Dissertations / Theses on the topic 'Schedules, School Data processing'
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Goltz, Hans-Joachim, and Norbert Pieth. "A tool for generating partition schedules of multiprocessor systems." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4155/.
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A deterministic cycle scheduling of partitions at the operating system level is supposed for a multiprocessor system. In this paper, we propose a tool for generating such schedules. We use constraint based programming and develop methods and concepts for a combined interactive and automatic partition scheduling system. This paper is also devoted to basic methods and techniques for modeling and solving this partition scheduling problem. Initial application of our partition scheduling tool has proved successful and demonstrated the suitability of the methods used.
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Planteu, Lukas, Bernhard Standl, Wilfried Grossmann, and Erich Neuwirth. "Integrating school practice in Austrian teacher education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6462/.
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We present a concept of better integration of practical teaching in student teacher education in Computer Science. As an introduction to the workshop different possible scenarios are discussed on the basis of examples. Afterwards workshop participants will have the opportunity to discuss the application of the aconcepts in other settings.
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Ceccucci, Wency A. "Decision support systems design: a nursing scheduling application." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40303.
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Silva, Marcos 1953. "The introduction of computer networking and activities in K-12 classrooms : a case study of a secondary school." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35943.
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The purpose of this research is to document data on the implementation and integration of computer networking capabilities and activities in regular classrooms, looking specifically at the expectations and concerns of those involved (school administrators and teachers), and at the issue of integrating the networking capabilities with the regular curriculum. The outcomes of the research will be recommendations on practices that produce successful or unsuccessful implementation of network-based classroom activities. Particular attention is given to Internet-based K--12 classroom activities and to the creation of electronic communities of learners.
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Phipps, Owen Dudley. "The use of a database to improve higher order thinking skills in secondary school biology: a case study." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003696.
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The knowledge explosion of the last decade has left education in schools far behind. The emphasis in schools must change if they are to prepare students for their future lives. Tertiary institutions as well as commerce and industry need people who have well-developed cognitive skills. A further requirement is that the school leaver must have skills pertaining to information processing. The skills that are required are those which have been labelled higher order thinking skills. The work of Piaget, Thomas and Bloom have led to a better understanding of what these skills actually are. Resnick sees these skills as being: nonalgorithmic; complex; yielding multiple solutions; involving nuanced judgements; involving the application of multiple criteria; involving uncertainty; involving self-regulation of the thinking process; imposing meaning and being effortful. How these can be taught and the implication of doing so are considered by the researcher. The outcome of this consideration is that higher order - thinking entails communication skills, reasoning, problem solving and self management. The study takes the form of an investigation of a particular case: whether a Biology field trip could be used as a source of information, which could be handled by a computer, so that higher order thinking skills could be acquired by students. Students were instructed in the use of a Database Management System called PARADOX. The students then went on an excursion to a Rocky Shore habitat to collect data about the biotic and abiotic factors pertaining to that ecosystem. The students worked in groups sorting data and entering it into the database. Once all the data had been entered the students developed hypotheses and queried the database to obtain evidence to substantiate or disprove their hypotheses. Whilst this was in progress the researcher obtained data by means of observational field notes, tape recordings, evoked documents and interviews. The qualitative data was then arranged into classes to see if it showed that the students were using any of the higher order thinking skills. The results showed that the students did use the listed higher order thinking skills whilst working on the database.
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Weise, Martin. "A model for teaching informatics to German secondary school students in English-language bilingual education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6456/.
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Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.
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Hagedorn, Benjamin, Michael Schöbel, Matthias Uflacker, Flavius Copaciu, and Nikola Milanovic. "Proceedings of the fall 2006 workshop of the HPI research school on service-oriented systems engineering." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2009/3305/.
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1. Design and Composition of 3D Geoinformation Services
Benjamin Hagedorn
2. Operating System Abstractions for Service-Based Systems
Michael Schöbel
3. A Task-oriented Approach to User-centered Design of Service-Based Enterprise Applications
Matthias Uflacker
4. A Framework for Adaptive Transport in Service- Oriented Systems based on Performance Prediction
Flavius Copaciu
5. Asynchronicity and Loose Coupling in Service-Oriented Architectures
Nikola Milanovic
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Ngai, Kin-fai, and 魏建輝. "An appraisal of computer-based management information systems in Hong Kong secondary schools with emphasis on human resource factors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956154.
