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1
Rotich, Paul K., Richard K. Ronoh, and Joseph M Mubichakani. "Attitude towards Computers among Primary School Teachers in Kenya: A Case of Siongiroi Divison, Bomet County." International Journal Of Engineering And Computer Science 7, no. 02 (February 21, 2018): 23596–605. http://dx.doi.org/10.18535/ijecs/v7i2.13.
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In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers
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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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Bulawa, Philip. "Transfer of Computer Knowledge and Skills to the Workplace: The Perspective of Primary School Heads." Journal of Studies in Education 6, no. 4 (November 4, 2016): 75. http://dx.doi.org/10.5296/jse.v6i4.9992.
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The use of computer technology in schools has become a topical subject of enquiry among researchers globally. As in other countries, the government of Botswana has come up with policy on the use of computer technology in public schools in its effort to improve teaching and learning. For this initiative to be achieved, higher education institutions in the country are expected to provide knowledge and skills to school management teams and members of their teaching staff on Information and Communication Technologies (ICT). This descriptive and qualitative study sought to find out whether primary school heads are using the computer knowledge and skills they acquired during in-service training at the University of Botswana in their schools. Using purposive sampling, 22 participants out of 26 who had volunteered to participate in the study responded to the questionnaire about the use of computers by school heads in primary schools. The result of the study shows that while school heads are willing to use computers in their schools, they have encountered some challenges, many of which are external and therefore, beyond their control. Further revealed is that there are a few school heads that do not see the use of computers as a priority, in spite of the knowledge and skills they possess. The study recommends further research to find out from regional officers the intervention measures that may be put in place to enable school heads to effectively use computer technology in primary schools.
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Uhlirova, Martina. "Semantic space of elementary teacher attitudes towards computer teaching assistant." Global Journal of Information Technology: Emerging Technologies 8, no. 1 (April 27, 2018): 01–09. http://dx.doi.org/10.18844/gjit.v8i1.3334.
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Abstract
This article is aimed at elementary teacher attitudes towards using educational technologies in education, especially in teaching elementary mathematics. The data used were collected by a questionnaire which was created on the principle of semantic differential. Basic statistical characteristics were calculated and a graph of the semantic space was plotted for all of the respondents participating in the study. In general, it is surprising that how differently teachers perceive the use of computers in education on the one hand, and the use of computers in teaching mathematics on the other. The results show that teachers are not convinced that it is meaningful to implement computers into primary mathematics education or that employing multimedia in teaching mathematics might bring educational benefits.
Keywords: Mathematics, computer teaching assistant, education.
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Olić Ninković, Stanislava, Jasna Adamov, and Natalija Makivić. "Encouraging the Motivation of Students in Primary School - A Case Study." International Journal of Cognitive Research in Science, Engineering and Education 10, no. 1 (April 20, 2022): 127–36. http://dx.doi.org/10.23947/2334-8496-2022-10-1-127-136.
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The aim of the research is to examine the current practice of encouraging motivation for learning in the teaching process in the elementary school “Dr Boško Vrebalov” in Melenci from the perspective of teachers and students. The sample of students consisted of 22 teachers and 159 students. Two instruments, constructed in the form of a five-point Likert-type scale, were used in the research: the Instrument for Teachers and the Instrument for Students. The applied instruments collected data on the prevalence of procedures for stimulating students’ motivation to learn from the perspective of teachers and students. Also, the opinion of students on the motivational role of the observed procedures of the teaching process on the motivation to learn was examined. Motivational procedures included three segments: preparation and planning of the teaching process, activities of teachers during the teaching process and the use of information and communication technology (ICT) in teaching. The results presented in this paper showed that all the observed procedures during the planning of teaching and learning, as well as the procedures related to the application of ICT, are very common in the teaching process. With minor deviations, there is agreement between teachers and students on their representation. The lowest prevalence and the greatest disagreement in the opinion of teachers and students concernen the application of ICT in teaching. Teachers notice that students use ICT to a lesser extent in teaching in relation to students’ opinions. The obtained results showed that students assigned a high motivational role to all examined procedures, which suggests that students should be more stimulated to use computers in teaching and extracurricular activities for educational purposes.
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Imhanyehor, Germaine O. J. "Digital Literacy and Primary Educational System in Benin City, Edo State, Nigeria." Humanities and Social Sciences Latvia 30, no. 1, 2 (December 20, 2022): 52–69. http://dx.doi.org/10.22364/hssl.30.04.
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Despite the enormous potential of ICTs and digital literacy in the educational setup, most primary schools in Benin City are yet to fully implement and take advantage of its numerous benefits to the teaching and learning process. This study therefore examined the possibility of incorporating digital literacy at the primary school level, as well as ascertains the extent to which electronic gadgets are available and accessible and the challenges militating against the implementation of digital literacy in private primary schools in Benin City. The research design adopted for this study is descriptive survey. Using the stratified random sampling technique, a total of 448 primary school teachers responded to the Digital Literacy Questionnaire in Primary School (DLPQS) that was developed by the researcher and used for data collection. The data analysis was done using simple tables of frequency counts and percentages. Findings from the study revealed that whilst 90.2 % of the teachers possessed Personal Computers (PC) and other electronic gadgets and were relatively proficient with the use of said devices, computers and digital gadgets were not readily available and accessible as 52.7 % of the teachers taught in schools that did not currently have a computer lab with 60.7 % not having access to the lab. Where available, 69.4 % of the teachers indicated that most of the computers where outdated and not functional and 79.5 % reported that the number of computers were insufficient. Findings also showed that – lack of/insufficient number of computers, poor internet connectivity and epileptic power supply were the major drawbacks in the use of digital literacy in the primary schools.
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Rachmadtullah, Reza, Zulela MS, and Mohamad Syarif Sumantri. "Development of computer-based interactive multimedia : study on learning in elementary education." International Journal of Engineering & Technology 7, no. 4 (September 5, 2018): 2035. http://dx.doi.org/10.14419/ijet.v7i4.16384.
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Computer-based learning media is the use of a computer to help present learning materials to students, monitor the progress of learning or choose additional learning materials in accordance with student learning needs individually or is a form of application and use of computers that are applied in student learning directly to convey the content of the lesson, providing student learning exercises. The purpose of this study is the development of interactive multimedia computer-based on the subject of civic education in elementary education. This research method using an approach of research and development with stages: requirement analysis, design, and validation expert. The results of this study found that interactive multimedia applications based on computer valid and suitable for use in teaching and learning activities in primary schools.
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Dukić, Darko, Slavko Petrinšak, and Pavao Pinjušić. "ICT in the Primary School." Tehnički glasnik 14, no. 3 (September 14, 2020): 257–64. http://dx.doi.org/10.31803/tg-20200403052511.
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The aim of the study was to explore various issues related to the introduction and use of ICT in primary schools in eastern and central Croatia from the viewpoint of informatics teachers. A total of 232 respondents participated in the survey. Both descriptive and inferential statistics were applied in data analysis. The results indicate that the equipment in computer classrooms is only partially satisfactory. LCD projectors and multimedia computers are mostly used in teaching informatics. The research also revealed that teachers are aware of the importance of ICT implementation in classrooms. However, they are less satisfied with the professional development opportunities. Their responses also suggest that they are ready to participate in the curriculum development process, undertake continuing education, and focus on pupils and their learning. In addition, the analysis showed that teachers, regardless of their background characteristics, share similar views. So far, the issues discussed in this paper have only been superficially examined. The present study expands previous research by providing insight into the practice and attitudes of informatics teachers in Croatian primary schools.
