Dissertations / Theses on the topic 'Computers and literacy'
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1
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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Oliverius, Thomas Michael. "Developing a middle school unit on computer literacy." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1225.
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Downes, Toni. "Children's use of computers in their homes /." [Campbelltown, N.S.W.] : University of Western Sydney, Macarthur, Faculty of Education and Languages, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030627.095435/index.html.
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Barnett, Jean. "Using computers in the workplace : a study of informal learning and perceptions of computer literacy in a manufacturing company." Thesis, Open University, 2004. http://oro.open.ac.uk/54443/.
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The personal computer has become a common feature of the workplace, underpinning the jobs of many people. The achievement of some level of ability to use a computer is now regarded as a necessity, and this is reflected in UK government education policy. At the same time, the workplace has gained recognition as an important site for learning. This research study focuses on the need for people to learn to use computers in the context of the wider debates about workplace learning. Formal courses and training programmes cater for the need for adults to achieve some level of ability to use computers, often referred to as computer literacy. However, such courses may not be sufficient or effective for some people, and the precise meaning of the term computer literacy is unclear. The research study explores the learning strategies that people employ in order to acquire their computer knowledge and skills. It asks: how computer technology has affected individuals in the workplace, what individuals think computer literacy means, how people learn to use computers and whether this learning is transferred between home and work. Using an interpretive methodology with survey and case study approaches, these questions are explored within the context of one workplace, a manufacturing company situated in the UK. The methods used are a questionnaire, semi-structured interviews and a respondent diary. The study explores the viewpoint of all employees of the company, not just managers or those responsible for staff development. From the analysis of the data it is argued, inter alia, that: (i) the computer has had an impact on the working lives of the people at the site ofthe study, bringing changes that require them to have some level of computer ability, (ii) computer literacy is not easily defined but there are perceptions of it as: related to the needs of the job; having levels; and involving affective factors, (iii) people may use a number of different strategies in order to acquire their computer ability, with a preference for informal learning, (iv) computer learning is transferred between work and home, and people may develop higher levels of computer ability than is required for their work. The study confirms informal workplace learning as a major means of acquiring computer skills and knowledge. Although a model of such learning remains elusive, it is suggested that it may be situated, not at the social-anthropological level of a community of practice, but at the level of individual relationships, with aspects of mentoring. The study indicates that a number of issues require further research: the need to include affective factors in provision for computer learning, the consideration of alternative models of situated computer learning and the place of self-direction in the acquisition of computer literacy.
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Applebee, Andrelyn C., and n/a. "Attitudes toward computers in the 1990s: a look at gender, age and previous computer experience on computer anxiety, confidence, liking and indifference." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060206.123119.
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The purpose of this study was to investigate the
relationship between computer attitudes held by tertiary
students and the selected variables of gender, age and
previous computer experience. It was hypothesized that no
statistically significant differences would be found within
the relationships tested. A questionnaire comprising the
Computer Attitude Scale (CAS), demographic and other
questions was administered to the population enrolled in an
introductory computer unit at the University of Canberra,
Australian Capital Territory in Semester 1, 1992. The
results were subjected to t-test and one-way analysis of
variance testing.
Statistically significant findings were noted between both
gender and computer anxiety, and gender and computer
confidence, with female students being more anxious and
male students being more confident. Students with previous
computer experience were found to be significantly less
anxious and more confident with computers.
More research on possible causes of these relationships and
ways of overcoming computer anxiety is needed before the
findings can be fully implemented.
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Williams, Alexandra L. Gilbert Juan E. "SimBuilder Science an approach to enhancing reading literacy through visual programming /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WILLIAMS_ALEXANDRIA_34.pdf.
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Mudimba, Bwini Chizabubi. "A platform for computer-assisted multilingual literacy development." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1004850.
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FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu.
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Conrad, Deborah Jacqueline. "The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27871.
