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Journal articles on the topic 'Computer and technology education'

Author: Grafiati

Published: 2 May 2022

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1

NOVOTNÝ, Jan. "COMPUTER TECHNOLOGY IN SCIENCE EDUCATION." Journal of Technology and Information 3, no. 2 (2011): 59. http://dx.doi.org/10.5507/jtie.2011.028.

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2

Wang, Shwu-Huey. "Marketing Education and Computer Technology." South Asian Research Journal of Business and Management 2, no. 4 (2020): 65–72. http://dx.doi.org/10.36346/sarjbab.2020.v02i04.001.

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3

Maino, Dominick, Roger Wilson, and N. Scott Gorman. "COMPUTER TECHNOLOGY IN OPTOMETRIC EDUCATION." Optometry and Vision Science 75, Supplement (1998): 8. http://dx.doi.org/10.1097/00006324-199812001-00006.

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4

Serik, M., G. Nurbekova, and J. Kultan. "Big data technology in education." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 8–15. http://dx.doi.org/10.31489/2020ped4/8-15.

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The article discusses the implementation of big data in the educational process of higher education. The authors, analyzing a large amount of data, referring to the types of services provided by e-government, indicate that there are many pressing problems, many services are not yet automated. In order to improve the professional training of teachers of Computer Science of the L.N. Gumilyov Eurasian National University, educational programs and courses have been developed 7M01514 — «Smart City technologies», «Big Data and cloud computing» and 7М01525 — «STEM-Education», «The Internet of Things and Intelligent Systems «on the theoretical and practical foundations of big data and introduced into the educational process. The arti-cle discusses several types of programs for teaching big data and analyzes data on the implementation of big data in some educational institutions. For the introduction and implementation of special courses in the educational process in the areas of magistracy in the educational program Computer Science, the curriculum, educational and methodological complex, digital educational resources are considered, as well as hardware and software that collects, stores, sorts big data, well as the introduction into the educational process of theoretical foundations and methods of using the developed technical and technological equipment.

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5

Lin, Shu-Hwa. "Computer Technology." International Journal of Information and Communication Technology Education 7, no. 1 (2011): 80–88. http://dx.doi.org/10.4018/jicte.2011010108.

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This paper describes an innovative course wherein students and faculty collaborate to design, manufacture, manage, and sell organic cotton tote bags. Students remained responsible for the project from start to finish. Responsibilities included all aspects of product development from market research and design conceptualization to producing, promoting and selling the finished tote bag embellished with a heat transfer printed department logo. Moreover, the project required students to develop proficiency in multiple specific computer software programs to facilitate the product development process and ongoing management of promoting, distributing and selling the goods. With the development of fashion design and management skills and applications of computer technology, student projects were successfully executed. Based on positive student evaluations and profitable sales, the course was highly rated.

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6

Wood, Eileen, Teena Willoughby, and Jacqueline Specht. "What's Happening with Computer Technology in Early Childhood Education Settings?" Journal of Educational Computing Research 18, no. 3 (1998): 237–43. http://dx.doi.org/10.2190/rr6w-ejll-rblf-mrj9.

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The present study examined the current status of computer use in early childhood education (ECE) by surveying active members of three mid-sized cities. An in-depth survey of seventy-five early childhood education directors provided demographic information about centers that have or have not incorporated computer technology into the programs as well as specific information about computer use. Less than half of the centers reported having a computer on the premises with users generally having only one available machine. Only half of the users had the accessories (e.g., sound cards, CD-ROM, etc.) necessary to run much of the present educational software appropriate for young learners. Among the respondents, there was overwhelming concern that the ECE staff lacked sufficient expertise or experience with computers to use them effectively. In contrast to the concerns and limitations, however, interest in introducing computer technology was high. Our results suggest that training may be necessary to facilitate the introduction of computers in ECE environments.

