To see the other types of publications on this topic, follow the link: Computers and literacy Australia.
Journal articles on the topic 'Computers and literacy Australia'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Computers and literacy Australia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Yi, Youngjoo. "Asian adolescents’ out-of-school encounters with English and Korean literacy." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (June 30, 2005): 57–77. http://dx.doi.org/10.1075/japc.15.1.06yi.
Full textAbstract:
The acquisition of second language (L2) academic literacy has attracted increasing interest among L2 literacy researchers as the number of English Language Learners (ELLs) studying in schools in Anglophone countries like Australia, the United Kingdom, Canada, and the United States continues to grow. However, this emphasis on academic literacy has led L2 researchers to overlook the importance of exploring other types of literacy, especially out-of-school literacy. In particular, few studies have examined the impact of out-of-school literacy activities on overall literacy acquisition, as well as on the development of academic literacy skills. This article describes a study that examined the nature of three Asian adolescent ELLs’ out-of-school literacy practices and their implications for school-based literacy growth. These Asian adolescent ELLs engaged in various types of reading and forms of writing in both their native language (L1), Korean, and their L2, English, within both print and computer-based contexts. The findings suggest some often overlooked connections, direct or indirect, between in and out-of-school literacy. The article discusses the implications of these findings for pedagogy and future research.
2
Tawfik, H., R. Huang, M. Samy, and A. K. Nagar. "On the Use of Intelligent Systems for the Modelling of Financial Literacy Parameters." Journal of Information Technology Research 2, no. 4 (October 2009): 17–35. http://dx.doi.org/10.4018/jitr.2009062902.
Full textAbstract:
Research has shown that more young people lack good financial literacy and make poor financial decisions. Financial literacy is not only important for individuals, but also for families, financial institutions, and the entire economy. In this paper, artificial neural networks (ANNs) and support vector machines (SVMs) are used as tools to model the financial literacy levels of young university students across Australia and three Western European countries. The goal was to ascertain the students’ level of financial knowledge in relation to the use of credit card and loan facilities based on a number of input parameters such as age, gender and educational level. Sensitivity analysis is applied to determine the relative contribution of each input parameter to the overall financial literacy model. The experiments show that ANNs and SVMs exhibit promising results and capabilities for effectively modeling financial literacy. Our findings indicate that the main determinants of young people’s level of financial literacy include educational level, length of employment, age, and credit card status – in terms of the use of credit card facilities, and gender, living status and credit card status – in terms of the use of loan facilities.
3
Bapte, Vishal Dattatray. "Information Literacy a Scientometric Assessment of Global Research Output." DESIDOC Journal of Library & Information Technology 40, no. 01 (February 17, 2020): 374–81. http://dx.doi.org/10.14429/djlit.40.01.14686.
Full textAbstract:
The paper attempts to measure the global research output on information literacy (IL) on the basis of data retrieved from SCOPUS database during 1975 to 2019. The total output included 7070 record and 50584 citation. The average citation per paper was 7.15 per cent. Among the most significant sources titles used for the publication of IL research, Communication in Computer and Information Science was found to be leading journal with 380 papers. However, Journal of Academic Librarianship has been recorded for receiving highest citations (6.75 %) and highest (32) h-index. Pinto, M from Universidad de Granada has been observed as the most prolific author with 48 publication. Lloyed, A got maximum 1062 citation and the highest (17) h-index was calculated for him. Out of total output in the entire subject field, the subjects in the Social Sciences have been resulted for highest quantitative yield with h-index 170. With regard to the distribution by the types of documents, ‘Article’ seemed to be most preferred source over the rest. USA accounted for 46.94 per cent research output in total publications. Purdue University from United States and Queensland University of Technology ‘OUT’ from Australia have been most prominent institutions in terms of institutional output. 7070 documents produced 22353 keyword in which the phrase ‘information literacy’ dominated the remaining terms.
4
Wolgemuth, Jennifer R., Robert Savage, Janet Helmer, Helen Harper, Tess Lea, Phillip C. Abrami, Adrienne Kirby, et al. "ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial." Computers & Education 67 (September 2013): 250–64. http://dx.doi.org/10.1016/j.compedu.2013.04.002.
Full text
5
MacLure, Katie, and Derek Stewart. "Digital literacy knowledge and needs of pharmacy staff: A systematic review." Journal of Innovation in Health Informatics 23, no. 3 (October 7, 2016): 560. http://dx.doi.org/10.14236/jhi.v23i3.840.
