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Relevant bibliographies by topics / Computer software Children Computer-assisted instruction. Students. Teachers

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Academic literature on the topic 'Computer software Children Computer-assisted instruction. Students. Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Computer software Children Computer-assisted instruction. Students. Teachers"

1

Foster, Matthew E., Jason L. Anthony, Doug H. Clements, Julie Sarama, and Jeffrey M. Williams. "Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction." Journal for Research in Mathematics Education 47, no. 3 (May 2016): 206–32. http://dx.doi.org/10.5951/jresematheduc.47.3.0206.

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.

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Zhang, Jingjing. "Computer Assisted Instruction System under Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (March 16, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i05.20307.

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In order to promote the development of intelligent teaching system, artificial intelligence technology is combined with computer assisted instruction (CAI) system to produce intelligent CAI (ICAI), and the design of ICAI is studied in order to facilitate the application and implementation of intelligent teaching system. First, there is an introduction of the basic concepts, related theories, and implementation principles of ICAI. Then, the requirements of ICAI are analyzed in detail on the basis of studying the relevant technologies required by ICAI, including the functional and non-functional requirements. The subsystem is set based on the different needs of the target users (administrator, teacher, and student users). Finally, the general and functional structure of ICAI are designed, and there are tests for the system functions. The results show that the system takes Java Server Pages (JSP) as the development language, Struts2 as the technical framework, and SQL Server 2008 as the back-end database, which realizes a teaching platform mainly for teachers, students, and administrators. After testing, the overall operation of the system is good, and the functional test results of the login module, homework release, and learning resource upload meet the software design requirements. The response time of the system prolongs, the number of users who can’t successfully log in grows, and the utilization of server central procession unit (CPU) and memory utilization both increase, which are caused by the increasing number of concurrent users. The results indicate that the combination of CAI and artificial intelligence (AI) technology can meet students’ online teaching demands, break the time-space limitation of traditional teaching, and provide important reference value for the reform of teaching mode and the improvement of teaching quality

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McKissick, Bethany R., Karen M. Diegelmann, and Sarah Parker. "Using Technology to Address Barriers in Rural Special Education for Students With Autism: A Do-It-Yourself Guide." Rural Special Education Quarterly 36, no. 3 (May 25, 2017): 155–59. http://dx.doi.org/10.1177/8756870517707712.

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Providing high-quality special education services in rural settings has a variety of challenges such as geographic isolation and a lack of resources. One particularly challenging aspect of rural special education is providing general curriculum access. Computer-assisted instruction is one way to provide high-quality specialized instruction that does not require the attention of another teacher nor a paraprofessional while still possessing the ability to implement research-based specially designed instruction with fidelity. This article provides teachers with task analyses and considerations for creating their own computer-assisted instruction using widely available computer software.

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Hsu, Hsiu-Hui, Chih-Fu Wu, Wei-Jen Cho, and Shih-Bin Wang. "Applying Computer Graphic Design Software in a Computer-Assisted Instruction Teaching Model of Makeup Design." Symmetry 13, no. 4 (April 12, 2021): 654. http://dx.doi.org/10.3390/sym13040654.

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Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.

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Lehrer, Richard, and Lynn Randle. "Problem Solving, Metacognition and Composition: The Effects of Interactive Software for First-Grade Children." Journal of Educational Computing Research 3, no. 4 (November 1987): 409–27. http://dx.doi.org/10.2190/ufww-fadf-bk21-yr5n.

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We report an experimental study of the instructional effectiveness of two types of interactive software environments for low SES first-grade students. The first environment consisted of teaching children the Logo programming language. The second contained commercially available software to aid composition and problem solving. Both software environments were contrasted to a no-treatment condition. Students in all conditions had the same teacher. Findings indicated that both software environments enhanced problem solving performance for a novel task, but the Logo environment was most facilitative for “learning to learn.” Both environments also appeared to enhance components of metacognition. Qualitative analysis of writing samples indicated no differences among groups. Results are interpreted as supporting the instructional utility of interactive software environments that are integrated within the curriculum.

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Zhao, Xiaojun. "The Application of Computer Technology in Mongolian College English Teaching." International Journal of Emerging Technologies in Learning (iJET) 12, no. 02 (February 28, 2017): 52. http://dx.doi.org/10.3991/ijet.v12i02.6044.

