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Dissertations / Theses on the topic 'Computers in education'

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Published: 4 June 2021

Last updated: 9 June 2025

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1

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

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2

Lai, Constance Chunlan 1972. "Charles Eames and communication : from education to computers." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/68350.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 1999.<br>Includes bibliographical references (p. 148-151).<br>This thesis looks at a variety of projects done by Charles and Ray Eames that emphasize their interest in communication leading up to their 1953 film A Communications Primer. The significance of this film is threefold: One, it is the first film the Eameses produced that showcased, albeit briefly, the modern digital computer. Two, it was made for an audience of architects to expose the profession to the concept of communication theory. Three, the Eameses's, and specifically Charles', interest in using computers in the architectural and city planning design processes can be traced back to this film. The Eameses's interest in computers and architecture has been documented previously but for the most part, as separate interests. This thesis contributes to the current knowledge of the Eameses by elaborating further on Charles' interest in computers in relation to architecture. It will also present original evidence in the form of a letter that Charles Eames wrote in 1954 to Ian McCallum. The letter is located at the Eames Archives at the Library of Congress in Washington, DC. The structure of this thesis traces the various nuances of the word "communication," and how these ideas either directly or indirectly influenced the making of the film A Communications Primer. First, parallels are drawn between John Dewey's philosophies on communication, education and democracy and the Eameses' earlier architectural proposals for "information centers" in which communication is encouraged. Second, the visual execution of the Eameses' educational projects is traced to the Bauhaus commitment to a universal visual language and Gyorgy Kepes' ideas of visual communication. Third, the parallels between the Eameses' hope for interdisciplinary exchange and the scientific movement, Cybernetics, are examined. Finally, the last definition of the word "communication" to be explored is the scientific and mathematical nuance of the word proposed by Claude Shannon's mathematical theory of communication and the various interpretations of it. This mathematical theory is of particular importance because it is the basis for the content of the film A Communication Primer.<br>by Constance Chunlan Lai.<br>S.M.

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3

Saunders, Nancy G. "Coping with computers." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117126.

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The purpose of this study was to describe and understand the meaning of responses of study participants to interactive computer-mediated communication within a distance learning environment. The theoretical framework for this study was based on collaborative learning theories within a constructivist perspective.The study setting was a distance learning graduate course taught in a studio classroom on Ball State University campus and transmitted via the IHETS Network to five distant sites in Indiana. An interactive Internet site, the Class Page, was an important instructional component of the course. This Class Page was developed to enable and support active, collaborative learning among distance learners.Study participants, all graduate students enrolled in degree programs, included 13 studio students and 24 off site students. One professor and two graduate assistants delivered course and Web site instruction. In this descriptive study, responses of participants were collected through a series of surveys and interviews over the sixteen week semester. Evidence collection focused on learner responses to the computer component of this distance learning setting.Identified in this study were cognitive and affective learning strategies developed and employed by students to effectively learn from the educational environment of computer-mediated communication within this study's setting. Two cognitive learning strategies identified were the `management of the computer environment' and the `management of personal resources.' Two affective learning strategies identified were the `management of self and the `management of others.' The computer medium of this setting played an important role in determining how students responded to, and learned within, this distance learning environment.Learners' responses to this multimedia distance setting were shaped by specific aspects of the learning environment. The development of the cognitive and affective learning strategies was influenced by the instructional design of the distance course and the Class Page, the structure of Class Page interactivity, and the characteristics of individual learners. Conclusions and recommendations of this study focused on these four influences upon student responses. Implications for future distance education design and development included the need for a clear model of distance learner participation and further research requirements in areas such as learner characteristics, applications of interactive media, and course design issues.<br>Department of Educational Leadership

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4

Tsang, Currie. "Higher education in information technology & its impacts on a changing urban job market : case study: Hong Kong /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12324413.

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5

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

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

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6

Wegerif, Rupert. "Computers, talk and learning : using computers to help coach reasoning through talk across the curriculum." Thesis, Open University, 1995. http://oro.open.ac.uk/56459/.

