User:Guanbo Wang/sandbox

the example is related to my topic basically. the essay I found I can found a lot of useful messages and information from these, and part of them has the same opinion with mine. in the essay, he separated computer science to many parts, however for me, I will just have 3 parts, so that's the difference. I should found more materials from many other essays through the internet and library.

pictures with introduction attractive list introduction timeline

Each school has its own culture and purpose, which can be reflected through the website, and the design style and visual aesthetics of the school website will affect the impression of the visitor. Therefore, the school website must be designed to highlight the cultural atmosphere of the school, but also to have a certain degree of exquisiteness. The school website should also maintain communication and interaction with students and parents. It should not be just a mechanical display, so there is no vitality. Although the school website is not required to provide 24-hour customer service like a marketing website, at least there must be an “online message” function to facilitate students, parents to ask questions or suggestions, and then respond promptly.

After the school website is designed, it is also necessary to ask a dedicated website staff to carry out operation and maintenance, otherwise it will easily become a zombie website. Whether it is school counseling, teacher and student dynamics or other relevant information, it should be updated on time and in time to attract more and interested students to apply.

a complete school website should have enough statistics and pictures to show the power of a school.

People can quickly access school information. After the school website is completed, all the information and latest developments of the school can be posted on the website, so that users can understand the situation of the school at the first time and meet the various practical needs of the users. For example, the strength of the school, the course, the contact method, the school address, etc., can be obtained through the school website.

The need for education marketization competition. With the development of the Internet and the change of people's learning concepts, school education is no longer a nationalized content, and it participates in the market in which it is placed to compete and achieve the survival of the fittest. The Internet has made education no longer targeted at users in one country and one region, but to all users around the world. This requires schools to adapt to market-oriented needs or they will be eliminated. School website construction is one of the effective means for schools to cope with such competition.

Social Influence Social influence has been shown to impact individual behavior by altering the belief structures of individuals, causing them to respond to social pressure [1 Aladwani AM. 2003. A deeper look at the attitude-behavior consistency assumption in information systems satisfaction research. J Comput Inf Syst. 44:57–63. [Taylor & Francis Online], [Web of Science ®],, [Google Scholar] ]. Though strong especially in the early stages of an experience, when individual beliefs about the behavior are relatively ill-informed, this normative pressure will attenuate over time, as increasing experience provides a more instrumental basis for the individual to use the technology [47 Venkatesh V, Davis FD. 2000. A theoretical extension of the technology acceptance model: Four longitudinal field studies. Manage Sci. 45:186–204. [Crossref], [Web of Science ®],, [Google Scholar] ]. In this research, we examined whether teachers are influenced by the opinion of other teachers, family, or friends, who use tablet technology in their daily lives, and how far these opinions affect their intention to use the technology themselves in their professional capacity. Based on past research, we expect a relationship between Social Influence and Intention to use the technology. H3:

Social Influence is positively associated with intention to use tablet technology.

Knowledge-Sharing Previous studies have highlighted the role of technology in affecting the development and conduct of knowledge-sharing interactions involving teachers [11 Earp J, Ott M, Pozzi F. 2013. Facilitating educators’ knowledge sharing with dedicated information systems. Comput Hum Behav. 29:445–455. [Crossref], [Web of Science ®],, [Google Scholar] , 16 Hou H, Sung Y, Chang K. 2009. Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy. Teach Teach Educ. 25:101–108. [Crossref], [Web of Science ®],, [Google Scholar] We distinguish between the interactions initiated by teachers and directed to students, interactions initiated by students and directed to teachers, and interactions between teachers themselves, as three distinct forms of communication that occur in an educational community. One factor in successful implementation of technology in the classroom is user acceptance [25 Koohang AA. 1989. A study of attitudes toward computers: Anxiety, confidence, liking, and perception of usefulness. J Res Comput Educ. 22:137–150. [Taylor & Francis Online],, [Google Scholar] ] and we propose that teachers are more likely to adopt tablet technology for classroom and professional use, because they perceive the adoption of this technology as a means of enhancing these knowledge-sharing interactions. Therefore, we hypothesize the following relationships: H4a:

Knowledge-Sharing Perceptions (Teacher-to-Student) is positively associated with intention to use tablet technology.

Introduction There is increasing recognition in the education sector that school websites can facilitate teaching, learning and communication to enhance the core operations and outcomes of education settings, yet little is known about what constitutes an effective and engaging school website. Corresponding with advances in technology, school websites are evolving in their purpose, function and use. To help position the work conducted in this study, the school website is defined here as an environment, which aligns with the school culture, mission and goals to:

enable and enhance teaching, learning, communication and innovation; connect and engage communities by facilitating the exchange of information, ideas and resources; support the organisational and functional operations of a school. Accessed via connectivity to the Internet or remote service, and used for a variety of purposes, school websites are increasingly becoming an embedded feature of the contemporary schooling landscape. Many schools are developing and using their websites to meet the needs of school communities and to extend their reach to the wider community. Yet, the investment that schools commit to their website regarding time and finances is often driven by a number of different factors. In some instances, stakeholders, including students, parents, teachers and leaders, expect to access information related to school processes and events, and further communicate with staff anytime and anywhere (Piper, 2012). In contrast, some school websites primarily serve a marketing purpose by showcasing the school. Padgett (2006) and Tubin and Klein (2007) discussed the merits of a school website as a public relations and marketing tool, providing a forum for communication and information sharing. School websites can also be used to streamline school administrative processes such as logging a student absence or the online payment of fees. In some settings, the key function of the school website is to facilitate teaching and learning and it is considered to be a conduit for communicating with stakeholders and enhancing the education experience altogether.

School websites are providing education settings with the opportunity to transform and enhance the schooling experience. However, the perceived importance of school websites and the resources invested in developing and maintaining them varies considerably across settings. There is a need to better understand what constitutes an effective website that provides a school with an avenue for delivering innovation in teaching and learning, and complements how a school operates. This study reviewed school websites, specifically how 30 south Australian schools used their website as a teaching learning portal, to support administrative operations and as a marketing platform. Three key questions framed the research. First, what variables should be examined to establish how schools are using their website. Second, what constitutes an engaging and useful school website, and finally what development framework can be devised to assist schools to map their website's strengths and areas requiring further development. The evaluation criteria addressed website design, purpose, content and technology integration. Indicators of progressive and emergent school websites were identified through a deductive content analysis of the websites, which informed a proposed website development framework. The framework and suggested recommendations promote a holistic approach when developing a website to accurately portray a school's identity and effectively address stakeholders' needs.