Full textAbstract:
Objective To explore the digital literacy knowledge and needs of pharmacy staff including pharmacists, graduate (pre-registration) pharmacists, pharmacy technicians, dispensing assistants and medicine counter assistants.Methods A systematic review was conducted following a pre-published protocol. Two reviewers systematically performed the reproducible search, followed by independent screening of titles/abstracts then full papers, before critical appraisal and data extraction. Full articles matching the search terms were eligible for inclusion. Exclusions were recorded with reasons. Kirkpatrick’s 4 level model of training evaluation (reaction, learning, behaviour and results) was applied as an analytical framework.Results Screening reduced the initial 86 papers to 5 for full review. Settings included hospital and community pharmacy plus education in Australia, Canada and the US. No studies of pharmacy staff other than pharmacists were identified. Main findings indicate that pharmacy staff lack digital literacy knowledge with minimal research evidenced at each level of Kirkpatrick’s model.Conclusions As a society, we acknowledge that technology is an important part of everyday life impacting on the efficiency and effectiveness of working practices but, in pharmacy, do we take cognisance, ‘that technology can change the nature of work faster than people can change their skills’? It seems that pharmacy has embraced technology without recognised occupational standards, definition of baseline skills or related personal development plans. There is little evidence that digital literacy has been integrated into pharmacy staff training, which remains an under-researched area.
6
박지현, LEE, MOONSOO, 신학경, and Soojin Kim. "Analysis of Structural Relationships of Student and School Factors' Effect on Students’ Computer and Information Literacy in Czech Republic, Australia and Korea." Journal of Research in Curriculum Instruction 20, no. 6 (December 2016): 437–46. http://dx.doi.org/10.24231/rici.2016.20.6.437.
Full text
7
Park, Sora. "Patterns of and Reasons for Infrequent Internet Use: A Qualitative Exploration of Australian Youth." Children Australia 39, no. 3 (September 2014): 177–84. http://dx.doi.org/10.1017/cha.2014.19.
Full textAbstract:
While there is a popular belief that the digital generation is immersed in and adept at using digital media, recent studies point to a large variation among young people in their appropriation of digital technologies. This study examined the patterns of, and reasons for, infrequent use of digital technology among the younger generation, by conducting semi-structured interviews with 19 school-aged Australian youth. Infrequent users focused narrowly on a small number of applications and did not explore the wide range of available activities. This was mainly due to their lack of confidence and the perceived irrelevance of digital technologies to their lives. Most participants in this study had chosen a vocational path where computers and the internet were not integral to their everyday learning experience. This deterred them from improving their digital media literacy. Based on observations, I argue that it is not sufficient merely to provide access to digital media; rather, users need motivation, skills and perceived benefits in order to utilise this technology fully. In the case of school-aged youth, schoolwork as well as their peer group culture influences how they situate themselves in the digital environment that surrounds them.
8
Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.
Full textAbstract:
Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
References
Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607
Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958
Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. American Journal of Educational Research, 7(7), 471–481. https://doi.org/10.12691/education-7-7-6
Bryan, A., & Volchenkova, K. N. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204
Cappello, G. (2019). Media Literacy in I taly . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0155
Chan, E. Y. M. (2019). Blended learning dilemma: Teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1), 36–51. https://doi.org/10.14221/ajte.2018v44n1.3
Cherner, T. S., & Curry, K. (2019). Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://doi.org/10.23860/jmle-2019-11-1-1
Cheung, C. K., & Xu, W. (2016). Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4
Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223
de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf
Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457
Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global.
Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479
Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022
Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147
Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37
Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152
Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1
Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910
Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367
Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126
Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9
Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2
Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. Research & Practice in Technology Enhanced Learning, 6(1), 3–23. https://www.researchgate.net/publication/229000574
Zhang, K., & Bonk, C. J. (2019). Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities. Canadian Journal of Learning and Technology, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Zhang, L., Zhang, H., & Wang, K. (2020). Media Literacy Education and Curriculum Integration: A Literature Review. International Journal of Contemporary Education, 3(1), 55. https://doi.org/10.11114/ijce.v3i1.4769
9
J. Reavley, Nicola, Terence V. McCann, Stefan Cvetkovski, and Anthony F. Jorm. "A multifaceted intervention to improve mental health literacy in employees of a multi-campus university: a cluster randomised trial." Journal of Public Mental Health 13, no. 1 (March 12, 2014): 25–39. http://dx.doi.org/10.1108/jpmh-03-2013-0010.
