Relevant bibliographies by topics / Computers in education

Academic literature on the topic 'Computers in education'

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Published: 4 June 2021
Last updated: 1 March 2023

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Journal articles on the topic "Computers in education"

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Dorfman, Raul. "Computers and computer education in Argentina." ACM SIGCUE Outlook 20, no. 2 (June 1989): 15–17. http://dx.doi.org/10.1145/382145.382958.

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Iskrenovic-Momcilovic, Olivera. "Using Computers in Teaching in Higher Education." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 71–78. http://dx.doi.org/10.2478/mjss-2018-0116.

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Abstract This paper describes advantages of using computers in teaching, but also problems that occur, as well as possibilities for their elimination. The main goal of the research is the formation of images which show the use of computers in higher education. The paper presents the results of a survey conducted among students of the Faculty of Education in Sombor (Serbia) about the use of computers in teaching. A sample of 126 respondents comprises students of the last year of all study programs. The results show that students and professors have a positive attitude about using computers in education and knowledge dissemination through computers. Most of them think that teachers have mastered basic computer knowledge, but give priority to teachers who know how to work with a computer, as well as to younger teachers. Students believe that many barriers occur during the use of computers, among which the most important is the inaccessibility of technical equipment. All barriers can be overcome through useful and practical computer seminars.
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O'Brien, Thomas C. "Computers and Education." American Biology Teacher 47, no. 5 (May 1, 1985): 315–16. http://dx.doi.org/10.2307/4448074.

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Fasano, Carla. "Beyond Computers: Education." European Journal of Education 20, no. 2/3 (1985): 257. http://dx.doi.org/10.2307/1502954.

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Coyle, Kathleen, Ann D. Thompson, and Elaine M. Jarchow. "Computers in Education." Journal of Research on Computing in Education 20, no. 3 (March 1988): 245–57. http://dx.doi.org/10.1080/08886504.1988.10781839.

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Nolan, Patrick C. J., David H. McKinnon, and Janet Soler. "Computers in Education." Journal of Research on Computing in Education 24, no. 3 (March 1992): 299–314. http://dx.doi.org/10.1080/08886504.1992.10782012.

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Marsh, Terry. "Computers in Education." Educational Media International 24, no. 3 (January 1987): 140–42. http://dx.doi.org/10.1080/0952398870240306.

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Hamby, Sue. "Computers and education." ACM SIGBIO Newsletter 8, no. 1 (March 1986): 30–33. http://dx.doi.org/10.1145/16291.16292.

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Latchem, Colin. "Computers and education." British Journal of Educational Technology 36, no. 2 (March 2005): 352. http://dx.doi.org/10.1111/j.1467-8535.2005.00465_10.x.

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Visser, Albert. "Computers in Education." Computers in Human Services 12, no. 1-2 (April 16, 1996): 99–108. http://dx.doi.org/10.1300/j407v12n01_10.

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Dissertations / Theses on the topic "Computers in education"

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Greh, Deborah Ellen. "Computers in art education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778184.

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Lai, Constance Chunlan 1972. "Charles Eames and communication : from education to computers." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/68350.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 1999.
Includes bibliographical references (p. 148-151).
This thesis looks at a variety of projects done by Charles and Ray Eames that emphasize their interest in communication leading up to their 1953 film A Communications Primer. The significance of this film is threefold: One, it is the first film the Eameses produced that showcased, albeit briefly, the modern digital computer. Two, it was made for an audience of architects to expose the profession to the concept of communication theory. Three, the Eameses's, and specifically Charles', interest in using computers in the architectural and city planning design processes can be traced back to this film. The Eameses's interest in computers and architecture has been documented previously but for the most part, as separate interests. This thesis contributes to the current knowledge of the Eameses by elaborating further on Charles' interest in computers in relation to architecture. It will also present original evidence in the form of a letter that Charles Eames wrote in 1954 to Ian McCallum. The letter is located at the Eames Archives at the Library of Congress in Washington, DC. The structure of this thesis traces the various nuances of the word "communication," and how these ideas either directly or indirectly influenced the making of the film A Communications Primer. First, parallels are drawn between John Dewey's philosophies on communication, education and democracy and the Eameses' earlier architectural proposals for "information centers" in which communication is encouraged. Second, the visual execution of the Eameses' educational projects is traced to the Bauhaus commitment to a universal visual language and Gyorgy Kepes' ideas of visual communication. Third, the parallels between the Eameses' hope for interdisciplinary exchange and the scientific movement, Cybernetics, are examined. Finally, the last definition of the word "communication" to be explored is the scientific and mathematical nuance of the word proposed by Claude Shannon's mathematical theory of communication and the various interpretations of it. This mathematical theory is of particular importance because it is the basis for the content of the film A Communication Primer.
by Constance Chunlan Lai.
S.M.
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Saunders, Nancy G. "Coping with computers." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117126.

