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Relevant bibliographies by topics / Computers Computer science

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Academic literature on the topic 'Computers Computer science'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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Journal articles on the topic "Computers Computer science"

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Chakraborty, Pinaki. "Computer, Computer Science, and Computational Thinking: Relationship between the Three Concepts." Human Behavior and Emerging Technologies 2024 (March 28, 2024): 1–6. http://dx.doi.org/10.1155/2024/5044787.

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Digital computers were invented in the 1940s. They are sophisticated and versatile machines whose functioning is grounded in elaborate theory. Advances in theory and the availability of computers helped computer science to develop as an academic discipline, and university departments for the same started coming up in the 1960s. Computer science covers all phenomenon related to computers and consists primarily of man-made laws governing building, programming, and using computers. Computational thinking is a way of thinking influenced by computers and computer science. There are two schools of thought on computational thinking. The first school sees computational thinking as the use of computers to explore the world, while the other sees computational thinking as the application of concepts from computer science to solve real-world problems. Scholars typically agree that computational thinking has four essential components, viz., abstraction, decomposition, algorithm design, and generalization. Computational thinking is often feted by computer scientists as a useful skill that can be used by anybody anywhere. However, it is necessary to find out ways for successfully using computational thinking in domains other than computer science before it can be declared a universal skill.

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Barron, D. W. "Two cultures: computer science and personal computers." Endeavour 13, no. 1 (January 1989): 25–28. http://dx.doi.org/10.1016/0160-9327(89)90047-1.

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Chen, Sifei. "Application of Computer Science Technology in Computer Education." Journal of Education and Culture Studies 8, no. 1 (February 19, 2024): p65. http://dx.doi.org/10.22158/jecs.v8n1p65.

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The arrival of the era of big data, making the computer in all walks of life are widely used in the teaching process is also inseparable from the application of computers, some of the traditional teaching methods have also been replaced by computer technology, computer teaching has become the mainstream of the times, and has become a very effective means of teaching as well as teaching tools. The application and popularization of computers has brought great convenience to people's daily life, and has a great effect on the improvement of teaching quality. In the process of computer popularization, it is widely used in real life. And the computer as an education and learning tools, for computer education itself has great significance. In assisting teachers in the management of teaching and practical work at the same time, but also to provide students with richer learning resources and learning efficiency, so that the teaching and learning process is more concise and easy. The arrival of the era of big data, making the computer in all walks of life are widely used in the teaching process is also inseparable from the application of computers, some of the traditional teaching methods have also been replaced by computer technology, computerized teaching has become the mainstream of the times, and has become a very effective means of teaching as well as the teaching tools of the times. The application and popularization of computers has brought great convenience to people's daily life, and has a great effect on the improvement of teaching quality. Especially in the cultivation of talents in colleges and universities, the application of computers can have a great role in promoting the cultivation of innovation ability of college students. This article briefly analyzes the application of computer science and technology in computer education, starting from computer science and technology.

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Chen, Yaozhang. "Analysis of the Development of Computer Science and its Future Trend." Applied and Computational Engineering 8, no. 1 (August 1, 2023): 341–45. http://dx.doi.org/10.54254/2755-2721/8/20230180.

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Computer science is one of the most influential innovations of the last century, including data structures, computer and network design, modeling data and information processes, and artificial intelligence. With the development of computer science, more and more people begin to pay attention to the importance of computers. This paper tells the history of computer science, and introduces some frontier technology of computer science. Computers have greatly improved people's work and lifestyle, developed modern society, and become an indispensable part of people's lives. Computers have entered the era of artificial intelligence, which has a major impact on the development of human society.

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Prokhorov, S. P. "THE FUNDAMENTAL CONTRIBUTION OF THE ACADEMY OF SCIENCES TO THE DEVELOPMENT OF RUSSIAN COMPUTER SCIENCE AND COMPUTER TECHNOLOGY." Вестник Российской академии наук 93, no. 10 (October 1, 2023): 980–88. http://dx.doi.org/10.31857/s0869587323100092.

