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Journal articles on the topic 'Computer in education'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Wilson, Derek. "Computer integrated education." Computing & Control Engineering Journal 3, no. 1 (1992): 2. http://dx.doi.org/10.1049/cce:19920001.

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12

Cingi, Can Cemal. "Computer Aided Education." Procedia - Social and Behavioral Sciences 103 (November 2013): 220–29. http://dx.doi.org/10.1016/j.sbspro.2013.10.329.

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13

Clements, A. "Computer architecture education." IEEE Micro 20, no. 3 (May 2000): 10–12. http://dx.doi.org/10.1109/mm.2000.846304.

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14

Rosenberg, Ronni. "Computer Literacy Education." Bulletin of Science, Technology & Society 7, no. 3-4 (August 1987): 984–94. http://dx.doi.org/10.1177/027046768700700396.

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15

Rosenberg, Ronni. "Computer Literacy Education." Bulletin of Science, Technology & Society 7, no. 5-6 (December 1987): 984–94. http://dx.doi.org/10.1177/0270467687007005-674.

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16

Lowe, Janis. "Computer-Based Education." Journal of Research on Technology in Education 34, no. 2 (December 2001): 163–71. http://dx.doi.org/10.1080/15391523.2001.10782343.

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17

Yasinsac, A., R. F. Erbacher, D. G. Marks, M. M. Pollitt, and P. M. Sommer. "Computer forensics education." IEEE Security & Privacy 1, no. 4 (July 2003): 15–23. http://dx.doi.org/10.1109/msecp.2003.1219052.

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18

Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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19

Gonzalez, Roxana, Patricia O’Brien-Barry, Reginaldo Ancheta, Rennuel Razal, and Mary Ellen Clyne. "Peer Education Versus Computer-Based Education." Journal for Nurses in Professional Development 33, no. 4 (2017): E1—E5. http://dx.doi.org/10.1097/nnd.0000000000000371.

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20

Huelsman, L. P. "Personal computers in electrical and computer engineering: education survey." IEEE Transactions on Education 34, no. 2 (May 1991): 175–78. http://dx.doi.org/10.1109/13.81597.

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21

HAMPLOVÁ, Michaela, and Jiří DOSTÁL. "USE OF COMPUTERS AND COMPUTER GAMES IN PRESCHOOL EDUCATION." Journal of Technology and Information 4, no. 2 (August 1, 2012): 28–36. http://dx.doi.org/10.5507/jtie.2012.029.

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22

Marcoulides, George A. "The Relationship between Computer Anxiety and Computer Achievement." Journal of Educational Computing Research 4, no. 2 (May 1988): 151–58. http://dx.doi.org/10.2190/j5n4-24hk-567v-at6e.

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Computers are rapidly being introduced into virtually every work setting. The ability to use computers, therefore, has become a crucial component in the educational process. Computer anxiety, however, may influence student abilities to master computer skills and consequently affect the degree to which computers can effectively be utilized. This study investigates the possible effects of computer anxiety on student achievement in computer skills. The results suggest that computer anxiety is an important predictor of computer achievement. Educational systems that seek to prepare students in the field of computer applications must, therefore, become particularly concerned with creating less stressful environments.
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23

Iskrenovic-Momcilovic, Olivera. "Using Computers in Teaching in Higher Education." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 71–78. http://dx.doi.org/10.2478/mjss-2018-0116.

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Abstract This paper describes advantages of using computers in teaching, but also problems that occur, as well as possibilities for their elimination. The main goal of the research is the formation of images which show the use of computers in higher education. The paper presents the results of a survey conducted among students of the Faculty of Education in Sombor (Serbia) about the use of computers in teaching. A sample of 126 respondents comprises students of the last year of all study programs. The results show that students and professors have a positive attitude about using computers in education and knowledge dissemination through computers. Most of them think that teachers have mastered basic computer knowledge, but give priority to teachers who know how to work with a computer, as well as to younger teachers. Students believe that many barriers occur during the use of computers, among which the most important is the inaccessibility of technical equipment. All barriers can be overcome through useful and practical computer seminars.
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24

Dyck, Jennifer L., and Janan Al-Awar Smither. "Computer Anxiety and the Older Adult: Relationships with Computer Experience, Gender, Education and Age." Proceedings of the Human Factors Society Annual Meeting 36, no. 2 (October 1992): 185–89. http://dx.doi.org/10.1177/154193129203600210.