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Hill, Rachelle Phelps. "A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33164/.
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With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instructional decisions. It also examined the extent to which the Data Coach/teacher relationship resolved teacher concerns about data-driven decision making. Phenomenological interviews with data coaches were guided by Seidman's (2006) three-series interview. Measurement of teacher use of data to make decisions was based on the concerns-based adoption model's levels of use interview protocol, stages of concern questionnaire, and innovation configuration map. By the end of one school year, two out of the three teachers never used data to make instructional decisions, although the non-users both had moved closer toward employing the innovation in their classroom. Data indicated all teachers were aware of the innovation, but all three ended the study with high personal concerns, signifying that the minimal efforts made by the data coaches to resolve concerns were not successful. This study's small sample gave the research paradigm of data-based decision making an in-depth glimpse into the process of implementing data-based instructional decision making and the Data Coach position on three middle school campuses in one large northeast Texas district.
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Paul, James R. M. "The design and use of a data base for the teaching of history at primary school level." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003371.
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The changes brought about by society's move from an industrial to an information society has brought with it changes in the way that society operates - from the way we do business to the way we entertain ourselves and, increasingly, in the way we educate our children. That the society of tomorrow requires new skills to survive and operate had been, and continues to be, debated in a growing number of books and in the popular media. More and more educationists are calling for schools to 'restructure' so as to be able to provide the skills that this new society requires, especially those related to the management of information. The nature of these skills are discussed, together with the potential provided by information technology, particularly computers, to provide them. The current use of computers in schools is addressed, together with the apparent inability of schools to generate effective change from within using in-service training. The researcher suggests that this makes it imperative that teacher training institutions provide the next generation of teacher-trainees with a thorough understanding of the requirements of an information society and the tools that it uses. The research undertaken attempted to provide final year primary education teacher-trainees with one example of the way in which the electronic database can be used to change the teaching of history. By researching in the field and entering data into a data base, the teacher-trainees were able to look at information in new ways. By selecting and sorting data by different fields, they were able to act as ' true' historians - each interacting with the data in his or her own way to extract knowledge that is arguably unique for each participant. The data base was then used with a class of standard four pupils, with the researcher acting as participant observer. The reactions and responses of the pupils to the data was noted and these are discussed in the results . A non-participant observer, also a primary school history -teacher, provided input with respect to the validity of the learning experience and to act as a control. The research is described, together with the observations of the researcher, teacher-trainees and pupils involved. The observations of the non-participant observer are also discussed. Shortfalls and difficulties encountered are pointed out, and areas for further research suggested.
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Roets, Rina Annette. "A critical analysis of school computer studies syllabuses in South Africa with reference to university computer science curricula." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003352.
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This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
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Yung, Kai-chiu, and 容啓超. "Success factors of computer-based information systems in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574535.
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郭雪愉 and Kwok Suet-yu Heather Fielder. "Application of data-logging technology in secondary school science classrooms: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256211.
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Slater, Alan. "How do school managers view and use data to help improve student achievement at their school?" Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711732.
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Ndwe, Tembalethu Jama. "An investigation into the viability of deploying thin client technology to support effective learning in a disadvantaged, rural high school setting." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1006500.
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Computer Based Training offers many attractive learning opportunities for high school pupils. Its deployment in economically depressed and educationally marginalized rural schools is extremely uncommon due to the high technology skills and costs involved in its deployment and ongoing maintenance. This thesis puts forward thin client technology as a potential solution to the needs of education environments of this kind. A functional business case is developed and evaluated in this thesis, based upon a requirements analysis of media delivery in learning, and upon formal cost/performance models and a deployment field trial. Because of the economic constraints of the envisaged deployment area in rural education, an industrial field trial is used, and the aspects of this trial that can be carried over to the rural school situation have been used to assess performance and cost indicators. Our study finds that thin client technology could be deployed and maintained more cost effectively than conventional fat client solutions in rural schools, that it is capable of supporting the learning elements needed in this deployment area, and that it is able to deliver the predominantly text based applications currently being used in schools. However, we find that technological improvements are needed before future multimediaintensive applications can be adequately supported.
