Journal articles: 'Computer science training'

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Kay, David G. "Training computer science teaching assistants." ACM SIGCSE Bulletin 27, no. 1 (March 15, 1995): 53–55. http://dx.doi.org/10.1145/199691.199719.

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Daniel, Christopher. "Political Science as Training for the Information Age." Political Science Teacher 3, no. 4 (1990): 1–5. http://dx.doi.org/10.1017/s089608280000115x.

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Computers inspire mixed emotions among political scientists. Love, hate, fascination, ennui, and frustration sometimes occur during the course of a single computer work session. Individuals come to terms with the beast in varying ways; obviously personal work style and level of computer dependency are each scholar's own business. However, expanded use of information technology in the disciplinary curriculum is a common concern deserving discussion. Like earlier debates between behavioralists and traditionalists, the current discussion raises questions about the discipline's central purpose. This essay reviews proposals to “computerize” political science curricula in light of contemporary theories about information and managerial work.Historically, political scientists' computer involvement has been limited, but it is now intensifying in response to educational, technological, and environmental influences. Political scientists have used computers as teaching tools since at least the early 1970s, when the APSA “SETUPs” began appearing, but as novelty items, diversions reflecting the devotion of idiosyncratic individuals. This publication has disseminated many such “experiments,” as have Social Science Computer Review and the National Collegiate Software Clearinghouse. Even as desktop machines began proliferating in the early 1980s, their use in the classroom was considered to be optional, something peripheral to the discipline which one could attempt if one had the inclination.This laissez-faire ambience may be ending in the face of societal transformations. In the classroom political scientists foster intellectual skills broadly useful to former students. A student may be an activist or an avid pre-lawyer, but his or her future professional development will be built on analytical, and communications skills honed in political science courses. This linkage between political science classrooms and the professional world could weaken if we do not adopt to societal change.

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Beth, Bradley, Calvin Lin, and George Veletsianos. "Training a diverse computer science teacher population." ACM Inroads 6, no. 4 (November 17, 2015): 94–97. http://dx.doi.org/10.1145/2829978.

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Bidaybekov, Ye Y., Y. K. Khenner, Sh T. Shekerbekova, and Y. Н. Zhabayev. "ON THE ISSUE OF TRAINING FUTURE COMPUTER SCIENCE TEACHERS IN COMPUTER." BULLETIN Series of Physics & Mathematical Sciences 72, no. 4 (September 29, 2020): 174–79. http://dx.doi.org/10.51889/2020-4.1728-7901.27.

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The article discusses of training future computer science teachers in computer networks based on network simulation. Analysis of scientific and pedagogical and educational literature has shown that in the training of computer science teachers, computer networks are studied in the aspect of information simulation of their structures, while simulation the processes of their functioning is not given due attention, despite the possibility of its use in the organization of training. Most educational institutions face organizational, technical and material difficulties when organizing training in computer networks on real equipment. The above-mentioned difficulties in training future computer science teachers in computer networks can be avoided by using network simulation. By network simulation, we mean reproducing a dynamic image of the main network components (network cables, switches, hubs, routers, etc.) and visualization the processes of their configuration and operation on the computer screen.

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Zendler, Andreas, and Dieter Klaudt. "Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study." Journal of Educational Computing Research 46, no. 2 (March 2012): 153–72. http://dx.doi.org/10.2190/ec.46.2.c.

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Tsochev, Georgi. "Some Problems in Engineering Education with Computer Science Profile During COVID-19." Mathematics and Informatics LXIV, no. 3 (June 30, 2021): 255–63. http://dx.doi.org/10.53656/math2021-3-1-som.

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The COVID-19 pandemic introduced many limitations and changes in our lives and in particular in education. This article presents problems in distance learning in the field of computer networks and information security between March and June 2020 in the training of engineers with computer science profile.

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Grozdev, Sava, and Todorka Terzieva. "A Didactic Model for Developmental Training in Computer Science." Journal of Modern Education Review 5, no. 5 (May 20, 2015): 470–80. http://dx.doi.org/10.15341/jmer(2155-7993)/05.05.2015/005.

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Jaradat, Ghaith M. "Internship training in computer science: Exploring student satisfaction levels." Evaluation and Program Planning 63 (August 2017): 109–15. http://dx.doi.org/10.1016/j.evalprogplan.2017.04.004.

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Gehl, Robert W., Lucas Moyer-Horner, and Sara K. Yeo. "Training Computers to See Internet Pornography: Gender and Sexual Discrimination in Computer Vision Science." Television & New Media 18, no. 6 (December 16, 2016): 529–47. http://dx.doi.org/10.1177/1527476416680453.

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Wang, Peng. "Research on Sports Training Action Recognition Based on Deep Learning." Scientific Programming 2021 (June 29, 2021): 1–8. http://dx.doi.org/10.1155/2021/3396878.