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Based on the demand of modern teaching, this paper researches the application of and problems faced by Mongolian information processing and computer multimedia technology in computer-assisted instruction. It also sets the teaching software content and learning goal and further designs the teaching software according to the English learning features and characteristics of choosing the medium of information of Mongolian college students. This software is suitable for use in learning and teaching bilingualism second language to Mongolian students, and teachers and can realize the independent code of bilingual characters, Mongolian input and output, Mongolian character handling and bilingual inter-translation functions. Manufacture and development of bilingual teaching software facilitates the enthusiasm of Mongolian college students to learn English, improve the language learning environment and plays a positive facilitation role in multilanguage integration and cultural development of the Mongolian area.

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Williams, Flossie. ""Computer Assisted Instruction in Learning Science Concepts at Eighth Standard Level - An Experiment "." Artha - Journal of Social Sciences 8, no. 1 (January 1, 2009): 18. http://dx.doi.org/10.12724/ajss.14.3.

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Traditional method of teaching, wherever it is practiced, has become non professional in the field of Educational Technology. It is a universal problem but its incidence is more in underdeveloped countries like India .That's why , NPE 1986 and Revised Educational policies emphasized on the application of technology in the field of Education. Therefore ,the State government came forward to create an awareness of C.A.I. & C.A.L. among class room teachers through software companies like INTEL WIPRO etc., by organizing training program viz., 'Teach To The Future'. However, the present study deals with the influence of ComputerAssisted Instruction in Learning Biological science concepts like Bacteria , Fungi , Algae, Virus , Protozoans (Micro organism) on eighth standard students. The present study resulted in the highest performance by the Experimental group in their post test compared to Controlled group. The Experimental group showed remarkable improvement in the number of first classes. The slow learners proved their success by achieving 100% result. These students remained active through out the sessions in the Experimental group as compared with controlled group. The 't' test was found to be significant. Performance of boys and girls in the post test showed negative correlation,which was perfect.

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Rahimi, Assoc Prof Dr Ali, and Samira Mouri. "The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 210–17. http://dx.doi.org/10.18844/gjflt.v6i4.1673.

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This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.

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Hajebi, Mustapha. "Enhancing Writing Performance of Iranian EFL University Students in the Light of Using Computer Assisted Language Learning." International Linguistics Research 1, no. 2 (December 5, 2018): p47. http://dx.doi.org/10.30560/ilr.v1n2p47.

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The purpose of this research is to improve the performance of Iranian EFL students writing process model based on technology to see computer software checked the grammar, punctuation, spelling and the performance of students. So there is in need of different conditions to design protocols for using computer assisted language learning to improve students’ performance. A quantitative method including pre- test and post -test followed in this study. The study lasted for four weeks with naturalistic use of computer software in the writing instruction of experimental group to check the performance of students based on using computer assisted language learning. The present study involves various techniques in writing performance in contrast with other traditional methods. Computer assisted language learning was employed to compare and assess the writing performance. The results of the study support the idea that word processors improve the EFL learners’ writing mechanism. Computer assisted language learning gives best path for the writing performance of students and also decreases mistakes in writings. This research provides recommendable performance for EFL learners, EFL teachers to adopt the technique in their classes to advance their students' language learning. Therefore, a comparison of the results after the next course cycle will then allow to impose the effects of enhancing writing performance, which would not be possible without using computer assisted language learning approach.

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Alam, Md Zahangir, and Farhana Binte Mizan. "The Perceptions about Computer Assisted Language Learning for L2 Vocabulary Acquisition." Journal of Language Teaching and Research 10, no. 5 (September 1, 2019): 926. http://dx.doi.org/10.17507/jltr.1005.04.