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The purpose of this study was to describe and understand the meaning of responses of study participants to interactive computer-mediated communication within a distance learning environment. The theoretical framework for this study was based on collaborative learning theories within a constructivist perspective.The study setting was a distance learning graduate course taught in a studio classroom on Ball State University campus and transmitted via the IHETS Network to five distant sites in Indiana. An interactive Internet site, the Class Page, was an important instructional component of the course. This Class Page was developed to enable and support active, collaborative learning among distance learners.Study participants, all graduate students enrolled in degree programs, included 13 studio students and 24 off site students. One professor and two graduate assistants delivered course and Web site instruction. In this descriptive study, responses of participants were collected through a series of surveys and interviews over the sixteen week semester. Evidence collection focused on learner responses to the computer component of this distance learning setting.Identified in this study were cognitive and affective learning strategies developed and employed by students to effectively learn from the educational environment of computer-mediated communication within this study's setting. Two cognitive learning strategies identified were the `management of the computer environment' and the `management of personal resources.' Two affective learning strategies identified were the `management of self and the `management of others.' The computer medium of this setting played an important role in determining how students responded to, and learned within, this distance learning environment.Learners' responses to this multimedia distance setting were shaped by specific aspects of the learning environment. The development of the cognitive and affective learning strategies was influenced by the instructional design of the distance course and the Class Page, the structure of Class Page interactivity, and the characteristics of individual learners. Conclusions and recommendations of this study focused on these four influences upon student responses. Implications for future distance education design and development included the need for a clear model of distance learner participation and further research requirements in areas such as learner characteristics, applications of interactive media, and course design issues.
Department of Educational Leadership
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Tsang, Currie. "Higher education in information technology & its impacts on a changing urban job market : case study: Hong Kong /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12324413.

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Saal, Petronella Elize. "Integrating computers into mathematics education in South African Schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62904.

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The purpose of the study was to determine how South African mathematics teachers were integrating computers into their classrooms. The study was a response to the low achievement scores in mathematics as attained by grade nine learners in the 2011 Trends in International Mathematics and Science Study (TIMSS). TIMSS 2011 assessed Grade four and eight learners. However, South Africa as well as Botswana and Honduras opted to administer the Grade eight assessment to their Grade nine learners instead. South Africa’s Grade nine learners achieved an average score of 352 (35.2%) out of a possible 1 000 points. This quantitative secondary data analysis study utilised data collected from mathematics teachers from 298 schools in South Africa. The dataset was analysed using descriptive analysis that included percentages as well as the Pearson two-way Chi-square tabulations. The major finding of the study is that 73. 9% of South African mathematics teachers are still not integrating computers into mathematics education. Results showed that teachers are mostly using computers for preparation (35.5%) and administration (65.3%) purposes. Even though 45.5% of the teachers reported that they feel comfortable using computers, others feel that they are still in need of technical support. Moreover, the findings showed that 64.8% of the teachers do not attend professional development programmes that focus on the integration of Information Technology (IT) into mathematics.
Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
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Wegerif, Rupert. "Computers, talk and learning : using computers to help coach reasoning through talk across the curriculum." Thesis, Open University, 1995. http://oro.open.ac.uk/56459/.

