Log in

Relevant bibliographies by topics / Computer education in basic education schools / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Computer education in basic education schools.

Dissertations / Theses on the topic 'Computer education in basic education schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Computer education in basic education schools.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Serefoglu, Henkoglu Halise. "Computer Education In Turkish Basic Education Schools: Gaps Between Policy And Practice." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610675/index.pdf.

Full text

Abstract:

The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo
perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession
and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.

APA, Harvard, Vancouver, ISO, and other styles

2

Bothel, Richard Thomas. "Computer competencies for adult basic education administrators : a national perspective based on the judgment of the state directors of adult education." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/861386.

Full text

Abstract:

The purpose of this study was to enlarge the information base that can be used by practitioners in the field of adult education to determine important computer competencies for individual development, training, and staff development programs for administrators of adult basic education programs. The final result of this study was a listing of computer competencies ranked as to their relative importance to each other based on the judgment of State Directors of Adult Education throughout the United States. The study results are presented to not be a rigid listing of prioritized competencies, but instead, to be general and current trends in ABE administrator computer competency needs as determined by State Directors of Adult Education.The general research question that was investigated by this study was: What computer competencies are needed by administrators of adult basic education programs to meet the educational requirements of adults in the twenty-first century? There are two specific research questions that were answered: 1) What are the computer competencies that experts in technology and/or adult basic education judge are important to the successful educational administrator? and 2) How do State Directors of Adult Education rank the importance of these competencies in terms of the needs of local adult basic education administrators in their respective states?These questions are answered by exploring, describing, and comparing information using both the analytical and survey approach to determining competencies. The analytical approach consisted of a review of literature and interview of experts in adult education and/or technology to establish a listing of 77 potential computer competencies for administrators of adult basic education programs. The democratic approach consisted of a national survey of State Directors of Adult Education throughout the United States and including Washington D.C.Eighty percent of the State Directors of Adult Education responded providing their judgment as to the importance of each of the 77 computer competencies. The outcome of the study is a rank-ordered list of important computer competencies for adult basic education administrators along with the survey write-in comments provided by State Directors of Adult Education.
Department of Educational Leadership

APA, Harvard, Vancouver, ISO, and other styles

3

Sendurur, Polat. "Identification Of Factors Affecting Integration Of Information And Communication Technologies In Basic Education Schools Grades From 4 Through 8." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614401/index.pdf.

Full text

Abstract:

The purpose of the study was to identify the factors affecting the information and communication technologies. integration in the basic education schools. Mixed Model Research Design was utilized to find out the factors directly affecting integration of ICT integration in schools of K-8. Three different research methods were use sequentially. In the first step, new curricula used for Math, Social Studies and Science and Technology courses were examined to draw the pattern of ICT use defined by these curricula. In the light of the information gained through examination of curricula, 20 teachers were interviewed to understand whether they can put ICT based activities defined by curricula into practice or not. Simultaneously, they also identified common problems preventing them to integrate educational technology in their lessons and possible solutions to have a better ICT and education relationship. The literature and the information gained through first two step of the study suggested computer self-efficacy of teachers is very important factor within the integration of ICT. To assess teachers'
computer self-efficacy, a questionnaire was designed by the researcher and necessary pilot studies were completed to conduct exploratory and confirmatory factor analyses. Final form of the questionnaire was distributed to K-8 schools'
teachers from 12 predefined cities of Turkey according to statistical information provided by EUROSTAT (Statistical Office of European Union). 1025 correctly filled questionnaire forms were returned and the data were analyzed by descriptive and inferential statistics techniques. Result of the study suggested that, Internet is the most vital technology to successfully apply the curricula. Use of Office programs and different educational software also constitute considerable part of the curricula. But teachers indicated that they cannot apply curricular ICT based activities in school setting because of lack of access to technology, literacy, training, time and confidence/self-efficacy. It is also found that, teachers'
age/ and teaching experience negatively contributed to their level of computer self-efficacy when their personal or home computer use was contributing very positively. On the other hand, existing computer training programs were found less effective than expected in terms of ICT integration. Based on these results, some basic improvements and modifications in curricula, training programs, and technology infrastructure of schools were suggested.

APA, Harvard, Vancouver, ISO, and other styles

4

Sims, Patricia. "Basic Robotics Curriculum: An Introductionary Unit for Junior High School Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/52.

Full text

Abstract:

The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.

APA, Harvard, Vancouver, ISO, and other styles

5

Hwang, Guan-Jong. "Animated drawing guide for basic art education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2355.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Özkan-Akan, Şule. "Teacher' perceptions of constraints on improving student thinking in high schools /." Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/683631/index.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Cakir, Recep. "Preservice And Inservice Basic Education Computer Teachers&amp." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610130/index.pdf.

