Relevant bibliographies by topics / Computer literate teachers

Academic literature on the topic 'Computer literate teachers'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Computer literate teachers"

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Tafazoli, Dara, Mª Elena Gómez Parra, and Cristina A. Huertas Abril. "Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 716. http://dx.doi.org/10.17507/tpls.0709.02.

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With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching.
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Keller, Christina, and Stefan Hrastinski. "Towards Digitally Literate University Teachers." Nordic Journal of Digital Literacy 4, no. 02 (December 18, 2009): 104–15. http://dx.doi.org/10.18261/issn1891-943x-2009-02-04.

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Hoch, Frances S. "COMPUTER LITERACY AN THE FOREIGN LANGUAGE TEACHER." CALICO Journal 3, no. 1 (January 14, 2013): 17–19. http://dx.doi.org/10.1558/cj.v3i1.17-19.

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This article is based on a presentation at CALICO '85. It discusses the problems inherent in making teachers computer literate. It then describes a staff development program for foreign language teachers in North Carolina which introduces them to the potential of CAI for foreign language instruction by providing hands-on experience with the computer which is directly applicable to this instructional area.
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Jacinto, Mary Antoniete T., and Franklin A. Samonte. "Anxiety and Efficacy in Computer Technology Integration among Secondary School Teachers of Angadanan, Isabela, Philippines." Journal of BIMP-EAGA Regional Development 7, no. 1 (January 24, 2022): 57–65. http://dx.doi.org/10.51200/jbimpeagard.v7i1.3695.

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Globally, computer technology is changing the way educators teach and students learn. Faculty must be computer literate, competent to use available technologies and to become innovative and receptive to change. This study aimed to know the levels of computer anxiety and self-efficacy, use of computer applications in instructions and levels of computer anxiety explained by computer self-efficacy, computer usage and selected characteristics. Findings show the total composite anxiety score of 29.36 which is interpreted as Low Technophobia, Generally, Relax or Comfortable. Among the identified schools, self –efficacy of 96.61 was obtained which was interpreted as very confident. When the variables were grouped, a negative correlation (r =-.392) for computer self-efficacy and computer applications (r= -.22) were noted with the composite computer anxiety scores. These two variables had inverse linear relationships with computer anxiety but had a positive linear relationship with each other. The results revealed that groups’ having less self-efficacy have less enthusiasm to perform activities compared to groups having higher self-efficacy. Other findings shown that there are number of teachers whose responses are “not available” and only few hands are utilizing the benefit of using computer applications in their profession. It is recommended that schools should be more open to teachers in using computers and to provide comprehensive training to enhance their literacy and skills in computer application. For this effort, educators could use higher technology and the possibility to develop new instructional methods and materials in their teaching.
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Bangert-Drowns, Robert L., and Curtis Pyke. "A Taxonomy of Student Engagement with Educational Software: An Exploration of Literate Thinking with Electronic Text." Journal of Educational Computing Research 24, no. 3 (April 2001): 213–34. http://dx.doi.org/10.2190/0ckm-fktr-0cpf-jlgr.

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Readers of the information age increasingly resort to “texts” that are stored, organized, and accessed electronically and rely on symbol systems other than alphanumeric. In schools, multimedia software and hypertexts are increasingly common documents from which students learn. This study sought to document instances of “high” literacy, literate thinking, among elementary school students as they worked with common computer software in the course of their normal school day. Seven distinct forms of engagement emerged to categorize students' work, and these were arranged in order of complexity: disengagement, unsystematic engagement, frustrated engagement, structure-dependent engagement, self-regulated interest, critical engagement, and literate thinking. The taxonomy of student engagement is described with examples. It clarifies other researchers' conceptualizations of high literacy and engagement and integrates them with notions of intrinsic motivation, volition, and self-regulated learning. It also implies new ways for teachers to assess and scaffold student-software interactions to optimize student learning with electronic texts.
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Dewi, Citra Ayu, Nurdianti Awaliyah, Nurin Fitriana, Satya Darmayani, Nasrullah, Jan Setiawan, and Irwanto Irwanto. "Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 22 (November 29, 2022): 191–208. http://dx.doi.org/10.3991/ijim.v16i22.34151.