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7

Chopp, Joseph M. "The Computer: Integrating Technology with Education." Music Educators Journal 73, no. 4 (1986): 22–24. http://dx.doi.org/10.2307/3397898.

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8

Taub, Alyson. "Using Computer Technology for Health Education." Promotion & Education 4, no. 1 (1997): 5–7. http://dx.doi.org/10.1177/102538239700400103.

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9

Watt, A., and S. Maddock. "Computer games technology and higher education." Virtual Reality 5, no. 4 (2000): 185–94. http://dx.doi.org/10.1007/bf01408517.

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10

Spector, Audrey F. "Continuing Nursing Education in Computer Technology." Journal of Continuing Education in Nursing 17, no. 4 (1986): 134–35. http://dx.doi.org/10.3928/0022-0124-19860701-09.

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11

Emerson, Glen D., and Mary E. Malliaris. "Computer Education And Computer Related Professions Of The Future." Journal of Applied Business Research (JABR) 2, no. 2 (2011): 27. http://dx.doi.org/10.19030/jabr.v2i2.6579.

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The purpose of this paper is to examine current positions in literature with regards to computer education and future jobs related to computer usage.The expansion of the use of computers has made computer literacy as essential as the basic skills of reading, writing, and arithmetic. Morf related the rapid expansion in the use of computers as follows: Among the more widely accepted scenarios of the future at work are those based on the assumption that technology will continue to grow exponentially (1983, p. 24). Therefore, as technology grows, our educational programs must incorporate the new knowledge necessary to function in the world of the information age. As Hart stated: We must prepare now to respond to the new technologies that will shape our future (1983, p. 11).

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12

Gall, James E. "Rethinking the Computer in Education." Journal of Educational Technology Systems 30, no. 4 (2002): 379–88. http://dx.doi.org/10.2190/hxu8-bdlf-f6wf-31pe.

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The computer has had a profound impact on our society, yet educators continue to struggle with its influence both inside and outside the classroom. This article recounts pivotal events in the development of the modern computer and its role in education. These events are described not only in terms of their technical importance, but also as influencing our very conception of the “computer.” The author suggests that rather than solely focusing on networked, personal computers, the future of educational technology may lie in the use of specialized, economical computing devices built around open software solutions.

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13

Brockmeier, Lantry L., Janet M. Sermon, and Warren C. Hope. "Principals' Relationship With Computer Technology." NASSP Bulletin 89, no. 643 (2005): 45–63. http://dx.doi.org/10.1177/019263650508964305.

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14

Sullivan, Patricia. "Computer technology and collaborative learning." New Directions for Teaching and Learning 1994, no. 59 (1994): 59–67. http://dx.doi.org/10.1002/tl.37219945908.

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15

Alanazy, Manal M., and Reem F. Alrusaiyes. "Saudi Pre-Service Special Education Teachers’ Knowledge and Perceptions Toward Using Computer Technology." International Education Studies 14, no. 3 (2021): 125. http://dx.doi.org/10.5539/ies.v14n3p125.

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The authors investigated pre-service special education teachers&rsquo; prior experience in using computers and their perception of the knowledge, and their preparedness toward integrating computer technology in teaching, barriers in integrating computer technology in their teaching practices and the level of confidence teachers gained from using technology applications in teaching. Fifty-eight pre-service special education female teachers from a college of education in Saudi Arabia responded to a needs assessment survey. Most participants had more than eight years of experience in using computers. They reported that they are able to integrate computer technologies in their teaching but acknowledged the need for more training courses. The barriers mentioned were a lack of equipment, lack of practice, and lack of maintenance. The findings of this research reveal that there is a need to intensify or enhance the technology courses in programs that prepare special education teachers and focus on the practical aspects of integrating technology in teaching.

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16

Cuoco, Albert A., and E. Paul Goldenberg. "A Role for Technology in Mathematics Education." Journal of Education 178, no. 2 (1996): 15–32. http://dx.doi.org/10.1177/002205749617800202.

