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Dissertations / Theses on the topic 'Computer managed education'

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Published: 26 July 2024
Last updated: 28 July 2024

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1

Sly, Janet L. "Computer managed learning assessment in higher education: the effect of a practice test." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/2114.

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This thesis reports the results of studies set up to investigate formative assessment in the context of a computer managed learning (CML) practice test. The studies sought to determine whether taking the practice test affects performance on later CML assessed tests for first year university students and to determine the characteristics of the most effective CML practice test. The study was carried out in the context of CML testing at Curtin University of Technology. Because data were collected in a real testing environment, the research questions were addressed using a series of small studies, each focusing on a one-semester unit for first year students. Those students who sat a practice test improved their performance from the practice to the assessed test. Further, they outperformed the non practice test group on the assessed test. The effect was statistically significant in eleven of the twelve studies where CML test results were investigated. Student ability, anxiety level, and sex did not affect test performance or choice to sit the practice test. Students preferred to be given the correct answer for an incorrect response and to have a practice test that was the same length as the assessed test but students continued to show improved performance regardless of these conditions. They reported that they used the feedback in a variety of ways including identifying important areas of content, identifying their own error areas and as a motivator for further study. The findings suggest that using the CML system as a formative assessment tool improves student performance on summative assessment. The practice test is contributing to improved performance, however this improvement cannot be attributed to a single factor. In those cases where the practice test only partially covers the content of the assessed test, the improvement is seen on that common part, however when there was no overlap of content the group who did the practice test still performed better on the assessed test than the group who did not. This suggests that a contributing factor may be familiarity either with the CML system, items or test type. It is also possible that the beneficial effect was due to prior exposure to the CML system and that only one test is required for this purpose.This research has implications for current teaching practices because the acceptance of a practice test provides feedback to both students and lecturers prior to the assessed test. The optimal practice test c covers the same content as the assessed test with the same number of items and provides the correct answer for a item answered incorrectly. The key recommendation for use of the CML system is the provision of a practice test for formative purposes, for the use of both lecturers and students. Lecturers need to encourage student participation not just on an initial practice test but on all practice tests provided. Students need to be encouraged to review their error summary, as is the current practice in the CML Laboratory. Lecturers need to make more use of the feedback provided by the tests, in terms of content coverage, revision and consolidation of work, and quality of test items.
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2

Sly, Janet L. "Computer managed learning assessment in higher education: the effect of a practice test." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12228.

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This thesis reports the results of studies set up to investigate formative assessment in the context of a computer managed learning (CML) practice test. The studies sought to determine whether taking the practice test affects performance on later CML assessed tests for first year university students and to determine the characteristics of the most effective CML practice test. The study was carried out in the context of CML testing at Curtin University of Technology. Because data were collected in a real testing environment, the research questions were addressed using a series of small studies, each focusing on a one-semester unit for first year students. Those students who sat a practice test improved their performance from the practice to the assessed test. Further, they outperformed the non practice test group on the assessed test. The effect was statistically significant in eleven of the twelve studies where CML test results were investigated. Student ability, anxiety level, and sex did not affect test performance or choice to sit the practice test. Students preferred to be given the correct answer for an incorrect response and to have a practice test that was the same length as the assessed test but students continued to show improved performance regardless of these conditions. They reported that they used the feedback in a variety of ways including identifying important areas of content, identifying their own error areas and as a motivator for further study. The findings suggest that using the CML system as a formative assessment tool improves student performance on summative assessment. The practice test is contributing to improved performance, however this improvement cannot be attributed to a single factor. In those cases where the practice test only partially covers the content of the assessed test, the improvement is seen on that common part, however when ++
there was no overlap of content the group who did the practice test still performed better on the assessed test than the group who did not. This suggests that a contributing factor may be familiarity either with the CML system, items or test type. It is also possible that the beneficial effect was due to prior exposure to the CML system and that only one test is required for this purpose.This research has implications for current teaching practices because the acceptance of a practice test provides feedback to both students and lecturers prior to the assessed test. The optimal practice test c covers the same content as the assessed test with the same number of items and provides the correct answer for a item answered incorrectly. The key recommendation for use of the CML system is the provision of a practice test for formative purposes, for the use of both lecturers and students. Lecturers need to encourage student participation not just on an initial practice test but on all practice tests provided. Students need to be encouraged to review their error summary, as is the current practice in the CML Laboratory. Lecturers need to make more use of the feedback provided by the tests, in terms of content coverage, revision and consolidation of work, and quality of test items.
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3

Chang, Huo-Tsan. "The diffusion of instructional technology : computer-based training instructional developer competencies /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.

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4

Christy, Sheila Ann Colley. "Future developments of computer network technologies in K-12 educational environments /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842520.

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5

Takacs, James. "The effects of on-line course development, prior computer experience, and learning style on developers' attitudes and performance." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1430.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 208 p. Includes abstract. Includes bibliographical references (p. 69-72).
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6

Bedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.
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7

Powell, Ronald Lee. "Development and evaluation of a microcomputer-managed sequenced course outline /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583620591.

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8

Kussumua, Ilda T. J. T. "A constructivist learning event using computers at the Instituto Superior de Ciências de Educação (ISCED)." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10262007-131023/.