Full textAbstract:
Purpose – The purpose of this study was to assess whether a multifaceted intervention could improve mental health literacy, facilitate help seeking and reduce psychological distress and alcohol misuse in staff of a multi-campus university in Australia. Design/methodology/approach – In this cluster randomised trial (ACTRN12610001027000), nine campuses were paired, with one of each pair randomly assigned to either intervention or control. Interventions (which were whole-of-campus) included e-mails, posters, campus events, factsheets/booklets and mental health first aid training courses. A monitoring sample of staff were recruited from each campus. Participants had a 20-minute computer-assisted telephone interview at baseline, and at the end of academic years 1 and 2. The interview assessed mental health literacy, help seeking for mental health problems, psychological distress and alcohol use. The primary outcomes were depression and anxiety levels and alcohol use and pertained to the individual level. Six campuses were randomised to intervention and three to control and all campuses were included in the analysis. Findings – There were no effects on depression and anxiety levels and alcohol use. Recall of intervention elements was greater in the intervention group at the end of the two-year assessment period. Staff in the intervention group showed better recognition of depression, greater knowledge of the National Health and Medical Research Council guidelines for safe levels of drinking and a greater intention to seek help for alcohol misuse from a general practitioner. Originality/value – Future interventions should involve more focused interventions that include consideration of working conditions and their influence on mental health, as well as addressing mental illness among employees, regardless of cause.
10
Blanton, William E., Gary B. Moorman, Bobbie A. Hayes, and Mark L. Warner. "Effects of Participation in the Fifth Dimension on Far Transfer." Journal of Educational Computing Research 16, no. 4 (June 1997): 371–96. http://dx.doi.org/10.2190/0yaw-fyan-2t2b-0lp3.
Full textAbstract:
The Fifth Dimension is a distributed literacy consortium comprised of after-school programs located in Boys and Girls Clubs, YM & YWCAs, recreation centers, and public schools across America, Mexico, Australia, Sweden, and Russia. The Fifth Dimension is also a mixed activity system designed to continue the projection of a second psychology [1] and to instantiate cultural-historical activity theory [2]. At the macro level the Fifth Dimension is a cultural system containing rules, artifacts, divisions of labor, and outcomes that appropriate local Fifth Dimension cultures. The four overarching goals of the Fifth Dimension are: 1) to create sustainable activity systems in different institutional settings that instantiate cultural-historical activity theory, 2) provide contexts for children to master knowledge and skills and acquire practices mediating cognitive and social development, 3) deepen our understanding of how the social and individual create each other, and 4) to provide a context in which undergraduates from disciplines such as developmental psychology, communications, and teacher education have opportunities to connect theory with practice and at the same time deliver community service to children in the local community.
11
Newman, Lareen, Kate Biedrzycki, and Fran Baum. "Digital technology use among disadvantaged Australians: implications for equitable consumer participation in digitally-mediated communication and information exchange with health services." Australian Health Review 36, no. 2 (2012): 125. http://dx.doi.org/10.1071/ah11042.
Full textAbstract:
Objective. To present research findings on access to, and use of, digital information and communication technologies (ICTs) by Australians from lower income and disadvantaged backgrounds to determine implications for equitable consumer access to digitally-mediated health services and information. Methods. Focus groups were held in 2008-09 with 80 residents from lower income and disadvantaged backgrounds in South Australia, predominantly of working- and family-formation age (25 to 55 years). Qualitative analysis was conducted on a-priori and emergent themes to describe dominant categories. Results. Access to, and use of, computers, the Internet and mobile phones varied considerably in extent, frequency and quality within and across groups due to differences in abilities, resources and life experience. Barriers and facilitators included English literacy (including for native speakers), technological literacy, education, income, housing situation, social connection, health status, employment status, and trust. Many people gained ICT skills by trial and error or help from friends, and only a few from formal programs, resulting in varied skills. Conclusion. The considerable variation in ICT access and use within lower income and disadvantaged groups must be acknowledged and accommodated by health initiatives and services when delivering digitally-mediated consumer-provider interaction, online health information, or online self-management of health conditions. If services require consumers to participate in a digitally-mediated communication exchange, then we suggest they might support skills and technology acquisition, or provide non-ICT alternatives, in order to avoid exacerbating health inequities. 1. What is known about the topic? Government and health provider use of digitally-mediated information and communication is rapidly increasing. However, national data show that ICT access is distributed unevenly across Australia’s population. Furthermore, this distribution mirrors the health gradient. There is little qualitative data on the extent to which, and ways in which, ICTs are used within lower income and disadvantaged groups - those with greater health need. 2. What does this paper add? This paper augments the scant literature to describe ICT access and use in a range of lower income and disadvantaged groups. It indicates barriers and facilitators, and highlights the need for formal supports to level up the whole population to have the skills, confidence and resources to use and benefit from ICT-mediated communication. 3. What are the implications for practitioners? As health services and governments increase the level of digitally-mediated information and communication connection with consumers/patients, it is important to understand and find ways to address differential consumer access to and use of ICTs, so that equity of access to services and information is promoted. This is particularly important as lower income and disadvantaged groups are likely to have both poorer health and lower ICT use.