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The main theme of this thesis is the role of computers as a support for reasoning through talk in the classroom. A second, closely linked, theme is the role of reasoning through talk in general intellectual development. In the first part of the thesis the two areas of the teaching of thinking skills and the use of computers as a support for cooperative work in classrooms are explored through critical reviews of the literature and through two empirical studies. The findings of this exploratory research lead to the development of a theoretical framework for the use of computers in classrooms. This theoretical framework consists of the characterisation of a type of talk that is effective in promoting general intellectual development, a model of the structure of educational activities in which groups of children work with computers and a set of principles for the design of software to support reasoned discussion. In the second part of the thesis the theoretical framework is explored and tested through the development and implementation of an intervention programme. A new methodology is developed to evaluate this intervention programme integrating a quasi-experimental method with both qualitative discourse analysis and computer-based discourse analysis. The findings of the evaluation support four key hypotheses which emerge from the theoretical framework. First, that there is a link between the coaching of reasoning through talk and performance on tests of general reasoning ability. Second, that the quality of computer-supported collaborative learning can be enhanced through the off-computer coaching of exploratory talk. Third, that group work at computers can in turn be used effectively to extend an educational programme designed to coach exploratory talk across the curriculum. Fourth, that computer-based collaborative learning can - be used to integrate active peer-learning with directed teaching. These findings have significant implications for educational theory and practice.
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Hall, Leslie Dawn. "Experienced teachers and computers : creating a community of practice /." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1242851919.

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Jedeskog, Gunilla. "Teachers and computers : Teachers' computer usage and the relationship between computers and the role of the teacher, as described in international research." Doctoral thesis, Uppsala : Uppsala university, 2000. http://publications.uu.se/theses/fulltext/91-506-1439-8.pdf.

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Elmahdi, Ismail. "Computers as roommates the Ohio University residence hall computer project and the lives of first-year students /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1080658294.

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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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Books on the topic "Computers in education"

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1974-, Torr James D., ed. Computers and education. San Diego, Calif: Greenhaven Press, 2003.

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F, Merrill Paul, ed. Computers in education. 3rd ed. Boston: Allyn and Bacon, 1996.

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Mendes, António José, Isabel Pereira, and Rogério Costa, eds. Computers and Education. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84628-929-3.

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Costagliola, Gennaro, James Uhomoibhi, Susan Zvacek, and Bruce M. McLaren, eds. Computers Supported Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63184-4.

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Llamas-Nistal, Martín, Manuel J. Fernández-Iglesias, and Luis E. Anido-Rifon, eds. Computers and Education. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1122-7.

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Ortega, Manuel, and José Bravo, eds. Computers and Education. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/0-306-47533-2.

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Fernández-Manjón, Baltasar, Juan Manuel Sánchez-Pérez, Juan Antonio Gómez-Pulido, Miguel Angel Vega-Rodríguez, and José Bravo-Rodríguez, eds. Computers and Education. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-4914-9.

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Escudeiro, Paula, Gennaro Costagliola, Susan Zvacek, James Uhomoibhi, and Bruce M. McLaren, eds. Computers Supported Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94640-5.

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White, Charles Stitham. Computers and education. New York: Macmillan, 1988.

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F, Merrill Paul, ed. Computers in education. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Book chapters on the topic "Computers in education"

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Biehler, Rolf. "Computers in Probability Education." In Chance Encounters: Probability in Education, 169–211. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3532-0_6.

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Hawkridge, David, John Jaworski, and Harry McMahon. "Economics, Education and Computers." In Computers in Third-World Schools, 314–34. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20793-0_22.

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Hoy, R. A. "Computers and Nurse Education." In Medical Informatics Europe 85, 715–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_139.

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Kurki-Suonio, Reino, Oddur Benediktsson, Janis Bubenko, Ingemar Dahlstrand, Christian Gram, and John Impagliazzo. "University Education on Computers." In IFIP Advances in Information and Communication Technology, 310–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03757-3_32.

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Dev, Parvati, Edward P. Hoffer, and G. Octo Barnett. "Computers in Medical Education." In Medical Informatics, 610–37. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-0-387-21721-5_17.

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Hales, Gary D. "Computers and Continuing Education." In Nursing Informatics, 344–50. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-4160-5_36.

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Dev, Parvati, Edward P. Hoffer, and G. Octo Barnett. "Computers in Medical Education." In Health Informatics, 737–62. New York, NY: Springer New York, 2006. http://dx.doi.org/10.1007/0-387-36278-9_21.