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New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

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17

Carson, Scott. "Some Remarks on Education and Computer Technology." Classical World 91, no. 6 (1998): 513. http://dx.doi.org/10.2307/4352156.

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18

Williams, Mark. "Education for Balanced Attitudes towards Computer Technology." Journal of Christian Education os-29, no. 2 (1986): 47–53. http://dx.doi.org/10.1177/002196578602900208.

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19

Rogers, WA, and RR Hawkins. "Computer education in dental laboratory technology programs." Journal of Dental Education 55, no. 6 (1991): 375–77. http://dx.doi.org/10.1002/j.0022-0337.1991.55.6.tb02546.x.

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20

NAKANISHI, Yasumasa, and Hidetoshi TAKENO. "Structural design material using computer simulation technology in technology education." Proceedings of Mechanical Engineering Congress, Japan 2011 (2011): _S201043–1—_S201043–4. http://dx.doi.org/10.1299/jsmemecj.2011._s201043-1.

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21

Ornstein, Allan C. "Making Effective Use of Computer Technology." NASSP Bulletin 76, no. 542 (1992): 27–33. http://dx.doi.org/10.1177/019263659207654206.

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22

Nordenbo, Sven Erik. "Teaching Computer Technology to Adult Computer Novices. Normative Didactics Based on Adults’ Perception of Information Technology." Scandinavian Journal of Educational Research 34, no. 4 (1990): 243–58. http://dx.doi.org/10.1080/0031383900340401.

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23

Lamanauskas, Vincentas. "INFORMATION & COMMUNICATION TECHNOLOGY PENETRATION INTO EDUCATION: SOME THOUGHTS." Problems of Education in the 21st Century 50, no. 1 (2012): 5–6. http://dx.doi.org/10.33225/pec/12.50.05.

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Over the last decade the spread of information communication technologies has been growing very rapidly both in quantitative and qualitative meaning. Not only new, innovative technologies, but also various people communication forms based on these technologies have appeared. Here, it is spoken about so-called social networking websites. Their rapid development raises certain anxiousness as well. Education, as one of society life spheres, can’t stay apart. The penetration of technologies in education is very great. The number of computers and computer technologies is expanding not only in educational offices, but also in the environment of every of us: homes, working places and so on. The youth is a very receptive group of society in this respect, seeking to try the newest technologies as quickly as possible. The majority of pupils spend quite a big part of time working on computers and using other computer technologies. It must be accentuated, that very often such kind of activity is not directly related with learning and self-education in a wider sense. It is obvious, that penetration of technologies enables educational community to work differently, to change educational process, to search for new approaches and so on.

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24

Sivaranjani, Ms S. "Technological Revolution in Computer Aided Education." International Journal for Research in Applied Science and Engineering Technology 10, no. 1 (2022): 1727–30. http://dx.doi.org/10.22214/ijraset.2022.40136.

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Abstract: Computer-assisted education is a critical component in increasing the efficacy and quality of the training system. Computer education is a part of the school and college curricula since it is essential for today's child or adult. The intention of this article is to emphasise the role of computers in education especially for people who are suffering from Autism Disorder.

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25

Gratch, Bonnie G. "Information Retrieval Technology in Education." Journal of Educational Technology Systems 13, no. 4 (1985): 271–80. http://dx.doi.org/10.2190/05kp-3nfu-c08t-yffr.

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Microcomputer technology has had a tremendous effect on the way information and research in education can be retrieved. Since the early 1960's and the availability of online computer searching of the ERIC database, about thirty U.S.-produced databases specifically oriented to educators have become available. Microcomputer technology makes direct access possible to these databases by anyone with a microcomputer, modem, and printer. Such direct access means that educators who have not had the opportunity to use library computer search services may now conduct their own online, interactive searches of the vast body of published literature and other products of educational research and practice. This article identifies and describes many of the educational databases and the information retrieval companies that offer information search services for educators.

