Academic literature on the topic 'Computers Study and teaching (Primary)'
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Journal articles on the topic "Computers Study and teaching (Primary)"
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Rotich, Paul K., Richard K. Ronoh, and Joseph M Mubichakani. "Attitude towards Computers among Primary School Teachers in Kenya: A Case of Siongiroi Divison, Bomet County." International Journal Of Engineering And Computer Science 7, no. 02 (2018): 23596–605. http://dx.doi.org/10.18535/ijecs/v7i2.13.
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In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers
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Milutinovic, Verica. "An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 339–66. http://dx.doi.org/10.2298/zipi1602339m.
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Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students? attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students? attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.
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Kennedy, Darko Kennedy, Fredrick Kuupille, and Samuel Kwabla Segbefia. "Examining Teachers’ Perception On The Impact Of Ict On Basic School Students’ Academic Performance: A Study Of Afienya Circuit." International Journal of Rehabilitation and Special Education (IJRSE) 3, no. 1 (2023): 24–35. http://dx.doi.org/10.48165/ijrse.2023.3.1.3.
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Schooling is crucial to a country’s socioeconomic progress. No nation can progress without education, so every nation must provide a quality education so its population can participate in development. Raising the population’s education level is key to economic growth. The researchers were interested in the topic since using computers at a fundamental level can lead to better schooling. ICT in education has three purposes: teaching, administration, and personal (Kellenberger & Hendricks, 2000). A descriptive survey research design was used. Afienya circuits. The survey questionnaire analysis complemented the interview and document analysis. Using computers in primary schools in Mobole-Afienya Circuit encourages open learning, removes distance and time between teachers and students, supports the practice of previously taught concepts, and helps learners acquire concepts and skills like word recognition and vocabulary building. Most teachers in the Mobole-Afienya circuit believe that computers aid in content production, and research may be used for pedagogical activities and increase successful teaching.Most respondents feel computers may improve teaching and learning in elementary schools. Insufficient computers, a shortage of electricity and unpredictable power supply, poor internet connectivity, and insufficient teacher training and refresher courses were the primary problems facing computer use in public elementary schools, according to the report.
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Uhlirova, Martina. "Semantic space of elementary teacher attitudes towards computer teaching assistant." Global Journal of Information Technology: Emerging Technologies 8, no. 1 (2018): 01–09. http://dx.doi.org/10.18844/gjit.v8i1.3334.
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 This article is aimed at elementary teacher attitudes towards using educational technologies in education, especially in teaching elementary mathematics. The data used were collected by a questionnaire which was created on the principle of semantic differential. Basic statistical characteristics were calculated and a graph of the semantic space was plotted for all of the respondents participating in the study. In general, it is surprising that how differently teachers perceive the use of computers in education on the one hand, and the use of computers in teaching mathematics on the other. The results show that teachers are not convinced that it is meaningful to implement computers into primary mathematics education or that employing multimedia in teaching mathematics might bring educational benefits.
 Keywords: Mathematics, computer teaching assistant, education.
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Bulawa, Philip. "Transfer of Computer Knowledge and Skills to the Workplace: The Perspective of Primary School Heads." Journal of Studies in Education 6, no. 4 (2016): 75. http://dx.doi.org/10.5296/jse.v6i4.9992.
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The use of computer technology in schools has become a topical subject of enquiry among researchers globally. As in other countries, the government of Botswana has come up with policy on the use of computer technology in public schools in its effort to improve teaching and learning. For this initiative to be achieved, higher education institutions in the country are expected to provide knowledge and skills to school management teams and members of their teaching staff on Information and Communication Technologies (ICT). This descriptive and qualitative study sought to find out whether primary school heads are using the computer knowledge and skills they acquired during in-service training at the University of Botswana in their schools. Using purposive sampling, 22 participants out of 26 who had volunteered to participate in the study responded to the questionnaire about the use of computers by school heads in primary schools. The result of the study shows that while school heads are willing to use computers in their schools, they have encountered some challenges, many of which are external and therefore, beyond their control. Further revealed is that there are a few school heads that do not see the use of computers as a priority, in spite of the knowledge and skills they possess. The study recommends further research to find out from regional officers the intervention measures that may be put in place to enable school heads to effectively use computer technology in primary schools.
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Rathour, Laxmi, Dragan Obradovic, Lakshmi Narayan Mishra, and Vishnu Narayan Mishra. "Computer visuality in mathematics teaching." Journal of AppliedMath 2, no. 2 (2024): 391. http://dx.doi.org/10.59400/jam.v2i2.391.
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The purpose of this study is to look at the changes that computers have made in mathematics itself and in the mathematics curriculum. The aim of the study is to investigate the various applications of computers in education in general, especially in mathematics education, and their application in the mathematics curriculum and in the teaching and learning of mathematics. The primary use of educational tools for mathematical purposes is the quality verification of results. There are various tools for developing student logic based on interactivity. Mathematics education tools are designed for innovative, interactive, and dynamic learning in different areas of mathematics. It is undeniable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by numerous researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is the development of students’ constructive thinking. This work aims to describe the application of educational tools with which it can develop interactivity and help pupils and students to better and more clearly understand mathematics and to understand that it is all around us, that it is our everyday life.
