Дисертації з теми "Computer literacy Study and teaching Evaluation"

Minimum Student Performance Standards in Computer Literacy and Science were passed by the Florida Legislature through the Educational Reform Act of 1983. This act mandated that all Florida high school graduates receive training in computer literacy. Schools and school systems were charged with the task of determining the best methods to deliver this instruction to their students. The scope of this study is to evaluate one school's response to the state of Florida's computer literacy mandate. The study was conducted at Miami Palmetto Senior High School, located in Dade County, Florida. The administration of Miami Palmetto Senior High School chose to develop and implement a new program to comply with the state mandate - integrating computer literacy into the existing biology curriculum. The study evaluated the curriculum to determine if computer literacy could be integrated successfully and meet both the biology and computer literacy objectives. The findings in this study showed that there were no significant differences between biology scores of the students taking the integrated curriculum and those taking a traditional curriculum of biology. Student in the integrated curriculum not only met the biology objectives as well as those in the traditional curriculum, they also successfully completed the intended objectives for computer literacy. Two sets of objectives were successfully completed in the integrated classes in the same amount of time used to complete one set of objectives in the traditional biology classes. Therefore, integrated curriculum was the more efficient means of meeting the intended objectives of both biology and computer literacy.

People with vision impairments are under-represented in the workforce, largely due to discrimination. Also, in order to be qualified for most types of employment, people will need to be computer-literate in the future. Therefore, teaching computer literacy is an important part of postsecondary education. Particularly the availability of adaptive computer equipment and improvements in legislation prepare the ground for a computer-literate visually impaired person to achieve equality and become an integral part of the workforce.This thesis addresses the issues involved in teaching computer literacy for visually impaired students. It introduces several examples of computer literacy courses at institutions of post-secondary education, as well as discusses the CS 104 course designed and taught by Dr. Roy L. McCormick for visually impaired students at Ball State University.
Department of Computer Science

To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.

As microcomputers increase in number and find their way into the homes and offices of millions of people throughout the world, the need for education arises. The general population will not be equipped with the 'how and why' of microcomputing. Operating a microcomputer and using the microcomputer for practical applications and for educational enhancement of school-aged children will need to be addressed. This paper will discuss a feasibility study of offering microcomputer workshops; and under the assumption that this is feasible, the design, layout and workbooks needed will be presented.
Department of Computer Science

This dissertation addresses three distinct areas of composition: literacy,technology, and teacher training. The research questions I investigate are as follows:Are graduate programs in rhetoric and composition offering preparation for teaching new literacies, especially with digital technology? If so, what is the nature of that training?Does the faculty within a program perceive that training to be effective? Is thattraining perceived to be effective by graduate students?How do individual programs shape their graduate technology training to reflectand manifest specific programmatic agendas and goals?The first two sets of research questions are investigated using survey research methods. The last research question is addressed via case study methods.Using a multi-methodological research design that includes a national survey and two institutional case studies allows me to combine methodologies to draw meaningful conclusions from the data. For example, the survey helps to provide a brief sketch of the state of technology training in rhetoric and composition programs as well as universities, while detailed case studies provide a context that illustrates how the integration of technology into both the university and rhetoric and composition program affects teacher training. The survey demonstrates that many programs do not require courses or workshops that extend special help to those teaching in computer classrooms especially as technology relates to new literacies. Information from the survey also indicates that rhetoric and composition programs have no procedures in place to assess the state of technology training for new teachers and TAs. This dissertation offers one way of assessing technology training.The case studies reveal that the two universities have grand visions and broad technology initiatives. However, a closer look at university mission statements and specific rhetoric and composition programs reveals that the integration of technology is sometimes a less than smooth one. In one case, the department struggles to implement technology at the grass roots level, while another department, despite the inconsistencies apparent at the university level, seems to succeed at both integrating technology and training new teachers to address the new literacies produced by those digital technologies.
Department of English

Worldwide, there is a decline in interest in the computer science profession and in the subject at secondary school level. Novice programmers struggle to understand introductory programming concepts and this difficulty of learning to program is contributing to the lack of interest in the field of computer science. Information Technology (IT) learners in South African secondary schools are novice programmers, introduced to introductory programming concepts in the subject which also includes topics on hardware and system software, e-communication, social and ethical issues, spreadsheets and databases. The difficulties faced by IT learners are worsened by the lack of suitably qualified teachers, a saturated learning programme that allocates very little time to the understanding of complex programming concepts and limited class time where practical examples can be implemented with the support of the IT teacher. This research proposes that IT learners could be supported by a programming assistance tool (PAT). A PAT is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. PATs use different techniques to assist novice programmers. The main objective of this research was to determine whether the use of a PAT impacted IT learners’ understanding of programming concepts and motivation towards programming. The literature study and feedback from IT learners and teachers were used to identify novice programming difficulties and IT learner programming difficulties, respectively. Selection criteria were derived from the programming difficulties identified. The selection criteria were grouped into three categories, namely, programming concepts, programming knowledge and programming skills. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected as suitable for use by IT learners. RoboMind was adapted in this research study, allowing it to support the Delphi programming language. The three PATs were evaluated by participating IT learners at four schools. The findings of this research provided no conclusive evidence that IT learners who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than learners who did not use a PAT. IT learner feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of PATs specifically to support IT learners. This research study has provided several theoretical and practical contributions, including the research design, selection criteria, adaptations to RoboMind and the evaluation of the three PATs. In addition, IT teachers and learners have been made aware of PATs and the support that can be provided by these PATs. IT teachers have also been provided with a means of selecting PATs applicable to the IT curriculum. All the research contributions have formed the basis for future work, such as improving and extending RoboMind’s functionality and support of programming concepts, the refinement of the selection criteria and, ultimately, the development of a new PAT, specifically designed to support IT learner understanding of programming concepts and motivation towards programming.