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JUETTNER, VIRGINIA WEAVER. "THE WORD PROCESSING ENVIRONMENT AND ITS IMPACT ON THE WRITING OF A GROUP OF HIGH SCHOOL STUDENTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184071.
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This research project studied a class of high school 11th and 12th grade writing students, for one semester, as they learned to use word processors for composing and editing assignments. The goals of the study were to (a) determine whether the use of a word processor created a special learning environment, (b) document the learning environment created, (c) document the resultant student word processing concepts, schemata and strategies, and (d) document the effects on the writing of students. Five predictions, based on research on language thought and symbol systems, and the application of a theoretical model formed the basis for observations. The predictions were tested by collecting and analyzing student writing and observational data. Student concepts, schemata and strategies were documented through use of the checklists and through observation. Pre- and post-student writing samples were matched and analyzed using individual T-tests, ANOVA and MANCOVA to determine any impact on writing due to the use of word processors. Questionnaires provided background information on English teacher and student writing/word processing backgrounds. Findings indicate support for the research model and predictions 1-4. The research model was found to be useful in organizing data and summarizing prediction results, and may offer assistance to teachers and researchers who want to study the impact of microcomputers from a total learning environment perspective.
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Pearce, Richard William. "The effect of word-processing experience on editing while composing." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28967.
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This study investigated the implications of using computers in the writing process. The purpose was to determine whether there was a difference between two groups in their editing and revising techniques and their attitude towards writing. It was hypothesized that students who had had three years experience with computer writing would use more sophisticated forms of editing and would feel more positive toward writing than those students who had only a single year of writing with the computer.
Two groups of seventh-grade students were identified: the One-year Group consisted of students who had one year of keyboard training and one year of experience with a word processor; the Three-year Group consisted of students who had a minimum of three years of keyboard training and a minimum of three years experience with a word processor. The students had all attended schools within the same district for the past three years.
A group of grade-six students were trained as observers. They were given two training sessions, first observing a videotape and then observing another student. About 150 students were trained and the best 60 were used to observe the grade sevens for the study.
Each writing group spent one forty-minute period composing an essay on the computer while being observed by the grade-six students. The observers tallied the editing and revising actions that were employed by the two writing groups. The editing activities of the two groups were compared. The grade-seven students were also given a writing opinion survey.
Both groups had a positive attitude but there was no significant difference in their attitude toward writing. Three levels of editing are normally discerned (Kurth and Stromberg, 1987; Hillocks, 1987): surface, lexical, and phrase/sentence. The One-year Group made significantly more typing corrections but there was no difference in overall surface editing. The Three-year group did significantly more lexical and phrase/sentence editing. In this way, students with more word-processing experience exhibit an editing style that is characteristic of better writers.Education, Faculty of
Graduate
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Clarke, Robert I. "Computers: A guide for the small elementary school district." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/333.
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Akpinar, Yavuz. "Computer based interactive environments for learning school mathematics : the implementation and validation of design principles." Thesis, University of Leeds, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343445.
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Vaníček, Jiří. "Introducing topics from informatics into primary school curricula : how do teachers take it?" Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6448/.
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The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics.
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Shum, Siu-kin Herman, and 岑紹堅. "Impact of school administration computerization on extension activities management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3984867X.
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Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.
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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.
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Fu, Tak-wah, and 傅德華. "The impact upon teaching staff of the implementation of computer applications to secondary school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627176.
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Cheung, Ka-chun, and 張家俊. "Secondary school principals' attitudes towards information systems: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962853.
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Armistead, Lee Bedell. "A descriptive study of the administrative use of computers in the senior high schools of Virginia." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54760.
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The purpose of this study was to describe the current status of computer usage for administrative purposes by the senior high school principals in the public schools of the Commonwealth of Virginia. The rationale for selecting the principal was that the administrative leader in the high school must be prepared for the computer revolution and ready to utilize the computer in school management.