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Imhanyehor, Germaine O. J. "Digital Literacy and Primary Educational System in Benin City, Edo State, Nigeria." Humanities and Social Sciences Latvia 30, no. 1, 2 (2022): 52–69. http://dx.doi.org/10.22364/hssl.30.04.
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Despite the enormous potential of ICTs and digital literacy in the educational setup, most primary schools in Benin City are yet to fully implement and take advantage of its numerous benefits to the teaching and learning process. This study therefore examined the possibility of incorporating digital literacy at the primary school level, as well as ascertains the extent to which electronic gadgets are available and accessible and the challenges militating against the implementation of digital literacy in private primary schools in Benin City. The research design adopted for this study is descriptive survey. Using the stratified random sampling technique, a total of 448 primary school teachers responded to the Digital Literacy Questionnaire in Primary School (DLPQS) that was developed by the researcher and used for data collection. The data analysis was done using simple tables of frequency counts and percentages. Findings from the study revealed that whilst 90.2 % of the teachers possessed Personal Computers (PC) and other electronic gadgets and were relatively proficient with the use of said devices, computers and digital gadgets were not readily available and accessible as 52.7 % of the teachers taught in schools that did not currently have a computer lab with 60.7 % not having access to the lab. Where available, 69.4 % of the teachers indicated that most of the computers where outdated and not functional and 79.5 % reported that the number of computers were insufficient. Findings also showed that – lack of/insufficient number of computers, poor internet connectivity and epileptic power supply were the major drawbacks in the use of digital literacy in the primary schools.
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Olić Ninković, Stanislava, Jasna Adamov, and Natalija Makivić. "Encouraging the Motivation of Students in Primary School - A Case Study." International Journal of Cognitive Research in Science, Engineering and Education 10, no. 1 (2022): 127–36. http://dx.doi.org/10.23947/2334-8496-2022-10-1-127-136.
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The aim of the research is to examine the current practice of encouraging motivation for learning in the teaching process in the elementary school “Dr Boško Vrebalov” in Melenci from the perspective of teachers and students. The sample of students consisted of 22 teachers and 159 students. Two instruments, constructed in the form of a five-point Likert-type scale, were used in the research: the Instrument for Teachers and the Instrument for Students. The applied instruments collected data on the prevalence of procedures for stimulating students’ motivation to learn from the perspective of teachers and students. Also, the opinion of students on the motivational role of the observed procedures of the teaching process on the motivation to learn was examined. Motivational procedures included three segments: preparation and planning of the teaching process, activities of teachers during the teaching process and the use of information and communication technology (ICT) in teaching. The results presented in this paper showed that all the observed procedures during the planning of teaching and learning, as well as the procedures related to the application of ICT, are very common in the teaching process. With minor deviations, there is agreement between teachers and students on their representation. The lowest prevalence and the greatest disagreement in the opinion of teachers and students concernen the application of ICT in teaching. Teachers notice that students use ICT to a lesser extent in teaching in relation to students’ opinions. The obtained results showed that students assigned a high motivational role to all examined procedures, which suggests that students should be more stimulated to use computers in teaching and extracurricular activities for educational purposes.
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Rachmadtullah, Reza, Zulela MS, and Mohamad Syarif Sumantri. "Development of computer-based interactive multimedia : study on learning in elementary education." International Journal of Engineering & Technology 7, no. 4 (2018): 2035. http://dx.doi.org/10.14419/ijet.v7i4.16384.
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Computer-based learning media is the use of a computer to help present learning materials to students, monitor the progress of learning or choose additional learning materials in accordance with student learning needs individually or is a form of application and use of computers that are applied in student learning directly to convey the content of the lesson, providing student learning exercises. The purpose of this study is the development of interactive multimedia computer-based on the subject of civic education in elementary education. This research method using an approach of research and development with stages: requirement analysis, design, and validation expert. The results of this study found that interactive multimedia applications based on computer valid and suitable for use in teaching and learning activities in primary schools.
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Shuttleworth, Roger. "Computer Language Settings and Canadian Spellings." TESL Canada Journal 29, no. 1 (2012): 121. http://dx.doi.org/10.18806/tesl.v29i1.1094.
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The language settings used on personal computers interact with the spell-checker in Microsoft Word, which directly affects the flagging of spellings that are deemed incorrect. This study examined the language settings of personal computers owned by a group of Canadian university students. Of 21 computers examined, only eight had their Windows “Default Input Language” set to English (Canada); the remainder had it set to English (United States). Furthermore, only eight of the computers had the Microsoft Word “Primary Editing Language” set to English (Canada), whereas 11 had it set to English (United States). When asked to state their preferred spelling for words where the spelling differs between Canadian English and American English, a significant proportion of students preferred American spellings for some words. The study indicates that computer language settings may contribute to the increasing use of American spellings among Canadian students. The implications for ESL teaching are discussed.