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Shuttleworth, Roger. "Computer Language Settings and Canadian Spellings." TESL Canada Journal 29, no. 1 (February 27, 2012): 121. http://dx.doi.org/10.18806/tesl.v29i1.1094.
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The language settings used on personal computers interact with the spell-checker in Microsoft Word, which directly affects the flagging of spellings that are deemed incorrect. This study examined the language settings of personal computers owned by a group of Canadian university students. Of 21 computers examined, only eight had their Windows “Default Input Language” set to English (Canada); the remainder had it set to English (United States). Furthermore, only eight of the computers had the Microsoft Word “Primary Editing Language” set to English (Canada), whereas 11 had it set to English (United States). When asked to state their preferred spelling for words where the spelling differs between Canadian English and American English, a significant proportion of students preferred American spellings for some words. The study indicates that computer language settings may contribute to the increasing use of American spellings among Canadian students. The implications for ESL teaching are discussed.
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Ozturk, Ergun. "A Study of Primary School Teachers’ and Turkish Language Teachers’ Anxiety about Tablet PC Assisted Teaching." International Education Studies 11, no. 6 (May 29, 2018): 66. http://dx.doi.org/10.5539/ies.v11n6p66.
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Many educational institutions use a number of technologies in classrooms to promote the effectiveness of learning activities. In recent years, tablet PCs have become the primary of these technologies. Tablet PCs in particular play an important role in increasing the effectiveness and efficiency of the process of learning and teaching. In order to reveal this effect of tablet PCs on learning-teaching and to ensure that tablet PCs are used effectively by teachers, development of favorable attitudes by teachers towards computers and elimination of anxiety about using these devices are of utmost importance. The purpose of this study is to determine primary school and Turkish teachers’ anxiety level about using tablet PCs in the process of learning and teaching. To this end, the anxiety scale for tablet PC assisted teaching developed by the researcher was administrated to the teachers. In order to determine the teachers’ anxiety level about using tablet PC in teaching, cross-sectional survey technique was used in the research. According to the results of the research, Turkish teachers’ anxiety level about teaching with tablet PC was found to be higher than that of primary school teachers. Also, in both branches of teaching, females have higher anxiety level about teaching with tablet PC than males. The findings of the research suggest that teachers should be provided with adequate training in using tablet PCs and integration of tablet PCs into educational activities, and that the technical infrastructure should be arranged accordingly.
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Matshonisa Seeletse, Solly. "Information and communication technology as a primary tool for Sefako Makgatho Health Sciences University’s statistics and operations research business." Problems and Perspectives in Management 14, no. 3 (July 29, 2016): 115–22. http://dx.doi.org/10.21511/ppm.14(3).2016.12.
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The Department of Statistics and Operations Reasearch (SOR) at the Sefako Makgatho Health Sciences University (SMU) in South Africa desires to increase its research output, as well as to provide high quality teaching and learning. Most SOR lecturers want to embrace technology and innovations, and also be competitive both regionally and globally. This can be achieved more effectively if they are trained in computer applications. Thus, they should be developed into critical citizens of the digital world. They should also be prepared to use information and communication technology (ICT) as a teaching and learning resource, as well as a research and community engagement backing. An innovation in academia should be backed by the lecturer. Thus, the main concern of this paper is to explore use of ICT as a business tool in SOR. Methodologies of the study were case study and thematic content analysis, and the data collection tool was a questionnaire. The study found that SOR was understaffed and could not provide full statistics (stats) training mainly in the statistical packages. The lecturers were all trained in ICT and the packages. They were all willing to use ICT in SOR activities. The computer laboratories were adequate for the student numbers at the time, even though some computers were not working. These laboratories showed to be poorly adequate for the envisaged growth of SOR. SOR would also need more lecturers for the future growth. The study recommends growth of SOR in lecturers and ICT facilities, at the least
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Yuomeyse, Kenneth, and Henri Rodrigue Njengoué Ngamaleu. "An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon." International Journal of Innovative Science and Research Technology 5, no. 7 (August 12, 2020): 1249–56. http://dx.doi.org/10.38124/ijisrt20jul770.
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The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.
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Muhamad, Norhisham, Nur Haiza Izhar, Muhammad Zulazizi Mohd Nawi, and Abu Zarrin Selamat. "THE LEVEL OF PROFESSIONALISM OF RELIGIOUS PRIMARY SCHOOL TEACHERS OF THE ISLAMIC RELIGIOUS DEPARTMENT OF THE FEDERAL TERRITORY TOWARDS THE PRACTICE OF TEACHING IMPLEMENTATION." International Journal of Education, Psychology and Counseling 7, no. 47 (September 22, 2022): 504–20. http://dx.doi.org/10.35631/ijepc.747041.
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This study aims to examine the level of professionalism of religious primary school teachers of the Federal Territory Islamic Religious Department (JAWI) on the practice of teaching implementation. This study involved 274 teachers of Religious Primary School (SRA) JAWI in the Federal Territory of Kuala Lumpur. Quantitative data using a questionnaire instrument were analyzed descriptively using Statistical Package for the Social Sciences (SPSS) version 22 to obtain the frequency, percentage, mean, interpretation, and standard deviation. The results of the study on the level of professionalism of religious primary school teachers of the Federal Territory Islamic Religious Department (JAWI) on the practice of teaching implementation recorded a high level (M=4.20, S.D = 0.26). Indeed, the level of professionalism of SRA-JAWI teachers towards the practice of teaching implementation is positive but has weaknesses in terms of the application of computers in teaching. Thus, while conducting the teaching process, a teacher must take into account the constraints encountered while using ICT in teaching sessions to be applied and the readiness of teachers to do ICT-based teaching in order to be more effective. In conclusion, the study shows that the level of professionalism of SRA-JAWI teachers on the practice of teaching implementation is very good.
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Ross, John A., Anne Hogaboam-Gray, Douglas McDougall, and Cathy Bruce. "The Contribution of Technology to the Implementation of Mathematics Education Reform: Case Studies of Grade 1–3 Teaching." Journal of Educational Computing Research 26, no. 1 (January 2002): 87–104. http://dx.doi.org/10.2190/dqgn-my7j-49t0-er40.
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Previous research suggests that access to technology contributes to the implementation of mathematics education reform. This case study of three primary (grade 1–3) teachers investigated how access to computers and math teaching software influenced nine dimensions of reform. Teachers were selected on the basis of their commitment to math reform and their technological literacy. Interviews and observations over five months found that technology had its greatest impact by helping teachers expand the scope of their programs and by promoting positive attitudes toward math. Teachers adapted computer tasks to fit their off-line activities, heightening or depleting the contribution of technology to reform. The computer promoted equity of access to all forms and strands of mathematics but this did not necessarily ensure that all students had access to higher math. None of the teachers realized the potential of the computer to increase student-student construction of mathematical ideas, in part because of hardware problems but more because of their decision to assign students to individual computer tasks.
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Omar, Mohd Suhaimi, Noor Shah Saad, and Mohd Uzi Dollah. "Penggunaan bahan bantu mengajar guru matematik sekolah rendah." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 32–46. http://dx.doi.org/10.37134/jsspj.vol7.no1.3.2017.
