Дисертації з теми "Computer literate teachers"
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Sou, Hon-poo Howard. "The computer literacy of Hong Kong teachers." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627681.
Повний текст джерелаSou, Hon-poo Howard, and 蘇漢波. "The computer literacy of Hong Kong teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627681.
Повний текст джерелаFu, Yu-Fang Salony. "Computer literacy among faculty in higher education." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332490/.
Повний текст джерелаKook, Joong-Kak. "Secondary teachers' opinions toward computer literacy : a case study of Korea." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63276.
Повний текст джерелаMitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.
Повний текст джерелаZylstra, Elizabeth. "The effects of computer training on the frequency and integration of computer use in the classroom by teachers /." ProQuest subscription required:, 2002. http://proquest.umi.com/pqdweb?did=990270661&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
Повний текст джерелаLai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.
Повний текст джерелаFord, Rose E. Haslam Elizabeth L. "A computer networked professional development collaborative : effectively implementing literacy instruction in the classroom /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860/726.
Повний текст джерелаKim, Kioh. "The relationship between preservice teachers' perceptions of faculty modeling of computer-based technology and their intent to use computer-based technology." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=990299631&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Повний текст джерелаWong, Ming-fai Patrick, and 黃明暉. "Integrating computer literacy across different subjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29599908.
Повний текст джерелаParish, Mary Jo Rhodes Dent. "An instructional design for adult literacy tutor training using computer assisted interactive media." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311287.
Повний текст джерелаTitle from title page screen, viewed February 2, 2006. Dissertation Committee: Dent M. Rhodes (chair), Gayle Flickinger, Karl Taylor, Deborah B. Gentry. Includes bibliographical references (leaves 204-220) and abstract. Also available in print.
Larson, Susan Hatlestad. "Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3651/.
Повний текст джерела黎杏蘭 and Han-lan Lai. "Evaluating teacher education to determine teachers' readiness for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256302.
Повний текст джерелаOladunjoye, Olayemi Kemi. "iPad and computer devices in preschool : A tool for literacy development among teachers and children in preschool." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92600.
Повний текст джерелаLarson, Susan Hatlestad Fossey Richard. "Computer-assisted instruction in literacy skills for kindergarten students and perceptions of administrators and teachers." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3651.
Повний текст джерелаGrigg, Andrew Thomas. "Evaluating the effect of the digital divide between teachers and students on the meaningful use of information and communication technology in the classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1807.
Повний текст джерелаKeep, Joan Diane. "A strategy for promoting computer literacy in staff and students of a teacher training institution : a case study." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003658.
Повний текст джерелаMullin, Johnnie-Danne S. "A case study of first year teachers integrating technology into curriculum, instruction, and assessment /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024523.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 181-190). Also available for download via the World Wide Web; free to University of Oregon users.
Atkins, Anthony T. "Digital deficit : literacy, technology, and teacher training in rhetoric and composition programs." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1301627.
Повний текст джерелаDepartment of English
Bess, James C. "Curriculum for a course in database information processing for business teachers." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/557.
Повний текст джерелаDaly, Kelly Sue. "A web page of curricular resources for the computer literacy class: Grades 7 - 9." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1959.
Повний текст джерелаConrad, Deborah Jacqueline. "The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27871.
Повний текст джерелаPh. D.
De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.
Повний текст джерелаThe past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning. As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary school teachers who had no specialised training in technology. A qualitative ethnographic research design, underpinned by an interpretive paradigm is employed. This research is premised on the argument that teachers can acquire the technical skill, underscored with the relevant pedagogical aims, needed for the seamless integration of emerging technologies required to enhance teaching and learning. "Without skilled pedagogical application of educational technology, technology in and of itself cannot provide innovative school practice and educational change" (Levin & Wadmany, 2006:158).
Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.
Повний текст джерелаTitle from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
Kantauskaitė, Gabija. "Mokytojų kompiuterinio raštingumo vystymo strategija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050601_102141-45248.
Повний текст джерелаMcRae, Allan R. "Industrial Technology Education Teachers Perceptions of National Standards for Technological Literacy in the State of Arizona." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1147.pdf.