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The history of the creation of the first Soviet universal electronic computers is an excellent example of the ability and readiness of the Academy of Sciences to be a leader in the creation and development of new areas of science and technology. All work, starting with the design of computers and ending with the stage of creating computers and software, was carried out at the institutes of the Academy of Sciences. On December 4, 1948, I.S. Brook and B.I. Rameev received a copyright certificate for the invention of an automatic digital machine. It was the first official document indicating the beginning of work on the creation of computers in the USSR. The first Soviet computer, the M-1, was created at the Power Energy Institute under the leadership of Corresponding Member I.S. Brook. At the Institute of Precise Mechanics and Computer Engineering, under the guidance of Academician S.A. Lebedev, the most successful series of Soviet computers, BESM, was produced. The first copies of all new models of computers before being launched into a series were subjected to comprehensive tests at the Institute of Applied Mathematics, whose director was Academician M.V. Keldysh. Academician S.L. Sobolev was the ancestor of the Russian school of programming. The article contains little-known information about the first steps of computer science in Russia. Some facts about the history of those years were hidden in the archives for a long time and are now published for the first time.

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Kadijevich, Djordje. "Gender Differences in Computer Attitude among Ninth-Grade Students." Journal of Educational Computing Research 22, no. 2 (March 2000): 145–54. http://dx.doi.org/10.2190/k4u2-pwqg-re8l-uv90.

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A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender differences in computer attitude.

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Proctor, Romina M., and Paul C. Burnett. "Computer Attitude and Classroom Computers." Computers in the Schools 12, no. 3 (November 22, 1996): 33–41. http://dx.doi.org/10.1300/j025v12n03_05.

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Fagan, Jody Condit, and David J. Gaines. "EBSCO Computers and Applied Sciences Complete and ProQuest Computer Science Collection." Charleston Advisor 13, no. 1 (July 1, 2011): 14–17. http://dx.doi.org/10.5260/chara.13.1.14.

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Singh, Siddhart. "Use of Computer Technology in Research." Procedure International Journal of Science and Technology 1, no. 3 (2024): 31–38. http://dx.doi.org/10.62796/pijst.2024v1i304.

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Due to the infinite capabilities of the computer, it can be called a miracle. As a result of the development of fast working electronic digital computers and their use in various fields, a new revolution has been initiated in all the fields of knowledge and science. Due to computers, there has been a very significant and meaningful change in the thinking, working style and effectiveness of humans. Research work done in various fields is also not untouched by the influence of computers. The use of computers has affected not only the research work done in the field of physical sciences but also in the field of social sciences. The availability of computer facilities has had a special impact on two most important dimensions of research work in social and behavioral sciences. First, computers have made the preparation and presentation of research reports more simple and form. Second, computers have made the work of analysis easier and accurate. In fact, as a result of computers working at very fast speed, there has been significant development in the field of data storage, processing and analysis. As a result of computers, the problem of complexity of statistical calculation tasks has ended. Computers have made it possible to do calculation work of years in months, calculation work of months in days, calculation work of days in minutes and calculation work of minutes in seconds. Many such research works, which were not possible earlier due to the complex complexity of calculations used in data analysis and excessive timeconsumption, can be easily done today due to the availability of fast calculation facility on computers. The use of computers in research is increasing day by day. Its use in research is increasing day by day due to many reasons. Firstly, all those big calculations can be done easily and quickly in a computer today which was either never possible earlier or there was a possibility of some error if done by the human brain. Therefore, first of all, because of the ease with which the computer can calculate quantitative facts, it is used in research. The second advantage is that the computer can absorb a lot of quantitative or explanatory facts without demanding much space and presents them in the blink of an eye. It becomes very easy to send facts because they can be easily taken out as a second copy by the computer.

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Berque, Dave, Terri Bonebright, and Michael Whitesell. "Using pen-based computers across the computer science curriculum." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 61–65. http://dx.doi.org/10.1145/1028174.971324.

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Dissertations / Theses on the topic "Computers Computer science"

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Webster, Linda D. "Measuring change in computer self-efficacy and computer literacy of undergraduates in an introduction to computers course /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164548.

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Gleeson, William Joseph. "Computer-based decision-making: The impact of personal computers and distributed databases on managers' performance." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185309.

