Journal of
Systemics, Cybernetics and Informatics
 



ISSN: 1690-4524 (Online)


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Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Editors

Journal's Reviewers
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Detection of Minimal Set of Trips Causing the Necessity to Use Extra Vehicle for Vehicle Scheduling Problem
Katerina Pastircáková, Jaromír Šulc
(pages: 1-4)

Key Factors in the Success of Self - Directed Learning of Military Personnel - Taking Smartphone as an Example
Yen-Hsi Lo, Yen-Fen Lo, Po-Yun Chiang, Jung Hsiao
(pages: 5-8)

Machine Learning Based IP Network Traffic Classification Using Feature Significance Analysis
Te-Shun Chou, John Pickard, Ciprian Popoviciu
(pages: 9-12)

The Information System for US Stock Market: Fundamental and Technical Analysis
Sergejs Hilkevics, Galina Hilkevica
(pages: 13-24)

The Impact of Environmental and Social Performance on the Market Value of Shares of Czech Joint-Stock Corporations
Alena Kocmanova, Marie Pavlakova Docekalova, Iveta Simberova
(pages: 25-31)

Play the Game! Analogue Gamification for Raising Information Security Awareness (Invited Paper)
Margit Scholl
(pages: 32-35)

Using Informatics and Technology Practices for Academic Performance Review
Kim Moorning
(pages: 36-41)

Multiple Research Perspectives as a Paradigm to Co-Create Meaningful Real-life Experiences
Jan Detand, Marina Emmanouil
(pages: 42-46)

A Methodology to Integrate Regulatory Expertise, Research and Education to Accelerate Biomedical Device Translation
Diana Easton
(pages: 47-52)

Active Learning through Smart Grid Model Site in Challenge Based Learning Course
Ellen A. Kalinga, Kwame S. Ibwe, Nerey H. Mvungi, Hannu Tenhunen
(pages: 53-64)

Non-Linear Static Analysis of Masonry Buildings under Seismic Actions
Maria Luisa Beconcini, Paolo Cioni, Pietro Croce, Paolo Formichi, Filippo Landi, Caterina Mochi
(pages: 65-70)

Toward an Engaging Hands-on Environment for a Beginning Networking and Security Class
Lopamudra Roychoudhuri
(pages: 71-76)

Designing Representations, Affecting Reality: A Meta-Model Proposal to Address the Question of Design Epistemology from the Perspective of Cognitive Science
Andrea Zammataro
(pages: 77-80)

Dielectrophoretic Movement of Cell around Surface Electrodes in Flow Channel
Yusuke Takahashi, Shigehiro Hashimoto, Manabu Watanabe
(pages: 81-87)


 

Abstracts

 


ABSTRACT


Teacher Tweets Improve Achievement for Eighth Grade Science Students

Carol Van Vooren, Corey Bess


In the Digital Age teachers have fallen far behind the technical skills of their “digital native” students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher’s use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

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