لكل أم تبحث عن المتعة والتعليم لطفلها في آن واحد أعددنا هذا الملف لنتعلم, لنفكر, لنكون. لنستمتع

In AI, there are four basic categories of representational schemes: logical, ,Procedural, network and structured representation scheme

لا شكّ بأن عصر تقنيات الذكاء الاصطناعي ) Artificial intelligence ( وتعلّم الآلة ) Machine learning ( سيسررّ نرن الت رّوّل الر نري ري النؤسسات بشكل لم يسبق له نثيل، يّث سيكون عنصر النجاح ي هذا العصر نبنيرا علرا الت لّيرل النفير للكنيرات الااللرة نرن البيانرات والتري يرتم تجنيعاا يونيا نن وسالل النعر ة والتواصل الاجتناعي وانترنت الأشياء ) IoT ( وت وّيلاا الا نعلونات نفي ة لنتخذي القرار.

تتوقع (ICD) العالمية للإبحاث أن يصل حجم الانفاق العالمي في مجال الذكاء الاصطناعي لحوالي 97.9 مليار دولار بحلول عام 2023 أي بمعدل نمو خلال السنوات القادمة يصل إلى 28.4% مما يمعد لزيارة مكانة BigTech الاحتكارية التي من شأنها تعزيز الناتج المحلي من خلال التعلم الآلي في الوظائف العادية عبر مجموعة متنوعة من الصناعات وظهور اقتصاد التشغيل الآلي

تؤثر الخوارزميات ووكلاء الذكاء الاصطناعي على كثير من جوانب الحياه مثل: قراءة المقالات الاخبارية, والحصول على الائتمان, واستثمار رأس المال, من بين جملة أمور أخرى. وبسبب كفاءتها وسرعتها, تتخذ الخوارزميات القرارت وتنفذ الإجراءات نيابة عن البشر في هذه المجالات وكثير غيرها.

يعتبر الذكاء الاصطناعي وتطبيقاته في المكتبات الأكاديمية, من أهم المستحدثات التقنية التي تسعى المكتبات الأكاديمية السعودية إلى تحقيقها, ومن هذا المنطلق هدفت الدراسة الحالية التعرف إلى الذكاء الاصطناعي وتطبيقاته في المكتبات الأكاديمية السعودية كدراسة استشرافية مستقبلية

هدفت الدراسة إلى معرفة واقع تطبيق تقنية إنترنت الأشياء IOT في المكتبات الأكاديمية ومستقبل هذه التقنية ورأي القائمين على المكتبات الأكاديمية في السعودية فيما يخص تطبيقات إنترنت الأشياء وفيما يخص مراكز المعلومات التي يديرونها والتعرف على الخدمات التي يمكن لهذه التقنية أن تساهم فيها لتعزيزها والقيام بها في المكتبات الأكاديمية السعودية

من الثورة المعلوماتية, إلى الثورة الصناعية الرابعة التي تطرق أبواب عالمنا بكل إلحاح, يعيش العالم على إيقاع متسارع للتطور الرقمي والذكاء الاصطناعي. مما يضع العالم, وبخاصة السلطنة من ضمنه, أمام تحديات ورهانات لا بد من كسبها وإعداد العدة لها واستباقها بالخطط والاستراتيجيات الملائمة.

With the abundance in education technology (edtech) tools and apps currently available, and new ones popping up in app stores daily, how do you find the right ones for your practice? How do you ensure the digital tools and apps that you select for use in your classroom will enrich and extend your teaching, provide an accessible learning experience, and protect students' privacy? What should you look for when evaluating the user experience of apps and tools? This free, open access eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps!

