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Dissertations / Theses on the topic 'Computer education'

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Published: 4 June 2021
Last updated: 26 January 2023

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1

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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2

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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4

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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7

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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8

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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9

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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10

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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Bäckström, Emil. "NIISim, a Simulator for Computer Engineering Education." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-94184.

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Students at KTH can take a course called IS1200 Computer Engineering. This course teaches some of the basic aspects of computer engineering. One important part of the course is the labs which are carried out on an Altera DE2 Development and Educational board. The labs utilize many of the buttons and LEDs on this board. Unfortunately, these boards are only available during the course lab sessions meaning students have no way of fully testing their programs at home. Altera does provide a simulator, but it is not able to simulate the features on the board. NIISim aims to solve this problem. NIISim (Nios II Simulator) is a simulator that will be able to simulate all the functionality on the DE2 board that is necessary to complete all the IS1200 course labs. It comes with support for the Nios II CPU from Altera, several of Altera’s I/O devices and many features on the DE2 board. With a simple graphical user interface the user is able to quickly load the appropriate files and start the simulation. The user is also able to communicate with the simulated program using a console that supports both text input and output. Testing has shown that NIISim simulates the IS1200 course labs without problems. This is a great success. Furthermore, the simulation is performed at a much faster rate than the simulator provided by Altera. The intention is now that NIISim will be used in the IS1200 course to help increase students learning experience as they will have much more time to experiment with the DE2 board features. NIISim also makes a great starting platform for future master’s thesis projects such as implementing a cache simulator or multi-core simulation support.
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Hickey, Peter J. "A microcomputer network for computer science education." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/5023.

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13

Fergle, Ronald. "Improving the computer interface in architectural education." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/79944.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH
Includes bibliographical references (leaves 73-74).
The influence of the computer is increasing within the architectural profession. One aspect of this is the growing use of microcomputer programs in architectural education. Many of these programs have their roots in the engineering disciplines, and therefore their procedural methodology may no t be compatible with the architectural design process. In addition to this, most of the programs used in the universities are originally designed for the professional practitioner, and may not be appropriate for the academic environment This discussion explores the characteristics of the architectural design process, and what issues programmers need to address when writing software for use by designers. More specifically, how should the programmer approach designing educational software, so that the computer becomes a more effective tool in enabling the student to develop heuristic knowledge about some aspect of architectural design. The programming factors that influence the effectiveness of this type of educational software include: the appropriate use of graphics, flexible input/output sequences, procedural transparency of the program structure, and the iterative comparison of design options. These concepts are analyzed in a series of programming examples involving energy analysis and daylighting analysis. Existing programs are critiqued, and suggestions for improvements are made. The use of processors to facilitate the testing and comparison of results are presented, as well as guidelines for additional developments using knowledge base overlays.
by Ronald Fergle.
M.S.
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14

Williamson, Eric Robert. "Hybrid Analysis Tools for Computer Systems Education." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83894.

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To learn about computer operating systems, students at Virginia Tech implement a command-line shell in their Computer Systems course. Successfully implementing the shell requires a deep understanding of operating system abstractions and interactions. Students often struggle with the project because subtle errors can take hours to debug. In this work, we developed two hybrid domain-specific analysis tools to pinpoint the root causes of student errors: EshMD and ShellTrace. The EshMD tool models common errors in the shell and checks the student code against those models. To accomplish this, it monitors the specific calls the program is making and correlates those with expected changes in its environment. Students' errors are shown directly in the source code. The concept of EshMD can be applied to other programming projects by observing and modeling common bugs during implementation. The ShellTrace tool dynamically creates a specification from a reference solution based on how the reference solution makes use of operating system resources and then uses this specification to check that a student solution is functionally identical. The ShellTrace concept can be applied to other programs that exhibit similar resource dependencies. We deployed these tools in an undergraduate computer systems class and evaluated our tools based on the number of bugs detected and the students' perceptions of usefulness. We found that the tools detected a significant number of bugs and that the majority of students that made use of the tools found them valuable in debugging their submissions.
Master of Science
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15

Fu, Yu-Fang Salony. "Computer literacy among faculty in higher education." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332490/.

