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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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Chan, Yan-ming Franklin, and 陳仁明. "A study of the effects of the medium of word processing and electronicfeedback on intermediate ESL students' attitudes to writing andrevision strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944759.
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Tozcu, Anjel. "The effect of teaching sight vocabulary with computer-assisted instruction on vocabulary gain, decrease in reaction time for frequent word recognition, and reading comprehension." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288793.
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This study is about the effect of direct vocabulary instruction using CAI on vocabulary knowledge, reading comprehension, and speed of word recognition. The purposes of the study were to find out if students in an intensive English program who use CAI to learn highly frequent vocabulary will learn a significantly larger number of words than those in a control group; if they will decrease their reaction time for frequent word recognition as compared to the control group; and if they will exhibit significantly better reading comprehension than a control group. In this experimental study the students in the treatment group studied the highly frequent words of English on the computer for three hours per week for eight weeks whereas the students in the control group completed three hours of reading and reading comprehension exercises. The research findings are that both groups showed increases in vocabulary gain, reading comprehension, and decrease in reaction time for frequent word recognition. However, the treatment students showed significantly greater gains than the control students.
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Williams, Kristin K. "An Evaluation of two computer-based training software programs designed to develop the language and listening skills of students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).
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Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.
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Caver, Mary E. "A study of the efficacy of a word processor on the creative writing done by fourth grade students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/393.
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Hansman-Ferguson, Catherine A. "Writing with computers : a study of adult developmental writers." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941576.
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Many adults who enter universities to continue their education are placed in developmental or basic writing classes. With the prevalence of computers on university campuses, some of these writing classes are taught in computerbased classrooms, which may cause adult learners to be apprehensive of both writing and computers. Previous research studies regarding writing and computer apprehension have examined traditional age college students, ignoring how the social context of the computer-based classroom and the computers used as tools for writing may affect adult learners' attitudes toward both writing and computers. The purpose of this descriptive study of adult developmental writers was to examine their perceptions of the effects of computers in a computer-based writing classroom, focusing on how the context of the classroom, including the social situation within the computer-based classroom, influenced their attitudes and apprehension toward both writing and computers.In order to obtain scores that indicated students' apprehension toward writing and computers, the Daly-Miller Writing Apprehension Test and the Loyd and Gressard Computer Attitude Survey were given to adult learners (n=41) at the beginning and the end of the semester to determine changes in students' apprehension. Additional data from interviews, observation reports, and journals of twelve adult learners allowed the researcher to examine students' perceptions of their interactions with other students and between students and their computers, thus promoting an understanding of the context in which learning to write took place.Findings indicated that adult learners' apprehension scores toward writing and computers decreased by the end of the semester in the computer-based classroom. Qualitative data revealed that the computer-based classroom provided a context that enabled students to form supportive peer groups which helped and impacted their writing, allowing them to develop fluid processes for writing with computers.This study has particular relevance for understanding how adults learn to write in various settings. Adult learners are a special population with unique needs. Apprehension toward writing and computers affects adult learners' attitudes toward writing, many times causing them to drop out of educational programs. This study illuminates the problems and feelings adults face as they learn to write using computers.<br>Department of Educational Leadership
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McKenzie, Donald John. "An investigation of the effects which using the word processor has on the writing of standard six pupils." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003531.
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In order to discover to what extent the use of the word processor affects the motivation of high school students when engaged in writing tasks, and to determine the effects of the word processing on the length and quality of their work and editing, two groups, carefully matched in terms of prior computer experience, intelligence and language ability were given eight writing tasks. The test group used word processors while the control group used pen and paper. Their behaviour was closely observed and their writing was subsequently compared. It was found that while the test group were more motivated and spent longer both writing and editing their work, the quality of the work of both groups was similar. The degree of editing was greater for the test group. The conclusion is that there is a place for the use of the word processor in the English classroom, but specific strategies need to be developed to optimise its benefits.
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Rode, Mary. "A Study Concerning the Use of Microcomputers for Word Processing in College Freshman Composition at a Community College." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332392/.
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The purpose of this study was to determine the effect of using word processing and proofreading software in freshman composition at a community college. This study used pretest and posttest measures to determine if significant differences in the improvement of composition skills occurred between students in a composition class that did not use microcomputers and students in a composition class that did use microcomputers. Objective tests and writing samples were used as measurements. The population for the study consisted of students enrolled in freshman composition classes at a two year community college. Students self-selected enrollment in each class. Three hundred students who completed the pretest and posttest measures and completed the course were included in the study. There was no significant difference found in the improvement of writing skills between the two groups as measured by the objective test or the writing samples. There was a significant difference found in the withdrawal rate of students from the classes. The computer class had a significantly higher withdrawal rate than the non-computer class.