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With the rapid development of science and technology in today’s society, various industries are pursuing information digitization and intelligence, and pattern recognition and computer vision are also constantly carrying out technological innovation. Computer vision is to let computers, cameras, and other machines receive information like human beings, analyze and process their semantic information, and make coping strategies. As an important research direction in the field of computer vision, human motion recognition has new solutions with the gradual rise of deep learning. Human motion recognition technology has a high market value, and it has broad application prospects in the fields of intelligent monitoring, motion analysis, human-computer interaction, and medical monitoring. This paper mainly studies the recognition of sports training action based on deep learning algorithm. Experimental work has been carried out in order to show the validity of the proposed research.

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Bass, Roger F. "COMPUTER-ASSISTED OBSERVER TRAINING." Journal of Applied Behavior Analysis 20, no. 1 (March 1987): 83–88. http://dx.doi.org/10.1901/jaba.1987.20-83.

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Koval, Joseph P., and George S. Young. "Computer Training for Entrepreneurial Meteorologists." Bulletin of the American Meteorological Society 82, no. 5 (May 2001): 875–88. http://dx.doi.org/10.1175/1520-0477(2001)082<0875:ctfem>2.3.co;2.

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Guha, Smita. "Integrating Computers in Elementary Grade Classroom Instruction—Analyses of Teachers' Perceptions in Present and Preferred Situations." Journal of Educational Computing Research 24, no. 3 (April 2001): 275–303. http://dx.doi.org/10.2190/69w7-hptu-wmqv-m8p3.

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This study explored elementary grade teachers' personal experience with instructional computing and the role of computers they would like to see in classroom instruction. One hundred forty-nine teachers from 15 elementary schools randomly chosen from two counties in western New York participated in the study. Teachers answered a survey questionnaire on their training and knowledge in computers, their comfort level in using computers for teaching, and computer usage in classroom instruction. The teachers also answered to what extent do they prefer to receive more training, be more comfortable using computers, and integrate computers more in their teaching. Based on teachers' responses, significant differences and positive correlation were found between teachers' present computer training, level of comfort, and computer usage in the classrooms as compared to their preferred training, comfort, and usage.

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Hasan, Bassam. "Effectiveness of Computer Training." Journal of Organizational and End User Computing 18, no. 1 (January 2006): 50–68. http://dx.doi.org/10.4018/joeuc.2006010103.

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Thanri, Yanyang, Lahmudin Sipahutar, Lili Tanti, and Safrizal Safrizal. "Pelatihan Design Sederhana Menggunakan Aplikasi Visual Studio 2010 dan SQL Server 2008 Pada Sekolah SMP IT Al Jabar." Journal of Social Responsibility Projects by Higher Education Forum 2, no. 3 (March 6, 2022): 116–20. http://dx.doi.org/10.47065/jrespro.v2i3.1357.

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At this time, along with the development of the times, technology has also developed very rapidly, especially in the field of computers. Where can we know that the development of this technology can help human work. In the world of education, computer science is very necessary so that teachers or students do not lag behind in the development of today's times. For this reason, training in computer science is needed. Many of us know computers only limited to Ms. Office alone because it is often used in everyday life, but actually in computer science there are many applications/programs that can help human work to be easier. For this reason, this training was made to introduce one of the application programs in computer science, namely the application of visual studio 2010 and SQL server 2008. Where this application can create programs according to our wishes to help make our work easier. The object that will be used as the location of service is the teachers at the Al JABAR Middle School. In this service, the team wants to do it in the form of training and talk shows about Simple Design Training Using Visual Studio 2010 and SQL Server 2008 Applications at IT AL JABAR Junior High School. The results obtained at the IT Al-Jabar Junior High School from this activity are that teachers can increase their knowledge in computer science, especially in making simple designs using Visual Studio 2010 and SQL Server 2008 applications which are useful for teaching materials to their students

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Pavlova, N. "Professional training of computer science teacher through the educational and professional program of «secondary education (computer science)»." Pedagogical sciences reality and perspectives, no. 88 (2022): 166–72. http://dx.doi.org/10.31392/npu-nc.series5.2022.88.33.

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Tryus, Yu V. "Cloud technologies in the professional training of computer science students." CTE Workshop Proceedings 1 (March 21, 2013): 147–48. http://dx.doi.org/10.55056/cte.177.

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Under the conditions of intensive development of information society, the actual problem is the training of future IT specialists, who should not only maintain the existing level of information technology, but also be ready to use and develop the next generations of computer equipment and information and communication technologies.The peculiarities of training future IT-specialists in universities include the fact that:- domestic and international IT labor market offers many vacancies for IT-specialists, with employers, in addition to high-quality professional training, focus on the ability of computer graduates to learn quickly, the ability to work in a team and communication skills, including Anguillian;- technologies in the sphere of future professional activity of IT-specialists change rapidly, especially software;- Higher education institutions in the training of IT-specialists feel intense competition in the market of educational services from both corporate training in IT-firms, and paid and free courses on current issues in the field of ICT.