Повний текст джерелаSchlebusch, Carlie Luzaan. "An exploration of grades 10 - 12 computer applications technology teachers' problem-solving skills in the Free State." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/678.
Повний текст джерелаFor learners to be effective computer applications users, they need three basic skills – computer literacy, computer fluency and intellectual and reasoning skills to apply computational techniques or computer applications to the problems and projects in a field. Computational thinking as addressed in the first literature chapter is the description and the promotion of new ways of thinking in an increasingly digital age. A computational thinker must constantly engage in technology advancements. Computational thinking is a way of solving problems and is a cognitive or a thinking process. To flourish in the world of work, computational thinking has to be a fundamental part of the way learners think and understand the world. It describes the mental activity in formulating a problem to allow a computational solution. The solution can be carried out by the learner or the computer or a combination of learner and computers. Problem-solving competency as addressed in the next literature chapter involves the ability to acquire and use new knowledge, or to use old knowledge in a new way to solve problems that are not routine. Problem-solving as a skill involves a range of processes that includes analysing, interpreting, reasoning, predicting, evaluating and reflecting. Learners need profound Computer Applications Technology (CAT) knowledge and a general reasoning ability as well as investigative strategies for solving ill-defined problems. To address the research questions, the researcher employed the QUAN-QUAL design in this study. In this study the quantitative method was used to gather data relating to the education of teachers, in-service training received and answers to certain computational thinking skills and problem-solving skills. It was also used to test the relationship between problem solving and computational thinking skills. A Likert-scale type questionnaire was completed by 150 CAT teachers. In addition, this study also employed the qualitative method with semi-structured interviews to gather data relating Abstract vi to problem solving and computational thinking skills. Eight CAT teachers were interviewed to ascertain the afore-mentioned. A pilot study was conducted with the aim to test the research approach and to identify potential problems that may affect the quality and validity of the results. The wording of some questions in the questionnaire was altered to ensure that the instrument measures what it is supposed to. Descriptive statistics in this study was used to describe the findings and the inferential statistics used to test the hypotheses and draw conclusions from the quantitative statistics. For qualitative data, thematic analysis was used to analyse the original data obtained from the semi-structured interviews. To promote critical thinking skills, teachers must engage learners in higher-order thinking. Findings show that teachers do not always use classroom practices that encourage critical thinking. It was encouraging that the majority of teachers do allow group work in the CAT classroom, as group work is an important facet in computational thinking and problem solving. The study culminates in a computational thinking and problem-solving toolkit developed by the researcher. This toolkit is intended primarily for facilitators (such as CAT subject advisors or CAT mentor teachers) to enable them to conduct workshops for fellow CAT teachers. By using this toolkit, teachers will gain an understanding of what computational thinking skills and problem-solving skills are and how to develop these skills in Grades 10 – 12 CAT learners.
Ball, Kameron Conner. "Plugged in a case study of an exemplary technology-using teacher /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03032006-161256.
Повний текст джерелаPates, Linda Barnes. "An investigation of communication technology usage, professional development experience, and anxiety among faculty in a community college setting." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06242007-205431.
Повний текст джерелаAlajmi, Aljawharah Mahdi. "The significance of in-service teacher’s training for fully integrating CALL in the female public schools in Riyadh, Saudi Arabia." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/33356.
Повний текст джерелаDissertation (MA)--University of Pretoria, 2013.
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Vogel, Park de Delgado Joy Irene. "Modern literature course : combining on-line elements, cooperative and experiential learning to help in the effectivity of a classroom based course /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,305.
Повний текст джерелаKimber, Kay D. "Technoliteracy, teacher agency and design: Shaping a digital learning culture." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36677/1/36677_Digitised%20Thesis.pdf.
Повний текст джерелаDochterman, Mark. "Rediscovering web credibility." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286400.
Повний текст джерелаDepartment of Communication Studies
Lang, Bonnie S. "A comparison of student and teacher perceptions in performance of Wisconsin's model academic standards for information & technology literacy by the end of grade 8 for the School District of Gilman." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009langb.pdf.