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This study describes the planning, teaching, and challenges of one classroom teacher during writing time in two second grade classrooms. The study looks at how this teacher planned for and implemented a writing curriculum in which computers played a role and what this teacher did in an attempt to influence children's development as writers. Data collected included four formal interviews with the teacher and observations over a period of two semesters of the teacher as she worked in the classroom and computer lab during writing time. The constant comparative method as described by Maykut and Morehouse (1994) was used to analyze the data. Analysis revealed that this teacher's approach was influenced by state standards and policy guidelines, as well as her early experiences with literacy. In the lab, she focused on helping students develop keyboarding skills through keyboarding exercises, a computer game, and occasional word-proceeding of writing pieces done in the classroom. In the classroom she used a routine that consisted of three pre-writing activities. These involved students in reading materials related to the topic, brainstorming ideas they recalled, mapping relationships among brainstormed ideas, and writing group and individual accounts of their reading. Her approach to teaching in the city was quite similar to the approach she used in the county school. It differed insofar as in the county school she introduced the students to using the computer to conduct information searches about topics in the official state curriculum. Among the challenges she identified in her teaching were time and management problems. Based on these findings, the study identified four foci that might contribute to more effective use of computers in writing instruction. These include the teacher conceptions of literacy, effective planning, effective implementation and classroom management.Ph. D.
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Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.
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Ng'ethe, George Gitau. "Design of a Mobile Support and Content Authoring tool to Support Deaf Adults Training in Computer Literacy Skills." Thesis, University of Cape Town, 2016. http://pubs.cs.uct.ac.za/archive/00001081/.
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This dissertation investigates the challenges that Deaf adults encounter at the task of learning computer literacy skills. Deaf adults who communicate using South African Sign Language (SASL) come from poor socio-economic backgrounds are not familiar with the written form of English. They rely on interpreters and Deaf teachers to translate written text into SASL for them to learn computer literacy skill.
We present our theme of support, in which Deaf people learn via an intermediary, a teacher or facilitator, in intermediated supported learning. We propose a shift from intermediated supported learning to multimedia supported learning which is most appropriate for the context.
Using Community-based co-design we implement two systems: an authoring tool to support lesson content creation by the teacher and a mobile prototype that uses sign language videos to provide computer literacy instruction. We evaluate the two systems to evaluate if they support multimedia-supported learning.
The authoring tool allowed the facilitator to create tailored lessons for the Deaf learners using pre-recorded SASL videos and images. The Deaf learners demonstrated ability to do self-paced learning while using the mobile system, better suited to Deaf learners with basic exposure to computer literacy skills.
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Clarke, Robert I. "Computers: A guide for the small elementary school district." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/333.
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Oladunjoye, Olayemi Kemi. "iPad and computer devices in preschool : A tool for literacy development among teachers and children in preschool." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92600.
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The title of this thesis is "iPad and Computer devices in Preschool: A tool for literacy development among teachers and children in preschool." The study was an exploration of how teachers and their pupils put iPad and other computer devices into use in early childhood education. This study was a qualitative research study, based on the observation of the pupils and the interviews of the teachers. In this study, observation of the children and interviewing of the teachers over a period of five weeks produced significant results. The children participants in the observation were approximately 60 and they were between the ages of 3 to 6,5 years. Four preschool teachers and one preschool teaching assistant were interviewed in an attempt to substantiate the use of ICT in early childhood education. The overall result of the study was that the teachers’ positive attitude towards iPad helped to enhance and facilitate the development of literacy skills in the children. This study provided evidence of how children created their own learning environment by actively practising their reading, writing, and comprehension skills. It also showed how ICT enhanced social interaction and developed intra-action activities among the children, to a situation that eventually led to the development in their learning.
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Dennis, Andrea L. "Children in the net the use of technology and the Internet in the classroom /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Dennis_AMITthesis2009.pdf.
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Iqbal, Javed. "Digital literacy and access for educational inclusion : a comparative study of British Muslim girls schools." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/18095/.