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9

Henley, Joan G. "An examination of current uses of computer tools in elementary classrooms for a seven-county rural area in south central Missouri /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012976.

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10

Thitima, Theeratanonda Klass Patricia Harrington. "The use of computer technology by Thai private vocational school administrators." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064542.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Darryl A. Pifer, Glenn Schlichting, Mark Walbert. Includes bibliographical references (leaves 137-143) and abstract. Also available in print.
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11

Kelley, Antoinette Cutler. "The prevalence of computer programming in teacher education coursework: A California State University profile." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/662.

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12

Hansmann-James, Sandra Elizabeth. "Using integrated media to anchor instruction in a rehabilitation counselor education course /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992810.

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13

Sandhu, Tahir S. Drake Frederick D. "Beyond American Memory technologies of library and office automation and their impact on multimedia computing for public education in the United States, 1963-present /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006627.

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Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 18, 2006. Dissertation Committee: Frederick D. Drake (chair), Lawrence McBride, John B. Freed. Includes bibliographical references (leaves 351-398) and abstract. Also available in print.
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14

Hadley, Barry J. "Matchmaker plus: Information management tool at a classroom level." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1066.

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This project will show how a computer-based information management system can be used by elementary school teachers. Using a desktop database manager software, FileMaker Pro, this project will describe how technology can help a classroom teacher manage information through an application model.
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15

Hansen, Marcia M. "Digital literacies and WAC/WID." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4990.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.
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16

Prince, Gilbert Leslie. "Implementation of computers in schools : a case study of five schools in the Makana and Somerset East districts /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1293/.

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Thesis (M.Ed. (Education)) - Rhodes University, 2007.
A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.
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17

Omar, Ebrahim. "Educators' access, training and use of computer-based technology at selected primary schools in the Cape Town suburb of Athlone, Western Cape." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study determines designated primary school educator's use of computer technology for accomplishing teaching related tasks such as using the computer to create instructional material
administrative record keeping
to access information via CD-ROM and the Internet for best practice teaching, model lesson plans and e-mail communication. In addition, the research also investigates factors influenicing designated primary schools' ability to become ICT ready and the purposes for which primary school educators use computer technology.
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18

Shieh, Li-Ting. "A learning project : the development of sustainable support in the use of instructional technology." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118288.

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This monograph documents my effort as well as examines the process of developing sustainable support in the use of instructional technology in a consulting project over a ten month period. It is written in a narrative recording the occurrences and my interventions during this ten-month period, along wdth my reflections in italics in light of the review of the literature and the analysis of the narrative. This results in a deeper understanding and insights in the field of instructional technology, and leads to the elaboration of a mission statement, which represents my present thinking about instructional design and consultation.
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19

Charpentier, Robert Norman. "Developing a teacher directed inservice plan for technology." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1014.

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20

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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21

Bartlett, Brian Michael. "Computerized reading assessment using the star reading software." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2527.

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This thesis focused on the use of a computerized reading assessment program called Star Reading. Reading has been one of the most difficult areas across the curriculum to assess. Reading asssessment differs widely from teacher to teacher, and has traditionally been very subjective.
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22

Silverberg, Stuart. "Identifying the process of developing technology plans for small school districts : a study of five New Jersey districts /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976627.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Dale Mann. Dissertation Committee: Jon Hughes. Includes bibliographical references (leaves 252-255).
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23

Shefchik, Michael James. "Effectively incorporating web tools into the community college composition curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2435.

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This project shows how web tools can be effectively integrated into the community college composition curriculum through staff development. It shows the need for adaptation of materials designed for K-12 education to the community college level and the development of grade-appropriate materials using web resources. The need for authentic assessment is explored and the means to prove it were supplied. Examples of web tools, sites for developing web tools and resources for accessing and applying authentic assessment tools were given.
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24

Perera, Galhenage Indika Udaya Shantha. "An evaluation of user support strategies for managed learning in a multi user virtual environment." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4049.

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The management of online learning environments so that they are effective and efficient presents a significant challenge for institutions and lecturers due to the complexity of requirements in the learning and teaching domain. The use of 3D Multi User Virtual Environments (MUVEs) for education introduces a novel set of management challenges. MUVEs were designed to cater for entertainment and commercial needs and as such do not intrinsically support managed learning. When MUVEs are used for educational purposes, forming 3D Multi User Learning Environments (MULEs), user support for learning management becomes an important factor. This thesis highlights the importance of managed learning in MULEs. It proposes a coordinated approach which accommodates the existing education institutional infrastructure. The research has focused on two very widely used and closely compatible MUVEs, Second Life (SL) and OpenSim. The thesis presents system and user studies that have been carried out on these selected MUVEs. The findings reveal the challenges that academics and students can experience if they do not have sufficient knowhow to manage learning activities in SL/OpenSim. User guidance and training tools were then developed for supporting learning management strategies in the context of SL/OpenSim and demonstrated in exemplar use-case scenarios. The user support models and tools which were developed have been extensively evaluated for their usability and educational value using diverse participant groups. The results validate the efficacy of these contributions, defending the research thesis. These contributions can be used in future research on managing MUVE supported education.
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25

Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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26

Alzafiri, Fayiz M. "An Experimental Investigation on the Effects of Web-Based Instruction/Training on Cognitive and Psychomotor Learning." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2661/.