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Bridges, Deanna L. (Deanna Lee). "The Impact of Word Processing on the Written Expression of Students with Learning Disabilities in the Area of Written Expression." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279365/.
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The purpose of this study was to investigate the effect of word processing on the quality of written expression of students with learning disabilities identified in the area of written expression. A examination of existing research revealed that most studies do not focus on word processing independent of writing instruction. Therefore, the consensus among researchers that word processors make a difference is limited by the influence of instruction within the research setting. Therefore, this study sought to determine the impact made solely by word processing by controlling for instruction. The 75 students who participated in the study represented three groups--students with learning disabilities identified in the area of written expression (LD-W), students with learning disabilities identified in an area other than written expression (LD-O), and general education students (NA). Each student completed four writing samples: (a) descriptive - handwritten, (b) informative - handwritten, (c) descriptive - word processed, and (d) informative - word processed. The writing samples were scored according to the TOWL-3 on the three Spontaneous Composite subtests (e.g., Contextual Conventions, Contextual Language, and Story Construction). In addition, Word Perfect 6.1- Grammatik was used to determine the number of syllables, words, and sentences in each writing sample. A multivariate analysis of variance (MANOVA) was used in the analysis in conjunction with univariate F-Tests and Tukey's Honestly Significant Difference (HSD) test. General education students scored consistently higher than LD-W on all subtests even when handwriting and word processing were considered. They also generated more syllables, words, and sentences than students with learning disabilities. In addition, all students scored higher on subtests when writing descriptive samples rather than writing informative samples. No practically significant results were determined for the effect of word processing. Therefore, word processing alone does not have an impact on students' quality of writing. It is simply a tool in the writing process. These results do not suggest that schools disregard the use of technology. Rather, teachers must continue to use word processors during writing instruction but should focus on providing good writing instruction.
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劉宛枚. "Effects of Personalized Contexts In Computer- Assisted Instruction of Elementary Algebra Word Problems." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/97461822248935505489.
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Sun, Wan-Chih, and 孫宛芝. "The Effectiveness of Computer-Assisted Chinese Stem-Deriving Instruction on Elementary Students with Word-Recognition Difficulties." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/61763898578699152950.
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碩士<br>國立台北師範學院<br>特殊教育學系碩士班<br>92<br>The major purpose of this study was to compare the effectiveness between the Computer-Assisted Chinese stem-deriving instruction (CACSDI ) which was developed by the researchers and Teacher-Delivered Chinese stem-deriving instruction (TDCSDI). The CACSDI is expandable, reusable and user-friendly. The subjects were two second-grade students and one third-grade student with word-recognition difficulties. An alternating treatments design of single subject research method was adopted. The major findings were as followed:
1.The immediate learning outcomes of word recognition of CACSDI were significantly better than TDCSDI for only one subject.
2.Regarding to the preservation of word recognition after two weeks and eight weeks, there were no significantly differences between CACSDI and TDCSDI.
3.Regarding to the learning attitude, all subjects tend to study word-recognition via computer and would like to recommend others to use CACSDI.
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Lin, Chuei-Shiun, and 林垂勳. "Effects of Computer Assisted Instruction on Time Word Problems Solving for Students with Math Learning Disabilities." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/27393778902937770298.
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碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>102<br>Abstract
The research aims at discussing effects of Computer Assisted Instruction (CAI) on time word problems solving for students with math learning disabilities. Single-subject experimental design with change criterion designs are used as methodology in this research and the subject is a fourth-grade elementary school student with learning disabilities. Independent variable is CAI while dependent variable is the effect of time word problems solving, including three behavioral objectives of time unit conversion, addition and subtraction of time unit, as well as word problems of epoch and time unit. The research discusses the learning effect through visual analysis, analyzes the learning effect of problem solving by examination paper of time word problems and makes readers understand social validity by interview. Conclusions of the research are as follows.
1.After receiving CAI of time unit conversion, the fourth grade elementary school students with math learning disabilities have improved score of overall problem solving, with the effect of instant, maintenance and generalization.
2.CAI can improve subjects’ ability to problem solving of all sorts in the scope of time word problems.