Questionnaires were sent to each of the 290 senior high school principals in Virginia. Of the 238 principals responding, 216 were using computers for administrative purposes.
Approximately one-third of the senior high school principals responding to the matter of time saving by use of computers stated that such usage had freed them from routine paperwork. The amount of time that had been saved and thus available for reallocation ranged from one hour to forty hours per week. The most frequently reported estimate of time saved was approximately five hours. Principals further reported that their freed time was being devoted to a wide variety of acts that, in the main, may be characterized by classroom observation and instructional improvement tasks. However, nearly one-half the principals reported that the chief effect of computer usage had been an improvement in the quality and accuracy of their work.Ed. D.
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Carter, Gary Peter. "The design, analysis and categorization of block ciphers and their components." Thesis, Queensland University of Technology, 1999.
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Tung, I.-Pei. "Documenting the use of digital portfolios in an elementary school classroom." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79982.
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The Quebec Education Program (QEP) provides educators with detailed descriptions of competencies of learning achievement. However, current approaches used by educators to instruct and assess their students do not target the relevant QEP competencies. The goal of this thesis is to document efforts of one teacher to implement digital portfolios in her grade one and two classroom in order to instruct and assess her students according to the relevant QEP competencies. The study documents the kinds of technology and skills that are needed to implement digital portfolios in order to instruct and to assess and communicate student learning to their parents. Interviews with all participants were used to document the process from multiple perspectives. Overall, digital portfolios were found to be a very useful for instructing and assessing student and communicating with parents.
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Brown, Roger George, and rogergbrown@mac com. "The impact of the introduction of the graphics calculator on system wide 'high stakes' end of secondary school mathematics examinations." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051117.121210.
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There has been widespread interest in the potential impact of the graphics calculator on system wide 'high stakes' end of secondary school mathematics examinations. This thesis has focused on one aspect, the way in which examiners have gone about writing examination questions in a graphics calculator assumed environment. Two aspects of this issue have been investigated. The first concerns the types of questions that can be asked in a graphics calculator assumed environment and their frequency of use. The second addresses the level of skills assessed and whether with the
introduction of the graphics calculator has been associated with an increase in difficulty as has been frequently suggested. A descriptive case study methodology was used with three examination
boards, the Danish Ministry of Education, Victorian Curriculum and Assessment Authority and the International Baccalaureate Organization.
Four distinct categories of questions were identified which differed according to the potential for the graphics calculator to contribute to the solution of the question and the freedom the student was then given to make use of this potential. While all examination boards made use of the full range of questions, the tendency was to under use questions in which required the use of the calculator for their solution. In respect to the level of skills assessed, it was found that both prior to and after the introduction of the graphics calculator, all three examination boards used question types that primarily tested the use of lower level mathematical skills. With exceptions, where graphics calculator active questions have been used, the tendency has been to continue to ask routine mechanistic questions. In this regard, there is no evidence of the introduction of the graphics calculator being associated with either lowering or raising of the level of the mathematical skills assessed.
For all cases studied, the graphics calculator was introduced with minimal change to the curriculum and examination policies. The role of the graphics calculator in the enacted curriculum was left implicit. The resulting examinations were consistent with the stated policies. However, the inexperience of some examiners and a general policy of containment or minimal change enabled examiners to minimise the impact of the introduction of the graphics calculators on assessment.
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Tang, Cham-wing, and 鄧湛榮. "The attitudes of secondary school mathematics teachers towards the teaching of mathematics by using computers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958886.
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Nel, Francois. "An economical do - it - yourself ground station for school pupils." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52100.