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The purpose of this study was to investigate the effects of web-based instruction (WBI) on cognitive and psychomotor learning. The subjects of the study received two types of instructional methods, WBI (experimental group) and traditional classroom instruction (control group). Each group received 30 minutes of instruction on "Soldering a Circuit Board." The researcher chose this content subject because it involved both cognitive and psychomotor objectives, which suited the purpose of this study. It was hypothesized that there would be no significant difference between the two methods of instruction, and also that there would be no significant interaction effects between methods of instruction and gender. Forty-six subjects from a population of students enrolled in summer classes offered by the Applied Technology, Training and Development (ATTD) program at the University of North Texas voluntarily participated in this study. Random assignment of subjects was applied in this study. A subject matter expert delivered the content for both the experimental and control groups. To measure cognitive variable, a 10 item, multiple-choice test was administered immediately after instruction. To measure the psychomotor variable, a 15-item checklist was utilized by trained judges to evaluate learners’ performances while soldering. The 2 x 2 factorial model with interaction was used in this study. The analysis was run for each of the dependent variables, cognitive and psychomotor learning. Although there was not a statistically significant difference in the main effects of method of instruction or interaction effects between method and gender, the results imply that students in the traditional-classroom instruction group performed better than those in the WBI group in psychomotor learning. Perhaps, this trend would be statistically significant if the sample size were larger. This study provides empirical evidence for the effectiveness of WBI in delivering cognitive and psychomotor objectives. The outcome of this study supports the need for more research on the effects of WBI on learning domains.
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27

Laveaux, Michele Barbara. "Assisting students with concept acquisition in basic skills reading through the use of an interactive website." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2688.

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This project creates an interactive website on the literature surrounding reading and concept acquisition skills in adult learners. This website used in conjunction with the Basic Skills English 10A course given in community colleges will enhance reading and concept acquisitions skills enabling student the self cofidence, encouragement and motivation to complete the course.
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28

Morton, Allan D. "Teachers' intentions to use information technologies: a study of western Sydney secondary teachers." Thesis, View thesis View thesis, 1999. http://handle.uws.edu.au:8081/1959.7/58.

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The object of this study was to answer four major research questions dealing with the intention of teachers to use information technologies: what are the teacher characteristics and dispositions that impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dThis study aimed to answer four research questions dealing with the intentions of teachers to use ispositions impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dispositions relate to each other; can the pattern of relationship between these characteristics and dispositions explain conceptually the processes by which teachers' uptake computers into teaching and learning situations. Teachers were sampled from seven secondary schools located in Western Sydney. Subjects were provided with a questionnaire pertaining to educational, professional and computing backgrounds, and attitudes toward computers. Results show teachers' use of computers to be influenced by attitudes toward computers as well as factors such as teachers' computer skill, their involvement in formal training, and their access to computers outside of school. Gender issues were examined and while some effect was found, the effect was not consistent across all variables. The results of the inferential analysis were used to formulate a causal model, the purpose of which was to explain further the relationship between teachers' attitudes toward computers and computer use
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29

So, Koon-keung Teddy. "The role of information technology coordinator in the implementation of information and communication technology in schools of Hong Kong /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148424.

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30

Sauls, Maxwell Martin. "A study of the integration of technology in the school arts classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7364.

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This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.
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31

Ashmore, Barbara A. "The relationship between models of student laptop computer use and teacher instructional behavior." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2917/.

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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.
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32

Nall, La Keshia Lynn. "Instructional Designers as Project Managers: A Phenomenology." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1065.

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The ability to effectively manage learning design projects, consult with stakeholders (such as sponsors, subject matter experts, and learners), and direct projects to completion is a vital part of an instructional designer’s role. Although the need for project management education and experience is reiterated in the literature and in cross-industry instructional designer (ID) job postings, it was unclear how these professionals acquired and used project management skills and tools in their profession because project management is not a focus in many higher education programs intended to prepare instructional designers. The goal of this phenomenological study was to understand the lived experiences of practicing instructional designers as project managers. Results describe how instructional designers practice project management and the best practices, models, methods, tools, and technologies that they use to acquire and apply project management knowledge and skills in their learning design projects. Five themes emerged from the analysis: ID/Project Management (PM) Background, PM Role Characteristics, PM Challenges, PM Insights, and PM Recommendations. During the analysis process, 14 codes (each corresponding to a theme) were exposed. The ID/PM Background theme consisted of ID/PM-related Experience, PM Preparation, and PM Competencies. PM Role Characteristics included Primary Responsibilities, Models Used, and Tools Used. PM Challenges encompassed the PM Challenges and Avoid/Overcome PM Challenges codes. PM Insights comprised PM Preparation Feelings, PM Experience Feelings, and PM Models/Tools Feelings. The theme, PM Recommendations, included codes for PM Preparation Recommendations, PM Model/Tool Recommendations, and PM Recommendations. An examination of themes that emerged from the instructional designers’ stories, along with an exploration of the research questions yielded important findings. The study offers recommendations for academia and industry for preparing instructional designers to manage their projects in professional practice.
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33

Naicker, Visvanathan. "The use of computers among secondary school educators in the Western Cape Central Metropole." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2505_1321604256.

