Academic literature on the topic 'Computer-assisted instruction Computer literacy First year teachers Teachers Educational technology'
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Journal articles on the topic "Computer-assisted instruction Computer literacy First year teachers Teachers Educational technology"
Kurniawan, Mozes. "Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 1–14. http://dx.doi.org/10.21009/jpud.141.01.
Full textWilliams, Flossie. ""Computer Assisted Instruction in Learning Science Concepts at Eighth Standard Level - An Experiment "." Artha - Journal of Social Sciences 8, no. 1 (January 1, 2009): 18. http://dx.doi.org/10.12724/ajss.14.3.
Full textPreddie, Martha Ingrid. "Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs." Evidence Based Library and Information Practice 4, no. 4 (December 14, 2009): 58. http://dx.doi.org/10.18438/b8sp7f.
Full textDemirtaş, Burak, and Filiz Mumcu. "Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies." Acta Educationis Generalis 11, no. 2 (August 1, 2021): 60–82. http://dx.doi.org/10.2478/atd-2021-0013.
Full textZarb, Ayrton. "Examining the Effectiveness of Technology use by Educators to Improve Students’ Test Scores: A Quasi-Experimental Design in a VET context." MCAST Journal of Applied Research & Practice 4, no. 2 (December 14, 2020): 127–56. http://dx.doi.org/10.5604/01.3001.0014.5694.
Full textTaufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 8, 2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.
Full textHapidin, Winda Gunarti, Yuli Pujianti, and Erie Siti Syarah. "STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 262–74. http://dx.doi.org/10.21009/jpud.142.05.
Full textCesarini, Paul. "‘Opening’ the Xbox." M/C Journal 7, no. 3 (July 1, 2004). http://dx.doi.org/10.5204/mcj.2371.
Full text"Language teaching." Language Teaching 40, no. 2 (March 7, 2007): 135–41. http://dx.doi.org/10.1017/s0261444807214284.
Full textBrabazon, Tara. "A Red Light Sabre to Go, and Other Histories of the Present." M/C Journal 2, no. 4 (June 1, 1999). http://dx.doi.org/10.5204/mcj.1761.
Full textDissertations / Theses on the topic "Computer-assisted instruction Computer literacy First year teachers Teachers Educational technology"
Mullin, 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.
Full textTypescript. 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.
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.
Full textThe 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).
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.
Full textChainda, Allen Mukelabai. "Third-year students' preceptions of the use of ICT at a teacher training college in Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6558.
Full textThe use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.
Ntombovuyo, 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.
Full textENGLISH 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.
Muller, Claudette Ann. "The development of digital competence in first year pre-service teachers." Thesis, 2017. http://hdl.handle.net/10539/23667.
Full textThis thesis reports on the first year pre-service teaching students’ development of digital competence at a South African university in 2013 and 2014. The aim of the study was to investigate the students’ levels of digital competence as they commenced their first year of study. I also examined the barriers and enablers, as identified in the literature, and their impact on the students’ successful engagement with Information and Communication Technologies (ICTs). In addition to this, the possible influence of computer attitude and a belief in one’s own ability (self-efficacy) supplement the research findings in this area. I present quantitative and qualitative data that explore the students’ digital competence levels and their understanding of what it means to be digitally literate. A definition particular to this group of students is proposed. In their definition of digital competence, the majority of the first year pre-service teaching students perceived digital competence to be a functional skill. This is the ability to operate digital devices and their relevant applications in the quest to learn and become self-reliant. This definition is aligned to Covello’s (2010) description of an understanding of how to use computers and application software for practical purposes. This ability to functionally operate various devices (FutureLab, 2010), the ability to use computers and other technology to improve learning, productivity and performance (JISC and Mc Hardy, 2013), links to one part of Ferrari’s (2012) digital competence definition as the knowledge, skills, attitudes, values and awareness required when using ICTs and digital media. After completing a baseline digital competence test as they entered the HEI, I found that 43% of the first year pre-service teaching students failed the test. I identified three main factors that impacted negatively on a first year pre-service teaching student’s engagement with ICTs and ultimate development of digital competence. These include inexperience with ICTs, access and user-unfriendliness of software. Four main enablers to the effective use of ICTs include previous experience using ICTs, previous and current access to ICTs, userfriendliness of software, and finally, support in the form of support material or people. Using quantitative findings obtained from the completion of the Loyd and Gressard Computer Attitude Scale (CAS), I ascertained the students’ computer attitudes. Through the application of