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Relevant bibliographies by topics / Computer assisted teaching

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Academic literature on the topic 'Computer assisted teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Computer assisted teaching"

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Crull, Sue R. "Computer Assisted Teaching." Teaching Sociology 15, no. 1 (January 1987): 82. http://dx.doi.org/10.2307/1317823.

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Hurley, T. "Matrix: Computer Assisted Mathematics Teaching." Irish Mathematical Society Bulletin 0017 (1986): 61–67. http://dx.doi.org/10.33232/bims.0017.61.67.

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Sabourin, Conrad F., and Elca Tarrab. "Computer Assisted Language Teaching: Bibliography." College Composition and Communication 48, no. 2 (May 1997): 308. http://dx.doi.org/10.2307/358687.

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Miller, Stephen J. "CAST (Computer-Assisted Statistics Teaching)." American Statistician 58, no. 1 (February 2004): 87–88. http://dx.doi.org/10.1198/tas.2004.s232.

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Chen, Xiangxi, Jacob Huang, and Eddie Loh. "Computer‐assisted teaching of optics." American Journal of Physics 55, no. 12 (December 1987): 1129–33. http://dx.doi.org/10.1119/1.15259.

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Ware, Mark E., and Jeffrey D. Chastain. "Computer-Assisted Statistical Analysis: A Teaching Innovation?" Teaching of Psychology 16, no. 4 (December 1989): 222–27. http://dx.doi.org/10.1207/s15328023top1604_16.

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Our study assessed college students' skills and attitudes associated with different approaches to teaching statistics, including classes in which students conducted arithmetic computations with and without computer-assisted statistical analysis. A comparison group consisted of students who had not taken statistics. Students were also subdivided by gender, grade point average (GPA), and math competency. Pre- and postcourse measures consisted of statistical interpretation and selection skills and attitudes toward statistics and computers. Analyses of covariance (ANCOVA) indicated inferior selection and interpretation skills among those who had not taken statistics. Students in the computer-assisted statistical analysis group had significantly more favorable attitudes toward statistics than did those who did not use the computer and those who had not taken statistics. Men had higher interpretation scores than women, and students with higher GPAs had higher interpretation scores than did those with lower GPAs. We provide suggestions for additional research.

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Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (October 17, 2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.

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Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.

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Moslemi Nezhad Arani, Saieed. "Teaching and Researching Computer-Assisted Language Learning." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 260–67. http://dx.doi.org/10.26817/16925777.421.

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The prominence of technology has always been booming since computers generated new lanes for human to make use of high-tech for many different purposes. Utilizing computers for learning goals, among many, is one of the main concerns followed by educational issues in teaching and learning, especially, of a new language. Computer-assisted language learning (CALL) is known as a branch of language studies which focuses on teaching and learning of a new language through applications of computers in language learning contexts. Many books, articles, reviews, and etc. being published regularly consider one or some issues related to the CALL. To this, researchers have tried to introduce or evaluate particular application of CALL in the mentioned field. Cameron (1988, p. 15) reasons that “The fact that there are so many different types of CALL programs in existence illustrates the futility of attempting to define a single set of program principles or structures to fit all situations.” Other subordinate technologies interconnected to the computerized exemplar have arrived the inclined in practice. For example, information communication technology (ICT) “has been integrated within the overall design of the methodology used in the language learning process is a key factor.” (Zhang, 2012, p. 8). Other similar well-intentioned works can be referred to as (Holland & Fisher, 2008; Donaldson & Haggstrom, 2006; Thomas, Reinders, & Warschauer, 2013) which consider discussions of series of actions taken as regards the CALL subject. Beatty’s “teaching and research in computer-assisted language learning” (2010) is considered as one of the most comprehensive books on defining and reorganizing concept of CALL into the language education. The following is a review based on Beatty’s book which is also highly recommended as for reading by the reviewer.

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Yuan, Xiujuan, and Ruike Zhu. "Design and Research of Computer-Aided Translation Teaching Course under the Background of Embedded Microprocessor Wireless Communication." Scientific Programming 2022 (April 30, 2022): 1–14. http://dx.doi.org/10.1155/2022/8594212.

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The background of wireless communication is the background of the current society. On this basis, the use of embedded microprocessors for computer-assisted translation teaching courses can well cultivate the practical abilities of college students and enable them to quickly integrate into the society. In the context of wireless communication, this article conducts the design and research of computer-assisted translation teaching courses based on embedded microprocessors, explores the use of high-tech system to train students in colleges and universities, and promotes the reform of college classrooms. This research is to use computers for assisted translation and embedded microprocessors for related calculations in translation teaching courses in colleges and universities, which can improve students’ learning efficiency to a certain extent. The experimental results show that the concentration of students in computer-assisted teaching is 20% higher than that of students in traditional teaching, and other related data are more than 8% higher. The teaching of computer-assisted translation courses benefits students greatly.

