Relevant bibliographies by topics / Computer in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computer in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Computer in education"

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Dorfman, Raul. "Computers and computer education in Argentina." ACM SIGCUE Outlook 20, no. 2 (June 1989): 15–17. http://dx.doi.org/10.1145/382145.382958.

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Gall, James E. "Rethinking the Computer in Education." Journal of Educational Technology Systems 30, no. 4 (June 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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Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (October 17, 2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.

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Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.
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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 (November 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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J. Yellaiah, J. Yellaiah, and Sushila A. Sushila. A. "ICT Education for Rural Women and Girls: A case of Computer Education." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 69–71. http://dx.doi.org/10.15373/2249555x/mar2013/25.

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Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (April 1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.
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Clements, A. "Computer architecture education." Microprocessors and Microsystems 23, no. 5 (October 1999): 255–56. http://dx.doi.org/10.1016/s0141-9331(99)00020-4.

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Lister, Raymond. "Computer Science Education." Computer Science Education 18, no. 2 (June 2008): 65–66. http://dx.doi.org/10.1080/08993400802172449.

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Daetwyler, Ch. "Computer-Supported Education." Yearbook of Medical Informatics 12, no. 01 (August 2003): 579–82. http://dx.doi.org/10.1055/s-0038-1638157.

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Eren, Saban. "Computer Aided Education." Journal of Teaching in International Business 3, no. 4 (December 15, 1992): 45–57. http://dx.doi.org/10.1300/j066v03n04_03.

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Dissertations / Theses on the topic "Computer in education"

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Bewley, Samantha. "High School Computer Science Education." Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.

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One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.

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Chi, Wen-Hsiang. "Computer applications in counselor education /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125219338.

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Collins, Rob. "Computer applications to special education." Thesis, Keele University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238175.

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This thesis investigates the way in which software for adults with severe learning difficulties should be designed. Literature from educational technology, the psychology of mental handicap and computer science is reviewed from the Author's viewpoint of software engineering. The literature review points to a need for the design of systems in this area to be a multidisciplinary activity. Four case studies in software development for adults with severe learning difficulties are described. These track the development of software systems from conception, through design and development to evaluation. The thesis then proceeds to show that technically adequate software is in itself not enough and that there is a need for staff support and staff development. Systems to implement these for staff working with adults who have severe learning difficulties are proposed and evaluated. The thesis concludes with specific design criteria and argues for a more holistic view of design within software development for social settings.
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Can, Gulfidan. "Perceptions Of Prospective Computer Teachers Toward The Use Of Computer Games With Educational Features In Education." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1117845/index.pdf.

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This study investigates the perceptions of prospective computer teachers, who have been studying at the Computer Education and Instructional Technology (CEIT) departments of four different universities, toward the use of computer games with educational features in education. It also examines the future plans of the participants regarding the use of computer games with educational features in their courses or in learning environments that they will design and it explores the participants&rsquo
computer game playing characteristics as well. The subjects of this study were 116 students from the Computer Education and Instructional Technology departments of four universities: Ankara, Gazi, Hacettepe and the Middle East Technical University. The data were collected through a questionnaire and interviews. The data were analyzed by using descriptive statistics and qualitative analysis methods. This study reveals that the prospective computer teachers who participated in this study have positive perceptions toward the use of computer games with educational features in education. Moreover, most of the participants plan to use such games in their future professions according to their responses. However, it is revealed that participants also have doubts about some issues regarding the use of such games in education, although this is a rare case.
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Mackie, Diana Mary. "Computer-enhanced learning in tertiary education." Thesis, Edinburgh Napier University, 1991. http://researchrepository.napier.ac.uk/Output/7310.