3.The learning of time word problems by CAI for the fourth grade elementary school students with math learning disabilities is appreciated by resource room program teachers and subjects.
Key words:Computer Assisted Instruction(CAI), math learning disabilities, time word problems, schema strategy
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Lwo, Lwun-syin. "Effects of individualized examples and personalized contexts in computer-based adaptive teaching of algebra word problems /." 1992. http://hdl.handle.net/1957/9173.
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Dix, Jennifer Anne 1971. "The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities." Thesis, 2007. http://hdl.handle.net/2152/29588.
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The purpose of this research is to examine the effects of a computer simulation program on the ability of students with LD to: a) communicate mathematically, b) estimate problem solutions, and c) solve applied story problems. Eight students with LD, ranging from 9 to 11 years of age, took part in the study. The students participated in a computer-presented interactive software program, which used contextualized problem solving to target the above skills. A multiple baseline research design was used to examine: (a) improvement, or lack thereof, of student skills in problem solving, estimation, and math communication abilities, (b) interactions among the three targeted components, (c) generalization of skills to more traditional (e. g., paper and pencil/teacher directed) formats, and (d) extended generalization of acquired skills. Implications of these findings are presented as well.<br>text
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Hsieh, Ya-Ting, and 謝雅婷. "The Study of Computer Assisted Instruction on Functional Word-Recognition to Elementary School Student with Intellectual Disability." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/21067702628817354748.
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碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>102<br>The purpose of this study was to examine the effccts of multimedia computer assisted instruction on functional vocabulary learning and internet searching to an elementary school student with moderate intellectual disability. The subject was one 9-year-old elementary school student with moderate intellectual disability.The experiment teaching lasted for five weeks with four class a week, and each class had fouty minutes. A case study design was used in this study. Data were collected from the subject during intervention period, preservation period, and tracking period.
The main results of this study are as followings:
1.Multimedia computer assisted instruction on functional vocabulary could promote the intervention effects, preservation effects, and tracking effects in terms of word-recognition.
2.Multimediacomputer assisted instruction onfunctional vocabulary could promote the intervention effects, preservation effects, and tracking effects in terms of internet researching.
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Lee, Jincheng, and 李錦程. "Taiwanese Young Learners' English Phonological Awareness: Effects of Computer-Assisted Instruction and Relations to Word Reading and Spelling." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07515283442715838464.
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碩士<br>國立中正大學<br>外國語文研究所<br>99<br>The study aims to investigate the young EFL learners’ phonological awareness in terms of the effects of computer-assisted instruction on it as well as its relations to word reading and spelling. The participants were 57 third-graders of an elementary school in Yunlin County. The study was conducted from November 2010 to January 2011, lasting for ten weeks. Data sources included two syllabic awareness tasks (syllable counting and syllable deletion), two rime awareness tasks (rime oddity and rime judgment), three phonemic awareness (phoneme counting, phoneme blending, onset judgment), one reading task, and one spelling task. In addition, questionnaire was also given to the participants to elicit their perceptions of the computer-assisted instruction. Data analysis instruments involved t test, Pearson Correlation, and regression analysis.
The results first showed that the students’ phonological awareness was significantly improved, except for the case of syllable deletion. Secondly, in terms of perception of computer-assisted instruction, more than 85% of the students indicated its positive effects on phonological awareness, word reading and word spelling. Thirdly, the learners’ phonological awareness had close relations to word reading. In particular, tasks of phoneme blending, phoneme counting, and onset judgment were significant in predicting the students’ word reading performances. Along the same vein, the students’ phonological awareness had close relationship to word spelling as phoneme blending, onset judgment, and syllable counting significantly predicted word reading performances. Based on the findings, pedagogical implications were discussed and further studies proposed.
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LI, Chuang-Hsiang, and 李壯翔. "The Effect of the Multimedia Computer-Assisted Instruction on Solving Steps of Mathematics Word Problem among Elementary Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13231562412497443390.
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碩士<br>國立臺北教育大學<br>教育傳播與科技研究所<br>99<br>The purpose of this study was to use the multimedia computer-assisted instruction and the problem-solving steps for the teaching of mathematical word problems to improve the learning in mathematical word problems of fifth-grade students. Through this study, we could observe whether there was any significant difference of the mathematical problem-solving ability of students in the experimental group and control group before and after the teaching.
