Relevant bibliographies by topics / Computer education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computer education'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Computer education"

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Dorfman, Raul. "Computers and computer education in Argentina." ACM SIGCUE Outlook 20, no. 2 (June 1989): 15–17. http://dx.doi.org/10.1145/382145.382958.

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Gall, James E. "Rethinking the Computer in Education." Journal of Educational Technology Systems 30, no. 4 (June 2002): 379–88. http://dx.doi.org/10.2190/hxu8-bdlf-f6wf-31pe.

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The computer has had a profound impact on our society, yet educators continue to struggle with its influence both inside and outside the classroom. This article recounts pivotal events in the development of the modern computer and its role in education. These events are described not only in terms of their technical importance, but also as influencing our very conception of the “computer.” The author suggests that rather than solely focusing on networked, personal computers, the future of educational technology may lie in the use of specialized, economical computing devices built around open software solutions.
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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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GURURAJ, VYMUTT J., PATRICIA FIELDS ROGERS, and JENNY K. PATRICK. "Computer Use in Pediatric Education." Pediatrics 83, no. 3 (March 1, 1989): 425–28. http://dx.doi.org/10.1542/peds.83.3.425.

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During the past two decades, there has been an increasing awareness among educators of the potential use of the computer in medical education. Its use in research studies and in creating such educational instruments as unit lessons, patient simulations, lecture aides and testing and evaluation materials has been discussed in the literature. The computer thus has been noted to be a beneficial educational tool. Much has been written predicting the inevitable and continued expansion of the computer in medical education as well as the implications of its future use for medical students, residents, and faculty To date, however, there is little documentation regarding the actual use of computers in pediatric education.
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Emerson, Glen D., and Mary E. Malliaris. "Computer Education And Computer Related Professions Of The Future." Journal of Applied Business Research (JABR) 2, no. 2 (November 2, 2011): 27. http://dx.doi.org/10.19030/jabr.v2i2.6579.

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The purpose of this paper is to examine current positions in literature with regards to computer education and future jobs related to computer usage.The expansion of the use of computers has made computer literacy as essential as the basic skills of reading, writing, and arithmetic. Morf related the rapid expansion in the use of computers as follows: Among the more widely accepted scenarios of the future at work are those based on the assumption that technology will continue to grow exponentially (1983, p. 24). Therefore, as technology grows, our educational programs must incorporate the new knowledge necessary to function in the world of the information age. As Hart stated: We must prepare now to respond to the new technologies that will shape our future (1983, p. 11).
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Sivaranjani, Ms S. "Technological Revolution in Computer Aided Education." International Journal for Research in Applied Science and Engineering Technology 10, no. 1 (January 31, 2022): 1727–30. http://dx.doi.org/10.22214/ijraset.2022.40136.

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Abstract: Computer-assisted education is a critical component in increasing the efficacy and quality of the training system. Computer education is a part of the school and college curricula since it is essential for today's child or adult. The intention of this article is to emphasise the role of computers in education especially for people who are suffering from Autism Disorder.
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Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (April 1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Wilson, Derek. "Computer integrated education." Computing & Control Engineering Journal 3, no. 1 (1992): 2. http://dx.doi.org/10.1049/cce:19920001.

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Eren, Saban. "Computer Aided Education." Journal of Teaching in International Business 3, no. 4 (December 15, 1992): 45–57. http://dx.doi.org/10.1300/j066v03n04_03.

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Dissertations / Theses on the topic "Computer education"

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Bewley, Samantha. "High School Computer Science Education." Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.

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One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.

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Collins, Rob. "Computer applications to special education." Thesis, Keele University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238175.

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This thesis investigates the way in which software for adults with severe learning difficulties should be designed. Literature from educational technology, the psychology of mental handicap and computer science is reviewed from the Author's viewpoint of software engineering. The literature review points to a need for the design of systems in this area to be a multidisciplinary activity. Four case studies in software development for adults with severe learning difficulties are described. These track the development of software systems from conception, through design and development to evaluation. The thesis then proceeds to show that technically adequate software is in itself not enough and that there is a need for staff support and staff development. Systems to implement these for staff working with adults who have severe learning difficulties are proposed and evaluated. The thesis concludes with specific design criteria and argues for a more holistic view of design within software development for social settings.
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Chi, Wen-Hsiang. "Computer applications in counselor education /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125219338.

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Can, Gulfidan. "Perceptions Of Prospective Computer Teachers Toward The Use Of Computer Games With Educational Features In Education." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1117845/index.pdf.