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The educatiuonal achievements of British Muslims, particularly South Asians, have been studied in past decades, but, unfortunately, the impact of digital technologies on young Muslim children has not recieved sufficient attention. In addition, past studies mostly relied on quantitative methods to gain knowledge on the educational achievements of British Muslims. The thesis is grounded in a qualitative approach within a social constructionist paradigm, to elicit the views of young British Muslim girls on their use of digital technologies for educational achievements. The data presented were obtained by carrying out semi-structured interviews with a sample of young (14-19 year old) British Muslim girls at three single-sex Islamic faith schools, and were analysed using mainly template analysis, and also matrix analysis and cross-case analysis within and cross the case studies. It was found that most of the female Muslim students interviewed for this research study were satisfied and performed competently at case Islamic faith schools. Furthermore, the educational success at school A was attributable to educational norms and values relative to the provision of digital resources and skilled teaching staff. The educational experiences of school B and C were problematic, largely because of access to digital technologies, and provision of digital content and skilled teaching staff. Another factor of students’ underachievement was found to be that parents had limited levels of education and inadequate understanding of the education. Most of the students had a positive attitude towards the technologies. The thesis concludes that the educational achievement of British Muslim girls in schools is closely related to access to digital technologies, digital academic content, skilled academic staff and the technological, infrastructure in schools. The net effect of digital technologies is positive on Muslim girls in the increasingly competitive nature of the education system. The thesis is original and the first study of this kind that offers an insight into the access to digital technologies and educational attainment of young British Muslim girls that is reflected in key concepts through the usage and incorporation of technologies in education. Other aspects of this research include the issues of provision of technologies at home and parents’ educational level, contribution to knowledge, and the need for further broader and longitudinal study.
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Phaup, Kristen Michelle. "Striving toward a critical theory of technology pedagogy in literacy education /." Electronic version (Microsoft Word), 2003. http://dl.uncw.edu/etd/2003/phaupk/kristenphaup.html.
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Mason, Jean S. "From Gutenberg’s galaxy to cyberspace : the transforming power of electronic hypertext." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42297.
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Literacy, as we have come to understand and teach it, is currently in a situation of critical change. New and increasingly complex electronic technologies are creating new literacies; however, our present concepts of literacy are heavily grounded in Gutenbergian print. This traditional understanding is inadequate for the new and complex literacy of digital discourse. This dissertation foregrounds the issue of how literacy, as manifest in the writing process, is affected when composing in hypertext, most especially in the context of the Internet. This research takes the form of an emergent, field-based, modified case study approach. It is shaped in response to the overarching research question: How are writer's perceptions of the new rhetorical situtations presented by hypertext affecting thelr attitudes towards writing and the consequent decisions they make in response to these perceptions? Information was collected in the form of interviews, observations, journals, correspondence, and artefacts. Methods for collection included both personal contact and technology-assisted remote contact, including email, instant messaging, telephone, traditional mail, and fax. The experiences of seven major informants form the central focus of this study; the experiences of approximately ninety minor informants are included in a more peripheral way. This study offers a detailed description of the complex and dynamic ways in which these writers perceived hypertext as a new rhetorical space, and the consequent writing decisions they made in response to these perceptions. It interprets their experiences in the immediate context of writing theory and hypertext theory, suggests practical applications based on these interpretations, and projects a direction for further study.
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Larson, Susan Hatlestad Fossey Richard. "Computer-assisted instruction in literacy skills for kindergarten students and perceptions of administrators and teachers." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3651.
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Manowaluilou, Nongluck. "The importance of undergraduate's computer competency and information literacy skills marketing faculty's perspectives in Thailand /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5588.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.
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Bean, Carol. "Meeting the Challenge: Training an Aging Population to Use Computers." Southeastern Library Association, 2003. http://hdl.handle.net/10150/106048.
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Older adults present a special challenge to libraries offering computer training. Many of those seeking training have little, if any, prior experience with the concepts and skills necessary to use computers, yet their ability to learn those concepts and skills is hampered by the aging process. This article summarizes the factors in aging which most affect learning computer skills, and how those factors can be mitigated.
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Rao, Sudha Suzanne. "Literacy as a learner variable in the use of salient letter codes for dedicated speech computers." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27622.
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Literacy level is an important user variable in the process of selecting an appropriate augmentative communication device for a nonspeaking individual. This study investigated how much literacy was sufficient for a child to learn and remember salient letter codes to access prestored communicative messages from the memory of dedicated speech computers. Recent investigations (Light et al., 1988) have demonstrated that salient letter codes are the type of code most easily and accurately remembered by nonspeaking, literate adults.