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Thesis (MScEng)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The aim of the thesis is the design of an economical do - it - yourself ground station for school pupils to communicate with SUNSAT 1. The ground station should also be more economical than a hand - held transceiver radio. The do - it - yourself requirement is there to arouse an interest in electronics, radio frequency electronics and satellite communications in school pupils. A system-level design was done for a ground station consisting of modules which may be bought individually as do - it - yourself kits to eventually produce a full set. The modules are a VHF receiver, a VHF transmitter, a UHF down converter and a modem. Each module has functions which aid in the process of communications (data as well as voice) between the satellite and the ground station. A VHF receiver was designed and implemented to be capable of receiving RF signals from SUNSAT 1. A crystal controlled oscillator was designed that oscillates with a frequency tolerance of less than or equal to ± 0.003 % when aligned without the necessary IlF equipment. An economical Broadband Signal Generator was implemented with a 74ACT14 logic IC, which may be used to align the receiver. The higher harmonics of a square wave with a fundamental frequency of 4 kHz are used as a RF source. A sound card was utilised as a modem to receive 1200 baud AFSK (AX.25 protocol) data and the software was also used to display the data on PC. The data was transmitted from another ground station
AFRIKAANSE OPSOMMING: Die doel van die tesis is die ontwerp van 'n ekonomiese doen - dit - self - grondstasie vir skoolkinders om met SUNSAT I te kan komunikeer. Die grondstasie moet ook meer ekonomies wees as 'n handstelradio. Die doel van die doen - dit - self - beginsel is om die belangstelling in elektronika, RF elektronika and satelliete by skoolkinders aan te moedig. 'n Stelsel ontwerp van 'n grondstasie is gedoen wat bestaan uit modules wat afsonderlik as doen - dit - self - modules aangeskaf kan word om so tot 'n totale grondstasie op te bou. Die modules is die "VHF" - ontvanger, "VHF" - sender, UHF - afmenger en 'n modem. Elke module verskaf funksies wat bydra om met SUNSAT I te kan kornmunikeer. 'n VHF - ontvanger wat in staat is om RF - seine vanaf SUNSAT I te ontvang is ontwerp en gebou. 'n Kristal b heerde ossillator is ontwerp met 'n frekwensie toleransie van kleiner en gelyk aan ± 0.003 % wanneer dit ingestem word sender die nodige RF toerusting. 'n Ekonomiese wyeband - seingenerator is gemplementeer met 'n 74ACT14 logiese vlokkie om as 'n RF - bron gebruik te word om die ontvanger in te stel. Die boonste (hoer) harmoniek van die 4 kHz vierkantsgolf word as 'n "RF bron" gebruik. 'n Klankkaart is suksesvol gebruik as 'n modem om 1200 baud AFSK data (AX.25 protokol) te ontvang en die data met die nodige sagteware op 'n skerm te vertoon. Data is uitgcstuur vanaf 'n ander grondstasie.
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Ng, Yui-kin, and 吳銳堅. "Computers, Gödel's incompleteness theorems and mathematics education: a study of the implications of artificialintelligence for secondary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957419.
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Chan, Yuen-ling, and 陳婉玲. "A study of webmail counselling in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961484.
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Lachman, Judy. "A study of mainstreaming in the elementary school." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/154.
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Cole, Jerry W. "The Use of Computers to Enhance the Administrative Function in Tennessee Schools." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2662.
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The purpose of this study was to compare the levels of computer use by school principals in administering their schools. Comparisons were made of the different techniques being employed by school principals as they manage the vast amounts of data that are present in today's educational process. A comprehensive collection of computer applications was identified and school principals were surveyed regarding their use of these applications. A random sample was selected from a population of 1,800 school principals in the state of Tennessee. School principals from 430 public schools and 70 private/parochial schools in Tennessee were surveyed for responses relative to their practices regarding the use of computers in the management of their school. Surveys were mailed in early January, 1992, to those principals who were identified in the sample selection. Surveys were received over a period of several weeks. A return of 71% was obtained. Findings include the determination that schools have computers specifically for the purpose of completing administrative tasks. Principals and office staffs are using administrative computers to improve their management of school data. The primary areas identified as being preformed by school principals were attendance, management of student data, wordprocessing, grade reporting, and transportation. Principals indicated that the major avenues for computer training is through seminars and workshops. The major conclusions included the need for additional computer training in principal preparation curricula, exposure to innovative uses of computers to enhance the administrative function.
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Al-Awidi, Hamed M. "Current and Future Trends in Computer Use in Elementary School Settings." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2208/.