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This study was a field experiment to test the influence of two different computer conditions on decision-making in an organizational setting. The experiment was carried out in ten mid-sized corporations. The 117 subjects contained about equal numbers of managers and non-managers. The computer conditions tested were (1) a personal computer used with a distributed data base and (2) the traditional mainframe with a central data base supplying information by printouts. The experimental problem was identical in both conditions as was the data in the data base. An additional part of the experiment was to vary the amount of information provided. Half the Subjects in both test conditions had only half the information available to them that the other half of the Subjects had. The results indicated that personal computers were more efficient by enabling Subjects to reach decisions faster. PCs did not produce better outcomes overall. Managers performed best using the traditional printouts. Their performance declined in effectiveness (but not in efficiency) when using a PC. With non-managers the reverse applied. Non-managers performed best when using a PC if they were computer literate. In fact, computer literate non-managers with PCs performed better than managers in either test condition whether the managers were computer literate or not. The level of information available is important. More information leads to better decisions. The implications of the results for management are that (1) more training in the use of computers will produce better outcomes in decision-making; (2) PCs can improve productivity by achieving better effectiveness through better decision outcomes and do so more efficiently by taking less time. Non-managers using PCs can make managerial decisions as well as managers can if the non-managers have computer literacy training. This tends to support the view that managers can be de-skilled by the arrival of PCs in the workplace.

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Nadarajah, Kumaravel. "Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003341.

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Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.

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Zilli, Davide. "Smartphone-powered citizen science for bioacoustic monitoring." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/382943/.

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Citizen science is the involvement of amateur scientists in research for the purpose of data collection and analysis. This practice, well known to different research domains, has recently received renewed attention through the introduction of new and easy means of communication, namely the internet and the advent of powerful “smart” mobile phones, which facilitate the interaction between scientists and citizens. This is appealing to the field of biodiversity monitoring, where traditional manual surveying methods are slow and time consuming and rely on the expertise of the surveyor. This thesis investigates a participatory bioacoustic approach that engages citizens and their smartphones to map the presence of animal species. In particular, the focus is placed on the detection of the New Forest cicada, a critically endangered insect that emits a high pitched call, difficult to hear for humans but easily detected by their mobile phones. To this end, a novel real time acoustic cicada detector algorithm is proposed, which efficiently extracts three frequency bands through a Goertzel filter, and uses them as features for a hidden Markov model-based classifier. This algorithm has permitted the development of a cross-platform mobile app that enables citizen scientists to submit reports of the presence of the cicada. The effectiveness of this approach was confirmed for both the detection algorithm, which achieves an F1 score of 0.82 for the recognition of three acoustically similar insects in the New Forest; and for the mobile system, which was used to submit over 11,000 reports in the first two seasons of deployment, making it one of the largest citizen science projects of its kind. However the algorithm, though very efficient and easily tuned to different microphones, does not scale effectively to many-species classification. Therefore, an alternative method is also proposed for broader insect recognition, which exploits the strong frequency features and the repeating phrases that often occur in insects songs. To express these, it extracts a set of modulation coefficients from the power spectrum of the call, and represents them compactly by sampling them in the log-frequency space, avoiding any bias towards the scale of the phrase. The algorithm reaches an F1 score of 0.72 for 28 species of UK Orthoptera over a small training set, and an F1 score of 0.92 for the three insects recorded in the New Forest, though with higher computational cost compared to the algorithm tailored to cicada detection. The mobile app, downloaded by over 3,000 users, together with the two algorithms, demonstrate the feasibility of real-time insect recognition on mobile devices and the potential of engaging a large crowd for the monitoring of the natural environment.

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Watson, Jason. "Monitoring computer-based training over computer networks." Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/6910/.