This study adopted a quasi-experimental research method, supplemented with qualitative interviews and questionnaire data. The class that had the researcher as its instructor was classified as the experimental group, and another class of the same grade with similar learning level in the same school was classified as the control group, with 30 students in both of the groups, for a seven-session experimental teaching to both of the group, conducted by the researcher in person. For the experimental group, the multimedia computer-assisted instruction was used in the teaching activities for the steps of solving the mathematical word problems; while for the control group, the same units of problem contents were taken, but with narration style in the teaching. The discussions on the experiment results included two parts – quantitative research and qualitative research. The quantitative part was to compare the problem-solving abilities of the two groups with pre and post tests, to see if there was any significant improvement. In addition, students in the experimental group were further divided into high, medium and low subgroups based on their math test scores, for further analysis to observe whether students could carry out by themselves the application of the extended concepts of unknown numbers, and learning perception questionnaires were also given for this. The qualitative part was to conduct interviews with students of the experimental group with tests after the experiment, to understand the students’ attitude towards the multimedia computer-assisted instruction for the problem-solving steps. The key results of this study were summarized as follows:
1. This study took the problem-solving steps as the basis and used animation and text as the auxiliary help in the course of problem-solving. And based on the findings, a set of the multimedia computer-assisted instruction could be developed to increase students’ ability of solving mathematical word problems.
2. According to the analysis on the pre and post tests, the experimental group, which received the multimedia computer-assisted instruction for problem-solving steps, had higher scores in Division formula and total scores than did the control group, which received narration teaching style, and the difference was significant.
3. In the experimental group, students of the medium and low subgroups, after receiving the multimedia computer-assisted instruction for problem-solving steps, had better performance in Addition formula, Subtraction formula, Multiplication formula and Division formula as well as total scores, and the difference was significant, but in the application of the extended concept of the unknown numbers, the improvement had no significant difference.
4. In the experimental group, students of the medium and low subgroups reacted to the multimedia computer-assisted instruction integrated into the problem-solving steps, with positive and satisfactory feedbacks toward the contents of mathematical word problems, teaching activities and materials as well as opinions of learning enhancement.
Keywords：the multimedia computer-assisted instruction, problem- solving steps, mathematics word problem
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Lin, Shu-Yan, and 林淑燕. "The Study of Multimedia Computer Assisted Instruction on Word Recognition Learning for Elementary Student with Mild Intellectual Disability." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d57m59.
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碩士<br>國立虎尾科技大學<br>資訊管理系碩士在職專班<br>106<br>The main purpose of this study was to investigate the effect of multimedia computer-assisted instruction (MCAI) on word recognition learning for elementary school student with mild intellectual disability. The study was implemented by the manner of Case Study. The grade 5 student with mild intellectual disability was educated with multimedia computer-assisted instruction (MCAI) and Elaborated Instructional Strategy to improve word recognition skills. Assessment tests, classroom observations and student interviews were collected to verify the performance, learning achievement and learning interests during the education activities.
Results of this study were summarized in the following:
1. Multimedia computer-assisted instruction has immediate effects on improvement of word recognition skills.
2. Multimedia computer-assisted instruction can promote and maintain learning interests obviously.
According to the above results, some suggestions for the teaching and further studies were recommended.
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Shen, Meng-Hung, and 沈孟宏. "The Effects of Computer-Assisted Instruction through Internet on the Word Recognition Learning by Elementary Children with Severe Autism." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/59978781338237664578.
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碩士<br>臺中師範學院<br>特殊教育與輔助科技研究所<br>93<br>The purpose of this study was to investigate the effects of Computer-Assisted Instruction through Internet on word recognition of elementary children with severe Autism. The multiple probe across behavior design was utilized in this study. The two participants with severe Autism were placed in a self-contained class of an elementary school in Taichung county. The independent variable was Computer-Assisted Instruction through Internet. The dependent variable was the performance of word recognition to participants, including the scores of〝Read the word displayed aloud〞,〝Choosing the vocabulary with phonetic cue〞,〝Choosing the vocabulary with voice cue〞,〝Writing the word with phonetic cue〞 and the total scores of four subtests.
The instructional web was designed by researcher, according to the students’ abilities and the related topic documents. There were three units in the instructional web. The experimental instructions of each unit was taught six times. The data were analyzed by using visual analysis and the C statistic.
The findings of Computer-Assisted Instruction through Internet on word recognition of the two subjects were concluded as follow:
1.〝The word recognition performance〞 showed significantly immediate and sustained effects.
