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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Parish, Mary Jo Rhodes Dent. "An instructional design for adult literacy tutor training using computer assisted interactive media." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311287.
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Thesis (Ed. D.)--Illinois State University, 1992.Title from title page screen, viewed February 2, 2006. Dissertation Committee: Dent M. Rhodes (chair), Gayle Flickinger, Karl Taylor, Deborah B. Gentry. Includes bibliographical references (leaves 204-220) and abstract. Also available in print.
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Larson, Susan Hatlestad. "Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3651/.
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The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based on the small effect size, there was no practical difference between the groups.
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黎杏蘭 and Han-lan Lai. "Evaluating teacher education to determine teachers' readiness for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256302.
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Oladunjoye, Olayemi Kemi. "iPad and computer devices in preschool : A tool for literacy development among teachers and children in preschool." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92600.
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The title of this thesis is "iPad and Computer devices in Preschool: A tool for literacy development among teachers and children in preschool." The study was an exploration of how teachers and their pupils put iPad and other computer devices into use in early childhood education. This study was a qualitative research study, based on the observation of the pupils and the interviews of the teachers. In this study, observation of the children and interviewing of the teachers over a period of five weeks produced significant results. The children participants in the observation were approximately 60 and they were between the ages of 3 to 6,5 years. Four preschool teachers and one preschool teaching assistant were interviewed in an attempt to substantiate the use of ICT in early childhood education. The overall result of the study was that the teachers’ positive attitude towards iPad helped to enhance and facilitate the development of literacy skills in the children. This study provided evidence of how children created their own learning environment by actively practising their reading, writing, and comprehension skills. It also showed how ICT enhanced social interaction and developed intra-action activities among the children, to a situation that eventually led to the development in their learning.
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Larson, Susan Hatlestad Fossey Richard. "Computer-assisted instruction in literacy skills for kindergarten students and perceptions of administrators and teachers." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3651.
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Grigg, Andrew Thomas. "Evaluating the effect of the digital divide between teachers and students on the meaningful use of information and communication technology in the classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1807.
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In recent years the usage of Information and Communications Technology (ICT) in schools has become more prominent (Pegrum, Oakley, & Faulkner, 2013), with the majority of the focus being on hardware implementation (Hunter, 2013). However, teachers have generally struggled to integrate the use of ICT fully to promote learning in their classrooms (Sipilä, 2014). Therefore, schools may need to develop teachers’ ICT skills; this also being in response to students demonstrating higher levels of ICT skills within schools (Morgan, 2012). The well documented limitations in ICT skills of many teachers, and the likely increasing ICT skill levels of students’ is creating the potential for a digital divide between the teacher and his/ her students.
A digital divide is normally identified between developing countries that lack the resources and financial support when compared to developed countries (Shih, Kraemer, & Dedrick, 2008). However, there is a concern regarding the knowledge and skills of teachers to make use of ICT in the classroom (Asia Society, 2012). In addition, it is likely that as teachers get older the ICT knowledge and skills gap between them and younger people will widen (Department of Education and Training in Western Australia, 2006). Is this widening skills gap creating a critical digital divide between teachers and students in the classroom? It has been argued that students have lived in a world of technology since a young age, and therefore, have developed a natural ability to use technology to communicate and find information (Groff, 2013). Is this natural ability exploited in the classroom and do the students exhibit higher-levels of ICT knowledge and skills than the teacher? If a digital divide exists, would this affect the way in which ICT is used by students in the classroom? This study sought to investigate this question.
The environment for this study was a Western Australian secondary school, with the participants being teachers and students. The study implemented a quasi-ethnographic multiple case studies approach to research, with multifactorial surveys and interviews, was implemented for the study. The primary sample for the study comprised eight teachers, two from each of the core learning areas of Mathematics, English, Science, and History and Social Sciences. Each teacher sampled, allowed access to one of his/her student classes, resulting in a sample of 154 students from Year Seven to Year Eleven, therefore there were eight distinct case studies. Initially, the students and teachers participated in a survey to establish the extent and nature of the potential digital divide (the first construct) between the teacher and his/her class. This construct analysed the ICT competence by assessing the level of ICT Skills, Application and Attitude for each of the students and teachers. The responses to the teacher interview questions and some of the questionnaire items were also used to determine the extent of the Meaningful Use of ICT (the second construct) with each class. Finally, this was compared with the extent and nature of the digital divide for each case study class to investigate whether there was likely to be a qualitative connection between the two constructs. That is, the study aimed to investigate whether a digital divide existed, and whether it was likely that this affected the use of ICT in the classroom. The intention of the study was to assist in directing teacher professional learning practices, and policies to support enhanced learning with ICT.
The study found that both the sample of teachers and sample of students had varying levels of ICT competence. However, there was little difference in the student mean for each class on the measures of ICT competence. For some case study classes, it was determined that there was a digital divide in favour of the students, and for others the divide was in favour of the teacher. This outcome was determined by the ICT competence of the teacher, not the students, because there wasn't a significant difference between the student means for the eight class. The study found that when the digital divide for a class was in favour of the students there was limited evidence of Meaningful Use of ICT. However, when the divide was clearly in favour of the teacher for the class, there was a noticeable level of Meaningful Use of ICT with the students. The results of the study suggested that the difference in ICT competence of the teacher compared with students was likely to affect the Meaningful Use of ICT in the classroom. Therefore, it is recommended that policies and practices in schools and school systems be enacted with the aim of increasing the ICT competence of teachers.
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Keep, Joan Diane. "A strategy for promoting computer literacy in staff and students of a teacher training institution : a case study." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003658.
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A case study carried out at Edgewood College of Education (Natal) attempted to demonstrate how in-house training could provide staff with the necessary computer literacy skills to integrate computer technology into lecturing and teaching programmes. The duration of the project was six months and during this time a group of thirty academic staff members were exposed to computer technology via practical experience, lectures and demonstrations. The results gleaned from the project show that most of the staff involved in the project developed sufficient computer skills to be of benefit in their professional and personal tasks. In addition the recognition of the value of word processing and desk top publishing led to the staff encouraging students to use these software packages in the preparation of coursework. Consequently the use of the computer resources increased noticeably in the six month period. One of the goals of the study was to show how staff, once computer literate, would make use of generic software to integrate computer technology into their lecturing programmes. This did not happen and the reasons for this failure are discussed.
