Thematische Bibliographien / Computer literacy Study and teaching Evaluation

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Computer literacy Study and teaching Evaluation“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 7. Februar 2022

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Zeitschriftenartikel zum Thema "Computer literacy Study and teaching Evaluation"

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Kordigel Aberšek, Metka, Kosta Dolenc, Andrej Flogie, and Ana Koritnik. "NEW NATURAL SCIENCE LITERACIES OF ONLINE RESEARCH AND COMPREHENSION: TO TEACH OR NOT TO TEACH." Journal of Baltic Science Education 14, no. 4 (August 25, 2015): 460–73. http://dx.doi.org/10.33225/jbse/15.14.460.

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This study describes a research focused on science teachers’ evaluation of natural science literacy of research and comprehension competence in their students. Natural science literacy of research and comprehension competence is defined as an essential part of science literacy – as a competence to find, evaluate and use science knowledge stored on the Internet (as a part of extended memory) to solve a problem in a science class and to construct students’ own science knowledge. Online science literacy was defined in terms of the following aspects: basic skills (which include computer basics, we
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Radu, Iulian, Chris Dede, Mohamed Raouf Seyam, Tianyi Feng, and Michelle Chung. "Using 360-Video Virtual Reality to Influence Caregiver Emotions and Behaviors for Childhood Literacy." International Journal of Gaming and Computer-Mediated Simulations 13, no. 1 (January 2021): 12–33. http://dx.doi.org/10.4018/ijgcms.20210101.oa2.

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Through the design and exploratory evaluation of a narrative-based 360-video virtual reality experience, the authors aimed at building empathy in adults towards children who experience challenges in early literacy. This contributes to a limited literature on VR empathetic design by specifically studying caregivers in relation to reading difficulties and utilizing a low-cost immersive medium. This research performed a quasi-experimental pilot study following a pretest-posttest design with 27 participants, collecting measures such as participant empathy, anxiety, immersion, and emotional reactio
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Drossel, Kerstin, Birgit Eickelmann, and Renate Schulz-Zander. "Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective." European Educational Research Journal 16, no. 6 (June 16, 2017): 781–99. http://dx.doi.org/10.1177/1474904116655811.

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Collaboration between teachers constitutes an important predictor for the successful implementation of digital media in schools and teaching. The present contribution examines the supporting conditions of ICT (information and communications technology)-related teacher collaboration as a feature of school quality in six selected European educational systems on the basis of the instruments and data administered by the International Association for the Evaluation of Educational Achievement’s study of ICILS 2013 (International Computer and Information Literacy Study 2013). Along the ICILS 2013 the
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Chung, Chih-Chao, and Shi-Jer Lou. "Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards." Applied Sciences 11, no. 4 (February 19, 2021): 1830. http://dx.doi.org/10.3390/app11041830.

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The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programmi
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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to
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Ramírez-Montoya, María Soledad, María Isabel Loaiza-Aguirre, Alexandra Zúñiga-Ojeda, and May Portuguez-Castro. "Characterization of the Teaching Profile within the Framework of Education 4.0." Future Internet 13, no. 4 (April 1, 2021): 91. http://dx.doi.org/10.3390/fi13040091.

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The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching
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Arshad, Alia, and Kanwal Ameen. "Scholarly communication in the age of Google." Electronic Library 35, no. 1 (February 6, 2017): 167–84. http://dx.doi.org/10.1108/el-09-2015-0171.

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Purpose The purpose of this study is to investigate the use patterns of scholarly e-journals by academics for teaching, research and keeping themselves up-to-date. The study also looks at differences in the use patterns across 12 disciplines. Design/methodology/approach A survey was conducted to explore academics’ use patterns of scholarly e-journals in 12 disciplines. The University of the Punjab was used for the sample population. Self-administered questionnaires were distributed to all regular and contractual academics of Lahore campuses of the University. After follow up, 457 questionnaire
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Mansor, Noor Rohana, Asyraf Hj Ab Rahman, Ahmad Tajuddin Azza J., Roswati Abd Rashid, and Nurul Ain Chua. "New Norms of Online Teaching and Learning: Covid-19 Semester Experience for Universiti Malaysia Terengganu Students." Academic Journal of Interdisciplinary Studies 10, no. 4 (July 8, 2021): 248. http://dx.doi.org/10.36941/ajis-2021-0114.

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The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined st
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Ismail, Mohd Erfy, Pipit Utami, Irwan Mahazir Ismail, Norhasyimah Hamzah, and Hairuddin Harun. "Development of massive open online course (MOOC) based on addie model for catering courses." Jurnal Pendidikan Vokasi 8, no. 2 (July 14, 2018): 184. http://dx.doi.org/10.21831/jpv.v8i2.19828.

