Jeffrey A. Stone

Bio: Jeffrey A. Stone is an academic researcher from Pennsylvania State University. The author has contributed to research in topics: Social media & Experiential learning. The author has an hindex of 9, co-authored 33 publications receiving 280 citations. Previous affiliations of Jeffrey A. Stone include Penn State Lehigh Valley & Penn State Schuylkill.

Gender, perceptions, and reality: technological literacy among first-year students

Abstract: Recent studies have found that gender gaps in information and communication technology (ICT) skills exist, despite changing gender role expectations for men and women. In this paper we report on survey results from an ongoing longitudinal study of ICT skills which found that--in general-- first-year students were confident in their ICT skills. However, comparison of student skills in four major technology domain areas indicates that there are differences between the male and fale first-year students in levels of confidence. We also report on a second, follow-up study designed to examine the actual ICT skills of the first-year students. This investigation indicates that both male and fale students have greater confidence than actual skill. The study also found that both male and fale students have approximately the same level of actual ICT skills. These findings suggest that fale students, although possessing ICT skills similar to their male counterparts, do not perceive thselves as competent users of technology. These differences in ICT skill confidence have implications for fluency with technology in acadia as well as the recruitment and retention of women in the Computer and Information Sciences.

Experiences with community-based projects for computing majors

Abstract: Projects which compel students to work in team situations with community partners are one method for building so-called "soft skills" in computing majors. The use of team-oriented, community-based service learning projects can provide meaningful and productive experiences for students but must be selected and managed carefully by faculty. This paper discusses a sample of recent community-based projects at one campus of a large, multi-campus research university. Experiences with community-based projects involving Web design, systems design and implementation, and digital storytelling are discussed, as well as the benefits and challenges encountered in the projects.

Community-based projects for computing majors: opportunities, challenges and best practices

Abstract: The use of community-based projects has been recognized as having pedagogical and experiential value for computing majors (e.g. [3], [4], [5], [6]). Community-based projects can be valuable learning experiences for computing majors as well as for faculty and community partners. However, these types of projects do present challenges for faculty and should be aligned with desired course outcomes. This panel will discuss the use of community-based projects from multiple perspectives. The expectation is that the panel will serve as a forum for the participants to share the opportunities, challenges, pedagogical motivations, and best practices obtained from prior experience. Exemplar projects will be highlighted. The panel also hopes the session motivates the audience to share their own experiences and sparks the interest of those faculty members who may have no prior experience with community-based projects.

Inconsistencies and disconnects

Abstract: The gap between the perception and reality of the technology skills of first-year college students raises questions about the role of state curriculum standards.

Integrating reflective writing in CS/IS

Abstract: The ability to communicate effectively is a critical attribute for graduates of CS/IS programs. A challenge for CS/IS educators is how best to create experiential learning activities for students that allow for enhanced learning outcomes. In this paper we summarize a set of experiential learning activities coupled with the use of reflective writing. These activities are designed to build cognitive connections between academic theory and real-world applications. Sample experiences for both the freshmen and upper division levels are described, as well as discussion of and the results obtained from reflective writing activities.

The Dignity of Working Men: Morality and the Boundaries of Race, Class, and Immigration.

Abstract: The Dignity of Working Men: Morality and the Boundaries of Race, Class, and Immigration. Michele Lamont New York: Russell Sage Foundation and Harvard University Press, 2000. 391 pp.