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The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. The study focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. This study derived its theoretical framework from various technology adoption and educational models Methodology: The nature of the study required a . Furthermore, it investigated ways in which computer technology could enhance learning. mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data.Conclusion: Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching.
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34

蘇冠強 and Koon-keung Teddy So. "The role of information technology coordinator in the implementation of information and communication technology in schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256442.

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35

Byrne, Declan Jerome. "The needs of the software industry and the content of undergraduate education in Ireland : a survey of the views of practitioners, managers and academics." Thesis, University of Hull, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321054.

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36

Middleton, Cassandra Romae. "Successful Strategies for Retaining Profitability in an Education-Sector IT Project." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7042.

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Many information technology (IT) project managers (PMs) and other business leaders lack effective strategies for enhancing communication among their project team members, thereby reducing profitability and organizational cohesion. The purpose of this multiple case study was to explore communication strategies that IT PMs used to successfully complete IT mobile device projects. The conceptual framework for this study was McQuail's mass communication, Craig's communication, and Deming's profound knowledge theory. Purposive sampling method was used to identify 6 successful IT PMs and leaders who worked at 2 leading educations settings located in southeastern South Carolina. Data gathered from the semistructured interviews and collected from publicly available documents were analyzed using coding techniques, constant comparison, and keyword phrases. After methodological triangulation of the data sources collected and completion of Yin's 5-step process of data analysis, 3 key themes emerged from data analysis: standardized project communication, project team building, and positive customer focus. Findings from this study may contribute to positive social change by providing IT PMs with evidence to support efficient communication strategies in the education sector to increase organizational performance and profitability, which may positively contribute to improving quality of life for employees, driving economic development, and improving community relations.
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37

Carter, George E. "An investigation into computer education offered in New Hampshire secondary schools as perceived by teachers and compared to the needs of business as perceived by data processing managers." Thesis, Boston University, 1988. https://hdl.handle.net/2144/38010.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A major role of secondary education for the 1990's and beyond will be to provide computer education. The purpose of this study was to investigate what computer instruction was being offered in the secondary schools of New Hampshire. The study focused on the perceptions of three groups in order to determine what type of computer education, curriculum content, and expected competencies were being required. Procedure: A questionnaire was designed, tested, and used to collect data from 148 business computer teachers, 148 mathematics computer teachers, and 101 data processing managers from the State of New Hampshire. Part I of the questionnaire included general demographic information, while Part II contained ninety-two items organized into forty-four questions uqing a five point Likert Scale. Of the total population (N=397), two hundred fifty-two or 63% returned the questionnaire. Findings: Basic, Pascal and Fortran were the most commonly taught computer languages in the secondary schools, but data processing managers clearly do not regard them as essential. Data Processing Managers and the Mathematics Computer Teachers both agreed that computer literacy instruction was the most important followed by computer applications and computer programming. In contrast the Business Computer Teachers reported computer programming most important followed by computer literacy and computer applications. Additional instruction, as perceived by the three groups, was needed in improving communication skills, developing problem solving techniques, and providing additional software applications. Conclusion: Several conclusions regarding secondary computer education in the State of New Hampshire were drawn. There was total agreement that the top three computer applications taught in schools were used in business. However, the perceptions regarding (1) type of computer education, (2) curriculum content, and (3) expected competencies were significantly different. Recommendations Are: (1) Instructional priorities need to be identified by secondary computer teachers and data processing managers; (2) partnership with New Hampshire businesses needs to be established; and (3) more data should be generated a) by local, state, and national educational agencies, in order to establish adequate foundations and standards for computer education, and b) further research in each of the areas of secondary computer education needs to be considered.
2031-01-01
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38

Miller, Sally Anne. "A guide for technology coordinators." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1273.

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39

Morton, Allan D. "Teachers' intentions to use information technologies : a study of Western Sydney secondary teachers /." View thesis View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030602.144042/index.html.

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Thesis (M.Ed.)(Hons)--University of Western Sydney, Nepean 1999.
Includes appendices. "A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Hons)" Bibliography : leaves 219-235.
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40

Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.

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41

Agnarson, Mats. "Portfolio som arbetsredskap i skolan. : En studie kring portfolio och dataprogrammet Portfolio Manager 2." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1656.

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Portfoliometodik är idag ett känt begrepp, likaså digital elevportfolio. Båda dessa begrepp, och en av de programvaror som främst är utvecklade för att vara en aktiv digital elevportfolio, har en central roll i den här studien. Portfolio Manager 2, som programmet i fråga heter, är utvecklat i Sverige av svenska pedagoger.

Studien har en kvantitativ ansats med enkäter som redskap. En köns- och specialpedagogisk betraktelsegrund fanns i studien, vilket också resulterade i nya pedagogiska rön.

Studien är utförd i 5 klasser på 2 olika svenska skolor i slöjd, där samtliga elever gick i åk 5.