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The study examined current and future trends in computer use in elementary school settings. A survey instrument was developed and validated for distribution to a random sample of 200 technology coordinators in the public school districts in the state of Texas from whom 95 responses were received. The survey instrument was used to obtain information about five areas of computer use in elementary schools. These areas are: physical configurations, instructional uses, implementation issues, training and staff development, and Internet use. The study found that all public school districts that participated in the study have acquired computer hardware in their elementary schools. In addition, some other advanced computer technology components are starting to be found in elementary schools, such as teacher workstations, CD-ROM, interactive video, computer multimedia, LCD panels, and laser printers.
Respondents reported that elementary school teachers in their districts have incorporated computers into their classrooms as an instructional tool and many changes have occurred in teachers teaching styles due to computers. However, there are some problems that hinder the effective use of computers. The major problem is lack of training. A high percentage of respondents, 81.3%, indicated that the majority of their elementary school teachers had completed less than 30 hours of technology related professional development. Another problem was lack of funding which prevents most school districts from acquiring computer hardware and software.
Currently, elementary schools in 87% of districts that participated in the study are connected to the Internet and the plan is that by the year 2001 all elementary schools will be connected.
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Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
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Heukelman, Delene. "A strategy for promoting the use of computers across the curriculum at primary school level: a case study." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003659.
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A growing number of primary schools are acquiring computers, mainly through parent funding. The study concerns the promotion of computer use across the curriculum in primary schools. Teachers need to be trained in the use of computers as a teaching aid in different subjects. A study comparing two periods of training was undertaken. Two model C primary schools, administered by the Department of Education and Culture, with similar profiles of educational computer use, were selected for the purpose. A training course consisting of five sections, where the use of the word processor, spreadsheet and database, both as personal tools and as teaching aids were introduced, was offered. Care was taken to select topics from current syllabi and to demonstrate how these topics could be presented and enhanced by using the computer. The training was presented at school A over a period of 8 months and at school B over a period of 5 weeks. The supporting material and contents of the course were the same for both groups. A comparison between the effectiveness of the two training regimes was made. The researcher's initial perceptions of the teachers' initial low level of computer literacy were confirmed by a questionnaire, responded to by each participant. It would seem that the shorter raining period was more effective in raising the level of computer literacy and that if the training period was longer, the contact time should be increased to maintain support. Neither training period resulted in a significant increase in computer use, either as a personal tool or as a teaching aid. The failure to do so may be ascribed to a number of influences, one of which is the teaching style of individual teachers. Changing the teaching style of an experienced teacher takes time and more effort than was available for either training period.
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孫群英 and Kwan-ying Suen. "School-based information technology: a case study of the home-school collaboration in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256454.
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賴炳華 and Ping-wah Jonathan Lai. "The school administration and management system in Hong Kong: a study of the privatisation of itstechnical support facilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31966834.
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Chan, Chung-ho Samuel, and 陳仲豪. "Factors affecting the attitude of school administrators towards the utilisation of computer management information systems in secondaryschools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627759.
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Deragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.
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Electronic portfolio for mathematical problem solving in the elementary school is an authentic assessment tool for teachers and students to utilize in evaluating mathematical skills. It is a computer-based interactive software program to allow teachers to easily access student work in the problem solving area for assessment purposes, and to store multimedia work samples over time.
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Slocum, Darci Jo. "Teaching process writing using computers for intermediate students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1373.
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Weber, Mark J. "A study of computer technology use and technology leadership of Texas elementary public school principals." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5589/.
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The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETS*A standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETS*A standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETS*A standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on technology integration training and personal factors that may affect principals' technology leadership behavior and technology use.
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Dagiene, Valentina, Tatjana Jevsikova, Carsten Schule, Sue Sentance, and Neena Thota. "A comparison of current trends within computer science teaching in school in Germany and the UK." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6450/.
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In the last two years, CS as a school subject has gained a lot of attention worldwide, although different countries have differing approaches to and experiences of introducing CS in schools. This paper reports on a study comparing current trends in CS at school, with a major focus on two countries, Germany and UK. A survey was carried out of a number of teaching professionals and experts from the UK and Germany with regard to the content and delivery of CS in school. An analysis of the quantitative data reveals a difference in foci in the two countries; putting this into the context of curricular developments we are able to offer interpretations of these trends and suggest ways in which curricula in CS at school should be moving forward.