The present study examined the use of the salient letter encoding technique by children with varying degrees of literacy. The performance of three groups of normal children (19 literate, 21 emergent literate and 21 preliterate) was measured in terms of error rate and strategy use as a function of literacy ability after specific codes and the salient letter encoding strategy were explicitly taught for accessing ten communicative messages. Error analysis showed that the emergent literate and literate groups used the salient letter encoding strategy whereas the preliterate group used two ineffective visual strategies. Mean accuracy scores indicated mastery of the salient letter encoding technique by literate subjects (89% correct), sufficient performance by emergent literate subjects (66% correct) and very poor performance by preliterate subjects (27% correct). The accuracy scores and patterns of strategy use indicated that emergent literacy skills were sufficient for use of salient letter codes. It seems likely that future research using personalized codes with emergent literate children may demonstrate improved accuracy.
The generalizability of these results to disordered populations and application to iconic systems was discussed. Extrapolated to the nonspeaking population, the results indicate that literate or emergent literate nonspeaking children would be capable users of salient letter codes. The performance of the three experimental groups was compared from the heuristic of a procedural view of memory with regard to opposing views of the nature of psycholinguistic and literacy development.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Larson, Susan Hatlestad. "Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3651/.
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The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based on the small effect size, there was no practical difference between the groups.
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Steger, Paul. "An Analysis of Kindergarten Children's Use of a Word Processor in Their Print Literacy Development." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1146.
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Many young children appear to take delight in manipulating common elements of their environment, e.g., sticks, stones, and mud. Our ancestors also used these and other elements in order to play, explore,, and eventually create written language. In a print-laden society, young children are budding literates. Within a few years their abilities and skills evolve to the level it has taken the human species thousands of years to reach. Associated with the evolution of written language is related technology. Humans have evolved from cave art and literacy to computer art and literacy. Again, what has taken thousands of years to evolve for the species takes only a few years for today's children. Within the past ten years computers have become common literacy implements in American schools. An understanding of childrens' use of this machine is important to educators in general and educational leaders in particular. The purpose of this study was to investigate kindergarten students' use of a word processor: What developmental sequences related to print literacy reveal themselves as kindergarten children use a word processor? In what ways are these sequences the same or different than those identified by researchers studying young children's use of pencil and paper? What time commitments do children make at each stage of these developmental sequences? How do the physical attributes of the computer environment, screen color for example, influence children's behavior associated with word processing? A review of literature incorporated readings associated with research in human evolution of print literacy, literacy of technology, language and cognition plus recent research on writing and computers. A research design incorporating qualitative methods was created. Six subjects, representing a variety of backgrounds in a kindergarten class of 26 full day students, were observed for 20 weeks. For one hour each day, this kindergarten class attended a writing lab which contained eight learning centers. One of the learning centers consisted of six word processors networked to two printers. In addition to collecting student documents, both in paper and electronic form. subjects' behaviors were observed and recorded. Observational recordings were analyzed, collapsed into manageable data and re-analyzed. Subjects' evolution of writing was similar to children using pencil and paper. In addition, subject's literacy of technology evolved. Each subject displayed individual episodes of development and incorporated less mature behaviors with more mature behaviors as they evolved along their print literacy and literacy of technology continuums. It was observed that subjects intertwined print and technological behaviors and skills as they wrote with a word processor. Time relationships associated with the development of writing and environmental aspects of the word processor center did not appear important. Information Age etiquette evolved as students controlled their writing, a computer system. and worked with others. The inherent publicness of monitors contributed to meta-linguistics, sharing knowledge about technology, and problem solving among students. Young children are capable of writing with and manipulating a word processor. They are also capable of trying to solve problems of written language and computers. Educators will find that young children quickly learn Information Age tool etiquette.
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Williams, Rewa Colette. "Patterns Of 4th Graders' Literacy Events In Web Page Development." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000203.
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McGhie-Sinclair, Tracy-Ann Samantha. "THE INTEGRATION OF TABLET COMPUTERS IN PREPARING STUDENTS FOR THE GRADE FOUR LITERACY TEST: PERCEPTION VERSUS REALITY." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/439042.