2.〝Read the word displayed aloud〞 showed significantly immediate and sustained effects.
3.〝Choosing the vocabulary with voice cue〞 showed significantly immediate and sustained effects.
4.〝Choosing the vocabulary with graphic cue〞 showed significantly immediate and sustained effects.
5.〝Writing the word with phonetic cue〞 has no significantly immediate but has sustained effects.
According to the aforementioned findings and application of these instructions to reading remedial instruction, the learning guidance and the further researches was recommended.
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Seo, You-Jin 1974. "Effects of multimedia software on word problem-solving performance for students with mathematics difficulties." 2008. http://hdl.handle.net/2152/17998.
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Computer-Assisted Instruction (CAI) offers the potential to deliver cognitive and meta-cognitive strategies in mathematical word problem-solving for students with mathematics difficulties. However, there is a lack of commercially available CAI programs with cognitive and meta-cognitive strategies for mathematical word problemsolving that pay particular attention to the critical design features for students with mathematics difficulties. Therefore, empirical evidence regarding the effects of CAI program with cognitive and meta-cognitive strategies on the word problem-solving of students with mathematics difficulties has not been found. Considering the imperative need for a CAI program with cognitive and metacognitive strategies for students with mathematics difficulties, an interactive multimedia software, ‘Math Explorer,’ was designed, developed, and implemented to teach one-step addition and subtraction word problem-solving skills to students with mathematics difficulties. Math Explorer incorporates: (a) four-step cognitive strategies and corresponding three-step meta-cognitive strategies adapted from the research on cognitive and meta-cognitive strategies, and (b) instruction, interface, and interaction design features of CAI identified as crucial for successful delivery of cognitive and metacognitive strategies for students with mathematics difficulties. The purpose of this study was to investigate the effectiveness of Math Explorer, which was designed to be a potential tool to deliver cognitive and meta-cognitive strategy instruction in one-step addition and subtraction word problem-solving. Three research questions guided this study: (a) To what extent does the use of Math Explorer affect the accuracy performance of students with mathematics difficulties in grades 2-3 on computer-based tasks with one-step addition and subtraction word problem-solving?, (b) To what extent does the use of Math Explorer generalize to the accuracy performance of students with mathematics difficulties in grades 2-3 on paper/pencil-based tasks with one-step addition and subtraction word problem-solving?, and (c) To what extent does the use of Math Explorer maintain the accuracy performance of students with mathematics difficulties in grades 2-3 on computer- and paper/pencilbased tasks with one-step addition and subtraction word problem-solving? A multiple probe across subjects design was used for the study. Four students with mathematics difficulties participated in the pre-experimental (i.e., introduction; screening test; and computer training I) and experimental (i.e., baseline, computer training II, intervention, and follow-up) sessions over an 18-week period. Each week of the intervention phase, the students received an individual 20- to 30-minute Math Explorer intervention, at most, five days. After each intervention, they took the 10-minute computer- or paper/pencil-based tests developed by the researcher. The intervention phase for each student lasted five to seven weeks. Two weeks after termination of the intervention phase, their accuracy performance on the computer- and paper/pencil-based tests were examined during the follow-up phases. The findings of the study revealed that all four of the students were able to use the cognitive and meta-cognitive strategies to solve the addition and subtraction word problems and improved their accuracy performance on the computer-based tests. Their improved accuracy performance found on the computer-based tests was successfully transferred to the paper/pencil-based tests. About two weeks after termination of the intervention phase, except for one student who had many absences and behavioral problems during the extended intervention phase, the three students successfully maintained their improved accuracy performance during the follow-up phase. Taken together, the findings of the study clearly provide evidence that Math Explorer is an effective method for teaching one-step addition and subtraction word problem-solving skills to students with mathematics difficulties and suggest that the instruction, interface, and interaction design features of CAI program is carefully designed to produce successful mathematical performance of students with mathematics difficulties. Limitations of the research and implications for practice and future research were discussed.<br>text
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Chen, Yu-Hsuan, and 陳育萱. "The Effects of Using Computer-Assisted Instruction on Multiplication Word Problems for the Junior High School Students with Mild Mental Retardation." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/55013399472030127916.