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Mullin, Johnnie-Danne S. "A case study of first year teachers integrating technology into curriculum, instruction, and assessment /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024523.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 181-190). Also available for download via the World Wide Web; free to University of Oregon users.
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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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Bess, James C. "Curriculum for a course in database information processing for business teachers." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/557.
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Daly, Kelly Sue. "A web page of curricular resources for the computer literacy class: Grades 7 - 9." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1959.
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This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.
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Conrad, Deborah Jacqueline. "The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27871.
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This study describes the planning, teaching, and challenges of one classroom teacher during writing time in two second grade classrooms. The study looks at how this teacher planned for and implemented a writing curriculum in which computers played a role and what this teacher did in an attempt to influence children's development as writers. Data collected included four formal interviews with the teacher and observations over a period of two semesters of the teacher as she worked in the classroom and computer lab during writing time. The constant comparative method as described by Maykut and Morehouse (1994) was used to analyze the data. Analysis revealed that this teacher's approach was influenced by state standards and policy guidelines, as well as her early experiences with literacy. In the lab, she focused on helping students develop keyboarding skills through keyboarding exercises, a computer game, and occasional word-proceeding of writing pieces done in the classroom. In the classroom she used a routine that consisted of three pre-writing activities. These involved students in reading materials related to the topic, brainstorming ideas they recalled, mapping relationships among brainstormed ideas, and writing group and individual accounts of their reading. Her approach to teaching in the city was quite similar to the approach she used in the county school. It differed insofar as in the county school she introduced the students to using the computer to conduct information searches about topics in the official state curriculum. Among the challenges she identified in her teaching were time and management problems. Based on these findings, the study identified four foci that might contribute to more effective use of computers in writing instruction. These include the teacher conceptions of literacy, effective planning, effective implementation and classroom management.Ph. D.
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De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.
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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2015.The past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning. As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary school teachers who had no specialised training in technology. A qualitative ethnographic research design, underpinned by an interpretive paradigm is employed. This research is premised on the argument that teachers can acquire the technical skill, underscored with the relevant pedagogical aims, needed for the seamless integration of emerging technologies required to enhance teaching and learning. "Without skilled pedagogical application of educational technology, technology in and of itself cannot provide innovative school practice and educational change" (Levin & Wadmany, 2006:158).
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Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
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Kantauskaitė, Gabija. "Mokytojų kompiuterinio raštingumo vystymo strategija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050601_102141-45248.
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The master‘s final paper analyzes the concept of computer literacy and it‘s change. The paper characterizes the obligatory content of computer literacy for teachers described in the standart of teacher computer literacy. The thorough analysis of teachers’ computer literacy strategy is made while analyzing the documents of Lithuanian Republic. The paper presents the analyzed strategy based on the K. Andrews conceptual strategy model. The teachers’ opinion about the integration of IT in educational process, computer literacy and its perception, development strategy is discussed on the grounds of the results of the carried out research. The master‘s final paper proves the hypothesis that computer literacy strategy is optimally carried out in Lithuania, therefore every teacher has an opportunity to achieve computer literacy and to master the knowledge gained.
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McRae, Allan R. "Industrial Technology Education Teachers Perceptions of National Standards for Technological Literacy in the State of Arizona." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1147.pdf.
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Schlebusch, Carlie Luzaan. "An exploration of grades 10 - 12 computer applications technology teachers' problem-solving skills in the Free State." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/678.
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Thesis (Phd. (Education )) - Central University of Technology, Free State, 2015For learners to be effective computer applications users, they need three basic skills – computer literacy, computer fluency and intellectual and reasoning skills to apply computational techniques or computer applications to the problems and projects in a field. Computational thinking as addressed in the first literature chapter is the description and the promotion of new ways of thinking in an increasingly digital age. A computational thinker must constantly engage in technology advancements. Computational thinking is a way of solving problems and is a cognitive or a thinking process. To flourish in the world of work, computational thinking has to be a fundamental part of the way learners think and understand the world. It describes the mental activity in formulating a problem to allow a computational solution. The solution can be carried out by the learner or the computer or a combination of learner and computers. Problem-solving competency as addressed in the next literature chapter involves the ability to acquire and use new knowledge, or to use old knowledge in a new way to solve problems that are not routine. Problem-solving as a skill involves a range of processes that includes analysing, interpreting, reasoning, predicting, evaluating and reflecting. Learners need profound Computer Applications Technology (CAT) knowledge and a general reasoning ability as well as investigative strategies for solving ill-defined problems. To address the research questions, the researcher employed the QUAN-QUAL design in this study. In this study the quantitative method was used to gather data relating to the education of teachers, in-service training received and answers to certain computational thinking skills and problem-solving skills. It was also used to test the relationship between problem solving and computational thinking skills. A Likert-scale type questionnaire was completed by 150 CAT teachers. In addition, this study also employed the qualitative method with semi-structured interviews to gather data relating Abstract vi to problem solving and computational thinking skills. Eight CAT teachers were interviewed to ascertain the afore-mentioned. A pilot study was conducted with the aim to test the research approach and to identify potential problems that may affect the quality and validity of the results. The wording of some questions in the questionnaire was altered to ensure that the instrument measures what it is supposed to. Descriptive statistics in this study was used to describe the findings and the inferential statistics used to test the hypotheses and draw conclusions from the quantitative statistics. For qualitative data, thematic analysis was used to analyse the original data obtained from the semi-structured interviews. To promote critical thinking skills, teachers must engage learners in higher-order thinking. Findings show that teachers do not always use classroom practices that encourage critical thinking. It was encouraging that the majority of teachers do allow group work in the CAT classroom, as group work is an important facet in computational thinking and problem solving. The study culminates in a computational thinking and problem-solving toolkit developed by the researcher. This toolkit is intended primarily for facilitators (such as CAT subject advisors or CAT mentor teachers) to enable them to conduct workshops for fellow CAT teachers. By using this toolkit, teachers will gain an understanding of what computational thinking skills and problem-solving skills are and how to develop these skills in Grades 10 – 12 CAT learners.