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Educational LeadershipEd.D.
ABSTRACT The goal of this qualitative study was to gain an understanding of the perception that exists for fourteen Jamaican instructional leaders as they integrate Tablet Computers (TCs) into the pedagogical process to prepare grade four students for the Grade Four Literacy Test (G4LT). The research was conducted in four schools; three rural primary schools in the parishes of Trelawny, Manchester and St Elizabeth and an urban primary school in Kingston. The focal group comprised four principals, three vice principals, three grade four coordinators and four grade four teachers from the scope of schools that were piloting the Tablet in School (TIS) initiative. Structured interviews and observation were used as data sources. Findings from the data revealed that the instructional leaders, while receptive to the initiative of utilizing the TCs in the pedagogical process, were unable to speak to how effective its usage was in preparing students for the G4LT. Furthermore, although the devices were somewhat facilitated in the teaching and learning process, the majority of instructional leaders did not use them to teach the components of the examination. Finally, results suggested that the usage of the TC as an instructional tool had encouraged more favourable responses from students in the classroom learning environment. As the first study to investigate the integration of TC to teach literacy in the Jamaican Primary Classroom, the current study provided novel insights and a springboard for more qualitative investigations into this particular phenomenon. It is also anticipated that the emerging data will influence and inform decision making within the Ministry of Education (MoE).
Temple University--Theses
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Johnson, Penelope Gail. "Contexts for writing : understanding the child's perspective." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4906/.
Full textAbstract:
The integration of social theories into a cognitive explanation of the composing process enlarges our notion of context, calling attention to the historical, social and ideological forces that shape the making of knowledge in educational settings. These approaches suggest that context cues certain actions and that students gain entry into academic contexts if they learn the appropriate forms and discourse conventions. However, methodological approaches to teaching do not address how individuals construct meaning, use knowledge for their own purposes, or engage in reflective processes that influence how individuals will act in a socially-governed situation. Nor do they address the issue of how school-acquired knowledge may be transformed to enable individual students to take ownership of their writing. These concerns motivate the attempt to form a cognitive-social epistemic that acknowledges and explains the role of the individual in constructing meaning within culturally-organized activities in primary educational systems. Through questionnaires, interviews and classroom observations, and applying qualitative analytical procedures, the study discloses layers of complexity in a multi-level description of the ways context and cognition interact. At the general level, a comparative analysis of teachers' and pupils' rationales underlying given writing tasks produces converging references to the educational purposes for writing. At a deeper level, findings that writing possibilities and social possibilities are dynamically interlinked with the emergence of identity, suggest that learning is a constructive process of meaning-making which is uniquely manifested in diverse ways. Studies of classroom interaction determine the impact of strategies deployed within classroom communication to control the meaning-making process and make it possible to discuss the efficacies of peer-interaction in the classroom. A second strand of contextual-oriented research in a non-school setting, which incorporates the computer as a writing tool, reinforces the view that children are primarily social players negotiating roles and relationships by whatever mediational means are made available to them. In light of these results, the thesis acknowledges the complexity of a largely implicit cultural architecture for directing the context of action, and concludes that this structure will be explicated only by adopting an inclusive research strategy to encompass simultaneous acting influences.
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Anderson, Glenda K. (Glenda Kay). "The Association Between Systematic Exposure to Information About Computers and Attitude Changes Among Students Who Are Non-Computer Majors." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332169/.
Full textAbstract:
The problem with which this study is concerned is the association between systematic exposure to information about computers and attitude changes to computers among students who are non-computer majors. The experimental design includes a semester length course in introduction to computers at a small community college in Texas.
The study has a twofold purpose. The first is to determine the pre-instruction direction and valence of attitudes of non-computer majors towards computers. The second is to determine the post-instruction direction and valence of attitudes of non-computer majors towards computers.
A questionnaire was used to measure attitudes of students towards computers as a pre-test and post-test. The test results were encoded for computer statistical analysis. To determine the valence of changes in attitudes, chi-square tests were applied for each statement of the questionnaire with combinations between pre-test and post-test and each of the variables: gender, age, student performance, and instructor. To determine changes of direction in attitudes, a phi coefficient was applied for each statement of the questionnaire.