This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.

This study examined the extent to which each computer literacy objective domain, each specific mode of instruction, and each type of question were treated in Thai high school computer literacy text materials. Two textbooks and their accompanying teachers' manuals were examined using three analytical schemes as frameworks for the examinations. The Minnesota Educational Computing Consortium (MECC) computer literacy objectives were used to classify the content in the text materials in order to determine the degree of emphasis on each computer literacy objective domain. The Hawaii state Department of Education (HSDE) instructional modes were used to classify the content in the text materials in order to determine the degree of emphasis on each mode of instruction. Bloom's taxonomy of education, cognitive domain, was used to classify the review questions and exercises in the text materials in order to determine the degree of emphasis on each cognitive level. Detailed findings are given as numerals, percentages, and decimal values. Perspectives are offered on the need for textbooks which reflect the values and feelings objectives. Conclusions were that (a) text materials focus most on the programming/algorithms objectives and tend to exclude the values and feelings objectives; (b) text materials use only three modes of instruction, focusing first on the topic mode, second on the tutee mode, and last on the tool mode; (c) text material questions focus more on higher cognitive than on lower cognitive levels.

This mixed methods study evaluated the validity, and reliability of an instrument designed to assess a middle school student's proficiency in systems thinking as described in the 2010 Oregon Environmental Literacy Plan. In Stage 1, a forum of middle school students, formal, and non-formal educators used the Delphi technique to reach consensus regarding which skills were important to include in a scoring guide for systems thinking. In Stage 2, the scoring guide was field tested by formal and non-formal educators using a sample of students' work. The two groups' scores were compared using Cohen's kappa to make inferences regarding inter-rater reliability. Concurrently, an autoethnographic narrative was written to explore issues of equity related to the assessment of environmental literacy. The commonalities between formal and non-formal educators revealed a high level of validity for the construct of proficiency with systems thinking, and a moderate level of reliability between the scores assigned by two groups of educators. In the words of the middle school students, formal, and non-formal educators, who volunteered to create the scoring guide, the ability to make responsible decisions with natural systems, community, and the future in mind involves: creating solutions for systems that are not in balance, presenting the complex inner workings of a system in a simple and succinct way, collaborating, exploring multiple solutions, and sharing ideas in a way that people will understand you.

This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standard scores of 80, or below, on the Bracken Basic Concept Scale-Revised (BBCS-R), were assigned to the intervention group. Eleven pre-school students matched by age level and teacher comprised the comparison group. The intervention group received computer-mediated instruction while the comparison group received classroom teacher instruction. The first research question examined the effect of the intervention on students' receptive vocabulary analyzing groups' pretest and posttest BBCS-R School Readiness Composite mean scores. Combined analysis of a Two-Factor Repeated Measures and a Posttest only ANCOVA revealed that computer-mediated instruction was as effective as classroom teacher instruction in helping "at-risk" students acquire readiness receptive vocabulary. The second research question examined the effect of the intervention on "at-risk" student's computer-literacy skills analyzing participants pretest and posttest mean scores on the Computer Input Observation Rubric (CIOR), a rubric developed by the researcher. Analysis of One-Factor ANOVA and of Two-Factor Repeated Measures indicated that computer intervention significantly increased students' computer literacy skills. The third research question examined the impact of computer-mediated intervention on preschool students' enthusiasm for learning and followed descriptive case study methodology. Students' level of task involvement and positive-self statements confirmed enthusiasm for learning with technology.

The problem with which this study was concerned is the association between exposure to computer instruction and changes in attitudes toward computers. The study had a two-fold purpose. The first was to determine the attitudes of undergraduate students toward computers. The second was to determine whether exposure to information about computers and their uses is associated with changes in students' attitudes toward computers. A computer literacy test was administered to subjects as a pre-and post-test. The major findings of the study indicate that there were significant, positive attitude changes among students exposed to computer instruction. There were also significant increases in knowledge about computers among participants exposed to computer instruction. The major conclusions are that attitudes are not fixed and develop in the process of need satisfaction. Participants in the study experienced attitude changes, which supports the suggestion that attitudes are developmental. Futhermore, the attitude changes observed in the study occurred in the process of learning about computers, a process assumed to be rooted in the educational and/or career needs of the participants. Attitudes are shaped by the information to which people are exposed. Attitude modification seldom, if ever, occurs in a vacuum. Instead, it most often takes place in the context of information dissemination and exposure. In this study, attitudes toward computers changed positively and significantly as participants were exposed to information about computers.

