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Journal articles on the topic 'Computers in education'

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Published: 4 June 2021
Last updated: 1 March 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Ilyas, Muhammad. "Computers in education." Information Technology for Development 1, no. 4 (December 1986): 223–29. http://dx.doi.org/10.1080/02681102.1986.9627078.

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12

Jones, Katherine, and Haworth Continuing Features Submission. "Computers in Education." Computers in the Schools 6, no. 1-2 (December 14, 1989): 31–35. http://dx.doi.org/10.1300/j025v06n01_16.

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13

Heslep, Robert D. "Education for Computers." Studies in Philosophy and Education 31, no. 4 (November 15, 2011): 357–64. http://dx.doi.org/10.1007/s11217-011-9279-y.

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14

Stallard, Charles K. "Computers for Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 61, no. 4 (December 1987): 154–56. http://dx.doi.org/10.1080/00098655.1987.10113928.

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15

Billings, Karen, and David Moursund. "Computers in education." ACM SIGCUE Outlook 20, no. 1 (September 1988): 13–24. http://dx.doi.org/10.1145/382236.382854.

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16

Butson, Russell, and Kwong Nui Sim. "The Role of Personal Computers in Undergraduate Education." International Journal of Digital Literacy and Digital Competence 4, no. 3 (July 2013): 1–9. http://dx.doi.org/10.4018/ijdldc.2013070101.

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This scoping study investigated the role that personal computers play in supporting undergraduate study practice. Monitoring software was installed on the personal computers of five third year students undertaking a summer school course at the University of Otago in 2012. The data showed students’ daily academic use of their personal computers was significantly lower compared with their non-academic use. There was also no obvious relationship found when comparing overall computer use with course assignment schedules. In addition, students’ perceived use of personal computers as captured through self-reports was found to be contrary to their actual use as recorded by the computer monitoring software. The low level of use for academic purposes indicates that the personal computers did not play a significant role in the daily study practices of these students and that the current perceptions that such devices are vital to student learning may be unsound.
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17

Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (October 17, 2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.

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Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.
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18

Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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19

Gerson, Steven M. "Commentary: Teaching Technical Writing in a Collaborative Computer Classroom." Journal of Technical Writing and Communication 23, no. 1 (January 1993): 23–31. http://dx.doi.org/10.2190/m21r-4atr-cj4r-rl15.

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Twenty years ago I had no idea what a computer was. Ten years ago I knew what computers were, but I had never sat at a terminal. I just assumed that computers were machines used in those “other” disciplines, certainly not in English courses. Today, I teach my technical writing classes in a collaborative computer classroom. The classroom consists of twelve networked computers which my twenty-four students per class use in tandem. Despite my original ignorance of computers, I'm now happily ensconced in a computer classroom. In fact, computers are so important, I've concluded, that teaching writing without the aid of computers does our students a disservice. How did I make such a complete turn-around in attitude? I realized that far from being anathema, computers helped to create a perfect marriage for teaching and writing. First, computers let students write more effectively because computers are compatible with the writing process (writing and rewriting). Next, teaching students to write in a collaborative computer environment prepares our students for business and industry where they will be asked to work on group projects and to communicate electronically. Despite the values of computerizing our instruction, however, computers in the classroom present problems. Do the benefits outweigh the deficits? My answer is yes.
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20

Handayani, Rini, Simon Siregar, Marlindia Ike Sari, and Gaous Afrizal. "Thin Client System for Education Purpose using Raspberry Pi." International Journal of Engineering & Technology 7, no. 4.44 (December 1, 2018): 233. http://dx.doi.org/10.14419/ijet.v7i4.44.26997.

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Procurement of computers for infrastructure that supports learning in schools requires a lot of money. The application of the Computer Thin Client system can be an alternative solution to these problems. The use of thin client computers, can reduce resource use, so that it can make costs more efficient. The use of single board computers, is also a cost efficiency, as a substitute for computers. This system consists of one server and several single board computers as thin clients. In a Computer Thin Client network, the server has a very important role that functions as a processor and serves the activities of the client that performs the input / output process. This system also features a monitoring function to monitor the performance of resources from servers and client activities. In this study, the processes carried out by the development of server and client system infrastructure, build LTSP for the formation of thin clients and resource sharing, as well as the development of monitoring systems.
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21

Levin, Tamar, and Claire Gordon. "Effect of Gender and Computer Experience on Attitudes toward Computers." Journal of Educational Computing Research 5, no. 1 (February 1989): 69–88. http://dx.doi.org/10.2190/vepg-500c-2awm-1k15.