Lärarenkäten var utformad så att den skulle kunna ge en bedömning av ”fenomenet” PM2 som helhet, då PM2 även innehåller verktyg av det mer administrativa slaget.

Studiens resultat bekräftar tidigare studier, dvs. att elevportfolio bidrar positivt till att stärka den pedagogiska lärandeprocessen. Ett nytt rön som framträder i studien, är att flickor i högre grad än pojkar i åk 5, inser portfoliometodikens betydelse för lärandeprocessen. Resultatet visar även att programvaran Portfolio Manager 2 är väl användaranpassat, både som redskap för digital elevportfolio och som ett läraradministrativt redskap.

Ämnet slöjd är inte ett primärt studieobjekt, men omskrivs kort i studien utifrån den ”överskottsinformation” enkäterna gav. Resultatet för slöjdämnet var positivt.

Titel: Portfolio som arbetsredskap i skolan - En studie kring portfolio och dataprogrammet Portfolio Manager 2.

Nivå: C uppsats

Författare: Lärare i Specialpedagogik, Mats Agnarson - Karlstad.

Handledare: Hugo Wikström, Karin Bengtsson – Karlstads Universitet.

Examinator: Anders Arnqvist – Karlstads Universitet


Portfolio methodology and digital portfolio for pupils are nowadays well known conceptions. These two things, just as one of the computer programmes developed in purpose to be an active digital portfolio for pupils, have an essential part of this study. Portfolio Manager 2, which is the name of the programme, is developed in Sweden, by Swedish pedagogues.

The study has a quantitative disposition, with questionnaires as instrument. A gender and special needs approach was part of the study, which resulted in new pedagogical experiences. The study was made at 2 different Swedish schools, in 5 classes in form 5. The subject was woodworks and textile craft. The teacher questionnaire was shaped in such a manner that it could provide a judgement of the “phenomena” PM2 as a unit, since PM2 also consists from tools of the more administrative kind.

The result of the study corroborates earlier studies, which was that the use of portfolio helps pupils in their learning process. The study also shows that girls in form 5, more than boys in the same age group, understand the connection between learning and portfolio methodology. Further more this examination points out that the software Portfolio Manager 2 is very user-friendly, both for pupils using digital portfolio as well as for teachers as an administrative tool.

The school subject woodworks and textile craft is not the primary object of the study, but is discussed in the text through the “excess information” from the questionnaires. The result regarding the school subject woodworks and textile craft was positive.

Title: Portfolio as a working tool in school – A study concerning portfolio and the computer programme Portfolio Manager 2

Level: C

Writer: Pedagogue Mats Agnarson – Karlstad

Supervisor: Hugo Wikström, Karin Bengtsson – Karlstads Universitet

Examinator: Anders Arnqvist – Karlstads Universitet

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42

Carroll, La Mont Alfredo. "Establishing Cisco Academy at San Bernardino High School." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2261.

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The purpose of this project was to establish a CISCO program at San Bernardino High School. This program facilitates student matriculating with the program being taught at San Bernardino Valley College. Students earn certification as a Cisco Certified Networking Professional (CCNP) certification.
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43

Smith, Tara Laureen. "A qualitative analysis of small business owner-managers' participation and learning in an online discussion forum : not quite paradise found." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/502.