Повний текст джерелаTse, Harrison Kar Him. "Promoting the effective use of computers to support the learning and teaching of literacy and numeracy in primary education with attention to pedagogy, teacher reflection and development." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/345.
Повний текст джерелаBožnytė, Sandra. "Pedagogų kompiuterinis raštingumas kaip tarpmokyklinio efektyvaus bendradarbiavimo galimybė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_130521-09233.
Повний текст джерелаMaster‘s thesis analyzes an effective computer literacy competency of pedagogues and its practice to seek an effective collaboration between the schools. Schools collaboration is a measure to seek school improvement and computer literacy is a factor that insures an effective co-operation. The master‘s thesis deals with the outside, organizational and human factors that have influence in computer literacy of pedagogues at schools operative collaboration. A quantitative study of schools, located in the cities of Šiauliai district (Šiauliai, Akmenė, Joniškis, Kelmė, Pakruojis, Radviliškis), approve a hypothesis that a computer literacy of pedagogues can be an effective collaboration between the schools.
Shand, Coral Jean, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management." THESIS_CAESS_EEC_Shand_C.xml, 2002. http://handle.uws.edu.au:8081/1959.7/577.
Повний текст джерелаMaster of Education (Hons)
Lau, Shiu-kwong, and 劉少光. "Staff development and information technology in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29616852.
Повний текст джерелаSheffield, Caroline C. "A multiple case study analysis of middle grades social studies teachers' instructional use of digital technology with academically talented students at three high-performing middle schools." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002867.
Повний текст джерелаCoccaro-Pons, Jennifer. "A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3911.
Повний текст джерелаMa, Richard. "Video-based tutorial on web design for the technophobic teacher." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1975.
Повний текст джерелаNtombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
Повний текст джерелаENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
Dragūnienė, Ramunė. "Informacinių ir komunikacinių technologijų taikymas profesijos mokymo įstaigų edukacinėje praktikoje kaip edukacinė ir vadybinė problema." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_173215-03842.
Повний текст джерелаLegal base regulating educational system emphasizes knowledge based on information technologies. As ICT are penetrating into the process of vocational training the training methods and aids are changing and improving, an important role is falling on an educator – teacher. He/she must develop personal communication, literary and cultural competences as well as improve information and communication skills. This may be done by applying innovative ICT training methods and only when teacher has ICT competence. The objective of this work was to elucidate the application of information communication technologies in vocational training from the management and educational aspect. To that end research instruments were formed – questionnaire, according to which the above mentioned aspects were estimated from the point of view of students and teachers, and quality research was carried out by estimating the attitude of managers. 180 students, 100 teachers and 6 headmasters participated in the study carried out in Alanta, Anykščiai and Utena institutions of vocational training in December 2006. These institutions of vocational training do have conditions for application of electronic training aids. They provide themselves with IT aids by executing project activities and inducing teachers to participate in them. The introduction of system of e-services, Internet, e-library is intended in the schools. In educational process the priority is given for traditional training aids... [to full text]
Rossi, Cordero Andrea. "La apropiación tecno-pedagógica en la escuela. Un estudio de casos." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/376704.