Raising the Stakes: E-Sports and the Professionalization of Computer Gaming

Abstract: Raising the Stakes: E-Sports and the Professionalization of Computer GamingT. L. TaylorCambridge, MA: MIT Press, 2012. Appendix, notes, bibliography, index. 304 pp. $29.95 cloth. ISBN: 9780262017374In Raising the Stakes: E-Sports and the Professionalization of Computer Gaming, author T. L. Taylor examines the ups and downs of a slowly emerging industry, e-sports (electronic sports). The e-sports industry aims to turn real-time video game competition into the next major professional sport-complete with franchises, broadcast tournaments, superstar players, and mogul team and league managers. Those who would make e-sports a success point to South Korea, the only country so far in which the industry has taken hold. Taylor tells us that tournaments like the World Cyber Games draw sponsors like Coca-Cola, Microsoft, and Samsung and that Korean Telecom companies, and even the Korean Navy have-or sponsor-teams. Outside of the promised land of South Korea, however, e-sports have struggled and exist as a generally small, niche industry.Taylor's book does an excellent job of examining e-sports through numerous lenses. Providing historical context, she takes us back to the roots of e-sports, delving into the early days of informal, head-to-head video game competitions around the first computer game, Space War! (1962) and the inclusion of highscore record keeping on arcade machines to arcade-based tournaments (still happening today on the old machines like Pac Man and Donkey Kong and chronicled in the 2007 documentary King of Kong) and the video game-themed Starcade (1982- 1984) television show. She then moves to the emergence of the on-line networked play of Id Software's Doom (1993) and Quake (1996) through today's current live and networked tournaments of firstperson shooters and other video game competitions. Yet Raising the Stakes is not just a historical effort. With her first book, Play between Worlds: Exploring On-Line Game Culture, Taylor established herself as a solid analyst of games as media and community.And Taylor brings those skills to bare on gaming as a sport. For example, in her second chapter, titled "Computer Games a Professional Sport," Taylor guides us through an in-depth, well-reasoned, and documented analysis. She cites the literature on the debates around computer games as play. She examines the modification of rules, and occasionally of systems, of the games themselves for tournament play, judging, and broadcast. She compares the requirements and practices of professional sports and professional athletes (mental and physical training, hours and routines of practice, preferences for specific brands and makes of equipment or insistence on the use of personal equipment) in other sports to those of professional gamers. …

A Complete Bibliography of Publications in SIGCSE Bulletin: 2000{2009

Abstract: 2012 [AS13b, Wal12a]. 2013 [Alv13, Bar13, Cam13, Car13, CCS13, Cut13, Edi14, Swe13]. 2014 [CDS13, DN14, ND14, Rod14, Tym14a]. 2015 [DeL14a, DeL14b, She15b]. 2016 [AT16a, CCV16, CCV17, MR15, SDCT16a, SDCT16c, She16a]. 2017 [DG17, EC17, Fit18b, MJ18, TCSM17, TCM17]. 2018 [BG18b, DD17, Dec19b, Gol18, JI18, MKMP18, MMK18, PQH17, She18]. 2019 [Cut19, FI19, HPQ19, MP19a, MPRM19, MP19b, MS19, Rod18, She19a]. 2020 [DH19].

Factors Impacting Teachers' Adoption of Mobile Learning.

Abstract: As mobile technology has advanced, awareness is growing that these technologies may benefit teaching and learning. However, despite this interest, the factors that will determine the acceptance of mobile technology by lecturers have been limited. This study proposed and tested a new model that extends the technology acceptance model (TAM) with three new variables: digital literacy, ICT anxiety, and ICT teaching self-efficacy. The TAM models the adoption of new technology based on measuring a users’ beliefs and attitudes to the technology. In particular, the TAM states that two factors influence a user’s use and perception of new technology. The first factor, perceived usefulness, is the degree to which a person believes that a particular technology will be beneficial to their lives. The second factor, perceived ease of use, is the measure of the degree an individual believes a particular technology is free from effort. Research has shown that a large portion of lecturers still resists the integration of technology into the classroom. Two aspects, in particular, have been consistently found to impact lecturers’ adoption of technology. The first aspect shown to influence the adoption of new technology is the beliefs held by the lecturers. Specifically, it is the perceived value of the new technology (perceived usefulness) and perceived effort needed to learn to use the new technology (perceived ease of use) that have been established as playing a major role in the adoption of technology. The second major aspect seen to influence adoption is the skill of lecturers to use digital technology (referred to as digital literacy) and the skill needed to integrate it into their teaching (teaching self-efficacy). The new model that was proposed and tested measured the impact of digital literacy, ICT anxiety, and ICT teaching self-efficacy, along with the well established factors of perceived usefulness and perceived ease of use, on lecturer’ acceptance of mobile learning. A survey was used to measure the major variables in this study. The research found that perceived usefulness, ease of use, digital literacy, anxiety, and teaching self-efficacy were critical factors in lecturers’ behavioral intentions to use mobile learning. The results of this study indicated the importance of these factors in the acceptance of mobile learning. From this model, educationalists are able to identify and develop strategies to support the successful introduction of mobile technology with in educational setting. This research has added to and clarified the existing literature into mobile learning. In particular, it recognizes the role that lecturers play in the future acceptance of mobile learning. It shows that the factors that influence lecturers’ adoption of mobile learning may differ from those of their students. It therefore highlights that these factors need to be considered when implementing mobile technology into the teaching environment. • Journal of Information Technology Education: Research Volume 13, 2014 Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is per- missible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.