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Digital literacy is critical in the current era of digitalization. Therefore, students are required to be digitally literate. This study aims to improve students’ digital literacy using an android-based e-module in chemical bonding. This study used a quasi-experimental method with a pre-experimental design that included a pretest and posttest for one group. For this study, 70 preservice teachers (10 males and 60 females) from the Department of Chemistry Education at a private university in Indonesia were recruited. The Digital Literacy Questionnaire (DLQ) was used to measure students’ digital literacy. To analyze the data, we used paired t-tests and N-gain. The results indicated a significant increase in digital literacy scores before and after treatment. Thus, it can be concluded that using an android-based e-module significantly enhances students’ digital literacy on chemical bonds. Due to its effectiveness, we recommend teachers use this e-module to elevate students’ academic performance, in general, in chemistry.
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Pratolo, Bambang Widi, and Hana Amri Solikhati. "Investigating teachers’ attitude toward digital literacy in EFL classroom." Journal of Education and Learning (EduLearn) 15, no. 1 (December 29, 2020): 97–103. http://dx.doi.org/10.11591/edulearn.v15i1.15747.

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Digital literacy has been a major concern for people involved in education sectors including students, teachers and policy makers. Thus, to make the education in this era more effective to help reach the goals, English teachers should be digitally more literate. The aims of this study are; 1) to find out how the digital literacy was implemented; 2) to determine teachers’ attitude in implementing the digital literacy; 3) to scrutinize the challenges; and 4) the actions they took to cope with them. Employing a qualitative research method, this study used a semi-structured interview and classroom observation to collect the data from two EFL teachers at a junior high school in Temanggung, Central Java, Indonesia as the subjects. The data were then identified, categorized, organized, coded, described and reported following the thematic analysis. The findings showed that they used computer and smartphone to search for digital information. The teachers exhibited positive attitudes in the use of digital literacy for EFL teaching. They used syllabus as a major consideration, understood their position as teachers, developed effective teaching, implemented multiple literacy and improved the four language skills. However, issues related to lack of technology, students’ background, lack of time and limited budget were acknowledged as hindrances in digital literacy implementation. As a strategy, teachers have therefore developed an early planning and support plan to deal with these challenges. Finally, this study suggests the need to develop teachers' technical facilities, technological pedagogy, and policy makers to give digital literacy more attention.
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Borowczak, Mike, and Andrea Burrows. "Ants Go Marching—Integrating Computer Science into Teacher Professional Development with NetLogo." Education Sciences 9, no. 1 (March 26, 2019): 66. http://dx.doi.org/10.3390/educsci9010066.

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There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors.
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Bada, Steve Olusegun, and NUHU Muslimat Adebanke. "Secondary School Teachers’ Attitude Towards Information And Communication Technology In Ondo State, Nigeria." International Journal for Innovation Education and Research 3, no. 9 (September 30, 2015): 84–92. http://dx.doi.org/10.31686/ijier.vol3.iss9.435.

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This study was carried out to examine secondary school teachers’ attitude toward information and communication technology. The study covered twenty selected secondary schools in Ondo South senatorial district of Ondo state. Four hundred teachers were selected from 20 selected secondary schools out of 300 secondary schools in Ondo State using systematic random sampling technique. Five research questions and 5 hypotheses were formulated for the study. A descriptive survey method was adopted for the study. Data were collected and subjected to inferential statistics like frequency and percentage and chi-square. A questionnaire tagged “Teachers’ Attitude and Access to Information and Communication Technology” (TAAICT) adopted from Yusuf (2003) which has 20 items and divided into 3 sections was used to collect data. The validity and reliability of the instrument was ascertained, the instrument was valid and reliable. The findings showed that there was significant difference in the overall attitude of secondary schools’ teachers towards information and communication technology using teacher age, subject discipline, gender and years of experience and as variables. Based on the above findings, recommendations were made such as, government should encourage the use of modern technology in form of computer services; provide funds to schools through the Ministry of Education, purchase computer machine, and make them available to all public schools as operating in some private schools; government should also employ computer teachers who will not only teach the students but need to be computer literate.
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Masykur, Ruhban, Irwandani Irwandani, and Putri Mardiana Sari. "Pre-Service Physics Teacher from Islamic Education Campus Vs. Non-Islamic Education Campus: Which One is more Scientifically Literate?" Indonesian Journal of Science and Mathematics Education 5, no. 1 (March 31, 2022): 109–17. http://dx.doi.org/10.24042/ijsme.v5i1.11410.