Dissertations / Theses on the topic "Computers Study and teaching (Primary)"
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Alfajjam, Hasan M. H. F. A. "Teaching primary science with computer simulation : an intervention study in State of Kuwait." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8493/.
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This thesis describes an investigation into use of interactive computer simulations software in primary science education. The research questions are what effects teaching with interactive computer simulations have on students’ achievement, their conceptual change in particular science topics and on their attitudes. The question was investigated in an intervention study that tested use of simulations in two different pedagogical environments. The first environment used simulations in a computer laboratory, with students using blended learning (combining computer-based learning with non-computer learning). In this environment students worked independently on the computer. The second environment is class teaching. In this environment, the simulation was used on one computer, controlled by the teacher, in front of the class. The study also investigated ease of use and looked into practical consideration of computer-based teaching expressed by students and teachers. Three science topics were studied. The novelty of the research is using computer simulations in an Arabic nation, which has widespread use of traditional didactic-oriented pedagogy. Recent educational reforms have made demand for more student-oriented teaching, with use of practical experiments in primary science. This major change is difficult to implement for practical reasons, and the study therefore asks if computer simulations may work as an alternative approach to reach the same aims. The theoretical frameworks for the study are constructivism, conceptual change and cognitive multi-media theory. The first of these looks at the role of the student in learning, the second takes into consideration that students enter school with intuitive knowledge about natural phenomena and the last explains learning with use of computers. The theoretical frameworks were used to guide development of the simulation software and the intervention. The participants were 365 students in year five (10-11 year olds) and eight science teachers in Kuwait, located at eight different primary schools. All schools were single sex, with half the schools of each gender. All teachers were female. The study used a quasi-experimental design and separated the students into two experimental groups and two control groups. The first experimental group, which used simulations in computer labs, had 91 students in four primary schools (two boys’ and two girls’ schools). A matching control group with the same number of students was established in the same schools. The other experiment group had 92 students using simulations in the classroom. This group was also matched with an appropriate control group. The eight teachers taught both experimental and control group students. The control groups used traditional teaching. The experiment was carried out in the academic year 2010-2011. The study measured effects of the interventions with pre- and post achievement tests and attitude questionnaires. Students in the experimental groups also answered a usability questionnaire. A sub-sample of students and all teachers were interviewed for triangulation of the questionnaire data and to learn more about experiences with using the simulation software. The results of the study revealed no statistically significant difference (at the 0.05 level) in achievement or attitude between the students who used computer simulations in the computer laboratory. Students, however, who were taught with simulations in the classroom scored significantly higher on both achievement tests and attitude questionnaires. This benefit applied also to conceptual change of specific topics. In general, the interviews revealed that science teachers and students were satisfied with the simulation program used in science teaching and learning. However, the interviews indicated that there were some problems related to infrastructure and use of computers in the teaching that might have influenced the outcome of the study. These problems are relevant also to use of computer simulations in science teaching more widely.
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Liu, Chun-lung, and 廖進龍. "Implementing ICT into teaching in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039869.
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李偉柏 and Wai-pak Li. "Learning algebra with computer-assisted learning program in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256399.
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Ryterband, Astrid. "The pros and cons of using technology in primary education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2665.
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The aim of this thesis is to examine computer technology as an educative tool in primary education and to discover how it's affecting instruction and learning. The writer of this thesis believes that the integration of literacy and computer technology can be successful, provide that government, administration, faculty, parents and students work together.
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Stokes, Jacqueline. "Towards a knowledge age teacher: A study of pre-service teacher metaphors for computers." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36638/1/36638_Digitised%20Thesis.pdf.
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The classroom of the Knowledge Age requires different roles for teachers and students, and a different learning and teaching paradigm, from traditional Industrial Age education. Teacher education institutions are currently charged with the responsibility of developing in pre-service teachers both skills and understandings so that they can take their place in the 21st century. These teachers must be skilled in the appropriate use of information technology rather than merely adopting the use of computers in keeping with a transmission pedagogy of education.
The study reported in this thesis, took place at Queensland University of Technology (QUT) in 1998. It tracked a cohort of Bachelor of Education (Primary) pre-service teachers through the frrst year of their course where they undertook two units of information technology education as core to their degree. Adaptations of already existing informal surveys were used to explore the changes to the pre-service teachers' feelings towards computers, perceived competence with computers, and perceptions oftherole of information technology in education. Data from the cohort were analysed in conjunction with the fmdings of in-depth analysis often key informants, chosen to be a purposeful sample of participants.
The main cognitive device used within the study, based on Lakoff and Johnston's (1980) Metaphors we live by and Black's (1962) interactive view of metaphor, was to ask the pre-service teachers to construct a personal metaphor that reflected their relationship with computers. This was asked for at four times throughout the year.