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Nowadays, innovation for teaching aids is an important requirement to ensure the teaching and learning process can run smoothly. Coinciding with the Malaysia Education Blueprint 2013-2025 (Ministry of Education) through the ninth surge of Global Online Learning, the development of the Massive Open Online Course (MOOC) was built. The ADDIE model has been adapted for this development. The study aims to develop an appropriate interactive learning for Food and Beverage Presentation subjects based on the Vocational College (VC) syllabus. In research development, researchers use Richey and Klein res
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Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.

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Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collectio
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Dissertationen zum Thema "Computer literacy Study and teaching Evaluation"

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Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.

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Broughton, Beverly Arlene. "An evaluation of a curriculum response to the State of Florida mandate for computer literacy at a large comprehensive high school in Dade County, Florida." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/1815.

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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 admi
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Wittwer, Kristin. "Teaching computer literacy for visually impaired students in higher education." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834646.

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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 liter
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Lewin, Cathy. "The development and evaluation of software for teaching reading at primary level." Thesis, n.p, 1998. http://oro.open.ac.uk/19855/.

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Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.

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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.
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Grady, Paula Northam. ""Hands-on" computer workshops for improving microcomputer literacy : feasibility studies, design, layout, workbooks." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539636.

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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.<br>D
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Overstreet, Penni Kaye. "Computer literacy in master of public administration classes." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/556.

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Oliverius, Thomas Michael. "Developing a middle school unit on computer literacy." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1225.

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Wong, 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.

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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.

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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
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Bücher zum Thema "Computer literacy Study and teaching Evaluation"

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Kamler, Barbara. Two pathways to literacy. [Norwood, S. Aust.]: Australian Association for the Teaching of English, 1987.

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1944-, Tallman Julie I., ed. Stimulated recall and mental models: Tools for teaching and learning computer information literacy. Lanham, Md: Scarecrow Press, 2006.

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Burkhardt, Joanna M. Teaching information literacy: 50 standards-based exercises for college students. 2nd ed. Chicago: American Library Association, 2010.

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C, MacDonald Mary, and Rathemacher Andrée J, eds. Teaching information literacy: 50 standards-based exercises for college students. 2nd ed. Chicago: American Library Association, 2010.

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Burkhardt, Joanna M. Teaching information literacy: 50 standards-based exercises for college students. 2nd ed. Chicago: American Library Association, 2010.

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C, MacDonald Mary, and Rathemacher Andrée J, eds. Teaching information literacy: 35 practical, standards-based exercises for college students. Chicago: American Library Association, 2003.

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Schools, Boston Public. Technology competencies: High school level. [Boston, Mass.?]: Boston Public Schools, 1999.

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Schools, Boston Public. Technology competencies: Middle school level. [Boston, Mass.?]: Boston Public Schools, 1999.

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Getting the buggers to find out: Information skills and learning how to learn. New York, NY: Continuum International Pub. Group, 2008.

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Andee, Rubin, ed. Electronic quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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Buchteile zum Thema "Computer literacy Study and teaching Evaluation"

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Garoufallou, Emmanouel, Anxhela Dani, Chrysanthi Chatzopoulou, Rania Siatri, Sirje Virkus, Fotis Mystakopoulos, and Stavroula Antonopoulou. "Usability Evaluation of Information Literacy Programmes: The Case Study of “Orion”." In Communications in Computer and Information Science, 415–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_42.

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Cha, Sung-Hyun, and Kum-Taek Seo. "A Case Study on Improvement of Student Evaluation of University Teaching." In Communications in Computer and Information Science, 598–603. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27207-3_65.

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Zhang, FaJun, WenJie Fang, Chang Zhou, and Zhong Liu. "A Brief Study on Teaching Evaluation System Based on Fuzzy Rule with Scientific Teaching Materials." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 99–105. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_18.

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Ramos-Galarza, Carlos, Hugo Arias-Flores, Omar Cóndor-Herrera, and Janio Jadán-Guerrero. "Literacy Toy for Enhancement Phonological Awareness: A Longitudinal Study." In Lecture Notes in Computer Science, 371–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_44.

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AbstractIn this report it is presented the results of a longitudinal pre-experimental study, it was realized a technological intervention to stimulate the phonological awareness through a tangible reading toy based on the RFID technology, consisting of a teddy bear and 30 letters in 3D from the Spanish alphabet. This study started with a sample of 200 children, from them, there were selected 17 children aged between 6 and 7 years (Mage = 6.47, SD = .51) with a phonological disorder from an educative institution. The procedure consisted of obtaining pre-test and post-test values with the Evaluation of Phonological Awareness (PECFO). Sampling inclusion criteria considered children presenting problems of phonemes’ recognition and its relationship with graphemes. During 30 weeks it was realized an intervention with the technological toy and at the end of the sessions, it was applied the post-test. Results of phonological awareness showed statically significant differences among the pre (M = 12.88, SD = 3.53) and post-test (M = 17.17, SD = 2.96) this contributes to the empirical evidence of the intervened group improvement in this cognitive function t(16) = −3.67, p = .002. From this research it is projected proposing technological innovations contributing in the treatment of children’s cognitive difficulties.
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Song, Li-xin, Xin-e. Li, and Rui-Zhao. "A Study of Quantitative Model to the Teaching Quality Evaluation for Local Universities." In Communications in Computer and Information Science, 415–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23226-8_54.