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The main theme of this thesis is the role of computers as a support for reasoning through talk in the classroom. A second, closely linked, theme is the role of reasoning through talk in general intellectual development. In the first part of the thesis the two areas of the teaching of thinking skills and the use of computers as a support for cooperative work in classrooms are explored through critical reviews of the literature and through two empirical studies. The findings of this exploratory research lead to the development of a theoretical framework for the use of computers in classrooms. This theoretical framework consists of the characterisation of a type of talk that is effective in promoting general intellectual development, a model of the structure of educational activities in which groups of children work with computers and a set of principles for the design of software to support reasoned discussion. In the second part of the thesis the theoretical framework is explored and tested through the development and implementation of an intervention programme. A new methodology is developed to evaluate this intervention programme integrating a quasi-experimental method with both qualitative discourse analysis and computer-based discourse analysis. The findings of the evaluation support four key hypotheses which emerge from the theoretical framework. First, that there is a link between the coaching of reasoning through talk and performance on tests of general reasoning ability. Second, that the quality of computer-supported collaborative learning can be enhanced through the off-computer coaching of exploratory talk. Third, that group work at computers can in turn be used effectively to extend an educational programme designed to coach exploratory talk across the curriculum. Fourth, that computer-based collaborative learning can - be used to integrate active peer-learning with directed teaching. These findings have significant implications for educational theory and practice.

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7

Hall, Leslie Dawn. "Experienced teachers and computers : creating a community of practice /." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1242851919.

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8

Jedeskog, Gunilla. "Teachers and computers : Teachers' computer usage and the relationship between computers and the role of the teacher, as described in international research." Doctoral thesis, Uppsala : Uppsala university, 2000. http://publications.uu.se/theses/fulltext/91-506-1439-8.pdf.

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9

Elmahdi, Ismail. "Computers as roommates the Ohio University residence hall computer project and the lives of first-year students /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1080658294.

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10

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

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11

Longjohn, Gerald. "The educational use of computers in student ministry." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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12

Ounnas, Asma. "Enhancing the automation of forming groups for education with semantics." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/171641/.

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Many approaches to learning and teaching rely upon students working in groups. For- mation of optimal groups can be a time consuming and complex task, particularly when the list of participants is unknown in advance. This research investigates the imple- mentation of semantics to enhance computer-supported group formation in education using two approaches: The first approach uses semantics to express the criteria specified by the person forming the groups. The group formation in this approach is modelled as a constraint satisfaction problem where the criteria is a set of constraints that we aim to minimise their violation while processing the groups. The second approach uses Semantic Web domain ontologies in describing the participants to enrich the data used in calculating the similarity between the participants when the group formation is pro- cessed using a heuristic approach such as clustering algorithms. We run a number of experiments that include real datasets from higher education classes, simulated datasets, Web-based datasets, and user studies, to evaluate the re- search. The results proved that in both approaches, implementing semantics improved the generated groups, in that, using semantics to model group formation’s constraints generates an optimised grouping in terms of constraint satisfaction that exceeds the performance of existing applications, particularly in terms of the number of constraints it can handle; and that using semantics to model the participants’ data enhances their satisfaction with the groups they are allocated to.

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13

Temple, R. S. "Computers in chemical education : a study involving symmetry and crystallography." Thesis, University of Canterbury. Department of Chemistry, 1985. http://hdl.handle.net/10092/8324.

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In order to determine ways in which computer assisted learning techniques may be applied with advantage to particular aspects of chemical education, software development was undertaken to produce programs capable of using a number of these techniques. The software, all items of which employed considerable use of graphics, included lecture demonstration programs, programs for auto-elaborative use, an "individual use" tutorial program and drill and practice revision programs. Most significant aspects of the teaching of selected individual topics from initial introduction in lectures to revision before final examination could be covered using programs selected from those developed. The general subject area chosen was symmetry and crystallography since this was considered particularly suitable for graphics oriented teaching methods, an area of strength for computers. Complete teaching packages, incorporating dual purpose demonstration and auto-elaborative programs with drill and practice revision lessons, were written for the topics of basic symmetry operations and space groups. Demonstration programs with varying degrees of auto-elaborative character were also developed for the Patterson function, point groups, unit cells and Bragg's law. An essential aspect of the project was an attempt at an evaluation of the teaching effectiveness of the material produced. This was done through the use of concept difficulty and attitude surveys administered to the students in the classes the programs were used in. The results would suggest that development of integrated packages of various types of teaching software is both possible and worthwhile in chemical education.