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This study was conducted to identify the level of frequency using of teaching aids among mathematics teachers. This study also aims to identify the mathematical teacher perceptions towards the use of teaching aids, restraints and challenges faced by them in the use of teaching aids. The respondents of this study consists of 70 teachers of mathematics from 20 primary schools in the District of Batang Padang, Perak. This study used a survey method that involves the review of quantitative and qualitative interpretation. The instrument used was a questionnaire. A set of questionnaires were distributed to the respondents to obtain the necessary information and data. All data were analyzed using computer software Statistical Package for Social Sciences SPSS version 22 ‘to get the frequency, percentage and mean. The results showed that the use of teaching aids in mathematics among teachers is high. In addition, the study also shows that the perception of teachers to use teaching aids are also positive. While the results of the analysis also shows that there are constraints and challenges faced by teachers in the use of teaching aids. A few suggestions are given to increase the use of teaching aids in the teaching of mathematics. Conclusions from the study reflects that the use of teaching aids is important for teachers to assist them in the process of teaching and learning. The study also demonstrates the use of teaching aids not only benefit the teachers, but they also have a major impact towards pupils.
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Atikiya, Dr Rukia. "Assessment of the Capacity to Implement Competence-based Curriculum in Isiolo County Primary Schools, Kenya." International Journal of Scientific Research and Management 9, no. 1 (January 22, 2021): 1700–1710. http://dx.doi.org/10.18535/ijsrm/v9i1.el01.
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To address the shortfall of the outcome system of education (8-4-4) that is currently underway and to improve quality of education by making it more relevant to the need of the society, the Kenyan government embarked on yet another educational reform. This was the implementation of the competence-based curriculum which was rolled out in January, 2019 in pre- primary and lower primary levels of basic education. The purpose of this study was to assess the capacity to implement competence-based-curriculum by Isiolo County Primary Schools. Descriptive research design was employed. The study sample comprised of 48 head teachers, 48 pre-school teachers, 13 parents with children in lower primary who were picked using snowballing, and 2 Ministry of education and County education officials who were picked using convenient sampling. Questionnaire and interview were the main tool used for data collection. The data was analyzed using descriptive statistics and thematic analysis for qualitative data. The findings of the study revealed that the teaching and learning materials are not adequate, the learning environment is not appropriate, inadequate teachers for competence-based curriculum delivery. Whilst most of the schools are connected to electricity, the schools had no computer labs, computers or libraries, which are key resource in the delivery of the competence-based curriculum. The study further revealed that the pre-school teachers are still ill-equipped to implement the new curriculum despite being trained and lacked computer skills. Majority of parents are also not sensitized on the content and their role in competence-based curriculum implementation hence not able to contribute positively. The study recommends provision of adequate learning and teaching materials, improvement of learning infrastructure, recruitment of additional teachers, enhancement of capacity of pre-school teachers through further training on CBC as well as computer skills, sensitization of parents as well as provision of additional finances to schools to ensure successful implementation of competence-based-curriculum.
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Ivkov-Dzigurski, Andjelija, Ljubica Ivanovic, and Milana Pasic. "Possibilities of computer application in modern geography teaching process." Glasnik Srpskog geografskog drustva 89, no. 1 (2009): 139–51. http://dx.doi.org/10.2298/gsgd0901139i.
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Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.
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Kotsira, Maria, Klimis Ntalianis, Vasiliki Kikili, Filotheos Ntalianis, and Nikolaos Mastorakis. "New Technologies in the Instruction of History in Primary Education." International Journal of Education and Information Technologies 15 (March 10, 2021): 21–27. http://dx.doi.org/10.46300/9109.2021.15.3.
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Nowadays, the exploitation of augmented reality in education is linked to a multitude of pedagogical subjects, including history, geography, natural sciences and arts. The extensive use of computers in the educational process in recent years, in addition to learners’ familiarity with the use of Internet and applications associated with its operation, have led to a search for creative methods, which will enhance interaction in the pedagogical approach. As a result, a digital learning environment has emerged in which trainees gain access to knowledge in an entertaining and interactive way by making use of innovations and gaining the ability to control their knowledge. The purpose of this paper is to feature the role of new technologies in the educational process by studying the use of augmented reality applications in teaching history. Designing such applications requires direct involvement of the teacher and, as established by the case study, the benefits are extremely important; students acquire a particular interest in the learning object and achieve higher performance, as compared to conventional forms of teaching.
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Vdovenko, Victoria, and Lyudmila Kashuba. "METHODICAL FUNDAMENTALS OF TEACHING ELEMENTS OF COMPUTER GRAPHICS OF YOUNG SCHOOLCHILDREN WITH LIGHT DISORDERS OF INTELLECTUAL DEVELOPMENT." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 85–90. http://dx.doi.org/10.36550/2415-7988-2020-1-190-85-90.
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There is no doubt that in addition to perfect command of the native language, time requires from a young person and computer literacy, acquaintance with modern information technology. The computer, which has confidently and reliably taken its rightful place among all other traditional school subjects, as well as in the life of modern man, is actively implemented at the initial stage of a child's education. Disputes over the content of computer science itself as a school subject and its place in the main and variable components of the curriculum only increase its versatility. The use of a standard program in computer science and simulators, allows you to build the educational process of primary school, taking into account age and individual characteristics, the more it is necessary for inclusive education. The article is devoted to the methodological bases of teaching elements of computer literacy of junior schoolchildren with mild intellectual disabilities. The authors emphasize that currently in Ukraine the study of the information education sector by junior schoolchildren with mild intellectual disabilities is not conducted. At the same time, the formation of elements of computer literacy, in particular the study of computer graphics, is feasible for such students, given the peculiarities of the cognitive thinking of such students. The use of computers in the education of primary school students is not the only task of the computer science course. At present, experiments on the introduction of information and communication technologies in subject teaching are being actively conducted, traditional methods are being rethought, teaching concepts are being developed, and the pedagogical conditions for forming the basic concepts of the computer science course are being revised. However, it is not yet established what impact specific methods of activity can have on the structure of educational activities of primary school children with mild intellectual disabilities, which may contribute to the formation of computer literacy in grades 2-4 to prepare children with special needs. The study of computer science and the use of ICT in inclusive education promotes the development of skills and abilities of students with mental and physical disabilities to use a variety of information about the world, the ability to apply modern methods of accumulation, storage, retrieval and processing of information based on telecommunications networks. The teacher must also adapt to the individual opportunities and individual pace of learning, comfortable for such children.
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MALLO, Stephen. "The Challenges of Lecture Delivery of Arm X86, Cisc and Risc in the Teaching of Coursecsc303 (Computer Architecture) in the University of Jos, Nigeria: an Overview." International Journal of Advanced Engineering and Management Research 07, no. 02 (2022): 149–60. http://dx.doi.org/10.51505/ijaemr.2022.7212.
