suggest that information communication technology (ICT) capital projects are different from non-ICT projects and that as a result the appraisal of such projects is more difficult. This may suggest that organisations would use dissimilar financial and risk assessment models or place different importance levels on such models between the two types of investment. The purpose of this paper is to investigate this issue and present the results of research into the practices of organisations in Czech Republic that have recently undertaken an appraisal of both ICT and non-ICT capital projects. Design/methodology/approach – A factual and attitudinal survey was developed and conducted during the end of 2011, addressed to organisations based in the Czech Republic. The object of the survey was the identification of current practices in respect of the appraisal of both ICT and non-ICT projects and the opinions of senior executives on a number of important issues regarding such practices. This paper focuses on the issues relating to ICT projects being “different” from non-ICT projects. Findings – The empirical findings support the literature in that ICT projects are, in many respects, different from non-ICT projects. However, the evidence indicates that, in practice, there is no significant difference in the financial and risk assessment models used in their appraisal. This indicates that any perceived difficulties, which may infer that the projects are “different”, are overcome (or ignored), to some extent, when it comes to the formal financial and risk assessment stage of project appraisal. There is also evidence to suggest that practitioners use assessment models that academics regard as unsophisticated. The findings also show that strategic issues are more important with respect of ICT projects than non-ICT projects. The research therefore supports the view that ICT projects are perceived to be different, but that the current conventional (financial and risk) appraisal models are adequate to appraise such capital projects, provided they are supported by a strategic assessment. Research limitations/implications – As the findings are based on a survey of companies in the Czech Republic only, we accept that the research results may have some limitations in terms of drawing general conclusions. The concern over drawing general conclusions is also brought about by the relatively low response rate, although the rate is in line with previous published research. Practical implications – ICT projects are different and as such these differences must be taken into account when appraising capital projects. The evidence supports the need for practitioners to review their appraisal of ICT capital projects, by adopting more sophisticated financial and risk models (as prescribed by academics) and linking their appraisal to corporate strategic goals. Future research should be aimed at identifying the formal and informal strategic approaches adopted by practitioners in the appraisal of ICT capital projects. Originality/value – This is the only survey to simultaneously address the appraisal issues concerning both ICT and non-ICT projects in the Czech Republic. As such, it gives a valuable insight into the practices of Czech Republic organisations in their appraisal of ICT and non-ICT capital projects. The identification of the four main problem areas with respect to the appraisal of ICT projects will help to focus academic research in the future.

Using of Information and Communication Technologies in Education both for learning and teaching of Physics is very important component in university education today. The new approach used in "Qafqaz" University for learning and teaching of Physics was reported in our recent paper [1]. The essence of the approach is based on interactive numerical modeling in Physics. In this article we illustrate this approach considering the unified numerical model for two body problem which can be used in education in various fields of Physics.

YOUR NEWS WANTED The news section gives updates on what has been happening in physics education worldwide. Items included show how events in one country could be relevant to good practice elsewhere in the world. Contributions are welcome from all our readers and should be about 200 to 300 words and can include a picture.

The philosophy that advances the study of physics as one of the learning areas in secondary schools cannot be overlooked due to the realization of the contributions of physics towards the industrial and vocational development of the country. The major concern of this particular study is the consistent poor average scores in the subject currently witnessed at the Kenya Certificate of Secondary Education (KCSE) level in Physics, which can be attributed to low student motivation and traditional teaching strategies. For instance, in the years 2016, 2017, 2018, and 2019, Kisumu County registered low mean scores of 4.23, 4.98, 4.67, and 4.10, respectively, in physics in KCSE. The use of Information and Communications Technology (ICT) in the teaching and learning of physics can be used to promote learners’ centered teaching and learning of physics and eventually improve physics scores. This study therefore underscores the need for virtual laboratory-based instruction (VLBI) to realize active classroom interaction during the teaching and learning of physics. Technology-based enhanced learning leverages all learners, irrespective of their economic and demographic background. The study therefore aimed at establishing the effect of VLBI on students’ level of interaction in the classroom in learning physics in secondary schools in Kenya. The study is supported by behaviorism learning theory and adopted quasi-experimental research designs. The physics teachers were purposefully sampled from each selected school. Physics teachers were purposefully sampled from each of the schools selected. There were 358 students and 72 teachers in the sample. The data was analyzed using both descriptive and inferential statistics. The study concluded that virtual laboratories enhanced the use of experimental teaching approaches and that there was no statistical significance between the knowledge of the teacher about the selected ICT framework and the use of virtual experiments. There is a need to develop a prototype for a technology-enriched ICT framework for active learning of physics that will provide teachers and students with an interactive platform to promote active physics learning.