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14

Salleh, Arfah. "The role of computers in the enhancement of accounting education." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327408.

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15

Barton, Roy. "Computers and practical work in science education : a comparative study." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318020.

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McIver, Linda Kathryn 1971. "Syntactic and semantic issues in introductory programming education." Monash University, School of Computer Science and Software Engineering, 2001. http://arrow.monash.edu.au/hdl/1959.1/8800.

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17

Skulkhu, Jaruwan. "Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330671/.

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The purpose of this study was to investigate and analyze computer literacy and general attitudes toward computers of students at Thai public unversities. The comparative study of computer literacy levels and attitudes toward computers among Thai students with various demographic classification was performed followed by the study of relationships between the two variables among the samples. A fifty-eight-item questionnaire was adapted from the computer literacy questionnaire developed by the researchers at the Minnesota Educational Computing Consortium. The items were designed to assess knowledge and attitudes relative to computers. The questionnaire was administered to a random sample of 492 students who took at least one computer course from thirteen public universities in Thailand. Statistical tests used to analyze the data included t-test, one-way analysis of variance, and Pearson product moment correlations. Based on the research findings, the following conclusions were drawn: (1) Thai university students exhibited a moderate computer literacy level. (2) While a higher proportion of female students enrolled in computer classes, male and female students reported similar computer literacy levels. (3) Graduate students had higher computer literacy levels than did other students from different educational levels. (4) Academic majors and academic performance (GPAs) were also factors affecting computer literacy levels. Education majors displayed higher computer literacy levels than mathematics majors and science majors. (5) Students with higher GPAs had higher levels of computer literacy than the groups with lower GPAs. (6) Computer literacy was not age dependent. (7) Generally, Thai university students showed positive attitudes toward computers. (8) Males and females both showed positive attitudes toward computers. (9) Graduate students exhibited more positive attitudes toward computers than all other groups. (10) The groups of students with lower GPAs displayed lower positive attitudes toward computers. (11) There was a strong positive relationship between students' knowledge and their attitudes toward computers. It is recommended that computer education should be viewed in relation to its contribution to educational process as a whole. It should be relevant to the local environment, work, individuals and. society needs sis well as development of positive attitude toward manual skills. More research is needed in the areas of teacher education, evaluation techniques to assess students' progress in a new teaching context, and ethical values relative to computers.

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18

Montgomery, Susan Renee. "Computers and composition: Theory and corresponding software." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/651.

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19

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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20

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.<br>Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: John Black. Includes tables. Includes bibliographical references (leaves 170-180).

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21

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

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22

Vavouraki, Evgenia Agapi. "Introducing computers into education : a case study of the Greek situation." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10020368/.

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The study explores the process of the introduction of computers into education as an educational innovation. The thesis distinguishes two fundamental categories of computer use in schools (IT and ITE), and identifies the different rationales for their initiation at a national level, and the different objectives they reflect at the school level. It also provides a conceptual framework to explore the process of the innovation. It identifies the value that the computer use represents and the complexity it involves as the main factors that influence its initiation into education. Moreover, it explores the ways in which the meaning of the computer use as well as the context of its implementation influence the computer use. The cases of England and Germany illustrate the theoretical considerations of the thesis. The case study of the introduction of computers into Greek general education attempts to capture the complexity of the process as shaped by the characteristics of computer use and by the specific Greek context. The Greek case study confirms that the value and the complexity of computer use influence its initiation. However, it shows that their codification depends on the specific characteristics of an educational system, the priorities of a country, and its infrastructure. It indicates that the interrelations of these factors at particular points in time, is more important than the factors themselves. It stresses the high levels of technical complexity of the particular innovation. It indicates, however, that a highly centralised bureaucratic educational system can not easily cope with this issue, while more flexible schemata are needed to combine local initiatives with centralised support. Next, it shows that the meaning of computer use is perceived differently by participants and is shaped in the transition from policy to implementation. It demonstrates how policy documents are often contradictory to each other, creating a lack of clarity about the meaning of the attempted computer use. Additionally, the study illustrates that the proposed computer use is not always implemented the way its initiators envisaged it. It suggests that the reasons for discrepancies may differ among educational systems. In the Greek case study discrepancies were due to a lack of clarity in meaning, as well as to a lack of resources. Moreover, the infrastructure provided by the Greek prescriptive educational system to support the implementation of IT did not encourage initiatives on behalf of the teachers. Finally, the case study points that although the fast evolution of technology requires flexible procedures to keep up with change, it also stresses the importance of continuity. Therefore, flexible management structures need to co-exist with long term plans.

