Relevant bibliographies by topics / Microsoft Word – Computer-assisted instruction

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Microsoft Word – Computer-assisted instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Microsoft Word – Computer-assisted instruction"

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Gamboa, Jerame, and Alberto G. Gamboa. "Impact to information computer technology: computer competency of Tinajero high school teachers in Philippines." Religación. Revista de Ciencias Sociales y Humanidades 5, no. 24 (2020): 152–57. http://dx.doi.org/10.46652/rgn.v5i24.645.

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This study aims to describe the computer competency of high school teachers at Tinajero High School, in the Philippines, during the calendar year 2019. Specifically, it sought to identify and describe the teachers’ computer competency, strengths and weaknesses, and problems in MS Word, Excel, and PowerPoint. Most of the conducted studies focused on the computer competency of the students. Few studies addressed the computer competency level of the teachers. In this digital age, teachers are not exempted on learning he Microsoft application. Sooner or later, the world will be embracing a mode of instruction that uses more of computer than of those traditional ways. This study used a descriptive-survey type of study and a validated competency test from Module quizzes from Innovate: A Mentor’s Guide to ICT Foundation Competencies by Microsoft Philippines. Findings showed the teachers are highly competent on MS Word, competent on MS Excel, and MS PowerPoint. Insufficiency of the computer equipment was identified as the main problem. It is therefore recommended to further strengthen the ICT capability training being given to the teachers so that technology will be maximized in making the educative system more impactful to the learners.
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Xelegati, Rosicler, and Yolanda Dora Martinez Évora. "Development of a virtual learning environment addressing adverse events in nursing." Revista Latino-Americana de Enfermagem 19, no. 5 (2011): 1181–87. http://dx.doi.org/10.1590/s0104-11692011000500016.

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The authors have developed a Virtual Learning Environment (VLE) addressing the management of adverse events to promote continuing education for nurses, including the following themes: pressure ulcer, medication errors, phlebitis, fall, and loss of nasogastroenteral probes. The pedagogical framework was grounded on the information processing theory and this applied study used the Computer Assisted Instruction (CAI) model to develop the program. The environment was developed with HTML language through Microsoft Office Word 2003®. The authors developed evaluation exercises in each module through the Hot Potatoes program, version 6.0 for Windows. The conclusion is that the methodology utilized was appropriate for achieving the proposed objectives. In the future, the authors will assess the developed product and verify the possibility of using it in nursing services.
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Et al., Pramaha Prakasit Thitipasitthikorn. "Bowon Power: An Integrated of Community Development Mechanism in Nakhon Pathom Province." Psychology and Education Journal 58, no. 1 (2021): 1718–26. http://dx.doi.org/10.17762/pae.v58i1.973.

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This research has the objective to study citizenship awareness in community development and urbanization of Nakhon Pathom province. Using the integrated research methodology, namely quantitative research The quantitative data were collected from 375 samples. The data were analyzed by using percentage, mean, standard deviation. And qualitative research 24 in-depth interviews with key informants/person and 12 specific group conversations/person, analyzing data in context and describing.
 The research found that The community development and urbanization of communities in Nakhon Pathom Province. From the study of the context of community development and urbanization of urban communities in the study area, it can be seen that the mechanism of urbanization is "Power Bowon" with "Community Funds" that are fundamental factors that drive communities to develop. Cooperation from civil society Having visionary leaders wants to see the development of the area in various dimensions. The reliance between community organizations and people, namely the state temple and the communities in which each side performs their duties appropriately. And co-ordinate working together which affects the quality of life of the people in the community who are the direct recipients of urban development Although some community development activities are not initiated by people in the community, but with various sectors being able to coordinate and collaborate And join together to drive development that will benefit the people in the community People are affected by the development activities.Therefore, creating a shared awareness as a force to drive community development activities into urbanization and is an expression of good citizenship by democracy.
 These instructions give you guidelines for preparing papers for the International conference ICCSE). Use this document as a template if you are using Microsoft Office Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further at International Journal of Computer Theory and Engineering. Define all symbols used in the abstract. Do not cite references in the abstract. Do not delete the blank line immediately above the abstract; it sets the footnote at the bottom of this column
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Perkins, David, Steward Donaldson, and Judy Zimmerman. "Individual and Dyad-Assisted Instruction." Psychological Reports 62, no. 2 (1988): 407–13. http://dx.doi.org/10.2466/pr0.1988.62.2.407.