12
Talbot, Benjamin, Sara Farnbach, Allison Tong, Steve Chadban, Shaundeep Sen, Vincent Garvey, Martin Gallagher, and John Knight. "Patient and Clinician Perspectives on the use of Remote Patient Monitoring in Peritoneal Dialysis." Canadian Journal of Kidney Health and Disease 9 (January 2022): 205435812210844. http://dx.doi.org/10.1177/20543581221084499.
Full textAbstract:
Background: Numerous factors influence patient recruitment to, and retention on, peritoneal dialysis (PD), but a major challenge is a perceived “inaccessibility” to treating clinicians. It has been suggested that remote patient monitoring (RPM) could be a means of improving such oversight and, thereby, uptake of PD. Objective: To describe patient and clinician perspectives toward RPM and the use of applications (Apps) suitable for mobiles, tablets, or computers to support the provision of PD care. Design: Qualitative design using semi-structured interviews. Setting: All patient participants perform PD treatment at home under the oversight of an urban PD unit in Sydney, Australia. Patient and clinician interviews were conducted within the PD unit. Participants: 14 participants (5 clinicians [2 nephrologists, 3 PD nurses] and 9 patients treated with PD). Methods: Semi-structured interviews were conducted using interview guides tailored for clinician and patient participants. Transcripts were coded and analyzed by a single researcher using thematic analysis. Results: Six themes were identified: perceived benefits of RPM implementation (offering convenience and efficiency, patient assurance through increased surveillance, more complete data and monitoring adherence), uncertainty regarding data governance (protection of personal data, data reliability), reduced patient engagement (transfer of responsibility leading to complacency), changing patient-clinician relationships (reduced patient-initiated communication, the need to maintain patient independence), increased patient and clinician burden (inadequate technological literacy, overmanagement leading to frequent treatment changes), and clinician preference influencing patient behavior. Limitations: The interviews were conducted in English only and with participants from a single urban dialysis unit, which may limit generalizability. Conclusions: For patients and clinicians, advantages from the use of RPM in PD may include increased patient confidence and assurance, improved treatment oversight, more complete data capture, and overcoming barriers to data documentation. Careful patient selection and patient and clinician education may help to optimize the benefits of RPM, maintain patient independence, and reduce the risks of patient disengagement. The use of an App may support RPM; however, participants expressed concerns about increasing the burden on some patients through the use of unfamiliar technology. Human Research Ethics Committee Approval Number: CH62/6/2019-028
13
Darvall, K. "Computers and Aboriginal Literacy." Aboriginal Child at School 14, no. 4 (September 1986): 3–10. http://dx.doi.org/10.1017/s0310582200014474.
Full textAbstract:
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.
14
Dench, Paul. "Some Computer Strategies for Achieving Literacy in Australian Languages: The Yintarri Project." Aboriginal Child at School 19, no. 2 (May 1991): 3–15. http://dx.doi.org/10.1017/s0310582200007379.
Full textAbstract:
Yintarri is a West Australian government community school situated at Coonana: 180Km due east of Kalgoorlie. It has about sixty children who enter school speaking Wangkatja, a Western Desert language. There is no formal bi-lingual program; the language of instruction being English. The Yintarri Project is an International Literacy Year (ILY) funded program which uses touch-sensitive boards with microcomputers to assist in the development of literacy in both Wangkatja and English. This is accomplished, at Yintarri, with Concept Keyboards and Acorn BBC microcomputers though the same facilities could be provided with all other major types of computer. The project won a major ILY Literacy Achievement Award for its ‘Outstanding Contribution to Literacy‘.
15
Christie, Frances. "Literacy in Australia." Annual Review of Applied Linguistics 12 (March 1991): 142–55. http://dx.doi.org/10.1017/s0267190500002191.
Full textAbstract:
This discussion will focus upon English literacy research which draws upon systemic functional linguistic theory. Over the last ten to fifteen years, a significant number of applied linguists and language educators have emerged in Australia who use systemic functional linguistic theory to address a wide range of research questions. Their effort has been stimulated by the scholarly leadership of Halliday (e.g., 1985a), who took up the Chair of Linguistics at Sydney University in the late 1970s, as well as that of colleagues and former students of his, including Hasan (e.g., Halliday and Hasan 1985) and Martin (e.g., 1985a). The group of scholars who have emerged have contributed to the development of a rich tradition of research and teaching in English literacy in both first and second language contexts. Such a tradition offers the prospect of an educational linguistics of value both to researchers and teachers. More than one tradition of linguistic research might well contribute to the development of an educational linguistics. However, it is the particular claims and contributions of systemic functional linguistic theory that are argued for here.
16
Luke, Carmen. "New Times, New Media: Where to Media Education?" Media International Australia 101, no. 1 (November 2001): 87–100. http://dx.doi.org/10.1177/1329878x0110100111.
