Relevant bibliographies by topics / Computers and literacy

Academic literature on the topic 'Computers and literacy'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Computers and literacy"

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Darvall, K. "Computers and Aboriginal Literacy." Aboriginal Child at School 14, no. 4 (September 1986): 3–10. http://dx.doi.org/10.1017/s0310582200014474.

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Kids love computers. Computers are not seen as work but rather, games.I believe this to be true for most children. The exception would be the young computer buffs who become hooked on computer technology, and even for these computer buffs, it is probably still a game.Computer technology has become a fact of everyday life. We‘re all affected by computer technology. With this in mind, I believe it is essential that all children become familiar with computers, with regular ‘hands on’ experience. With the right selection of software, schools can incorporate computer-assisted learning across the curriculum. The experiences children have now with computers can lead to a variety of job opportunities in future years.
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Wahidah. "COMPUTER LITERACY AMONG IAIN LHOKSEUMAWE STUDENTS." JL3T ( Journal of Linguistics Literature and Language Teaching) 4, no. 1 (December 31, 2018): 28–42. http://dx.doi.org/10.32505/jl3t.v4i1.749.

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Having certain level in computer literacy is very important to educational setting for students. They should have skill and positive attitudes toward computer to achieve effective teaching and learning process. This study aimedto measure the computing skills, knowledge of IAIN Malikussaleh students about computers, also their attitude toward computers. It is also to determine whether students’ characteristics such as field of study, duration of students’ exposure to computers have significant influence on their computer literacy. From the computation it can be seen that the level of IAIN Malikussaleh students’’ computer skills applied was 4.306 of mean from the highest score of 5 with standard deviation 0.82624 in general. This number indicated that IAIN Malikussaleh students’’ level of computer skill is above average. English and Arabic department students possess quite similar ability or skill in term of computer literacy.The most notable result of this result is the respondents’ attitude toward computer. The respondents who possess good computer skills should have positive attitude toward computer. However, the IAIN Malikussaleh students’ attitude toward computer is average.
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Gurbuz, Tarkan, Soner Yildirim, and M. Yasar Ozden. "Comparison of on-Line and Traditional Computer Literacy Courses for Preservice Teachers: A Case Study." Journal of Educational Technology Systems 29, no. 3 (March 2001): 259–69. http://dx.doi.org/10.2190/ckt8-cbff-h17e-227y.

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This study investigated the effectiveness of two computer literacy courses (one was offered as on-line and the other one was offered through traditional methods). Two courses were compared in terms of their effectiveness on computer attitude of the student teachers and their learning experience about computers. This study also explored the other factors that contributed to changes in attitudes of the student teachers and their beliefs about computers in education. The study used data from 209 (147 female, 62 male) student teachers of which 69 of them attended to the on-line computer literacy course, and 140 of them attended to the traditional computer literacy course. Findings indicate that there is a combined effect of gender, computer literacy course type (traditional vs. on-line), whether any computer-related course was taken before, previous computer attitude and possession of home a computer on student teachers' post-attitude, toward computers. The follow-up study results were also supportive to the results of statistical analysis, and they investigated student teachers' perceptions about the computer literacy course they attended.
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Waluyo, Retno, Fergyanto E. Gunawan, and Ito Setiawan. "The Measurement of Information and Communication Technology Literacy: A Case Study of the Village Officials in Purbalingga." CommIT (Communication and Information Technology) Journal 16, no. 1 (February 8, 2022): 19–25. http://dx.doi.org/10.21512/commit.v16i1.7118.

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The application of e-government for agencies from the basic level, sub-district, aims to create single-united data to be accessed from sub-district to district and even national. Then, human resources capability in Information and Communication Technology (ICT) literacy is also essential to maximize the application of e-government. However, the implementation of egovernment in Purbalingga has not been carried out optimally due to the lack of use of computers and the Internet by village officials. The research aims to measure the level of ICT literacy of village officials and the correlation between computer literacy and Internet literacy. The research is a quantitative study using a survey method with the People Capability Maturity Model (P-CMM) concept. Around 108 village officials in Purbalingga are involved in the research. The results show that ICT literacy is still at level 2. It implies that the village officials use computers and the Internet many times with the same usage pattern to assist their jobs. In addition, the correlation between computer literacy and Internet literacy is positive and strong. It means that if computer literacy increases, Internet literacy will also increase. Therefore, it is concluded that village officials in Purbalingga are accustomed to doing daily activities using computers and the Internet with the same usage pattern.
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Akhu-Zaheya, Laila M., Wejdan Khater, Mohammed Nasar, and Omer Khraisat. "Baccalaureate nursing students’ anxiety related computer literacy: a sample from Jordan." Journal of Research in Nursing 18, no. 1 (July 18, 2011): 36–48. http://dx.doi.org/10.1177/1744987111399522.