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Ball, Kameron Conner. "Plugged in a case study of an exemplary technology-using teacher /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03032006-161256.
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Pates, Linda Barnes. "An investigation of communication technology usage, professional development experience, and anxiety among faculty in a community college setting." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06242007-205431.
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Alajmi, Aljawharah Mahdi. "The significance of in-service teacher’s training for fully integrating CALL in the female public schools in Riyadh, Saudi Arabia." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/33356.
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Developments in technology have influenced all areas of life, including education and in
particular, language learning and teaching. The computer has become very
advantageous in the teaching of foreign languages, especially with the augmentation of
hardware, software and the World Wide Web. Computer-assisted language learning
(CALL) is beneficial, since it helps teachers to enhance their teaching and gives
students the opportunity to learn in an authentic and interesting environment. The
impact of CALL has led many researchers to carry out studies to explore the
significance of CALL and the factors that could enhance or reduce the integration of
CALL into language learning and teaching.
Although CALL could be beneficial to the enhancement of English proficiency among Saudi Arabian students, the integration of CALL is still narrow in terms of quantity and
quality among EFL teachers in public female secondary schools in Riyadh. So, this
study aims to explore the current integration of CALL among these teachers.
Furthermore, this study aims to explore some of the factors that contribute to the
integration of CALL, those being computer literacy and the computer training that is
available for both pre-service and in-service teachers. In addition, the study focuses on
the kind of training that is vital to enhance teachers' use of CALL. Also, this study
revolves around the teachers' roles when using CALL, their barriers to the integration of
CALL, as well as their attitudes toward CALL.
The first step in this study is a background of the history of language teaching methods,
starting with the traditional methods and ending with the integration of CALL. The
literature review follows in order to substantiate this study with relevant studies that
have been conducted in this area and to provide the theoretical background of the
study. After that, the methods that are used to carry out the study are indicated;
including the questionnaire, follow-up interviews and two focus groups. Lastly, an
analysis of the results is done in order to come up with the findings.
The findings of the study suggest that the current levels of computer use and computer
literacy among EFL teachers are still insufficient. The available computer training is inadequate for both pre-service and in-service teachers and there are no computer
courses facilitated by the Ministry of Education. Moreover, in-service teachers still need
ongoing computer training courses to keep them up to date with recent developments in
educational technology. Recommendations to increase teachers’ computer literacy and
to enhance their use of CALL are considered as well as recommendations for further
Saudi Arabian studies on CALL.Dissertation (MA)--University of Pretoria, 2013.
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Vogel, Park de Delgado Joy Irene. "Modern literature course : combining on-line elements, cooperative and experiential learning to help in the effectivity of a classroom based course /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,305.
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Kimber, Kay D. "Technoliteracy, teacher agency and design: Shaping a digital learning culture." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36677/1/36677_Digitised%20Thesis.pdf.
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Despite educational directives advocating the integrated use of technology, some staff remain resistant to the adoption of computer-mediated classroom practice. As resistance is sometimes akin to lack of confidence or understanding, this thesis sought to illuminate the nature of work for teachers and students in a digital environment. It reports on a descriptive and interpretive case study on the classroom experiences of teachers and senior secondary school students in two humanities subjects where technology use was integrated with literacy practices for learning (technoliteracy). Findings suggest that there is a role for technology in the learning process and that student learning might be enhanced by constructivist-based, computer-mediated activities. These findings seem to confirm the important role of teacher agency in designing classroom experiences that capitalise on the potential of new technologies of communication for effective student learning.
Furthermore, this thesis has synthesised key ideas from constructivism, educational technology and learning theory with study findings to generate a supportive framework that might encourage techno-reluctant teachers to engage productively with technology in meaningful ways. It develops a grounded model for technoliteracy that gains its dynamism from the notion of design. With its related constructs of "teacher-as-designer" of classroom digital learning environment and "students-as-designers" of electronic representations of knowledge, this model suggests a purposeful integration of technology and literacy practices towards a more critical appreciation of subject content. The thesis also offers practical guidelines for applying constructivist principles to promote technoliteracy and a digital learning culture. The evaluative criteria developed from the SOLO Taxonomy and specially designed for analysing the student-created electronic artefacts also offer possibilities for reconceiving the choice of texts, activities and assessment for students of the 21st century.
From the theoretical and practical perspectives shaping this study, this thesis could prompt other teachers to imagine new possibilities for digital learning and to pioneer new models for teaching and learning in increasingly borderless classrooms in the knowledge age. It could encourage techno-reluctant staff to engage in computer-mediated learning practices.
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Dochterman, Mark. "Rediscovering web credibility." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286400.
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This heuristic study of web credibility, considered education as a previously determined demographic to compare the user based data of this study to previous findings in the literature of web credibility and source credibility. By conducting focus groups of college undergraduates, graduate students, and faculty and using grounded theory analysis, 12 categories emerged from the data. These twelve factors were used in developing a process model of web credibility to explain the data in this study. After comparing this data and model to previous findings, several implications and suggestions for future research emerged. The most significant finding was that authority may be highly undervalued in the web credibility literature. Also the data in this study shows that undergraduates reacted much differently in terms of web credibility than did the more educated participants. The data furthermore implies that the disparity between groups hinges more on training in web development than education.Department of Communication Studies
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Lang, Bonnie S. "A comparison of student and teacher perceptions in performance of Wisconsin's model academic standards for information & technology literacy by the end of grade 8 for the School District of Gilman." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009langb.pdf.
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Tse, Harrison Kar Him. "Promoting the effective use of computers to support the learning and teaching of literacy and numeracy in primary education with attention to pedagogy, teacher reflection and development." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/345.