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This study is intended to examine the level of scientific literacy of pre-service physics teachers in Islamic and non-Islamic educational institutions. The research method used document review studies, tests, and observations. The sample selected was 70 pre-service physics teachers consisting of 35 pre-service physics teachers from an Islamic education university and 35 from a non-Islamic educational university. The results of the test show that pre-service physics teachers in an Islamic educational institution have a lower average score than pre-service teachers studying in a non-Islamic educational institution. Through document review and observation, several factors causing the low scientific literacy ability of pre-service physics teachers in Islamic educational institutions were revealed, including the proportion of credits for science courses, supporting facilities and infrastructure, and the quality of teaching staff. This finding is expected to be an evaluation material for policy makers, especially in Islamic educational institutions to make improvements in a structured and systematic way.
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Dissertations / Theses on the topic "Computer literate teachers"

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Sou, Hon-poo Howard. "The computer literacy of Hong Kong teachers." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627681.

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Sou, Hon-poo Howard, and 蘇漢波. "The computer literacy of Hong Kong teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627681.

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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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Kook, Joong-Kak. "Secondary teachers' opinions toward computer literacy : a case study of Korea." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63276.

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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.

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Zylstra, Elizabeth. "The effects of computer training on the frequency and integration of computer use in the classroom by teachers /." ProQuest subscription required:, 2002. http://proquest.umi.com/pqdweb?did=990270661&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

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Ford, Rose E. Haslam Elizabeth L. "A computer networked professional development collaborative : effectively implementing literacy instruction in the classroom /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860/726.

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Kim, Kioh. "The relationship between preservice teachers' perceptions of faculty modeling of computer-based technology and their intent to use computer-based technology." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=990299631&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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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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Books on the topic "Computer literate teachers"

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Laws, Steve. Become a computer literate special needs teacher. Scunthorpe: Desktop Publications, 1996.

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(Educator), Barnett Anthony, ed. Digital literacy for primary teachers. Northwich: Critical Publishing, 2015.

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I speak BASIC to my Apple: Teacher's manual. 2nd ed. Hasbrouck Heights, N.J: Haydon Book Co., 1985.

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Branch, Alberta Curriculum. Junior high computer studies: Teacher resource manual. [Edmonton, Alta.]: Curriculum, Alberta Education, 1990.

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Lankshear, Colin. Teachers and technoliteracy: Managing literacy, technology and learning in schools. St Leonards, N.S.W: Allen & Unwin, 2000.

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Barger, Amy. MacFroggy teaches BASIC. Madison, Wis: Medical Physics Pub., 1993.

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National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: International Society for Technology in Education, 2002.

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Computers and teacher training: A practical guide. New York: Haworth Press, 1985.

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International Society for Technology in Education., ed. National educational technology standards for teachers. Eugene, OR: International Society for Technology in Education, 2003.

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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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Book chapters on the topic "Computer literate teachers"

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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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Sanches, Tatiana. "Required Skills for Teachers: Information Literacy at the Top." In Communications in Computer and Information Science, 634–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74334-9_65.

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Zhu, Sha, Di Wu, Liqin Yu, Harrison Hao Yang, Jason MacLeod, and Huan Li. "Parental and Teacher Influence on Secondary Students’ Information Literacy." In Lecture Notes in Computer Science, 404–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94505-7_33.

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Hamid, Siri Sena Baba, and Mohd Sharif Mohd Saad. "Malaysian Teacher Education Institute Trainees and Information Literacy Competency." In Communications in Computer and Information Science, 573–79. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_77.

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Zinn, Sandy E. "The Information Literacy Self-efficacy of Disadvantaged Teachers in South Africa." In Communications in Computer and Information Science, 212–18. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_27.

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Ng, Wing Shui, Haoran Xie, and Fu Lee Wang. "Enhancing Teacher Assessment Literacy Using a Blended Deep Learning Approach." In Lecture Notes in Computer Science, 203–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94505-7_16.

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Mardis, Marcia, and Ellen Hoffman. "Building Digital Libraries for Children: Reviewing Information Literacy of Students and Teachers." In Lecture Notes in Computer Science, 404–5. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36227-4_45.

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Pinto, María, David Caballero-Mariscal, Rosaura Fernández-Pascual, Dora Sales, and David Guerrero-Quesada. "The Attitudes of Teachers-in-Training Towards Information Literacy Skills and the Inclusion of Mobile Devices in the Process of Teacher Education." In Communications in Computer and Information Science, 597–606. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_56.

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Grigas, Vincas, Anna Mierzecka, Tímea Tomori, and Tibor Koltay. "Secondary School Teachers’ Attitudes to Information Literacy in Hungary, Lithuania and Poland." In Communications in Computer and Information Science, 688–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99885-1_57.