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Small business owner-managers (SBOMs) are a difficult group to engage in formal face-to-face training and learning activities. Research to encourage SBOMs' participation has focused on two main themes: first, trying to ascertain why they do not attend training and, second, determining their learning preferences. They are reluctant to attend formal training because they prioritise business operations (no time to attend training), perceive training as a poor return on investment, have negative perceptions of training and education, and believe the training provision often does not meet their needs. In terms of their learning preferences, it is clear that SBOMs prefer informal, network-based, experiential and problem-oriented learning. As such, efforts to increase SBOMs‘ engagement in training and learning should focus on trying to incorporate these learning preferences while endeavouring to overcome their rationale for not attending formal training. In this thesis, the focus is on the provision a free, informal, voluntary, online discussion forum (ODF) for SBOMs as an alternative to face-to-face training. The ODF provided an alternative to formal face-to-face training and enabled informal, voluntary, networkbased learning for SBOMs that met their learning preferences for experiential and problem-oriented learning. The ODF also overcame their reasons for not attending faceto- face training and enabled SBOMs to learn in an informal way, with and from each other‘s experiences, without having to leave their business operations. This approach was expected to promote the greater engagement of SBOMs in learning. This cross-disciplinary study brings together elements of educational psychology in terms of learning theory and the emerging theories of online learning. It also takes a business and management perspective in applying these theories in small firm context. The study involved the development of an asynchronous ODF, which was guided by the literature regarding SBOMs‘ training and learning, learning theory, online learning and, in particular, the importance of discussion for promoting relevant, authentic learning that enables interaction and reflection. The ODF provided a learner-centred approach to learning that encouraged active learning based on social interaction through discussion. Discussion was based on problems, issues and questions posted by SBOMs in the online network and answered by the knowledge and experience of other SBOM members of the network. As such, the ODF provided learning that was relevant, authentic and interactive and that encouraged reflection. The ODF set up for this research used Yahoo Groups, third party, groupware technology that enabled free access to SBOMs from a networked computer (other networked devices were not available in 2007). The Yahoo Groups ODF developed for this research was an online collaborative learning (OCL) forum that provided the basis of the case study reported in this thesis. The research was undertaken to explore the following research questions: Does an ODF empower SBOMs as active learners? What factors (internal and external) lead to different levels of participation (inactive, peripheral participants, active) in an ODF? What learning (single- or double-loop, surface or deep) results from different levels of participation in an ODF? The research was conducted using constructivist ontology, an interpretive epistemology and a qualitative methodology. The case study approach was used to evaluate SBOMs' participation and learning using the OCL forum, using reliable data from SBOMs. Data from four sources—the OCL forum transcript, in-depth interviews, focus groups and field notes—were used to provide insight into participation and learning by SBOMs in the context of owning and operating a small business. Pozzi, Manca, Persico and Sarti‘s (2007) framework for tracking and analysing the learning process in an ODF was used to provide a structured approach to the analysis of participation and learning from the OCL forum transcript data. This was followed by a detailed thematic analysis of all data to determine what factors affected participation and learning by SBOMs in the OCL forum. Findings from this research provided proof of concept that an ODF for SBOMs supported double-loop learning; however, participation could not be assumed. Although the ODF provided a learning approach that met the SBOMs‘ learning preferences and mitigated their reasons for not attending formal training, the majority of invited SBOMs chose not to participate. Internal factors pointed to SBOMs‘ learning commitment, in particular, their occupational identity, whether they linked learning with business success, and their prior experience with ODFs. When SBOMs had committed to learning, they made time to learn in an ODF. External factors showed that the ODF technical and learning design also affected SBOMs‘ decision to participate, as did the quality of learning design; however, it appears external factors are less influential than the internal factor of SBOMs‘ learning commitment. This thesis makes four contributions: The importance of SBOMs‘ learning commitment in their decision to participate (or not) in a voluntary ODF Proof of concept that an informal ODF can promote deep learning for SBOMs Challenge to the idea purported by the more recent learning theory of heutagogy (Kenyon & Hase, 2001) that all learners in an online networked environment are self-determined Research design, exploratory, multiple data collection methods from the SBOMs—both those who participated in the ODF and those who chose not to take part.
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44

Chang, Reed-joe, and 張瑞釗. "A Research on Computer-managed Education and Training System for the High-tech Research and Development Personnel." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/04373589306155061898.

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碩士
東海大學
工業工程學系
84
In the high-tech enterprises, the research and development (R&D) plays a key role. Promoting the capabilities of R&D personnel is undoubtedly necessary for the technology oriented competition. Consequently, the employeeeducation and training is essential to reach such goal.In the existing multichannel education and training environment, the traditional training programs are not as effective as needed. In the beginning of this research, the current situation of education and trainingfor R&D is analyzed, the characteristics are identified and the training requirements are concluded. Then, a reference structure of computer-managed education and training system by employing instructional technology, information technology, learning theory and the empirical experiences fromhigh-tech companies is modeled. Subsequently, functional system analysis is performed to describe the system functions. The system incorporates conceptsof computer-managed instruction, hypertext organization, tutorial training strategies and relative management function to provide the employee aneffective and efficient learning environment. At final, an example of turbinecomponent design of the IDF engine is proposed to illustrate the feasibilityof the designed system.
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45

Falkenberg, Ryan James. "An evaluation of an instructor-led and self-managed computer software training course." Diss., 2000. http://hdl.handle.net/10500/16770.

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This study aimed to assess the effectiveness of an instructor-led and a self-managed computer training course. A sample of forty nine (n=49) previously disadvantaged South African adult learners was used. Half the sample was randomly assigned to the instructor-led course, while the other half was assigned to the self-managed course. Data dealing with the course content and design, subject demographics, previous computer experience, preferred learning style, and learning potential was collected prior to each course. After the course, the ability to create key outcomes using the learned software was assessed, as well as subject perceptions of the course and various support and performance system factors. The results showed that there was no significant difference between the performance on the competence assessment of the students from the two groups. The data did, however, indicate a stronger preference for the self-managed approach. A number of limitations to the study were also noted.
Industrial and Organisational Psychology
M.A. (Industrial Psychology)
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46

Simataa, Given Mahapelela. "The integration of computer technology in the Namibian education system." Diss., 2015. http://hdl.handle.net/10500/19174.

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The integration of computer technology in education has been a worldwide issue that has been supported and equally criticized by many. However, the practicability of computer technology in education cannot be overlooked, and this reality led to this study. This qualitative study aimed to explore the extents to which computer technology has been integrated in teaching and learning in Namibian schools, and three central schools in the town of Katima Mulilo (Zambezi Region) were investigated in this regard. The study explored possible benefits of computer technology in education, and sought to understand the way learners perceive computer technology. The study findings showed that teachers were unable to use computers to teach due to lack of resources and skills, whereas learners indicated willingness to embrace computer technology in education. Findings further showed greater need to equip schools with computer technology and training teachers. Based on the findings, recommendations were made to train teachers in integrating computer technology, and that schools should be provided with necessary computer technology resources.
Educational Studies
M. Ed. (Comparative Education)
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47

"Design and implementation of a web-based cooperative school information system." 1999. http://library.cuhk.edu.hk/record=b5896339.