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As time is becoming an ever more precious commodity in today's workplace, effective training is also taking on an increasingly important role, but finding the time to train today's workforce is becoming increasingly difficult. With employees in diverse locations across the country and across the world and some working from home, on the road or "hot-desking" we have to take a new approach to training. Fortunately computer-based training can solve many of the traditional problems such as the need to bring all trainees together in the same location at the same time. With today's sophisticated computer-based training applications motivated employees can train where they want, at home or at work, and when they want, at lunchtime or after work. However, there is also a basic legal and pedagogical requirement to record who has been trained and in what. This is very easy in a traditional training scenario, but much more difficult in today's training environments. This problem is currently the major obstacle to the widespread adoption of computer-based training, and looking for a solution to these problems was the aim of this research. This research began by investigating the processes used by multimedia developers when creating Computer Based Training (CBT) applications, identifying the current methodologies, techniques and tools that they use. Very quickly it was easy to see that developers use a whole range of development tools and that their expertise is primarily in the design of training applications, not in programming. Similarly the students want credit for the training that they undergo but do not want to be distracted by an intrusive monitoring system. The role of the Training Manager is equally important. He or she needs to be able to quickly assess the situation of an individual or a group of students and take remedial action where necessary. Balancing all of these needs in a single generic solution to the monitored training problem was the single biggest challenge. This research has addressed these important problems and has developed a solution that permits the monitoring of student training progress in any location and at any time in a way that is totally transparent to the user. The author integrates this additional functionality into a new or existing training through a drag-and-drop interface which is very easy to use, creating a monitoring experience which is totally transparent to the trainee and the Training Manager receives a summary database of student progress. Specifically the system uses a library of C++ functions that interface to Authorware, Director, Toolbook or a C++ application. The functions permit an author to open a monitoring database at the start of a training session and close it at the end. Whilst the database is open we can record any data that we require regarding student progress and performance. On closing the session the resulting database is sent to a central collation point using FTP. Students are identified automatically through their IP address, from their network login or ask them to logon to the training session manually. The system can write any database format that is required and if the network is unavailable when the session ends the database will be saved locally until the next training session. At the central collation point a specially written application takes the many databases created by individual training sessions and collates them into one large database that can be queried by the training manager. Small trials were initially performed with a prototype system at the collaborating company, CBL Technology Ltd, which in turn led to larger trials at both Cable and Wireless Communication PLC and the University of Huddersfield. In these trials authors of CBT applications found the system extremely easy to integrate into their applications and the training managers and course leaders responsible for training outcomes, found the feedback on student performance, that the system provided, invaluable. This research had demonstrated that it is possible to create a generic monitored training solution that balances the needs of the trainee, the author and the Training Manager. Trainees can train at any time, anywhere in the world, over the Internet or from CDROM and a training manager can monitor their progress provided that at some time they connect to a computer network.

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An, Jianhua. "Cultural factors in constructivist design : computer literacy for the workplace /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11714025.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: John Black. Includes tables. Includes bibliographical references (leaves 170-180).

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Goudie, Robert J. B. "Bayesian structural inference with applications in social science." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/78778/.

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Structural inference for Bayesian networks is useful in situations where the underlying relationship between the variables under study is not well understood. This is often the case in social science settings in which, whilst there are numerous theories about interdependence between factors, there is rarely a consensus view that would form a solid base upon which inference could be performed. However, there are now many social science datasets available with sample sizes large enough to allow a more exploratory structural approach, and this is the approach we investigate in this thesis. In the first part of the thesis, we apply Bayesian model selection to address a key question in empirical economics: why do some people take unnecessary risks with their lives? We investigate this question in the setting of road safety, and demonstrate that less satisfied individuals wear seatbelts less frequently. Bayesian model selection over restricted structures is a useful tool for exploratory analysis, but fuller structural inference is more appealing, especially when there is a considerable quantity of data available, but scant prior information. However, robust structural inference remains an open problem. Surprisingly, it is especially challenging for large n problems, which are sometimes encountered in social science. In the second part of this thesis we develop a new approach that addresses this problem|a Gibbs sampler for structural inference, which we show gives robust results in many settings in which existing methods do not. In the final part of the thesis we use the sampler to investigate depression in adolescents in the US, using data from the Add Health survey. The result stresses the importance of adolescents not getting medical help even when they feel they should, an aspect that has been discussed previously, but not emphasised.

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Tan, Nai Kwan. "A firewall training program based on CyberCIEGE." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Dec%5FTan%5FNai.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, December 2005.
Thesis Advisor(s): Cynthia E. Irvine, Paul C. Clark. Includes bibliographical references (p.103-104). Also available online.

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Chew, Heng Hui. "A secure alert system." Thesis, Monterey, Calif. : Naval Postgraduate School, 2006. http://bosun.nps.edu/uhtbin/hyperion.exe/06Dec%5FChew.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, December 2006.
Thesis Advisor(s): Gurminder Singh, Karen Burke. "December 2006." Includes bibliographical references (p. 63-66). Also available in print.

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Chiang, Ken H. "A prototype implementation of a time interval file protection system in Linux." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2359.