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23

Canaday, Kathlyn Y. (Kathlyn Yvonne). "Using computers and student-oriented software to enhance teacher knowledge of mathematics and acceptance of computers in instruction." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332536/.

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The problem with which this study is concerned is the possibility of increasing mathematical problem-solving knowledge of elementary school teachers and the acceptance of computers in instruction through the use of computers and student-oriented computer software.

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24

Bradley, William S. "Technology, risk and education: English language teaching with computers in Japanese universities." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279850.

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A study of computers and the teaching of English as a Foreign Language (EFL) in Japanese universities was designed to look at interrelations of technology and teachers' theories in these contexts. A review of the literature on technology and education concludes that technology is often given a purposive role in formulating change. However, instead of focusing on the effects of technology, it is argued that technology is better seen as indicative of other purposes. Connections to changing employment opportunities, skills, relations of professionals within the university, as well as problems and issues in teaching and learning with computers, lead to a conceptualization of risk in the teaching approaches in this study. In recent years, Japanese universities face increasing competition for a declining population of students. The financial pressures are concomitant with changes impinging on Japanese universities. These include the first attempts at on-line education in Japan, the need to reduce costs, initiatives from the central government to reform higher education, and demands for new skills. The primary source of data in this study were 14 in-depth interviews with experienced university English teachers who used computers frequently in teaching. A second source was a reflective journal of the author's teaching in a computer classroom for two years. Themes in the data were analyzed and linked to sociological theories of risk. Two strands of risk-oriented theories reviewed, Beck's risk society and Foucault's governmentality, were used to hypothesize simplified approaches to risk, one that is ethical and another that is strategic. Both approaches help explain ambivalences in the pattern of responses in the interview data. How these teachers value the skills of computing in English as necessary but at the same time express reservations for the isolating tendencies of using computers in teaching is an example. The results show that risk is useful in explaining ambivalences while pointing to the need for further research to understand how computing is becoming part of the educational equipment of more and more teaching contexts in Japanese universities and how risk as strategy and ethics opens up possibilities for increased understanding of computers and education.

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25

Andrews, P. R. "Computers in secondary mathematics : factors influencing teachers' actions." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361565.

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26

Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.

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27

Lang, Jason MacLean. "The Computeen project evaluation of a computer and psychosocial skills training and mentoring program for low income adolescents /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1273131651&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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28

Jones, Daniel Clayton. "Learning about computers." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1721.

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29

Sadler, William Edward. "A conceptual model for a software interface between designers and computers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688973685554.

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30

Kwak, Eunsoon. "Instructional computers in high school mathematics reform: its theory and practice /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377293662.

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31

Ruby, Laconya Dannet. "Using hypermedia in education : a case study using Animated Dissection of Anatomy for Medicine (ADAM)." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/17536.

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32

Drost, Carolyn J. "Technology and schooling in the U.S. Virgin Islands a case study of the role of computers at Salt Pond School /." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2267.

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Thesis (Ed. D.)--West Virginia University, 2002.<br>Title from document title page. Document formatted into pages; contains xii, 224 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 169-176).

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33

DelFrate, Judith. "An investigation of teachers' backgrounds, usage, and attitudes towards computers in education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612163682.

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34

Fritz, Megan Lynne Haslam Elizabeth L. "Students using handheld computers to learn collaboratively in a first grade classroom /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/466.

