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Relevant bibliographies by topics / Computer literacy Study and teaching Evaluation

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Academic literature on the topic 'Computer literacy Study and teaching Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Computer literacy Study and teaching Evaluation"

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Kordigel Aberšek, Metka, Kosta Dolenc, Andrej Flogie, and Ana Koritnik. "NEW NATURAL SCIENCE LITERACIES OF ONLINE RESEARCH AND COMPREHENSION: TO TEACH OR NOT TO TEACH." Journal of Baltic Science Education 14, no. 4 (August 25, 2015): 460–73. http://dx.doi.org/10.33225/jbse/15.14.460.

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This study describes a research focused on science teachers’ evaluation of natural science literacy of research and comprehension competence in their students. Natural science literacy of research and comprehension competence is defined as an essential part of science literacy – as a competence to find, evaluate and use science knowledge stored on the Internet (as a part of extended memory) to solve a problem in a science class and to construct students’ own science knowledge. Online science literacy was defined in terms of the following aspects: basic skills (which include computer basics, web searching basics, and general navigation basics), locating information, finding a suitable website, locating the information on the website, critically evaluating the information according to its reliability and according to its relevance for the science class assessment. The data were collected through a 53-item Likert – scale questionnaire. The items were adopted from the TICA questionnaire for assessing students’ general online reading competence. Science teachers from 5 different levels of pre-university education assessed their students’ online science literacy in order to evaluate their students’ competence to use the Internet as a storage and as a source of knowledge for teaching/learning process in the science class, to re-evaluate their online teaching practice and the need for implementation of natural science literacy of research and comprehension competence in their science curriculum. Key words: ICT, Internet in natural science education, natural science literacy of research and comprehension competence.

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Radu, Iulian, Chris Dede, Mohamed Raouf Seyam, Tianyi Feng, and Michelle Chung. "Using 360-Video Virtual Reality to Influence Caregiver Emotions and Behaviors for Childhood Literacy." International Journal of Gaming and Computer-Mediated Simulations 13, no. 1 (January 2021): 12–33. http://dx.doi.org/10.4018/ijgcms.20210101.oa2.

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Through the design and exploratory evaluation of a narrative-based 360-video virtual reality experience, the authors aimed at building empathy in adults towards children who experience challenges in early literacy. This contributes to a limited literature on VR empathetic design by specifically studying caregivers in relation to reading difficulties and utilizing a low-cost immersive medium. This research performed a quasi-experimental pilot study following a pretest-posttest design with 27 participants, collecting measures such as participant empathy, anxiety, immersion, and emotional reactions. This paper explored changes in pre-post measures, correlations between variables, and possible explanations for the observed results. The VR experience increased positive caregiver attitudes towards struggling readers. Participants who reported a high degree of emotional reactions showed increased willingness to donate to help reading difficulties. Participants with teaching experience or with lower starting empathy scores were less likely to be affected.

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Drossel, Kerstin, Birgit Eickelmann, and Renate Schulz-Zander. "Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective." European Educational Research Journal 16, no. 6 (June 16, 2017): 781–99. http://dx.doi.org/10.1177/1474904116655811.

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Collaboration between teachers constitutes an important predictor for the successful implementation of digital media in schools and teaching. The present contribution examines the supporting conditions of ICT (information and communications technology)-related teacher collaboration as a feature of school quality in six selected European educational systems on the basis of the instruments and data administered by the International Association for the Evaluation of Educational Achievement’s study of ICILS 2013 (International Computer and Information Literacy Study 2013). Along the ICILS 2013 theoretical framework, predictors on the level of the school and classroom, antecedents regarding teachers’ attitudes and competencies, variables concerning processes at school and in class, as well as teachers’ background variables, are analysed. The regression analysis shows no consistent differences regarding the coefficients of different predictors with respect to ICT-related collaboration in the countries where teachers have expressed a high, medium or low rate of agreement with ICT-related collaboration.

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Chung, Chih-Chao, and Shi-Jer Lou. "Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards." Applied Sciences 11, no. 4 (February 19, 2021): 1830. http://dx.doi.org/10.3390/app11041830.