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The trending definition of the computer architecture course involves the teaching/delivery of instruction set architecture design, micro architecture design, logic design, and implementation. Historically, the RISC vs. CISC wars raged in the 1980s when chip area and processor design complexity were the primary constraints and desktops and servers exclusively dominated the computing landscape (Patterson D.A & Ditzel D.R, 1980). Today and particularly in developing economies like Nigeria, energy and power pose the primary constraints to architecture design and the computing landscape is significantly different occasioned by growth in tablets and Smartphone's running ARM (a RISC ISA) is surpassing that of desktops and laptops running x86 (a CISCISA). Furthermore, the traditionally low-power ARM ISA is entering the highperformance server market, while the traditionally high-performance x86 ISA is entering the mobile low-power device market.ICT has given rise to a host of legal and ethical issues and challenges in the use of ICT for education. All array of both teaching and technical staff as well as students need to know to a reasonable extent about the issues and challenges in the use of ICT for education (Ogbomo. E.F, 2011). It has been severally been suggested in various academic climes of the need for teachers and students to be above reproach as succinctly put by Crossley. S.A. & McNamara, D.S, 2021 ‘in understanding the basic issues (effectiveness, cost, equity, and sustainability), as well as the challenges (infrastructure related challenges, capacity building challenges, challenges related to financing the cost of ICT use, to mention but few) surrounding the use of ICT in education and then apply those issues as principles in practice’. The essence of this study is to attempt presenting the appropriate methods in which ARM X86, CISC and RISC can be taught with ease for students in Nigerian Universities to the effect that Institutions lack adequate number of computers and relevant ICT accessories and/or soft and hardwires in laboratories. The methods which was used initially was making use of Projectors for the students in their class rooms and the use of microphone speakers to teach the students in addition to having to cope with extended lectures periods as a result of downtimes. The hindrances notwithstanding, when this method was initiated students had a better theoretical understanding of ARM X86, CISC and RISC because as in agreement with the submission of Bhandarkar. D&Clark. W.D, 1991; in order to achieve results better comprehension and quicker understanding by Students, videos were deployed as lectures were on-going to augment the prospects and constraints of the teaching and delivery of computer architecture. When various methods (Wireless LAN (WLAN), computers/laptops, and other technologies were taken into cognizance, in the teaching and practical delivery of computer architecture, it was observed that the students’ comprehension and understanding of the Reduced Instruction Sets of Computers and the Complex Instruction Sets of Computers showed remarkable improvement.
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Chemwei, Bernard. "Relationship between Tutor Confidence and ICT Integration in Primary Teacher Training Colleges in Kenya." East African Journal of Interdisciplinary Studies 5, no. 1 (January 11, 2022): 1–7. http://dx.doi.org/10.37284/eajis.5.1.524.
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Despite increases in computer access and technology training, ICT is not adequately being used to support instruction in teacher education institutions. Unless teachers improve their ability to use existing technology, they will encounter various difficulties. One of the most notable of these difficulties is that they cannot respond to the expectations of their students. Research has shown that the self-confidence of teachers affects their use of technology in instruction. The study assessed the confidence of tutors in primary teacher training colleges regarding the integration of ICT in the teaching and learning practice in Kenya. There are a number of ICT projects that are equipping Kenyan institutions of learning with computers and establishing internet connectivity. But the body of literature on studies among tutors is so scanty, leaving a noticeable gap in the literature about tutors’ level of ICT integration in instruction. The study sought to establish the relationship between tutor confidence and their level of ICT integration teacher training colleges in Kenya. A cross-sectional survey was conducted to investigate tutors’ confidence in the use of ICT in teaching. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire and an interview schedule. The data collected was analysed descriptively for frequencies, means, standard deviation, and percentages. The significance of relationships and differences of variables were tested using Pearson moment Correlation and Regression analysis. Results indicated that there is a low level of ICT integration in teaching in all teacher training colleges. A significant relationship was found between the tutor's confidence and their level of ICT integration in teaching (β3= 0.535, p<0.05). It was thus recommended that: College tutors should be given adequate exposure for them to be able to utilize ICT facilities in their classrooms. Colleges should also computerize most activities by buying computerized software within departments. This will compel most tutors to acquire the requisite skills. The ministry of education should also embrace ICT and demand professional documents from college tutors be typed and sent online.
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Mutisya, Sammy Muteti. "Integration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers." Journal of Learning for Development 7, no. 2 (July 20, 2020): 174–89. http://dx.doi.org/10.56059/jl4d.v7i2.429.
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This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.
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Gong, Yan. "Innovative English Classroom Teaching Based on Online Computer Technology in Rural Middle and Primary Schools." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 4. http://dx.doi.org/10.3991/ijet.v13i10.9449.
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The rapid development of information technology and Internet technology has played a positive role in enriching classroom teaching forms and improving teaching effectiveness. To study the effects of the innovative English classroom teaching in rural primary and middle schools, this paper adopts the iterature analy-sis method, case study method and observation method, theoretically ana-lyzes urban-rural distance teaching and establishes an urban-rural synchronous distance teaching model based on online computer technology. Then it gives de-tailed de-sign of the urban-rural synchronous distance teaching process based on online computer technology and uses a specific teaching case to investigate and analyze the effects of urban-rural synchronous distance teaching. The results prove that this teaching model can promote the effects of English classroom teaching in rural middle and primary schools, facilitate the urban-rural integrated teaching and en-riches the English classroom teaching froms in rural middle and primary schools.
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Phayponpruek, Kanokwan, and Prasart Nuangchalerm. "Primary teachers and students’ anxiety toward online instruction during COVID-19 pandemic." Journal of Education and Learning (EduLearn) 16, no. 4 (November 1, 2022): 552–58. http://dx.doi.org/10.11591/edulearn.v16i4.20500.
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The study explored primary teachers and students’ anxiety toward online instruction during COVID-19 pandemic, the factors affecting anxiety related to online instruction of students and teachers in primary school. This research study was designed to collect data from primary teachers and students on the factors that affect anxiety in online teaching. The informants were 127 students and 11 teachers based on the purpose of the research. Questionnaire concerning general student data, such as gender, grade level, online study equipment, and online learning channels. Factors influencing anxiety in online education in the context of the COVID-19 pandemic, with 23 items for students and 25 items for teachers. Data is collected by online inquiries with students and teachers According to the findings, the general degree of factors influencing anxiety from online instruction in primary school is at moderate level. Physical and mental elements, evaluation and course content are the categories of factors that have the most impact on students’ anxiety toward online learning. Meanwhile, the factors that have the greatest impact on students’ anxiety toward online learning are concerning about their grades and courses are extremely recorded. Students believe that online learning is more challenging than traditional classroom. At the same time, teachers are worried about online assessment, concerns about students who are unable to attend online sessions. Teachers who only use computers to teach online have less anxiety than teachers who use computers, tablets, and mobile phones.
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Yegorina, Darya. "Augmented Reality and Education: Digital Transformation in Primary School." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 4 (June 1, 2022): 1–6. http://dx.doi.org/10.54026/crpbs/1052.
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Technology is driving the aspects of our professional and personal applications through the use of devices and computers. It has impacted the way businesses operate and started changing the way education system works. During the pandemic technology has supported education online as well as disrupted the traditional way of teaching and learning. Education technology companies have provided multiple ways to deliver education. One of the education technologies that is driving digital transformation is augmented reality. Augmented Reality has been gaining popularity at different levels of education and used to explain information visually and in a 3D format. The strongest side of augmented reality is the visual representation of curricula and this can support different learning styles and pedagogical approaches. This study provides a literature overview on how augmented reality has created a digital transformation in the primary education sector through observations and analysist of existing peer to peer reviewed publications as well as provides further research suggestions.
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Omito, Ouma Omito, and Jane Kembo Kembo. "Digital Platform Skills for Teachers in Public Primary Schools in Homa Bay County, Kenya." Journal of Education and Practice 6, no. 6 (November 17, 2022): 29–50. http://dx.doi.org/10.47941/jep.1120.