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This study investigates the perceptions of prospective computer teachers, who have been studying at the Computer Education and Instructional Technology (CEIT) departments of four different universities, toward the use of computer games with educational features in education. It also examines the future plans of the participants regarding the use of computer games with educational features in their courses or in learning environments that they will design and it explores the participants&rsquo
computer game playing characteristics as well. The subjects of this study were 116 students from the Computer Education and Instructional Technology departments of four universities: Ankara, Gazi, Hacettepe and the Middle East Technical University. The data were collected through a questionnaire and interviews. The data were analyzed by using descriptive statistics and qualitative analysis methods. This study reveals that the prospective computer teachers who participated in this study have positive perceptions toward the use of computer games with educational features in education. Moreover, most of the participants plan to use such games in their future professions according to their responses. However, it is revealed that participants also have doubts about some issues regarding the use of such games in education, although this is a rare case.
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Mackie, Diana Mary. "Computer-enhanced learning in tertiary education." Thesis, Edinburgh Napier University, 1991. http://researchrepository.napier.ac.uk/Output/7310.

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It is widely accepted that mathematics courses for science and engineering undergraduates should aim to develop an enquiring and creative approach to mathematics together with good communication skills. Due to their versatili ty, computatonal power and graphical capabilities, computers can play a significant role in developing these skills. A review of the development of computer-assisted learning of mathematics established that a new investigative approach could exploit the potential of the computer. For this project, two comprehensive computer-based learning packages were developed. The content and educational objectives of the packages were determined by consultation with mathematics lecturers. These objectives were to encourage investigative work, to facilitate problem solving and to enhance student understanding of certain algorithms and topics. The packages were evaluated over a four-year period, whilst in regular use in the mathematical sciences laboratories at Napier Polytechnic as part of the curriculum of several degree courses. During the formative evaluation, modifications and improvements were incorporated. The second stage of the evaluation comprised an investigation of the impact of the packages on the mathematics curriculum. In particular, changes in teaching approaches, learning outcomes and student attitudes towards mathematics were studied through observation, questionnaires and interviews. The feasibility of transfer of the materials developed to other higher educational establishments was also examined. The study identified an increase in the use of graphical methods to explore the behaviour of functions, numerical methods and models, more emphasis on investigative work, and more analysis and interpretation of results. Improved communication skills were also noted. It was deduced that the computer-based approaches adopted had fostered the development of higher cognitive skills, thus leading to an enhanced quality of learning.
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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Teasley, Unice H. "Factors that influence competent, computer-using teachers' decisions about computer integration." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260649028.

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Ryu, Mike Dongyub. "Improving Introductory Computer Science Education with DRaCO." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1943.

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Today, many introductory computer science courses rely heavily on a specific programming language to convey fundamental programming concepts. For beginning students, the cognitive capacity required to operate with the syntactic forms of this language may overwhelm their ability to formulate a solution to a program. We recognize that the introductory computer science courses can be more effective if they convey fundamental concepts without requiring the students to focus on the syntax of a programming language. To achieve this, we propose a new teaching method based on the Design Recipe and Code Outlining (DRaCO) processes. Our new pedagogy capitalizes on the algorithmic intuitions of novice students and provides a tool for students to externalize their intuitions using techniques they are already familiar with, rather than with the syntax of a specific programming language. We validate the effectiveness of our new pedagogy by integrating it into an existing CS1 course at California Polytechnic State University, San Luis Obispo. We find that the our newly proposed pedagogy shows strong potential to improve students’ ability to program.
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Greh, Deborah Ellen. "Computers in art education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778184.

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Mitchell, Carmen L. (Carmen Lois). "The Contributions of Grace Murray Hopper to Computer Science and Computer Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278692/.

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This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education.
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Books on the topic "Computer education"

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Veṅkaṭarāva, Pī. Saṅganakaśikṣā: Computer education. Navadehalī: Nyū Bhāratīya Buk Kārporeśana, 2010.

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Lane, H. Chad, Susan Zvacek, and James Uhomoibhi, eds. Computer Supported Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86439-2.

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Csapó, Beno, and James Uhomoibhi, eds. Computer Supported Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14756-2.

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Zvacek, Susan, Maria Teresa Restivo, James Uhomoibhi, and Markus Helfert, eds. Computer Supported Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29585-5.

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Zvacek, Susan, Maria Teresa Restivo, James Uhomoibhi, and Markus Helfert, eds. Computer Supported Education. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25768-6.

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Lane, H. Chad, Susan Zvacek, and James Uhomoibhi, eds. Computer Supported Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58459-7.

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McLaren, Bruce M., Rob Reilly, Susan Zvacek, and James Uhomoibhi, eds. Computer Supported Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21151-6.

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Anderson, Ronald E., ed. Topics in computer education: national educational computer policy alternatives. New York, NY, USA: ACM, 1986. http://dx.doi.org/10.1145/17468.

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Computer education for teachers. 2nd ed. Madison, Wis: Brown & Benchmark, 1996.

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Pantelidis, Veronica S. Computer use in education. Greenville, N.C: Dept. of Library and Information Studies, East Carolina University, 1985.

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Book chapters on the topic "Computer education"

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Degoulet, Patrice, and Marius Fieschi. "Computer-Based Education." In Introduction to Clinical Informatics, 169–78. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4612-0675-0_13.

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Eberts, Ray E. "Computer-Aided Education." In Tutorials, 37–44. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3726-6_5.

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Bo, Yang, Li Yingfang, Li Junsheng, and Sun Jianhong. "The Impact of Computer Based Education on Computer Education." In Computing and Intelligent Systems, 1–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24091-1_1.