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This study was an exploration of the levels of computer literacy among two and four year college faculty. The purposes of this study were to (a) develop a valid and reliable instrument for assessing the levels of computer literacy among two and four year college faculty (b) determine whether or not levels of computer literacy exist among these faculty, and (c) investigate differences between demographic variables and the levels of computer literacy among these faculty.
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Welch, Rachel Judith Carleton University Dissertation Engineering Mechanical and Aerospace. "Computer-assisted learning in control systems education." Ottawa, 1995.

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17

Ababatain, Seham. "Computer education in Saudi Arabian secondary schools." Thesis, University of Manchester, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516599.

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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.

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Hedbrant, Johan. "Särimner : a computer model for diabetes education." Licentiate thesis, Linköpings universitet, Pediatrik, 1993. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-28265.

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In diabetes mellitus pancreas fails to produce insulin enough to maintain tissue utilisation of blood glucose. To maintain a normalised metabolism many diabetic patients have to provide insulin from injections or an infusion pump. The disease affects some percent of western population. The insulin provided by the patient has to be adjusted to food and physical exercise. This may be achieved by following rules from diabetes professionals, but also by self learning how food, insulin and physical exercise interact and influence the blood glucose. It seems that the patients who have this intuitive knowledge of the interactions are the ones who manages their diabetes treatment best and have the highest quality of life. The learning have, however, been performed by trial and error - to the price of severe inconvenience and bad metabolic control. A combination of computer science and diabetes physiology has resulted in the computer program Särimner. It is created to give the user a possibility to experiment with diabetes treatment. Food, insulin and physical exercise may be varied and the blood glucose is calculated. Sarimner provides a short-cut to obtaining knowledge since it allows experiments, stimulates discussions and let the user by himself formulate and test hypotheses regarding experienced problems. Since Särimner may be adjusted to look more alike an individual, the experiments are driven by the user's own curiosity. He may experiment with situations of importance to himself and finally make himself the expert of his own treatment situation. The way Särimner is designed, allows interested users to get "under the skin" of the model and study details in the physiological processes. This transparency makes it possible to search for explanations to treatment phenomena. One drawback with the model is that it is quite complex and requires some knowledge from a user with the ambition to understand all the processes. To measure the impact of Särimner training, 11 diabetic teenagers were evaluated with respect to metabolic control, emotional adjustment, focus of control, self-esteem and ability to discuss treatment phenomena. No control group was possible to recruit. The results indicated that the education had been useful for some individuals. They increased their knowledge and ability to discuss treatment situations, their sense of control over the diabetes treatment, their self esteem and furthermore Särimner education may have caused a reduction of diabetes related stress. However, an increased level of diabetes related guilt did occur in some individuals, possibly due to either increased knowledge or a more internalised focus of control. The models ability to look alike reality is depending on for which purpose it is used. Even though it would be theoretically possible to fit the model to an individual, such an experiment would not be performable in reality since Särimner requires input data from the physiology which is impossible to measure. The properties of the model are, however, adequate for illustrating several treatment situations on a phenomenological level.
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Serefoglu, Henkoglu Halise. "Computer Education In Turkish Basic Education Schools: Gaps Between Policy And Practice." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610675/index.pdf.

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The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo
perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession
and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.
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Hay, Kenneth Einar. "Postmodern theory, computer technology, and education : looking forward to a postmodern education." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239981095.

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Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this field does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The first and primary part of the thesis was to find and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have sufficient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.
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Peterson, Sarah Budinger. "Factors relating to the acquisition of computer literacy and computer science skills in California high schools." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3071.

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Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents' educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in "narrow" categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into "have" and "have-not" districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy.
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Hsu, Yung-chen. "The effectiveness of computer-assisted instruction in statistics education: A meta-analysis." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289887.