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The learning environment extends beyond the classroom, in a way, necessitating integration of computer literacy with education, establishing e-learning culture within future nursing education and facilitating life-long learning, which goes hand in hand with reshaping the future of the nursing practice. Despite the rapid integration between computers and different health care issues, studies indicated that nursing students have extremely low levels of computer literacy. Therefore, the purpose of this study was to assess the anxiety-related computer literacy rates of a few nursing students in Jordan. A convenient sample of 441 undergraduate nursing students was selected. A descriptive study utilised a self-administered questionnaire of the Arabic version of the Computer Anxiety Rating Scale and Computer Literacy Scale Data between 20 May and 30 July 2009. Study results indicated that there was a significantly negative relationship between computer anxieties and computer literacy rates. This implies the need for frequent use of computers in various educational and training activities. Frequent use of the computer would reduce computer anxiety and thus enhance computer literacy rates.
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Noor Hayati Mohamed Zawawi, Siti, and Rashidah Abdul Rahman. "An Empirical Study On Computer Literacy Among Graduating Students In The Bachelor Of Accountancy Programs Of Malysian Public Higher Institutions." Journal of Financial Reporting and Accounting 1, no. 1 (January 6, 2003): 81–104. http://dx.doi.org/10.1108/19852510380000669.

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Information age in the 21st century is witnessing the dramatic increase in computer‐related jobs. Many employers are now recruiting candidates who have knowledge and experience in information technology or those who are computer literate. Therefore, potential candidates should m aster at least some level of computer literacy. Thus, the m ain objective of this study is to analyse the level of computer literacy among graduating Bachelor of Accountancy students in Malaysian public higher institutions. Based on the findings, computer literacy can be group into basic, advanced, self‐efficacy and technical level. Evidence shows that, graduating accountancy students are computer literate at the basic, advanced and self‐efficacy level. Significant difference is also found in the students’ perceptions on Accounting Information System (AIS) suggesting that the educators should give due attention to AIS courses, particularly in enhancing students’ computer literacy level. There are also evidence that the level of basic and advanced computer literacy of male students are significantly higher than female students; those who woned computers are significantly more computer literate in terms of basic and advanced computer literacy than those who did not own computers; and finally, previous computer experience is not generally related to computer achievement, except for self‐efficacy computer literacy level.
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Kiseliova, Orinta. "Computer literacy of primary school teachers." Lietuvos matematikos rinkinys 43 (December 22, 2003): 243–47. http://dx.doi.org/10.15388/lmr.2003.32413.

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The research (sample N = 213) shows strong primary school teachers' motivation to use computer technologies and dynamic vusual aids in teaching process. Today limited use of computers and lack of instruction programmes.
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Cadiz-Gabejan, Alona Medalia, and Melinda Jr C. Takenaka. "Students’ Computer Literacy and Academic Performance." Journal of World Englishes and Educational Practices 3, no. 6 (June 30, 2021): 29–42. http://dx.doi.org/10.32996/jweep.2021.3.6.4.

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This study determined the level of computer literacy and its influence on the academic performance of junior high school students. Specifically, it probed into the students’ attitude toward computers and sought answers to the following: the extent of students’ computer literacy in terms of Word Processing, Spreadsheet, Presentation, and General Computing; their academic performance based on the mean percentage scores during the first and second quarters of the school year 2019-2020; issues and problems encountered by them relative to the extent of their computer literacy; and the solutions that may be suggested by themselves to address the constraints they encountered relative to the extent of their computer literacy. Also, by employing descriptive-correlational analysis, the study examined the significant differences in the extent of students’ computer literacy in said areas when paired according to their attitude toward computers and the significant relationship between their academic performance and the extent of their computer literacy in terms of the identified areas. Generally, the findings of the study revealed that the students needed to enhance the extent of their computer literacy in the areas of word processing, spreadsheet, presentation, and general computing. The results also signified that the greater the extent of their computer literacy in said areas, the higher their academic performance. This implied that classroom intervention activities are imperative to enhance the extent of the students' computer literacy. Thus, teachers should support them by implementing an intervention program that improves students’ level of computer literacy in the specific areas mentioned.
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Turner, Christopher. "Computers and Literacy: Evidence Ignored." English in Education 28, no. 1 (March 1994): 27–32. http://dx.doi.org/10.1111/j.1754-8845.1994.tb00699.x.