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Purpose: The purpose of this study was to establish the readiness of headteachers and teachers in integrating Digital Literacy Programme (DLP) in teaching and learning in public primary schools in Homa Bay County, Kenya. Digital Literacy Programme was a project that was introduced and funded by the Government of Kenya for all public primary schools in Kenya.
Methodology: The study adopted both qualitative and quantitative survey research designs. A population of 845 head teachers and 6529 teachers were involved in the study. Some 85 head teachers and 362 teachers were sampled for the study. Questionnaires and interviews were the main research instruments used for the study. The reliability coefficient for the piloted teachers stood at 0.96 while that of the head teachers’ coefficient was reported at 0.95. The quantitative research data was analyzed using SPSS and presented in tables, frequencies and percentages. Interviews were recorded, transcribed, organized into main themes and reported.
Findings: Majority of the respondents who were teachers, (41.6%), could only write using a digital device. Most head teachers, (34.2%), preferred tablets contrary to the preference of the majority of teachers, 31.4%, who cited desktop computers for online teaching and learning. The study also revealed that the majority of teachers and head teachers felt insecure with the digital devices in schools.
Unique Contribution to Theory, Policy and Practice: Introduction of digital learning in the Kenyan education sector did not meet the required threshold but was timely. Challenges were met here and there. Both teachers and headteachers were struggling to cope with the modern teaching and methods that required the integration of technology in the teaching and learning process. However, with continuous practice, the digital gaps were set to close in Kenyan schools. In line with the Kenyan ICT Policy of 2006 on electronic learning, the promotion and development of content to address the educational needs of primary, secondary and tertiary institutions in Kenya needed to be emphasized.
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Portia L., Nkambule, Nsibande Njabuliso H., and Bhebhe Sithulisiwe. "Integrating instructional technologies in teaching: The case of Malkerns primary schools, Eswatini." International Journal of Scientific Research and Management 10, no. 05 (May 11, 2022): 2347–56. http://dx.doi.org/10.18535/ijsrm/v10i5.el05.
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Abstract: The purpose of the study was to establish how educators integrate instructional technologies during teaching in Malkerns primary schools, located in the Manzini region of the Kingdom of Eswatini. The main focus of this study was on the training and support that educators receive towards the integration of instructional technologies in teaching as well as strategies to be put in place in order to curb the challenges faced. The study employed a qualitative approach and a descriptive research design in which face-to-face interviews and focus group discussion were used to collect data. Purposive sampling was used to select the five head teachers, ten educators as change leaders and two computer educators from five selected schools in the Malkerns cluster. The data was analysed using thematic analysis. The main conclusions of the study were that the availability of instructional technologies in schools does not mean that they are integrated during the teaching process. The study also concluded that educators have inadequate technological training and inadequate support which hinder effective instructional technologies integration in teaching. It is recommended that appropriate training programmes for educators, establishment of fully-fledged computer laboratories and an Information and Communication Technology (ICT) policy to support instructional technologies should be put in place to ensure successful integration of instructional technologies in teaching.
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Gong, Tong, Yuting Wang, Hong Pu, Longlin Yin, and Mi Zhou. "Study on the Application Effect of the Case Teaching Method Based on Primary Teaching Principle in Clinical Teaching of Radiology." Computational Intelligence and Neuroscience 2022 (August 17, 2022): 1–8. http://dx.doi.org/10.1155/2022/3448182.
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Objective. A case-control study explored the application of case-based teaching methods in the clinical teaching of radiology. Materials and Methods. 126 radiology interns of grade 2018 were selected by cluster sampling and randomly divided into the research group and the control group. The traditional teaching approach was used in the control group and the primary teaching principle was used in the research group. The teaching effects of the two groups were compared. Results. The interns’ test scores, the research group’s case summary multiple-choice questions, case-group multiple-choice questions, case analysis questions, theoretical total scores, and practical operation assessment scores were significantly higher than those of the control group, and the difference was statistically significant ( P < 0.05 ). The total score of dimensions of the interns’ critical thinking ability in the study group were significantly higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). The interns’ perception of teachers, students’ academic self-perception, students’ perception of environment, students’ social self-perception, and the total score of the DREEM scale in the study group were considerably greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). After teaching, the scores of systematic thinking ability and evidence-based thinking ability of the interns were significantly increased. The improvement in the study group was more significant than that in the control group, and the difference was statistically significant ( P < 0.05 ). Following teaching, the scores of learning interest, self-management, plan implementation, and mutual cooperation of the interns in the two groups were significantly upregulated, and the difference was statistically significant ( P < 0.05 ). Among them, the improvement of interns’ abilities in the research group was significantly better than that in the control group, and the difference was statistically significant ( P < 0.05 ). The scores of learning goal, learning process, learning effect, classroom environment construction, teaching strategy, and technology application in the research group were greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). The satisfaction rate of the study group was higher than that of the control group, and the difference was statistically significant ( P < 0.05 ). Conclusion. The application of the case teaching method based on primary teaching principle in the radiology clinical teaching course is helpful to cultivate students’ critical thinking ability and improve students’ performance and classroom teaching effectiveness.
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Hertiki, Hertiki. "THE IMPLEMENTATION OF THE WRITING PROCESS IN TEACHING WRITING FOR YOUNG LEARNERS." Journal of English for Academic and Specific Purposes 1, no. 2 (December 17, 2018): 1. http://dx.doi.org/10.18860/jeasp.v1i2.5950.
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In writing class, young learners need the guidance from the teacher to express their ideas to do the writing task. This study is intended to observe how the teacher implemented the writing process in teaching writing. The implementation of the writing process includes three important things - the techniques, teaching aids, and the teaching procedures. This study was a case study. It was conducted in twelve meetings at Primary 3 Class where the researcher was the non-participant observer so she did not take any participation in the teaching-learning activities. The researcher obtained the data from classroom observations, pictures taking, field notes, and interviews. The results showed that the teacher implemented the writing process in teaching writing by using seven kinds of teaching techniques, eight kinds of teaching aids and different teaching procedures for each technique. The seven techniques were brainstorming, mind mapping, drawing, reading activities, browsing on the internet, pair or group work, and individual writing. The techniques were supported by eight kinds of teaching aids such as storybooks, journal books, whiteboard, workbooks, some stationary items, computers, a laptop, and a LCD projector. The reason for using the techniques, the teaching aids and the procedures were to guide and motivate the students to write better in class. In conclusion, the teaching techniques, teaching aids, and teaching procedures used by the teacher made the students become more active and the students were encouraged to express their ideas in the written work in class
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Huber, Brad R., and Richard Scaglion. "Gender Differences in Computer Education: A Costa Rican Case Study." Journal of Educational Computing Research 13, no. 3 (October 1995): 271–304. http://dx.doi.org/10.2190/kjrn-kael-3fyl-vd84.
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A time allocation study was designed to determine how two types of teachers spend their time in a primary school computer lab in Costa Rica. As a group, teachers of both types were found to allocate more of their time to boys than to girls. Moreover, boys were found to monopolize the primary teaching resource (the formally trained lab teacher), leaving girls to seek assistance from the secondary resource (their regular classroom teacher). Results of the study have important implications both for the anthropology of education and for Costa Rican society at large.