Full text

Abstract:

The purpose of this study was to investigate the professional growth of the preservice and inservice Basic Education computer teachers. To understand their professional growth in terms of perception of teaching and competencies about pedagogic and subject matter knowledge, questionnaires were administered to 1,568 preservice teachers and 104 inservice teachers in Turkey. In order to seek answers to this broad purpose, mixed research method including both quantitative and qualitative traditions was used in this study. The researcher employed the questionnaires as the primary data collection tool but since questionnaires were limited in the representation of the whole picture, this study was complemented by interviews, observations and document analysis, which were the qualitative data collection tools. To that end, 33 preservice computer teachers and 12 inservice teachers were interviewed. Besides these, 8 preservice and 4 inservice classroom observations were conducted. Additionally, their lesson plans were analyzed throughout the data collection process. Regarding data collecting procedure, the data collection and analysis procedure includes two phases
the first one is the quantitative phase, in which the research questions focus on basic education computer teachers&
#8217
perceptions about teaching, their pedagogical and subject matter competencies and their views about technology integration into schools. In order to answer the research questions, the researchers developed new questionnaires and adapted from existing instruments by utilizing the literature review and taking expert opinions. After this phase, pilot studies were conducted in order to ensure reliability and validity of the questionnaires. In the second part, which is the qualitative phase, the research questions were addressed for in-depth understanding of preservice and inservice computer teachers&
#8217
perceptions toward teaching, their competencies and their opinions about technology integrations. For this purpose, interviews and observation schedules were prepared under the guidance of experts and with the support of the related literature. Results revealed that preservice and inservice teachers&
#8217
perceptions of teaching were generally positive about computer education. Moreover, their competencies increased throughout years. However, results indicated some negative points in their perceptions and competencies. Pertaining to the measured variables, there significant differences were found among preservice teachers based on their year in the program. Interviews and observations that were conducted to gain in-depth understanding of teachers&
#8217
progress in their professional growth supported the survey results. This study elicited important results for preservice and inservice computer teachers and teacher educators to understand the whole picture of the Basic Education computer teaching. Results of this study, particularly those related to the problems they encounter in the profession, could provide new directions for the Ministry of National Education, the Higher Education Council, and universities.

APA, Harvard, Vancouver, ISO, and other styles

8

Annan, Esi Sam. "SANKOFA ART EDUCATION: A CULTURAL BASIS FOR GHANAIAN ART EDUCATION." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3867.

Full text

Abstract:

This study is a curriculum research project that focuses on teaching the traditional arts of Ghana and enduring artistic ideas to Ghanaian basic school students. It has been designed based on data from a survey conducted with experts in Ghana arts history and on the traditional arts of Ghana. The curriculum covers the major arts practiced by the traditional artists. It also recognizes some contemporary Ghanaian artists and their artworks. This study offers insights into Ghanaian basic school art teachers’ philosophies and experience with their traditional arts. Through analysis of the findings, the major themes that emerged were changes in the assessment strategies of the national curriculum for Creative Art subject, the opportunities this new curriculum might bring to multicultural education, and the positive effect this curriculum has had on teachers’ understanding and designing of traditional art lessons.

APA, Harvard, Vancouver, ISO, and other styles

9

Ababatain, Seham. "Computer education in Saudi Arabian secondary schools." Thesis, University of Manchester, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516599.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Boersma, William R. "Teacher care a basic handbook for church educators /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Kanan, Eid Mohmed Eid. "Physical education provision in the upper basic stage (14-16 years) in Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Trevino, German. "Serving the Poor Differently: The Effects of Private and Public Schools on Children’s Academic Achievement in Basic Education in Mexico." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14121808.

Full text

Abstract:

Private elementary schools in Mexico are usually seen by wealthy and middle-class families as an alternative to public education. However, private schools have not been seen until very recently as an academic alternative for the poor. In my dissertation, I used data on students from poor families (beneficiaries of Oportunidades program) attending sixth grade of elementary school, who participated in the Quality and Educational Achievement Test assessment 2009 (EXCALE06-2009), to evaluate if there is a private school advantage for the poor in Mathematics in Mexico. I also investigated the extent to what achievement differential is explained by important features of private schools, such as physical resources, school management, teacher quality, teaching practices and classroom organization, and peer group composition. I used propensity score-matching to correct for bias arising from the self-sorting of students into type of schools. I concluded that private schools in Mexico offer a clear advantage for poor students in elementary education, even after accounting for selection bias. On average, private school students who are beneficiaries of Oportunidades program outperformed their public counterparts by 48 test points in Mathematics, or 48% of a standard deviation. The results passed different robustness checks and are technically reliable. The 0.48 sd effect size of private school is larger relative to much of the existing literature, especially if it is compared to the results of true experiments or quasi-experiments of private schools conducted in the U.S. I hypothesize that these large results might have to do in part with two factors: the use of the right counterfactual for this research: poor students attending private urban schools; and the fact that students in the sample attending private schools are all beneficiaries of Oportunidades, a comprehensive poverty alleviation program. This might mean that the treatment under study is more complex than just private schooling. After statistically accounting for selection bias, all of the remaining private school effect is accounted for by identifiable school factors. Peer group composition, school management, teacher practices and classroom organization, are the most important factors explaining the private school advantage in Mathematics in elementary schools in Mexico.