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Sampath Kumar, B. T., M. T. Basavaraja, and R. Gagendra. "Computer literacy competencies among Indian students: the digital divide." Asian Education and Development Studies 3, no. 3 (September 30, 2014): 267–81. http://dx.doi.org/10.1108/aeds-03-2014-0007.

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Purpose – The purpose of this paper is to investigate computer literacy competencies among rural and urban students in India and its prime objectives are to find out: how rural and urban students use computers, what is the purpose of computers for these students and what problems have the students encountered while using computers. Design/methodology/approach – Scheduled interviews were conducted to collect necessary data from rural and urban students. The interview schedules consisted of various questions designed to elicit details about the students’ use of computers. A total of 600 interview schedules were collected and data were analyzed using Statistical Package for the Social Sciences for windows to test the formulated hypothesis. Findings – The findings of the study indicate that the infrastructural facilities varied among rural and urban schools. Another notable finding of the study was that majority (91.33 percent) of urban students used computers compared to a significantly less percentage of rural students (32.33 percent). Most rural students have not used computers mainly because they do not know how to (49.75 percent) followed by lack of support from teachers (48.76 percent) and non-availability of computers in their schools (48.27 percent). Electrical power failure was another major problem faced by both urban students (31.75 percent) and rural students (40.20 percent). Originality/value – This study attempted to learn about the computer literacy competencies among the students and the digital divide in Indian schools. On the basis of the findings, the study has recommended guidelines to bridge the digital gap. These findings and recommendations will potentially be helpful to school authorities and the government in order to take the necessary measurements to bridge the digital gap between the rural and urban students.
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Dissertations / Theses on the topic "Computers and literacy"

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Sylla, Fatimata Seye. "Computers and literacy in Senegal." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/77676.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1985.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH.
Includes bibliographical references (leaves 109-110).
This thesis reports two exploratory studies on the use of compute:-s in education in a third world context. One study looks at elementary school children in Dakar in order to elucidate a set of research questions such as whether there are gender differences and whether these are the same as what has been observed In the United States, whether there are differences related to social status or to degree of assimilation of French education and, more generally, whether it is possible to identify influences of Senegalese culture on the way children learn to use computers. The second study looks at two groups of illiterate adult women: one In Dakar and the other made up of immigrants from Latin America living in Boston. I believe that my results cast some light on scientific questions about how cultures affect learning. But my own interest goes beyond simply understanding. I want to develop educational methods that will use our diverse cultures as sources of strength for new educational methods rather than seeing them as "obstacles" to the exportation of ready made educational methods from "developed" to "developing" countries. My explorations are chosen with this intent and my thesis is colored with preliminary speculations about how to realize it.
by Fatimata Seye Sylla.
M.S.
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Carlson, Andrea. "Computers, literacy and the bilingual/bicultural child." Thesis, University of Kent, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432828.

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Skulkhu, Jaruwan. "Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330671/.

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The purpose of this study was to investigate and analyze computer literacy and general attitudes toward computers of students at Thai public unversities. The comparative study of computer literacy levels and attitudes toward computers among Thai students with various demographic classification was performed followed by the study of relationships between the two variables among the samples. A fifty-eight-item questionnaire was adapted from the computer literacy questionnaire developed by the researchers at the Minnesota Educational Computing Consortium. The items were designed to assess knowledge and attitudes relative to computers. The questionnaire was administered to a random sample of 492 students who took at least one computer course from thirteen public universities in Thailand. Statistical tests used to analyze the data included t-test, one-way analysis of variance, and Pearson product moment correlations. Based on the research findings, the following conclusions were drawn: (1) Thai university students exhibited a moderate computer literacy level. (2) While a higher proportion of female students enrolled in computer classes, male and female students reported similar computer literacy levels. (3) Graduate students had higher computer literacy levels than did other students from different educational levels. (4) Academic majors and academic performance (GPAs) were also factors affecting computer literacy levels. Education majors displayed higher computer literacy levels than mathematics majors and science majors. (5) Students with higher GPAs had higher levels of computer literacy than the groups with lower GPAs. (6) Computer literacy was not age dependent. (7) Generally, Thai university students showed positive attitudes toward computers. (8) Males and females both showed positive attitudes toward computers. (9) Graduate students exhibited more positive attitudes toward computers than all other groups. (10) The groups of students with lower GPAs displayed lower positive attitudes toward computers. (11) There was a strong positive relationship between students' knowledge and their attitudes toward computers. It is recommended that computer education should be viewed in relation to its contribution to educational process as a whole. It should be relevant to the local environment, work, individuals and. society needs sis well as development of positive attitude toward manual skills. More research is needed in the areas of teacher education, evaluation techniques to assess students' progress in a new teaching context, and ethical values relative to computers.
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An, Jianhua. "Cultural factors in constructivist design : computer literacy for the workplace /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11714025.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: John Black. Includes tables. Includes bibliographical references (leaves 170-180).
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Webster, Linda D. "Measuring change in computer self-efficacy and computer literacy of undergraduates in an introduction to computers course /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164548.