The pre-service teachers' metaphors for computers were categorised using grounded theory principles and the categories inserted into the sections of Ihde's (1979) Technics and praxis theory that provided a meta-schema for analysis of the changes that occurred throughout the year. Ihde's schema was modified in accordance with the understanding of teacher progression through learning stages as identified by Russell (1996).
Ihde (1979) proposed that different relationships with technology lead to amplification/reduction/selectivity parameters. The study identified whether preservice teachers' relationship with computers influenced their perception of the role of information technology in education. The research data did not uphold this hypothesis.
However, the study found interesting occurrences. Pre-service teachers almost unanimously related that they gained in competence throughout the year and most developed more positive feelings towards computers. The pre-service teachers' perceptions of the role of information technology in education expanded from stereotypical responses, such as access to information, to roles more in keeping with the underlying pedagogy of classrooms of the Knowledge Age. The roles that emerged were divided into three sections-the role of the teacher, the learning process, and the role of information technology.
The study further developed a theory for information technology education in preservice teacher education that is iterative rather than progressive, acknowledging that pre-service teachers had had limited modelling of the effective use of information technology in education on entry into the course. This theory was developed into a model to inform pre-service teacher education of Teacher preparation and skills for the Knowledge Age.
Although the area under study is subject to constant change the underlying principles of teacher praxis upon which the two units of information technology education were based still remain constant. The construction of a personal metaphor for computers provided the pre-service teachers with a novel and effective way to track their changing relationships with computers.
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Finlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.
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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.
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何寶鈴 and Po-ling Ho. "Usability of web teaching in general studies in primary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26903763.
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Li, Sau-fun Ocean, and 李秀芬. "The implementation of ICT in teaching English in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.
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Du, Plessis André. "Learners' perceptions of creating a collaborative hypermedia product: an exploratory case study at Mount Pleasant Primary School." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003546.
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The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.
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Reynolds, Nicholas J. "Primary school creativity and composition in a professional level music software environment." Connect to thesis, 2001. http://repository.unimelb.edu.au/10187/1238.
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This paper provides an investigation into the use of professional level music software as a learning tool for creativity and composition in primary school children. The researcher believed that music and sound editing was under-used in schools and that children could: -work successfully with that type of software -work creatively with the software -benefit from its use. A small case study was used to expose the participants (eight children from Grades 3-6) to two professional level music software applications: Cakewalk Pro Audio 9 and Cool Edit 2000. The children explored the software and completed set tasks over a ten-week period. Data, in the form of the students’ work, taped copies of all sessions, interviews and researcher reflections, were analysed to present an understanding of the creative and compositional processes and products. In addition, all student pieces were recorded onto CD. The analysis of data suggests competent use of both software applications as well as satisfactory completion of set tasks. The data also indicate that the participants were able to operate at compositional levels beyond their age and musical skills and knowledge. Conclusions are drawn to suggest that, in this case, the use of this software has assisted the creative process and has allowed these children the opportunity to compose and construct pieces that could not have been constructed without the software. (For complete abstract open document)
Books on the topic "Computers Study and teaching (Primary)"
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Science, IT in, ed. IT in primary science: A compendium of ideas for using computers and teaching science. 2nd ed. IT in Science, 1995.
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Edinburgh), Educational Research Workshop (1984. Science and computers in primary education: A report of the Educational Research Workshop held in Edinburgh (Scotland), 3-6 September 1984. Scottish Council for Research in Education, 1985.
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Jan, Stewart, Council for Educational Technology for the United Kingdom., and Microelectronics Education Programme, eds. Exploring primary science and technology with microcomputers. Council for Educational Technology on behalf of the Microelectronics Education Programme, 1985.
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Smith, Derek. Primary children understand mathematics through microcomputer activities in schools. West Sussex Institute of Higher Education, Mathematics Education Centre, 1986.
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Rob, Crompton, and Mann Philip 1944-, eds. IT across the primary curriculum. Cassell, 1996.
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Ed, Muller A. M., ed. Computer-assisted instruction in arithmetic/mathematics with the TOAM system in a number of primary schools. Human Sciences Research Council, 1987.
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Brandt, Cory. History firsthand: Primary source research in elementary school. Library of Congress, 2002.
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Eyerdam, Pamela J. Using Internet primary sources to teach critical thinking skills in the visual arts. Libraries Unlimited, 2003.
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Hall, David. The ICT handbook for primary teachers: A guide for students and professionals. Routledge, 2010.
Find full textBook chapters on the topic "Computers Study and teaching (Primary)"
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Jingyi, Xie. "Study on Lexical Gap Phenomenon at the Primary Stage of Vocabulary Teaching in TCFL." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73573-3_47.
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Hargreaves, Eleanore, Denise Buchanan, and Laura Quick. "Sense of Competence and CLIPS children’s Experiences of the Policy Focus on Mathematics and English." In Palgrave Critical Perspectives on Schooling, Teachers and Teaching. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69445-5_7.