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Ingram, Elizabeth Kay. "Integration of computers and language arts to benefit underachievers." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/897.

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36

Zamani, Bibi Eshrat. "Implementation issues in the introduction of computers into the Iranian education system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27757.pdf.

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37

Downes, Toni, of Western Sydney Macarthur University, and Faculty of Education. "Children's use of computers in their homes." THESIS_FE_XXX_Downes_T.xml, 1998. http://handle.uws.edu.au:8081/1959.7/507.

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This project explores the interactions of young children with computers in their homes. It focuses on: resources available and what affordances these enable; socio-cultural contexts, discourses and family practices; nature of the use and affordances children perceive; and how school experiences differ from those at home and the impact of teachers' discourses about computing. Findings were: common activities comprised game playing, editing and decorating texts and using information texts; gender and socio-economic differences interacted with varying rules, resources, discourses, affordances, and family use and expertise; parental discourses and resources combined to generate key affordances of the computer as toy and tool; parental discourses revealed different conceptions of childhood and computers; children’s patterns of learning and use are relatively consistent across age, gender and family background – they learn by exploring and the dominant affordance is the computer as playable; teachers’ discourses and conceptions lead to the marginalisation of computer use within the curriculum; at school, children have less access, control and time to use computers in ways that allow them to draw on the expertise and approaches they have developed at home. Theories are developed to show how children come to perceive the computer as playable, and how parents’ and teachers’ discourses position computing as marginal to the curriculum. The other issues relate to conceptions of learning, types of learning that computers afford, and the possibility that children’s approaches to learning are changing as a result of their interactions with computers<br>Doctor of Philosophy (PhD)

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Lewis, Adam Justin. "A case study of modern computing| Importance for tablet computers in higher education." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585972.

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<p> With the rapid growth of technology and a fast pace society, students have discovered tablet computers, a powerful portable useful device for education. Although studies have shown rapid growth of tablet computer adaptation within education, limited research exists regarding how tablet computers are used for classroom performance, communication, and leadership among college students. The purpose of the study was to explore and understand how college students use tablet computers by interviewing undergraduate and graduate students. Interview results of 20 college students are as follows: (a) students reported that tablet computers were more portable, easier to use, and convenient devices over laptop computers; (b) in regard to classroom performance, students expressed that the use of e-text books combined with tablets was a faster method of searching for a specific subject over standard paperback books; (c) in regards to leadership, many students believed that tablets are only a tool for leaders but not an essential tool for leading people; and (d) in regard to communication, students expressed that tablet computers was an essential tool for team projects and communicating with their professors and peers while on the go. The study includes a discussion of future research in leadership’s use of technology in the workplace, college professors’ perceptions of tablet computers in the classroom, and marketing modern tablet computers.</p>

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Davini, Mark S. "An evaluation of a laptop initiative enrollment implications on the visual communications program at Western Technical College /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008davinim.pdf.

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40

Adiguzel, Tufan. "Dependability and acceptability of handheld computers in school-based data collection." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2958.

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41

Chuang, Kuei-Chih. "An investigation of the application of computers as an educational technology tool in Taiwan senior high schools technology education programs /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836206103.

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42

Bullock, A. D. "The purpose of microcomputers in primary education." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/the-purpose-of-microcomputers-in-primary-education(14112e4e-ab68-40fa-95f5-f0f89e3484ec).html.

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This thesis examines, conceptually and empirically, the educational role of microcomputers in primary schools. The first part of the thesis is, in the main, theoretical. It is concerned with making more explicit the meaning of the term 'computer education' and the kinds of activities to which it may legitimately refer. The first chapters seek to substantiate the argument that, in essence, 'computer education' is an attempt to use computers in ways which foster and promote the quality of the educational processes provided by schools. Having considered computer education from a theoretical perspective, it is then explored empirically. An interpretive research methodology was utilized. The methods used to gather data were thus mostly qualitative, rather than quantitative. Case studies were undertaken to illuminate the ways in which computer education was interpreted in three primary schools. Attention focused on the educational values implicit in policy and practice and on identifying correspondence and discrepency between how computers were used and the educational philosophies espoused by individual teachers and schools. The empirical research revealed that imprecise, non-explicit and largely unarticulated intentions were being pursued by teachers in their employment of computers. No particular educational rationale was being explicitly adopted, even though, some close affinity between educational values and classroom practice would seem to be essential if the notion of 'computer education' is to have any real meaning. However, the conclusion of this thesis is not to doubt the importance of microcomputers in primary education. Rather, it is to suggest that fundamental questions about the educational purpose of computers need to be more rigorously addressed if computers are to be integrated into the curriculum of the future in ways which hold out some promise of improving the quality of educational experiences offered by primary schools.