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Mansourian, Lida. "The Association Between Exposure to Computer Instruction and Changes in Attitudes Toward Computers." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331898/.

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The problem with which this study was concerned is the association between exposure to computer instruction and changes in attitudes toward computers. The study had a two-fold purpose. The first was to determine the attitudes of undergraduate students toward computers. The second was to determine whether exposure to information about computers and their uses is associated with changes in students' attitudes toward computers. A computer literacy test was administered to subjects as a pre-and post-test. The major findings of the study indicate that there were significant, positive attitude changes among students exposed to computer instruction. There were also significant increases in knowledge about computers among participants exposed to computer instruction. The major conclusions are that attitudes are not fixed and develop in the process of need satisfaction. Participants in the study experienced attitude changes, which supports the suggestion that attitudes are developmental. Futhermore, the attitude changes observed in the study occurred in the process of learning about computers, a process assumed to be rooted in the educational and/or career needs of the participants. Attitudes are shaped by the information to which people are exposed. Attitude modification seldom, if ever, occurs in a vacuum. Instead, it most often takes place in the context of information dissemination and exposure. In this study, attitudes toward computers changed positively and significantly as participants were exposed to information about computers.
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Miles, Martin Paul. "Using talking computers to help children experiencing literacy difficulties." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312069.

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Comaskey, Erin M. "A kindergarten intervention study comparing rime and phoneme based programs and their effects on early literacy through computer literacy software : ABRACADABRA." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99582.

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This study investigates the use of a new literacy software ABRACADABRA with pre-reading kindergarten students. The participants ( n=27) from one school were assigned randomly to one intervention group (rime or phoneme) and (n=17) school two served as a control. Ten hours of either a rime or phoneme ABRACADABRA intervention were employed to compare overall effectiveness of the software with regular classroom instruction. All participants were pre-tested at the onset of the study and post-tested following the intervention using eight highly sensitive measures to detect change in word reading strategies and phonemic skills specific to the two delivery methods. Measures were developed from previous studies and included blending and segmenting of matched CV (consonant-vowel), VC (vowel-consonant) words, high and low rime nonsense word reading, rime and coda articulation tasks. The results showed improvement in both interventions over the control on Letter-Sound knowledge and a combined reading task with a large advantage to the phoneme intervention in blending of VC words.
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Biggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.

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Salleh, Arfah. "The role of computers in the enhancement of accounting education." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327408.

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Books on the topic "Computers and literacy"

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Horn, Carin E. Computer literacy: Problem-solving with computers. 2nd ed. Austin, TX: Sterling Swift Pub. Co., 1985.

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Daniel, Chandler, and Marcus Stephen, eds. Computers and literacy. Milton Keynes, England: Open University Press, 1985.

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Spencer, Donald D. Discover computers: An introduction to computer literacy. 2nd ed. Ormond Beach, Fla: Camelot Pub. Co., 1996.

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D, Spencer Donald. Discover computers: An introduction to computer literacy. Ormond Beach, Fla: Camelot Pub. Co., 1988.

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Kershner, Helene G. Introduction to computer literacy. USA: D.C.Heath, 1989.

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Kershner, Helene G. Introduction to computer literacy. Lexington, Mass: D.C. Heath, 1990.

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Stananought, Joyce. Computer literacy cards. Ormskirk: Sanda, 1985.

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Amankrah, J. Y. Computers in business: (a computer literacy primer for students). London: Aman Publications, 1992.