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It is widely accepted that mathematics courses for science and engineering undergraduates should aim to develop an enquiring and creative approach to mathematics together with good communication skills. Due to their versatili ty, computatonal power and graphical capabilities, computers can play a significant role in developing these skills. A review of the development of computer-assisted learning of mathematics established that a new investigative approach could exploit the potential of the computer. For this project, two comprehensive computer-based learning packages were developed. The content and educational objectives of the packages were determined by consultation with mathematics lecturers. These objectives were to encourage investigative work, to facilitate problem solving and to enhance student understanding of certain algorithms and topics. The packages were evaluated over a four-year period, whilst in regular use in the mathematical sciences laboratories at Napier Polytechnic as part of the curriculum of several degree courses. During the formative evaluation, modifications and improvements were incorporated. The second stage of the evaluation comprised an investigation of the impact of the packages on the mathematics curriculum. In particular, changes in teaching approaches, learning outcomes and student attitudes towards mathematics were studied through observation, questionnaires and interviews. The feasibility of transfer of the materials developed to other higher educational establishments was also examined. The study identified an increase in the use of graphical methods to explore the behaviour of functions, numerical methods and models, more emphasis on investigative work, and more analysis and interpretation of results. Improved communication skills were also noted. It was deduced that the computer-based approaches adopted had fostered the development of higher cognitive skills, thus leading to an enhanced quality of learning.
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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Ryu, Mike Dongyub. "Improving Introductory Computer Science Education with DRaCO." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1943.

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Today, many introductory computer science courses rely heavily on a specific programming language to convey fundamental programming concepts. For beginning students, the cognitive capacity required to operate with the syntactic forms of this language may overwhelm their ability to formulate a solution to a program. We recognize that the introductory computer science courses can be more effective if they convey fundamental concepts without requiring the students to focus on the syntax of a programming language. To achieve this, we propose a new teaching method based on the Design Recipe and Code Outlining (DRaCO) processes. Our new pedagogy capitalizes on the algorithmic intuitions of novice students and provides a tool for students to externalize their intuitions using techniques they are already familiar with, rather than with the syntax of a specific programming language. We validate the effectiveness of our new pedagogy by integrating it into an existing CS1 course at California Polytechnic State University, San Luis Obispo. We find that the our newly proposed pedagogy shows strong potential to improve students’ ability to program.
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Teasley, Unice H. "Factors that influence competent, computer-using teachers' decisions about computer integration." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260649028.

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Greh, Deborah Ellen. "Computers in art education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778184.

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Mitchell, Carmen L. (Carmen Lois). "The Contributions of Grace Murray Hopper to Computer Science and Computer Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278692/.

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This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education.
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Books on the topic "Computer in education"

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Veṅkaṭarāva, Pī. Saṅganakaśikṣā: Computer education. Navadehalī: Nyū Bhāratīya Buk Kārporeśana, 2010.

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Lane, H. Chad, Susan Zvacek, and James Uhomoibhi, eds. Computer Supported Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58459-7.

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McLaren, Bruce M., Rob Reilly, Susan Zvacek, and James Uhomoibhi, eds. Computer Supported Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21151-6.

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Zvacek, Susan, Maria Teresa Restivo, James Uhomoibhi, and Markus Helfert, eds. Computer Supported Education. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25768-6.

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Zvacek, Susan, Maria Teresa Restivo, James Uhomoibhi, and Markus Helfert, eds. Computer Supported Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29585-5.

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Anderson, Ronald E., ed. Topics in computer education: national educational computer policy alternatives. New York, NY, USA: ACM, 1986. http://dx.doi.org/10.1145/17468.

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Siegel, Marty. Understanding computer-based education. New York: Random House, 1986.

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Pantelidis, Veronica S. Computer use in education. Greenville, N.C: Dept. of Library and Information Studies, East Carolina University, 1985.

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Sambath, Sabo. Frontiers in Computer Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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Sharp, Vicki F. Computer education for teachers. 3rd ed. Boston, Mass: McGraw-Hill College, 1999.

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Book chapters on the topic "Computer in education"

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Eberts, Ray E. "Computer-Aided Education." In Tutorials, 37–44. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3726-6_5.

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Degoulet, Patrice, and Marius Fieschi. "Computer-Based Education." In Introduction to Clinical Informatics, 169–78. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4612-0675-0_13.