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The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources. Keywords: ICT competences, English reading syllabuses, CEFR for languages.

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Ramírez-Montoya, María Soledad, María Isabel Loaiza-Aguirre, Alexandra Zúñiga-Ojeda, and May Portuguez-Castro. "Characterization of the Teaching Profile within the Framework of Education 4.0." Future Internet 13, no. 4 (April 1, 2021): 91. http://dx.doi.org/10.3390/fi13040091.

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The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

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Arshad, Alia, and Kanwal Ameen. "Scholarly communication in the age of Google." Electronic Library 35, no. 1 (February 6, 2017): 167–84. http://dx.doi.org/10.1108/el-09-2015-0171.

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Purpose The purpose of this study is to investigate the use patterns of scholarly e-journals by academics for teaching, research and keeping themselves up-to-date. The study also looks at differences in the use patterns across 12 disciplines. Design/methodology/approach A survey was conducted to explore academics’ use patterns of scholarly e-journals in 12 disciplines. The University of the Punjab was used for the sample population. Self-administered questionnaires were distributed to all regular and contractual academics of Lahore campuses of the University. After follow up, 457 questionnaires were received with a response rate of 54 per cent. Descriptive statistics and non-parametric statistics were used to analyse data. Findings The results showed that the academics made more frequent use of e-journals, online reference sources and discussion with colleagues for scholarly activities. E-journals were used predominantly for research-related activities rather than for teaching and instruction. Academics obtained e-journal articles primarily from open access sources, i.e. general search engines and Google Scholar as compared to subscribed and other sources of e-journal articles. Disciplinary differences were also found in academics’ use patterns of e-journals. However, academics showed just satisfactory skills regarding use of advanced searching techniques and evaluation of the quality of e-journals. Practical implications Findings will be helpful for information professionals to review their policies and practices in relation to e-journal services for academic community. The needs for e-literacy skills to use e-journals will also be identified and findings will be significant for information professionals in arranging information literacy instruction programmes for targeted disciplines. Originality/value Most of e-journals use studies focused on specific disciplines – Sciences, Life Sciences, Engineering and Technology and Social Sciences. This research study is valuable that investigated use patterns of e-journals across 12 different disciplines at the University of the Punjab.

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Mansor, Noor Rohana, Asyraf Hj Ab Rahman, Ahmad Tajuddin Azza J., Roswati Abd Rashid, and Nurul Ain Chua. "New Norms of Online Teaching and Learning: Covid-19 Semester Experience for Universiti Malaysia Terengganu Students." Academic Journal of Interdisciplinary Studies 10, no. 4 (July 8, 2021): 248. http://dx.doi.org/10.36941/ajis-2021-0114.

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The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined students’ readiness to follow online teaching and learning and analysed the impact of online T&L on the national education agenda. This study involved 133 students of Diploma in Fisheries, Universiti Malaysia Terengganu, for the first semester of 2020-21. Data were obtained through a questionnaire using Google Form and presented to students by sharing links to their WhatsApp group in the final week of study. The questionnaire was adapted from several instruments related to various aspects of online T&L during the COVID-19 pandemic. The outcomes revealed that most students were among Gen-Z with digital literacy background. Thus, it was assisting them having a high level of readiness to face online T&L. In terms of the availability of device infrastructure, internet access, e-Learning, and computers, most (80%) have mastered it. Only (20%) have low proficiency due to limited experience using computers and gadgets due to family constraints and their literacy levels. The research conclusion recommends a consecutive enhancement in curriculum structure flexibility, delivery, evaluation; internet accessibility and digital gap, and self-motivation of students entering the era of the self-regulated learner. Transformation demands the strategic cooperation of various parties in educational institutions, government agencies, the private sector, NGOs, and people’s leaders in the interest of the country’s advancing education relevant to the era of global technology-oriented education and digital infrastructure. Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

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Ismail, Mohd Erfy, Pipit Utami, Irwan Mahazir Ismail, Norhasyimah Hamzah, and Hairuddin Harun. "Development of massive open online course (MOOC) based on addie model for catering courses." Jurnal Pendidikan Vokasi 8, no. 2 (July 14, 2018): 184. http://dx.doi.org/10.21831/jpv.v8i2.19828.