APA, Harvard, Vancouver, ISO, and other styles

14

Peterson, Sarah Budinger. "Factors relating to the acquisition of computer literacy and computer science skills in California high schools." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3071.

Full text

Abstract:

Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents' educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in "narrow" categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into "have" and "have-not" districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy.

APA, Harvard, Vancouver, ISO, and other styles

15

Reed, Traci M. "The Value of an Online Learning Environment to an Adult Basic Education Program." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/797.

Full text

Abstract:

The goal of the study was to increase student retention and achievement by using an online learning environment (OLE). The target population consisted of adults who voluntarily enrolled in adult education courses at Santa Fe Community College, Florida, and consented to participate in the study. The treatment was administered to adult basic education students with skills below the ninth grade. Since adult education programs are funded on a performance basis, student retention is a foremost concern. It is difficult for a program to increase achievement rates if students do not attend the program long enough to accomplish their educational goals. An OLE was developed to offer support beyond the on-campus classroom. Each participant took the Test of Adult Basic Education, to determine initial functioning level and the Computer Placement Exam to determine computer literacy skills. Approximately half of the entering students had sufficient computers skills to navigate WebCT. The control group was taught in a traditional classroom setting; the experimental group was classroom based and had access to a program OLE that resided in WebCT. Student use of the OLE was monitored and usage data were collected. After the 16-week treatment period, the students were reassessed using the same instruments. Changes in test scores were used to determine educational gains. Differences in student achievement data between the control group and the experimental group were analyzed for significant differences. No significant differences were found. Student achievement may have been affected by the small number of students who participated in a post testing session as well as by the slow completion of all courses in the OLE. The retention data were compared to data identified by the literature review and previous groups of adult basic education (ABE) students. The experimental group showed significant increases in student retention. The average number of weeks attended by the experimental group was approximately twice the average number of weeks attended by previous ABE groups. This information suggests the OLE had a positive impact on student retention. The usage data gathered from WebCT and the results of the student questionnaire indicate that the adult basic education students found that the OLE was a valuable addition to their educational experience. The college has made a commitment to continue its development and to work with the teachers to maximize its benefits. In the future, students will have the option of learning in a traditional classroom only or in a hybrid environment made up of a traditional classroom and WebCT.

APA, Harvard, Vancouver, ISO, and other styles

16

Amoah, Samuel Asare. "The reflective and collaborative practices of teachers in Ghanaian basic schools : a case study." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12021/.

Full text

Abstract:

With advances in using the teachers’ classroom as the foreground for teacher improvement, reflective and collaborative activities have been increasingly used in a variety of professional development contexts. It is widely held that reflective and collaborative activities are conducive to helping teachers to develop a positive attitude towards questioning their teaching for themselves and others as well as empowering them to have control over their professional development. It is in this view that I developed an intervention process to explore what happened, when teachers within one school were given an opportunity to engage in a planned series of critical dialogues relating to their own classroom teaching. The study also explored how the teachers use the Intervention Process to develop their thinking about their practices. Using a case study approach, the IP that ‘sit’ in experimental research, action research which was more qualitative in nature was conducted in one school from, February 2007 to July 2007. Four mathematics teachers purposely and through theoretical sampling techniques were selected in a school considered to be a fair representative of basic schools in Ghana. The field research included interviews and reflective dialogue. Findings from the case study were presented and analyzed for their significance. Key issues identified by the thesis include: the IP creating a conducive environment for reflective and collaborative practices, teachers developing rich and deep reflective dialogue, which provided them with opportunities to systematically and rigorously diagnosing their practices and socio-cultural influence in developing deeper discussions. In addition, the IP provided the participants’ with detailed ways of reflection. Based on the evidence from the data, I have argued, among others, that the IP promoted individualised and collaborative learning. The prevailing socio-cultural elements in the immediate environment supported a rich and deep professional dialogue as a tool for understanding and dealing with on-the-spot professional problems and supporting critical thinking that includes taking account of social, political and cultural issues as a process to analyze competing claims and viewpoints. Recommendations for policy recommendation and potential areas for further research were also made.

APA, Harvard, Vancouver, ISO, and other styles

17

Ruto, Sara Jerop. "The contribution of non-formal schools in enhancing the provision of basic education in Kenya." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=970975562.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ibrahim, Hala-Asmina. "Sudan : a nation in turmoil - is eduaction [sic] to blame? ; an analysis of basic schools curriculum /." Saarbrücken, Germany : VDM Verlag Dr. Müller, 2008. http://d-nb.info/98845906X/04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Al-khazali, Taysir M. "Computer technology in Jordanian schools: a proposed plan for appropriate adoption." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371557514.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Al-Khazali, Taysir M. "Computer technology in Jordanian schools: a proposed plan for appropriate adoption /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487929230741986.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Crosier, Joanna. "Virtual environments for science education : a schools-based development." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323181.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Dugger, Harry Neil. "Phasing Out Basic Classes: Patterns of Response to an Administrative Mandate." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277586/.