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26

Wurster, Susann L. "Technology in education." TechTrends 43, no. 2 (1998): 12–13. http://dx.doi.org/10.1007/bf02818169.

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27

Keengwe, Jared, and Longy O. Anyanwu. "Computer Technology-infused Learning Enhancement." Journal of Science Education and Technology 16, no. 5 (2007): 387–93. http://dx.doi.org/10.1007/s10956-007-9067-1.

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28

Bassett, Carole. "Applying Computer Technology to Horticulture Education and Research." HortTechnology 8, no. 1 (1998): 18–19. http://dx.doi.org/10.21273/horttech.8.1.18.

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29

Kolasa, Kathryn M., and Mary Guy Miller. "New Developments in Nutrition Education Using Computer Technology." Journal of Nutrition Education 28, no. 1 (1996): 7–14. http://dx.doi.org/10.1016/s0022-3182(96)70009-2.

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30

Mandabach, Keith H., Robert Harrington, Dawn VanLeeuwen, and Damon Revelas. "Culinary Education and Computer Technology: A Longitudinal Study." Journal of Hospitality & Tourism Education 14, no. 2 (2002): 9–15. http://dx.doi.org/10.1080/10963758.2002.10696729.

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31

Nelson, Jenenne Peter, and Jane A. Caristrom. "A New Confrontation Nursing Education and Computer Technology." Image: the Journal of Nursing Scholarship 17, no. 3 (1985): 86–87. http://dx.doi.org/10.1111/j.1547-5069.1985.tb01630.x.

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32

Jansen, Frederik W., and Peter R. van Nieuwenhuizen. "Computer graphics education at Delft University of Technology." Computers & Graphics 19, no. 3 (1995): 461–65. http://dx.doi.org/10.1016/0097-8493(95)00017-7.

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33

Qosimov, Jahongir, Dilorom Kuchkarova, Umida Nasritdinova, Raxmatilla Nigmanov, and Unarbek Edilboyev. "Three-dimensional modelling technology for computer science education." IOP Conference Series: Earth and Environmental Science 403 (December 19, 2019): 012172. http://dx.doi.org/10.1088/1755-1315/403/1/012172.

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34

Miller, Judy L. "Survey of computer technology in foodservice management education." Journal of the American Dietetic Association 89, no. 9 (1989): 1279–80. http://dx.doi.org/10.1016/s0002-8223(21)02347-6.

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35

Garcia Laborda, J. "Assessing Language through Computer Technology." ELT Journal 61, no. 2 (2007): 185–86. http://dx.doi.org/10.1093/elt/ccm015.

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36

Becker, Jonathan D. "Digital equity in education: A Multilevel examination of differences in and relationships between computer access, computer use and state-level technology policies." education policy analysis archives 15 (February 13, 2007): 3. http://dx.doi.org/10.14507/epaa.v15n3.2007.

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Using data from the National Assessment of Educational Progress (NAEP) state assessment and a survey of state-level technology policies, this study examined digital equity in education as a multilevel organizational phenomenon with data from 70,382 students in 3,479 schools and 40 states. Students in rural schools or schools with higher percentages of African American students were likely to have less access to computers. With respect to computer use, girls and students eligible for free or reduced-price lunch were more likely to use computers more frequently when computers are available in the classroom. With respect to relationships between computer access and computer use, having computers available in a lab increases the likelihood of higher levels of computer use. The results suggested that no more than 5% of the variance in computer access can be attributed to state factors, and less than 1% of the variance in computer use was between states. The findings suggested that where student technology standards are integrated into subject-area standards, computer use was likely lower than in other states. In states where pre-service teachers must meet technology-related requirements to receive their teaching credential and states where funds earmarked for technology are distributed as competitive grants, computer use was likely to be higher.