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A study was designed to gather preliminary information concerning the effectiveness of small-group (dyad) computer-assisted instruction. Children in Grades 3 to 6 completed 10 lessons designed to teach students the critical elements involved in solving mathematical word problems, i.e., identifying key words, writing equations, and selecting the appropriate mathematical operation. Four instructional conditions were evaluated: (1) one child using a microcomputer, (2) two children (dyad) using one microcomputer, (3) one child using one workbook, and (4) two children (dyad) using one workbook. Children in the microcomputer-dyad condition developed more positive attitudes towards computer-instruction than students working individually. No significant differences in achievement scores were found between children given computer-assisted instruction and those given workbooks.
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Biemans, Harm J. A., and P. Robert-Jan Simons. "Learning to use a word processor with concurrent computer-assisted instruction." Learning and Instruction 2, no. 4 (1992): 321–38. http://dx.doi.org/10.1016/0959-4752(92)90021-d.

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Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (1995): 76–87. http://dx.doi.org/10.2307/1511196.

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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.
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Tukino, Tukino. "Pelatihan Microsoft Office 2010 pada Kelompok Kerja Kepala TK (K3TK) dan Gugus Paud Naga di Kota Batam sebagai Aplikasi dari Pembelajaran Komputer pada Anak Usia Dini." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 2, no. 2 (2018): 65. http://dx.doi.org/10.30734/j-abdipamas.v2i2.245.

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ABSTRACTThe material provided in this guidance is divided into 3 groups, there are Microsoft Word, Microsoft PowerPoint and Microsoft Paint. Activities are carried out based on the division level of the ability/skill of each teacher. Teachers who have been adept grouped separately from the teacher who still lay on the computer so that the coaching is intensive. Teachers who still lay be guided and accompanied by the instructor ranging from the procedure turn on the computer, opening files, saving files, using the mouse, typing basic, introduction computer parts up on the procedure to turn off the computer. The methods applied in this activity is the Method of Presentation, Demonstration and Practice. The method of Presentation used for the introduction of software using Microsoft PowerPoint 2010. The results of this study are: First, the Training provided some of the materials associated with efforts to improve the quality of learning by giving knowledge about the use of the Program PowerPoint to create interactive games as learning media multimedia ICT-based attractive and interactive, Second, the Material presented can be accepted, digested, and understood the participant well, the Third, the Activity takes place smoothly, on time and as expected. Keywords: Microsoft Word, Microsoft PowerPoint, and Microsoft Paint. ABSTRAKMateri yang diberikan dalam pembinaan ini terbagi menjadi 3 kelompok, yaitu kelompok Microsoft Word, Microsoft PowerPoint dan Microsoft Paint. Kegiatan dilakukan berdasarkan pembagian tingkat kemampuan/skill masing - masing guru. Guru yang telah mahir dikelompokkan tersendiri dari guru yang masih awam tentang komputer supaya pembinaan lebih intensif. Guru yang masih awam dibimbing dan ditemani instruktur mulai dari prosedur menyalakan komputer, membuka file, menyimpan file, menggunakan mouse, mengetik dasar, pengenalan bagian-bagian komputer sampai pada prosedur mematikan komputer. Metode yang diterapkan dalam kegiatan ini adalah Metode Presentasi, Demonstrasi dan Praktik. Metode Presentasi digunakan untuk pengenalan software menggunakan Microsoft PowerPoint 2010. Hasil penelitian ini adalah: Pertama, Pelatihan memberikan beberapa materi yang terkait dengan upaya meningkatkan kualitas pembelajaran dengan pemberikan pengetahuan mengenai pemanfaatan Program PowerPoint untuk membuat game interaktif sebagai media pembelajaran multimedia berbasis TIK yang atraktif dan interaktif, Kedua, Materi yang disajikan dapat diterima, dicerna, dan dipahami peserta dengan baik, Ketiga, Kegiatan berlangsung lancar, tepat waktu dan sesuai dengan yang diharapkan. Kata Kunci: Microsoft Word, Microsoft PowerPoint, dan Microsoft Paint.
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Coleman-Martin, Mari Beth, Kathryn Wolff Heller, David F. Cihak, and Kathryn L. Irvine. "Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification." Focus on Autism and Other Developmental Disabilities 20, no. 2 (2005): 80–90. http://dx.doi.org/10.1177/10883576050200020401.

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Block, Evelyn B., Debra L. Simpson, and D. Kim Reid. "Teaching Young Children Programming and Word Processing Skills: The Effects of Three Preparatory Conditions." Journal of Educational Computing Research 3, no. 4 (1987): 435–42. http://dx.doi.org/10.2190/twkv-24ar-h12k-mfrl.