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Control of access to information based on temporal attributes has many potential applications. Examples include student user accounts set to expire upon graduation; files marked as time-sensitive so that their contents can be protected appropriately and the period of access to them controlled; and cryptographic keys configured to automatically expire and be unusable beyond a specific time. This thesis implements a prototype of the Time Interval Access Control (TIAC) model in the context of a protected file system for the popular open-source Linux operating system. The Linux Security Module framework is used for the implementation, which includes temporal attributes associated both with the files and the users. The implementation includes modifications to the file system as well as low-level information access constructs. As part of the design process, testing and performance analysis were conducted. Since the temporal access control mechanism is built into the kernel rather than the application, bypassing the mechanism becomes more difficult. Kernel level implementation also affords the same policy enforcement functionality to different applications, thus reducing human errors in their development. This thesis is relevant to the research on dynamic security services for information protection envisioned by the DoD Global Information Grid (GIG).

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Books on the topic "Computers Computer science"

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French, C. S. Computer Science. London: DP Publications, 1993.

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Jeffery, Marilyn. Computers in science. Gravesend: TAG Learning, 2002.

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Casey, Eoghan. Digital evidence and computer crime: Forensic science, computers and the Internet. San Diego, Calif: Academic, 2000.

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Mandell, Steven L. Computer science with PASCAL for advanced placement students. St. Paul: West Pub. Co., 1985.

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J, Mandell Colleen, ed. Computer science with Pascal for advanced placement students. 2nd ed. St. Paul: West Pub. Co., 1989.

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B, Tucker Allen, and Association for Computing Machinery, eds. Computer science handbook. 2nd ed. Boca Raton: Chapman & Hall/CRC, 2004.

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Stones, James E. Computer science and quantum computing. New York: Nova Science Publishers, 2007.

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Fuller, Floyd. Computers: Understanding technology. 3rd ed. St. Paul, Minn: Paradigm Pub., 2008.

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Fuller, Floyd. Computers: Understanding technology. 3rd ed. St. Paul, Minn: EMC/Paradigm, 2008.

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Fuller, Floyd. Computers: Navigating change. St. Paul, MN: EMC Paradigm, 2002.

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Book chapters on the topic "Computers Computer science"

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Cignoni, Giovanni A., and Fabio Gadducci. "Using Old Computers for Teaching Computer Science." In Making the History of Computing Relevant, 121–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41650-7_11.

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Kopec, Danny. "Chess Computers." In A Computer Science Reader, 241–58. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4419-8726-6_17.

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Balan, M. Sakthi, and Helmut Jürgensen. "Peptide Computers." In Lecture Notes in Computer Science, 1–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31644-9_1.

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Treleaven, Philip C. "Future parallel computers." In Lecture Notes in Computer Science, 40–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/3-540-16811-7_151.

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Blostein, Dorothea. "Math-Literate Computers." In Lecture Notes in Computer Science, 2–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02614-0_2.

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Fetzer, James H. "Philosophy and Computer Science." In Computers and Cognition: Why Minds are not Machines, 247–67. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0973-7_10.

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Harel, David. "Computers are not omnipotent." In Lecture Notes in Computer Science, 10. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-57209-0_2.

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Welch, Philip D. "Relativistic Computers and Transfinite Computation." In Lecture Notes in Computer Science, 37–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03745-0_11.

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Lasseter, John. "Creating memorable characters with computers." In Lecture Notes in Computer Science, 322. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60697-1_117.

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Feldman, Jerome A. "Structured Neural Networks in Nature and in Computer Science." In Neural Computers, 17–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-83740-1_3.

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Conference papers on the topic "Computers Computer science"

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Tadeusiewicz, R. "Computers in psychology and psychology in computer science." In 2010 International Conference on Computer Information Systems and Industrial Management Applications (CISIM). IEEE, 2010. http://dx.doi.org/10.1109/cisim.2010.5643696.

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Berque, Dave, Terri Bonebright, and Michael Whitesell. "Using pen-based computers across the computer science curriculum." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971324.

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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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Baecker, Ronald M., and Elliot B. Koffman. "Enriching Courses on Computers and Society and Computer Ethics." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293721.

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N. Morgan, James, and Craig A. VanLengen. "The Digital Divide and K-12 Student Computer Use." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2926.