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AbstractChapter 7 focuses on the Sense of Competence. This is, a key theme in our study of a group of children who have been categorised systemically as lacking in competence in relation to two prioritised subjects: mathematics and English. In this chapter, we look first at the historical background to the focus on such narrow areas of competence in the primary-school curriculum and then on the wider influences leading to this curriculum narrowing. We review literature indicating how demotivating the two ‘core’ subjects may be to some children. We then provide verbatim quotations from our sample of 23 children to illustrate which factors particularly eroded their Sense of Competence in these two areas—which all the children had found tricky—and we compare these experiences to other areas of learning that the children were intentionally engaged with, such as nature study, art, computers and sport. We portray some troubling descriptions by the children of the anxiety, distress and fear that accompanied many of their experiences of mathematics and English at school. We conclude by pointing out how policy documents emphasising grades in mathematics and English often fail to take account of the children’s needs for wellbeing to accompany their school-work, which is only likely to be experienced when competence, autonomy and relatedness are all promoted on an ongoing basis.
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Chapa-Pazos, Gisela, Estrella Cotillo-Galindo, and Ivan Iraola-Real. "Can Primary School Children Be Digital Learners? A Peruvian Case Study on Teaching with Digital Tool." In Trends in Artificial Intelligence and Computer Engineering. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96147-3_10.
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Sun, Lu. "An Experimental Study on the Integration of Mind Mapping into the Teaching of Mathematics Review Class in Primary Schools." In Communications in Computer and Information Science. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6113-9_39.
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Lyu, Yaru, Chunrong Liu, Yan-cong Zhu, Jinge Huang, Xiaohan Wang, and Wei Liu. "Study on the Criteria of Design of Teaching Toolkit for Design Thinking Courses for Lower Grade Students in Primary School." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49757-6_34.
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Ahtinen, Aino, and Kirsikka Kaipainen. "Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45712-9_6.
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Hall, Fiona, Duncan Hindmarch, Doug Hoy, and Lynn Machin. "Reflective practice and study skills." In Supporting Primary Teaching and Learning. Routledge, 2025. https://doi.org/10.4324/9781041057178-2.
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Galton, Maurice, and Brian Simon. "Teaching styles and study skills." In Progress and Performance in the Primary Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003361268-11.
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Cruz-Cárdenas, Jorge, Carlos Ramos-Galarza, Jorge Guadalupe-Lanas, Andrés Palacio-Fierro, and Mercedes Galarraga-Carvajal. "Bibliometric Analysis of Existing Knowledge on Digital Transformation in Higher Education." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-22131-6_17.
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AbstractHigher Education Institutions (HEIs) have been feeling great pressure to advance in digital transformation. This pressure has been intensified with the outbreak of the COVID-19 pandemic at the end of 2019. Because the digital transformation of HEIs has been attracting a growing number of publications, the present study sought to carry out a bibliometric analysis of such titles. For this purpose, 643 relevant documents were identified from the Scopus database in January 2022. The descriptive results show an accelerated growth of the relevant literature, with conference papers being the main form of publication, followed by articles, conference reviews, and book chapters. The areas with which the majority of documents were associated were computer science, followed by social science, engineering, and business and management. An analysis of the co-occurrence of terms based on the titles and abstracts enabled the identification of three thematic areas of interest: 1) digital transformation in teaching, particularly under the pressure exerted by COVID-19; 2) environmental influences on the digital transformation of HEIs; and 3) enabling technologies for digital transformation. A longitudinal analysis also based on titles and abstracts allows us to see how the primary focus shifted from the economic issue (in 2019) to the COVID issue (in 2021). This study concludes by discussing the theoretical and practical implications of the findings, demonstrating as a particularly interesting area for future research the study of the digital transformation of HEIs in a future post-COVID scenario.
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White, Jennie. "Case Study 1: Peer Critique." In Evidence-based teaching in primary education. Routledge, 2025. https://doi.org/10.4324/9781041055563-3.
Full textConference papers on the topic "Computers Study and teaching (Primary)"
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Zhou, Rong, Shijin Li, and Jialin Yu. "An Empirical Study on the Factors Influencing Primary School Teachers' Acceptance towards STEM Teaching." In 2022 4th International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2022. http://dx.doi.org/10.1109/cste55932.2022.00014.
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Ren, Huanhuan, and Chi Ma. "Study on the Practice of Phonics in English Vocabulary Teaching for Primary School Students." In 2016 7th International Conference on Education, Management, Computer and Medicine (EMCM 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/emcm-16.2017.210.
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Li, Xing, Hui Xiang, MingYue Zhao, XiaoChun Zhou, and Jing Huang. "An Empirical Study on Designing STEM+AI Teaching to Cultivate Primary School Students' Computational Thinking Perspective and Identity." In 2024 6th International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2024. http://dx.doi.org/10.1109/cste62025.2024.00024.
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Arakawa, Masao, Naoto Ohkubo, and Hiroshi Yamakawa. "A Study on Topological Optimization of Structure Using Cantor Function As Teaching Function." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0209.