Full text

Abstract:

The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.

APA, Harvard, Vancouver, ISO, and other styles

23

Almosawi, Atia Ahmed. "The introduction of computers into Bahraini secondary schools." Thesis, Manchester Metropolitan University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336877.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Albusaidi, Amal A. "Changing assessment practices in Omani basic education schools : stakeholders' perceptions and teachers' practices of formative assessment." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401000.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Al-Ajmi, M. H. "Teaching and learning Arabic writing to fourth grade students in the basic education schools in Oman." Thesis, University of Bath, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437435.

Full text

Abstract:

This study, which took the form of a case study approach, investigated the teaching and learning of Arabic writing in fourth grade Basic Education (BE) in the Sultanate of Oman. The aim was to understand how Arabic writing is taught in the BE schools, and how this influences students' performance in writing. In order, to achieve this aim, the teaching and learning of Arabic writing was explored from different angles, which incorporated the perspectives of curriculum professionals, teachers and students, in addition to classroom practices and students' written texts. This qualitative study used participant observation, interviews and document analysis to collect data related to investigative issues. An inductive approach was employed, to analyse observation and interview data, and content analysis was conducted for the document analysis. The findings of this investigation were divided into three chapters according to the emerged themes. The first chapter was about knowledge for writing, which included transcriptional and compositional knowledge, knowledge about writing forms (genres) and knowledge about the writing processes. The second chapter explained the writing pedagogy, teaching processes, teaching recourses and teacher’s roles in the writing classroom. The third chapter discussed the successful and limited aspects in the BE curriculum. Generally speaking, this study illustrated that teaching and learning Arabic writing is restricted by the official curriculum, which not only affects students' ability in writing, rather it also influences teachers' perspectives and practices in the writing classroom. Arabic writing in the fourth grade of the BE schools is taught in a prescribed manner, and few opportunities are granted for student to do creative writing. The emphasis in the Arabic writing curriculum of fourth grade is given for writing accuracy in terms of spelling, handwriting and grammar, rather than for creativity in writing. In the conclusion of this study, several recommendations were proposed for policymakers, curriculum professionals and teachers to assist them in enhancing the teaching and learning of Arabic writing.

APA, Harvard, Vancouver, ISO, and other styles

26

Radenkovic, Gorica. "Computer support in mathematics education at upper secondary schools in Malmö." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33806.

Full text

Abstract:

SammanfattningMitt arbete handlar om datorn som hjälpmedel i matematikundervisningen på Malmös gymnasieskolor. Syftet med detta arbete var att kartlägga tillgången till och använd-ningen av datorn som hjälpmedel i matematikundervisningen på Malmös gymnasiesko-lor. Utgångspunkt för detta arbete var att större tillgång till datorerna leder till större användning. För att uppnå syftet har jag formulerat några frågeställningar om i hur stor utsträckning datorer används i matematikundervisningen och vilka datorprogram mate-matiklärarna använder på dessa skolor. Jag har även undersökt om det finns några framtida planer för förändring av tillgångar till och användning av datorer i undervisningen. För att svara på frågeställningarna och uppnå syftet har jag använt mig av enkätinsamling. Resultatet visar att datorerna används i liten utsträckning i undervisningen även om tillgången till datorerna är stor. Enligt matematiklärarna är brist på digital kompetens samt ekonomiska medel några anledningar till att datorerna inte används i någon större utsträckning i matematikundervisningen. Resultatet visar även att det inte finns några konkreta planer på att förändra användningen av datorerna i matematikundervisningen.

APA, Harvard, Vancouver, ISO, and other styles

27

Saal, Petronella Elize. "Integrating computers into mathematics education in South African Schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62904.

Full text

Abstract:

The purpose of the study was to determine how South African mathematics teachers were integrating computers into their classrooms. The study was a response to the low achievement scores in mathematics as attained by grade nine learners in the 2011 Trends in International Mathematics and Science Study (TIMSS). TIMSS 2011 assessed Grade four and eight learners. However, South Africa as well as Botswana and Honduras opted to administer the Grade eight assessment to their Grade nine learners instead. South Africa’s Grade nine learners achieved an average score of 352 (35.2%) out of a possible 1 000 points. This quantitative secondary data analysis study utilised data collected from mathematics teachers from 298 schools in South Africa. The dataset was analysed using descriptive analysis that included percentages as well as the Pearson two-way Chi-square tabulations. The major finding of the study is that 73. 9% of South African mathematics teachers are still not integrating computers into mathematics education. Results showed that teachers are mostly using computers for preparation (35.5%) and administration (65.3%) purposes. Even though 45.5% of the teachers reported that they feel comfortable using computers, others feel that they are still in need of technical support. Moreover, the findings showed that 64.8% of the teachers do not attend professional development programmes that focus on the integration of Information Technology (IT) into mathematics.
Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

28

Kopkowski, K. "The right to a basic Education in South Africa: Providing content to the right to achieve adequacy in Schools." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/28260.