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Novacky, George A. Computers and networks: A laboratory approach to computer literacy. 2nd ed. New York: Primis Custom Publishing, The McGraw-Hill Companies, 1998.

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Novacky, George A. Computers and networks: A laboratory approach to computer literacy. New York: Primis Custom Pub., the McGraw-Hill Companies, 1998.

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Book chapters on the topic "Computers and literacy"

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Walsh, Vincent. "Analogue Computers." In Computer Literacy, 128–30. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_23.

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Walsh, Vincent. "Games on Computers." In Computer Literacy, 135–38. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_25.

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Salomon, Gavriel, Ely Kozminsky, and Merav Asaf. "Computers and Writing." In Handbook of Children’s Literacy, 229–46. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_13.

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Walsh, Vincent. "Towards the Fifth Generation of Computers." In Computer Literacy, 113–18. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_20.

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Burkhardt, Hugh, Daniel Pead, and Kaye Stacey. "Computers in Teaching for Mathematical Literacy." In Learning and Teaching for Mathematical Literacy, 191–212. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003303503-11.

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Mercer, Neil, Rupert Wegerif, Lyn Dawes, Clare Sams, and Manuel Fernandez. "How Computers Can Help Children Think Together About Texts." In Interactive Literacy Education, 245–68. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003417965-11.

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Wells, Andrew. "Literacy in the Age of Computers and the Internet." In The Literate Mind, 166–78. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36878-1_9.

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Micheuz, Peter. "20 Years of Computers and Informatics in Austria’s Secondary Academic Schools." In From Computer Literacy to Informatics Fundamentals, 20–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31958-0_3.

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Snyder, Ilana. "Research Methods for Studying the Use of Computers in Literacy Classrooms." In Encyclopedia of Language and Education, 239–48. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4535-0_23.

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Markham, Julian E. "Computer Literacy." In The Future of Shopping, 143–57. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-14797-7_14.

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Conference papers on the topic "Computers and literacy"

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A. Marold, Kathryn, and Janos Fustos. "Hybrid Delivery of Computer Literacy Requirements for Undergraduate Business Schools: A New Model." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2422.

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The paper presents a revised model for handling the computer literacy and information systems requirements for undergraduates. The model was proposed for School of Business students at the Metropolitan State College of Denver. Through a combination of entrance screenings, self-paced Web Based Training courses on the campus network, and traditional classroom Introduction to Computers courses, a more efficient model for computer literacy was established. Then a hybrid model to deliver the introductory information systems class was proposed - to save scarce faculty and campus resources, yet preserve the traditional classroom instruction that some students need. The proposed hybrid model takes into consideration the higher level of computer literacy of many modern students, and takes advantage of the newest methods of interactive Web based training that make self-paced courses a practical means of learning.
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Atkinson, Keith, Jaclyn Barnes, Judith Albee, Peter Anttila, Judith Haataja, Kanak Nanavati, Kelly Steelman, and Charles Wallace. "Breaking Barriers to Digital Literacy." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2982142.2982183.

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Bazler, Judith A. "Effective Global Perspectives Influencing of Practicing Teachers’ Technological Literacy." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.734-001.

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Stefanescu, Valeriu, Cornelia Stefanescu, and Oana Stoican. "TEACHERS' DIGITAL LITERACY TRAINING IN PRESCHOOL EDUCATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-139.

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The use of new technologies in teaching proves its efficiency provided that teachers receive proper training in this area. It is also necessary for the teacher to adapt the electronic resources available to the age of students and their learning needs. New computer skills in kindergarten are focused on issues related to teacher training (the ability to use the computer, the characteristics of the subject they teach, the age level of students), to the available material basis (the access to ICT equipment, the number of computers and other equipment, ICT equipment placement in special purpose spaces, reliability, Internet access, networking, diversity and quality of educational software), to their personality structure (positive attitude and open to the utility of new technologies, professional experience ) but also to the institutional needs (supporting the school organization the teacher belongs to, both technically and in terms of educational or scientific, the dynamic culture of the educational organization characterized by disseminating of best practices). The premise behind the present study was the idea that the integration of ICT in preschool education is conditioned by three important elements: initial and continuous training of teachers, teachers' attitude towards ICT as well as the conditions or the actual context of the integration of ICT. Our study is an investigation conducted on a representative sample of preschool teachers and aims to highlight the ways in which they have formed and develop their digital skills, but also the ways in which these skills are put into practice in the course of instructive teaching activities with preschoolers.
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Sengewald, Timon, and Agnes Tremmel. "Teaching AI Literacy for Innovation: Work in Progress." In SIGMIS-CPR '24: 2024 Computers and People Research Conference. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3632634.3655874.