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This thesis searches for an effective pedagogy with the use of computers or other types of information and communications technology (ICT) from the perspectives of pupil learning and reflective teaching. It begins with a review of factors that make learning and teaching with ICT effective on the ground of contemporary theories and models of learning and teaching. A model of effective curricular learning and teaching with the use of computers or ICT is proposed. It is used as the framework of investigation throughout the thesis. The investigation of learning looks at the interaction between computer-specific characteristics and other learning-related characteristics of primary pupils. It also investigates the in-school and out-of-school usage of ICT, subject differences, grouping and gender differences. The investigation of teaching and/or instruction looks at the combination of factors that affect each type of learning outcomes. With consideration into the causal relationships, the results are linked together to form as a path model. The measurement of effectiveness includes learning progress (i.e. educational value-added) and learning attainment of primary pupils, their developed abilities, and their attitude towards learning and towards themselves and school learning. The results show that the model helps to illuminate the inter-relationships between different components of learning and teaching. In particular, the interrelationships between teacher characteristics, teacher's practical knowledge, reflection and instructional practice concerning the extent of computer use. It is recommended as a framework for other investigations into effective use of ICT or the development of pedagogy with the use of ICT. Furthermore, a framework of promoting the use of ICT to support subject-based learning and teaching is proposed. It is examined in four classroom-based research and development projects. The findings show that it is applicable to different subject curriculum, to a spectrum of school-based learning contexts and to different features provided by computers.
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Božnytė, Sandra. "Pedagogų kompiuterinis raštingumas kaip tarpmokyklinio efektyvaus bendradarbiavimo galimybė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_130521-09233.
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Magistro darbe nagrinėjama pedagogų kompiuterinio raštingumo kompetencija ir jos panaudojimas siekiant tarpmokyklinio efektyvaus bendradarbiavimo. Tarpmokyklinis bendradarbiavimas yra priemonė siekiant mokyklos tobulinimo, o kompiuterinis raštingumas – veiksnys, kuris padeda efektyviau įgyvendinti šį bendradarbiavimą. Darbe aptariami išoriniai, organizaciniai ir žmogiškieji veiksniai, kurie turi įtakos pedagogų kompiuterinio raštingumo panaudojimui tarpmokykliniame bendradarbiavime. Atliktas kiekybinis tyrimas Šiaulių apskrities miestų (Šiauliai, Akmenė, Joniškis, Kelmė, Pakruojis, Radviliškis) mokyklose patvirtina hipotezę, kad pedagogų kompiuterinis raštingumas gali būti tarpmokyklinio efektyvesnio bendradarbiavimo galimybe.Master‘s thesis analyzes an effective computer literacy competency of pedagogues and its practice to seek an effective collaboration between the schools. Schools collaboration is a measure to seek school improvement and computer literacy is a factor that insures an effective co-operation. The master‘s thesis deals with the outside, organizational and human factors that have influence in computer literacy of pedagogues at schools operative collaboration. A quantitative study of schools, located in the cities of Šiauliai district (Šiauliai, Akmenė, Joniškis, Kelmė, Pakruojis, Radviliškis), approve a hypothesis that a computer literacy of pedagogues can be an effective collaboration between the schools.
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Shand, Coral Jean, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management." THESIS_CAESS_EEC_Shand_C.xml, 2002. http://handle.uws.edu.au:8081/1959.7/577.
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The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create enjoyable and productive learning experiences. A range of pedagogical approaches was used and the introduction of electronic storybooks had a positive effect on student motivation, enthusiasm and achievement of learning goals, and resulted in changes in the physical composition of the classroom and the way learning was structured. The teachers received confirmation of their own ability to integrate technology into teaching and learning. The results of this study have direct implications for teaching practices and reinforce the need for teachers to develop confidence and competence as technology usersMaster of Education (Hons)
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Lau, Shiu-kwong, and 劉少光. "Staff development and information technology in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29616852.
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Sheffield, Caroline C. "A multiple case study analysis of middle grades social studies teachers' instructional use of digital technology with academically talented students at three high-performing middle schools." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002867.
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Coccaro-Pons, Jennifer. "A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3911.
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Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or a hoax website since they are expected to instruct and prepare students on how to evaluate the sites which is now a relevant phenomenon. The purpose of the mixed‑method study was to obtain an understanding of the web evaluation strategies of prospective teachers regarding the evaluation of hoax websites and how their epistemic beliefs may influence their evaluation. Another aspect of this study was to find out what outcomes resulted from providing guidance, or not to prospective teachers before evaluating the hoax websites.
Seventy‑two prospective teachers from undergraduate education courses completed an online questionnaire, where they evaluated four websites (two hoaxes and two credible) and completed questions regarding their epistemic beliefs. Two groups of prospective teachers were selected. Group A was the control group and Group B was the experiment group. Group A simply took the online questionnaire. However, Group B was provided with an overview of a specific web evaluation strategy, the WWWDOT Framework, before taking the online questionnaire. Sixteen participants were interviewed. Interestingly, almost half of the participants (48.6%), trusted at least one of the hoax websites.
The study concluded that teaching the WWWDOT Framework helped to increase the number of people that did not trust the aesthetically appealing hoax website in Group B. Regarding epistemic beliefs, prospective teachers, who displayed feeling‑based epistemic beliefs, tended to trust the hoax website that was aesthetically appealing in Group A. The qualitative results provided additional insights and supported the quantitative data. The qualitative research suggests that lateral reading, spending sufficient time to read and evaluate and knowing the definition of a hoax website as being the most important web evaluation strategies displayed by those that did not trust the hoax websites.
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Ma, Richard. "Video-based tutorial on web design for the technophobic teacher." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1975.
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The aims of this project hope to trace the factors affecting teachers' use of technology, with a concentration on Internet usage, and offer steps in helping teachers move toward integrating the Internet into their curriculum.
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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
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Dragūnienė, Ramunė. "Informacinių ir komunikacinių technologijų taikymas profesijos mokymo įstaigų edukacinėje praktikoje kaip edukacinė ir vadybinė problema." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_173215-03842.