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Bernard Chemwei. "Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (July 30, 2019): 14–22. http://dx.doi.org/10.51317/ecjces.v1i1.96.
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This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction. The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.
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Li, Jie, Heng Luo, Leilei Zhao, Min Zhu, Lin Ma, and Xiaofang Liao. "Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study." Sustainability 14, no. 16 (August 19, 2022): 10333. http://dx.doi.org/10.3390/su141610333.
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The COVID-19 pandemic has highlighted the importance of students’ information literacy, computer skills, and research competencies for self-regulated learning and problem solving. STEAM education, with interdisciplinary knowledge building and higher-order thinking development as its main purpose, is considered essential for students’ sustainable development in the post-pandemic era. However, STEAM education in China’s K-12 schools is facing several problems, such as insufficient qualified teachers, unsustainable development, and difficulty in achieving meaningful discipline integration. To address these problems, this study proposes an innovative STEAM education model supported by cooperative teaching and theories of project-based learning and collaborative learning. After two iterations of design, evaluation, and revision, the proposed STEAM education model and a set of instructional design principles were validated. The resulting model features a multi-teacher cooperative strategy, detailed and diverse scaffolding, familiar themes for students, the integration of STEAM education into formal curricula, and extended instruction hours. The study results suggest that cooperative teaching can facilitate meaningful discipline integration and can alleviate the STEAM faculty shortage. This study produced five proven instructional design principles for conducting STEAM education supported by cooperative teaching in primary schools.
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Samonte, Kenneth, and Pastora De Guzman. "ICT Competencies among Public Secondary School MAPEH Teachers: An Assessment." JPAIR Institutional Research 12, no. 1 (June 10, 2019): 40–53. http://dx.doi.org/10.7719/irj.v12i1.743.
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The impact of Information and Communication Technology (ICT) has been felt in the educational school setting locally and internationally. It plays a vital role both in teaching and learning. This study aimed to assess the ICT competencies among MAPEH teachers of selected Public Secondary Schools in District IV of Nueva Ecija. Specifically, it aimed to (1) determine the profile of the MAPEH teachers; and (2) assess their level of ICT competencies in terms of technology operations and concepts and pedagogical skills. The researchers used the descriptive research method, specifically questionnaires, as the primary tool for data gathering. Thirty Four (34) MAPEH teachers served as respondents. Frequency, percentage, and the weighted mean were used in this study. Results showed that respondents assessed their ICT competencies as "advanced" in terms of technology operations and concepts, and evaluated their pedagogical competence as "basic." Respondents have basic knowledge of ICT. Conversely, this is not enough to say that MAPEH teachers are already competent and skilled in ICT. Teacher professional development is a critical factor in the successful integration of computers in teaching. It is recommended that administrators must allocate a budget for ICT, most notably on the technological resources, and teachers shall undergo seminars and training that will help further enhance and improve their computer skills and knowledge.
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Divya, Margaret, and Vijaya Priya. "A Study on Consumer Satisfaction Towards E-Learning Apps with Special Reference to Madurai City." ComFin Research 8, no. 4 (October 1, 2020): 51–55. http://dx.doi.org/10.34293/commerce.v8i4.3335.
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There are many terms used to describe learning that is delivered via the internet. E-learning or Electronic Learning is the portage of learning and training through digital resources like computers, tablets, laptops and, even cellular phones that are connected to the internet to access educational curriculum outside of a traditional classroom. This learning environment uses Information and Communication Technologies (ICT’s) as a platform for teaching and learning activities. As this teaching and learning pedagogy earns high momentum amidst teaching and student community, the researchers belonging to the respective communities undertook this study with the sole purpose of finding out the effect of e-learning apps in this high technology invaded the digital world with X-Generation learners. This study is descriptive and analytical. This research paper focuses on customer awareness, preference, and the level of satisfaction towards eLearning apps. The researcher has formulated core objectives relevant to the study and, both primary and secondary data are collected from the customers belonging to Madurai City. This study has well defined the number of e-Learning apps to fulfill the objectives of the study with the help of the statistical techniques. The researcher has used the IBM SPSS statistics tool for data analysis and interpretation. The study reveals the fact that despite the majority of the respondents supporting e-learning methodology but there are a handful of respondents who strongly believe that e-learning cannot replace face-to-face teaching and a tight bond between a teacher and a student.
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Mwikonji, Peter. "ROLE OF ETHICS IN PROMOTING ORGANIZATION PERFORMANCE." Journal of Public Relations 1, no. 1 (August 16, 2021): 29–39. http://dx.doi.org/10.47941/jpr.654.
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Purpose: The potential benefits of ICT integration in learning in schools have been extensively discussed in the academic literature worldwide. In recent years globally, there has been rapid expansion in integration of ICT in primary school education. Countries has further put in place many initiatives to enhance the same. Integration of Information and Communication Technology (ICT) is a critical factor in ensuring improved quality education. Despite the many benefits that are known to be brought by integrating ICT in teaching and learning, studies have shown that integration remains low especially in primary schools. The general objective of the study was to establish the influence of information communication technology on child education
Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
Findings: The study found out that the influence of ICTs in learning cannot be dealt with in isolation. For technology to be effective, it must be availed to learners at the right time and place. There is need to be effective, it must be availed to learner’s proximity; that is in classrooms or supposed learning environment
Recommendations: The study recommends that school management should focus on increasing their ICTs infrastructure by provision of computers, building computer laboratories and encouraging public-private partnership so as to help in internet connectivity and provision of basic infrastructure. Capacity building is an important initiative that helps in ensuring that the benefits that accrue from use of technology in education are maximized. Additionally, students should be provided with technical assistance to use ICTs in teaching and learning
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Shameem Khursheed. "An Evaluative study to determine the role of Computer Education in selected Private Secondary Schools in District South of Karachi." Voyage Journal of Educational Studies 2, no. 1 (March 12, 2022): 44–58. http://dx.doi.org/10.58622/vjes.v2i1.13.
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The study evaluated the current Role of computer education in selected private secondary schools of Karachi and recommended suggestions to enhance the quality & role of computer education in private secondary schools of Karachi. The sample of the study contains feedback of 30 computer teachers and 120 students of selected private secondary schools in Karachi. The selected teachers and students were required to fill the given questionnaire that focused on their current knowledge about computers. The collected data was analyzed by using the percentage and mean method. It has been observed that even though the physical and teaching facilities are not up to the mark in schools yet students have taken a keen interest to gain computer education. This research also revealed that the space in computer laboratories is very limited and insufficient to accommodate the strength of the class. Hence, providing little or no scope for all students to avail this facility. It has been noted that there is a lack of qualified computer personnel which is why computer education has been found to be backward in many schools. Our findings put forward the following matters of concern: 78% students are not interested in theoretical computer education. We believe that computer, as a subject should be made part of the primary curriculum so as to providing exposure from a very young age to students. We also strongly recommend the establishment and set up of a fully furnished and fully-equipped computer laboratory with trained computer professionals and I.T department set up to maintain and update the system. The implementation of the recommendations stated would highly benefit students, teachers, as well as the education system overall hence contributing towards the future of education.
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Shilpa, Singh, and Mishra Sunita. "Impact of multimedia in early childhood education." Journal of Management and Science 1, no. 3 (December 30, 2013): 430–35. http://dx.doi.org/10.26524/jms.2013.47.