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Abstract In order to obtain better structural designs, it is important to carry out optimization from primary parts of those designs. Especially, designs of topologies of structures were depended on intuition of the designers and they were not always best fitted to the requirements of the structure. These days, designs of topologies of the structures become important to meet those purposes. In this study, we will propose a new method to obtain optimum topology of the structure to satisfy their requirements by growth and degeneration tutored by Cantor function as teaching function. Cantor function is the one which is very famous as an introduction of the fractal. By operating its order, it is very easy to manipulate its division among 0 and 1. We set skipping and restarting rules of growth and degeneration, and criteria of convergence. We applied the proposed method to the problem similar to the one well-known as Mitchell truss problem to compare the results obtained by the proposed method. From these numerical examples, we can obtain quite similar topological results to the homogenization method in small number of iteration. There, the proposed method has advantages in computational time, cost and memory. More over, we can see the growth of the topology. Although we demonstrate the proposed method in a few examples, we can say that the proposed method can derive optimum oriented topology even with this simple scheme efficiently.
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Luta (Manolescu), Daniela Alice, Adrian Ioana, Bianca Cezarina Ene, Ionela Daniela Jugănaru, and Daniela Tufeanu. "E-learning: Introducing Computer Use in Mathematics Lessons in Primary Education." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/37.
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The aim of this paper is to identify and analyze the role that the use of the computer has in stimulating the logical thinking of young schoolchildren. Through this, the purpose of the activity of solving operations with natural numbers, is to develop logical thinking, properly combining intuitive elements with abstract ones. Solving arithmetic problems, we can activate young students in the formation of skills and abilities to analyze the given situation, to intuit and discover the way to get what is required in the mathematical problem. This paper aims to prove that, if both traditional methods and computer-based teaching methods are used in the instructive-educational process, then school performance will register a significant increase in terms of quantity and quality. This experimental study started from the premise that solving arithmetic problems with the help of computer, using e-learning platforms is an important activity in the mathematics lesson in primary school through which we stimulate young students’ logical thinking.
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GUO, Binghua. "The application of experiential teaching model in college english practical teaching." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p218-223.
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The presented content delves into a theoretical examination of the prevailing teaching models utilized in University English classes, with a primary objective of bolstering students' oral communication proficiency. Experiential teaching methodologies, particularly through role-play, entail students assuming diverse roles and immersing themselves in contextual experiences as part of the pedagogical process. Implementing this instructional technique in university English courses aids students in comprehending and reinforcing fundamental classroom concepts, broadening their vocabulary repertoire, nurturing collaborative skills, and promoting proactive learning approaches. Specifically within university-level English education, the pragmatic application of experiential teaching methodologies serves to enhance students' listening and speaking abilities, thereby enhancing their overall competency in English language acquisition and fostering positive educational outcomes. This study endeavors to underscore the significance of integrating innovative teaching technologies into role-playing experiential teaching methods, with students as the focal point of research. This approach entails an exploration and synthesis of diverse high-tech teaching methodologies, such as self-directed and self-paced learning, technology-mediated experiential learning, and student-centered instructional approaches, which amalgamate computer hardware, software, and educational theories to facilitate learning in university English classrooms. The ultimate aim is to enhance classroom teaching efficiency and optimize the learning experience for students.
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Öztürk, Özge. "From zero to hero: A longitudinal study of ICT attitudes in relation to language teaching in the technology era." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19102.
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In this longitudinal study, how EFL instructors understand the use of computer technologies and their attitudes towards ICT (Information and Communication Technologies) are investigated. The aims are to define the instructors' attitudes, explain the relationship between instructors' attitudes and their ICT use, and specify the ICT needs of their language teaching using two types of data collection instruments. In the initial study conducted in 2017, the first questionnaire measured ICT use with the participants' demographic features and the second aimed to identify instructors' attitudes towards ICT. Additionally, some instructors were interviewed to get a more in-depth understanding of their attitudes and ICT use. After 7 years, the same research setting is used with the same data collection instruments to analyze the effects of technological developments of the era regarding instructors’ ICT use in language teaching and moreover, the frequency of use and familiarity with AI tools have also been analyzed in the second phase of the study. The findings reveal that nearly all participants regard ICT as an invaluable tool for their teaching and have moderately positive attitudes towards using it for professional reasons compared to the previous study results. Variables such as age, teaching experience, and computer skills play no more significant role than past data. However, instructors’ primary ICT need is still training. After the COVID-19 period, they feel more secure with their technology use due to the forced online and henceforth, hybrid teaching practices and teacher training courses supported by their institution. The results of this study have pedagogical implications for teacher education, English teachers and language schools.
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Pandey, Vijitashwa, James Wolfe, and Vipul Shukla. "How Can DFM Help the Study of Neuroanatomy?" In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47540.