Full textAbstract:
Have media education and media literacy reached an impasse? Media literacy scholars and educators are beginning to raise issues concerning the relevance of ‘old-style ‘ media studies in the context of new times and new media. Media literacy is formalised as part of the Australian National Literacy Framework, yet it remains largely marginalised as an elective in the senior school syllabus. In contrast, computer education — or computer literacy — has been embraced by governments, educators and parents with blind and cheery optimism. I argue here that media studies, cultural studies, computer and technology studies can no longer be taught independently of each other. The fervour with which computer education has been embraced, and the relatively modest incursions media and cultural studies have made into mainstream curriculum, suggest that blending media-cultural studies with information and communication technology (ICT) studies can inject new life into both fields of study. Largely bereft of a critical orientation, computer literacy education can benefit from the theoretical and critically analytic orientation of media-cultural studies, which in turn can be ‘mainstreamed’ through broader exposure typical of computer education in schools today. Media studies must contend with new information technologies, and computer education needs the critical analytic tools and cultural framing approach typical of media studies.
17
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.
Full text
18
Xie, Wenxiu, Meng Ji, Mengdan Zhao, Kam-Yiu Lam, Chi-Yin Chow, and Tianyong Hao. "Developing Machine Learning and Statistical Tools to Evaluate the Accessibility of Public Health Advice on Infectious Diseases among Vulnerable People." Computational Intelligence and Neuroscience 2021 (December 17, 2021): 1–14. http://dx.doi.org/10.1155/2021/1916690.
Full textAbstract:
Background. From Ebola, Zika, to the latest COVID-19 pandemic, outbreaks of highly infectious diseases continue to reveal severe consequences of social and health inequalities. People from low socioeconomic and educational backgrounds as well as low health literacy tend to be affected by the uncertainty, complexity, volatility, and progressiveness of public health crises and emergencies. A key lesson that governments have taken from the ongoing coronavirus pandemic is the importance of developing and disseminating highly accessible, actionable, inclusive, coherent public health advice, which represent a critical tool to help people with diverse cultural, educational backgrounds and varying abilities to effectively implement health policies at the grassroots level. Objective. We aimed to translate the best practices of accessible, inclusive public health advice (purposefully designed for people with low socioeconomic and educational background, health literacy levels, limited English proficiency, and cognitive/functional impairments) on COVID-19 from health authorities in English-speaking multicultural countries (USA, Australia, and UK) to adaptive tools for the evaluation of the accessibility of public health advice in other languages. Methods. We developed an optimised Bayesian classifier to produce probabilistic prediction of the accessibility of official health advice among vulnerable people including migrants and foreigners living in China. We developed an adaptive statistical formula for the rapid evaluation of the accessibility of health advice among vulnerable people in China. Results. Our study provides needed research tools to fill in a persistent gap in Chinese public health research on accessible, inclusive communication of infectious diseases’ prevention and management. For the probabilistic prediction, using the optimised Bayesian machine learning classifier (GNB), the largest positive likelihood ratio (LR+) 16.685 (95% confidence interval: 4.35, 64.04) was identified when the probability threshold was set at 0.2 (sensitivity: 0.98; specificity: 0.94). Conclusion. Effective communication of health risks through accessible, inclusive, actionable public advice represents a powerful tool to reduce health inequalities amidst health crises and emergencies. Our study translated the best-practice public health advice developed during the pandemic into intuitive machine learning classifiers for health authorities to develop evidence-based guidelines of accessible health advice. In addition, we developed adaptive statistical tools for frontline health professionals to assess accessibility of public health advice for people from non-English speaking backgrounds.
19
Hughes, Gordon. "Mindless computers in Australia." Computer Law & Security Review 4, no. 2 (July 1988): 25–27. http://dx.doi.org/10.1016/0267-3649(88)90014-3.
Full text
20
Sawyer, Wayne, and Ken Watson. "Literacy issues in Australia." Teacher Development 1, no. 3 (October 1997): 457–64. http://dx.doi.org/10.1080/13664539700200033.
Full text
21
Tian, Hua, and Jie Chen. "A bibliometric analysis on global eHealth." DIGITAL HEALTH 8 (January 2022): 205520762210913. http://dx.doi.org/10.1177/20552076221091352.