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The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) in statistics education at the college level in the United States. This study employed meta-analysis to integrate the findings from 25 primary studies which met a specific set of criteria. The primary studies were selected from journal articles, ERIC documents, and dissertations. Results of the meta-analysis produced an overall effect size estimate of 0.43, indicating a small to medium positive effect of applying CAI in teaching college-level introductory statistics on students' achievement. Several study characteristics were examined for the association with the effect magnitude. These characteristics included the publication year, the publication source, the educational level of participants, the mode of the CAI program, the type of CAI program, the level of interactivity of the CAI program, the instructional role of the CAI program, and the sample size. The results of the analogous analysis of variance showed that different modes of CAI programs produced significantly different effects on students' achievement in learning statistics. Expert systems and drill-and-practice programs were the most effective modes and were followed by multimedia, tutorials, and simulations. Computational statistical packages and web-based programs were the least effective modes. The teacher-made CAI programs were significantly more effective than the commercially-developed CAI programs. The effectiveness of CAI program in teaching statistics did not differ significantly according to the study characteristics of the publication year, the publication source, the educational level of participants, the level of interactivity of CAI program, the instructional role of CAI program, and the sample size.
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English, John. "A building blocks approach to computer science education." Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485950.

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The workdescribed here was undertaken at the University ofBrighton between 1986 and 2006 in order to assist Computer Science students to acquire practical software development skills, primarily in the areas of real-time systems and object-oriented programming. The contribution to knowledge represented by this work is the development of a set of design principles for educational software, and a variety of software artefacts which demonstrate the applicability ofthese principles. The publications span two decades and describe artefacts covering a number of areas in the curriculum related to software development. They address a range of topics within Computer Science due to the rapidly-evolving nature of the discipline, but they have led to the development of a common philosophy towards the development of educational software, and they each provide an original approach to the topics they address. The success of this philosophy and the originality of the work is evidenced by the fact that they have each been adopted by other educationaf institutions, have been widely praised by students and educators, and have in many cases led to related work by others. This critical appraisal concentrates on describing the evolution of a coherent educational rationale which underpins the various artefacts described here, and on placing this more firmly within the context ofestablished educational theory.
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Enström, Emma. "On difficult topics in theoretical computer science education." Doctoral thesis, KTH, Teoretisk datalogi, TCS, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-152357.

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This thesis primarily reports on an action research project that has been conducted on a course in theoretical computer science (TCS). The course is called Algorithms, data structures, and complexity (ADC) and is given at KTH Royal Institute of Technology in Stockholm, Sweden. The ADC course is an introduction to TCS, but resembles and succeeds courses introducing programming, system development best practices, problem solving, proving, and logic. Requiring the completion of four programming projects, the course can easily be perceived as a programming course by the students. Most previous research in computer science education has been on programming and introductory courses. The focus of the thesis work has been to understand what subject matter is particularly difficult to students. In three action research cycles, the course has been studied and improved to alleviate the discovered difficulties. We also discuss how the course design may color students’ perceptions of what TCS is. Most of the results are descriptive. Additionally, automated assessment has been introduced in the ADC course as well as in introductory courses for non-CS majors. Automated assessment is appreciated by the students and is directing their attention to the importance of program correctness. A drawback is that the exercises in their current form are not likely to encourage students to take responsibility for program correctness. The most difficult tasks of the course are related to proving correctness, solving complex dynamic programming problems, and to reductions. A certain confusion regarding the epistemology, tools and discourse of the ADC course and of TCS in general can be glimpsed in the way difficulties manifest themselves. Possible consequences of viewing the highly mathematical problems and tools of ADC in more practical, programming, perspective, are discussed. It is likely that teachers could explicitly address more of the nature and discourse of TCS in order to reduce confusion among the students, for instance regarding the use of such words and constructs as “problem”, “verify a solution”, and “proof sketch”. One of the tools used to study difficulties was self-efficacy surveys. No correlation was found between the self-efficacy beliefs and the graded performance on the course. Further investigation of this is beyond the scope of this thesis, but may be done with tasks corresponding more closely and exclusively to each self-efficacy item. Didactics is an additional way for a professional to understand his or her subject. Didactics is concerned with the teaching and learning of something, and hence sheds light on that “something” from an angle that sometimes is not reflected on by its professionals. Reflecting on didactical aspects of TCS can enrichen the understanding of the subject itself, which is one goal with this work.

QC 20140929

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Aldakheel, Eman A. "A Cloud Computing Framework for Computer Science Education." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322873621.

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Forsythe, Lois K. "Accepters and resisters to computer technology in education /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114114554.

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Al-khazali, Taysir M. "Computer technology in Jordanian schools: a proposed plan for appropriate adoption." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371557514.