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Leacock, Coreen Jasmine. "Educational innovation in a small state : a critical analysis of the integration of computers in education in Barbados." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619729.

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Mogale, Miemie. "Information security assurance model for an examination paper preparation process in a higher education institution." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/8509.

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In today’s business world, information has become the driving force of organizations. With organizations transmitting large amounts of information to various geographical locations, it is imperative that organizations ensure the protection of their valuable commodity. Organizations should ensure that only authorized individuals receive, view and alter the information. This is also true to Higher Education Institutions (HEIs), which need to protect its examination papers, amongst other valuable information. With various threats waiting to take advantage of the examination papers, HEIs need to be prepared by equipping themselves with an information security management system (ISMS), in order to ensure that the process of setting examination papers is secure, and protects the examination papers within the process. An ISMS will ensure that all information security aspects are considered and addressed in order to provide appropriate and adequate protection for the examination papers. With the assistance of information security concepts and information security principles, the ISMS can be developed, in order to secure the process of preparing examination papers; in order to protect the examination papers from potential risks. Risk assessment form part of the ISMS, and is at the centre of any security effort; reason being that to secure an information environment, knowing and understanding the risks is imperative. Risks pertaining to that particular environment need to be assessed in order to deal with those appropriately. In addition, very important to any security effort is ensuring that employees working with the valuable information are made aware of these risks, and can be able to protect the information. Therefore, the role players (within the examination paper preparation process (EPPP)) who handle the examination papers on a daily basis have to be equipped with means of handling valuable information in a secure manner. Some of the role players’ behaviour and practices while handling the information could be seen as vulnerabilities that could be exploited by threats, resulting in the compromise in the CIA of the information. Therefore, it is imperative that role players are made aware of their practices and iv behaviour that could result in a negative impact for the institution. This awareness forms part and is addressed in the ISMS.

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Moore, Jeffery Logan. "A questionnaire survey of the teaching of computer studies, pupils attitudes toward computers and perceptions of the learning environment." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:3111.

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Wang, Yueyue. "Fair use and file sharing in research and education." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/67657/.

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This work was inspired by the well-ventilated current problems around the use of digital file sharing technologies and their promotion of infringement of copyright leading to the alleged destruction of entertainment industries. Different legal systems have applied different analyses to such problems, and there is no clear and coherent answer to the question of whether file sharing, especially in the form of peer-to-peer (P2P), is legal. The particular focus of this thesis flows from the realisation that litigation around file sharing has uniformly explored it from the perspective of users downloading entertainment materials such as music and videos. Comparatively little attention has been paid to whether research and educational users have, or should have, rights to use the same digital file sharing technologies to access copyright materials important to their work. If digital file sharing is declared illegal by the courts at the behest of the entertainment industries, then what will happen to research and educational users of these networks? To explore this key problem, this thesis focuses on how fair use doctrine, the most important exception and limitation to copyright, has transferred from the traditional copyright environment into the context of digital file sharing. By undertaking a study of relevant legislation and cases, such as the well known Napster, Grokster and MP3.com, the “who” issue, namely, who is the party entitled to benefit from a fair use defence will be highlighted. Having established that fair use as a defence operates ineffectively in the digital file sharing environment, the thesis then looks at existing alternative or “fared” use models, and particularly the disadvantages of “fared” use system in serving research and educational file sharing. Finally the thesis turns to what is termed the “voluntary model”: a model in which copyright owners make their works available to academic users for free, via an institutional repository, the authors gaining non-pecuniary benefits while the commercial publisher being cut out as a “middleman”. Although future work to develop the details of this approach would be required, the thesis asserts this is a promising way towards ensuring access to copyright works in research and education thus benefiting society, whilst at the same time establishing fair compensation to authors for their efforts.