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Šiame straipsnyje gvildenamas informacinių ir komunikacinių technologijų (IKT) taikymas profesijos mokymo įstaigų edukacinėje praktikoje remiantis ES ir Lietuvos teisiniais aktais, šalies ir užsienio mokslininkų darbais, įvairių institucijų organizuotų tyrimų duomenimis, atskleidžiamos IKT taikymo ugdymo procese techninės sąlygos, problemos ir jų sprendimo būdai, panaudojimas ugdymo procese ir jų poveikis ugdytiniui bei mokymo(si) procesui.Legal base regulating educational system emphasizes knowledge based on information technologies. As ICT are penetrating into the process of vocational training the training methods and aids are changing and improving, an important role is falling on an educator – teacher. He/she must develop personal communication, literary and cultural competences as well as improve information and communication skills. This may be done by applying innovative ICT training methods and only when teacher has ICT competence. The objective of this work was to elucidate the application of information communication technologies in vocational training from the management and educational aspect. To that end research instruments were formed – questionnaire, according to which the above mentioned aspects were estimated from the point of view of students and teachers, and quality research was carried out by estimating the attitude of managers. 180 students, 100 teachers and 6 headmasters participated in the study carried out in Alanta, Anykščiai and Utena institutions of vocational training in December 2006. These institutions of vocational training do have conditions for application of electronic training aids. They provide themselves with IT aids by executing project activities and inducing teachers to participate in them. The introduction of system of e-services, Internet, e-library is intended in the schools. In educational process the priority is given for traditional training aids... [to full text]
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Rossi, Cordero Andrea. "La apropiación tecno-pedagógica en la escuela. Un estudio de casos." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/376704.
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La irrupción de las nuevas tecnologías y el advenimiento de la sociedad del conocimiento han implicado una nueva concepción de la alfabetización y del aprendizaje, y con ello, nuevos desafíos globales y locales para la enseñanza y los sistemas educativos. El paradigma educativo vigente ha establecido un modelo orientado hacia las competencias clave o básicas, siendo la competencia digital un objetivo transversal. Sin embargo, la adquisición efectiva de la competencia digital sigue siendo un desafío para la práctica docente en numerosas escuelas de Europa y el mundo.
En la investigación aquí presentada, esta reflexión es abordada desde el enfoque sociocultural, perspectiva teórica constructivista que sustenta el concepto de apropiación. La ‘apropiación’, entendida en breves palabras como ‘hacer algo propio y natural’, se orienta a ahondar en las prácticas pedagógicas (en este caso mediadas por las TIC) y sus significados. La ‘apropiación tecno-pedagógica’ es la conceptualización principal de la investigación considerando las implicaciones instrumentales y especialmente simbólicas de las TIC en el proceso de enseñanza y aprendizaje.
Frente al requerimiento contemporáneo de una innovación educativa, he considerado relevante seguir profundizando en cómo el profesorado integra las tecnologías en sus prácticas, cuáles siguen siendo los obstáculos y los aspectos facilitadores, para reconocer las oportunidades hacia una adquisición efectiva de la competencia digital docente. En este marco, la pregunta de investigación planteada es: ¿cómo interpreta y cómo construye el maestro su competencia digital en el contexto de apropiación tecnológica que se desarrolla en la escuela?
Desde un enfoque cualitativo y desarrollando un estudio de caso múltiple, realicé una triangulación de sujetos (maestros, equipo directivo y expertos) y otra de métodos (entrevistas en profundidad, grupos de discusión, cuestionarios y observaciones participantes) para profundizar en las concepciones, actitudes y hábitos docentes vinculados a las nuevas tecnologías en la experiencia de escuelas de primaria. Analizando la interacción entre las creencias y los usos del maestro, y las condicionantes institucionales, el enfoque investigativo ha permitido analizar el intervalo entre la competencia digital deseada (objetivo educativo) y las reales o adquiridas (que derivan de la experiencia docente) como coyuntura de la innovación pedagógica.
El análisis de las dinámicas de la ‘apropiación tecno-pedagógica’ ha dado cuenta de un proceso multidimensional y complejo, en el cual la investigación ha intentado aportar un nuevo conocimiento. Esta contribución se ha traducido en la elaboración de un modelo de ‘apropiación tecno-pedagógica’ (modelo ATP) útil para interpretar las dinámicas educativas actuales y para futuras investigaciones. De manera complementaria he propuesto el modelo 4A, el cual establece fases evolutivas hacia la consecución de la apropiación, permitiendo situar el estadio de adquisición de la competencia digital experimentada.
Por último, se han presentado recomendaciones para la práctica educativa identificando oportunidades para la formación continua docente y la gestión escolar, que favorezcan al binomio ‘competencia digital docente e innovación pedagógica’ en la escuela.The rise of new technologies (ICT) and the advent of the knowledge society have involved a new conception of literacy and learning, and thus new global and local challenges for teaching and educational systems alike. The current educational paradigm oriented to key competences, within which the digital competence is considered a crosscutting objective. However, the effective acquisition of digital competence remains a challenge for teaching practice in many schools of Europe and around the world. This analysis is addressed from the sociocultural approach that supports the concept of appropriation. In short, the term 'appropriation', understood as 'to turn something natural and for its own’, aims to delve into the teaching practices (in this case mediated by ICT) and their related meanings. The 'techno-pedagogical appropriation' is the main conceptualization of this research, considering instrumental and especially symbolic implications of the ICT for schools, in response to the contemporary requirement of educational innovation. This analysis is addressed from the sociocultural approach that supports the concept of appropriation. In short, the term 'appropriation', understood as 'to turn something natural and for its own’, aims to delve into the teaching practices (in this case mediated by ICT) and their related meanings. The 'techno-pedagogical appropriation' is the main conceptualization of this research, considering instrumental and especially symbolic implications of the ICT for schools, in response to the contemporary requirement of educational innovation. The research question has been: how do teachers interpret and build their digital competence in the context of technological appropriation that takes place in school? From a qualitative approach based on a multiple-case study, through a subject triangulation (teachers, school management team and experts) and a method triangulation (in-depth interviews, focus groups, questionnaires and classroom observations) to deepen the teachers’ conceptions, attitudes and habits about ICT in their school experience. Analyzing the interaction between the teachers’ beliefs and uses, and the institutional conditions, the research approach allowed to analyze the interval between the desired digital competence (educational objective) and the real or acquired ones (derived from teaching experience) as a juncture of pedagogical innovation. The analysis of the ‘techno-pedagogical appropriation’ dynamics has accounted for a multidimensional and complex process, in which this research has tried to bring a new light. This contribution resulted in the production of a ‘techno-pedagogical appropriation’ models (TPA and 4A models) that could turn to be useful for current educational dynamics’ analysis and future researches. Moreover, I have also proposed recommendations for educational practice, identifying opportunities for school management and the continuous training of teachers, promoting the 'educational teaching digital competence and pedagogical innovation' pairing in the school.