Full text

Abstract:

This dissertation is a multi-disciplinary examine at the meaning of a right to basic education in South Africa. It will attempt to better understand the present circumstances in schools and the disparities in educational resource s, both material and human. In order to provide context for an unfamiliar reader, a brief review of the history of education will be provided. Resource disparities between the wealthy (minority) and middle class and poor (majority) will be reviewed and discussed with special focus on the Western C ape, where the research for this dissertation was conducted. The Western Cape is also the site of the ethnographic work collected and arranged in a section of the dissertation. US Legal cases surrounding education, a brief overview of the possibilities and problems of the legal approach are included in order to challenge but ultimately support the notion of the utility of the law as a tool to achieve substantive changes in educational equality. Recent cases in South Africa addressing the right are introduced as indicative of the possible jurisprudential trajectory that lies ahead. Finally, a list of the resources deemed 'basic' and necessary for educational success will be included and fleshed out within the dissertation.

APA, Harvard, Vancouver, ISO, and other styles

29

Biggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Jeffreys, Edward D. "Factors found when integrating computer technology in a small rural school district." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1407.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xi, 99 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 81-91).

APA, Harvard, Vancouver, ISO, and other styles

31

Loua, Reine Sylvie. "A Multi-disciplinary analysis of the girl child's right to basic education in West Africa." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/40533.

Full text

Abstract:

Over the years, a net increase in enrolment rates in primary schools has been observed worldwide. Nevertheless, in West Africa, girls still lag behind in terms of basic education. Although many other African societies face educational challenges in terms of realising girls’ right to education, educational challenges are far greater for women and girls in West Africa. This region is considered to have the highest illiteracy level in the world, and the level of illiteracy is even higher for females. As a result, a gap persists between the number of boys and girls in primary schools. The reasons why this gap persist is because cultural limitations and poverty still undermine the realisation of girls’ right to basic education in this part of the world. Girls’ right to primary education is undermined through patriarchy; negative cultural perceptions associated with girls’ education, child labour or child marriages, to mention but a few. Not only are educational disparities visible in terms of gender, but educational disparities are also visible between urban and rural areas. By taking into account such differences, and in order to best achieve universal basic education in West Africa, the use of multiple strategies is advised. It requires primarily the enforcement of legal measures in order to improve girls’ enrolment and retention rates. Simultaneously, it requires economic solutions which can help the poor to send girls to school, with in addition strategies which focus on the role that institutions can play; whether these institutions are governments, traditional or religious institutions. Evidently, with these strategies, the role played by other actors such as citizens and non-governmental organisations, in ensuring girls’ right to basic education cannot be underestimated.
Dissertation (MPhil)--University of Pretoria, 2012.
gm2014
Centre for Human Rights
unrestricted

APA, Harvard, Vancouver, ISO, and other styles

32

Smith, Jeffrey Phillip. "The effects of a computer microworld on middle schools students' use and understanding of integers /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu148792864998909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Selwyn, Neil. "The permeation of information technology into sixteen to nineteen education." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313188.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

FALCÃO, Natasha de Andrade. "The decentralization of primary public schools in Brazil: an empirical analysis of the educational performance after the implementation of FUNDEF." Universidade Federal de Pernambuco, 2013. https://repositorio.ufpe.br/handle/123456789/11204.

Full text

Abstract:

Submitted by Israel Vieira Neto (israel.vieiraneto@ufpe.br) on 2015-03-06T16:34:43Z No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
Made available in DSpace on 2015-03-06T16:34:43Z (GMT). No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-08-13
CNPq
This study intends to provide a comprehensive analysis of the decentralization of basic public education in Brazil. It uses as reference the implementation of FUNDEF - Fund for Maintenance and Development of the Fundamental Education and Valorization of Teaching - to identify the impact of the decentralization on the students’ performance, as well as on the school’s efficiency. For this, a panel data from the school census between 1996 and 2006 is used. First, the impact of decentralization on students’ performance - failure, dropout and age-grade distortion rates - is estimated through the use of differencesin- differences models. An analysis on how the different local conditions might affect these results is also presented. After this, the efficiency of municipal and state schools is compared using a double bootstrap procedure that takes into account the effects of the local context on the estimated efficiency scores. Results indicate that there was an increase in failure rates and, more importantly, these results might be affected by local characteristics such as city size and political participation. Related to the efficiency estimations, results indicate that state schools are relatively more efficient and, local conditions would impact differently the efficiency of these two school types.