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Shi, Jianting, Jun Sun, Jiancai Wang, Jingping Cao, and Chunyuan Liu. "Study on Evaluation Method of Teaching Quality Based on Cloud Model and D-S Theory." In Communications in Computer and Information Science, 293–302. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0121-0_22.

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Tsietsi, Mosiuoa. "A Case Study in the Use of the Five Step Peer Evaluation Strategy to Improve a First Year Computer Literacy Course: An Exercise in Reflective Evaluation Practice." In Communications in Computer and Information Science, 171–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47680-3_16.

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Rohatgi, Anubha, Jeppe Bundsgaard, and Ove E. Hatlevik. "Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy." In Equity, Equality and Diversity in the Nordic Model of Education, 139–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_6.

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AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.
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Angeli, Charoula, and Nicos Valanides. "A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education." In Information Communication Technologies, 1590–610. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch111.

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We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.
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Zhao, Ke. "Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy." In Computer-Assisted Foreign Language Teaching and Learning, 54–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch004.

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Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of Computer-Supported Collaborative Learning (CSCL) environment featured by Knowledge Forum for Chinese tertiary business English students. An initial design study was reported to evaluate the design effect of CSCL environment on collaboration and academic literacy and to further investigate factors facilitating academic literacy development. Four intact classes with 102 Year One students participated in a 12-week project learning in two different learning environments, namely Computer-Supported Collaborative Inquiry Learning (CSCIL) and Regular Project-Based Learning environment (RPBL). Data was obtained from exam results, survey, essay writing quality, and focus group interviews. Four dimensions of academic literacy were identified and rated. MANOVA analyses showed significant main effects of environment indicating that CSCIL groups have significant higher gains in conceptual understanding and argumentative construction. Contrastive analyses of focus group interview data identify the interplay of social, cognitive, and technological dynamics that facilitate collaborative conceptual understanding and argumentative construction. Implications and further design issues are also discussed.
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Konferenzberichte zum Thema "Computer literacy Study and teaching Evaluation"

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Trkman, Peter, and Peter Baloh. "Use of a Model for Information Technology Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2631.

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In the paper, a model for planning and evaluation of education is presented. In this model, the main goal of education is divided into 4 sub goals that should be obtained in every educational activity. The 4 main components identified in the model are: total knowledge gained, degree of usefulness of that knowledge, reduction of effort in later learning and effort invested in the educational process. The importance of each of those components varies depending on the level and purpose of education. The model is then specially adapted for computer literacy education at various levels of education
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Fengrong, Zhang, Xu Zhifeng, Chen Zhimin, Yin Guijin, and Huang Fang. "Study of scientific literacy practical teaching evaluation based on AHP." In 2009 ISECS International Colloquium on Computing, Communication, Control, and Management (CCCM). IEEE, 2009. http://dx.doi.org/10.1109/cccm.2009.5267852.

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Li Shu-ying, Liang Xu-guang, and Han Zheng. "Study on IT-based teaching evaluation." In 2010 International Conference on Computer Design and Applications (ICCDA 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccda.2010.5540938.

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Jin, Haiwei. "Study on Evaluation Method of Practical Teaching: A Practical Teaching Test Analysis." In 2010 IEEE 10th International Conference on Computer and Information Technology (CIT). IEEE, 2010. http://dx.doi.org/10.1109/cit.2010.362.

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Minzhi, Li, and Sun Qi. "Study on Fuzzy Evaluation of the Quality of MOOC Teaching Based on AHP." In 2018 13th International Conference on Computer Science & Education (ICCSE). IEEE, 2018. http://dx.doi.org/10.1109/iccse.2018.8468850.

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Deng, Jiabin, JuanLi Hu, Hehua Chi, and Juebo Wu. "A Study of Teaching Evaluation in Adult Higher Education Based on Decision Tree." In 2010 2nd International Conference on Information Technology and Computer Science (ITCS 2010). IEEE, 2010. http://dx.doi.org/10.1109/itcs.2010.99.

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Chen Tong. "Study on satisfaction evaluation of teaching management system in universities based on grey theory." In 2011 IEEE International Conference on Computer Science and Automation Engineering (CSAE). IEEE, 2011. http://dx.doi.org/10.1109/csae.2011.5952608.

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Chengbiao, Li. "Notice of Retraction: A Study on Teaching Quality Evaluation Based on Analytic Hierarchy Process." In 2010 2nd International Workshop on Education Technology and Computer Science (ETCS). IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.324.

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Zheng, Weiwei. "A study on the evaluation and feedback of general computer composition for College English Teaching." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.129.

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"Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4192.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where
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