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Seufert, Sabine, Nina Scheffler, Katarina Stanoevska-Slabeva, and Severina Müller. "Teaching Information Literacy in Secondary Education: How to Design Professional Development for Teachers?" In Communications in Computer and Information Science, 235–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42147-6_20.

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Conference papers on the topic "Computer literate teachers"

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Hren, Uroš, Uroš Rajkovič, and Eva Jereb. "Računalniška in internetna pismenost učiteljev osnovnih šol." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.22.

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In this article, we studied teachers' computer and internet literacy and compared the results with the EU. We described and researched the principal's role in teachers' computer and internet literacy. We reviewed the monitoring of different literacy types in the EU and presented initiatives to raise teachers' computer and internet literacy. In a survey we conducted among teachers, we found that teachers are computer and internet literate. The principal does not have as much influence on teachers' computer and internet literacy
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Kordigel Aberšek, Metka. "ONLINE SCIENCE LITERACY: TO TEACH OR NOT TO TEACH." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.63.

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The paper presents the results of the study, which examined science teachers’ evaluation of online science literacy competence in their students. Data was collected through adopted TICA questionnaire for accessing students’ basic computer competence, finding a suitable website, locating information on the website and critically evaluating the information. Results show: the digital generation does not enter the school as online literate. Online (science) literacy is developing in the educational process – and must be taught in the educational process. Key words: inferential reasoning, metacognition, online science literacy, hypertext comprehension.
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Hren, Uroš. "Teachers' Computer and internet Literacy." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.19.

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Today, it is necessary for each individual to obtain the abilities of using modern computer techniques in order to lead an independent and creative professional and social life. The area of Teachers' Computer and Internet Literacy in Slovenia hasn’t been researched much yet. We have come out of the research problem that despite fostering ICT and EU investment in digital literacy of teachers, they are still not enough qualified for the use of ICT. In this article we have written the results from a research of teachers’ computer and internet Literacy. In theoretical part, we have presented the observation of different kinds of literacy in EU and initiatives to increase Computer and internet Literacy. In the empirical part of work, we have concentrated on the research of Computer and Internet Literacy of teachers at primary schools. In the survey that we have done among primary school teachers, we have compared the obtained data from the survey with Eurostat data. The analysed data was whit the programme for statistical analysis, statistically analysed. At the end of our work, we set guidelines for further research with a new method.
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Verstappen, Max, Harry Rorije, and Stan Van Ginkel. "Towards a Set of Design Principles for Computer-Mediated Feedback Fostering Teachers’ Pedagogical Skills: a Synthesis of the Literature." In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.18.

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Developing pedagogical skills of teachers is an essential objective in teacher education. Although feedback from workplace supervisors is considered crucial for encouraging these skills in the first stages of teachers’ careers, delivering effective and just-in-time feedback is under pressure due to a teacher shortage in secondary education. Recent technological developments allow alternative sources to deliver feedback provided by innovative technologies. However, a comprehensive picture of effective characteristics of computer-mediated feedback (CMF) is lacking. Therefore, this review identifies studies with the aim of deducing a set of design principles for CMF fostering pedagogical skills. Subsequently, all studies were categorized with respect to learning environment characteristics, learning processes and learning outcomes. The synthesis is a set of principles including personalized, immediate and delayed feedback. Finally, a future research agenda focuses on how these principles could optimize innovative technologies to deliver feedback for teachers in daily practice.
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Fojcik, Martyna K., and Marcin Fojcik. "TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end104.

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Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.
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Feng, Xiaoqi, and Katja Hölttä-Otto. "An Exploration of Teachers’ Competencies in Interdisciplinary Engineering Education." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-88643.

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Abstract Engineering education requires competent teachers to facilitate students’ interdisciplinary learning in solving complex problems and engage students in interdisciplinary teamwork. While most studies in the literature have focused on identifying or measuring students’ competencies, few studies have focused on teachers. What teacher competencies are essential for effective interdisciplinary teaching in engineering education? To answer this question and contribute to teacher development and improve student learning, this study analyzes teachers’ competencies in interdisciplinary engineering education. We conducted qualitative interviews with 14 teachers in engineering education with diverse disciplinary backgrounds in engineering, design, technology, science and business. Thematic analysis is used to highlight teachers’ social, affective, and pedagogical competencies. The results show that all three areas of competencies are considered to be essential for teachers. Teachers appear to have a good level of social competency, as they recognize the importance of effective communication with students and co-teachers across disciplines, as well as with industry partners. Teachers also exhibit a decent level of affective competency through their motivation for learning. In addition, we found that the lack of interdisciplinary-related knowledge added more difficulties for teachers to gain pedagogical competency in interdisciplinary engineering education. The results of this study can be used for designing teachers’ professional development programs related to interdisciplinarity.
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Modi, Jignesh Kumar P. "A study of primary teachers' attitude towards computer literacy." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208607.