Science educators are currently facing the challenge of reforming the practices of science education. Publications of various science and educational organizations have established new criteria for accomplishing this goal. The new goal of science educators is scientific literacy for all.

The Department of Education was tasked by Government and the Department of Labour to develop learning programmes which would provide skills to learners. The National Certificate Vocational (NCV) programmes were developed, which provided an alternative to completing a National Senior Certificate (NSC). The NC(V) programmes consist of seven subjects of which Mathematical Literacy is offered as a fundamental subject. The NC(V) programmes were officially implemented in 2007 using the FET College sector as a vehicle. FET College educators had to be skilled and re-skilled to teach the various new subjects. One of the new subjects at the time was Mathematical Literacy. Selected educators were provided with a short course to prepare themselves for the implementation of Mathematical Literacy. This study is aimed at investigating the pedagogical experiences of educators who were, and are still part, of the implementation of Mathematical Literacy in the FET College sector. A phenomenological approach was followed in order to capture the lived experiences of the educators. Three educators were selected from different FET colleges within the Eastern Cape Province. A qualitative research was done, making use of interviews. The research found that educators have divergent pedagogical experiences. They make use of different strategies to implement teaching and learning within their classrooms. Though there are good experiences, the research has managed to point out that there are some frustrations too. Recommendations are made with regard to teaching and learning strategies, as well as the emerging trends that surfaced during the research.

Thesis (D. Tech.) - Central University of Technology, Free State, 2004
For some years, proponents of distance and online learning have touted the efficacy of their methods, while traditionalists have argued the superiority of face-to-face learning environments. Each side in this debate has pointed to strengths in their own methodologies, while criticising the lack of comparable features in the methodologies of their opponents. Blended learning, as the name implies, allows practitioners to combine traditional education with a variety of instructional technologies – solving the argument by joining forces, and creating a better overall product as a result. With this study the researcher aims to explain the concepts of blended learning and discuss the factors that make each form of educational delivery successful. The thesis addresses the necessary components of a computer literacy programme and Outcomes-Based Education, as well as elaborate on good teaching principles. These strands of research are then combined into the foundations for a unique programme, to deliver a computer literacy course using blended learning techniques to South African students. The programme was developed, implemented and tested through three cycles of action research.

Examines the use of Information and Communicative Technologies (ICT) by high school students from economically-disadvantaged households to complete homework assignments. Results of a survey of 240 high school students at an urban, inner-city high school located in Southern California, indicated, (1) the Digital Divide is narrowing among social classes, as most students reported having Internet access from their homes, (2) students willingness to embrace new uses of ICT in their studies, (3) the speed of completing homework was increased through the use of ICT multi-tasking and the use of search engines and, (4) computer maintenance issues were not a significant hindrance, as most students have some basic computer literacy skills.

The purpose of this study was to examine the cognitive types and functions of questions orally posed by early childhood teachers in kindergarten through 3rd grade during a 90-minute literacy block. The cognitive types of questions were determined by the criteria established using Hess’ Cognitive Rigor Matrix (Hess, Jones, Carlock, & Walkup, 2009). The functions of the posed questions were determined by criteria based on the work of Costa (2001), Hughes (as cited in Fusco, 2012), and Lowery (as cited in Fusco, 2012). This study examined questioning strategies used by 12 early childhood teachers from a Northeast Tennessee School District. The 12 teachers orally posed questions were recorded, scripted, and coded by the researcher to determine each question’s type, frequency, and function and how these indicators serve to increase student engagement during the literacy block. Results from the study show that the majority of questions posed are low in cognitive level requiring students to perform primarily at the basic level of remembering and understanding. The primary function of the recorded posed questions called for students to verify their understanding and many closed questions were asked during the documented lessons. The time teachers gave students to answer a question was minimal and a single student generated response was the predominant vehicle used to glean an answer to a presented question. While the teachers in this study appeared to understand the importance of posing high level cognitive questions in order to increase Common Core Standards instruction, results from this study showed that there seems to be a disconnect between what teachers think they do and their actual practice in regard to posing effective questions as a strategy for active student engagement and learning.