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by Tsui Yuen.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 144-151).
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Computer-assisted Education --- p.2
Chapter 1.2 --- Motivation and Problems --- p.4
Chapter 1.3 --- Objectives and Approaches --- p.7
Chapter 1.4 --- Organization of Thesis --- p.9
Chapter 2 --- Related Work --- p.10
Chapter 2.1 --- Existing Research Projects --- p.10
Chapter 2.2 --- Structural and Navigational Hypertext Presentation --- p.11
Chapter 2.3 --- Multimedia Integration for Hypermedia Courseware --- p.13
Chapter 2.4 --- Standalone Java Applets --- p.14
Chapter 2.5 --- Software Tools Using Browser Plugins --- p.17
Chapter 2.6 --- Chapter Summary --- p.18
Chapter 3 --- SIS Education Scenarios --- p.19
Chapter 3.1 --- Library System --- p.21
Chapter 3.2 --- Groupware System --- p.24
Chapter 3.3 --- Student-Monitoring System --- p.25
Chapter 3.4 --- Management System --- p.26
Chapter 3.5 --- Chapter Summary --- p.27
Chapter 4 --- Software Architecture of SIS --- p.29
Chapter 4.1 --- Client-server Model --- p.29
Chapter 4.2 --- Software Configuration --- p.31
Chapter 4.3 --- Software Design --- p.33
Chapter 4.3.1 --- Module 1: Access Authorization Identifier (AAI) --- p.34
Chapter 4.3.2 --- Module 2: Multimedia Presentation Tools (MPT) --- p.35
Chapter 4.3.3 --- Module 3: Intelligent Questions Selector (IQS) --- p.38
Chapter 4.3.4 --- Module 4: Online Examination Center (OEC) --- p.40
Chapter 4.3.5 --- Module 5: Student History Recorder (SHR) --- p.41
Chapter 4.3.6 --- Module 6: Student Performance Analyzer (SPA) --- p.42
Chapter 4.3.7 --- Module 7: Electronic Mail Manager (EMM) --- p.43
Chapter 4.3.8 --- Module 8: Result Querying Agent (RQA) --- p.44
Chapter 4.3.9 --- Module 9: Group Activity Area (GAA) --- p.45
Chapter 4.3.10 --- Module 10: Integrated Systems Logger (ISL) --- p.48
Chapter 4.4 --- Chapter Summary --- p.50
Chapter 5 --- Demonstration --- p.52
Chapter 5.1 --- Login Dialog Boxes --- p.52
Chapter 5.2 --- Services Menu for Students --- p.53
Chapter 5.3 --- Teaching Materials for Students --- p.54
Chapter 5.4 --- Teaching Materials for Students ´ؤ Chinese --- p.56
Chapter 5.5 --- Teaching Materials for Students - English --- p.60
Chapter 5.6 --- Teaching Materials for Students - Mathematics --- p.64
Chapter 5.7 --- Tests for Students --- p.66
Chapter 5.8 --- Tests for Students - Chinese --- p.66
Chapter 5.9 --- Tests for Students - English --- p.68
Chapter 5.10 --- Queries for Students --- p.70
Chapter 5.11 --- Discussion Area for Students --- p.71
Chapter 5.12 --- Educational Television for Students --- p.72
Chapter 5.13 --- Flow of Services for Students --- p.75
Chapter 5.14 --- Services Menu for Teachers --- p.76
Chapter 5.15 --- Teaching Materials for Teachers --- p.77
Chapter 5.16 --- Teaching Materials for Teachers - Chinese --- p.78
Chapter 5.17 --- Teaching Materials for Teachers - English --- p.82
Chapter 5.18 --- Tests Papers for Teachers --- p.86
Chapter 5.19 --- Queries for Teachers --- p.87
Chapter 5.20 --- Preparation of Test Papers for Teachers --- p.88
Chapter 5.21 --- Modification of Questions for Teachers --- p.91
Chapter 5.22 --- Flow of Services for Teachers --- p.95
Chapter 5.23 --- Chapter Summary --- p.96
Chapter 6 --- System Implementation --- p.97
Chapter 6.1 --- Characteristics of Java --- p.97
Chapter 6.2 --- Platform Independence --- p.98
Chapter 6.3 --- Integration with Existing Packages for Java Technology --- p.100
Chapter 6.4 --- Cryptography of User Passwords --- p.103
Chapter 6.5 --- Transmission of Data Packages --- p.105
Chapter 6.6 --- Multithreading for Multitasking --- p.108
Chapter 6.7 --- Management of User Interfaces --- p.110
Chapter 6.8 --- Data Structures for Temporary Storage --- p.112
Chapter 6.9 --- Messages Broadcasting in Chat Rooms --- p.116
Chapter 6.10 --- Playback of Audio and Video Data Files --- p.121
Chapter 6.11 --- Progress of System Implementation --- p.125
Chapter 6.12 --- Chapter Summary --- p.128
Chapter 7 --- Discussion and Future Work --- p.129
Chapter 7.1 --- Wide Spread of the World Wide Web --- p.129
Chapter 7.2 --- Communication between Schools and Families --- p.130
Chapter 7.3 --- Pedagogical Uses --- p.130
Chapter 7.4 --- Virtual Student Community --- p.131
Chapter 7.5 --- Differences between SIS and Other Web-based Educational Systems --- p.132
Chapter 7.6 --- Future Work --- p.133
Chapter 7.7 --- Chapter Summary --- p.138
Chapter 8 --- Summary --- p.139
Bibliography --- p.144
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48