This study examined the effect of the use of information and communication technology on the instruction of physics in secondary schools in Awka Education Zone of Anambra state. The study was guided by the three research questions and three hypotheses. The population for the study was 19, 153 SS3 physics students in all the secondary schools in the study area. A sample size of 110 SS3 physics students were selected (59 males and 51females). The research instrument used for the study was a Physics Achievement Test (PAT). PAT was validated by three experts, one lecturer from science education department, one from educational foundations department and one from computer science department, all from Nnamdi Azikiwe University Awka. A reliability coefficient of 0.86 was gotten using Kudar- Richarson’s reliability formula. The mean and standard deviation were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study showed that students taught physics with ICT performed higher than their counterparts that were taught physics without ICT. Gender interaction effect showed that the male students taught with ICT performed higher than their female counterparts. Based on the findings of this study, it was recommended among others that physics teachers should be encouraged to use ICT in teaching physics, since the method is more effective in learning physics compared to the conventional lecture method Also the federal ministry of education should organize workshops and seminars for science teachers to strengthen their knowledge of the use of ICT in teaching.

Differences in Productivity and its Determinants Among Firms from the Czech Republic, Hungary, Poland and Germany: The Case of the Cosmetics Industry

ICT is an acronym of Information and Communication Technology. It is a broader term for Information Technology (IT), which refers to all communication technologies, including the wireless network, Internet network, computer hardware and software, middleware, mobile phones, social networking, video conferencing and any other communication mediums that enabling users to store, restore, access, retrieve, transmit and manipulate information in a digital form (Heeks, 2017). ICT is vital instrument for enhancing teaching and learning across the schools. It offers a wide range tools that leads to the change of traditional teaching process (teacher-centred learning) to an inciting and interactive educational process (student-centred learning) (Muianga, Klomsri, Tedre, & Mutimucuio, 2018). Considering the role of ICT in teaching and learning, a question has been asked “Can ICT applied in Physics education help us achieve the desired goals and objectives?” Scholars agreed that if the ICT is well managed and carefully integrated in Physics education, it assists both teachers and students to easily access educational resources and subsequently improve learning outcomes (Kushwaha & Singhal, 2017). ICT is also effective in improving academic qualities by advancing higher order thinking skills, problem-solving skills and improving communication skills (Ali, 2012).

In this study, an investigation of 231 articles of the oral communication sections presented at the National Symposium on Physics Teaching (NSPT) was conducted, trying to identify those related to Information and Communication Technology (ICT), its form of organization, the involved thematic areas and the degree of teaching, allowing to compare the different perspectives and trends in this field. The conducted state of the art-study had a bibliographical character and qualitative contours involving content analysis. It was realized that the thematic area “Information technology, technology diffusion and Physics teaching”, where most of the research related to ICT is concentrated, represent 11.7% of the total number of papers at the XIX NSPT, confirming a trend of research in this area. It was found, among other things, the predominance of studies where learning objects are used in Physics Education, especially in High School and University Education; the use of ICT in multidisciplinary work and that some features need to be further explored, such as thermodynamics. It was also noted an expressive amount of studies involving the use of ICT in teacher training proposals, which can contribute to the enlargement of the methodological options of teachers and meet their training needs.

Integration of information and communication technology into other than Information Technology subjects taught at schools of all levels in the Czech Republic has become of great importance. As schools are equipped with information and communication technology (ICT) much better than ever before researchers have focused on the way they are used in the classes. Development of technology is fast and not all teachers from schools have undergone education on how to integrate technology into the teaching process. These are the reasons why it is necessary to find a system for training teachers in this field. We provided such a training course for secondary school English teachers. This article brings information about the impact of this course on one model teacher’s lessons. A questionnaire, which was specially developed for the purpose of evaluating technological pedagogical content knowledge (TPACK), is introduced in this article. It assesses the TPACK development perceived by the teacher. We describe in detail how the new knowledge and skills reflect in her teaching. The results are demonstrated on the Technological pedagogical content knowledge framework.