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Multimedia is multiple forms of media integrated together, i.e. the collection of audio, sounds, text, graphics, animation etc which develop in programs. Multimedia increased Knowledge about concept and critical literacy and specific number and language concepts in the students. Multimedia plays a very important role in assisting students in learning processes.Multimedia uses computers to present text, audio, video, animation, interactive features, and stillimages in various ways and combinations made possible through the advancement of technology. Technology is a tool that can provide another way for children to learn and make sense of their world. Educational technology such as multimedia plays a fundamental and crucial role in teaching learning process at primary level. It makes teaching learning process more effective and successful. In present investigation to identify the impact the use of multimedia in student‟s academic achievements in early childhood education.The study was conducted in the year 2013. The main area selected for the study was Alambagh. In this areaselected five mohllas Pawanpuri, Kailaspuri, Geetapalli, Krishnapalli and Sujanpura. A total of 120 Pre-primary and primary teachers were selected for the study. Random sampling method was used for sample selection and questionnaire schedule was used for data collection. t test used in research for data analysis. The results revealed that the multimedia increased dependency. Multimedia is enabling to clarify content knowledge. It affects children‟s personality in negative way.
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Gavrilina, Olga V. "Integration of mathematics and informatics by means of geometry in primary school." Science and School, no. 5, 2020 (2020): 142–56. http://dx.doi.org/10.31862/1819-463x-2020-5-142-156.
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The article outlines the relevance of using geometric material as a means of integrating elementary school mathematics and computer science education. Peculiarities of teaching junior schoolchildren elements of geometry are considered. The analysis of mathematics and informatics programs in terms of geometric material content in the elementary mathematics course is carried out. The criteria for selecting the content of geometric material aimed at integrating elementary mathematics and computer science selected in the research process have been illustrated. A set of geometric tasks is presented, aimed at optimising the learning process and improving the quality of knowledge in the subject area of „Mathematics and Computer Science” when integrating primary school mathematics and computer science teaching. The study was based on an analysis of the psychological, pedagogical and methodological literature on the problem under study. The possibility of integrating mathematics and informatics by means of geometry in primary schools to make inter-subject connections was theoretically justified and practically confirmed. The integration of mathematics and computer science contributes to the implementation of inter-subject connections, since the student simultaneously uses knowledge from the field of mathematics, computer science, and computer knowledge. This leads to the formation of a scientific worldview.
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Jareontonyakorn, Piyawan, Supaporn Chinchai, and Wannipa Bunrayong. "Telepractice program in voice therapy for primary school teachers: A Pilot study." Journal of Associated Medical Sciences 56, no. 1 (January 3, 2023): 113–20. http://dx.doi.org/10.12982/jams.2023.014.
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Background: Teaching is an occupation where teachers consistently use their voices. However, excessive voice use causes voice disorders, especially in primary school teachers. Therefore, to prevent voice disorder problems in teachers during the COVID-19 pandemic, voice therapy using telepractice was adopted so that teachers would gain knowledge and know how to prevent voice disorders. Objectives: The main aim of this study was to develop and implement a pilot study on a telepractice program in voice therapy for primary school teachers. Materials and methods: Telepractice program for primary school teachers was designed from the literature review under the theory of voice therapy for those people with voice disorders. Five experts with more than five years’ experience in voice therapy tested the content validity, and five teachers undertook the entire program. Descriptive statistics were used to analyze the data. Results: The results of index of item-objective congruence (IOC) for content validity in Part 1 (program outline), Part 2 (program manual), Part 3 (telepractice videos), and Part 4 (telepractice program quizzes) were 0.8, 0.89, 0.88, and 0.87, respectively. The IOC of the entire telepractice program was found to be 0.86, which passed the criteria. The try-out phase resulted in teachers suggesting adjusting their participation time to after 6 pm. for more convenience. Other suggestions for using voice for online and onsite teaching during COVID-19 pandemic were also provided, e.g., voice level control while using a microphone, a headset, and a computer setting during online teaching. Conclusion: The pilot study of the telepractice program in voice therapy for primary school teachers passed the content validity test and try-out criteria for primary school teachers. Thus, the program could be used in voice therapy for teachers with voice disorders to eliminate program's efficiency in the next phase.
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Zhang, Hanzhong, Xiaoli Zhang, Xialan Zhang, Haonan Dong, and Xia Li. "A Study on the Factors Influencing the Teaching Effect of Moral and Social Courses in Primary Schools." International Journal of Information and Communication Technology Education 18, no. 2 (April 1, 2022): 1–13. http://dx.doi.org/10.4018/ijicte.314231.
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Taking the influence of various factors on the teaching effect of moral and social courses of primary school students as the research content, a unified examination was conducted on third-grade students from 413 primary schools in Kunming, and 1270 valid questionnaires were obtained from their teachers. A questionnaire was innovatively designed with 52 dimensions, and the data were analyzed using the SPSS big data analysis platform to find the most influential factors in the teaching and learning of moral and social courses and to propose suggestions for improving the teaching effectiveness of moral and social courses.
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Volioti, Christina, Euclid Keramopoulos, Theodosios Sapounidis, Konstantinos Melisidis, Georgios Christoforos Kazlaris, George Rizikianos, and Christos Kitras. "Augmented Reality Applications for Learning Geography in Primary Education." Applied System Innovation 5, no. 6 (November 1, 2022): 111. http://dx.doi.org/10.3390/asi5060111.
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Augmented Reality is an emerging educational technology that has the potential to provide innovative methods of teaching and create engaging learning experiences. Augmented Reality applications implementing game-based design could enrich education by increasing motivation and engagement and enabling better learning outcomes. Similarly, Augmented Reality, in the context of Geography, could enhance the learning process and the user experience through the visualization of the content and a better understanding of abstract concepts. Therefore, in this study, (a) three specially designed Augmented Reality applications are described for teaching Geography in the fifth and sixth grades, and (b) an extensive usability evaluation study is reported using the three applications. Teachers (N = 6) and pupils (N = 43) from the fifth and sixth grades, as well as computer science students (N = 43) participated to assess the usability of the proposed Augmented Reality apps. The results were positive since the proposed Augmented Reality apps provided high-level usability. Finally, they revealed that there was acceptance for the Augmented Reality technology by all participants and a willingness to be incorporated into the teaching process.
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Fatourou, Eleni, Nikolaos C. Zygouris, Thanasis Loukopoulos, and Georgios I. Stamoulis. "Teaching Concurrent Programming Concepts Using Scratch in Primary School: Methodology and Evaluation." International Journal of Engineering Pedagogy (iJEP) 8, no. 4 (June 20, 2018): 89. http://dx.doi.org/10.3991/ijep.v8i4.8216.
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Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on ex-ploring the potential merits of introducing concurrent programming concepts ear-ly in the learning process. The basic premise is that although concurrent pro-gramming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on eve-ryday experience to explain basic concepts on concurrency. Such correlation be-tween life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that un-initiated to programming pupils at the age of ten (fifth grade) were able to com-prehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts.
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Tashkenbayeva, Zhuldyz, Aitzhan Abdyrov, Baurzhan Nurkeshov, Gulzhan Muratova, Aliya Кoxegen, and Laila Smailova. "Effective ways of teaching in distance education." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3821–33. http://dx.doi.org/10.18844/cjes.v17i10.8252.