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Nowadays, innovation for teaching aids is an important requirement to ensure the teaching and learning process can run smoothly. Coinciding with the Malaysia Education Blueprint 2013-2025 (Ministry of Education) through the ninth surge of Global Online Learning, the development of the Massive Open Online Course (MOOC) was built. The ADDIE model has been adapted for this development. The study aims to develop an appropriate interactive learning for Food and Beverage Presentation subjects based on the Vocational College (VC) syllabus. In research development, researchers use Richey and Klein research recommendations, using Alpha and Beta tests in the evaluation phase of the study. The population of the study involved 155 Catering students at Muar Vocational College and the sample of the study were 60 of third and fourth-year Diploma students. The sampling method used is the purposive sampling and the instrument used in the form of the questionnaire. Data collected were collected and analyzed descriptively using Statistical Packages for Social Science (SPSS) version 23.0. Based on the analysis, the reliability value of the instrument is 0.997 and shows that the reliability of the instrument is at a high level. The findings show that the use of MOOC can increase computer literacy (3.75), interest (3.78) and student learning styles (3.75) and make the learning process more interesting. In addition, the findings show that the use of the MOOC application can help students in improving the performance and achievement of students in learning and thus can be an alternative to diversifying the teaching and learning process in VC.

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Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.

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Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas. Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education References Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607 Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958 Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. American Journal of Educational Research, 7(7), 471–481. https://doi.org/10.12691/education-7-7-6 Bryan, A., & Volchenkova, K. N. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204 Cappello, G. (2019). Media Literacy in I taly . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0155 Chan, E. Y. M. (2019). Blended learning dilemma: Teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1), 36–51. https://doi.org/10.14221/ajte.2018v44n1.3 Cherner, T. S., & Curry, K. (2019). Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://doi.org/10.23860/jmle-2019-11-1-1 Cheung, C. K., & Xu, W. (2016). Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4 Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223 de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457 Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global. Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050 Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479 Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022 Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147 Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37 Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152 Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0 Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201 Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701 Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1 Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910 Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367 Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126 Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9 Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2 Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783 Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012 Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. Research & Practice in Technology Enhanced Learning, 6(1), 3–23. https://www.researchgate.net/publication/229000574 Zhang, K., & Bonk, C. J. (2019). Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities. Canadian Journal of Learning and Technology, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004 Zhang, L., Zhang, H., & Wang, K. (2020). Media Literacy Education and Curriculum Integration: A Literature Review. International Journal of Contemporary Education, 3(1), 55. https://doi.org/10.11114/ijce.v3i1.4769

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Dissertations / Theses on the topic "Computer literacy Study and teaching Evaluation"

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Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.

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Broughton, Beverly Arlene. "An evaluation of a curriculum response to the State of Florida mandate for computer literacy at a large comprehensive high school in Dade County, Florida." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/1815.

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Minimum Student Performance Standards in Computer Literacy and Science were passed by the Florida Legislature through the Educational Reform Act of 1983. This act mandated that all Florida high school graduates receive training in computer literacy. Schools and school systems were charged with the task of determining the best methods to deliver this instruction to their students. The scope of this study is to evaluate one school's response to the state of Florida's computer literacy mandate. The study was conducted at Miami Palmetto Senior High School, located in Dade County, Florida. The administration of Miami Palmetto Senior High School chose to develop and implement a new program to comply with the state mandate - integrating computer literacy into the existing biology curriculum. The study evaluated the curriculum to determine if computer literacy could be integrated successfully and meet both the biology and computer literacy objectives. The findings in this study showed that there were no significant differences between biology scores of the students taking the integrated curriculum and those taking a traditional curriculum of biology. Student in the integrated curriculum not only met the biology objectives as well as those in the traditional curriculum, they also successfully completed the intended objectives for computer literacy. Two sets of objectives were successfully completed in the integrated classes in the same amount of time used to complete one set of objectives in the traditional biology classes. Therefore, integrated curriculum was the more efficient means of meeting the intended objectives of both biology and computer literacy.