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Skaskiv, H. M. "INNOVATIVE TEACHING METHODS IN TRAINING FUTURE TEACHERS OF COMPUTER SCIENCE." Innovate Pedagogy 2, no. 30 (2020): 90–93. http://dx.doi.org/10.32843/2663-6085/2020/30-2.17.

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Bariieva, Elvina, and Tymofii Toporkov. "Methods of tutoring activities in the training of computer science." Ukrainian Journal of Educational Studies and Information Technology 6, no. 3 (September 30, 2018): 1–11. http://dx.doi.org/10.32919/uesit.2018.03.01.

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The article emphasizes that in the conditions of the reform of the domestic system of education and the Conception of the New Ukrainian School it became possible to formulate an individual program of studying students of a secondary school. In this regard, the author resorts to the position of the teacher of computer science as a tutor, that is, a person who actualizes the educational needs of students, works with them, discusses them, and seeks to help the ward in their satisfaction. In the process of studying computer science tutor position is becoming relevant in profile education. The activity of the tutor in teaching computer science is based on the ideas of humanistic and personality-oriented and systemic approaches. Teutor's accompaniment of students at the computer science classes is to continuously stimulate the student's independent cognitive activity, the need for self-improvement and the development of research skills in information activities. On the basis of the analysis of scientific literature on the problems of tutor activity, the following methods of tutoring activity in the teaching of informatics are singled out: methods of practical orientation activity, methods of problem-based learning, method of projects, psychodiagnostic methods, methods of active learning, methods of analysis and self-analysis, binary methods, methods of distance learning, method portfolio scientists (T. M. Kovaleva, K. P. Osadcha) consider the most effective method of tutorial support as a method of portfolio, which is used at all stages (primary and adolescent) and at all stages of tutor's escort. In the process of tutorial support several types of portfolios can be used: thematic, presentation, portfolio of achievements.

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Paraskevas, Michael, Thomas Zarouchas, Panagiotis Angelopoulos, and Isidoros Perikos. "Formulating an adaptable e-training framework to computer science educators." International Journal of Continuing Engineering Education and Life-Long Learning 25, no. 2 (2015): 151. http://dx.doi.org/10.1504/ijceell.2015.069865.

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Semenikhina, Olena, Volodymyr Proshkin, and Olha Naboka. "Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers." International Journal of Research in E-learning 6, no. 2 (December 29, 2020): 1–23. http://dx.doi.org/10.31261/ijrel.2020.6.2.06.

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The requirements for the training of mathematics and computer science teachers to use specialized mathematical software in professional activities are substantiated in the article. Among them: the ability to creatively choose the forms and methods of teaching for the use of specialized software; ability to find non-standard or creative mathematical problems; ability to make an informed choice of specialized software; ability to see possible ways to check the result obtained by the pupil; the ability to eliminate common mistakes when pupils use computer tools, etc. The specialized mathematical software, which is used today in mathematical training of mathematics and computer science teachers in Ukraine, has been specified. The specialized mathematical software which is used today for teaching mathematics in schools of Ukraine is given. The analysis of computer tools used by the teacher in the most common mathematical software is carried out. The most urgent problems faced by mathematics teachers in their professional activities are highlighted. The experiment with ninth-grade pupils proved the positive impact of using dynamic geometry software and appropriate mathematical tools on the level of pupils’ mathematical training, which is reason to talk about the importance of computer science and mathematics pre-service teacher training to involve such tools in professional activities. Prospects for further research in the direction of developing methods for using computer mathematical tools in a research-based learning environment are presented.

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McInerney, Valentina, Dennis M. McInerney, and Kenneth E. Sinclair. "Student Teachers, Computer Anxiety and Computer Experience." Journal of Educational Computing Research 11, no. 1 (July 1994): 27–50. http://dx.doi.org/10.2190/94d0-b0af-nlax-7ryr.

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Recent research has demonstrated the debilitating effect of computer anxiety on achievement in computer related learning. As controversy exists over the merits of increasing experience with computers in order to reduce computer anxiety, the effects of increased computing experience on computer anxiety were assessed for students enrolled in a University teacher education course. In addition, other hypothesized correlates of computer anxiety were studied, viz., age, sex, school background, and computer competence. The Computer Anxiety Rating Scale (CARS) was used to measure computer anxiety prior to and at the conclusion of computer training. A control group, not undergoing computer training, was used for comparison purposes. Many of the teacher trainees in this study exhibited a high degree of computer anxiety on a number of key dimensions related to computing. The evidence from this study gives some support to the notion that increased experience leads to a diminution in computer anxiety. However, the high levels of anxiety remaining for some students after treatment suggest that a simplistic belief that increased computer experience alone will reduce computer anxiety is not tenable. The article discusses the issue that initial anxiety and continuing anxiety, after computer training, may be a function of an individual's prior computing experiences, attitudes towards computing, perceptions of self efficacy, and expectations of success associated with computer interaction.