the Murphy’s (1989) Digital Self-Efficacy test, the current levels of the students’ digital self-efficacy (DSE), or beliefs in their own abilities, were established. I found no correlation between computer attitude and a student’s digital competence. The majority of students who failed the baseline test had a positive computer attitude. I also found the majority of students surveyed had a strong or very strong belief in their own ability. The majority of the students who passed the test had a very strong DSE and the majority of students who failed had an average to strong DSE. Students who passed the test tended to have higher DSE levels than students who failed the baseline test. A strong belief in one’s own ability was found to be a strong determiner in learning to become digitally competent. A unique application of Actor Network Theory was employed in the data analysis. The analysis methodology was informed by an adaption of Barab, Hay and Yamagata-Lynch’s (2001) node components. The use of Actor Network Theory as an analytical lens in the data analysis, confirmed the importance of zooming in on and unpacking a student’s network of learning to better understand the hidden processes at work. Through an analysis of six students’ networks of learning, I found that each student’s learning network was unique. Using actor network theory to scaffold my analysis it became apparent the differences in the students’ learning networks told a more important story than the few commonalities. The only commonalities evident between the six students in the moment I unpacked each learning network were that they were both initiators and participant in their networks. They interacted with digital devices and were not first time ICT users. These commonalities seem quite immaterial when compared to a minimum of 16 differences. A few of the identified differences include the digital resources the students relied on, their computer attitudes, levels of digital self-efficacy and their baseline test results. My study contributes to knowledge in four ways. Firstly, I establish the digital competence skills of first year pre-service teaching students. Secondly, I identify the barriers first year pre-service students encountered when using ICTs. Thirdly, I look at the possible impact of computer attitude and digital self-efficacy on the development of digital competence. Finally, I detail the networks of learning to be digitally competent. Through this expansion of students’ networks of learning, the connections between the various nodes and actants at work become apparent. This gives readers insight into what nodes are at play within these networks and what the pre-service teaching students identify as significant in their learning. In this study, I confirm the necessity for a first year digital competence or ICT course. My study shows that the students entered the HEI with low levels of digital competence and encounter multiple barriers when accessing ICTs. While literature suggests computer attitude impacts on the development of digital competence, in the reality of my study, I found digital self-efficacy to have a higher statistical correlation with digital success. Studies such as mine provide detailed descriptions and analyses of the practice of coming to be digitally competent. The identification of, and investigation into the possible factors impacting on a pre-service teaching student’s development of digital competence better assists Higher Education Institutions and course designers alleviate possible barriers, while increasing enablers.
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Molotsi, Abueng Rachael. "Secondary-school teachers’ information communication technology competencies in classroom practices." Thesis, 2014. http://hdl.handle.net/10500/18586.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Motene, Rannosi Francis. "The design and development of information and communication technology instructional tools for primary school teachers." Diss., 2016. http://hdl.handle.net/10500/22999.
Full textCurriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Books on the topic "Computer-assisted instruction Computer literacy First year teachers Teachers Educational technology"
Walker, Sue. Interactive multimedia in primary schools: Children's use and understanding of information texts on CD-ROM, and implications for teachers and designers. [London]: British Library Research and Innovation Centre, 1999.
Find full textHarwood, Paul G. Educating the first digital generation. Westport, Conn: Praeger Publishers, 2007.
Find full textLankshear, Colin. Teachers and technoliteracy: Managing literacy, technology and learning in schools. St Leonards, N.S.W: Allen & Unwin, 2000.
Find full textHarwood, Paul G. Educating the first digital generation. Lanham: Rowman & Littlefield Education, 2009.
Find full textAnne Louise Paoli di Prisco. Implementation and integration of online computer technology in a technology-rich secondary school: A case study. $c2002, 2002.
Find full textFerrigan, Clive. Passing the ICT Skills Test (Achieving QTS). 3rd ed. Learning Matters, 2008.
Find full textBook chapters on the topic "Computer-assisted instruction Computer literacy First year teachers Teachers Educational technology"
Ramirez, Diana. "A High School Librarian’s Participation in Supporting Information Literacy on Her Campus." In Cases on Educational Technology Integration in Urban Schools, 87–92. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch021.
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