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Wittwer, Kristin. "Teaching computer literacy for visually impaired students in higher education." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834646.

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People with vision impairments are under-represented in the workforce, largely due to discrimination. Also, in order to be qualified for most types of employment, people will need to be computer-literate in the future. Therefore, teaching computer literacy is an important part of postsecondary education. Particularly the availability of adaptive computer equipment and improvements in legislation prepare the ground for a computer-literate visually impaired person to achieve equality and become an integral part of the workforce.This thesis addresses the issues involved in teaching computer literacy for visually impaired students. It introduces several examples of computer literacy courses at institutions of post-secondary education, as well as discusses the CS 104 course designed and taught by Dr. Roy L. McCormick for visually impaired students at Ball State University.
Department of Computer Science

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Lewin, Cathy. "The development and evaluation of software for teaching reading at primary level." Thesis, n.p, 1998. http://oro.open.ac.uk/19855/.

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Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.

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To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.

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Grady, Paula Northam. ""Hands-on" computer workshops for improving microcomputer literacy : feasibility studies, design, layout, workbooks." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539636.

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As microcomputers increase in number and find their way into the homes and offices of millions of people throughout the world, the need for education arises. The general population will not be equipped with the 'how and why' of microcomputing. Operating a microcomputer and using the microcomputer for practical applications and for educational enhancement of school-aged children will need to be addressed. This paper will discuss a feasibility study of offering microcomputer workshops; and under the assumption that this is feasible, the design, layout and workbooks needed will be presented.
Department of Computer Science

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Overstreet, Penni Kaye. "Computer literacy in master of public administration classes." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/556.

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Oliverius, Thomas Michael. "Developing a middle school unit on computer literacy." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1225.

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Wong, Ming-fai Patrick, and 黃明暉. "Integrating computer literacy across different subjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29599908.

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Atkins, Anthony T. "Digital deficit : literacy, technology, and teacher training in rhetoric and composition programs." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1301627.

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This dissertation addresses three distinct areas of composition: literacy,technology, and teacher training. The research questions I investigate are as follows:Are graduate programs in rhetoric and composition offering preparation for teaching new literacies, especially with digital technology? If so, what is the nature of that training?Does the faculty within a program perceive that training to be effective? Is thattraining perceived to be effective by graduate students?How do individual programs shape their graduate technology training to reflectand manifest specific programmatic agendas and goals?The first two sets of research questions are investigated using survey research methods. The last research question is addressed via case study methods.Using a multi-methodological research design that includes a national survey and two institutional case studies allows me to combine methodologies to draw meaningful conclusions from the data. For example, the survey helps to provide a brief sketch of the state of technology training in rhetoric and composition programs as well as universities, while detailed case studies provide a context that illustrates how the integration of technology into both the university and rhetoric and composition program affects teacher training. The survey demonstrates that many programs do not require courses or workshops that extend special help to those teaching in computer classrooms especially as technology relates to new literacies. Information from the survey also indicates that rhetoric and composition programs have no procedures in place to assess the state of technology training for new teachers and TAs. This dissertation offers one way of assessing technology training.The case studies reveal that the two universities have grand visions and broad technology initiatives. However, a closer look at university mission statements and specific rhetoric and composition programs reveals that the integration of technology is sometimes a less than smooth one. In one case, the department struggles to implement technology at the grass roots level, while another department, despite the inconsistencies apparent at the university level, seems to succeed at both integrating technology and training new teachers to address the new literacies produced by those digital technologies.
Department of English

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Books on the topic "Computer literacy Study and teaching Evaluation"

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Kamler, Barbara. Two pathways to literacy. [Norwood, S. Aust.]: Australian Association for the Teaching of English, 1987.

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1944-, Tallman Julie I., ed. Stimulated recall and mental models: Tools for teaching and learning computer information literacy. Lanham, Md: Scarecrow Press, 2006.

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Burkhardt, Joanna M. Teaching information literacy: 50 standards-based exercises for college students. 2nd ed. Chicago: American Library Association, 2010.

