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Smartphones in education
Hruška, Ondřej ; Neumajer, Ondřej (advisor) ; Jeřábek, Tomáš (referee)
Modern technology has become an integral part of our life. Schools are often conservative, so involvement of technology in education is delayed. Most of the population own a smartphone, and while some people say that smartphones should be used in the lessons, others would prefer a complete ban on them. This work sums up strengths and weaknesses of smartphones in education based on literature and discusses some recommendations on their use. Smartphones usage in education was studied in an application which helps with basics of Russian alphabet. It was shown that majority of the users did not read license terms, preferred the same sex for application voice and tended to leave the application prematurely. A questionnaire survey on a school was used to grasp the whole topic. It was revealed that that touch devices would be welcome in education by students, and they are prepared to use their own smartphone for studying although rather at school than in their free time. Mobile phone is the preferred device for games playing and internet browsing but the most commonly used applications include social networks, communication programs and video players. It seems that the worst school results are achieved by students who use the smartphones most, but best results are not achieved by students who use the phone the least.
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Comparison of major paradigms for application development
Hartman, Michael ; Procházka, Josef (advisor) ; Jeřábek, Tomáš (referee)
4 ABSTRACT This thesis deals with comparison of major paradigms for application development, namely procedural, object oriented and functional paradigm. First chapter consists of brief history of application development with emphasis on the paradigms being used. Second chapter introduces main principles and constructs, which are these paradigms based on. For some of which, especially the more complicated ones, examples are included to facilitate easier understanding of the subject. The thesis also contains analysis of existing projects, which are using described paradigms and model implementation of simple application using each of given paradigms. This whole thesis focuses on comparison of the described paradigms and differences among used principles and constructs. The advantages and disadvantages of analyzed paradigms for different types of projects are discussed in chapter four. Based on conclusions of this paper, it is best to use procedural paradigm for development of simple and small projects. For more complex projects of larger scale, it is better to use object-oriented paradigm. Functional paradigm could be used for any type of project, but it has higher requirements for the experience and level of abstraction of the developer who implements the project. KEYWORDS Paradigm, programming, application...
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Graphics in learning resources for information and communication technologies
Stejskalová, Michaela ; Jeřábek, Tomáš (advisor) ; Fialová, Irena (referee)
The bachelor thesis deals with applied graphics in the educational resources and its impact on learning process. The aspects and impacts of applied graphics are analysed in the theoretical part. Secondly, there are suggested the evaluation criteria for design principles in the educational materials. Subsequently, the analysis methods are set and applied to five selected publications that have been intended for education or self-study of information and communication technologies at lower-secondary schools. KEYWORDS dual coding theory, textbooks, applied graphics, information visualization
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The Teaching Materials for the Subject Computer Graphics
Votápková, Michala ; Jeřábek, Tomáš (advisor) ; Novák, Jaroslav (referee)
The subject of this bachelor thesis is the creation of a teaching materials for computer graphics. Teaching aids will be provided to students and teachers of the field of study Packaging Technology (Packaging and Graphic Design) at the Higher Technical School of Packaging Technology and secondary school in Steti. The thesis content two parts. The theoretical and practical part. The theoretical part describes the areas of computer graphics that are typical for the given field of study. Following is the curriculum curriculum analysis, the curriculum evaluation, and suggested recommendations for possible curriculum enhancements. The practical part aims to create a set of learning support in the LMS Moodle environment. The mission of the practical part is to increase students' level of readiness in computer graphics.
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