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SHANNON, J. D. "Small-group interactive computer-assisted teaching." Medical Education 24, no. 2 (March 1990): 148–50. http://dx.doi.org/10.1111/j.1365-2923.1990.tb02513.x.

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Dissertations / Theses on the topic "Computer assisted teaching"

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Kraria, Hocine. "Computer assisted collaborative design in a teaching environment." Thesis, University of Strathclyde, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399142.

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Manning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning." n.p, 1994. http://ethos.bl.uk/.

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Manning, Patricia Eveline. "ITSICALL : investigating teaching strategies in computer assisted language learning." Thesis, Open University, 1995. http://oro.open.ac.uk/57551/.

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This thesis evaluates the effect on the learning and teaching of gender and gender agreement in French for English speakers of various teaching strategies Implicit, Explicit and Exploratory, implemented as a CALL program, 'Itsicall' (Investigating Teaching Strategies in Computer Assisted Language Learning). It is an original piece of research with school children in London which uses a variety of L2 research methods, i.e. error analysis, contrastive analysis and learner interviews, to inspire the design of the computer program , which teaches the concepts of Gender and Gender Agreement in French in the three modes selected, Implicit, Explicit and Exploratory. The design of the gender teaching program was motivated by a series of preliminary investigations, which lead to the accumulation of a rich source of data on the way school children perform and acquire concepts prominent in another language and provides many insights into the difficulties encountered by children Vying to grapple with the concept of Gender, under represented in the English language and primordial in French. The program was then tested and evaluated in an exercise which provided further invaluable data for Second Language Acquisition Research, Second Language Teaching and Computer Assisted Instruction, taking into account the answer to the original research questions and the opinions of the children who tried out the program. The account of this empirical work, which reveals the potential of exploratory computer environments is then followed by an analysis which incorporates all the findings of the previous experiments into a critical evaluation of the merits of Implicit, Explicit and Exploratory teaching of grammar rules in a CALL environment.

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Raab, John A. "CATSY, computer aided teaching system : construction and implementation." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/415659.

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Computer Aided Teaching System (CATSY) is an interactive menu driven system that provides an instructor/presenter with an efficient teaching tool using microcomputer technology and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of supporting graphics software and the computer peripherals used in the development of CATSY.The development of data structures used in CATSY is stressed in this thesis, along with their application to manipulate graphics and text. This thesis is intended to support and complement the masters thesis presented by Mr. Vincent Pedraza, which presents the system overview and system applications.

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Oliveria, Ulysses Sergio Cavalcanti de. "Computer-based teaching of a graphical learning strategy." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295983.

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Liamani, Cherifa Mansoura. "The representation of pictorial information for computer assisted teaching systems." Thesis, University of Leeds, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246947.

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Patten, John Joseph. "Computer assisted assessment and computer assisted portfolio development in a whole language classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/861.

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Fogel, Earl. "Teaching Prolog using intelligent computer-assisted instruction and a graphical trace." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27923.

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Two methods for improving the quality of Computer Assisted Instruction are examined. They are: using Intelligent Computer Assisted Instruction techniques to make the CAI system more flexible, and using graphics to increase the efficacy of teaching. Two computer systems for teaching the Logic Programming language Prolog were developed. The first is an ICAI system which uses the prerequisite relationships of the course material to plan a course of study. It distinguishes between methods of instruction and topics of instruction, giving students a great deal of freedom in choosing either one. The second is an animated trace which graphically illustrates the execution of Prolog programs. Information is displayed in three windows — one for Prolog goals, one for the database, and one for output from the program being traced. Results indicate that ICAI and graphics can both be used effectively in the teaching of programming languages, particularly in combination.
Science, Faculty of
Computer Science, Department of
Graduate

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Luckevich, Diana. "Computer Assisted Instruction for Teaching Vocabulary to a Child with Autism." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/688.

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Children with autism have difficulty communicating. Their limited vocabulary reduces their comprehension of language and their use of speech to express thoughts and needs. Increasing vocabulary is important to improve communication skills. These children do not learn language like typical children. They have limited joint attention skills and impaired basic learning skills that impede their communication. Specialized instruction is necessary to help them learn language. They need to be explicitly taught words, phrases, and sentences. Computer assisted instruction (CAI) offers interactive, customizable, and measurable training for learning language. Children with autism can use CAI to learn at borne, in a clinic, and in a classroom. It is readily available and affordable and computers are prevalent. CAL offers repetition, predictability, and interesting instruction that can support individual and classroom instructional goals. The complications, considerations, and possibilities of using CAI in a classroom are explored in this single subject investigation. The use of CAI by a child with autism to learn words was investigated. The First Words II software by Laureate Learning Systems was used in a preschool classroom. The case provides a comprehensive description of the participant including his pre-treatment skills, treatment behaviors, and test results. Four research questions were answered. How does CAI that presents pictures of objects impact the acquisition, generalization, and retention of new words by a child with autism? How does text captioning of pictures presented in CAI affect a child with autism? What behaviors help a child with autism learn new words using CAI? How can a child with autism benefit from using CAI in a classroom? Results gathered from the CAT treatment indicate that the participant made progress toward learning new object labels. Additional skills beyond the content delivered by the CAI were also demonstrated by the participant. These skills included increased motivation, strengthened positive relationship with a teacher, improved joint attention, sustained concentration with an instructional task, and verbal and motor imitation. The participant enjoyed using the CAI l in the classroom.