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37

Lineberger, R. Daniel. "ENHANCING HORTICULTURAL EDUCATION THROUGH WORLD WIDE WEB TECHNOLOGY." HortScience 31, no. 5 (1996): 743d—743. http://dx.doi.org/10.21273/hortsci.31.5.743d.

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The World Wide Web and other emerging information technologies are bringing about a quiet revolution in higher education. Networked computers deliver high-quality educational enhancements to students at little per unit cost to the teacher. Slide presentations, course handouts, on-line color photographs, and interactive modules are accessible from the computer desktop via high-speed Ethernet or modem connections. Aggie Horticulture, the Web server of the Texas Horticulture Program, will be used as a model to demonstrate the impact of Web technology on delivery of enhancements to “traditional” lecture-format courses and its potential for delivery of “nontraditional” courses to large audiences independent of space and time constraints.

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38

Zhang, Wang. "The Multimedia and Computer Technology Application in Physical Education." Advanced Materials Research 926-930 (May 2014): 4669–72. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4669.

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As the development of the multimedia and computer science, various advanced technologies are generalized to the education tasks. In this paper, specialized to the physical education, we present the application of the multimedia and computer technology in the process of the education. The key of the multimedia and computer technology is presented as discuss, which would contribute to the development of the physical education.

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39

Durost, Richard A. "Integrating Computer Technology: Planning, Training, and Support." NASSP Bulletin 78, no. 563 (1994): 49–54. http://dx.doi.org/10.1177/019263659407856309.

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40

Verne, Guri. "Women's challenge to computer science and technology." International Journal of Science Education 9, no. 3 (1987): 361–66. http://dx.doi.org/10.1080/0950069870090313.

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41

Eiji, Arta, and Arata Gin. "Utilization Of Information Technology In The Field Education (E-education)." IAIC Transactions on Sustainable Digital Innovation (ITSDI) 2, no. 2 (2021): 197–203. http://dx.doi.org/10.34306/itsdi.v2i2.446.

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The development of information technology makes it easy to communicate the exchange of information so that the place, time and distance are no longer an obstacle. The development of information technology so rapidly could not be separated from the development of computer engineering. Advances in computer and information technology also provides a positive impact on education. Application areas of computer technology and information technology are the most influential in the field of education is the use of computer networks and the Internet. With the internet information services to target students are not limited space, where time and distance. Through the internet information services can be provided as a source of learning, learning media can be studied according to the speed of learners. Media study is not limited to letters and pictures but can be combined with graphics, animations, video, audio together so that the media is better known as multimedia. Positive influence of Internet use for education in developing human resources education should be able to follow the development of science and technology applications. Applications include the industrial world so that graduates are able to meet the demands of the workplace competencies. Based on these facts one way to be able to follow the rapid development of science and technology is to always access the information up to date and all it can in the can over the internet. However, its implementation is still required in support of infrastructure and human resource capabilities well as providers, managers and information users.

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42

Soloway, Elliot. "Technology in education (introduction)." Communications of the ACM 36, no. 5 (1993): 28–30. http://dx.doi.org/10.1145/155049.155053.

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43

Kiss-de-Alejandro, Diana, and Eduardo Castro-Ríos. "Communicative interaction with computer technology." Comunicar 12, no. 24 (2005): 143–49. http://dx.doi.org/10.3916/c24-2005-21.

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New technologies in education have changed the ways people know and think, the mechanisms of apprehension of the reality. In communication terms, the «receptive» use is added to the «interactional» use. This paper analyses the degrees or levels of interaction with computer technology resources settled down by students for a teaching degree from the University of Los Lagos. This is the real impact of the incorporation of the computer technology language and its appropiation in curricular and «extracurricular» contexts, motivated by students and teachers acess to computer technology. Las nuevas tecnologías en la educación han cambiado las formas de conocer y de pensar, los mecanismos de aprehensión de la realidad. En términos de comunicación, al uso «receptivo» se agrega el «interaccional». El trabajo analiza los grados o niveles de interacción que estudiantes de pedagogía de la Universidad de Los Lagos (Osorno, Chile) establecen con los recursos de la informática e identifican los factores que determinarían la naturaleza de los procesos de comunicación. Esto es, el impacto real que ha tenido la incorporación del lenguaje informático y su apropiación en contextos curriculares y extracurriculares, motivados éstos por el acceso a la tecnología informática en el ambiente educativo.