Full textAbstract:
碩士<br>國立彰化師範大學<br>特殊教育學系所<br>96<br>The purpose of the study was to explore the effects of using computer-assisted instruction on the multiplication word problem solving. Four types were included: equal groups, multiplication comparison, rectangular area and cartesian product of multiplication word problems. The problem-solving steps were referred from Mayer’s (1992) problem-solving process. It included reading, understanding of questions, drawing schema diagrams, displaying equation, calculation, and checking. The multiple probe design across subjects was used to execute and analyze of treatment effects. The subjects were three third-grade junior high school students with mild mental retardation in the self-contained special education class in Taichung City. Data were analyzed by visual analysis, graphic display, C statistic and interview. The results of this study were as following:
1. After teaching-experiment, all of the three subjects had significantly progress on
solving all types of multiplication word problems and kept maintaining the results.
2. After teaching-experiment, all of the three subjects had significantly progress on solving equal groups, multiplication comparison, rectangular area and cartesian
product of multiplication word problems and kept maintaining the results.
3. Results from interview of the subjects’ class teacher indicated that the performances of the subjects for multiplication word problem solving did generalize to the students’ daily life.
According to the results, the author proposed suggestions for further research on teaching problem solving strategies for the junior high students with mild mental retardation.
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Chuang, Pin-Yu, and 莊品郁. "The Study of the Effects of Word Recognition on Multimedia Computer-assisted Instruction for a Student with Intellectual and Developmental Disabilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/83446638125177197015.
Full textAbstract:
碩士<br>國立臺東大學<br>特殊教育學系碩士在職專班<br>103<br>The purpose of this study was to explore the effects of word recognition on multimedia computer-assisted instruction of a student with intellectual disabilities. A reversal design of the single-subject research (A-B-A') was adopted in this study. An elementary school student, who had word recognition difficulties participated the design on experimental teaching method during sixteen period courses.
The multimedia computer-assisted instruction was considered as the independent variable, and "the word recognition performance", "writing down the word with phonetic cue", "choosing the word with phonetic cue", "reading the Chinese characters on display", and "making up lexicons" was dependent variable of the study. All the data was analyzed by visual analysis, C-statistics.
The results of this study were as follows:
1.The results found that using multimedia computer-assisted instruction demonstrated immediate effects improving on "the word recognition performance", "writing down the word with phonetic cue", "choosing the word with phonetic cue", "reading the Chinese characters on display", and "making up lexicons".
2.The results found that using multimedia computer-assisted instruction demonstrated long-term effects improving on "the word recognition performance", "reading the Chinese characters on display", "making up lexicons".
3.Two major groups, "left blank" and "unknown error" were identified in "writing down the word with phonetic cue" test. A major group, "unknown error" was identified in "choosing the word with phonetic cue" test. Two major groups, "the same structures" and "tone error" were identified in "reading the Chinese characters on display" test. Two major groups, "not a vocabulary" and "similar tone" were identified in "making up lexicons" test.
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LAI, Yu-Ching, and 賴俞靜. "The Effects of Computer Assisted Instruction on Improving Speech Identification and Word Intelligibility in Junior High School Students with Hearing Impairment." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/27748830000074171015.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>特殊教育學系在職進修碩士班<br>101<br>The primary purpose of this study was to examine the effects of computer assisted instruction on improving speech identification and word intelligibility of junior high school students hearing impairment. A single-subject experimental study of multiple baseline design across subjects was used. The participants were three junior high school students with moderate to severe hearing impairment in the special class for hearing impairment in Taoyuan County. The independent variable was the training program using computer assisted instruction, whereas the dependent variables were the abilities of speech identification and word intelligibility of three participants. During two weeks, eight sessions of experimental training was administrated. Retention phases began a week after experimental training was finished. Participants’ speech identification was evaluated one a day in the three days. Data were analyzed mainly through visual analysis and C statistics. In addition, the error patterns and rates of articulation were analyzed. A self-constructed questionnaire was used to investigate the acceptability of the computer assisted instruction. The major findings were as following：
1. Computer assisted instruction resulted in enhanced and
retained effects on speech identification capabilities
of three participants. The effect on improving tone
identification was better than word identification.
2. Computer assisted instruction resulted in enhanced
effect on word intelligibility and reduction of
articulation errors in three participants.
3. Computer assisted instruction was highly acceptable for
parents and teachers of three participants, but it
wasn’t highly acceptable for three participants.
Further suggestions were proposed for future studies and training as based on the main findings of this study.