Повний текст джерелаThe rise of new technologies (ICT) and the advent of the knowledge society have involved a new conception of literacy and learning, and thus new global and local challenges for teaching and educational systems alike. The current educational paradigm oriented to key competences, within which the digital competence is considered a crosscutting objective. However, the effective acquisition of digital competence remains a challenge for teaching practice in many schools of Europe and around the world. This analysis is addressed from the sociocultural approach that supports the concept of appropriation. In short, the term 'appropriation', understood as 'to turn something natural and for its own’, aims to delve into the teaching practices (in this case mediated by ICT) and their related meanings. The 'techno-pedagogical appropriation' is the main conceptualization of this research, considering instrumental and especially symbolic implications of the ICT for schools, in response to the contemporary requirement of educational innovation. This analysis is addressed from the sociocultural approach that supports the concept of appropriation. In short, the term 'appropriation', understood as 'to turn something natural and for its own’, aims to delve into the teaching practices (in this case mediated by ICT) and their related meanings. The 'techno-pedagogical appropriation' is the main conceptualization of this research, considering instrumental and especially symbolic implications of the ICT for schools, in response to the contemporary requirement of educational innovation. The research question has been: how do teachers interpret and build their digital competence in the context of technological appropriation that takes place in school? From a qualitative approach based on a multiple-case study, through a subject triangulation (teachers, school management team and experts) and a method triangulation (in-depth interviews, focus groups, questionnaires and classroom observations) to deepen the teachers’ conceptions, attitudes and habits about ICT in their school experience. Analyzing the interaction between the teachers’ beliefs and uses, and the institutional conditions, the research approach allowed to analyze the interval between the desired digital competence (educational objective) and the real or acquired ones (derived from teaching experience) as a juncture of pedagogical innovation. The analysis of the ‘techno-pedagogical appropriation’ dynamics has accounted for a multidimensional and complex process, in which this research has tried to bring a new light. This contribution resulted in the production of a ‘techno-pedagogical appropriation’ models (TPA and 4A models) that could turn to be useful for current educational dynamics’ analysis and future researches. Moreover, I have also proposed recommendations for educational practice, identifying opportunities for school management and the continuous training of teachers, promoting the 'educational teaching digital competence and pedagogical innovation' pairing in the school.
Carvajal, Romero Silvia. "Competencia digital en la formación del profesorado en matemáticas." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/667831.
Повний текст джерелаThe object of this thesis is to analyze the future mathematics secondary teachers level of digital competence and creativity when using digital tools. The approach has been, first, to analyze the context of the initial training of Secondary School mathematics teachers in Spain. It is justified how future teachers of the Master's Degree in Secondary Education in Catalonia (from now on, MFPSM) make of ICT in their internships where they have to design and implement a didactic unit. In order to characterize the level of digital competence in the initial formation of mathematics secondary teachers, we built a first prototype that afterwards was refined through a case study and the methodology of designed based research. The case study is based on the analysis of the insternships of a batch of future teachers of the MFPSM. This methodological approach aligns with qualitative interpretative currents. This prototype starts with the characterization of the competences of secondary and high school mathematics teachers and the Common Framework of Digital Teaching Competence and works around the 5 areas of digital competence proposed in the DIGCOMP project. The future teachers, in the Final Master's Thesis (from now, FMT), used the didactic suitability criteria proposed by the ontosemiotic approach to knowledge and mathematical instruction for: a) Value the unit they designed and implemented in the Practicum. b) Design a proposal to improve the implemented teaching unit that improved some of the aspects that the evaluation showed lower results and room for improvement. This prototype and the FMT analysis provide evidences that confirm a digital competence assessment framework composed by eleven indicators, associated with six categories, that are also based on the ontosemiotic approach to knowledge and mathematical instruction. The evidences in these six categories (the epistemic, cognitive, interactional, affective, ecological and didactic analysis) allowed us to infer profiles of future teachers based on the level of development of digital competence. In relation to creative mathematical thinking, the definition and characterization proposed in the framework of the European project MCSquared is assumed. For each future teacher the global assessment of each of the dimensions is graphed (openness, versatility and generalization, including problematization, connectionism, exploration and conjecture, validation and evaluation, emotional aspects, social and communicative aspects). These graphs allow us to make a graphical-numerical evaluation of the creative potential in the use of digital tools. In particular, we observe that it is difficult to problematize with digital tools. We observe that there is no future teacher with the highest level of digital competence nor obtaining a high result on creativity over all the dimensions. This fact indicates that the training program has not provided sufficient experiences on the different uses of digital.
Fischer, Cynthia Regina. "Formação tecnológica e o professor de inglês: explorando níveis de letramento digital." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/13894.