The purpose of this study was to compare the environmental literacy of 11th and 12th graders who participated in an eighteen-week environmental education program using trade books versus 11th- and 12th-graders who participated in an eighteen-week, traditional environmental education program without the use of trade books. This study was conducted using a quasi-experimental research technique. Four high school aquatic science classes at two suburban high schools were used in the research. One teacher at each high school taught one control class and one experimental class of aquatic science. In the experimental classes, four trade books were read to the classes during the eighteen-week semester. These four books were selected by the participating teachers before the semester began. The books used were A Home by the Sea, Sea Otter Rescue, There's a Hair in My Dirt, and The Missing Gator of Gumbo Limbo. The instrument used to measure environmental literacy was the Children's Environmental Attitude and Knowledge Scale. This test was given at the beginning of the semester and at the end of the semester. The scores at the end of the semester were analyzed by 2 X 2 mixed model ANOVA with the teacher as the random effect and the condition (trade books) as the fixed effect. The statistical analysis of this study showed that the students in the experimental classes did not score higher than the control classes on the Children's Environmental Attitude and Knowledge Scale or on a subset of "water" questions. Several limitations were placed on this research. These limitations included the following: (1) a small number of classes and a small number of teachers, (2) change from the original plan of using environmental science classes to aquatic science classes, (3) possible indifference of the students, and (4) restrictive teaching strategies of the teachers.

Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).

In this dissertation, I first briefly examine the history of technology as it impacts on literacy practices, and especially the history of resistance to technological developments in the humanities. In so doing, I also briefly examine some of the possible ideological underpinnings of this resistance, including looking at some of the arguments proposed to counter it. More specifically, I consider how literacy practices, pedagogical practices, and assessment and gatekeeping practices in the field of composition studies impact on and are impacted by the intersection of computer technologies and our field. Finally, I offer some suggestions for ways in which our pedagogical practices may need to be reconsidered in light of changes in how we communicate. In particular, I propose guidelines for writing teachers to help negotiate the transitional period between traditional and neo-traditional forms, bridging the gaps between existing standards for producing print documents and as yet undetermined standards required by new forms. That is, I present guidelines that I hope, rather than stifle change, can help guide authors in determining which existing standards make sense for new new forms, and which need to be reconsidered, thereby providing the flexibility necessary to cope with change. Because it is imperative that we consider the effect of our teaching of writing and reading on the further development of these technologies, as well as the effect of further development of these technologies on our teaching and study of writing and reading, I also suggest ways we may need to rethink the academy, including the position of the composition classroom itself.

It is an acknowledged fact that many novice programmers experience difficulty in the process of learning to program. One of the contributing factors to this difficulty is the Program Development Environment (PDE). Professional-PDEs are those developed specifically for professional programmers, but are often used by educational institutions in the instruction of programming. It has long been accepted that such environments are inappropriate in the instruction of programming due to unnecessary complexity and lack of support for novice programmers in the learning process. Numerous pedagogical-PDEs supporting the mechanics of programming have been developed in response to this. A review of literature, however, indicates that very limited empirical studies comparing pedagogical-PDEs and professional-PDEs have been conducted. The current study investigates whether there are measurable benefits to using a pedagogical-PDE supporting the mechanics of programming in the instruction of programming instead of a professional-PDE. A comparative study of this nature requires a representative pedagogical-PDE and representative professional-PDE be compared with one another. The first part of the current study determines a set of requirements that a pedagogical- PDE should adhere to based on literature. A set of representative features for a pedagogical-PDE is derived by examining the features of existing PDEs in conjunction with the set of requirements. Based on these features, a pedagogical-PDE, known as SimplifIDE, is developed that implements the representative set of features and that meets are the requirements for a pedagogical-PDE. The second part of the current study is the specification and administration of an empirical experiment in which SimplifIDE and Borland© DelphiTM are compared with one another. A holistic approach in determining the differences between the PDEs is taken and three main areas are examined, namely academic performance, perceptions and programming behavior.

Virtually all government and industry information and control systems rely upon computer professionals for systems development and maintenance. With the national workforce growing at only one percent annually and enrollments in computer and information sciences college programs declining, the need exists to obtain a continued contribution of good work from our existing workforce. A multiple-phase, multiple-case study research project was performed to develop an understanding of how technical currency is maintained, not as a discrete phenomenon, but within the setting of the work environment, considering project experiences, organizational relationships, professional preparation and continuing professional education, and individual motivation. Previous research indicated that project experiences contributed to, or provided a vehicle for, maintaining technical currency. Maintaining technical currency was found to require a continuous process involving organizational relationships, the individual's perceived value in the organization, constant assessments and evaluations of current and desired project involvement or position attainment, repeated and varied learning episodes, and actual project experiences. Individuals were motivated to take specific actions, such as participating in training courses, when such action was expected to yield a benefit. Project experiences alone were not sufficient to maintain technical currency, although they were an essential element. While formal education in preparation for a career was critical, formal courses did not contribute as significantly as other forms of continuing professional education to maintaining technical currency. A Technical Currency Model was generated that explains how individuals expend energy in one or more of five focus areas depending on their motivation at the time: (a) technical qualification for a project or position; (b) political qualification for a project or position; (c) performing on a project or in a position; (d) determining that change is appropriate; and (e) seeking the next project or position.
Ph. D.

The purpose of this thesis is to provide the California State University, San Bernardino, Department of Computer Science with an analysis and recommended solution to improving the software development process.

Doctor of Education
This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.