The following conclusions may be drawn from the data collected for this study.
1. Based upon gender, age, student performance, and the variable of instructor, there was a significant difference in the valence of changes in attitudes towards computers.
2. Based upon gender, age, student performance, and the variable of instructor, there was no difference in the
direction of change in attitudes towards computers.
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Schneider, Grace Rose. "Books or Bytes: Media Format and Literacy Education." Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1113878337.
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Downes, Toni. "Children's use of computers in their homes." Thesis, [Campbelltown, N.S.W.] : University of Western Sydney, Macarthur, Faculty of Education and Languages, 1998. http://handle.uws.edu.au:8081/1959.7/507.
Full textAbstract:
This project explores the interactions of young children with computers in their homes. It focuses on: resources available and what affordances these enable; socio-cultural contexts, discourses and family practices; nature of the use and affordances children perceive; and how school experiences differ from those at home and the impact of teachers' discourses about computing. Findings were: common activities comprised game playing, editing and decorating texts and using information texts; gender and socio-economic differences interacted with varying rules, resources, discourses, affordances, and family use and expertise; parental discourses and resources combined to generate key affordances of the computer as toy and tool; parental discourses revealed different conceptions of childhood and computers; children’s patterns of learning and use are relatively consistent across age, gender and family background – they learn by exploring and the dominant affordance is the computer as playable; teachers’ discourses and conceptions lead to the marginalisation of computer use within the curriculum; at school, children have less access, control and time to use computers in ways that allow them to draw on the expertise and approaches they have developed at home. Theories are developed to show how children come to perceive the computer as playable, and how parents’ and teachers’ discourses position computing as marginal to the curriculum. The other issues relate to conceptions of learning, types of learning that computers afford, and the possibility that children’s approaches to learning are changing as a result of their interactions with computers
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Walton, Donna L. "The impact of computer assisted instruction on sensory cognitive factors in literacy learning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.
Full textAbstract:
The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.
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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/2259.
Full textAbstract:
This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.
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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." University of Sydney, 2006. http://hdl.handle.net/2123/2259.
Full textAbstract:
Doctor of EducationThis thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.
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Madej, Krystina. "Characteristics of Early Narrative Experience : Connecting print and digital game /." Burnaby B.C. : Simon Fraser University, 2007. http://ir.lib.sfu.ca/handle/1892/9751.
Full textAbstract:
Thesis (Ph.D.) - Simon Fraser University, 2007.Theses (School of Interactive Arts & Technology) / Simon Fraser University. Senior supervisor: Dr. John Bowes -- School of Interactive Arts & Technology. Also issued in digital format and available on the World Wide Web.
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Grigg, Andrew Thomas. "Evaluating the effect of the digital divide between teachers and students on the meaningful use of information and communication technology in the classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1807.
Full textAbstract:
In recent years the usage of Information and Communications Technology (ICT) in schools has become more prominent (Pegrum, Oakley, & Faulkner, 2013), with the majority of the focus being on hardware implementation (Hunter, 2013). However, teachers have generally struggled to integrate the use of ICT fully to promote learning in their classrooms (Sipilä, 2014). Therefore, schools may need to develop teachers’ ICT skills; this also being in response to students demonstrating higher levels of ICT skills within schools (Morgan, 2012). The well documented limitations in ICT skills of many teachers, and the likely increasing ICT skill levels of students’ is creating the potential for a digital divide between the teacher and his/ her students.
A digital divide is normally identified between developing countries that lack the resources and financial support when compared to developed countries (Shih, Kraemer, & Dedrick, 2008). However, there is a concern regarding the knowledge and skills of teachers to make use of ICT in the classroom (Asia Society, 2012). In addition, it is likely that as teachers get older the ICT knowledge and skills gap between them and younger people will widen (Department of Education and Training in Western Australia, 2006). Is this widening skills gap creating a critical digital divide between teachers and students in the classroom? It has been argued that students have lived in a world of technology since a young age, and therefore, have developed a natural ability to use technology to communicate and find information (Groff, 2013). Is this natural ability exploited in the classroom and do the students exhibit higher-levels of ICT knowledge and skills than the teacher? If a digital divide exists, would this affect the way in which ICT is used by students in the classroom? This study sought to investigate this question.