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The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

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Karasik, Y. B. "Introduction to optical-computer graphics." In OSA Annual Meeting. Washington, D.C.: Optica Publishing Group, 1993. http://dx.doi.org/10.1364/oam.1993.wtt.3.

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Computer scientists have paid much attention to developing graphic algorithms for the display devices of conventional electronic computers. However, optical computers have their own graphical devices - spatial light modulators and holographic displays which until today have not attracted the attention of workers in computer science mainly because are unknown to these new devices.

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Dugas, Cheryl A. "No computers? No problem! Active and cooperative learning in an introductory computer science course." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720343.

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Staehr, Lorraine, Mary Martin, and Graeme Byrne. "Computer Attitudes and Computing Career Perceptions of First Year Computing Students." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2360.

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This paper reports on a longitudinal research study on the attitudes to computers, and the perceptions of a computing career, of students enrolled in an introductory computing course in the years 1995 to 1998. Previous programming experience had a positive effect on computer confidence, and ownership of a home computer had a positive effect on computer anxiety and computer confidence. There was a gender difference in computer attitudes and perception of a computing career, with females scoring significantly lower than males on all measures. The analysis showed decreased computer liking over the semester and an inconsistent semester effect on computer confidence over the four years. The differences between male and female computer attitudes and perceptions of a computing career persisted over the semester.

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Stander, Adrie, and Kevin Johnston. "The Need for and Contents of a Course in Forensic Information Systems & Computer Science at the University of Cape Town." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3058.

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This paper aims to investigate the need for and contents of a course in forensic Information Systems and Computer Science at UCT. In order to do this, the reader is introduced to computer crime and shown how the forensic process of identifying, preserving, recovering, analyzing, and documenting computer data supposedly used in crimes committed using computers is helping in investigating and solving these types of crime. An actual forensic approach known as the End-to-End Digital Investigation is also discussed.

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Saade, Raafat, and Dennis Kira. "Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3386.

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It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. However, few have investigated the role of computer self-efficacy in mediating computer anxieties on perceived ease of use. Therefore, in this study we base our contribution on the variables of computer self-efficacy and computer anxieties. These two variables are believed to impact an individual’s use of computers and performance for computer-based tasks. Anxiety has been argued to impact computer-based learning by affecting levels of self-efficacy anchored in social learning and outcome expectation theories. Self-efficacy is determined by levels of anxiety such that reduced anxiety and increased experience improves performance indirectly by increasing levels of self-efficacy. In this study, we investigate the influence of computer anxiety on perceived ease of use and the mediating effect of computer self-efficacy on this relationship, within an e-learning context. A survey methodology approach was used in this study using 18 items for 3 constructs (perceived ease of use, anxiety, and self-efficacy). Survey data from 645 university students were analyzed. The psychometric properties of the items and constructs were validated followed by the assessment of mediation of computer self efficacy. Results from the use of a learning management system indicate that computer self-efficacy plays a significant role in mediating the impact of anxiety on perceived ease of use. This role is observed by computer selfefficacy (1) reducing the strength and significance of the impact of anxiety on perceived ease of use and (2) having a strong and significant relationship with computer anxiety. The findings demonstrate the importance of self-efficacy as a mediator between computer anxiety and perceived ease of use of a learning management system (LMS). With the continuous development of richer and more integrated interfaces, anxieties about learning to use the new interface and executing tasks effectively becomes of primary importance. Limitations and suggestions for future research are elaborated.

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Reports on the topic "Computers Computer science"

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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.

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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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McGee, Steven, Randi McGee-Tekula, Jennifer Duck, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, and Dale F, Reed. Does Exploring Computer Science Increase Computer Science Enrollment? The Learning Partnership, April 2018. http://dx.doi.org/10.51420/conf.2018.1.

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This study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and gender would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. The results indicate that students who pursued ECS as their first course were more likely to pursue another course relative to taking a traditional course as the first course.

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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.

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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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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.

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Lydon, Michael, and Jessie Ford. Computer Science Career Network. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada578200.

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Rosenthal, Robert. Computer science and technology :. Gaithersburg, MD: National Bureau of Standards, 1987. http://dx.doi.org/10.6028/nbs.ir.87-3516.

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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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Johnson, Mark, John Wachen, and Steven McGee. Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery. The Learning Partnershipip, April 2021. http://dx.doi.org/10.51420/conf.2021.1.

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The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.

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