Following Ajzen/Fishbein's 1980 Theory of Reasoned Action, influences of hospitality students' external variables (age, gender, university classification, and work experience) on computer attitudes, and relationships between computer attitudes and intentions to learn and use computers were tested. A sample of 412 hospitality students completed two measurements: Loyd/Gressard's 1984 Computer Attitude Scale, and Behavioral Intentions to Learn and Use Computers. Males and females had positive computer attitudes. Graduates had more positive computer attitudes. No interaction effect existed between gender and classification. No relationships existed between age and work experience on computer attitudes. Computer attitudes positively correlated with intentions to learn and use computers. Results supported the Theory of Reasoned Action. External variables partially influence attitudes and attitudes influence intentions.

Thesis (MA)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Map reading forms an integral part of every soldier's training. Although all troops are exposed to map reading during basic training, they thereafter do not frequently work with maps on a daily basis, but are still required to apply this knowledge during field exercises or combat situations. Various forms of training are available. Computer Based Training (CBT) is a technique that may contribute to the improved acquisition and retention of knowledge when the subject matter requires of students to visualise concepts, as CBT engages multiple senses. CBT incorporates principles from the Component Display Theory and Constructivism, which suggest that CBT might result in superior map reading competencies when used as an alternative to conventional, classroom based, map reading instruction. .The objective of this study was firstly to determine whether CBT, compared to conventional classroom instruction, enhances the acquisition of knowledge when teaching users how to read a two-dimensional (2D) map. In addition, the study had as its objective to determine whether CBT leads to improved retention of 2D map reading knowledge over a one month period when compared to conventional instruction. Finally the study aimed to determine the factors that influence learning when using CBT as the training medium. A basic randomised, between subjects research design, was used to test the hypotheses that eBT would result in the improved acquisition and retention of 2D map reading competencies. The control group consisted of 30 students and the experimental CBT group of 29 students. All subjects were personnel from the School of Armour of the South African National Defence Force. With regards to map training, the majority of the students had exposure to Geography up to grade 12 or further training. A new training programmewas designed. The programmewas developed in two equivalent formats, one appropriate for conventional classroom instruction (control group), and a eBT format for the experimental group. Each student received two manuals. One was a self-study manual that had to be completed before commencing with the course, and the other was received on the first day of the course. Both the trainers also received a manual that contained all the correct answers to the map reading problems forming part of the programme. The eBT programme was designed on paper with the help of a template for the storyboard. A lesson was designed for each day of the course, but students could review any lesson previously studied. Before the students started with lesson 1, they had to complete a test on the computer to determine the extent to which they have acquired the information in the self-study manual. After passing the test the students could select lesson 1. A mind-map was designed for each lesson to help students orientate themselves. For both groups the information studied was placed in the context of "Operation Night Owl", an interactive practical mission. The eBT group had the computer as a guide, providing textured maps and possible answers. Three tests were used to evaluate the students and to gather data regarding their performance. The students were not informed about these tests as the researcher wanted to measure natural acquisition and retention, and not the amount of time that they had studied. Analysis of variance (ANOVA) indicated that the two groups did not differ statistically significantly (p>,05) in their initial degree of map reading knowledge. The average test percentage increased from the pre-test to the first post-test (knowledge acquisition), indicating that the class group increased by 15,2 % and the eBT group by 19 %. Hypothesis 1 states that eBT in comparison to traditional instruction enhances the acquisition of map reading knowledge when teaching users how to read a 2D map. The difference between the class and eBT means for post-test 1 (knowledge acquisition) was, however, statistically insignificant (p>,05). A comparison of the means of the post-test 2 (retention) results of the class and eBT groups clearly indicates that the performance levels retained one month after training, also do not differ statistically significantly (p>,05). The study therefore also fails to corroborate the hypothesis that eBT would result in the greater retention of map reading knowledge when compared to conventional classroom instruction. Based on the results found when eBT results were compared with the traditional classroom technique, it may be advisable to combine classroom teaching with eBT. During the completion of the mission segment of the course, students tended to form natural groups to complete the questions. As working together may result in better understanding of new information (peers learn from each other), it is therefore recommended that the eBT map-reading course be combined with more discussion groups. In conclusion, the results do not suggest that eBT is a superior training technique for the teaching of map reading competencies. Numerous literature sources however do indicate that eBT can contribute significantly to the learning experience, making it still plausible that eBT could indeed, upon further refinement of the programme, contribute to teaching of map reading competencies.