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Carvajal, Romero Silvia. "Competencia digital en la formación del profesorado en matemáticas." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/667831.
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En la presente tesis doctoral se analiza la competencia digital y la creatividad en el uso de herramientas digitales en los futuros profesores de Secundaria de matemáticas.
Para ello partimos de analizar el contexto de la formación inicial de profesores de matemáticas de Secundaria en España. Se justifican los diferentes usos que los futuros profesores del Máster de Formación de Profesorado de Educación Secundaria en Catalunya (a partir de ahora, MFPSM) hacen de las TIC en su periodo de prácticas donde tienen que diseñar e implementar una unidad didáctica.
Para caracterizar el nivel de competencia digital en la formación inicial de profesores de Secundaria de matemáticas realizamos un prototipo que refinamos mediante un estudio de caso y la metodología de investigación basada en el diseño (que promueve la utilización de la investigación sistemática como vía de continua retroalimentación entre la teoría y la práctica). El estudio de caso está basado en el análisis de la práctica escolar de una muestra de futuros profesores del MFPSM. Este posicionamiento metodológico se enmarca en una corriente cualitativa interpretativa. Este prototipo parte de la caracterización de las competencias del profesor de matemáticas de secundaria y bachillerato y el Marco Común de Competencia Digital Docente en el que se trabaja sobre las 5 áreas de competencia digital propuestas en el proyecto DIGCOMP.
Los futuros profesores, en la asignatura de Trabajo Final de Máster (a partir de ahora, TFM), utilizaron los criterios de idoneidad didáctica que propone el enfoque ontosemiótico del conocimiento y la instrucción matemática para: a) Valorar la unidad que diseñaron e implementaron en el Prácticum. b) Diseñar una propuesta de mejora de la unidad didáctica implementada que mejoraba algunos de los aspectos que la valoración realizada indicaba que se debían y podían mejorar.
A partir de este prototipo y del análisis de los TFM se obtienen evidencias que confirman una rúbrica de evaluación de la competencia digital formada por once indicadores asociados a seis categorías que también están basadas en el enfoque ontosemiótico del conocimiento y la instrucción matemática. Las evidencias en estas seis categorías (lo epistémico, cognitivo, interaccional, afectivo, ecológico y de análisis didáctico) nos han permitido poder inferir unos perfiles de futuros profesores asociados a niveles de desarrollo de la competencia digital.
En relación al pensamiento matemático creativo, se asume la definición y caracterización propuesta en el marco del proyecto europeo MCSquared. Para cada futuro profesor se visualiza la valoración global de cada una de las dimensiones (apertura, versatilidad y generalización; incluye problematización; conexionismo; exploración y conjeturación; validación y evaluación; aspectos emocionales; aspectos sociales y comunicativos) en forma gráfica. Este gráfico nos permite realizar una evaluación gráfico-numérica del potencial creativo en el uso de herramientas digitales. En particular, observamos que les cuesta problematizar con herramientas digitales.
Observamos que no hay ningún futuro profesor que alcance el nivel más alto de competencia digital o que obtenga una alta valoración de lo creativo en todas sus dimensiones. Este hecho nos indica que el programa de formación no ha proporcionado experiencias suficientes sobre los diferentes usos de lo digital.The object of this thesis is to analyze the future mathematics secondary teachers level of digital competence and creativity when using digital tools. The approach has been, first, to analyze the context of the initial training of Secondary School mathematics teachers in Spain. It is justified how future teachers of the Master's Degree in Secondary Education in Catalonia (from now on, MFPSM) make of ICT in their internships where they have to design and implement a didactic unit. In order to characterize the level of digital competence in the initial formation of mathematics secondary teachers, we built a first prototype that afterwards was refined through a case study and the methodology of designed based research. The case study is based on the analysis of the insternships of a batch of future teachers of the MFPSM. This methodological approach aligns with qualitative interpretative currents. This prototype starts with the characterization of the competences of secondary and high school mathematics teachers and the Common Framework of Digital Teaching Competence and works around the 5 areas of digital competence proposed in the DIGCOMP project. The future teachers, in the Final Master's Thesis (from now, FMT), used the didactic suitability criteria proposed by the ontosemiotic approach to knowledge and mathematical instruction for: a) Value the unit they designed and implemented in the Practicum. b) Design a proposal to improve the implemented teaching unit that improved some of the aspects that the evaluation showed lower results and room for improvement. This prototype and the FMT analysis provide evidences that confirm a digital competence assessment framework composed by eleven indicators, associated with six categories, that are also based on the ontosemiotic approach to knowledge and mathematical instruction. The evidences in these six categories (the epistemic, cognitive, interactional, affective, ecological and didactic analysis) allowed us to infer profiles of future teachers based on the level of development of digital competence. In relation to creative mathematical thinking, the definition and characterization proposed in the framework of the European project MCSquared is assumed. For each future teacher the global assessment of each of the dimensions is graphed (openness, versatility and generalization, including problematization, connectionism, exploration and conjecture, validation and evaluation, emotional aspects, social and communicative aspects). These graphs allow us to make a graphical-numerical evaluation of the creative potential in the use of digital tools. In particular, we observe that it is difficult to problematize with digital tools. We observe that there is no future teacher with the highest level of digital competence nor obtaining a high result on creativity over all the dimensions. This fact indicates that the training program has not provided sufficient experiences on the different uses of digital.
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Fischer, Cynthia Regina. "Formação tecnológica e o professor de inglês: explorando níveis de letramento digital." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/13894.