The environment for this study was a Western Australian secondary school, with the participants being teachers and students. The study implemented a quasi-ethnographic multiple case studies approach to research, with multifactorial surveys and interviews, was implemented for the study. The primary sample for the study comprised eight teachers, two from each of the core learning areas of Mathematics, English, Science, and History and Social Sciences. Each teacher sampled, allowed access to one of his/her student classes, resulting in a sample of 154 students from Year Seven to Year Eleven, therefore there were eight distinct case studies. Initially, the students and teachers participated in a survey to establish the extent and nature of the potential digital divide (the first construct) between the teacher and his/her class. This construct analysed the ICT competence by assessing the level of ICT Skills, Application and Attitude for each of the students and teachers. The responses to the teacher interview questions and some of the questionnaire items were also used to determine the extent of the Meaningful Use of ICT (the second construct) with each class. Finally, this was compared with the extent and nature of the digital divide for each case study class to investigate whether there was likely to be a qualitative connection between the two constructs. That is, the study aimed to investigate whether a digital divide existed, and whether it was likely that this affected the use of ICT in the classroom. The intention of the study was to assist in directing teacher professional learning practices, and policies to support enhanced learning with ICT.
The study found that both the sample of teachers and sample of students had varying levels of ICT competence. However, there was little difference in the student mean for each class on the measures of ICT competence. For some case study classes, it was determined that there was a digital divide in favour of the students, and for others the divide was in favour of the teacher. This outcome was determined by the ICT competence of the teacher, not the students, because there wasn't a significant difference between the student means for the eight class. The study found that when the digital divide for a class was in favour of the students there was limited evidence of Meaningful Use of ICT. However, when the divide was clearly in favour of the teacher for the class, there was a noticeable level of Meaningful Use of ICT with the students. The results of the study suggested that the difference in ICT competence of the teacher compared with students was likely to affect the Meaningful Use of ICT in the classroom. Therefore, it is recommended that policies and practices in schools and school systems be enacted with the aim of increasing the ICT competence of teachers.
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Greenfield, Robert Wayne. "The development of a curriculum for a high school course in computer literacy." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1189.
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Kostelnik, Joyce L. "How Computer Use Functions as an Aspect of Literacy Development : A Qualitative Description of a Second-grade Classroom." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279338/.
Full textAbstract:
In this study, the researcher investigated how computer use functions as an aspect of literacy development within a second-grade classroom. The researcher sought to gather data to help define the role that computer use plays in the literacy development of elementary school students by concentrating on how computers are actually used in the classroom being studied, and by looking for relationships revealed by students' and teacher's beliefs about computer use in the classroom.
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Beaudin, Lorraine Catherine, and University of Lethbridge Faculty of Education. "Computer self-efficacy and classroom practice : what is the correlation?" Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1998. http://hdl.handle.net/10133/78.
Full textAbstract:
The present technological focus in education is requiring teachers to become computer-literate so that they are better able to integrate computer technology into their teaching. This thesis examines teachers' leves of computer self-efficacy (one's belief in one's ability to use computers) to see if there is a correlation with computer self-efficacy and classroom practice. Current research suggest that one can use computer self-efficacy as a way of determing teachers' levels of willingness to use computers. Based on the distribution of a computer self-efficacy scale and a questionnaire designed to identify computer technology integration into teaching, this study shows the correlation between computer self-efficacy and
classroom practice in a selection of schools in southern Alberta. The finding of the research show that there is a weak correlation (r=0.405) between CSE and classroom practice; while there is a moderate to strong correlation (r=0.62) between CSE and instructional practice. Interestingly, the correlations between CSE and each of the specific classroom uses listed in the survey were extremely weak. These correlation coefficients ranged from 0.0777-0.287. Only 14/87 of the teachers surveyed have not attended a computer course. However, out of those 14 teachers only 2 do not use the computer for classroom used. On the other hand, of the 73 teachers who have attended a computer course, 16 do not use the computer in classroom teaching. For this group of teachers, participating in a computer course did not appear to have an impact on classroom practice. Moreover, the reseach found that those teachers with high levels of CSE do not necessarily teach using computers. An exploration of change literature provides a framework for understanding these results, and help place in perspective the need to rethink guidelines for professional development, teacher education and classroom practice as they relate to computers in education.vii, 68 leaves : ill. ; 28 cm.