Full textAbstract:
Background The current coronavirus disease 2019 pandemic highlights the potential of eHealth. Drawing the knowledge map of eHealth research through data mining and visual analysis technology was helpful to systematically present the research status and future trends of global academic circles. Methods Based on the web of Science Core Collection (SCIE/SSCI) database, using bibliometric theory and visual analysis technology, this work analyzed the global eHealth research publications from 2000 to 2021, and introduced the interdisciplinary characteristics, hot topics and future trends in this field. Results A total of 10188 authors, 891 journals, 3586 institutions, 98 countries using 12 languages had conducted eHealth research in the world. The United States, the Netherlands, Australia and the United Kingdom were the main forces and international cooperation. However, the international co-operation between Eastern and Western countries was still relatively few. The frontier of global eHealth research mainly focused on #0eHealth innovation, #1physical activity, #2generalised anxiety disorder, #3lightweight authentication protocol, #4 eHealth information, #5technology readiness, #6 ehealth literacy scale, #7family carer, #8citance analysis, #9 guiding patient. Clusters #3 lightweight authentication protocol and #9 guiding patient were the latest clusters, indicating the research trend and direction of eHealth in the future. Conclusions Cooperation network framework at the regional, national and global levels and the cooperation of multidisciplinary teams with complementary backgrounds and expertise were needed to realize the in-depth popularization and application of eHealth knowledge. Interdisciplinary international cooperation should be the trend of eHealth research in the future.
22
Karagiorgi, Yiasemina, and Maria Gravani. "Teaching Computers to Adults." International Journal of Digital Literacy and Digital Competence 3, no. 1 (January 2012): 49–67. http://dx.doi.org/10.4018/jdldc.2012010104.
Full textAbstract:
Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners’ needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners’ expectations, profiles and needs.
23
Worthington, Andrew C. "Financial literacy and financial literacy programmes in Australia." Journal of Financial Services Marketing 18, no. 3 (September 2013): 227–40. http://dx.doi.org/10.1057/fsm.2013.18.
Full text
24
Hardisty, David. "Computers in language and literacy work." System 15, no. 3 (January 1987): 380–82. http://dx.doi.org/10.1016/0346-251x(87)90014-5.
Full text
25
Morgan, Wendy. "Computers for Literacy: Making the difference?" Asia-Pacific Journal of Teacher Education 29, no. 1 (March 2001): 31–47. http://dx.doi.org/10.1080/13598660120032969.
Full text
26
Marlin, Clare, and Amanda Westcott. "Leading Financial Literacy in Australia." Applied Finance Letters 2, no. 1 (June 30, 2013): 4. http://dx.doi.org/10.24135/afl.v2i1.8.
Full textAbstract:
In Australia financial literacy work nationally is guided by the principles of the NationalFinancial Literacy Strategy, a collaborative multi-agency strategy coordinated by theAustralian Securities and Investments Commission (ASIC). This provides a framework for manyagencies and organisations to work in partnership to develop and deliver initiatives to improvethe financial literacy of all Australians. This article highlights the thinking behind the strategy,presents examples of the strategy in action, and foreshadows next steps. Above all, it arguesthat the challenges of improving financial literacy are best shared – i.e. that a collaborativeapproach between sectors and countries remains the most effective way forward
27
Nutbeam, Don. "Building health literacy in Australia." Medical Journal of Australia 191, no. 10 (November 2009): 525–26. http://dx.doi.org/10.5694/j.1326-5377.2009.tb03301.x.
Full text
28
Caldwell, Bruce, and Andrew Webster. "Adult Literacy Surveys in Australia." Australian Economic Review 46, no. 1 (February 28, 2013): 103–9. http://dx.doi.org/10.1111/j.1467-8462.2013.00712.x.
Full text
29
Carney, Edward. "Computers, literacy and the English writing system." Bulletin of the John Rylands Library 74, no. 3 (September 1992): 197–220. http://dx.doi.org/10.7227/bjrl.74.3.12.
Full text
30
Blanchard, Jay S. "Literacy Perspectives on Computers in the Schools." Computers in the Schools 4, no. 1 (September 3, 1987): ix. http://dx.doi.org/10.1300/j025v04n01_a.
Full text
31
Ramsden, Robyn, Sabrina Pit, Richard Colbran, Kristy Payne, Aaron JH Tan, and Michael Edwards. "Development of a framework to promote rural health workforce capability through digital solutions: A qualitative study of user perspectives." DIGITAL HEALTH 8 (January 2022): 205520762210890. http://dx.doi.org/10.1177/20552076221089082.
Full textAbstract:
A high-quality, sustained, health workforce contributes to a healthy population. However, a global reality is that rural health services, and the workforces that provide those services, are under unprecedented pressure. It is posited that improving a rural health practitioners’ capability could help to retain them working rurally for longer. Capability refers to skills and experience and the extent to which individuals can adapt to change, generate new knowledge and continue to improve their performance. With rapidly increasing access to, and use of, digital technology worldwide, there are new opportunities to build capability and leverage personal and professional support for those who are working rurally. In 2021, semi-structured interviews were conducted in rural Australia with thirteen General Practitioners and allied health professionals. Thematic analysis was adopted to analyse the data and map it to the Health Information Technology Acceptance Model. Whilst it could be assumed that low technology literacy would act as a barrier to the use of digital tools, the study demonstrated that this was not a significant impediment to participants’ willingness to adopt digital tools when social and professional networks weren't available face to face to address their capability challenges. The findings provide insight into the concept of health workforce capability and important considerations when designing capability support. This includes key features of health apps or digital tools to support the capability of the rural health workforce. Understanding the factors that make up a health professionals’ capability and the motivations or cues to act to build or maintain their capability may have a positive effect on their retention in a rural location.