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Fojcik, Marcin, Martyna Katarzyna Fojcik, Sven-Olai Høyland, and Jon Øivind Hoem. "CHALLENGES IN TEACHING PROGRAMMING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end034.

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"Teaching is a profession that helps learners to gain new knowledge and insight. Therefore, a teacher needs to choose what to teach the students and how to approach them in an engaging and understandable way. In teaching programming, choosing the content and engaging students can be a challenge because the term programming is used in a variety of ways and contexts, which in turn demands different competencies. This paper uses the Didactical Triangle to discuss some challenges that arise when teaching programming on content, teacher, and student level. Some challenges arise from the structure of programming (syntax, interfaces, approaches, experience, and qualifications), while others are developed from the individual context of the learning situation (role of the teacher, students’ motivation, expectations). While programming in computer science is relatively well described in the subject literature, programming in other professions is not well defined. Teaching computer programming in different courses can cause different challenges. Some situations of learning programming might be difficult for computer science students, while other situations might cause challenges for «non-data» students. This paper will present teachers’ experiences combined with the theoretical view of challenges that arise when teaching programming in different study programs."
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Akpinar, Yavuz, and Huseyin Simsek. "Should K-12 Teachers Develop Learning Objects?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3134.

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The emergence of learning objects for teachers as a focus of educational concentration is relatively new and much of the discussion has not been based on the actual development of objects, but different definitions, learning theories, properties and standards or decorative packages of learning objects (LOs). Also, in many teacher education programs, prospective teachers take a computer literacy class separate from content methods classes and rarely engage in producing authentic teaching/learning experiences. This research goes somewhat to address prospective K-12 teachers’ development of learning objects. In this study, a group of prospective K-12 science teachers’ learning objects were examined, evaluated and compared with LOs developed by instructional designers (IDs). A total of forty learning objects were closely investigated and effectiveness of eight of them was tried out with 180 target students in classrooms. Detailed analysis of the LOs demonstrated that while both the preservicers and the IDs use similar number of instructional elements in their LOs, the IDs seem to represent concepts and procedures with screen objects other than the text and used the text for supporting graphical objects. Both groups developed LOs similar in quality measured with the LORI 1.5. Statistical tests on the data obtained from classroom usage of the LOs showed marked improvements in the students’ learning.
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Legvart, Polona, Metka Kordigel Aberšek, and Maja Kerneža. "PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.105.

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This study describes a research focused on primary teachers’ evaluation of their students’ digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments of remote teaching in school closure period. A questionnaire given to 176 primary teachers, revealed which digital learning environments could be chosen for science lessons and which curricular goals could/could not be achieved with this level of Generation Alpha students’ digital literacy competence. The results showed that the digital environment is more problematic and unfavorable for Generation Alpha in the field of natural science, as teachers showed a higher frequency of avoiding natural science goals than social science content. Keywords: distance learning environment, generation Alpha, natural science digital literacy competence, natural science education
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Reports on the topic "Computer literate teachers"

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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Balyk, Nadiia, Svitlana Leshchuk, and Dariia Yatsenyak. Developing a Mini Smart House model. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3741.

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The work is devoted to designing a smart home educational model. The authors analyzed the literature in the field of the Internet of Things and identified the basic requirements for the training model. It contains the following levels: command, communication, management. The authors identify the main subsystems of the training model: communication, signaling, control of lighting, temperature, filling of the garbage container, monitoring of sensor data. The proposed smart home educational model takes into account the economic indicators of resource utilization, which gives the opportunity to save on payment for their consumption. The hardware components for the implementation of the Mini Smart House were selected in the article. It uses a variety of technologies to conveniently manage it and use renewable energy to power it. The model was produced independently by students involved in the STEM project. Research includes sketching, making construction parts, sensor assembly and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Research includes sketching, making some parts, assembly sensor and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Approbation Mini Smart House researches were conducted within activity the STEM-center of Physics and Mathematics Faculty of Ternopil Volodymyr Hnatiuk National Pedagogical University, in particular during the educational process and during numerous trainings and seminars for pupils and teachers of computer science.
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