Повний текст джерелаThis research aims at investigating the digital literacy via Internet through the construction of the pedagogical and technological knowledge of in-service teachers of English in order to use the computer in the classroom. It was done through the development of an online course, which aimed at discussing the theoretical aspects of including the computer in their pedagogical practice; developing the teachers skills in terms of the handling of the software Word, Paint and PowerPoint, as well as the creation and upload of WebPages; and, making use of the software, as well as the Internet, as a pedagogical resource in the classroom. It was done through a reflexive process based on each participants individual contexts. The chosen methodological approach was the case study. The participants were five in-service teachers of English, teaching in various educational contexts. They took part in an online course of teacher training, focusing digital literacy. Besides the student-teachers, the researcher of this investigation took part as the tutor of the course. The data analysis searched for digital literacy in relation to the use of the Internet and computer software and in the use of the computer as a pedagogical resource. To be able to verify the development of the digital literacy in the course, the researcher developed three scales aiming at measuring the initial and final literacy of each participant. The scales developed were: Internet Literacy, Software Literacy and Pedagogical Use of Computing Resources. The results showed that the participants were successful in their effort to become digital literate in the Internet, software and pedagogical use of computing resources. The perceived processes were collaborative learning and interaction among peers (student-student, student-tutor-student) together with a reflexive and critical behavior. The results also showed that a theoretical-practical course was very important, since it allowed the theoretical aspects being discussed to be immediately applied. Moreover, the straight application of the principles discussed in the teachers personal educational contexts allowed the experience to become more significative. The participants greater exposition and familiarization with the computer allowed them to become less frightened of the resource, more confident in using it, as well as to lose the impotency feeling when facing this resource, previously seen as resource to be used only by computer experts. Consequently, this greater familiarization led to the first steps in both the search for innovation in the teaching-learning process and the change of the participants educational paradigm
Este trabalho tem por objetivo investigar o letramento digital via Internet na construção do conhecimento tecnológico e pedagógico do professor de inglês em serviço para a inserção da tecnologia computador na sala de aula, partindo de um curso on-line, por mim elaborado, que visava discutir aspectos teóricos da inserção do computador no fazer pedagógico; capacitar os professores no manuseio dos programas Word, Paint e PowerPoint, além de criação e publicação de WebPages; e, utilizar esses programas, bem como a Internet, como recursos pedagógicos em sala de aula, focando, através de um processo reflexivo, o contexto específico de cada participante. A abordagem metodológica escolhida foi o estudo de caso. As participantes são cinco professoras de inglês em serviço, ministrando aulas em contextos educacionais diversos, que participaram como alunas do curso on-line de formação de professores, focado no letramento digital. Além das participantes-alunas, a pesquisadora do presente trabalho também participou do curso como professora. A análise de dados buscou investigar o letramento digital em relação à utilização da Internet e dos programas de computador e em relação à aplicação do computador como recurso pedagógico. Para permitir a verificação do desenvolvimento do letramento digital no curso, três escalas visando mensurar o nível de letramento inicial e final de cada participante foram desenvolvidas: escala Letramento na Internet, escala Letramento em Programas e escala Aplicação Pedagógica dos Recursos Computacionais. Os resultados obtidos no curso indicam que houve letramento digital das participantes tanto em termos de Internet e programas, como, em relação à aplicação pedagógica dos recursos computacionais. Os processos percebidos foram a aprendizagem colaborativa e a interação entre os pares aluno-aluno, alunoprofessor- aluno, permeadas por uma postura reflexiva e crítica das participantes. Os resultados também mostraram que um curso teórico-prático revelou-se muito importante para que os aspectos teóricos discutidos fossem colocados em prática prontamente, consolidando-os. Associado a isso, a aplicação direta nos contextos educacionais de cada professor permitiu que a experiência fosse mais significativa. Além disso, a maior exposição e familiarização das participantes com o computador permitiram que elas perdessem o receio que tinham da ferramenta, perdessem a insegurança em utilizá-lo e perdessem a sensação de impotência perante um recurso visto anteriormente apenas passível de ser usado por iniciados em computação. Conseqüentemente, essa maior familiarização abriu portas para os primeiros passos na busca da inovação no processo ensino-aprendizagem, e na mudança do paradigma educacional em que as participantes estão inseridas
Daspet, Vanessa. "Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2113/document.