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Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko, and Olena Semenikhina. "EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.

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Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.

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Kluever, Raymond C., Tony C. M. Lam, Eleanor R. Hoffman, Kathy E. Green, and Dorothy L. Swearingen. "The Computer Attitude Scale: Assessing Changes in Teachers' Attitudes toward Computers." Journal of Educational Computing Research 11, no. 3 (October 1994): 251–61. http://dx.doi.org/10.2190/484t-cpgx-euhg-qw8p.

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Teachers' attitudes toward computers affect their instructional use of computers and likelihood of profiting from training. The reliability, factorial validity, and fit to a unidimensional model of the Computer Attitude Scale (CAS) was investigated. Pretest and posttest results were collected from 265 teachers who participated in training on classroom applications of computer hardware and software. Four factors were identified: computer anxiety, efficiency, liking, and instructional usefulness. Scale reliability was .94 with post-test subscale reliabilities ranging from .70 to .90. Five items did not fit the multidimensional model. The scale is useful as a computer attitude measure but some item revisions might be considered.

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Bennett, John, and Revi Sterling. "Computer Science is not Enough." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (November 6, 2011): 624–31. http://dx.doi.org/10.31269/triplec.v9i2.190.

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Despite huge investment, and the best of intentions, most development projects fail. This is particularly true of Information and Communication Technology for Development (ICTD) projects. We contend that a significant contributor to this failure is the lack of breadth in project design and implementation, and in the training of project implementers. Successful ICTD interventions, in addition to being based on the best computer science research has to offer, must be guided by the relevant social, cultural, political, economic and gender factors that underlie the interaction of the technology with the community into which it is being placed. We therefore argue that efforts to distance computer science from the broader context of ICTD scholarship and practice are misguided. ICTD should be recognized as a truly interdisciplinary area of research and practice. We further argue that ICTD as a discipline has a particular need for academic practitioners. We close with a compilation of current known ICTD academic efforts worldwide.

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Bennett, John, and Revi Sterling. "Computer Science is not Enough." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (November 6, 2011): 624–31. http://dx.doi.org/10.31269/vol9iss2pp624-631.

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Despite huge investment, and the best of intentions, most development projects fail. This is particularly true of Information and Communication Technology for Development (ICTD) projects. We contend that a significant contributor to this failure is the lack of breadth in project design and implementation, and in the training of project implementers. Successful ICTD interventions, in addition to being based on the best computer science research has to offer, must be guided by the relevant social, cultural, political, economic and gender factors that underlie the interaction of the technology with the community into which it is being placed. We therefore argue that efforts to distance computer science from the broader context of ICTD scholarship and practice are misguided. ICTD should be recognized as a truly interdisciplinary area of research and practice. We further argue that ICTD as a discipline has a particular need for academic practitioners. We close with a compilation of current known ICTD academic efforts worldwide.

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Harrington, Kermith V., James C. McElroy, and Paula C. Morrow. "Computer Anxiety and Computer-Based Training: A Laboratory Experiment." Journal of Educational Computing Research 6, no. 3 (August 1990): 343–58. http://dx.doi.org/10.2190/34q7-0hhf-8jdl-dr09.

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Bird, Judith. "Directory of computer training 1985." Data Processing 27, no. 6 (July 1985): 51. http://dx.doi.org/10.1016/0011-684x(85)90285-0.

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Moses, Timothy, and Sani Yakubu. "A Study of Computer Literacy Among Stm Teachers in Colleges of Education in Nigeria." International Journal on Research in STEM Education 2, no. 1 (May 29, 2020): 26–41. http://dx.doi.org/10.31098/ijrse.v2i1.192.

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Information and Communication Technology has changed instructional conveyance. Advancement recorded in information assembling, teaching, and learning collection has given teachers new devices to work with, subsequently the upheaval in the field of training. This study examined computer literacy among Science, Technology, and Mathematics (STM) instructors in Colleges of Education. Discoveries show that the degree of computer proficiency among STM instructors is low. The explanation behind this incorporates few available skillful instructors, insufficient ICT tools in schools, computer phobia, access to Personal Computers (PCs)/PC labs, and absence of ICT devices for STM training. Proposals were anyway made that will help improve the degree of proficiency among STM instructors.

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Karim, Darvesh. "Exploring Head and Deputy Headteachers’ Attitude Towards Using Computers in Education." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 20–32. http://dx.doi.org/10.4018/jicte.2012040102.