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Neuroanatomy is an essential course for healthcare students and imparts knowledge regarding the structure of the human nervous system. Its study requires calling upon many skills from students as well as educators. Particularly, challenging is to understand 3-dimensional structures and their relative positions and interfaces from primarily 2-dimensional images and MRI scans. Use of multiple modalities in teaching has been proposed, particularly supplementation of existing teaching methods with plastinated versions of actual brains. While the benefits of using plastinated specimens are many, it is a labor-intensive process that results in a relatively fragile specimen. Furthermore, any time idiosyncrasies of a specimen make it especially valuable, plastination is limited, because it results in only one specimen. To alleviate these issues, the authors propose scanning and reproduction of these samples using digital modeling and manufacturing techniques focused particularly on 3-D printing. In the context of converting from a purely preservation process to one of replication, it becomes immediately clear that the problem of proper mass reproduction, takes on a Design for Manufacture (DFM) construct, particularly, a design for assembly/disassembly/modularity shape. We show how this problem can be approached within the context of DFM, posed as a mathematical optimization problem and present preliminary results from our experiments.
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Legvart, Polona, Metka Kordigel Aberšek, and Maja Kerneža. "PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.105.
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This study describes a research focused on primary teachers’ evaluation of their students’ digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments of remote teaching in school closure period. A questionnaire given to 176 primary teachers, revealed which digital learning environments could be chosen for science lessons and which curricular goals could/could not be achieved with this level of Generation Alpha students’ digital literacy competence. The results showed that the digital environment is more problematic and unfavorable for Generation Alpha in the field of natural science, as teachers showed a higher frequency of avoiding natural science goals than social science content. Keywords: distance learning environment, generation Alpha, natural science digital literacy competence, natural science education
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Yucesoy, Yucehan, Basak Baglama, Yasemin Sorakin, Meryem Bastas, and Menil Celebi. "PRIMARY SCHOOL TEACHER CANDIDATES' ATTITUDES TOWARDS DIGITAL TECHNOLOGY." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-064.
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The developments in the field of technology in the 21st century caused changes in the field of education, as in many fields. Technology undoubtedly facilitates human life when used properly. There are many benefits to using technology in education.Technology today makes people's lives easier and progresses rapidly with it. In the process of integration of developing technologies into the field of education, important studies are carried out on the international platform. In the 21st century world, as well as changes in every field, various innovations in science and technology have occurred. Education plays an important role in keeping up with the requirements of the present era. Technological innovations and developments affect the education system and teaching learning-process in this context. The technologies used in education are leaving their place to new technologies. Increasingly, they take their place in the classroom environment such as computer, projection, electronic board, distance education and the learning environment is moved to the network environment (Bulman & Fairlie, 2016; Sendurur & Arslan, 2017). Lectures can be strengthened with technological equipment. On the other hand, using technology in education makes lessons more attractive for students. At the same time, supporting narration with technological tools facilitates learning and increases retention. For this reason, the use and importance of technology in education has increased today and teachers' attitudes towards technology use are important. When evaluated from this point of view, it is thought that the research subject will contribute to the literature. This study aimed to determine primary school teacher candidates' attitudes towards digital technology. In this study, the primary teacher candidates studying at a private university in the Turkish Republic of Northern Cyprus (TRNC) were examined on the technology attitudes of teachers in education. The study was conducted with the participation of 121 teacher candidates during 2019-2020 academic year. Attitude Scale towards the Use of Technology in Education was used to determine the attitudes of prospective teachers towards digital technology. Results are presented with descriptive statistics, tables, frequencies and percentages and discussed with relevant references from the literature and suggestions for future research and practices are provided.
Reports on the topic "Computers Study and teaching (Primary)"
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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.
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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning and teaching were used in a form of blended learning, a combination of online and in-person lesson delivery, to help low-performing students in disadvantaged areas. Nevertheless, teachers in developing countries, like Cambodia, were caught unprepared when schools were suddenly shut down and education had to be moved away from traditional in-person classrooms. It is likely that the mere supply of online learning is not sufficient to induce take-up, student engagement and effective learning. Understanding online learning and teaching practises as well as their technological readiness can be indispensable for future policy discussions on how to make education systems more resilient against future shocks and uncertainties. This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. This study employs descriptive statistics to examine teaching practises and teacher readiness, while regression analysis is used to identify factors correlated with teacher readiness for online teaching. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces, primarily collected by CDRI and the MoEYS in November 2021. Interviews were conducted remotely by ten trained enumerators via Zoom, Telegram, and telephone. The response rate was 86.17 percent. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Male teachers at resource schools in urban areas are more likely to use both approaches for their online teaching. The most popular platforms used for synchronous teaching are Google Classroom and Zoom, although some teachers also use Facebook Messenger and Telegram for their live sessions. A concern about the quality of classroom teaching is that nearly 30 percent of those who used a synchronous approach did not prepare new teaching materials other than what they normally used in traditional in-person classrooms. For asynchronous teaching, providing worksheets and reading materials are the most common practises, while very few teachers developed videos or PowerPoint slides for their students. To prepare themselves for online teaching, teachers took part in capacity development activities, mostly in the form of training workshops or seminars, yet about 20 percent of teachers reported that they did not participate in any capacity development activities during the pandemic. A majority of teachers have access to computers, but most of them used smartphones for online teaching. Another noticeable trend is that a large percentage of teachers have access to school computers and other facilities, but not many of them use the available resources. Based on Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic the TPACK instrument, Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. In other words, Cambodian teachers are not very familiar with technology in general but are more confident in their knowledge of pedagogy and subject content. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools. Based on the findings, this study offers some implications for policy discussion and suggestions for further studies. First, there is a need to revisit teacher training curricula and examine if more edtech courses should be introduced in the programs. The MoEYS should also consider providing systematic in-service training courses on edtech for practising teachers, in particular for female and older teachers. Second, online learning is unlikely to stay after the pandemic, as a majority of schools and teachers have completely returned to the physical classroom as normal. The MoEYS should make extra efforts to keep the online approach as a part of learning and teaching. Third, there should be a further investigation into the reasons behind the underutilisation of school resources and how these resources can be effectively put to use. The finding that teachers at resource schools are less prepared raises more questions than answers. Since this is a correlational study, more rigorous studies using quasi-experiment should be done to assess the effectiveness of school resources.