32
Ramsden, Robyn, Sabrina Pit, Richard Colbran, Kristy Payne, Aaron JH Tan, and Michael Edwards. "Development of a framework to promote rural health workforce capability through digital solutions: A qualitative study of user perspectives." DIGITAL HEALTH 8 (January 2022): 205520762210890. http://dx.doi.org/10.1177/20552076221089082.
Full textAbstract:
A high-quality, sustained, health workforce contributes to a healthy population. However, a global reality is that rural health services, and the workforces that provide those services, are under unprecedented pressure. It is posited that improving a rural health practitioners’ capability could help to retain them working rurally for longer. Capability refers to skills and experience and the extent to which individuals can adapt to change, generate new knowledge and continue to improve their performance. With rapidly increasing access to, and use of, digital technology worldwide, there are new opportunities to build capability and leverage personal and professional support for those who are working rurally. In 2021, semi-structured interviews were conducted in rural Australia with thirteen General Practitioners and allied health professionals. Thematic analysis was adopted to analyse the data and map it to the Health Information Technology Acceptance Model. Whilst it could be assumed that low technology literacy would act as a barrier to the use of digital tools, the study demonstrated that this was not a significant impediment to participants’ willingness to adopt digital tools when social and professional networks weren't available face to face to address their capability challenges. The findings provide insight into the concept of health workforce capability and important considerations when designing capability support. This includes key features of health apps or digital tools to support the capability of the rural health workforce. Understanding the factors that make up a health professionals’ capability and the motivations or cues to act to build or maintain their capability may have a positive effect on their retention in a rural location.
33
MARKAUSKAITE, Lina. "Notions of ICT Literacy in Australian School Education." Informatics in Education 4, no. 2 (October 15, 2005): 253–80. http://dx.doi.org/10.15388/infedu.2005.13.
Full text
34
Selfe, Cynthia L. "Computers in the Classroom: The Humanization of Computers: Forget Technology, Remember Literacy." English Journal 77, no. 6 (October 1988): 69. http://dx.doi.org/10.2307/818623.
Full text
35
ALLOWAY, NOLA, and PAM GILBERT. "Boys and Literacy: Lessons from Australia." Gender and Education 9, no. 1 (March 1997): 49–60. http://dx.doi.org/10.1080/09540259721448.
Full text
36
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.
Full textAbstract:
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.
37
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.
Full textAbstract:
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.
38
Koutsogiannis, Dimitris. "Computers and Literacy Teaching in its Cultural Context." International Journal of Learning: Annual Review 8, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v08/44600.
Full text
39
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.
Full textAbstract:
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.
40
Miletic, Vesna, and Djurica Grga. "Computer literacy and access to the Internet among dental students." Serbian Dental Journal 51, no. 2 (2004): 97–102. http://dx.doi.org/10.2298/sgs0402097m.
Full textAbstract:
AIM: The aim of the present study was to determine students' ability and extent of using computers and internet, and the impact of the Informatics course on students' attitude and using computers in professional purposes. METHODOLOGY: Two hundred randomly selected 4th and 5th year students of the Faculty of Stomatology in Belgrade were divided into 2 groups of 100 students each, regarding the attendance to the Faculty Informatics course. The survey was conducted through an anonymous questionnaire with multiple choice questions concerning the ability to use computers and internet, programs and applications, visiting dental sites at the internet, self-assessment of students' PC skills etc. The data were statistically analyzed, and results were presented on tables and figures. RESULTS: Majority of dental students (85.5%) think PC skills are important for dentists. Statistically more students from the Informatics course can use computers (92%) compared to those (67%) who did not complete this course (p<0.05). In both groups, Internet, email and word are used with high statistical probability. Students use computers mostly for pleasure and much lesser for educational purposes. CONCLUSION: There is a great potential and interest for the use of computers in dental education among students of the Faculty of Stomatology in Belgrade. Faculty Informatics course may be a useful baseline for further implementing electronic learning into dental education.
41
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.
Full textAbstract:
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.
42
Jones, Stephen. "The First Electronic Digital Computers in Australia." Dearq, no. 27 (July 2020): 130–38. http://dx.doi.org/10.18389/dearq27.2020.10.