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Attitude plays a very significant role in acceptance of any idea or innovation. Research has established the significance of computers and the attitude of headteachers which can either be a hindering or a facilitating factor for computer integration in education. To explore this phenomenon in a Pakistani context, this study was conceptualised, while the subsidiary aim was also to explore the relationship between demographic characteristics of the participants and their attitude. A survey questionnaire was adopted to gather data with a sample of 185 headteachers to assess the four perceived factors’ impact; educational, social, training needs and self-confidence. The results show that the participants’ perceived attitude towards computers in education is positive while their perceived social impact of computers and their self-confidence found to be lower than the educational and training needs. Correlation analyses revealed significant associations between the headteachers’ attitude and the use of computers and prior training. In sub-scales model, prior training contributes to the training needs’ model while use of computer, contributed to the self-confidence model.

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Putra, Sandi Justitia, and Zulhadi Zulhadi. "Pelatihan Keterampilan Dasar Komputer dan Teknologi Informasi Bagi Perangkat Desa se-Kecamatan Gangga." Bakti Sekawan : Jurnal Pengabdian Masyarakat 1, no. 2 (December 31, 2021): 56–59. http://dx.doi.org/10.35746/bakwan.v1i2.180.

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Basic Computer Skills and Information Technology Training for Village Apparatus in Gangga Subdistrict, North Lombok Regency. Community Service (PkM) is an effort by a service team to contribute science and technology to the community. Based on this, the team submitted a proposal for PkM activities in Gangga District, North Lombok Regency. The purpose of this PkM is to provide basic computer skills and information technology training to village officials throughout the Gangga District. This training is expected to provide provisions for village officials about the benefits of computers and information technology (internet), especially in terms of developing knowledge and solving problems related to administrative work of village officials. The output target of this activity is that the training participants are equipped in terms of operating computers, can use computers and the internet to solve various problems encountered, and can improve the quality of service to stakeholders, especially in terms of effectiveness and efficiency in various fields.

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O'Flynn, Dermot. "Computer based training for robotics." Industrial Robot: An International Journal 12, no. 2 (February 1985): 121–22. http://dx.doi.org/10.1108/eb004912.

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Godfrey, D., S. Gong, R. Hart, N. Koorland, and S. Smit. "Project 'Clear Skies': Teaching Computer Science by Computer Based Training and Electronic Messaging in China." Computer Journal 30, no. 5 (October 1, 1987): 469–74. http://dx.doi.org/10.1093/comjnl/30.5.469.

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Shortliffe, Edward H. "Medical Informatics Training at Stanford University School of Medicine." Yearbook of Medical Informatics 04, no. 01 (August 1995): 105–9. http://dx.doi.org/10.1055/s-0038-1638025.

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Abstract:Stanford University School of Medicine has offered graduate degrees in medical informatics since 1982. Located approximately 50 kilometers south of San Francisco near the city of Palo Alto, the university offers both MS and PhD degrees, combining research training with formal course requirements in clinical information sciences, bioinformatics, computer science, decision science, basic biomedicine, health economics, and social and ethical issues. Requirements are adapted to the varying backgrounds of trainees. Graduates of the program work in a variety of capacities, although the majority have sought careers in academia or in industrial research settings.

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Fedorehko, I. V., and Yu A. Zhurba. "Training in computer science is an integral part of aerospace education." Kosmìčna nauka ì tehnologìâ 9, no. 1s (2003): 9–13. http://dx.doi.org/10.15407/knit2003.01s.009.

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Pavlova, Nataliia. "CASE METHOD IN THE PROFESSIONAL TRAINING OF FUTURE COMPUTER SCIENCE TEACHERS." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 46, no. 2 (2021): 20–28. http://dx.doi.org/10.31376/2410-0897-2021-2-46-20-28.

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Tu, Peter, Jixu Chen, Ming-Ching Chang, Ting Yu, Tai-Peng Tian, Gabriela Rubin, Julia Hockett, and Aubrey Logan-Terry. "Cross-cultural Training Analysis Via Social Science and Computer Vision Methods." Procedia Manufacturing 3 (2015): 4068–75. http://dx.doi.org/10.1016/j.promfg.2015.07.978.

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Antonina, Rybalko, and Denisova Tetiana. "FEATURES OF DIAGNOSTICS OF THE MATHEMATICAL TRAINING OF COMPUTER SCIENCE STUDENTS." Scientific Issues of Vinnytsia State M. Kotsyubynskyi Pedagogical University. Section: Pedagogics and Psychology 243, no. 56 (2018): 28–33. http://dx.doi.org/10.31652/2415-7872-2018-56-28-33.

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Glizburg, Vita I. "The training of masters of pedagogical education to the integrated teaching of the schoolchildren in mathematics and computer science." RUDN Journal of Informatization in Education 16, no. 4 (December 15, 2019): 318–27. http://dx.doi.org/10.22363/2312-8631-2019-16-4-318-327.