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McGowan, Julie J., and Eta S. Berner. "Computers in Medical Education." In International Handbook of Research in Medical Education, 537–79. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_21.

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Scrimshaw, Peter. "Children’s Talk and Computers." In Oral Discourse and Education, 217–27. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_22.

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Dev, Parvati, and Titus K. L. Schleyer. "Computers in Health Care Education." In Biomedical Informatics, 675–93. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4474-8_23.

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Conference papers on the topic "Computers in education"

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"COMPUTERS FOSTER EDUCATION AND EDUCATION FOSTERS COMPUTER SCIENCE - The Politecnico’s Approach." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002793502890296.

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Prokhorov, Sergei. "Evolution of Education: From Computers to Computer Technology." In 2015 International Conference on Engineering and Telecommunication (EnT). IEEE, 2015. http://dx.doi.org/10.1109/ent.2015.28.

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Rahman, Shama. "Architectural Education to Suit Computers - Or: Computers to Suit Architectural Education?" In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.379.

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Rahman, Shama. "Architectural Education to Suit Computers - Or: Computers to Suit Architectural Education?" In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.379.

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Laing, Lamond. "Computers in Architectural Education." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.071.

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Pavlovic, Dragana, and Anka Mihajlov prokopovic. "ATTITUDES OF TEACHERS TO THE APPLICATION OF COMPUTERS IN PRESCHOOLS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-132.

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The impact of the new technologies on the field of education has noticeably been growing over the last few decades. Many research studies have been conducted in the world examining their effect on education at all educational levels, especially at the children's' early age. The aim of this research is to examine the attitudes of teachers to the role of computers in strengthening the competences of preschool children for entering the next level of education in Serbia. The starting hypothesis is that teachers in their work value the use of educational computer games in order for children to acquire new knowledge strengthen problem solving skills, develop their creativity. Our starting position is the standpoint that there is a positive correlation between attitudes and independent variables: the length of work experience and previous computer education. The results show that teachers have a positive attitude to the application of computers in preschools; they are motivated to work with educational computer games and find that computer may be of significant benefit for work with children, but not to the great extent. The survey also shows that the length of work experience and previous computer education, as well as attending technical training courses are positively correlated with the application of computers in schools. The study concludes that modern technology is still not widely applied in preschools, primarily due to insufficient funds and unsatisfactory IT skills of teachers, which indicates the need for a systemic solution to this problem. Modernization and introduction of computers in preschools will not bring satisfactory results without appropriate education and training of teachers in order for them to acquire new skills and competences.
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Schonning, Alexandra. "Biomechanical Applications of Computers in Engineering Education." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34400.

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This paper discusses integration of biomechanical research in the undergraduate mechanical engineering curriculum. The projects presented emphasize the use of computers and computer-aided engineering software. Two different projects are discussed. The first project involves generation of three-dimensional computer models of the bones of the lower limb, and the second project the generation of three-dimensional computer models of the shoulder to be used in developing an implant. Through these projects the students learned specialized computer-aided engineering software tools and also enhanced their communication skills through technical report writing and presenting a paper at a conference.
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Dos Santos, Wilk, Ig Bittercourt, Seiji Isotani, Ismar Silveira, and Leonardo Marques. "Challenges of Flow Theory Applied to Computers in Education." In Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2015. http://dx.doi.org/10.5753/desafie.2015.10043.

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Flow Theory has been discussed in several aspects in the last decades, in domains such as: work, social life and education, among others. Particularly in the field of educational technology, a series of discussions have been conducted in the academia, bringing out some issues such as: the importance of flow state for education to develop didactic materials which could lead students to the flow state and better learning. In this sense, this paper has the goal of presenting to the community four contemporary challenges of Flow Theory applied to Computers in Education.
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Holmes, David R. "Higher education administration and computers." In the 1985 ACM annual conference. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/320435.323367.

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Coyne, Richard, and Sidney Newton. "Metaphors, Computers and Architectural Education." In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.307.

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Reports on the topic "Computers in education"

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Bulman, George, and Robert Fairlie. Technology and Education: Computers, Software, and the Internet. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22237.

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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, January 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.
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Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite, and Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.
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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko, and Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4440.

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The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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6

Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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