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The purpose of this study was to determine the extent to which gender and prior computer exposure (has a computer at home; participated in a computer course; knows how to work with computers) affect students' attitudes toward computers prior to computer instruction in school. An attitude questionnaire including cognitive and affective attitude scales was administered to 222 Israeli pupils in grades 8 through 10 who study in schools where computers have not yet been introduced. The results showed that prior computer exposure (in particular, having a computer at home), had a stronger effect on attitudes toward computers than sex. Pupils owning computers were more motivated to become familiar with computers; felt a stronger need for computers in their lives and had more positive affective attitudes toward computers than pupils who don't have computers at home. Sex differences in affective and cognitive attitudes were also observed where boys had significantly more positive affective attitudes toward computers than girls. They perceived computers as being more “enjoyable,” “special,” “important,” “friendly,” and “cheaper” than girls. Furthermore, boys tended to hold more stereotyped attitudes about who is capable of using computers and had more positive attitudes toward the computer as a medium of instruction than girls.
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22

Milutinovic, Verica. "An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 339–66. http://dx.doi.org/10.2298/zipi1602339m.

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Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students? attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students? attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.
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23

Schwartz, Marc D. "Computers in Psychiatric Education." Psychiatric Annals 18, no. 4 (April 1, 1988): 228–35. http://dx.doi.org/10.3928/0048-5713-19880401-08.

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24

Tira, Daniel E., Lina B. K. Tharp, and Laurette F. Lipson. "Computers in Dental Education." Dental Clinics of North America 30, no. 4 (October 1986): 681–94. http://dx.doi.org/10.1016/s0011-8532(22)00430-x.

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25

Williams, Bernard C. "Computers BITE accounting education." Accounting Education 1, no. 4 (December 1992): 343–46. http://dx.doi.org/10.1080/09639289200000050.

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26

LEWIS, DEBORAH. "Computers in Patient Education." CIN: Computers, Informatics, Nursing 21, no. 2 (March 2003): 88–96. http://dx.doi.org/10.1097/00024665-200303000-00010.

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27

Enright, Gerard. "Computers in primary education." Irish Educational Studies 7, no. 1 (January 1988): 134–48. http://dx.doi.org/10.1080/0332331880070113.

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28

Qayumi, Tarique. "Computers and Medical Education." Journal of Investigative Surgery 10, no. 6 (January 1997): vii—ix. http://dx.doi.org/10.3109/08941939709099595.

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29

Kay, Alan C. "Computers, Networks and Education." Scientific American 265, no. 3 (September 1991): 138–48. http://dx.doi.org/10.1038/scientificamerican0991-138.

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30

Geens, Dirk. "Computers and language education." ITL - International Journal of Applied Linguistics 66 (January 1, 1985): 49–60. http://dx.doi.org/10.1075/itl.66.03gee.

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31

Howley, Craig B. "Computers in Gifted Education:." Computers in the Schools 3, no. 2 (July 31, 1986): 97–102. http://dx.doi.org/10.1300/j025v03n02_12.

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32

Batson, Eric, and Jonathan Cohen. "Computers in patient education." Postgraduate Medicine 77, no. 4 (March 1985): 71–72. http://dx.doi.org/10.1080/00325481.1985.11698917.

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33

Esquembre, Francisco. "Computers in physics education." Computer Physics Communications 147, no. 1-2 (August 2002): 13–18. http://dx.doi.org/10.1016/s0010-4655(02)00197-2.

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34

Parsons, Michael W. S. "Computers and religious education." Computers & Education 10, no. 1 (January 1986): 245–50. http://dx.doi.org/10.1016/0360-1315(86)90078-3.

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35

Snelleman, Johanna. "Computers in special education." Australasian Journal of Special Education 12, no. 1 (May 1988): 40–41. http://dx.doi.org/10.1080/1030011880120107.

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36

Hollinan, Peter. "Computers in special education." Australasian Journal of Special Education 12, no. 2 (November 1988): 37. http://dx.doi.org/10.1080/1030011880120206.

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37

Jones, R. P., and J. Van Wyk. "Computers in legal education." International Review of Law, Computers & Technology 4, no. 1 (January 1989): 1–15. http://dx.doi.org/10.1080/13600869.1989.9966275.

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38

Piemme, Thomas E. "Computers and medical education." Journal of Continuing Education in the Health Professions 12, no. 2 (1992): 89–97. http://dx.doi.org/10.1002/chp.4750120207.

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39

Wiener, Roberta. "Computers for special education." TechTrends 35, no. 4 (September 1990): 18–22. http://dx.doi.org/10.1007/bf02800552.

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40

Clements, Douglas H. "Computers in Early Childhood Mathematics." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 160–81. http://dx.doi.org/10.2304/ciec.2002.3.2.2.