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Being the digital natives, instructors and learners of this cutting edge era largely depend on technology to intensify their learning and teaching process inside and outside the classroom. Many devices are found to make language teaching more effecting and alluring for the learners. Arguably, both parties’ teachers and students are receiving some benefits after including this addition of modern science in their learning and teaching process. This study focuses on how CALL aids learning and teaching to this integral component of the language. It is found that certain software which were installed in the computer offer learners help immensely to internalize ESL vocabulary. Indeed, accesses of visual imagery on computer screen aids learners make concrete images of uncommon vocabulary which support very effectively L2 vocabulary acquisition. Most notably the study has found that CALL eases learning points for the special children besides it helps learners retain the vocabulary which they learn. With the availability, teachers can present lesson in realistic fashion which guide learners internalize the L2 vocabulary. Teachers are found ambivalent about including CALL tools in their daily taught lessons as technology always carries some fringe crisis though none expressed any negative feelings about the worth of CALL in case of vocabulary acquisition.

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Dissertations / Theses on the topic "Computer software Children Computer-assisted instruction. Students. Teachers"

1

Watson, Patricia A. "Kids' voices, teachers' thoughts : informing the process of software development through user input /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974697.

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Pitre, Barbara J. (Barbara Jean). "The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277768/.

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The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading achievement and attitudes of at-risk students in a low achieving urban school. An additional purpose was to determine teacher attitudes toward using technology to deliver, measure, and manage instruction.

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Williams, Kristin K. "An Evaluation of two computer-based training software programs designed to develop the language and listening skills of students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).

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Neuman, Mary Delia. "Learning disabilities and microcomputer courseware : a qualitative study of students' and teachers' interactions with instructional dimensions /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336009.

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Christensen, Rhonda. "Effect of Technology Integration Education on the Attitudes of Teachers and their Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277676/.

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This study analyzed the effect of technology integration education on teachers' and students' attitudes toward information technology. Two instruments measuring similar attributes were used to assess teachers' and students' attitudes. Differences in pre- and post-test scores were used to determine changes that occurred during the course of the study.

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McKenney, Robyn Sullivan. "The effects of sustained, individualized technology professional development with a classroom teacher on the acquisition of content and technology skills of third grade students engaged in a multi-disciplinary study of the Arctic /." Online thesis, 2004. http://www.geocities.com/bobbyn18/FINALEDITION.doc.

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Thesis (M.S.)--Eastern Connecticut State University, 2004.
Website for materials: http://www.geocities.com/bobbyn18/Thesis.html?1074876403923 (viewed 12-29-2005). Bibliography: leaves 93-97. Thesis also available via the World Wide Web.

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Cheong, Yuet-chu Mickey, and 張月珠. "Investigating the effectiveness of the BCA web-based learning and teaching materials in supporting primary students learning English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29600418.

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Robinson, Gary E. (Gary Edwin). "The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277822/.

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The purpose of this study was to determine whether using integrated, networked testing and skills software combined with parental participation would increase students' achievement in reading, improve students' self-esteem and improve attitude toward school. Further, the purpose was to determine if parental participation promotes improved attitude toward school.

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Books on the topic "Computer software Children Computer-assisted instruction. Students. Teachers"

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Benaloh, Laurie Anne Blake. Teachers, students and instructional software: What works well and why. 1993.

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Swallow, Jonathan Charles. Facilitating thinking through peer interaction with software support. 1989.

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Book chapters on the topic "Computer software Children Computer-assisted instruction. Students. Teachers"

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Hu, Zhi-Hui, Billy H. W. Chiu, Howard Leung, and Yun Xu. "An Educational Game Helping Learners to Distinguish Similar Chinese Characters while Minimizing Human Efforts in Game Content Creation." In Intelligent Learning Systems and Advancements in Computer-Aided Instruction, 164–80. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-483-3.ch010.

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One of the difficulties in learning Chinese Characters is distinguishing similar characters. Usually similar characters have quite different meanings. This can cause misunderstanding and miscommunication in daily life. It is thus important for students learning the Chinese language to be able to distinguish similar characters and understand their proper usage. In this chapter, the authors propose some educational games to train students to distinguish similar characters. As Computer Assisted Language Learning (CALL) software, the proposed educational games can reduce the workload of teachers for delivering language lessons. By applying Computer Assisted Item Generation (CAIG) technique, a large amount of assessment items can be generated efficiently. The authors propose a method to identify similar Chinese characters such that the game content creation can be made automatic thus minimizing the human efforts. Learners need to understand the concepts rather than memorize the answers in order to perform well in the games. This results in a high replay value for the proposed educational games.

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Conference papers on the topic "Computer software Children Computer-assisted instruction. Students. Teachers"

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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.

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