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Bo, Yang, Li Yingfang, Li Junsheng, and Sun Jianhong. "The Impact of Computer Based Education on Computer Education." In Computing and Intelligent Systems, 1–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24091-1_1.

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Nasri, Ahmad H. "Computer Graphics in Computer Graphics Education." In Interactive Learning Through Visualization, 217–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77263-4_19.

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Salomoni, Paola, Silvia Mirri, Stefano Ferretti, and Marco Roccetti. "Education." In Human-Computer Interaction Series, 263–71. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84800-050-6_15.

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McComas, William F. "Computer Simulations." In The Language of Science Education, 18. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_16.

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Wattanawaha, Nongnuch. "Computer Education in Thailand." In Cross National Policies and Practices on Computers in Education, 413–27. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-0-585-32767-9_21.

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Feyerer, Ewald. "Computer and Inclusive Education." In Lecture Notes in Computer Science, 64–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_13.

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Hildmann, Jule, and Hanno Hildmann. "Computer Games in Education." In Encyclopedia of Computer Graphics and Games, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-08234-9_278-1.

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Cox, Donna J. "Collaborative Computer Graphics Education." In Interactive Learning Through Visualization, 189–200. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77263-4_16.

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Conference papers on the topic "Computer in education"

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"Computer education." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228148.

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Tomsons, Dzintars, and Inta Znotiņa. "DEVELEPMENT OF COMPUTER-BASED EDUCATIONAL GAME ACROSS COMPUTER SCIENCE CURRICULUM." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.92.

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The current paper describes the use of game development for improvement of first year Computer Science students’ professional and social competencies. The computer-based education games play grateful platform for integration of knowledge and skills gained by students in several learning courses, i.e., programming, web-design, computer graphics and animation, introduction to software engineering, etc. The multidisciplinary character of the games provides possibilities to constitute teams with students from different study programs. Thereby the students get their first experience in cross-disciplinary communication. Key words: computer-based education, educational games, learning environment.
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"COMPUTERS FOSTER EDUCATION AND EDUCATION FOSTERS COMPUTER SCIENCE - The Politecnico’s Approach." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002793502890296.

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Sachs, David. "Effective computer education." In the 15th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/41866.41892.

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White, Gregory B., and Udo W. Pooch. "Computer ethics education." In the conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/199544.199610.

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Joel, William J., and Abe Echevarria. "Computer animation education." In ACM SIGGRAPH 2004 Posters. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186415.1186494.

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Patt, Yale. "Computer architecture education." In the 1999 workshop. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/1275215.1275216.

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Koppelman, Herman. "Using e-Tools in Computer Science Education: a Proposal." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2514.

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We present some thoughts about devising educational designs for experiments with the use of e-tools in computer science education. We stress that the focus should not be on technological issues but on educational design issues. Our intention is twofold. First of all it is proposed to gather information about the use of such tools, in order to compose guidelines and hints for computer science lecturers. Next, we propose to design and conduct new promising experiments about using e-tools within the context of computer science education.
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Prokhorov, Sergei. "Evolution of Education: From Computers to Computer Technology." In 2015 International Conference on Engineering and Telecommunication (EnT). IEEE, 2015. http://dx.doi.org/10.1109/ent.2015.28.

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Saad, Ashraf, Travis Shuff, Gabriel Loewen, and Kyle Burton. "Supporting undergraduate computer science education using educational robots." In the 50th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2184512.2184596.

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Reports on the topic "Computer in education"

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Irvine, Cynthia E. The Reference Monitor Concept as a Unifying Principle in Computer Security Education. Fort Belvoir, VA: Defense Technical Information Center, June 1999. http://dx.doi.org/10.21236/ada423529.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, February 2003. http://dx.doi.org/10.21236/ada415639.

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Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, February 2006. http://dx.doi.org/10.21236/ada456152.

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Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, February 2004. http://dx.doi.org/10.21236/ada424654.

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Bauder, T. A. Proposal to improve math, science and computer science education at Woodrow Wilson Senior High School through the implementation of technological innovations. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/510608.

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Appoev, R. K., and Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, June 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
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Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite, and Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.
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