Full text
43
Gibney, Elizabeth. "Silicon quantum computers take shape in Australia." Nature 533, no. 7604 (May 2016): 448–49. http://dx.doi.org/10.1038/533448a.
Full text
44
McLeod, N. D. "Computers are putting Australia on the map." Computer-Aided Design 17, no. 6 (July 1985): 271–72. http://dx.doi.org/10.1016/0010-4485(85)90113-7.
Full text
45
Hozore, Elissa, and Betsy Diamant-Cohen. "Research Roundup: Digital Literacy." Children and Libraries 19, no. 2 (June 4, 2021): 23. http://dx.doi.org/10.5860/cal.19.2.23.
Full textAbstract:
Computers are a fact of life in the twenty-first century. Reading and math literacy have long been considered essential, and technological literacy is emerging as equally important to children’s (and adults’) ability to understand and engage with their world. However, just as it is crucial to learn to write as well as to read, it is crucial that children engage as programmers, as creators, and not only as consumers, of technology.
46
Imhanyehor, Germaine O. J. "Digital Literacy and Primary Educational System in Benin City, Edo State, Nigeria." Humanities and Social Sciences Latvia 30, no. 1, 2 (December 20, 2022): 52–69. http://dx.doi.org/10.22364/hssl.30.04.
Full textAbstract:
Despite the enormous potential of ICTs and digital literacy in the educational setup, most primary schools in Benin City are yet to fully implement and take advantage of its numerous benefits to the teaching and learning process. This study therefore examined the possibility of incorporating digital literacy at the primary school level, as well as ascertains the extent to which electronic gadgets are available and accessible and the challenges militating against the implementation of digital literacy in private primary schools in Benin City. The research design adopted for this study is descriptive survey. Using the stratified random sampling technique, a total of 448 primary school teachers responded to the Digital Literacy Questionnaire in Primary School (DLPQS) that was developed by the researcher and used for data collection. The data analysis was done using simple tables of frequency counts and percentages. Findings from the study revealed that whilst 90.2 % of the teachers possessed Personal Computers (PC) and other electronic gadgets and were relatively proficient with the use of said devices, computers and digital gadgets were not readily available and accessible as 52.7 % of the teachers taught in schools that did not currently have a computer lab with 60.7 % not having access to the lab. Where available, 69.4 % of the teachers indicated that most of the computers where outdated and not functional and 79.5 % reported that the number of computers were insufficient. Findings also showed that – lack of/insufficient number of computers, poor internet connectivity and epileptic power supply were the major drawbacks in the use of digital literacy in the primary schools.
47
Ronto, Rimante, Lauren Ball, Donna Pendergast, and Neil D. Harris. "Food Literacy at Secondary Schools in Australia." Journal of School Health 86, no. 11 (October 6, 2016): 823–31. http://dx.doi.org/10.1111/josh.12440.
Full text
48
Trewin, Dennis. "Improving Statistical Literacy in Schools in Australia." International Statistical Review 73, no. 2 (January 15, 2007): 211–12. http://dx.doi.org/10.1111/j.1751-5823.2005.tb00273.x.
Full text
49
Mullaly, Edward. "Computers and Theatre Research." Theatre Survey 28, no. 1 (May 1987): 59–70. http://dx.doi.org/10.1017/s004055740000898x.
Full textAbstract:
In the Presidential Address to the American Society for Theatre Research in 1981, Joseph Donohue cast his eye toward the future of theatre scholarship and the advent of computer technology. His exhortation that scholars must make friends with and make use of the microchip was based on syllogistic reasoning: since scholarly analysis includes the ordering of data into “clear, pertinent and discrete” patterns, and since the computer is the obvious tool for the storage and reordering of such data, therefore “a compelling need exists for greater computer literacy in the humanities.”
50
Swalwell, Melanie. "Questions about the Usefulness of Microcomputers in 1980s Australia." Media International Australia 143, no. 1 (May 2012): 63–77. http://dx.doi.org/10.1177/1329878x1214300109.
Full textAbstract:
Relatively cheap, low-end 8-bit machines were embraced by hobbyists interested in computing in the late 1970s and early 1980s. But what were these early computers good for? Opinion was split as to whether these early computers were useful, and what for. As early adopters, hobbyists were in the vanguard of inventing new uses for computers. To date, their pursuits have tended to be overlooked or dismissed as insignificant. This article focuses on consumption in the early microcomputing period and considers the Australian history of computing in terms of several interrelated questions about utility. Based on extensive archival research, it discusses doubts about the usefulness of these computers, the actual uses to which these micros were put, the invention of new uses by hobbyists and factors behind the change in perceptions of computers' usefulness in the latter part of the decade.