AFRIKAANSE OPSOMMING: Kaartlees vorm 'n integrale deel van elke soldaat se opleiding. Alhoewel elke soldaat blootgestel word aan kaartlees tydens basiese opleiding, word daar nie op 'n daaglikse basis daarmee gewerk nie. Dit blyegter nodig om kaartlees tydens veld-oefeninge en aanvalsituasies toe te pas. Verskillende vorme van opleiding is beskikbaar t.o.v. die aanleer van kaartleestegnieke. Rekenaargebaseerde Dnderrig (RGD) is 'n tegniek wat veelvoudige gewaarwordinge insluit, en dus 'n bydrae tot beter leer en retensie van kennis kan lewer, wanneer dit van die student verwag word om konsepte te visualiseer. RGD sluit eienskappe van Komponent-tentoonstellingsteorie en Konstruktiwiteitsteorie in wat tot verbeterde kaartlees bevoegdheid mag lei indien dit as 'n alternatief tot die konvensionele klaskamer-gebaseerde kaartlees gebruik word. Die doel van die studie was eerstens om vas te stelof RGD, in vergelyking met die konvensionele klaskamermetode, 'n groter bydra lewer in die leer en retensie van kennis wanneer studente geleer word om 'n 2-dimensionele (2D)-kaart te lees. Tweedens stel die studie dit ten doelom vas te stelof RGD, in vergelyking met die konvensionele metode, tot verbeterde retensie van 2D-kaartlees kennis oor 'n een-maand tydperk lei. Laastens beoog hierdie studie om vas te stel watter faktore leer beïnvloed wanneer RGD as 'n opleidingsmedium gebruik word. 'n Basiese, ewekansige, tussen-groep navorsingsontwerp is gebruik om die hipotese dat RGD sal lei tot die verbeterde leer en retensie van 2D-kaartleesbevoegdhede, te toets. Die kontrolegroep het bestaan uit 30 studente en die eksperimentele RGD-groep uit 29 studente. Die steekproef was troepe van die Pantserskool van die Suid Afrikaanse Weermag. Die meerderheid van die steekproef het blootstelling aan Aardrykskunde tot graad 12 of verder gehad. 'n Nuwe opleidingsprogram is ontwerp. Die handleidings is ontwerp in 'n formaat geskik vir konvensionele klaskamer instruksie (kontrole groep) so wel as 'n formaat geskik vir RGO (eksperimentele groep). Elke student het twee handleidings ontvang. Die een was 'n self-studiehandleiding wat voor die aanvang van die kursus voltooi moes word, en die ander een is op die eerste dag van die kursus ontvang. Albei die instrukteurs het ook 'n handleiding ontvang wat die korrekte antwoorde rakende die kaartleesprobleme bespreek in die program bevat het. Die RGO program is op papier ontwerp met die hulp van 'n skermplaat. 'n Les is uitgewerk vir elke dag van die kursus, maar studente kon enige van die vorige behandelde lesse hersien. Voordat die studente met les 1 kon begin moes elkeen eers 'n toets op die rekenaar voltooi om te bepaal hoeveel inligting in die self-studie handleiding bemeester is. Sodra die toets geslaag is kon die student les 1 selekteer 'n Skematiese voorstelling is vir elke les ontwerp om die studente te help om hulleself te oriënteer. Die inligting wat deur beide groepe bestudeer is, is in die konteks van "Operasie Naguil", 'n interaktiewe praktiese opdrag, geplaas. Die RGO groep het 'n rekenaar as 'n riglyn gehad wat getekstureerde kaarte en moontlike antwoorde verskaf het. Drie toetse is gebruik om die studente mee te evalueer en data aangaande hulle vordering te verky. Die studente is nie ingelig oor die toetse nie aangesien die navorser hulle natuurlike leer en retensie van kennis wou toets en nie kennis verkry a.g.v. tyd spandeer aan studie nie. Die variansie-ontleding (ANOVA) het aangedui dat die twee groepe se kaartleeskennis aanvanklik nie statisties beduidend (p>,05) verskil het nie. Die gemiddelde toetspersentasie vanaf die vooraf-toets tot die eerste na-toets (leer) het getoon dat die klasgroep met 15,2% en die RGO groep met 19 % verbeter het. Die eerste hipotese het getoets of RGD tot In vebetering in leer en retensie sal lei teenoor traditionele klasrnetodes. Die verskil tussen die klas en RGD gemiddeld vir na-toets 1 (leer) was statisties onbeduidend (p>,05). 'n Vergelyking van die gemiddelds van die tweede na-toets (retensie) het ook nie 'n statisties beduidende verskil getoon nie (p>,05). Die studie slaag dus nie daarin om te bewys dat RGO tot beter retensie van kaartleeskennis in teenstelling met konvensionele klasonderrig lei nie. Die resultate suggereer dat dit raadsaam mag wees om klasonderrig te kombineer met RGO. Tydens die voltooiing van die missies het die studente 'n neiging getoon om vanself groepe te vorm om die vrae te voltooi. As nuwe inligting beter verstaan word deur in groepe saam te werk (groeplede leer by mekaar), kan dit dus aanbeveel word dat die RGD kaartleeskursus gekombineer word met meer besprekingsgroepe. Ten slotte word daar nie bevind dat RGO In beter opleidingstegniek vir die onderrig van kaartleestegniek is nie. Verskeie bronne dui wel daarop dat RGO 'n betekenisvolle bydrae tot die leerondervinding kan lewer. Dus, met verdere verbetering van die program, sou RGD wel moontlik kon bydra tot die onderrig van kaartlees-bevoegdhede.

In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.

Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Given that the South African government intends to improve its literacy rates by implementing Guided Reading in the primary schools, teachers are challenged to give good quality Guided Reading instruction. This study evaluates how teachers understand and implement Guided Reading in Grade 1 and 2 at three public schools in the Western Cape. It discusses how Guided Reading can be a teaching context in which children learn to construct meaning independently from text. In addition, the study gives explanation on how to implement Guided Reading into classrooms. To gather data on teachers’ current understanding and implementation of Guided Reading, a Guided Reading Self-Assessment Inventory was used (Fountas & Pinnell 1996:283-285). Data were also drawn from observations of teachers during their Guided Reading instruction. Analysis of the abovementioned quantitative and qualitative research data, indicate that teachers have a superficial understanding of Guided Reading. The new policy requirements for Guided Reading appear to fail to offer teachers a sufficient explanation of Guided Reading. Without clear explanation of Guided Reading and practical support, it is expected that South African teachers will continue with their traditional reading instruction, because they do not fully understand the concept and value of Guided Reading. This study suggests that South African teachers struggle to implement Guided Reading in their classrooms, because they do not create Guided Reading groups based on ongoing assessment and they do not have access to leveled Guided Reading books. Without addressing these basic requirements, it is unlikely that Guided Reading will be implemented with any success in South African classrooms. An overriding conclusion is that Guided Reading instruction needs further research before it can be implemented correctly on a large scale in the primary schools of South Africa.
AFRIKAANSE OPSOMMING: Die Suid Afrikaanse regering se besluit om begeleide lees “Guided Reading” in primêre skole te implimenteer om gelettertheid te bevorder, plaas ‘n groot verantwoordelikheid op onderwysers om hierdie leesbenadering op die juiste manier aan te bied. Hierdie navorsing fokus op Graad 1- en 2- onderwysers se begrip en uitvoering van begeleide lees in drie publieke skole in die Wes-Kaap. Die studie poog om onderwysers bewus te maak dat begeleide lees ‘n raamwerk kan wees waarbinne kinders leer om met begrip te lees asook om hoe hierdie leesbenadering te implementeer. Om data in te samel oor die huidige stand van uitvoering van begeleidelees is gebruik gemaak van ‘n “Guided Reading Self-Assessment Inventory” (Fountas & Pinnell 1996:283-285). Waarnemings is ook gemaak van onderwysers se begeleide lees onderrig. Die analisering van die data dui op Suid Afrikaanse onderwysers se gebrekkige begrip van begeleide lees, tot ‘n mate as gevolg van onduidelike beleidsdokumente. Sonder duidelike instruksie en ondersteuning aan onderwysers is dit te verwagte dat hulle sal terugval op hul tradisionele onderrigmetodes, terwyl die volle waarde van begeleide lees hulle ontgaan. Die studie bevind dat onderwysers die leesbenadering nie korrek tot uitvoering kan bring nie omdat hulle nie hul kinders in groepe plaas aan die hand van deurlopende evaluering nie, maar ook weens ‘n tekort aan geskikte onderrigmateriaal. Die sukses van begeleide lees is onwaarskynlik indien hierdie tekorte nie aangespreek word nie. Die oorheersende slotsom van die studie is dat verdere navorsing in die onderrig van begeleide lees nodig is voordat dit op groot skaal ingestel kan word by alle primêre skole in Suid Afrika.

The problem with which this study is concerned is the association between systematic exposure to information about computers and attitude changes to computers among students who are non-computer majors. The experimental design includes a semester length course in introduction to computers at a small community college in Texas. The study has a twofold purpose. The first is to determine the pre-instruction direction and valence of attitudes of non-computer majors towards computers. The second is to determine the post-instruction direction and valence of attitudes of non-computer majors towards computers. A questionnaire was used to measure attitudes of students towards computers as a pre-test and post-test. The test results were encoded for computer statistical analysis. To determine the valence of changes in attitudes, chi-square tests were applied for each statement of the questionnaire with combinations between pre-test and post-test and each of the variables: gender, age, student performance, and instructor. To determine changes of direction in attitudes, a phi coefficient was applied for each statement of the questionnaire. The following conclusions may be drawn from the data collected for this study. 1. Based upon gender, age, student performance, and the variable of instructor, there was a significant difference in the valence of changes in attitudes towards computers. 2. Based upon gender, age, student performance, and the variable of instructor, there was no difference in the direction of change in attitudes towards computers.

Thesis (PhD (Consumer Science))--University of Stellenbosch, 2006.
In the ten years since the inclusive elections of 1994, the South African government has created an international precedent in the housing field. It is widely acknowledged that in this period it has delivered more subsidised houses than any other country in the world. The housing backlog is still between 2 to 3 million and growing every year, so housing policies for the future must continue to , not only provide subsidised housing for a large part of the population but also seeking to establish a viable market for low-cost housing units and to create sustainable human settlements for low-income groups. There are a therefore large numbers of new consumers that enter the housing market for the first time.