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Rubalcava, Raymond. "Gender equity and computer use." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2134.

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The literature review shows that gender inequality in computer use exists today. The inequality begins at birth with society giving boys and girl's roles that they have to play. One possible solution to gender inequality in computer use is to put a gender equity program in place at public schools. Such a program would have to be woven into teaching practices and school activities to strengthen girls' confidence and their ability to achieve in computers.
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daSilva, Amanda L. "When Education Matters Less: Estimating the Relative Return to Education for Computer Programmers." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/550.

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Many argue that formal degrees are not necessary to be successful in the technology industry, and further argue that self-taught computer programmers are more productive than formally taught computer programmers. This sentiment is supported by the examples of industry leaders such as Bill Gates, Steve Jobs, and Mark Zuckerberg. This study examines the possible effects of this attitude on the returns to education for computer programmers. The empirical analysis finds that the wage return to formal education for computer programmers is less than for most other occupations including STEM and degree-dominated professions. These differences are attributed to the smaller impact of signaling through educational attainment on wages in the technology industry as well as the perceived ability to substitute the human capital accumulated through formal education with self-teaching and experience.
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Beyers, Ronald Noel. "Selecting educational computer software and evaluating its use, with special reference to biology education." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003649.

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In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
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Terry, Candace Pearl. "Secondary Mathematics Teachers' Pedagogy through the Tool of Computer Algebra Systems." Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839220.

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Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners.

This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher’s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants’ pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge.

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Tsankov, Svetlozar, and Valentina Voinohovska. "Computer educational technologies and interactive multimedia in education – introduction to the problems under examination." Thesis, ВНТУ, 2014. http://ir.lib.vntu.edu.ua/handle/123456789/4819.

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The following article is related to a research focused on the highly-debated issue of using computer educational and multimedia technologies in the learning process in various information courses and the way their application influences the motivation of learning.
В следующей статье рассмотривается широко обсуждаемая тема за изпользование компьютера и мультимедийных технологий в учебном процесе и в различных информационных курсах, а так-же и использование их для мотивации учащихся.
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Elmahdi, Ismail. "Computers as roommates the Ohio University residence hall computer project and the lives of first-year students /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1080658294.

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Qaqish, Ra'ed Kamal Muba. "Computer aided learning in computer aided design : inter and intra-departmental computer management learning (CML) in architectural education (AE)." Thesis, Glasgow School of Art, 1997. http://radar.gsa.ac.uk/4924/.

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Baldwin, Beth Williams. "Conversations computer mediated dialogue, multilogue, and learning /." Access online version, 1996. http://wac.colostate.edu/rhetnet/baldwin.htm.

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38

Biggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.

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Merkle, Patricia Ann. "A conceptual analysis of 'computer literacy' /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676847118567.

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40

Reid, Rayne. "Guidelines for cybersecurity education campaigns." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/14091.

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In our technology- and information-infused world, cyberspace is an integral part of modern-day society. As the number of active cyberspace users increases, so too does the chances of a cyber threat finding a vulnerable target increase. All cyber users who are exposed to cyber risks need to be educated about cyber security. Human beings play a key role in the implementation and governing of an entire cybersecurity and cybersafety solution. The effectiveness of any cybersecurity and cybersafety solutions in a societal or individual context is dependent on the human beings involved in the process. If these human beings are either unaware or not knowledgeable about their roles in the security solution they become the weak link in these cybersecurity solutions. It is essential that all users be educated to combat any threats. Children are a particularly vulnerable subgroup within society. They are digital natives and make use of ICT, and online services with increasing frequency, but this does not mean they are knowledgeable about or behaving securely in their cyber activities. Children will be exposed to cyberspace throughout their lifetimes. Therefore, cybersecurity and cybersafety should be taught to children as a life-skill. There is a lack of well-known, comprehensive cybersecurity and cybersafety educational campaigns which target school children. Most existing information security and cybersecurity education campaigns limit their scope. Literature reports mainly on education campaigns focused on primary businesses, government agencies and tertiary education institutions. Additionally, most guidance for the design and implementation of security and safety campaigns: are for an organisational context, only target organisational users, and mostly provide high-level design recommendations. This thesis addressed the lack of guidance for designing and implementing cybersecurity and cybersafety educational campaigns suited to school learners as a target audience. The thesis aimed to offer guidance for designing and implementing education campaigns that educate school learners about cybersecurity and cybersafety. This was done through the implementation of an action research process over a five-year period. The action research process involved cybersecurity and cybersafety educational interventions at multiple schools. A total of 18 actionable guidelines were derived from this research to guide the design and implementation of cybersecurity and cybersafety education campaigns which aim to educate school children.
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Molotsi, Abueng Rachael. "Computer integration teaching and learning in a middle school." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06182008-131707/.