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Previous issue date: 2007-05-29This research aims at investigating the digital literacy via Internet through the construction of the pedagogical and technological knowledge of in-service teachers of English in order to use the computer in the classroom. It was done through the development of an online course, which aimed at discussing the theoretical aspects of including the computer in their pedagogical practice; developing the teachers skills in terms of the handling of the software Word, Paint and PowerPoint, as well as the creation and upload of WebPages; and, making use of the software, as well as the Internet, as a pedagogical resource in the classroom. It was done through a reflexive process based on each participants individual contexts. The chosen methodological approach was the case study. The participants were five in-service teachers of English, teaching in various educational contexts. They took part in an online course of teacher training, focusing digital literacy. Besides the student-teachers, the researcher of this investigation took part as the tutor of the course. The data analysis searched for digital literacy in relation to the use of the Internet and computer software and in the use of the computer as a pedagogical resource. To be able to verify the development of the digital literacy in the course, the researcher developed three scales aiming at measuring the initial and final literacy of each participant. The scales developed were: Internet Literacy, Software Literacy and Pedagogical Use of Computing Resources. The results showed that the participants were successful in their effort to become digital literate in the Internet, software and pedagogical use of computing resources. The perceived processes were collaborative learning and interaction among peers (student-student, student-tutor-student) together with a reflexive and critical behavior. The results also showed that a theoretical-practical course was very important, since it allowed the theoretical aspects being discussed to be immediately applied. Moreover, the straight application of the principles discussed in the teachers personal educational contexts allowed the experience to become more significative. The participants greater exposition and familiarization with the computer allowed them to become less frightened of the resource, more confident in using it, as well as to lose the impotency feeling when facing this resource, previously seen as resource to be used only by computer experts. Consequently, this greater familiarization led to the first steps in both the search for innovation in the teaching-learning process and the change of the participants educational paradigm
Este trabalho tem por objetivo investigar o letramento digital via Internet na construção do conhecimento tecnológico e pedagógico do professor de inglês em serviço para a inserção da tecnologia computador na sala de aula, partindo de um curso on-line, por mim elaborado, que visava discutir aspectos teóricos da inserção do computador no fazer pedagógico; capacitar os professores no manuseio dos programas Word, Paint e PowerPoint, além de criação e publicação de WebPages; e, utilizar esses programas, bem como a Internet, como recursos pedagógicos em sala de aula, focando, através de um processo reflexivo, o contexto específico de cada participante. A abordagem metodológica escolhida foi o estudo de caso. As participantes são cinco professoras de inglês em serviço, ministrando aulas em contextos educacionais diversos, que participaram como alunas do curso on-line de formação de professores, focado no letramento digital. Além das participantes-alunas, a pesquisadora do presente trabalho também participou do curso como professora. A análise de dados buscou investigar o letramento digital em relação à utilização da Internet e dos programas de computador e em relação à aplicação do computador como recurso pedagógico. Para permitir a verificação do desenvolvimento do letramento digital no curso, três escalas visando mensurar o nível de letramento inicial e final de cada participante foram desenvolvidas: escala Letramento na Internet, escala Letramento em Programas e escala Aplicação Pedagógica dos Recursos Computacionais. Os resultados obtidos no curso indicam que houve letramento digital das participantes tanto em termos de Internet e programas, como, em relação à aplicação pedagógica dos recursos computacionais. Os processos percebidos foram a aprendizagem colaborativa e a interação entre os pares aluno-aluno, alunoprofessor- aluno, permeadas por uma postura reflexiva e crítica das participantes. Os resultados também mostraram que um curso teórico-prático revelou-se muito importante para que os aspectos teóricos discutidos fossem colocados em prática prontamente, consolidando-os. Associado a isso, a aplicação direta nos contextos educacionais de cada professor permitiu que a experiência fosse mais significativa. Além disso, a maior exposição e familiarização das participantes com o computador permitiram que elas perdessem o receio que tinham da ferramenta, perdessem a insegurança em utilizá-lo e perdessem a sensação de impotência perante um recurso visto anteriormente apenas passível de ser usado por iniciados em computação. Conseqüentemente, essa maior familiarização abriu portas para os primeiros passos na busca da inovação no processo ensino-aprendizagem, e na mudança do paradigma educacional em que as participantes estão inseridas
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Daspet, Vanessa. "Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2113/document.
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Depuis la loi du 11 février 2005 pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École s’est engagée sur la voie de l’inclusion des élèves en situation de handicap. Pour répondre à la nécessité de rendre accessibles les apprentissages à ces élèves, l'Education Nationale finance notamment du « matériel pédagogique adapté ». Plus spécifiquement, la possibilité offerte aux élèves dyslexiques de contourner ou de surmonter leurs difficultés en langage écrit grâce à l’utilisation d’aides technologiques ouvre de nouvelles perspectives d’apprentissage et d’enseignement mais suscite aussi bon nombre d’interrogations. Au coeur de notre thèse qui s’inscrit dans ce contexte, nous conduisons une étude sur l’efficacité des outils de compensation attribués aux élèves dyslexiques et dysorthographiques scolarisés dans le second degré, corrélée à leurs contextes d’usage et d’appropriation. Le recours à deux démarches, l’une expérimentale, comprenant des tests de lecture et d’écriture, et l’autre compréhensive, combinant les questionnaires et les entretiens semidirigées, permet d’aborder les phénomènes et les enjeux qui s’opèrent dans l’utilisation des outils informatiques par les adolescents dyslexiques dans le cadre de leur apprentissage de la lecture et de l’écriture en classe ordinaire. Par l’analyse et le croisement de l’ensemble des données recueillies, nous tentons de décrire les facteurs personnels et environnementaux qui sous-tendent la réalisation du projet de compensation et de mettre en lumière les obstacles et les facilitateurs à l’utilisation efficace des aides technologiques. L’approche de la complexité des processus et des interactions en jeu dans la mise en oeuvre du projet de compensation nous permet finalement d’exposer quels sont les leviers fondamentaux et indispensables à un usage efficient des outils informatiques en classe par les élèves dyslexiques-dysorthographiques mais aussi de proposer les axes dominants d’un contexte éducatif inclusif susceptible de soutenir leur usageSince the act of February 11, 2005 on equal rights and opportunities and the inclusion and citizenship of the disabled was passed, French schools have embarked on the path of the inclusion of pupils with disabilities. To respond to the need of making learning accessible to these pupils, the French Education system does finance some appropriate educational learning materials. More precisely, the opportunity for dyslexic pupils to avoid or overcome the difficulties with written language thanks to new technologies opens up new prospects for learning and teaching but also raises concerns.At the very core of this thesis lies the study I have carried out on the effectiveness of those compensatory tools given to dyslexic and dysorthographic pupils in secondary education depending on the way they use these tools and become familiar with them. Two different approaches have been used, one being experimental including reading and writing tests and the other one being comprehensive combining questionnaires and semi-structured interviews. Both have permitted to identify the phenomena and the issues related to those pupils’ use of computer tools when they learn how to read and write in a mainstream class. By analysing and crossing data, I have tried to describe the personal and environmental factors which lead to the successful completion of the compensatory project and to identify the barriers but also the facilitators leading to a more effective use of these technological tools.Examining the complexity of the processes and the interactions involved in a compensatory project not only helps to identify key leverage actions to enhance the effectiveness of the use of computer tools but also permits to define priority axes to create an inclusive learning environment that is most likely to support this usage
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Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.