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Nasri, Ahmad H. "Computer Graphics in Computer Graphics Education." In Interactive Learning Through Visualization, 217–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77263-4_19.

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Salomoni, Paola, Silvia Mirri, Stefano Ferretti, and Marco Roccetti. "Education." In Human-Computer Interaction Series, 263–71. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84800-050-6_15.

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McComas, William F. "Computer Simulations." In The Language of Science Education, 18. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_16.

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Wattanawaha, Nongnuch. "Computer Education in Thailand." In Cross National Policies and Practices on Computers in Education, 413–27. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-0-585-32767-9_21.

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Feyerer, Ewald. "Computer and Inclusive Education." In Lecture Notes in Computer Science, 64–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_13.

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Cox, Donna J. "Collaborative Computer Graphics Education." In Interactive Learning Through Visualization, 189–200. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77263-4_16.

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Hildmann, Jule, and Hanno Hildmann. "Computer Games in Education." In Encyclopedia of Computer Graphics and Games, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-08234-9_278-1.

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Conference papers on the topic "Computer education"

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"Computer education." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228148.

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"COMPUTERS FOSTER EDUCATION AND EDUCATION FOSTERS COMPUTER SCIENCE - The Politecnico’s Approach." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002793502890296.

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Tomsons, Dzintars, and Inta Znotiņa. "DEVELEPMENT OF COMPUTER-BASED EDUCATIONAL GAME ACROSS COMPUTER SCIENCE CURRICULUM." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.92.

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The current paper describes the use of game development for improvement of first year Computer Science students’ professional and social competencies. The computer-based education games play grateful platform for integration of knowledge and skills gained by students in several learning courses, i.e., programming, web-design, computer graphics and animation, introduction to software engineering, etc. The multidisciplinary character of the games provides possibilities to constitute teams with students from different study programs. Thereby the students get their first experience in cross-disciplinary communication. Key words: computer-based education, educational games, learning environment.
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Sachs, David. "Effective computer education." In the 15th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/41866.41892.

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White, Gregory B., and Udo W. Pooch. "Computer ethics education." In the conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/199544.199610.

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Joel, William J., and Abe Echevarria. "Computer animation education." In ACM SIGGRAPH 2004 Posters. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186415.1186494.

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Patt, Yale. "Computer architecture education." In the 1999 workshop. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/1275215.1275216.

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Prokhorov, Sergei. "Evolution of Education: From Computers to Computer Technology." In 2015 International Conference on Engineering and Telecommunication (EnT). IEEE, 2015. http://dx.doi.org/10.1109/ent.2015.28.

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Koppelman, Herman. "Using e-Tools in Computer Science Education: a Proposal." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2514.

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We present some thoughts about devising educational designs for experiments with the use of e-tools in computer science education. We stress that the focus should not be on technological issues but on educational design issues. Our intention is twofold. First of all it is proposed to gather information about the use of such tools, in order to compose guidelines and hints for computer science lecturers. Next, we propose to design and conduct new promising experiments about using e-tools within the context of computer science education.
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Saad, Ashraf, Travis Shuff, Gabriel Loewen, and Kyle Burton. "Supporting undergraduate computer science education using educational robots." In the 50th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2184512.2184596.

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Reports on the topic "Computer education"

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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Ків, Арнольд Юхимовиx, Сергій Олексійович Семеріков, Володимир Миколайович Соловйов, Andrii M. Striuk, and Андрій Миколайович Стрюк. 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education. Криворізький державний педагогічний університет, February 2022. http://dx.doi.org/10.31812/123456789/6982.

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This is an introductory text to a collection of selected papers from the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021), held in Kherson, Ukraine, on the October 1, 2021. The volume presents the contributions to theworkshops affiliated with the ICTERI 2021: the 17th International Conference on ICT in Education, Research, and Industrial Applications.
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Irvine, Cynthia E. The Reference Monitor Concept as a Unifying Principle in Computer Security Education. Fort Belvoir, VA: Defense Technical Information Center, June 1999. http://dx.doi.org/10.21236/ada423529.

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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, January 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Demeuov, Аrman, Zhanna Tilekova, Yerkin Tokpanov, Olena Hanchuk, Natalia Panteleeva, and Iryna Varfolomyeyeva. Use of GIS technology in geographical education. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4619.

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At the present stage, digital information technologies create a new education system focused on the global educational space. In general education schools, in connection with the adoption of the updated program, the section Geoinformatics and cartography provides for the use of developing a map-scheme, modeling and conducting small studies on the topic under study. As a result, digital technology has a place in geographical education. This is due to significant changes in the pedagogical and methodological approach in teaching geography and other disciplines. As a result, the education system has changed, the content of education has been updated, a new approach has appeared, a new attitude to geoinformation technologies in schools. The article discusses the importance of computer technologies in the education system, including the effectiveness and necessity of using geoinformation technologies. The article substantiates the relevance of the use of geoinformation technologies in the teaching of geography.
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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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