APA, Harvard, Vancouver, ISO, and other styles

35

Al-Fagih, AhmedH H. "Integrative evaluation of computer assisted learning in geography in schools and university." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263428.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Murray, Sharon. "Computer technology use in English speaking secondary schools in New Brunswick Canada." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit /." Link to this resource, 2006. http://eprints.ru.ac.za/778/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Alajmi, Mohammed. "Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31523/.

Full text

Abstract:

E-learning exposes students and instructors to different learning models such as constructivism rather than the traditional learning. E-learning as a part of today's technology has proven that it is appropriate for most students' mentalities and is a mind tool which promotes different learning models, such as problem solving strategy, collaborative learning, and critical thinking. The Public Authority for Applied Education and Training (PAAET) in Kuwait consists of more than 10 academic colleges with a total number of 120 faculty members. The College of Basic Education (CBE) is one of them. The implementation of e-learning at the College of Basic Education requires that all the learning community members, instructors and students, understand that an e-learning course is like a learning community with the privilege of sharing knowledge, opinions, experiences related to class subject, and productive outcomes that are beneficial to this learning community. This study indentified the statistically significant differences in demographic characteristics of e-learning adopters and non-adopters among faculty members at CBE, examining faculty members' attitudes and skills toward e-learning readiness. The study will explore perceived barriers that face e-learning at CBE. Applying the Rogers diffusion of innovation theory, the influence of 4 factors was examined regarding faculty readiness for e-learning at CBE. Chi-square techniques, t-tests, and factor analysis were conducted to analyze the data and answer research questions. Statistically significant differences were identified among e-learning adopters and non-adopters regarding age difference and department discipline, both technical and non-technical.

APA, Harvard, Vancouver, ISO, and other styles

39

Conrad, Susan H. "Teacher use of microcomputers in the schools." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-160632/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Isaac, Jolly. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.

Full text

Abstract:

A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.

APA, Harvard, Vancouver, ISO, and other styles

41

Al-Hamdani, Dawood Salim. "Introduction of multimedia project-based learning in a technology-rich environment : a study of teacher attitudes and influencing factors in basic education schools in Oman." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:12383.

Full text

Abstract:

In 1998 the government of Oman embarked on a major reform of the education system, to be implemented in stages. Key features of the new-style schools, called Basic Education schools, were to be a constructivist approach to teaching, and the integration of technologies across the curriculum. However, no clear model for integration was proposed. The aim of this study is to explore factors influencing adoption of a constructivist, technology-rich approach in education, in order to propose a model for technology integration. The research sample was composed of 200 Learning Resource Centre teachers in Basic schools in the regions in Oman. Teachers' attitude towards elements of the new, before and after the provision of training and practice, were explored via a questionnaire using 3 and 5-point Likert scales. Attitude change was measured, and the effects of teaching experience, urban or rural residence and previous ICT training on attitude were explored. Additional qualitative information was gathered by structured observation of video-recorded lessons, and by interviews with 40 teachers. Teachers were generally favourable towards the new approach, but lacked confidence in how to implement. After the training, there was a marked increase in positive attitude for all elements except IT goals. Attitudes and practice towards constructivist were found to be influenced by teachers' years of experience, with more experienced teachers being less amenable to change. Other factors such as technology problems and student misbehaviour were also perceived as significant constraint. Recommendations are made for overcoming these problems.

APA, Harvard, Vancouver, ISO, and other styles

42

September, Unathi. "Evaluating the perceptions and use of Computer Assisted Career Guidance Systems in seven high schools by learners and teachers: analysis, synthesis and computer effect." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25459.

Full text

Abstract:

Abstract This research is concerned with how learners perceive Computer Assisted Career Guidance Systems at schooling level in South Africa. The research is also about exploring how teachers in the high school setting use these Computer Assisted Career Guidance systems. The thesis defines Computer-Assisted Career Guidance Systems as "interactive guidance programs that an individual can operate independently to retrieve information useful for self-assessment and career exploration" (Fowkes & McWhirter, 2007, p. 388). The digital age has provided numerous Computer Assisted Career Guidance Systems (CACGS) platforms where information can be consumed and used to make career related decisions (Fowkes & McWhirter, 2007). However, the impact and effectiveness of these CACGS has not been investigated in the South African context, particularly the perceptions of learners and teachers at high school level. This may be due to few schools, often only private schools, in South Africa having the financial and human resources to use and interpret results of learners from these CACGS. In this thesis, four Computer Assisted Career Guidance Systems that are used in high schools were evaluated by learners, and these are PACE, Mindmuzik-EAS, The Online Career Guide and JVR Strong Interest Inventory. Furthermore, the thesis evaluated how teachers used these systems in class, the expectations by parents and how their respective schools evaluate the impact of CACGS against the school's objectives. The emergence and use of these CACGS in South African private schools provided an opportunity to research the perceptions of the impact that these technologies have on the decisions that high school leavers make. This study attempted to understand the usefulness of Computer Assisted Career Guidance Systems in high schools that have invested in these technologies. The research evaluated CACGS in seven schools with 177 learners participating and 7 school teachers/psychologists. Focusing specifically on three composite scales that measured whether learners believed that after using the CACGS they became familiar with oneself and the world of work (Analysis), if they believed that through CACGS they were able to identify potential career alternatives (Synthesis) and if they believed that interacting with the computer made a difference (Computer Effect). This thesis adopts a mixed method approach to study CACGS, using a qualitative method through interviews to get the opinion of teachers and a quantitative method through surveys to get learners' perceptions. This study afforded rare insight into the South African high schools use of CACGS, where findings indicated a general acceptance and satisfaction of CACGS from learners. Moreover, revealing how the systems are implemented in class.