Full textAbstract:
North-West University in South Africa is committed to expanding use of learning technologies
for contact and distance education students by augmenting the existing NWU teaching and
learning policy with an e-learning policy. The School of Continuing Teacher Education at
North-West University is currently training about 24 000 in-service teacher students through
Open Distance Learning. Only a few students submit assignments in typed format and
seldom electronically. Students rarely use electronic technologies to augment their learning,
and the SCTE employs few to support students. This does not comply with the South African
Government’s policy on e-Education that demands information and communication
technology mastery in teacher training.
The aim of this research was integration of learning technologies in open distance learning at
SCTE NWU through recommendations compiled in a sociologically transformative emergent
implementation framework. The researcher followed a concurrent mixed-method
sociologically transformative approach, focussing on the use of technology for social
empowerment to cross the digital divide, through a theoretical lens of ICT for development.
The lived experience in the natural setting of distance education students, lecturers, and
involved stakeholders was used as initial data collection, informed by a continuous literature
study of emergent learning technology use.
Purposeful sampling was used during participant selection. The role of the researcher was
that of participant observer, interviewer, and human instrument, from a position of
methodological pragmatism as a method of inquiry. Using a design-based research
approach, the thesis addresses the main research question through five research papers;
each addressing one of the sub-questions as design-based research cycles, while
collectively addressing the research problem to address the main research question. Nonstandardised
measuring instruments were developed based on themes identified from
literature and the analysis of qualitative data. Significant barriers to population-wide ICT
adoption exist. Strong intentions of perseverance in attaining functional computer literacy
are evident. Support and enablement are required to promote trust to attempt using
computers, necessary to obtain self-confidence through accomplishment. In this way
perseverance to attain functional computer literacy may be cultivated.
The study presents a model for intention to use, confidence, trust and perseverance in
attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional
model for computer literacy learning emotions is presented. Perceptions during
professional development produced a model for faculty development towards socially
transformative learning technology integration for open distance learning. The researcher
also presents a people-technology interaction in teaching and learning model in the fifth
paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive
seamless support, based on requirements identified through bottom-up feedback listening to
latent requests of participants. Technology-enhanced learning integration should be
legitimised through visible commitment from the university as institution. Lecturer training,
innovative planning of time issues, acquisition of appropriate infrastructure, buying in from
the institution and IT support services, and support of teacher-students are all essential for
evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of
newly industrialised context clients.Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
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(13538418), William Bandidt. "Computer generated multimedia: A professional development model for primary teachers." Thesis, 1995. https://figshare.com/articles/thesis/Computer_generated_multimedia_A_professional_development_model_for_primary_teachers/20741932.
Full textAbstract:
This professional practicum seeks to explore methods for teachers to develop knowledge and skills in the effective use of multimedia computer technology in promoting quality teaching and learning. The limitations and advantages of computer generated multimedia in the primary classroom are discussed in the light of current literature. Information regarding appropriate computer hardware and software to implement a multimedia approach to teaching and learning in the primary school is provided, and classroom applications discussed. Various models for the delivery of professional development of teachers are detailed. The identification of some of the problems disclosed by the study are discussed and solutions are offered.
The practicum encompasses two separate studies: an initial study conducted at five separate sites with computer literate teachers and a further study conducted with several teachers (who were not computer literate) at one large school. The research method adopted in each case was collaborative action research involving planning, implementation, observation, reflection and reporting. The researcher provided leadership and professional development for the participating teachers in exploring the potential of computer generated multimedia in the classroom. The initial study and subsequent implementation offer varied methods of using computer generated multimedia in teaching and learning. In this instance all were successful to a degree because the implementation models were tailored to the participants' skills and needs. In the main study subsequent to the initial one, problems in the levels of teacher computer literacy had a marked bearing on the extent of implementation that could be achieved.
A significant outcome of this program is the highlighting of the ever-increasing gap between the advance of multimedia computer technology and the skills required by teachers to utilise the potential of this educational tool. This research project shows that it is possible to address this problem through a professional development model and recognises the importance of training in the technology area coupled with peer coaching and collegial support.
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Chia-Ju, Tsai, and 蔡佳茹. "Computer Literacy of Teachers of Students with Visual Impairments." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/53094377550065860936.
Full textAbstract:
碩士國立高雄師範大學
特殊教育學系
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The purpose of this study was to investigate computer literacy of teachers of students with visual impairments. There were 63 current teachers whose students were visually impaired as research subjects in this study. Data was collected by an instrument, Questionnaire of Computer Literacy of Teachers of Students with Visual Impairments, and an interview.The results of this study were as follows: (1) the score of the computer literacy of teachers of students with visual impairments was above the average. With respect to scores of four levels of the computer literacy, the score of "the computer attitude" was the highest, and that of "the computer application in teaching" was the lowest; (2) the computer literacy was different significantly between male and female teachers. However, there was no significant difference with regard to teachers’ age, location, seniority, and profession background; (3) the scores of the variables, teachers'' household computer equipments, and their students'' computer application differed significantly in teachers’ computer literacy. Recommendations based on the study results for the teacher training institutions, educational authorities, and further studies were raised.