Aim: The aim of the work was to find out what the influence of ICT use also on ICT (information and communication technology, in this case gaming console with motion sensor, which senses movements of the probanda body and thus is controlled by a fictional figure in the game) in the rehabilitation of cognitive functions on attention and orientation. Concept/methods: Alzheimer's disease is becoming increasingly the source of both professional and lay discourse. Statistical data show that increasing the average life expectancy increases the number of seniors and thus increases the number of people with dementia, with Alzheimer's disease being the most common type (up to 65% of all cases of dementia in the Czech Republic). This trend will continue to follow, and the number of people affected will increase. For guidance in 2006, 2231 people with Alzheimer's disease were registered, while in 2010 this number increased to 3148. For the research, 10 probands (100% of women) were used in the age range of 65-81 years, with the diagnosis of Alzheimer's disease - a light type. Probandi was divided into 5 groups, divided into 5 groups, into an experimental group that actively participated in the intervention and services provided by the institutions in which they were located, and a control group that participated only in the services and activities provided by institution. The research lasted half a year once a week and the activity itself lasted within 25 minutes. Results: Of the 10 probands in total, 5 of us participated actively in our intervention. Prior to the start of the intervention, the results in the assessment (using the Addenbrook Cognitive Assay) were at the same level, but there was visible change between the experimental and the control group during the outcomes assessment. Conclusion: Experimental group achieved better scores or better results. the results themselves stagnated, while the control group experienced a minor deterioration in the test areas.

The paper is devoted to the current process of implementation of the new area of Informatics, which replaced the educational area of Information and Communication Technologies in the Framework Educational Programme of Basic Education in the Czech Republic, in primary education. The paper shows the possibilities, but also the limitations that this new area brings to the educational process in primary education. It shows the possible progress in the competences that pupils are expected to achieve and also tries to show the answers to the question of the readiness of current teachers in primary education for this new concept.

This paper will outline the findings of a long term survey among thirty small and medium enterprises (SMEs) in the Czech Republic and will describe the important factors related to barriers to adoption of information technology and information systems. This qualitative survey of the examined companies was made by using multiple interviews, monitoring the attitudes of the management to the information and communication technology (ICT), using ICT as a competitive advantage, use of various types of applications and their impact on the organisation’s performance. We can see that managers or owners of SMEs are, however, often afraid of the organisational and financial demands of implementation of ICT. From the successfully growing companies we analysed the importance of establishing business, information and knowledge strategy. Without the articulation of these strategies companies will, with difficulty, find their way in the current business environment. These three strategies have to be followed by other supporting strategies, i.e. marketing, finance and human resources.