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McGary, Rudyard Keith. "A rhetorical analysis of advertising appeals for personal computers, 1977-1983 /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919114037.

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Hardman, Joanne. "New technology, new pedagogy? : an activity theory analysis of pedagogical activity with computers." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10656.

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Includes bibliographical references (p. 292-301).<br>This thesis addresses the question: how does pedagogy vary, if at all with the use of computers in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa'? To address this question an exploratory multiple case study design allowed for the collection of data in the form of questionnaires interviews and, primarily classroom observations over the course of a year in four disadvantaged schools.

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Alseddiqi, Mohamed. "Performance improvement of technical and vocational education in the Kingdom of Bahrain." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17802/.

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This study is directed at improving quality of graduates coming out from the Technical and Vocational Education (TVE) system in Bahrain.The aim of TVE system is to equip the students with the skills, knowledge and work ethic required for various industries, such as electrical, electronic, telecommunications, building services, mechanical engineering and computer technology. The TVE system is a two-tier system of education comprising SBL (containing specialised technical modules delivered in the school environment) and WBL (including work placement periods) intended to equip the students/graduates with cognitive, affective and psychomotor skills essential for their future careers. Recent TVE studies have indicated that a gap exists between the students’ skills acquired during SBL and WBL study and the skills required by industrial companies in Bahrain. A novel employability skills model was developed based on extensive literature survey and exploratory studies conducted by the researcher. The skills gap was determined through quantitative and qualitative analysis of the responses of the stakeholders to Questionnaire 1. Furthermore, to interlink employability skills requirements with teaching and learning provisions within TVE, the researcher has integrated two-dimensional (2D)models for cognitive, affective and psychomotor domains within the existing provisions. For the above purpose a new 2D model for affective domain skills has been developed. With an aim to improve teaching and learning provisions, the correlation between the existing approaches of teaching and learning practised in TVE educational environment with students’ learning styles was examined using Questionnaire 2. All the above was used for structuring learning activities in engineering courses so that a better match between the employability skills model and skills taught during SBL and WBL could be achieved. To maximise the output from TVE system, a novel SWT (SBL-to-WBL Transition) module was designed and developed. This was to ensure that TVE students receive the necessary training required by industry before they go in work placement(included in WBL programme) which would enable them to perform at a very high level; within the industrial environment. The module design was based on the user-centered approach and included necessary elements to satisfy the requirements of the novel employability skills model and 2D models for cognitive, affective and psychomotor domains. The developed SWT module contained five case studies which were related to real work examples. The learning activities included, challenged the students to recognise, make informed responses, and work comfortably with the diverse requirements of WBL environment. The user evaluation of the proposed e-learning package was done by the students and teachers who completed Questionnaire 3. Based on the above a new quality framework for online courses was developed. The modified framework extends the existing information quality frameworks by incorporating features associate with pedagogical and technological contexts. The framework would be useful in determining adequacy of the new SWT module in providing workplace proficiencies, preparing TVE students for work placement, providing effective teaching and learning methodologies, integrating innovative technology in the process of learning, meeting modern industrial needs, and offering a cooperative learning environment for TVE students. The proposed SWT module represents a major contribution to the improvement of TVE system in Bahrain because it challenges students and teachers to be capable of recognising, making informed response towards, and working comfortably with the diversity they encounter in WBL environment.

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Chandra, Peter. "The implementation of computers in a secondary school : a case study of teachers' perceptions about computers in teaching within the social organisation of a comprehensive school." Thesis, King's College London (University of London), 1986. https://kclpure.kcl.ac.uk/portal/en/theses/the-implementation-of-computers-in-a-secondary-school--a-case-study-of-teachers-perceptions-about-computers-in-teaching-within-the-social-organisation-of-a-comprehensive-school(dbceb2a8-d5f6-4256-aa01-d9785a4b5183).html.

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