van, der Merwe Preller Josefus. "Validity, reliability and fairness of item measurements attained by a comprehensive computer-assisted assessment tool." Thesis, 2006. http://hdl.handle.net/10352/95.

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Thesis (M.Tech. (Information Technology, Faculty of Applied and Computer Sciences))--Vaal University of Technology, 2006
The sole purpose of a test is to make a measurement. Assessment is very much a process of measurement, whether the outcome is used for baseline, diagnostic, formative or summative purposes. When measurement is taken, in whatever form, a score is obtained. The score that is obtained forms the important part of assessment, because this score determines the outcome of the assessment, the decisions that are to be made regarding the student’s progress, curriculum changes and the evaluation of a course as a whole. Although a score is obtained from a test, the analysis thereof is frequently much neglected. The use of computers in education is not a new concept. The first computer application goes back a long way when computers were first used to do psychological testing. It then became clear that computers can be applied to more fields in education, especially in the field of testing. In the early days real progress was slow, since computers were expensive and were only used in large companies. However, the scenario has changed with the widespread availability of personal computers that has enabled educators to focus on the appropriate role of computerisation in the development, administration, scoring and interpretation of tests. The main objective of this study is to show the major advantage of using computers as a comprehensive assessment tool and to demonstrate the ability to construct and ‘bank’ test items to subsequently produce a standardised test. An added advantage was the computer’s ability to administer tests to students and manage student progress records. The research findings indicate that a Comprehensive Computer-Assisted Assessment Tool (CCAT) has the potential to contribute to the enhancement of assessment and that it can enable educators to prepare valid, reliable and fair test items which were more difficult and time-consuming without technology.
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49

Kushnir, Helena Felicity Paulo. "Stimulus overload in online learning environments : an empirical inquiry of design and organizational factors." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232575&T=F.

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50

Cronje, Nicolaas Stephanus. "'n Kritiese evaluering van geselekteerde aspekte van die gebruik van mikrorekenaars in skooladministrasie en bestuur met spesifieke verwysing na sekondere skole onder beheer van die Natalse Onderwysdepartement." Thesis, 1986. http://hdl.handle.net/10413/3977.

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Hierdie dissertasie is ‘n beperkte studie wat die gebruik van die rekenaar in skooladministrasie en -bestuur ondersoek. Mikrorekenaars het oor die afgelope paar jaar algemeen beskikbaar geraak en, die gebruik daarvan in skole vir akademiese sowel as vir administratiewe doeleindes het spontaan ontwikkel. Ervaring in lande soos Engeland, Skotland, Kanada en die VSA het egter sekere sleutel-aspekte in sodanige ontwikkeling aangetoon wat die optimum benutting van die mikrorekenaar in administrasie en bestuur kan bevorder. Daar is daarom, deur middel van onderhoude in Skotland en Engeland, gepaard met ‘n omvattende lektuurstudie van die situasie in hierdie lande asook in die VSA en Kanada, vier van hierdie sleutelaspekte gefindentifiseer. ‘n Empiriese studie in sekondere skole van die Natalse Onderwysdepartement het getoon dat daar nog groot onsekerheid en gebrek aan ervaring ten opsigte van rekenarisering in hierdie skole heers. Verder was dit duidelik dat hierdie skole gevaar loop om die foute wat in baie ander lande begaan is, te herhaal. Die dissertasie word afgesluit deur gevolgtrekkings en aanbevelings wat moontlik daartoe kan lei dat die slaggate wat aangetoon is, vermy kan word en die voordele van ‘n goed beplande, effektiewe rekenaargesteunde administrasie en bestuurstelsel geniet kan word. This dissertation is a restricted study in which the use of the computer in school administration and management is investigated. Micro-computers have become available over the past few years and their use in schools for academic and professional as well as administrative purposes has developed spontaneously. Experience in countries such as England, Scotland, Canada and the USA has shown certain key aspects in this development in which the optimum use of the micro-computer can be improved. Through interviews in Scotland and England associated with a comprehensive literature survey of the situation in these countries and in the USA and Canada, four of these key aspects have been identified. An empirical study conducted in secondary schools of the Natal Education Department shows that considerable uncertainty and lack of experience in respect of computerisation in the school still prevails. Furthermore, it is certain that these schools are in danger of repeating the errors which have arisin in other countries. The study concludes with the drawing of conclusions and the making of recommendations which could possibly lead to the avoidance of these pitfalls and result in the enjoyment of the advantages of a well-planned, effective computer-assisted administration and management system.
Thesis (M.Ed.) - University of Natal, 1986.
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