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Wei, Lu Wen, and 盧文偉. "The Study of the Effect of Computer Assisted Word-recognition Instruction by Nursery Rhyme with Students with Learning Disabilities in Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74795840166363040899.
Full textAbstract:
碩士<br>國立臺中教育大學<br>數位內容科技學系碩士班<br>95<br>The purpose of the study was to examine the use of computer assisted instruction to improve the word-recognition of two sixth-grade students with specific learning disabilities who exhibited reading difficulties. Also of interest was whether the effect would maintain once the intervention was discontinued. The independent variable was computer assisted instruction and the dependent variable was the participants' performance of word-recognition. Using multiple probe across behavior design, the effect of computer assisted instruction on student participants' word-recognition was monitored. Positive results were observed, and maintenance probes suggest that the effects of the intervention maintained after the treatment was withdrawn. The learning guidance and research suggestions were also offered for the teachers and the future studies.
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Carter, William D. (William David) 1950. "A comparison of instructor-led and interactive video training for the personal computer application WordPerfect." Thesis, 1991. http://hdl.handle.net/1957/37383.
Full textAbstract:
This research compared the effectiveness of an interactive video training program
with an instructor-led program for teaching working adults the personal computer (PC)
application WordPerfect. The objectives of the study were to develop a research
methodology and instrumentation in order to determine whether instructor-led training
resulted in significantly different reaction, performance, and post-training use than
interactive video instruction and to utilize the findings to suggest strategies for teaching
working adults PC applications.
The study was based on the need to comparatively evaluate various instructional
approaches for teaching PC applications to working adults. There is also an underlying
need in computer training is for easily administered, yet comprehensive evaluation
methodologies. There were 111 individuals in the original sample. Half were randomly
assigned to a interactive video group and half to an instructor-led group. After initial
dropouts there were 53 individuals in the instructor-led group and 47 in the interactive
video group. Instructional objectives, content and topic sequence were the same for both
groups. A pilot study was conducted to confirm the reliability and validity of the
instruments and methodology.
A demographic questionnaire was completed at the beginning of an initial
training session. At the end of the first training session a performance test and a reaction
questionnaire were completed. After two to three weeks a use survey, a knowledge test,
and a performance test were completed. Descriptive and analytic statistics were prepared
for the dependent variables (reaction, performance, and post-training use) and covariates
(age, gender, occupation, organization, education, and prior use). Null hypotheses of no
difference were rejected when the significance was less than .05.
Results indicated no significant differences in performance between the groups
after either the first training session or after two to three weeks. However, results
indicated significant differences (p = .0004) in reaction with the instructor-led group
rating the training better overall. The instructor-led group also indicated that the clarity
and usefulness of the course materials was better (p = .035). Significant differences were
also found in post-training use (p = .036).<br>Graduation date: 1991
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Chuang, Yu-ling, and 莊玉玲. "The Effects of Computer-Assisted Instruction as a RemedialProgram on Mandarin Word-Recognition: A Case Study of Two Elementary Students With Learning-Disability." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/05583552547416502941.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系課程與教學碩士班<br>96<br>The purpose of this study was to investigate the effects n the word-recognition and learning attitudes for two cases by the implementation of the Computer-Assisted Instruction disabilities, remedial instruction , learning attitude (CAI). Learning efficiency was mainly discussed the immediate and overall efficiency on learning Chinese characters, word sounds, phrase-making, creating sentences, reading comprehension and the results of word-recognition tests. Attention particularly given to learning attitudes was two cases’ learning motivation and attention. The main subjects of this study were two sixth-grade students set in resource room with learning disability on Mandarin word-recognition in an elementary school in Tainan County. The CAI as a word-recognition remedial program was implemented for 13 weeks.
The conclusion of this research was narrated as follows separately:
1. The immediate learning efficiency after the cases received CAI was concluded below:
(1) Two cases improved remarkably in the aspects of learning Chinese characters, word sounds, phrase-making and reading comprehension.
(2) The improvement in creating sentences for two cases was limited because of insufficient vocabulary and phrases.
2. The overall learning efficiency after two cases received CAI was as follows:
(1) Both of two cases’ overall learning efficiency on Chinese characters and reading comprehension were fairly significant and tend to be stable.
(2) The overall learning efficiency between two cases on word sounds showed great differences, and could not be generalized.
(3) Although the overall learning efficiency between two cases on making phrases and creating sentences had slight differences, both of their progress was positive.
(4) At the final word-recognition test, both of two cases had great increase in amount of vocabulary.