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Almjeld, Jennifer Marie. "The Girls of MySpace: New Media as Gendered Literacy Practice and Identity Construction." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1212610595.
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Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.
Full textAbstract:
To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.
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Swigert, Silvia. "Computer learning motivation and indicators of computer skill in employee populations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/984.
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Olsenmyr, Emil, and André Sannehag. "1:1 – teknik före funktion? : En studie av kommunala 1:1-satsningars motivering och implementering." Thesis, Uppsala universitet, Institutionen för informatik och media, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192716.
Full textAbstract:
Denna uppsats granskar fem kommunala 1:1-satsningar, det vill säga projekt att ge en egen dator till varje elev. Syftet med uppsatsen är att jämföra beslutfattarnas visioner med elevernas upplevelser av det faktiska användandet. Utifrån detta är målet att identifiera hur stor vikt bilden av det medialiserade samhället hade vid beslutet av dessa satsningar och eventuellt fortsätter ha i det nuvarande användandet av tekniken. Frågeställningen fokuserar på hur stor roll bilden av det medialiserade samhället spelade i beslutsprocessen. Dessutom har ett par underfrågor formulerats för att tydliggöra arbetet. Uppsatsens teoretiska ramverk grundar sig främst i medialiseringsteorin och media literacy. Dessutom presenteras kommunikativa strategier, top-down och bottom-up samt Maslows behovstrappa för att ytterligare kunna problematisera de empiriska resultaten. Den metod som använts är kvalitativa samtalsintervjuer med både elever och beslutsfattare. Dessa har sedan transkriberats och analyserats utifrån de tidigare nämnda teorierna i tre analysteman; beslut, implementering och användning. Uppsatsen påvisar att det medialiserade samhället skapade ett upplevt måste för skolorna att följa med i teknikutvecklingen vilket underbyggde besluten för de flesta 1:1-satsningar. I och med ett beslut som med tydlighet anspelar på ett top-down-perspektiv skapas en ytlig instruktionsgrund till användarna. Tillgången till bara ett fåtal instruktioner skapade ett behov av att lärare och elever själva bildade sig en uppfattning om hur datorerna skulle användas på bästa sätt. Den nivå av mediekompetens som studien uppvisar indikerar även på att den i vissa fall är överskattad från beslutsfattarhåll. Detta har i sin tur lett till att det förändrade arbetssätt, som var beslutsfattarnas mål, främst syns genom ett utbyte av skrivdon från papper och penna till datorer hos eleverna.
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Gilchrist, Matthew James. "The ground beneath our feet: a multi-sited analysis of multimodal composition." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6111.
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Since the personal computing revolution began in the 1980s, digital technologies have become more powerful, affordable, and portable. Those tools have made possible the information age and new ways of communicating. When we connect, we encounter prompts to post, comment, edit, tweet, snap, capture, collaborate, and share. Within an app loaded on a device close at hand are the tools necessary to create and bring together images, videos, sounds, animations, and text. When we mix forms of communication in this way, we create multimodal compositions.
Teachers, students, politicians, corporations, universities, journalists, employers, artists, authors, role models, and friends now communicate with multimodal compositions. The growing significance of multimodal compositions suggests the importance of learning how to consume and create these new media. Many educators consider such skills essential to literacy in the information age. In the context of higher education, rhetoric and composition courses increasingly take on the responsibility of teaching future leaders to make effective and responsible use of multimodal compositions in their communication.
This study considers how college-level composition and rhetoric teachers and their students experience a time of transition between traditional speaking and writing assignments and multimodal composition projects that ask students to integrate different ways of communicating. I use qualitative methods to examine three levels of the composition curriculum: a single assignment, a single course, and a single department. The results point to possible advantages, obstacles, and complications of using multimodality as an approach to college-level literacy teaching and learning.