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Ejiwale, James Akinlolu. "Validation of competencies for computer aided-design and computer aided-manufacturing (CAD/CAM) technicians in Nigerian industries /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158626701.

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43

Cakir, Recep. "Preservice And Inservice Basic Education Computer Teachers&amp." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610130/index.pdf.

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The purpose of this study was to investigate the professional growth of the preservice and inservice Basic Education computer teachers. To understand their professional growth in terms of perception of teaching and competencies about pedagogic and subject matter knowledge, questionnaires were administered to 1,568 preservice teachers and 104 inservice teachers in Turkey. In order to seek answers to this broad purpose, mixed research method including both quantitative and qualitative traditions was used in this study. The researcher employed the questionnaires as the primary data collection tool but since questionnaires were limited in the representation of the whole picture, this study was complemented by interviews, observations and document analysis, which were the qualitative data collection tools. To that end, 33 preservice computer teachers and 12 inservice teachers were interviewed. Besides these, 8 preservice and 4 inservice classroom observations were conducted. Additionally, their lesson plans were analyzed throughout the data collection process. Regarding data collecting procedure, the data collection and analysis procedure includes two phases
the first one is the quantitative phase, in which the research questions focus on basic education computer teachers&
#8217
perceptions about teaching, their pedagogical and subject matter competencies and their views about technology integration into schools. In order to answer the research questions, the researchers developed new questionnaires and adapted from existing instruments by utilizing the literature review and taking expert opinions. After this phase, pilot studies were conducted in order to ensure reliability and validity of the questionnaires. In the second part, which is the qualitative phase, the research questions were addressed for in-depth understanding of preservice and inservice computer teachers&
#8217
perceptions toward teaching, their competencies and their opinions about technology integrations. For this purpose, interviews and observation schedules were prepared under the guidance of experts and with the support of the related literature. Results revealed that preservice and inservice teachers&
#8217
perceptions of teaching were generally positive about computer education. Moreover, their competencies increased throughout years. However, results indicated some negative points in their perceptions and competencies. Pertaining to the measured variables, there significant differences were found among preservice teachers based on their year in the program. Interviews and observations that were conducted to gain in-depth understanding of teachers&
#8217
progress in their professional growth supported the survey results. This study elicited important results for preservice and inservice computer teachers and teacher educators to understand the whole picture of the Basic Education computer teaching. Results of this study, particularly those related to the problems they encounter in the profession, could provide new directions for the Ministry of National Education, the Higher Education Council, and universities.
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Brug, Johannes. "The development and impact of computer-tailored nutrition education." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 1997. http://arno.unimaas.nl/show.cgi?fid=5783.

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Kroeze, Willemina. "Insights in the efficacy of computer-tailored nutrition education." [S.l.] : Rotterdam : [The Author] ; Erasmus University [Host], 2008. http://hdl.handle.net/1765/13152.

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Gerardi, Nicole. "Evaluation of computer-based simulation for pain management education." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/847.

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Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.
B.S.N.
Bachelors
Nursing
Nursing
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47

McMahon, Jill. "Factors associated with student computer usage in higher education." Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388234.

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48

Marriott, Neil. "The effectiveness of using computer spreadsheets in accounting education." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416801.

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Sheldon, Daniel K. (Daniel Kenneth) 1974. "Computer assisted group decision making for education program development." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80120.

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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (leaves 48-49).
by Daniel K. Sheldon.
S.B.and M.Eng.
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50

Henderson, Craig Allen 1972. "RobotWorld : a simulation environment for introductory computer science education." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80075.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (p. 329-338).
by Craig Allen Henderson.
M.Eng.
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