본 연구에서는 국제 교육성취도 평가협회가 시행한 ICILS 2013의 교사 설문 자료를 활용하여 우리나라 중학교 과학 교사의 ICT 활용 실태를 다른 나라와 비교하였다. ICILS 2013은 중학교 2학년을 대상으로 하고 있으며, 18개 참여국 중 컴퓨터 정보 소양 점수가 높은 호주, 체코, 노르웨이, 폴란드와 우리나라 과학 교사들의 ICT 활용 실태를 비교하였다. 본 연구에서는 ICILS 2013의 교사 설문지 중에서 과학 교사의 ICT 활용 실태를 분석할 수 있는 9문항을 선택하였는데, 문항들은 교사의 컴퓨터 이용 실태, 수업에서 ICT 활용 현황, 학교의 ICT 활용 지원 환경의 범주로 나누어 분석되었다. 우리나라 중학교 과학 교사의 컴퓨터 사용 실태를 보면, 컴퓨터를 비교적 많이 사용하며 컴퓨터에 대한 자아효능감도 다른 나라에 비해 높은 편이었다. 그러나 일반적인 컴퓨터 활용은 잘한다고 응답한 비율이 높지만 교수학습과 관련된 컴퓨터 활용에서는 낮은 자신감을 나타내었다. 수업에서 활용에서도 비교적 다양한 응용프로그램을 사용하지만 프레젠테이션이나 그래픽 소프트웨어에 대한 활용의 비중이 높은 편이고 학습활동이나 교수활동에서도 교사주도의 정보 제공이나 과제 제시에 대한 활동의 비중은 높지만 협업이나 상호작용이 많은 활동에서는 낮은 응답을 나타내었다. 또한 우리나라 과학 교사들은 ICT 활용하는 것에 대해서 긍정적인 관점보다는 부정적인 관점을 많이 가지고 있었다. 학교에서 컴퓨터 관련 자원을 지원하는 정도는 지원이 부족하다고 응답하는 경우가 많았으며 조사 항목 대부분에서 호주나 체코에 비해 지원 정도가 낮다고 응답하였다. 또한 충분한 ICT 기기나 컴퓨터가 구식 모델이고 디지털 학습 자료가 부족하다고 응답하였다. 여기서 드러나 문제점을 개선하기 위해서는 ICT 교육 인프라에 대한 지속적인 지원과 더불어 학생활동 중심의 ICT 교수학습 방법에 대한 개발과 보급이 필요할 것으로 보인다. In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

The article is devoted to the application software package usage as a means of professional training of sewing industry specialists in the conditions of the university. It is established that the information competence formation of future sewing industry engineers should be carried out taking into account the peculiarities of the Information and Communication Technologies (ICT) usage at modern enterprises. The content peculiar features of information training of future sewing industry specialists have been studied based on of the analysis of educational curricula developed at Mukachevo State University. Foreign experience in the ICT usage in higher education has also been considered on the example of the Technical University of Liberec, Czech Republic. The following scientific methods as systematization, analysis, generalization of theoretical sources and statistical data, structuring of pedagogical information on designing the content of educational curricula as well as the comparative analysis of foreign experience in the ICT usage in higher education have been applied to conduct the research. The authors suggest that the development of own information products by the higher educational establishment, which are used within professionally-oriented disciplines are among the ways to increase the ICT competencies of future specialists in the garment industry. Thorough study of the peculiarities of the application software packages usage during the training and production and engineering practices in the conditions of garment production also improve the level of information competence of students.

INTRODUCTION. Within the European reality there are actions such as the Erasmus Plus initiative, the Ploteus Portal and the EURES network, which generate diverse academic and professional possibilities abroad. These initiatives increase the cultural and social exchange opportunities for young people, and boost their labour insertion opportunities in the European Union. Interviews, structured dialogues, websites, etc. have been highlighted amongst the instruments used by counsellors during guidance sessions regarding mobility opportunities. The European Project, “Guide My W@y” (Kreutzer & Iuga, 2016) proposes action strategies and resources for vocational career counsellors which can be used in interviews. Likewise the use of Information and Communication Technologies (ICT) competencies has been encouraged. The main objective of these counselling tools is to provide guidance professionals from different fields (EURES Network, Euroguidance, Public Employment Services (PES), Universities...) with the support that they require. METHOD. This study has been carried out in four European countries (Germany, Spain, Poland and Czech Republic), it firstly uses a descriptive methodology to analyse the role of the interview as a guidance strategy which can be used by counsellors in youth mobility processes, and subsequently a guidance proposal, based predominantly on the counsellors’ use of the virtual interview process as an intervention tool has been drawn up. RESULTS. Among the tools used in the guidance practices for international youth mobility processes in the four analysed countries, particular focus has been placed on the use of real and virtual interviews, conducting a specific frequency assessment. Likewise the relevance of using a questionnaire as an evaluation tool has been emphasised. DISCUSSION. The interviews implemented by the counsellors by means of virtual and face-to-face dialogues during the intervention process have been considered as an appropriate counselling strategy, and one that is of great value during guidance sessions regarding international mobility. The level of use and the degree of importance placed on the interview process by counsellors have served as the basis for drawing up a virtual dialogue proposal which will enable all young people who are involved in mobility processes in Europe to receive support.