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Ninety-two students from kindergarten, first, and second grades participated in the study. Students were randomly assigned to one of three preparatory groups: Computer Assisted Instruction (CAI), Keyboard Instruction (KEY), and Robot Instruction (ROB). Students were regrouped for instruction in LOGO and word processing, which continued until children met ending criteria. New LOGO and writing tasks were presented and the students' performances compared across preparatory conditions. Results indicated that students in the KEY groups obtained the highest scores on the LOGO and writing tasks, followed closely by students in the ROB groups. Students in the CAI groups showed no significant gains in their ability to program in LOGO or to write using a word processor.
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Ormrod, Jeanne Ellis. "Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction." Perceptual and Motor Skills 63, no. 2 (1986): 487–94. http://dx.doi.org/10.2466/pms.1986.63.2.487.

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College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.
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Dissertations / Theses on the topic "Microsoft Word – Computer-assisted instruction"

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Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.

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To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.
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Keatley, Marjorie. "Development of a computer-assisted instructional program to teach word processing terminology." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80281.

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Zakumba, Lwazi Xolisile. "A case study on the role of excel as a teaching and learning tool in influencing learners' interpretation of functions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1018756.

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The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
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Patten, John Joseph. "Computer assisted assessment and computer assisted portfolio development in a whole language classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/861.

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Coulter, Darcy Jane. "Improving teacher productivity through the use of computer technology." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2361.

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The purpose of the project was to develop a teacher handbook forusing computer technology and Microsoft Office XP software in the performance of their administrative tasks. The handbook was designed to provide teachers with step-by-step instructions that would enable them to automate many administrative tasks that were previously performed manually, without the benefit of computer technology.
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Carmichael, Tammy. "Teaching Two Children with Autism to Follow a Computer-Mediated Activity Schedule Utilizing Microsoft® PowerPoint® Presentation Software." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4896/.

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Children with autism typically exhibit deficits in behavior and also in visual processing. Development and implementation of visually-cued instructional procedures, combined with electronic technology, have been used successfully to teach children with autism complex behavior chains. This study used photographic activity schedules on computer slideshow software to teach two children with autism to follow computer-mediated cues and engage in four play activities, and to transition between each activity in their homes without the presence of a trained behavior therapist. Results of this study demonstrated that these technologies can be utilized in children's homes to promote computer-mediated play behavior while eliminating the necessary cost of a home behavior therapist to prompt and supervise such activities.
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Overstreet, Penni Kaye. "Computer literacy in master of public administration classes." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/556.

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Smith, Curtis John. "Evaluation of the effectiveness of using an interactive video system to supplement classroom instruction." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Steger, Paul. "An Analysis of Kindergarten Children's Use of a Word Processor in Their Print Literacy Development." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1146.

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Many young children appear to take delight in manipulating common elements of their environment, e.g., sticks, stones, and mud. Our ancestors also used these and other elements in order to play, explore,, and eventually create written language. In a print-laden society, young children are budding literates. Within a few years their abilities and skills evolve to the level it has taken the human species thousands of years to reach. Associated with the evolution of written language is related technology. Humans have evolved from cave art and literacy to computer art and literacy. Again, what has taken thousands of years to evolve for the species takes only a few years for today's children. Within the past ten years computers have become common literacy implements in American schools. An understanding of childrens' use of this machine is important to educators in general and educational leaders in particular. The purpose of this study was to investigate kindergarten students' use of a word processor: What developmental sequences related to print literacy reveal themselves as kindergarten children use a word processor? In what ways are these sequences the same or different than those identified by researchers studying young children's use of pencil and paper? What time commitments do children make at each stage of these developmental sequences? How do the physical attributes of the computer environment, screen color for example, influence children's behavior associated with word processing? A review of literature incorporated readings associated with research in human evolution of print literacy, literacy of technology, language and cognition plus recent research on writing and computers. A research design incorporating qualitative methods was created. Six subjects, representing a variety of backgrounds in a kindergarten class of 26 full day students, were observed for 20 weeks. For one hour each day, this kindergarten class attended a writing lab which contained eight learning centers. One of the learning centers consisted of six word processors networked to two printers. In addition to collecting student documents, both in paper and electronic form. subjects' behaviors were observed and recorded. Observational recordings were analyzed, collapsed into manageable data and re-analyzed. Subjects' evolution of writing was similar to children using pencil and paper. In addition, subject's literacy of technology evolved. Each subject displayed individual episodes of development and incorporated less mature behaviors with more mature behaviors as they evolved along their print literacy and literacy of technology continuums. It was observed that subjects intertwined print and technological behaviors and skills as they wrote with a word processor. Time relationships associated with the development of writing and environmental aspects of the word processor center did not appear important. Information Age etiquette evolved as students controlled their writing, a computer system. and worked with others. The inherent publicness of monitors contributed to meta-linguistics, sharing knowledge about technology, and problem solving among students. Young children are capable of writing with and manipulating a word processor. They are also capable of trying to solve problems of written language and computers. Educators will find that young children quickly learn Information Age tool etiquette.
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Sawyer, Paul R. Rutter Russell. "Evaluating the design and delivery of an online technical writing course." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819898.