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C, MacDonald Mary, and Rathemacher Andrée J, eds. Teaching information literacy: 50 standards-based exercises for college students. 2nd ed. Chicago: American Library Association, 2010.

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Burkhardt, Joanna M. Teaching information literacy: 50 standards-based exercises for college students. 2nd ed. Chicago: American Library Association, 2010.

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C, MacDonald Mary, and Rathemacher Andrée J, eds. Teaching information literacy: 35 practical, standards-based exercises for college students. Chicago: American Library Association, 2003.

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Schools, Boston Public. Technology competencies: High school level. [Boston, Mass.?]: Boston Public Schools, 1999.

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Schools, Boston Public. Technology competencies: Middle school level. [Boston, Mass.?]: Boston Public Schools, 1999.

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Getting the buggers to find out: Information skills and learning how to learn. New York, NY: Continuum International Pub. Group, 2008.

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Andee, Rubin, ed. Electronic quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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Book chapters on the topic "Computer literacy Study and teaching Evaluation"

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Garoufallou, Emmanouel, Anxhela Dani, Chrysanthi Chatzopoulou, Rania Siatri, Sirje Virkus, Fotis Mystakopoulos, and Stavroula Antonopoulou. "Usability Evaluation of Information Literacy Programmes: The Case Study of “Orion”." In Communications in Computer and Information Science, 415–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_42.

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Cha, Sung-Hyun, and Kum-Taek Seo. "A Case Study on Improvement of Student Evaluation of University Teaching." In Communications in Computer and Information Science, 598–603. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27207-3_65.

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Zhang, FaJun, WenJie Fang, Chang Zhou, and Zhong Liu. "A Brief Study on Teaching Evaluation System Based on Fuzzy Rule with Scientific Teaching Materials." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 99–105. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_18.

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Ramos-Galarza, Carlos, Hugo Arias-Flores, Omar Cóndor-Herrera, and Janio Jadán-Guerrero. "Literacy Toy for Enhancement Phonological Awareness: A Longitudinal Study." In Lecture Notes in Computer Science, 371–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_44.

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AbstractIn this report it is presented the results of a longitudinal pre-experimental study, it was realized a technological intervention to stimulate the phonological awareness through a tangible reading toy based on the RFID technology, consisting of a teddy bear and 30 letters in 3D from the Spanish alphabet. This study started with a sample of 200 children, from them, there were selected 17 children aged between 6 and 7 years (Mage = 6.47, SD = .51) with a phonological disorder from an educative institution. The procedure consisted of obtaining pre-test and post-test values with the Evaluation of Phonological Awareness (PECFO). Sampling inclusion criteria considered children presenting problems of phonemes’ recognition and its relationship with graphemes. During 30 weeks it was realized an intervention with the technological toy and at the end of the sessions, it was applied the post-test. Results of phonological awareness showed statically significant differences among the pre (M = 12.88, SD = 3.53) and post-test (M = 17.17, SD = 2.96) this contributes to the empirical evidence of the intervened group improvement in this cognitive function t(16) = −3.67, p = .002. From this research it is projected proposing technological innovations contributing in the treatment of children’s cognitive difficulties.

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Song, Li-xin, Xin-e. Li, and Rui-Zhao. "A Study of Quantitative Model to the Teaching Quality Evaluation for Local Universities." In Communications in Computer and Information Science, 415–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23226-8_54.

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Shi, Jianting, Jun Sun, Jiancai Wang, Jingping Cao, and Chunyuan Liu. "Study on Evaluation Method of Teaching Quality Based on Cloud Model and D-S Theory." In Communications in Computer and Information Science, 293–302. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0121-0_22.

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Tsietsi, Mosiuoa. "A Case Study in the Use of the Five Step Peer Evaluation Strategy to Improve a First Year Computer Literacy Course: An Exercise in Reflective Evaluation Practice." In Communications in Computer and Information Science, 171–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47680-3_16.

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Rohatgi, Anubha, Jeppe Bundsgaard, and Ove E. Hatlevik. "Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy." In Equity, Equality and Diversity in the Nordic Model of Education, 139–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_6.