APA, Harvard, Vancouver, ISO, and other styles

43

Palmer, Lydia S. "The state of media education implementation in Rochester, NY K-12 schools /." Online version of thesis, 2009. http://hdl.handle.net/1850/10630.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Musiimenta, Angella. "Evaluating the computer-assisted HIV/AIDS education intervention implemented in schools in Uganda." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-computerassisted-hivaids-education-intervention-implemented-in-schools-in-uganda(e44b1835-60c8-4a9b-85c1-1e8e69b6cbe8).html.

Full text

Abstract:

Over 29 years into the epidemic, fighting HIV (Human Immunodeficiency Virus), the virus that causes AIDS (Acquired, Immune, Deficiency, Syndrome) continues to be a global concern. School-based computer-assisted HIV/AIDS interventions can provide innovative ways of preventing HIV among young people from diverse backgrounds in Africa. However, questions of technological, social and organisational readiness cannot be overlooked. This is because of: (1) being health interventions implemented in educational centres; (2) limited technological facilities and skills; (3) the prevailing norms that associate young people's sex education with sex experimentation. Despite these concerns, there are significantly few studies evaluating school-based computer-assisted HIV/AIDS interventions in developing countries. In addition, the commonly used health promotion theories have limited application in HIV prevention. These theories tend to lack sufficient attention to contextual mediators that influence implementation and impacts of HIV interventions.This research addresses some of these gaps by evaluating the implementation and the impacts of a computer-assisted HIV/AIDS intervention, known as the World Starts With Me (WSWM), which is implemented in schools in Uganda. To overcome some of the criticisms voiced above, this research employed mixed quantitative and qualitative methods to conduct three investigations. Investigation 1 is a quantitative controlled before-after intervention study that assessed the level of significance of the impacts of the WSWM intervention on in-school young people. Investigation 2 is a qualitative cross-case analysis study that explored in-depth why the WSWM intervention implementation was completed in one school but abandoned in another. Investigation 3 is a qualitative study that assessed in-depth the impacts and the computer-mediated benefits of the WSWM intervention on out-of-school young people. Overall, this research involved 584 quantitative questionnaires answered by 292 participants, 53 interviewees and 2 focus group discussions comprising of 50 participants.Findings indicate that: (1) the intervention significantly improved the in-school young people's HIV/AIDS knowledge, attitudes self-efficacy, sex abstinence and fidelity, but had no significant impact on condom use. (2) Implementation factors include technological facilities, perceived usefulness, confidence and skills, cultural-religious compatibility, management support, match with routine workflow, and institutional climate, all of which were more favourable in the school that completed the intervention than in the school that abandoned it. (3) The intervention had positive impacts on the out-of-school young people's sexual behaviours, HIV/AIDS knowledge and perception of vulnerability, attitudes and self-efficacy. (4) Contextual mediators such as familial mediators, relationship characteristics, peer influence, gender-biased social norms, economic constraints and religious beliefs influence young people's uptake of HIV preventive measures. (5) Computer-mediated benefits of the intervention include privacy and confidentiality of the otherwise sensitive information, unlimited geographical accessibility, source of the otherwise denied sexuality and HIV/AIDS information, and interactivity and social support.

APA, Harvard, Vancouver, ISO, and other styles

45

Al-Majeeni, Amal Obaid. "The integration of information and communication technology into basic education schools in Oman : a study of teachers' use of ICT and the influence of related factors." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5608.