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McGarrigle, Malachy. Watchpoints for Consideration When Utilising a VDI Network to Teach Archicad BIM Software Within an Educational Programme. Unitec ePress, 2023. http://dx.doi.org/10.34074/ocds.099.
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This research identifies factors to be considered in the adoption of a virtual desktop infrastructure (VDI) accommodating the software needs of a tertiary institution. The study discusses the potential advantages and disadvantages of VDI, focusing specifically on the performance of the architectural software Archicad when used virtually. The findings will be relevant to similar programmes, such as Revit, and software used in other disciplines, especially where processing power is important. Aims discussed include reducing high-specification computers rarely used to capacity, assessing user experience, and feasibility of VDI remote access. Primarily a case study, this project centres around delivery of papers in the New Zealand Diploma of Architectural Technology programme at Unitec | Te Pūkenga that employ Archicad. Software efficiency and performance was monitored throughout teaching across numerous semesters. Incidents were logged and VDI operation tracked, especially during complex tasks such as image rendering. Load testing was also carried out to assess the implications of large user numbers simultaneously performing such complex tasks. Project findings indicate that Archicad performance depends on the design and specification of the virtual platform. Factors such as processing power, RAM allocation and ratio of users to virtual machines (VM)s proved crucial. Tasks executed by the software and how software itself uses hardware are other considerations. This research is important, as its findings could influence the information technology strategies of both academic institutions and industry in coming years. Virtual computing provides many benefits, and this project could provide the confidence for stakeholders to adopt new strategies using VDI instead of the traditional approach of computers with locally installed software applications.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.
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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Gargiulo, Carlos, Martín Moreno, and Jesús Duarte. School Infrastructure and Learning in Latin American Elementary Education: An Analysis Based on the SERCE. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0009016.
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This study explores the state of infrastructure in the region's primary education schools, using the SERCE database, and analyzes the connection between school infrastructure conditions and language and mathematics tests results for third and sixth grade students. The results of the analysis indicate that school infrastructure and the access to basic services (electricity, water, sewerage and telephone) in the region's schools are highly deficient; there exists a large disparity between countries as well as between private urban, public urban and public rural schools; and there are large gaps between schools with children from high income families and schools with children from low income families. The analysis on the relationship between school infrastructure and academic results in the SERCE tests indicate that the highest factors most significantly associated with learning outcomes are: the presence of spaces that support teaching (libraries, science and computer labs); the connection to electric and telephone utilities; access to potable water, drainage and bathrooms. This indicates that countries in the region must strengthen investment geared towards improving school infrastructure in order to close the gaps that negatively affect rural areas, public sector schools, and schools with students from low income families. Likewise, public policies must prioritize infrastructure areas that have an impact on learning.
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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.
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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention.
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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.
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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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Wong, Debbie, Hilary Hollingsworth, Prue Anderson, Payal Goundar, and Agnes Mercer. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-728-1.
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The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3266.
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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.
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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.
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Wong, Debbie, Hilary Hollingsworth, Elizabeth Cassity, and Adeola Monty. Teacher Development Multi-Year Study Series. Classroom observation training package: using classroom observation to investigate and understand teaching quality. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-758-8.
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The Australian Council for Educational Research (ACER) has created an open-access classroom observation tool based on research conducted for the Australian Department of Foreign Affairs and Trade’s (DFAT) Teacher Development Multi-Year Study Series, which studied teaching practices in Timor-Leste, Vanuatu and Lao PDR (see https://research.acer.edu.au/eas/). This comprehensive tool is designed to capture various aspects of teaching and learning in the classroom. It aims to help education researchers and practitioners gather evidence of teaching practices, particularly in the early grades of primary education in low- and middle-income countries. The tool is also intended for use by local observers, regardless of their teaching or observation experience, to consistently and reliably make observations.