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Computers are increasingly a part of the lives of young children. This article reviews empirical studies that have investigated the implementation and use of computers in early childhood mathematics, from birth to grade 3. Major topics include general issues of children using computers, the use and efficacy of various types of computer programs for teaching and learning mathematics, and effective teaching strategies using computers.
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41

HAMPLOVÁ, Michaela, and Jiří DOSTÁL. "USE OF COMPUTERS AND COMPUTER GAMES IN PRESCHOOL EDUCATION." Journal of Technology and Information 4, no. 2 (August 1, 2012): 28–36. http://dx.doi.org/10.5507/jtie.2012.029.

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42

Huelsman, L. P. "Personal computers in electrical and computer engineering: education survey." IEEE Transactions on Education 34, no. 2 (May 1991): 175–78. http://dx.doi.org/10.1109/13.81597.

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43

Sathyamurthy, N. "Let There be Computers and Virtual Computer Networks!" Resonance 25, no. 10 (October 2020): 1463–66. http://dx.doi.org/10.1007/s12045-020-1063-2.

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44

Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (April 1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.
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45

Yasin, Mahmoud M., and Ronald F. Green. "Global Information Systems: A Joint Venture between Business and Education." Journal of Information Technology 6, no. 2 (June 1991): 80–85. http://dx.doi.org/10.1177/026839629100600204.

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The expanding role of computers and information processing in today's global business environment makes it imperative that business students receive the appropriate computer education. This article evaluates the role of business schools in preparing students to meet the challenges of the global information age. Business and academic perspectives on computers and information processing and their influence on computer education in the business school are presented. The authors conclude that the general lack of enforceable standards in computer business education is a global concern, affecting businesses, educational institutions, and computer hardware and software vendors alike. Recommendations for the globalization of computer education in business schools are provided.
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46

Sullivan, Patricia. "What Computer Experience to Expect of Technical Writing Students Entering a Computer Classroom: The Case of Purdue Students." Journal of Technical Writing and Communication 19, no. 1 (January 1989): 53–68. http://dx.doi.org/10.2190/fexh-hpl3-p8tk-18gw.

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Computers in technical writing classes are growing in popularity because professionals increasingly use computers for writing reports and because the computer can aid in producing more visually sophisticated documents. Yet, we do not know what computer experience students bring with them to the computer classroom, a lack of knowledge that makes the task of integrating the computers into the classroom more cumbersome. This article presents the results of a survey of Purdue University students' knowledge of, use of, and attitudes toward computers as they enter the technical writing class. It contrasts the technical students with upper division humanities students and draws conclusions about the documentation requirements and the appropriate computer use goals for the Purdue students surveyed. Finally, suggestions are made about how to use a survey of this type.
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47

Yelland, Nicola. "Young Children's Attitudes to Computers and Computing." Australasian Journal of Early Childhood 20, no. 2 (June 1995): 20–26. http://dx.doi.org/10.1177/183693919502000205.

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Sixty children in their second year of school were interviewed with questions about computers and their use. The questionnaire contained items that were considered in three broad categories: the children's ideas and attitudes towards computers, their ownership and experience with computers, and their views regarding the sex-stereotyping of computers and computer activities. The results revealed that the children had positive attitudes towards the use of computers and were able to describe and discuss the range of functions that they could perform. The children's experience was limited in both the home and the school context and it was evident that the boys in the study were more likely to think that their own gender were better at using computers than girls.
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48

Okkan, Ahmet, and Selami Aydin. "Instructor Perceptions of the Use of Computers in English Language Teaching in Higher Education." International Journal of Teacher Education and Professional Development 5, no. 1 (January 1, 2022): 1–21. http://dx.doi.org/10.4018/ijtepd.304872.

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Teachers' responsibility for the integration of computers constitutes a significant place in the foreign language teaching and learning processes; however, limited research found in the literature shows the need for more comprehensive studies. Therefore, this study investigates the instructors' perceptions of using computers, namely, teachers' computer knowledge, computer habits, computer attitudes, perceived self-confidence, school climate, and support in English teaching and learning at higher education institutions in Turkey. the quantitative data were collected from 210 instructors with a questionnaire consisting of a background section and a scale that has five subsections. It was concluded that while instructors had limited knowledge of specific software, their personal interests were also limited to communication and work-related tools. They mostly held positive attitudes towards computers and had self-confidence in integrating computers into the teaching process. Last, they believed their institutions had the necessary instructional and technical support and infrastructure.
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Bayhan, Pinar, Pinar Olgun, and Nicola J. Yelland. "A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 298–303. http://dx.doi.org/10.2304/ciec.2002.3.2.11.

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In this research, pre-school teachers' thoughts about computer-assisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers' education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children's social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.
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50

Proctor, Romina M., and Paul C. Burnett. "Computer Attitude and Classroom Computers." Computers in the Schools 12, no. 3 (November 22, 1996): 33–41. http://dx.doi.org/10.1300/j025v12n03_05.

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