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AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.

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Angeli, Charoula, and Nicos Valanides. "A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education." In Information Communication Technologies, 1590–610. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch111.

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We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.

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Zhao, Ke. "Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy." In Computer-Assisted Foreign Language Teaching and Learning, 54–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch004.

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Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of Computer-Supported Collaborative Learning (CSCL) environment featured by Knowledge Forum for Chinese tertiary business English students. An initial design study was reported to evaluate the design effect of CSCL environment on collaboration and academic literacy and to further investigate factors facilitating academic literacy development. Four intact classes with 102 Year One students participated in a 12-week project learning in two different learning environments, namely Computer-Supported Collaborative Inquiry Learning (CSCIL) and Regular Project-Based Learning environment (RPBL). Data was obtained from exam results, survey, essay writing quality, and focus group interviews. Four dimensions of academic literacy were identified and rated. MANOVA analyses showed significant main effects of environment indicating that CSCIL groups have significant higher gains in conceptual understanding and argumentative construction. Contrastive analyses of focus group interview data identify the interplay of social, cognitive, and technological dynamics that facilitate collaborative conceptual understanding and argumentative construction. Implications and further design issues are also discussed.

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Conference papers on the topic "Computer literacy Study and teaching Evaluation"

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Trkman, Peter, and Peter Baloh. "Use of a Model for Information Technology Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2631.

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In the paper, a model for planning and evaluation of education is presented. In this model, the main goal of education is divided into 4 sub goals that should be obtained in every educational activity. The 4 main components identified in the model are: total knowledge gained, degree of usefulness of that knowledge, reduction of effort in later learning and effort invested in the educational process. The importance of each of those components varies depending on the level and purpose of education. The model is then specially adapted for computer literacy education at various levels of education. It is shown how the emphasis shifts between different sub goals at different levels of education from kindergarten and lower grades of primary school to workplace learning. At the end, the use of the model is shown on a case study that deals with teaching information technology use at university level.

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Fengrong, Zhang, Xu Zhifeng, Chen Zhimin, Yin Guijin, and Huang Fang. "Study of scientific literacy practical teaching evaluation based on AHP." In 2009 ISECS International Colloquium on Computing, Communication, Control, and Management (CCCM). IEEE, 2009. http://dx.doi.org/10.1109/cccm.2009.5267852.

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Li Shu-ying, Liang Xu-guang, and Han Zheng. "Study on IT-based teaching evaluation." In 2010 International Conference on Computer Design and Applications (ICCDA 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccda.2010.5540938.

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Jin, Haiwei. "Study on Evaluation Method of Practical Teaching: A Practical Teaching Test Analysis." In 2010 IEEE 10th International Conference on Computer and Information Technology (CIT). IEEE, 2010. http://dx.doi.org/10.1109/cit.2010.362.

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Minzhi, Li, and Sun Qi. "Study on Fuzzy Evaluation of the Quality of MOOC Teaching Based on AHP." In 2018 13th International Conference on Computer Science & Education (ICCSE). IEEE, 2018. http://dx.doi.org/10.1109/iccse.2018.8468850.

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Deng, Jiabin, JuanLi Hu, Hehua Chi, and Juebo Wu. "A Study of Teaching Evaluation in Adult Higher Education Based on Decision Tree." In 2010 2nd International Conference on Information Technology and Computer Science (ITCS 2010). IEEE, 2010. http://dx.doi.org/10.1109/itcs.2010.99.

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Chen Tong. "Study on satisfaction evaluation of teaching management system in universities based on grey theory." In 2011 IEEE International Conference on Computer Science and Automation Engineering (CSAE). IEEE, 2011. http://dx.doi.org/10.1109/csae.2011.5952608.

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Chengbiao, Li. "Notice of Retraction: A Study on Teaching Quality Evaluation Based on Analytic Hierarchy Process." In 2010 2nd International Workshop on Education Technology and Computer Science (ETCS). IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.324.

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Zheng, Weiwei. "A study on the evaluation and feedback of general computer composition for College English Teaching." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.129.

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"Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4192.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.

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