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The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
Keywords: Distance education, teacher opinions, primary school teachers;
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Yao, Jiacheng, and Pranote Meeson. "Research on Innovative Practice of Midi Music Production in Music Class of Primary and Secondary Schools." Arts Studies and Criticism 3, no. 2 (July 1, 2022): 132. http://dx.doi.org/10.32629/asc.v3i2.854.
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Under the new curriculum reform, there are higher requirements for music teaching in primary and secondary schools in information technology based teaching, which also provides channels and platforms for the application and practice of Midi and music software in classroom teaching, and thus becoming one of the important content of music classroom reform in primary and secondary schools. In this study, the Midi music based theory knowledge is introduced with probes into the concrete methods for Midi music production. Through the computer music works creation practice, students can understand the Midi music production process so as to independently make a relatively complete works of music, improving primary and secondary school music classroom teaching effect.
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Gudachi, Venera. "USE OF E-LEARNING BY PUBLIC SECONDARY SCHOOLS IN THE REPUBLIC OF MACEDONIA." Knowledge International Journal 28, no. 3 (December 10, 2018): 965–68. http://dx.doi.org/10.35120/kij2803965v.
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With the rapid technology development, today’s educational systems are obliged to include ICT in the educational processes. Sangra et al (2012) states e-learning represents a broad combination of processes, content, and infrastructure to use computers and networks to improve necessary parts of the learning value chain. In that regard, during the last two decades in the Republic of Macedonia there has been a constant engagement and resource allocation related to the introduction of ICT in the education process. For this purpose, various projects have been implemented at all levels of learning and teaching. Some of the projects were boosted with international support but many other were supported by national relevant institutions aiming to become a digitalized society and entirely introduce ICT in the education sector. This way all necessary legal provisions were adopted, which is the case of adoption of the needed laws and national strategies to introduce this new concept and thus establish the path towards digital education. Moreover, all primary and secondary public schools in the country were equipped with computers, provided software tools for school subjects, organized trainings for teachers and offered interactive on-line teaching and interactive teaching and assessment methods. The idea of this study is to assess and see the overall situation of e-learning in the secondary education in the country, evaluate its use and reflect the actual situation of e-learning use by looking at different demographic categories.
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Novikova, Tamara Anatol'evna, Vladimir Nikolaevich Dolich, Nanaliya Evgen'evna Komleva, Vyacheslav Alexandrovich Medentsov, and Anatoliy Nikolaevich Mikerov. "Ergonomic risk factors for the development of disorders of the musculoskeletal system in adolescents." Sanitarnyj vrač (Sanitary Doctor), no. 11 (November 1, 2020): 37–46. http://dx.doi.org/10.33920/med-08-2011-04.
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Prevention of health disorders and sexual development of society is a priority area of hygiene and preventive medicine. The introduction of information and communication technologies into the educational process is a new risk factor for the development of disorders of the musculoskeletal system in adolescents. Purpose of the study: assessment of ergonomic risk factors for the development of disorders of the musculoskeletal system in adolescents using personal electronic computers as teaching aids. Objects of research: sanitary-hygienic and ergonomic factors of learning conditions with the use of personal computers and the state of the musculoskeletal system of college students. Research in accordance with the requirements of bioethics, after signing the informed consent and their parents. The hygienic factors of the learning environment and the ergonomic characteristics of furniture (tables, work chairs) in computer science classes of the Saratov college were studied. Their assessment is given for compliance with sanitary and epidemiological requirements and anthropometric indicators of students. A questionnaire survey and physical examination of 308 adolescents were carried out to identify complaints and assess the condition of the musculoskeletal system. It has been established that the organization and ergonomic characteristics of workplaces equipped with electronic computers fully comply with hygienic and ergonomic requirements. This is the cause of postural disorders and the development of disorders of the condition of the musculoskeletal system of students. A high prevalence of clinical signs of disorders of the musculoskeletal system among adolescents was revealed. It has been established that compliance with ergonomic requirements in the organization of workplaces when using personal electronic computers is a prerequisite for the primary prevention of disorders of the musculoskeletal system in adolescents. To solve this problem, first of all, it is necessary to provide educational institutions with modern furniture that meets ergonomic requirements.
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Molina-Torres, María-Pilar. "Project-Based Learning for Teacher Training in Primary Education." Education Sciences 12, no. 10 (September 26, 2022): 647. http://dx.doi.org/10.3390/educsci12100647.
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Teaching at the university is subject to continuous methodological change, which poses a significant challenge when assessing teaching methodologies. The main objective of this research was to analyze the impact that project-based learning (PBL) has on knowledge acquisition concerning the Didactics of Social Sciences. The study involved 290 students of the Primary Education Degree at the University of Cordoba, Spain. In order to collect information, a survey with a Likert scale (1–5) consisting of fifteen items was used. The results of the study show the need to make changes in traditional teaching—so deeply rooted in Social Sciences learning—and the methodological deficiencies that future teachers have in relation to active learning. In sum, the research provides an insight into good teaching practices implemented at the university for initial teacher training and the development of their professional skills.
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Mukasheva, Manargul, and Aisara Omirzakova. "Computational thinking assessment at primary school in the context of learning programming." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 336–53. http://dx.doi.org/10.18844/wjet.v13i3.5918.
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The study was carried out from 2018 to 2020 with the challenge - how to assess the level of computational thinking. The research design is mixed since the disclosure of mutual influence of the components of the chain ‘learning programming – computational thinking – evaluating computational thinking’ requires the use of both qualitative and quantitative research methods. The conceptualisation of the ‘computational thinking’ idea is based on the premise of the impact of abstract thinking and computers on human thinking evolution. The structural interpretation of ‘computational thinking’, consisting of nine components, reflects the presence of a semantic link between teaching programming and the development of abstract computational thinking. Four levels (phenomenological, analytic–synthetic, set–prognostic and axiomatic) of computational thinking have been identified for each of these nine components. The study involved 102 elementary school students who are learning programming in Scratch. The guiding questions and problems we have developed for elementary school students are designed following the characteristics of the four levels of computational thinking. The results of the study showed that the ratio of ‘structural components’ to different levels of computational thinking, with the corresponding characteristics, allows one to determine the degree of its development or its individual components.
Keywords: Computational thinking, educational taxonomies, evaluation methodologies, levels of development;
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Zupanec, Vera, Tomka Miljanovic, and Snezana Parezanovic-Ristic. "Biology teachers’ attitudes toward computer assisted learning." Archives of Biological Sciences 66, no. 3 (2014): 1281–89. http://dx.doi.org/10.2298/abs1403281z.
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Based on the new technology initiative in Serbian education, we explored primary school teachers? attitudes toward Computer Assisted Learning (CAL) in biology teaching, as well as the relationships between the teachers? attitudes and four independent variables: age, teaching experience, teachers? competence to use modern teaching aids and their professional advanced training in the field of computer applied learning. Fifty-four elementary school biology teachers from Novi Sad participated in the study. The findings suggested that the teachers generally had positive attitudes toward CAL in biology teaching. Correlation analyses revealed significant relationships between age, teaching experience, teachers? competence to use modern teaching aids in the teaching process, professional advanced training in the field of computer applied learning, and the teachers? attitudes toward CAL. We offer suggestions for further research in this field.
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Dagienė, Valentina, Tatjana Jevsikova, Gabrielė Stupurienė, and Anita Juskevicienė. "Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes." Computer Science and Information Systems, no. 00 (2021): 33. http://dx.doi.org/10.2298/csis201215033d.
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Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.