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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 29, 2006. Dissertation Committee: Russell Rutter (chair), James Kalmbach, Gerald Savage. Includes bibliographical references (leaves 158-162) and abstract. Also available in print.
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Books on the topic "Microsoft Word – Computer-assisted instruction"

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Wiebe, James H. Works 4.0 for Windows 95 for educators: Includes sections on the Internet, World Wide Web, and CBI. International Society for Technology in Education, 1998.

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Patton, Paula G. Microsoft Word for terrified teachers. Teacher Created Materials, 1999.

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Office 97. IDG Books Worldwide, 1996.

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Stevenson, Nancy. Office 97. IDG Books Worldwide, 1998.

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Bidgoli, Hossein. Information systems literacy: Word for Windows 2.0. Macmillan Pub. Co., 1995.

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Diana, Satin, ed. Learning computers, speaking English: Cooperative activities for learning English and basic word processing. University of Michigan Press, 2000.

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Lehman, Mark W. Computer-assisted auditing with Microsoft Great Plains dynamics. South-Western/Thomson Learning, 2003.

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Bidgoli, Hossein. Information systems literacy. Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. Macmillan College Pub., 1994.

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Book chapters on the topic "Microsoft Word – Computer-assisted instruction"

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Al-Zoube, Mohammed, and Mudasser F. Wyne. "Building Integrated E-Learning Environment Using Cloud Services and Social Networking Sites." In Intelligent Learning Systems and Advancements in Computer-Aided Instruction. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-483-3.ch013.

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Cloud computing technologies, although in their early stages, have managed to change the way applications are going to be developed and accessed. These technologies are aimed at running applications as services over the internet on a flexible infrastructure. Microsoft Office applications, such as Word processing, Excel spreadsheet, Access database and many more can be accessed through the Internet, even though the files and applications are housed in the cloud. Cloud computing provides a low cost solution to academic institutions for their researchers, faculty, and students. This setup provides an additional benefit because all these browser-based applications can also be accessed through mobile devices in addition to being available to a variety of laptop and desktop computers, provided Internet access is available. At the same time, the massive growth of social networking sites (SNS) among today’s college students is increasing the number of higher education instructors that are combining distance education delivery with SNS. To take advantage of cloud computing and social networking sites, this chapter presents an integrated solution that provides learners with a comprehensive and feature rich environment for building and utilizing applications and can be used for building a virtual environment both for teaching and learning. The authors present an interactive tool that can be used for science education; they combined various technologies to achieve this goal. The environment and the design proposed can also be used as a platform for exploring and sharing new ideas as well as for designing, modifying, and monitoring educational or course contents. In this design under the same environment the authors also allow integration of different pedagogical approaches to both learning and teaching.
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van der Leij, Aryan. "Effects of Computer-Assisted Instruction on Word and Pseudoword Reading of Reading-Disabled Students." In Current Directions in Dyslexia Research. Garland Science, 2020. http://dx.doi.org/10.1201/9781003077411-18.

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Vedral, Vlatko. "Surfing the Waves: Hyper-Fast Computers." In Decoding Reality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815433.003.0016.

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Who hasn’t heard of a computer? In a society entirely dominated by these transistor infested boxes there are probably only a few remaining isolated tribes in the Amazon or around the Kalahari that have not been affected. From organizing our finances, flying a plane, warming up food, controlling our heartbeat (for some), these devices are prevalent in each and every aspect of our society. Whether we are talking about personal computers, mainframe computers, or the embedded computers that we find in our mobile phones or microwave ovens, it is very hard to even imagine a world without them. The term computer, however, means more than just your average Apple Mac or PC. A computer, at its most basic level, is any object that can take instructions, and perform computations based on those instructions. In this sense computation is not limited to a machine or mechanical apparatus; atomic physical phenomena or living organisms are also perfectly valid forms of computers (and in many cases far more powerful than what we can achieve through current models). We’ll discuss alternative models of computation later in this chapter. Computers come in a variety of shapes and sizes and some are not always identifiable as computers at all (would you consider your fridge a computer?). Some are capable of doing millions of calculations in a single second, while others may take long periods of time to do even the most simple calculations. But theoretically, anything one computer is capable of doing, another computer is also capable of doing. Given the right instructions, and sufficient memory, the computer found in your fridge could, for example, simulate Microsoft Windows. The fact that it might be ridiculous to waste time using the embedded computer in your fridge to do anything other than what it was designed for is irrelevant – the point is that it obeys the same model of computation as every other computer and can therefore – by hook or by crook – eventually achieve the same result. This notion is based on what is now called the Church–Turing thesis (dating back to 1936), a hypothesis about the nature of mechanical calculation devices, such as electronic computers.
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