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Kaplan, Olga Untila. "Media Literacy in a Changing Process in Turkey." In 2019 11th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2019. http://dx.doi.org/10.1109/ecai46879.2019.9042089.

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Mombach, Jaline, Paulo Silas Souza, Fabrizzio Alves de Melo Nunes Soares, Fabio Rossi, Tiago Ferreto, and Lara Leal. "An approach for children's emergent literacy adaptive activities." In XXX Simpósio Brasileiro de Informática na Educação (Brazilian Symposium on Computers in Education). Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2019. http://dx.doi.org/10.5753/cbie.sbie.2019.489.

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Priban, Tomas. "THE MEASUREMENT OF COMPUTER ATTITUDES IN BLENDED LEARNING COURSE AND ATTENDANCE COURSE. CASE STUDY: CZECH REPUBLIC." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-039.

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Information age is around us and more and more people are forced to live and work using information and communication technology. Because of this fast changing society and workplace, it is very important for citizens and employees to understand and be able to use the technology around them. But the question is when we can say that a person is computer literate and when we cannot. For everyone that line is somewhere else and unfortunately there is no uniform definition. Question of knowledge and skill evaluation of students is very current nowadays, which is proved by current effort of Ministry of Education, Youth and Sports of Czech republic. It wants to initiate evaluation of students in fifth and ninth grade besides initiation of state graduation exams. The issue of evaluation is a cynosure even in foreign countries. That is proved by existence of several institutions, which are specialized in this issue. Since the testing and measuring of computer literacy to be held on living people, it is important to take into account their personality and their attitude to computers, because their attitude to the computers can significantly affect the overall results. This study focuses on a comparison of attitudes to the computers in blended learning course and attendance course depending on their study results. For measurement was using the czech version of computer attitude scale (CAS) questionnare, which first appeared in the works of Loyd and Gressard (1984) and Loyd and Loyd (1985). The CAS has been used with a variety of adult populations, for example Nash and Moroz (1997), Busch (1995), Varank (2006), etc. Simultaneously strong relationship between computer skills and attitude to computers is appeared in literature (Garland, and others, 2003).
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Luis, Carlos, Helena Afonso, and Maria Jose Marcelino. "Low literacy adults education: Towards a holistic view of the context." In 2019 International Symposium on Computers in Education (SIIE). IEEE, 2019. http://dx.doi.org/10.1109/siie48397.2019.8970127.

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Ollis, David, and John Krupczak. "Teaching Technology Literacy: An Opportunity for Design Faculty?" In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASME, 2006. http://dx.doi.org/10.1115/detc2006-99528.

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Reports on the topic "Computers and literacy"

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Hudson, David L., Michelle M. Osborn, Lois M. Spangenberg, Charles T. Thorn, and Mary S. Trainor. Application of Computers to Learning in the Command and General Staff College: Assessment of Computer Literacy in CGSC. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada209823.

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Stein, Catherine R., Mary Mays, Cynthia A. Abbott, and Barbara Wojcik. Medic Training 2000 (MT2K) Surveys Regarding Computer Literacy. Frequency Tables. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada383770.

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Ruchotzke, Ethan. Building Computer Literacy Through Games: A Game Design Resource Compendium for the Innovate-IT Program. Ames (Iowa): Iowa State University, May 2024. http://dx.doi.org/10.31274/cc-20240624-327.

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

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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LaFlair, Geoffrey. Duolingo English Test: Subscores. Duolingo, October 2020. http://dx.doi.org/10.46999/wbqi4443.

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The Duolingo English Test is a computer adaptive test that provides an overall score that represents test taker English language proficiency. However, stakeholders, such as university admissions officers, often want to make decisions based on test taker ability in one or more components of language ability, such as speaking. Similar to overall scores, subscores should meet standards of reliability when used for decision making. In addition, subscores should provide distinct information about the test takers’ abilities above and beyond the overall score. In this paper, we report on the research behind four subscores reported by the Duolingo English Test (Literacy, Conversation, Comprehension, and Production) that can be used by stakeholders to make decisions about test takers.
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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina, and Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.
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