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44

Zhou, Ling. "Research on Computer Technology with Informatization in Higher Education." Advanced Materials Research 1022 (August 2014): 237–40. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.237.

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Abstract: With the rapid development of computer technology and theoretical concepts and constantly updated network technology, computer technology applications in the field of education more widely. Application of computer technology in higher education, not only can improve teaching effectiveness and efficiency, but also enrich the teaching content and teaching methods to stimulate students' interest in learning, thus improving the quality of teaching.

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45

Jiang, Yi Pai, and Yan Xiu Wang. "Research of Sport Computer Integrated Management System." Applied Mechanics and Materials 539 (July 2014): 915–19. http://dx.doi.org/10.4028/www.scientific.net/amm.539.915.

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With the rapid development of the computer technology and the network technology, the computer information management technology has been widely used in the field of education. Due to various reasons, the sports teaching and management has been in a relatively backward state in the use of computers and network technologies. In order to better apply the modern computers and network technologies to the school sports teaching and management, the contents of the system and management processes are discussed in this paper.

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46

Aysen, Karamete. "Computer education and instructional technology teacher trainees opinions about cloud computing technology." Educational Research and Reviews 10, no. 14 (2015): 2043–50. http://dx.doi.org/10.5897/err2015.2297.

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47

McDowell, Earl. "An Investigation of the Relationships among Technology Experiences, Communication Apprehension, Writing Apprehension, and Computer Anxiety." Journal of Technical Writing and Communication 28, no. 4 (1998): 345–55. http://dx.doi.org/10.2190/65w2-5ebf-7kmj-mdly.

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This study explored the relationships among communication technologies, communication apprehension, writing apprehension, and computer anxiety. The results indicate that significant relationships exist between computer anxiety, and computer/wordprocessing, between computer anxiety, and computer electronic discussion group, between computer anxiety and online computer service, between computer anxiety and CD-RAM, as well as other types of technology. Other results reveal that students are least experienced with programming computers, computerized electronic discussion group, computer conferencing and Integrated Service Digital Network (ISDA). Significant differences occurred between gender groups on cellular phone scores, writing stories/poetry scores, computerized electronic discussion group scores, satellite TV scores, electronic videogames scores, and computer/video conferencing scores, as well as communication apprehension scores, writing apprehension scores, and computer anxiety scores. The specifics of these results and other significant differences are reported and discussed in this article.

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48

Judge, Sharon Lesar. "Integrating Computer Technology Within Early Childhood Classrooms." Young Exceptional Children 5, no. 1 (2001): 20–26. http://dx.doi.org/10.1177/109625060100500103.

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49

Preston, Teresa. "A Look Back: Computers in the classroom, as covered in Kappan." Phi Delta Kappan 102, no. 6 (2021): 6–7. http://dx.doi.org/10.1177/0031721721998146.

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The potential of computers to transform schools has been a significant concern of educators since at least the 1960s. Teresa Preston explores how Kappan authors covered the computer age, beginning with explorations of computer-assisted instruction in the 1960s and continuing through the development of microcomputers in the 1980s. Although authors had great hopes for how computers could provide more engaging and individualized experiences, they also acknowledged that implementing technology would not be easy and that changes might be more gradual than technology advocates hoped.

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50

Yager, Robert E., John Dunkhase, John Tillotson, and Lynn W. Glass. "Science-technology reform via distance education technology." TechTrends 40, no. 5 (1995): 19–22. http://dx.doi.org/10.1007/bf02818828.

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