The widespread use of digital technology has had a remarkable effect on almost every domain of human life. Advanced digital technologies are used for communicating with friends and colleagues; engaging in social media; holding down jobs; paying bills; purchasing tickets for events; listening to music; watching films and making videos; and many other daily activities (Pegrum, 2011). This technological change has caused governments, educational departments, and non-governmental organizations (NGO’s) to recognize the need to develop educational plans that would support the social and the cultural changes that have occurred with the ubiquitous permeation of digital technology into our everyday lives. The purpose of this research was to examine several socio-cultural aspects related to the integration of digital technology and education. Specifically, this study aimed to explore how teachers’ understanding of digital technology and the practices used in the classrooms advance or constrain democratic citizenship. This dissertation aimed to bridge theory and practice by developing a philosophical investigation through empirical research. The importance of utilizing empirical research in a philosophy follows Arcilla’s (2002) claim that one needs to reconsider how philosophy can become relevant to educators. Through employing critical, qualitative research methodology, this study provides a comparative examination of teachers’ understanding of digital technologies for education, as expressed by teachers in Israel and teachers in the United States. Conducting a comparative examination helped to reveal the meta-ideological aspects of utilizing digital technology in schools. The heart of this study dealt with the promise of digital technology to transform education in the age of globalization, under the neoliberal apparatus. The analysis chapters examine several assumptions regarding digital technology and education, through critical exploration of educational policies, interviews, and class observations. Drawing from Habermas’ (1981/ 1984; 1981/1987) theory, this study examined the tensions between the promise to transform education through technology and the tendency to utilize digital technology in instrumental and technical ways. The study concludes with the proposal of a theoretical framework for developing digital citizenship.

Individual access to mobile devices has increased dramatically in recent years, and faculty and students are beginning to use smartphones and tablets to support teaching and learning. This correlational study surveys faculty and students at a private, liberal arts university to better understand perceptions about the devices for use in an academic setting. Student and faculty responses are compared using adopter categories and innovation attributes developed by Rogers’ (2003) diffusion of innovations. Two survey instruments were developed for this study. The Faculty Smartphone and Tablet Diffusion of Innovations (FSTDIS) and Student Smartphone and Tablet Diffusion of Innovations (SSTDIS) were created based on a previous survey aimed at faculty adoption of a course management system. The surveys were sent to approximately 250 faculty members and between 1,700 and 1,900 students. Results from the surveys were used to address four research questions comparing faculty and students, as well as perceptions of the value of smartphones and tablets in higher education. Findings from this study can be used by university administrators to increase the adoption of mobile devices for academic purposes. Rogers’ (2003) diffusion of theory provides a framework for technology adoption in organizations.

This study was based on the hypothesis that gender differences and past experiences with computers and the Internet influence individuals’ perceptions of wireless laptops. The perception of wireless laptops was evaluated according to Rogers’ five attributes of innovations: relative advantages, compatibility, complexity, trialability, and observability. An online questionnaire was utilized in the study, and the total number of participants was 248. Analyses of the data were conducted using multiple regression analysis and one-way analysis of variance. The results of the data indicated that the overall perception of participants on the use of wireless laptops was positive. A statistically significant difference in the perceptions of wireless laptops was found in the groups of graduate students and faculty members. Faculty members showed lowest interest in trying wireless laptops, worried about security problems, and were concerned about the distraction that wireless laptops may bring to learning. The relationship between the perceptions of wireless laptops to five predictors (gender, wireless laptop ownership, wireless laptop experience, attitude toward computers, and attitude toward the Internet) was significant. In evaluating the contribution of each predictor, the attitude toward the Internet was found to be the most important factor in predicting the perceptions of wireless laptops, and was followed by gender, the computer attitude scale, wireless laptop ownership, and experience with wireless laptops. The findings of this study support prior research that an individual’s past experience with computers and the Internet have positive impacts on the perceptions toward technological innovations in terms of wireless laptops in this study. The gender perception about men holding a more positive attitude toward the technological innovation does not exist. This study suggests that in order to take the best advantage of wireless laptops, the utilization and skills of computers and the Internet need to be enhanced; the issues concerning file transmission security and the distraction of using wireless laptops in class should be addressed.