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Clow, Douglas James Menzies. "Computer simulations of laboratory experiments." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337650.

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Books on the topic "Computer assisted teaching"

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Sabourin, Conrad. Computer assisted language teaching: Bibliography. Montréal: Infolingua, 1994.

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A, Morris Brayden, and Ferguson George M. 1965-, eds. Computer-assisted teaching: New developments. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Beatty, Ken. Teaching and researching computer-assisted language learning. 2nd ed. Harlow, England: Longman, 2010.

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Teaching and researching computer-assisted language learning. 2nd ed. Harlow, England: Longman, 2010.

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Beatty, Ken. Teaching and researching computer-assisted language learning. 2nd ed. Harlow, England: Longman, 2010.

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Teaching and researching computer-assisted language learning. Harlow: Longman, 2003.

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National Centre for Language and Literacy., ed. ICT & literacy teaching. Reading: National Centre for Language and Literacy, 2002.

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Tomova, Jane Eleanor. Computer assisted approaches to foreign language teaching and learning. Wolverhampton: Wolverhampton Polytechnic, 1986.

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Zou, Bin. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. Hershey, PA: Information Science Reference, 2013.

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Teaching reading using microcomputers. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Book chapters on the topic "Computer assisted teaching"

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Kessler, Greg. "Computer Assisted Language Learning." In Handbook of Practical Second Language Teaching and Learning, 173–83. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-14.

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Yazdani, Masoud. "An artificial intelligence approach to second language teaching." In Computer Assisted Learning, 618–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_91.

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Müldner, T., and R. Blondon. "Design and implementation of courseware for teaching programming languages." In Computer Assisted Learning, 466–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_92.

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Witten, Ian H., and Bruce A. MacDonald. "The other side of the coin: Teaching artificial learning systems." In Computer Assisted Learning, 603–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_90.

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Hidaka, Kazuyoshi. "Development of GeoBlock: a micro-world for learning and teaching geometry." In Computer Assisted Learning, 294–306. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_77.

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Nicolson, Roderick I. "Design and evaluation of the SUMIT intelligent teaching assistant for arithmetic." In Computer Assisted Learning, 491–502. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_94.

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Tesch, Renata. "The Computer-Assisted Analysis of Qualitative Data." In Creative Ideas For Teaching Evaluation, 165–73. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-015-7829-5_19.

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Müller, Marlene. "Computer—Assisted Statistics Teaching in Network Environments." In COMPSTAT, 77–88. Heidelberg: Physica-Verlag HD, 1998. http://dx.doi.org/10.1007/978-3-662-01131-7_7.

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Petruk, Milton W. "Adjusting to the paradim shift in teaching and learning or what do I do now???" In Computer Assisted Learning, 34–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_55.

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Greenberg, H. J., and R. M. Pengelly. "A conceptual basis for the role of the micro-computer in the teaching/learning of college mathematics." In Computer Assisted Learning, 132–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_56.

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Conference papers on the topic "Computer assisted teaching"

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"Research on Computer-assisted English Teaching." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71104.

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"Study on Computer-assisted English Teaching." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.088.

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Chunmei, Wu. "The Influences of Computer-Assisted Translation Teaching." In 2008 International Conference on MultiMedia and Information Technology (MMIT). IEEE, 2008. http://dx.doi.org/10.1109/mmit.2008.124.

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Shen, Hong. "An application of computer-assisted language teaching in college English teaching." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6201989.

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Adriana, Apostol Silvia. "Teaching Computer - Assisted Translation Technology: A Case Study." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.116.

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"Research on the Teaching of Computer-assisted English." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.151.

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Wang, Shaohui, Jihong Cheng, Rui Yang, Jinghong Hao, and Li Mei. "Application of Computer-Assisted Instruction in Horticulture Teaching." In 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.39.

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Liu, Jinling, Nan Li, and Haibo Sun. "Computer-assisted Translation Teaching Based on Constructivist Theory." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.128.

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Boru, Liu. "Computer-assisted corpus-based College English vocabulary teaching." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295435.

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Shuang, Li. "Multimedia Computer Assisted Instruction in College English Teaching." In 2012 Fourth International Conference on Computational and Information Sciences (ICCIS). IEEE, 2012. http://dx.doi.org/10.1109/iccis.2012.188.

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Reports on the topic "Computer assisted teaching"

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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).

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