Full text

Abstract:

This study investigates teachers' use of Information and Communication technology (ICT) in Basic Education schools in Oman. The introduction of ICT was a reform in the education system embarked upon in 1998 which aimed to transfer the schools from the traditional style to more progressive through the integration of technology into teaching and learning. The main focus of the present study is on exploring the influence of different factors on the use of ICT, such as the availability of different types of equipment, teacher training, learning resource centres, administration and attitudes toward the importance of the educational technology to the teaching-learning process. The study is based on both quantitative and qualitative data gathered using a variety of methods: questionnaires, interviews and classroom observations. The questionnaire sample consisted of 743 teachers. Interviews and observations were conducted with 23 teachers in all regions in Oman. Results indicate that teachers' use of ICT was low and most of them (around two thirds of the sample) still rely on traditional media tools; ICT use by Basic Education teachers was still confined primarily to laboratory settings; and teachers' technology experiences were not directly integrated into daily classroom instruction or lesson planning. Access to resources, time, training, home use and support were identified as factors that influence the integration of technology into daily instruction. Among the findings of the study are continuing weaknesses in ICT integration and the need for improved and more flexible in-service training. In addition, the study argues that the main concern of the Basic Education teachers was the lack of support, which could be improved by offering technical, administrative and suitable guides and knowledge to help them the achieve the higher levels of ICT integration.

APA, Harvard, Vancouver, ISO, and other styles

46

Koepfer, Kristen Star. "Six year Sunday school theological topic sequence and basic curriculum guide year one for grades six through twelve at Memorial Park Presbyterian Church, Allison Park, Pennsylvania /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

Full text

Abstract:

Thesis (M.A.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003.
Vita. A project submitted to the Faculty of Gordon-Conwell Theological Seminary in partial fulfillment of the requirements for the degree of Master of Arts in Religion. Includes bibliographical references (leaf 61).

APA, Harvard, Vancouver, ISO, and other styles

47

Woodfork, Thelma Simmons. "The relationship between computer training of high school principals and the use of microcomputers at their local schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/467.

Full text

Abstract:

This study investigated the computer training of secondary school principals and the use of computers for administrative and computer-managed instructional purposes. Because there were no known instruments to measure the concepts in the study, the writer constructed two instruments and had them field-tested by a panel of experts whose feedback was used for improving the instruments. Analysis of the data was made by using the Statistical Package for the Social Sciences (SPsS). Data gathered from the Likert attitudinal scale were utilized to test the null hypotheses in the study. Responses from the attitudinal scale were subjected to the Analysis of Variance Statistical Method. The following significant findings of the study are that: 1. The principals indicated that trainings through the school system, self-taught, and peer taught had proven to be of greatest benefit to them. Training offered by the computer salesperson and the university had proven to be least effective for them. 2. Most principals perceived their level of computer knowledge to be less than average in order for them to feel comfortable in utilizing the computer. Only five principals perceived their knowledge as being above average or excellent. 3. Most principals believed that commitment from themselves was most important in facilitating computer use within their schools. 4. The data suggest that computers were used for some administrative purposes. The computer was used most for scheduling and least for financial accounting. 5. There was a significant relationship between training offered by the computer salesperson and utilization of the computer for financial accounting. There was also found a significant relationship between training offered through the school system and computer utilization for individualized educational planning. 6. A statistically significant difference was also found to exist between principals’ and teachers’ computer use of computerized student progress and curriculum planning. The major conclusions that resulted from the study are as follows: 1. Although principals viewed themselves as being strongly committed to computer use in their schools, and they felt training offered through their local school system was of greatest benefit, there does, however, appear to be a discrepancy between the level of commitment they indicated and their level of training. 2. Most principals would like more hands-on application in how to utilize the computer for personal use, administrative, computer-managed instruction, and computer-assisted instruction. 3. Principals felt that greater utilization could and should be made of computers in their schools for administrative and computer-managed instruction purposes.

APA, Harvard, Vancouver, ISO, and other styles

48

Cain, Kevin G. "Computer usage by building-level administrators in West Virginia public schools." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1856.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains x, 257 p. Includes abstract. Includes bibliographical references (p. 236-246).

APA, Harvard, Vancouver, ISO, and other styles

49

Li, Xiaolei, and 李曉蕾. "Obstacles of using tablet computers as a learning tool in primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206571.

Full text

Abstract:

With the development of using tablet computers in the classrooms, it is raised concern in education how to enhance the effectiveness of using tablet computers in teaching and learning. In this study, it provides a significant framework included four main obstacles of using tablet computers as a learning tool related to schools, teachers, students and parents that are studied with grounded theory. The purpose of this study is to understand the obstacles of using tablet computers as a learning tool and provide some recommendations according to teachers’ perception of teaching and students’ engagement of learning that occurs as a result of using tablet computers in primary schools. From the results of comparing students’ using tablet computers between schools and homes, the perception of teachers, students and parents’ on using tablet computers as a learning tool, the study found that there is a lot to develop and improve the tablet computers for primary school students to use as a learning tool.
published_or_final_version
Education
Master
Master of Science in Information Technology in Education

APA, Harvard, Vancouver, ISO, and other styles

50

Prince, Gilbert Leslie. "Implementation of computers in schools : a case study of five schools in the Makana and Somerset East districts /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1293/.

Full text

Abstract:

Thesis (M.Ed. (Education)) - Rhodes University, 2007.
A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!