This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the Technology in Education Survey (TIES). The scale ranged from 1-10, with 1 being the lowest score, indicating not important or not competent, and 10 being the highest score, indicating very important or very competent. Due to the cultural context of the study, the researcher used an Arabic-language version of the survey used by Al Ghazo (2008). The convenience sample (n = 221) was a blend of male (n = 135) and female teachers (n = 86). A significant interaction was found between age and gender of social studies teachers and their perceptions of competency needed to implement technology. Female teachers who were thirty or younger and who were thirty-one to thirty-nine scored the highest mean of perceptions of competency toward implementing technology in social studies classrooms, higher than all male teachers, while male and female teachers who were forty or older scored the same lowest mean (49.5) of perceptions of competency. Female teachers with the least teaching experience had high perceptions of competency for implementing technology in social studies classrooms, while female teachers with the most teaching experience had lower perceptions of competency than male teachers. The result of the study provides useful information to social studies educators, professional development leaders, national policy makers and teachers of social studies who are interested in understanding the factors that affect technology use in social studies classrooms in Jordan.
In this study, the authors consider a state-dependent two user interference channel. The two users sharing the spectrum are assumed to be cognitive and each user has a non-causal access to the signal from the other user. For this channel model, an achievable rate region is established for both discrete memoryless model and Gaussian channel. In particular, the achievable rate region is obtained by combining Han-Kobayashi rate splitting coding scheme, superposition coding, Gelfand-Pinsker coding scheme and zero-forcing dirty paper coding. Furthermore, the sum rate maximisation and the associated power allocation problem are studied, numerically and theoretically. The corresponding numerical examples show that the proposed combined coding scheme outperforms the existing schemes in the sense of achievable rate region. Moreover, the effectiveness of the optimal power allocation between the two cognitive nodes is also shown.
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