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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 in the study completed a demographic and computer experience questionnaire, and two computer anxiety scales. Previous research findings indicating a negative relationship between computer anxiety and computer experience was replicated for both young and older adults. Additional findings indicated that older adults were less computer anxious and had less computer experience than younger adults. Furthermore, older subjects indicated more liking for computers than younger subjects. However, while young males liked computers more than young females, no differences between older males and older females were found on the computer liking subscale. Some discrepancies between the two computer anxiety scales suggest further research is needed to validate computer anxiety scales for use with older adults.
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25

Sathyamurthy, N. "Let There be Computers and Virtual Computer Networks!" Resonance 25, no. 10 (October 2020): 1463–66. http://dx.doi.org/10.1007/s12045-020-1063-2.

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26

Rugelj, Jože. "Serious computer games in computer science education." EAI Endorsed Transactions on Game-Based Learning 2, no. 6 (November 5, 2015): 150613. http://dx.doi.org/10.4108/eai.5-11-2015.150613.

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27

Keitel, S., C. Ahrens, and H. Moll. "Computer-based technologies and their influence on welding education." Paton Welding Journal 2014, no. 10 (October 28, 2014): 51–55. http://dx.doi.org/10.15407/tpwj2014.10.10.

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28

Ilyasova, Zukhra K. "ASPECTS OF ENSURING THE QUALITY OF COMPUTER SCIENCE EDUCATION." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 1862–66. http://dx.doi.org/10.37200/ijpr/v24i4/pr201295.

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29

Tuschák, Róbert, Maria Habermayer, Ruth Bars, and Béla Szúcs. "Computer Aided Control Education." IFAC Proceedings Volumes 29, no. 1 (June 1996): 2901–6. http://dx.doi.org/10.1016/s1474-6670(17)58118-5.

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30

FLANAGAN, NICOLE, MEGAN WALTZ-HILL, NANCY M. LEWIS, and KENT ESKRIDGE. "Computer-Assisted Nutrition Education." Journal of the American Dietetic Association 102, no. 12 (December 2002): 1751. http://dx.doi.org/10.1016/s0002-8223(02)90374-3.

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31

Linblom, Åke. "Computer education in Skövde." Education and Computing 3, no. 3-4 (January 1987): 259–63. http://dx.doi.org/10.1016/s0167-9287(87)80030-4.

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32

Lindblom, ke. "Computer in music education." Education and Computing 4, no. 3 (January 1988): 157–59. http://dx.doi.org/10.1016/s0167-9287(88)80004-9.

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33

Lewin, Douglas. "Computer-aided design education." Electronics and Power 33, no. 4 (1987): 255. http://dx.doi.org/10.1049/ep.1987.0166.

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34

Maddux, Cleborne D. "Computer Networking in Education:." Computers in the Schools 6, no. 1-2 (December 14, 1989): 37–43. http://dx.doi.org/10.1300/j025v06n01_04.

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35

McFadden, Anna C., George E. Marsh, and Barrie Jo Price. "Computer Testing in Education." Computers in the Schools 18, no. 2-3 (October 2001): 43–60. http://dx.doi.org/10.1300/j025v18n02_04.

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36

Cunningham, Steve. "Computer graphics education directory." ACM SIGGRAPH Computer Graphics 19, no. 4 (November 1985): 113–51. http://dx.doi.org/10.1145/378152.378158.

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37

Cohen, Jacques. "Updating computer science education." Communications of the ACM 48, no. 6 (June 2005): 29–31. http://dx.doi.org/10.1145/1064830.1064853.