Повний текст джерелаSince the act of February 11, 2005 on equal rights and opportunities and the inclusion and citizenship of the disabled was passed, French schools have embarked on the path of the inclusion of pupils with disabilities. To respond to the need of making learning accessible to these pupils, the French Education system does finance some appropriate educational learning materials. More precisely, the opportunity for dyslexic pupils to avoid or overcome the difficulties with written language thanks to new technologies opens up new prospects for learning and teaching but also raises concerns.At the very core of this thesis lies the study I have carried out on the effectiveness of those compensatory tools given to dyslexic and dysorthographic pupils in secondary education depending on the way they use these tools and become familiar with them. Two different approaches have been used, one being experimental including reading and writing tests and the other one being comprehensive combining questionnaires and semi-structured interviews. Both have permitted to identify the phenomena and the issues related to those pupils’ use of computer tools when they learn how to read and write in a mainstream class. By analysing and crossing data, I have tried to describe the personal and environmental factors which lead to the successful completion of the compensatory project and to identify the barriers but also the facilitators leading to a more effective use of these technological tools.Examining the complexity of the processes and the interactions involved in a compensatory project not only helps to identify key leverage actions to enhance the effectiveness of the use of computer tools but also permits to define priority axes to create an inclusive learning environment that is most likely to support this usage
Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.
Повний текст джерелаThesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
(13538418), William Bandidt. "Computer generated multimedia: A professional development model for primary teachers." Thesis, 1995. https://figshare.com/articles/thesis/Computer_generated_multimedia_A_professional_development_model_for_primary_teachers/20741932.
Повний текст джерелаThis professional practicum seeks to explore methods for teachers to develop knowledge and skills in the effective use of multimedia computer technology in promoting quality teaching and learning. The limitations and advantages of computer generated multimedia in the primary classroom are discussed in the light of current literature. Information regarding appropriate computer hardware and software to implement a multimedia approach to teaching and learning in the primary school is provided, and classroom applications discussed. Various models for the delivery of professional development of teachers are detailed. The identification of some of the problems disclosed by the study are discussed and solutions are offered.
The practicum encompasses two separate studies: an initial study conducted at five separate sites with computer literate teachers and a further study conducted with several teachers (who were not computer literate) at one large school. The research method adopted in each case was collaborative action research involving planning, implementation, observation, reflection and reporting. The researcher provided leadership and professional development for the participating teachers in exploring the potential of computer generated multimedia in the classroom. The initial study and subsequent implementation offer varied methods of using computer generated multimedia in teaching and learning. In this instance all were successful to a degree because the implementation models were tailored to the participants' skills and needs. In the main study subsequent to the initial one, problems in the levels of teacher computer literacy had a marked bearing on the extent of implementation that could be achieved.
A significant outcome of this program is the highlighting of the ever-increasing gap between the advance of multimedia computer technology and the skills required by teachers to utilise the potential of this educational tool. This research project shows that it is possible to address this problem through a professional development model and recognises the importance of training in the technology area coupled with peer coaching and collegial support.
Chia-Ju, Tsai, and 蔡佳茹. "Computer Literacy of Teachers of Students with Visual Impairments." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/53094377550065860936.
Повний текст джерела國立高雄師範大學
特殊教育學系
91
The purpose of this study was to investigate computer literacy of teachers of students with visual impairments. There were 63 current teachers whose students were visually impaired as research subjects in this study. Data was collected by an instrument, Questionnaire of Computer Literacy of Teachers of Students with Visual Impairments, and an interview.The results of this study were as follows: (1) the score of the computer literacy of teachers of students with visual impairments was above the average. With respect to scores of four levels of the computer literacy, the score of "the computer attitude" was the highest, and that of "the computer application in teaching" was the lowest; (2) the computer literacy was different significantly between male and female teachers. However, there was no significant difference with regard to teachers’ age, location, seniority, and profession background; (3) the scores of the variables, teachers'' household computer equipments, and their students'' computer application differed significantly in teachers’ computer literacy. Recommendations based on the study results for the teacher training institutions, educational authorities, and further studies were raised.