In this thesis, a survey design was used following closely the objective of descriptive research. The idea was to take a sample of the population of teachers in the area, gather demographic data, and find out if the reasons they fail to fully integrate technology into their classrooms can be attributed to skill deficiency, motivation, lack of environmental support or a combination thereof.

The aim of this thesis is to examine computer technology as an educative tool in primary education and to discover how it's affecting instruction and learning. The writer of this thesis believes that the integration of literacy and computer technology can be successful, provide that government, administration, faculty, parents and students work together.

The use of word processors has become common in writing instruction for students of English as a second language (ESL). Recent developments in microcomputer technology have increased the number of "tools" or writing aids that are incorporated into word processing programs. Among these are computer style and grammar checkers, programs that attempt to identify and diagnose stylistic, grammatical, and mechanical problems in writing. This study examines the suitability of commercial grammar checking programs for use by ESL writers through descriptive analysis of program features and evaluation of accuracy. The programs evaluated are Grammatik 5, Microsoft Word 6.0 and Correct Grammar (both using CorrecText as an underlying system), and Right Writer 6.0. The principal issues explored in the descriptive analysis are comparative ease-of-use, the nature of diagnostic advice and tutorial information, and modification capabilities of each program. The analysis shows that grammar checking programs that are part of word processing programs (e.g., Word Perfect and Microsoft Word) are easier to use, but lack key components that permit modification of advice messages and tutorial information, or addition of new error patterns. The evaluation of accuracy examines program performance in terms of error types the programs were designed to identify in relation to errors common in ESL writing. In a test of sample sentences, the overall accuracy rate for the most successful program, Grammatik 5, was only 50%. Microsoft Word and Correct Grammar were second with 42%; Right Writer 6.0 was the weakest, with a score of 25%. Program accuracy was substantially reduced in analysis of a sample student essay. Microsoft Word and Correct Grammar performed best, but with only 21% accuracy. The score of Grammatik 5 was reduced to 17%, and that of Right Writer 6.0 to 13%. This suggests that student writing contains a larger number of errors the programs cannot identify than do the test sentences. In addition, sentences in the essay contained multiple errors, while most of the test sentences contained only one error. Low accuracy rates might be improved by rule modification features of standalone versions of programs such as Grammatik 5 and Correct Grammar.

We have modeled in one-dimension two-dimensional (2-D) quantum wire structures: the notched electron stub tuner (NEST) and the double-notched electron stub tuner (D-NEST). The models consisted of square barriers representing the notches and square wells representing the stubs. We have calculated the transmission coefficient as a function of electron energy and/or device geometries to study electron transport through these quantum wire models. The transfer matrix method was used to calculate the transmission coefficient by utilizing a program written with Mathematica. The program and technique were verified using one-dimensional systems from the literature.We studied the principle of wave interference in the NEST model in the form of intersection points of several curves of the transmission coefficient versus barrier/well separation plotted with no offset. The creation of standing waves, in certain regions of the NEST model, by the interference of incident and reflected waves, gives rise to these intersection points. We have identified features in the conductance curves of the NEST and the transmission coefficient curves of the NEST model (the intersection points) that are very similar and may be explained by the same principle of wave interference.We have studied double-barrier resonant tunneling (DBRT) to assist in our study of the D-NEST model. The resonances in DBRT are attributed to the creation of standing waves between the two barriers for the tunneling and non-tunneling regimes. We attempted to prove the existence of these standing waves by studying the probability density in the D-NEST model. The well of the D-NEST model was scanned down the length of the double-barrier well region to investigate its effect on the transmission coefficient for this purpose. A small square barrier, used as a probe, was also used to study the probability density in the same way as the well was used. Initial scans of the probe above a simple square barrier gave us insight into the possibility of using it to scan for the probability density in the well region. The "over-the-barrier" resonances (attributed to standing waves) were studied in this case.We have developed knowledge of the transmission properties of these models that may aid in the understanding of the electron transport through the 2-D devices. We believe that to "fine tune" the conductance output of the D-NEST device, the second notch should be placed at a location that permits the creation of standing waves, for a specific electron energy value, between the two notches of the device. The "fine tuning" of the conductance output into a square-wave pattern could improve the devices performance as a potential switching mechanism.
Department of Chemistry

This study employed a heuristic -participant evaluation of the instruction of the web-based Essentials of Critical Care Orientation (ECCO) program using two research questions: (1) How well does the ECCO adhere to Bloom's theory of mastery learning and instruction; and (2) What effect, if any, does this have on the participant RN? Evaluation findings demonstrated that the ECCO is 66 hours of expository instruction with little to no meaningful feedback, correction, or enrichment activity, is not well aligned, and has significant design flaws related to objectives and transfer of instruction and to the processes of instruction. This results in the participant RN being left to his own devices to achieve mastery. Heuristic findings demonstrated the effect on the participant RN - feelings of frustration, resentment, fear, lack of confidence, and apprehension which in sum outweigh feelings of accomplishment and yield a compulsion to leave critical care practice. Discussion includes implications of findings and results, recommendations for the ECCO program improvement, and concludes with suggestions for future research.