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Problem and goal. The single subject area “Mathematics and Computer Science”, provided by existing standards, implies the need to introduce the integration of teaching these subjects in primary and secondary schools; the training for such teaching is one of the goals of the implementation of the master’s program “Mathematics in Primary Education”. Methodology. The implementation of the following factors improves the quality of training of the masters to the integrated teaching of the schoolchildren in mathematics and computer science: the training of the masters is based on the competencies that they assimilated in the stages of their previous training, in particular in undergraduate studies; the developed integrated content of the modular training, implemented in the system of specialized disciplines, allows to implement the systematic, fundamental and invariance training of the masters; the readiness of the masters to the integrated teaching the schoolchildren in mathematics and computer science includes the formed competencies in the selection of teaching content and the use of educational electronic resources; taking into account various factors of using information and communication technologies in the educational process, forming an idea of the role of informatization of education in society, its language, methods and means, and their quality control. Results. The practical activities of masters in creating the electronic courses for organizing online-learning were implemented, a system of computer tasks was created for the integrated teaching of the schoolchildren in mathematics and computer science. Conclusion. The training of masters to the integrated teaching of the schoolchildren in mathematics and computer science ensures their orientation in information and communication technologies and subsequent competent use of these technologies in their professional activities.

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Morze, Nataliia, and Tetiana Efymenko. "WHY SHOULD FUTURE COMPUTER SCIENCE TEACHERS STUDY COMPUTER DESIGN?" OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 13 (2022): 74–88. http://dx.doi.org/10.28925/2414-0325.2022.136.

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Teaching the discipline "Fundamentals of Computer Design" to students of Computer Science specialties of pedagogical universities is connected with modern educational trends arising from the requirements of the labor market. The paper substantiates the need to introduce this course in the educational process of training of pre-service Computer Science teachers, taking into account the professional teacher standard and the state standard in Computer Science. It is noted that the teaching of this course contributes to the formation of important interdisciplinary and subject professional competencies, including information and digital competence, which are necessary for both a modern specialist in the field of ICT and pre-service Computer Science teachers. The connection of this course with other disciplines that should be taught to pre-service Computer Science teachers according to the curriculum is presented. A survey of 1st year students majoring in "Informatics" was conducted to determine their knowledge and skills that they received before entering the university, their attitude to the use of various software used in the modern market of information and communication technologies for processing graphic data. The analysis of the respondents' answers showed what kind of graphic editors they use, which in turn allowed us to conclude that the conditions for pre-service teachers to achieve relevant competencies in computer design have changed.

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Luis, Jose, and Covadonga Rodrigo. "Open Educational Practices in Learning and Teaching of Computer Science." EDEN Conference Proceedings, no. 1 (September 21, 2021): 203–12. http://dx.doi.org/10.38069/edenconf-2021-ac0020.

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This paper shows several actions that address the use and development of open educational resources (OERs) and the utilisation of open source machine virtualization tools for Moodle course instantiation in a Computer Science-based Teacher Training course. The training is dedicated to show the basic characteristics and tools present in e-learning environments and to transmit the knowledge to develop educational resources and personalize different learning environments. The learning activities have been designed following the constructive approach, in the form of practical tasks that ensure the training of students in the self-implementation and personalisation of e-learning courses embedded into virtual machines. Students learn how to do the pedagogical design, to set up a delivery, and perform to develop their own resources and re-use from others. Finally, students have to assess the quality of the OERs following the UNE71362 standard. As a transversal pedagogical objective of the Master’s course, the learning aims to help the dissemination and awareness of the UNESCO’s Sustainable Development Goal 4 (SDG4) which ensures inclusive and equitable quality education and fosters lifelong learning opportunities for all. In this sense, specific OER development for gender inclusion and accessibility for all learners has been promoted.

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Konovalov, A. A., and N. I. Butorina. "Computer-based music production: Specifics of professional training." Education and science journal 23, no. 8 (October 14, 2021): 64–110. http://dx.doi.org/10.17853/1994-5639-2021-8-84-110.

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Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.

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Juanes, Juan A., and Pablo Ruisoto. "Technological Advances and Teaching Innovation Applied to Health Science Education." Journal of Information Technology Research 7, no. 2 (April 2014): 1–6. http://dx.doi.org/10.4018/jitr.2014040101.