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38

Iskander, M. F. "Computer-based electromagnetic education." IEEE Transactions on Microwave Theory and Techniques 41, no. 6 (1993): 920–31. http://dx.doi.org/10.1109/22.238505.

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39

Knight, John C., Jane C. Prey, and Wm A. Wulf. "Undergraduate computer science education." ACM SIGCSE Bulletin 26, no. 1 (March 12, 1994): 155–59. http://dx.doi.org/10.1145/191033.191093.

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40

Yukselen, M. Adil. "Computer Assisted Aerodynamics Education." Procedia - Social and Behavioral Sciences 47 (2012): 362–68. http://dx.doi.org/10.1016/j.sbspro.2012.06.664.

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41

Jewett, Brian S., F. Christopher Holsinger, Ronald B. Kuppersmith, and John E. Buenting. "COMPUTER-BASED PHYSICIAN EDUCATION." Otolaryngologic Clinics of North America 31, no. 2 (April 1998): 301–7. http://dx.doi.org/10.1016/s0030-6665(05)70049-9.

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42

Murphy, Kent R. "COMPUTER-BASED PATIENT EDUCATION." Otolaryngologic Clinics of North America 31, no. 2 (April 1998): 309–17. http://dx.doi.org/10.1016/s0030-6665(05)70050-5.

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43

Mitchell, Bonnie. "Computer graphics education directory." ACM SIGGRAPH Computer Graphics 30, no. 3 (August 1996): 57–79. http://dx.doi.org/10.1145/232301.232347.

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44

Cerf, Vinton G. "Computer science education---revisited." Communications of the ACM 56, no. 8 (August 2013): 7. http://dx.doi.org/10.1145/2492007.2492009.

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45

Sukhov, Anton. "COMPUTER GAMES AND EDUCATION." IJAEDU- International E-Journal of Advances in Education 1, no. 3 (2015): 248. http://dx.doi.org/10.18768/ijaedu.79254.

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46

Adamek, Milan, Miroslav Matysek, and Michaela Barinova. "Computer networks in education." MATEC Web of Conferences 125 (2017): 02058. http://dx.doi.org/10.1051/matecconf/201712502058.

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47

Mayer, Richard E. "Computer Games in Education." Annual Review of Psychology 70, no. 1 (January 4, 2019): 531–49. http://dx.doi.org/10.1146/annurev-psych-010418-102744.

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Visionaries offer strong claims for the educational benefits of computer games, but there is a need to test those claims with rigorous scientific research and ground them in evidence-based theories of how people learn. Three genres of game research are ( a) value-added research, which compares the learning outcomes of groups that learn academic material from playing a base version of a game to the outcomes of those playing the same game with one feature added; ( b) cognitive consequences research, which compares improvements in cognitive skills of groups that play an off-the-shelf game to the skill improvements of those who engage in a control activity; and ( c) media comparison research, which compares the learning outcomes of groups that learn academic material in a game to the outcomes of those who learn with conventional media. Value-added research suggests five promising features to include in educational computer games: modality, personalization, pretraining, coaching, and self-explanation. Cognitive consequences research suggests two promising approaches to cognitive training with computer games: using first-person shooter games to train perceptual attention skills and using spatial puzzle games to train two-dimensional mental rotation skills. Media comparison research suggests three promising areas where games may be more effective than conventional media: science, mathematics, and second-language learning. Future research is needed to pinpoint the cognitive, motivational, affective, and social processes that underlie learning with educational computer games.
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48

Martin, James. "Computer science education today." Communications of the ACM 28, no. 3 (March 1985): 251. http://dx.doi.org/10.1145/3166.315012.

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49

McCauley, Renée A. "Computer science education links." ACM SIGCSE Bulletin 29, no. 4 (December 1997): 19–20. http://dx.doi.org/10.1145/271125.271144.

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50

Joel, William J. "Engaging computer science education." ACM SIGCSE Bulletin 38, no. 3 (September 26, 2006): 316. http://dx.doi.org/10.1145/1140123.1140222.

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