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Hauk, Christopher John, Scott Michael Houston, and Carri Jean Walker. "Technology in schools for the twenty-first century: Bringing one school closer to the future." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1112.
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Lai, Tsz-wan, and 黎子雲. "The use of "Octopus" smart card in the secondary schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B4004029X.
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Gebhardt, Lynne A. "The effects of positive reinforcement within a computer-assisted instruction program on student achievement and attitude." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/170.
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Murray, John Charles. "The in-service development of primary school teachers in the use of computers in education with special reference to computer assisted learning: a case study." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003454.
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Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.
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Carle, Marlene Lovelace. "A Qualitative Study Describing the Relationship and Mediating Factors Between Junior High School Mathematics Achievement and Computer Expenditures." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332018/.
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Using a case study approach, this investigation focused on the nature of the relationship between computer related expenditures and student achievement in mathematics, with consideration given to the mediating factors influencing the relationship. Some of these factors included the types of computers and software being used, the objectives of computer instruction, teacher preparation in the use of the computer as an instructional tool, the amount of time individual students had access to a computer during the school year, and the socioeconomic status of pupils. Two of the twenty-five largest school districts in Texas were selected as the subjects for this study. Numerical data were collected from existing documents including general ledgers, bid tabulations, test score tables, and records showing the numbers of students participating in the free and reduced price lunch programs. Specific information regarding the implementations of the instructional programs was gathered through observations and 2 interviews with principals/ teachers, and students in four— teen junior high schools in each of the two school district. The districts exhibited more differences than similarities in the approaches to using computers for instruction in mathematics. One district, for about two hundred dollars per student, purchased a prepared, copyrighted, and patented program consisting of mini-computers and sixteen terminal remote labs used exclusively for the remediation of students two or more years behind in achievement in mathematics. The other district purchased microcomputers at a cost of about ten dollars per student and introduced a three to six weeks unit on computer programming into the eighth grade mathematics curriculum. Although neither district demonstrated clear patterns of increased achievement, tendencies did emerge which would suggest some linkage between concentration of the program and achievement. Other factors emerging from the fortythree taped interviews indicated that achievement test scores of students should not be the only measure of the worth of the computer-assisted instructional programs used in these school districts.
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Bothel, Richard Thomas. "Computer competencies for adult basic education administrators : a national perspective based on the judgment of the state directors of adult education." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/861386.
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The purpose of this study was to enlarge the information base that can be used by practitioners in the field of adult education to determine important computer competencies for individual development, training, and staff development programs for administrators of adult basic education programs. The final result of this study was a listing of computer competencies ranked as to their relative importance to each other based on the judgment of State Directors of Adult Education throughout the United States. The study results are presented to not be a rigid listing of prioritized competencies, but instead, to be general and current trends in ABE administrator computer competency needs as determined by State Directors of Adult Education.The general research question that was investigated by this study was: What computer competencies are needed by administrators of adult basic education programs to meet the educational requirements of adults in the twenty-first century? There are two specific research questions that were answered: 1) What are the computer competencies that experts in technology and/or adult basic education judge are important to the successful educational administrator? and 2) How do State Directors of Adult Education rank the importance of these competencies in terms of the needs of local adult basic education administrators in their respective states?These questions are answered by exploring, describing, and comparing information using both the analytical and survey approach to determining competencies. The analytical approach consisted of a review of literature and interview of experts in adult education and/or technology to establish a listing of 77 potential computer competencies for administrators of adult basic education programs. The democratic approach consisted of a national survey of State Directors of Adult Education throughout the United States and including Washington D.C.Eighty percent of the State Directors of Adult Education responded providing their judgment as to the importance of each of the 77 computer competencies. The outcome of the study is a rank-ordered list of important computer competencies for adult basic education administrators along with the survey write-in comments provided by State Directors of Adult Education.Department of Educational Leadership