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The objective of this special issue under the title “Technological advances and teaching innovation applied to health science education” is to improve health science education, to encourage the information exchange and dissemination regarding different training aspects in medical science. Technological procedures in teaching entail an important adequacy and teaching content analysis to transmit and be acquired by students, as well as their careful presentation so that the message and knowledge reach the student more effectively. Due to this, the design of technological applications is very important so that is becomes attractive to the user, and the time spent in the learning process helps optimize it and facilitate its knowledge. The authors will introduce, to teachers and researchers, current technological application tools and their possibilities in education; providing complementary training elements that help improve the teaching and learning process in health sciences. How these application of computer technologies in education broadens the action and intercommunication possibilities between teachers and students, allowing access to new means of exploration and representation, together with new ways to access knowledge through diverse types of tools: powerful body structure visualization, multimedia imagery, computer simulations, stereoscopic visualization, virtual and augmented reality techniques, computer platforms for resource and document storage and mobile devices will be further discussed.

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Kuzminskyi, Anatoliy I., Оleksandr V. Kuchai, and Olena A. Bida. "ВИКОРИСТАННЯ ПОЛЬСЬКОГО ДОСВІДУ ПІДГОТОВКИ ФАХІВЦІВ З ІНФОРМАТИКИ В СИСТЕМІ ПЕДАГОГІЧНОЇ ОСВІТИ УКРАЇНИ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 206. http://dx.doi.org/10.33407/itlt.v68i6.2636.

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The authors of the article have determined the content basis of specialist in computer science vocational training which was grounded on the functional approach in the research process. In particular, the content of relevant curricula and programs has been analyzed. The curricula of Poland and Ukraine provide a set of disciplines that ensure the formation of the professional competence of a specialist in computer science. Based on the state standard of a specialist in computer science, we have identified the following teacher of informatics competences: information system, operative-informatics, computer networks, competence in the field of programming. We considered their formation through the prism of the disciplines that they form. The curricula for the training of computer science specialists from Poland and Ukraine have been analyzed. We note that the group of disciplines in the humanities and socio-economic training cycle to a lesser degree, as well as the cycle of educational disciplines of professional and practical training, to a greater extent serve as a fundamental basis for the formation of the professional competence of a specialist in informatics. As for the disciplines of the group of professional and practical training, we note that among the disciplines that contribute to the formation and development of teacher of informatics competence, there are subjects that are characteristic for all higher educational institutions, such as: programming (including systemic, object- oriented, WEB-programming), database design, computer network administration, computer architecture, computer networks, computer graphics, operating systems. Therefore, in higher education institutions which train specialists in computer science, the curriculum provides a large number of disciplines, the content of which is aimed at forming the computer science specialists professional competence. On the basis of the comparative analysis of the training of the future computer science specialists in Poland and Ukraine, the authors have made the conclusion that advanced ideas of the Polish experience of training future specialists of informatics could be used in the Ukrainian system of pedagogical education.

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Osadcha, Kateryna, and Hanna Chemerys. "Analysis Of The Mention Of The Concept “Graphic Competence” In The Preparation Of The Future Bachelor Of Computer Science." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (September 30, 2017): 37–46. http://dx.doi.org/10.32919/uesit.2017.03.04.

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The article is devoted to theoretical analysis of the value of graphic competence. The basic scientific positions concerning the formation of graphic competence as an important component of the professional formation of specialists in the system of higher education of Ukraine are considered. The analysis of modern approaches, highlighted in domestic sources, concerning the definition of the essence of the concept of "graphic competence" as a component of qualitative training of a specialist has been carried out. The author emphasizes the demand for the formation of graphic culture in the future bachelors of computer sciences, on the basis of which the author's view on the definition of graphic competence as a component of qualitative professional training of competitive future bachelors on computer sciences in the conditions of a pedagogical institution of higher education taking into account modern social processes. The urgency of forming graphic competence is also substantiated by its role in education, development and upbringing, namely, in the development of thinking, cognitive abilities and spatial imagination of future bachelors in computer sciences, the development of practical skills. Due to the fact that the target preparation of the Bachelor of Computer Science is aimed at training highly skilled professionals, then each graduate of this profile must have a wide range of basic knowledge, skills and abilities in computer graphics and design for effective presentation of the developed Software to the end user. In order to develop the graphic competence of future bachelors in computer sciences, their training should be based on the development of basic knowledge of students on systems of computer design and graphics, computer animation and visualization, and work with graphical packages of 3D design. This will ensure conditions for the graduate to adapt to their professional activities and the subsequent successful application of acquired skills. The results of the analysis of the scientific experience of the mentioned authors, we have determined that graphic competence is versatile, and includes not only the features inherent in artistic or creative activity, but also solid knowledge and skills of the technical component, which are rapidly expanding and branching in view of rapid pace of development of computer technology and modernization of graphic tools.

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Ryantová, Marie. "Training of Archivists in the 21st Century: Some Reflections." Atlanti 27, no. 2 (October 17, 2017): 225–33. http://dx.doi.org/10.33700/2670-451x.27.2.225-233(2017).

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The end of the 20th century and the beginning of the 21st century brought numerous changes to Archival science. Not only employees of different archives, but also universities, resp. educational institutions, which trains these workers, have to cope with them. Archivists will still need „traditional“knowledge of Auxiliary historical sciences or History of administration in the future, but simultaneously it will be necessary to develop a more significant specialization in information science or create directly „Cyber archival science“. Archivists should obtain at least basic knowledge of computer science or so-called History informatics, Digital humanities and Cyber security. However, the knowledge gained at the beginning of archivist’s career is not sufficient for the entire duration of its course - and so besides university education or other special trainings possibilities for further education and the expansion of professional competencies in different areas must be developed.

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Šlekienė, Violeta, and Loreta Ragulienė. "IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 141–59. http://dx.doi.org/10.48127/gu/14.20.141.

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In order to enhance the quality of teaching of science subjects, consistent and systematic development of the learning environment is necessary, i.e. preparing new training (learning) resources and systematic teacher training is very important. The project "Improvement of science teachers competence of experimental performance based on updated learning tools and general training programs of grades 9-12” (GAMEK) was designed to address this problem. Project goal - improvement of physics, chemistry, biology teachers’ competency of experimental performance. Project Coordinator - Lithuanian University of Educational Sciences, the partners – Šiauliai University and Vytautas Magnus University. This article presents the activities of the project “GAMEK” and computerized experiments in science teaching. More than 300 physics, chemistry and biology teachers from various schools of Lithuania have been trained to perform experimental activities, to master new computerized teaching labs (Nova5000, Xplorer GLX) and inquiry-based science teaching. Electronic physics, chemistry and biology teacher's books and lab folders, which are intended to help teachers to prepare for and carry out laboratory work lesson, using digital tools, have been developed. Key words: competence of experimental performance, science education, teacher training, computer based experiment.

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Gremalschi, Anatol. "TRAINING AND DEVELOPMENT OF DIGITAL SKILLS IN GENERAL EDUCATION." Acta et commentationes: Științe ale Educației 27, no. 1 (April 2022): 7–20. http://dx.doi.org/10.36120/2587-3636.v1i27.7-20.

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Based on the analysis of the curricula in computer science subjects in the countries with traditions in the field and the experience of the Republic of Moldova, it is argued the need to further promote the curricular reform in general education. It is proposed to re-conceptualize the current and summative assessment methods in computer science disciplines by basing them on the evaluation of digital products developed by students: documents and electronic presentations, Web documents, computer programs, simulation models. It is recommended that the assessment itself be conducted in a digital environment, giving students the opportunity to demonstrate their knowledge and skills directly on the computer.

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Koonce, Jefferson M., and William J. Bramble Jr. "Personal Computer-Based Flight Training Devices." International Journal of Aviation Psychology 8, no. 3 (July 1998): 277–92. http://dx.doi.org/10.1207/s15327108ijap0803_7.

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PAVLOVA, Nataliia. "METHODICAL COMPONENT OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF INFORMAT- ICS IN THE CONDITIONS OF THE ESTABLISHMENT OF HIGHER EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 62–66. http://dx.doi.org/10.31651/2524-2660-2020-4-62-66.

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The meaning of the concept "methodical training of future teachers" is revealed. The need to im- prove the methodological training of future computer sci- ence teachers while studying in higher education institu- tions is substantiated. The analysis of the methodical component of professional training of applicants for higher education at the bachelor's and master's levels according to the educational-professional program Secondary Edu- cation (Informatics) is carried out. Methodical training of applicants for higher pedagogical education is aimed at mastering the basics of methodical activities of the subject teacher and is based on special (subject), psychological, pedagogical and methodological knowledge and skills, as well as professional motives that permeate each of the previous components. The peculiarities of the organization of methodical training in the process of studying the methods of teaching computer science are revealed, ex- amples of educational and methodical tasks are given, the solution of which is aimed at mastering methodical knowledge and formation of methodical skills. Emphasis is placed on the methodological training of future teachers on the basis of the competence paradigm. Methodological training should be cross-cutting and reflected at all stages of obtaining the qualification of "computer science teacher" in a higher education institution, primarily by means of disciplines from the cycle of professional training of com- pulsory and elective components of the educational- professional program. It is necessary to take into account the purpose and objectives of the school course "Informat- ics", tools, methods and principles of teaching, content of educational material, projected learning outcomes, meth- ods of teaching computer science in general and its indi- vidual sections, the dynamic development of computer science as a basic science and as a discipline in the sec- ondary education institutions. Methodical training of future teachers of computer science is considered as: learning process; component of the training system; learn- ing outcome. It is found that the result of methodical train- ing is acquired at a certain level of methodological compe- tence, which reflects the formed skills to reasonably and methodically construct the educational process from the school course of computer science for a specific didactic situation taking into account psychological mechanisms of learning and developing computer skills.

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Journal articles on the topic 'Computer science training'

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