3. The implementation of CAI influenced on two cases’ learning attitudes was proposed as follows:
(1) The implementation of this learning program could motivate greatly these two cases’learning attitudes, but it was unable to be extended to other disciplines.
(2) The implementation of this learning program could arouse the cases’ attention to be more centralized; nevertheless, the effects of this learning program could not be applied to other learning situations.
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Nagpal, Rahul. "Compiler-Assisted Energy Optimization For Clustered VLIW Processors." Thesis, 2008. http://hdl.handle.net/2005/684.
Full textAbstract:
Clustered architecture processors are preferred for embedded systems because centralized register file architectures scale poorly in terms of clock rate, chip area, and power consumption. Although clustering helps by improving clock speed, reducing energy consumption of the logic, and making the design simpler, it introduces extra overheads by way of inter-cluster communication. This communication happens over long wires having high load capacitance which leads to delay in execution and significantly high energy consumption. Inter-cluster communication also introduces many short idle cycles, therby significantly increasing the overall leakage energy consumption in the functional units. The trend towards miniatrurization of devices (and associated reduction in threshold voltage) makes energy consumption in interconnects and functional units even worse and limits the usability of clustered architectures in smaller technologies.
In the past, study of leakage energy management at the architectural level has mostly focused on storage structures such as cache. Relatively, little work has been done on architecture level leakage energy management in functional units in the context of superscalar processors and energy efficient scheduling in the context of VLIW architectures. In the absence of any high level model for interconnect energy estimation, the primary focus of research in the context of interconnects has been to reduce the latency of communication and evaluation of various inter-cluster communication models. To the best of our knowledge, there has been no such work in the past from the point of view of enegy efficiency targeting clustered VLIW architectures specifically focusing on smaller technologies.
Technological advancements now permit design of interconnects and functional units With varying performance and power modes. In thesis we people scheduling algorithms that aggregate the scheduling slack of instructions and communication slack of data values to exploit the low power modes of interconnects and functional units . We also propose a high level model for estimation of interconnect delay and energy (in contrast to low-level circuit level model proposed earlier) that makes it possible to carry out architectural and compiler optimizations specifically targeting the inter connect, Finally we present synergistic combination of these algorithms that simultaneously saves energy in functional units and interconnects to improve the usability of clustered architectures by archiving better overall energy-performance trade-offs.
Our compiler assisted leakage energy management scheme for functional units reduces the energy consumption of functional units approximately by 15% and 17% in the context of a 2-clustered and a 4-clustered VLIW architecture respectively with negligible performance degradation over and above that offered by a hardware-only scheme. The interconnect energy optimization scheme improves the energy consumption of interconnects on an average by 41% and 46% for a 2-clustered and a 4-clustered machine respectively with 2% and 1.5% performance degradation. The combined scheme options slightly better energy benefit in functional units and 37% and 43% energy benefit in interconnect with slightly higher performance degradation. Even with the conservative estimates of contribution of functional unit interconnect to overall processor energy consumption the proposed combined scheme obtains on an average 8% and 10% improvement in overall energy delay product with 3.5% and 2% performance degradation for a 2-clustered and a 4-clustered machine respectively. We present a detailed experimental evaluation of the proposed schemes using the Trimaran compiler infrastructure.
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Ku, Chiao-Chun, and 古巧君. "The effect of Computer-Assisted Multimedia Teaching Instruction with Colored Radicals Audio on the Chinese Word Recognition for Reading and Literacy of an Eighth Grade Student with Dyslexia." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/kkcufr.
Full textAbstract:
碩士<br>國立臺灣科技大學<br>數位學習與教育研究所<br>107<br>The purpose of this study is to compare the effects of multimedia computer-assisted instruction by Chinese colored radicals with audio and multimedia computer-assisted instruction with Chinese radicals only on the word recognition for the abilities in reading and literacy of an eighth grade student with dyslexia. Using an alternate treatment design of single subject research as the methodology, the research included ten experimental Chinese word recognition lessons for the participant. The learning effectiveness was then assessed with self-developed tests. The quantitative data collected was analyzed by using T and C statistical tests; moreover, qualitative data such as interview and observation was also included for supporting the analysis. The results indicate that:
1. Both teaching methods have significant immediate effects and maintained effects on improving the overall performance scores.
2. Both teaching methods have significant immediate effects on improving the performance of “dictation”, “pronunciation”, “phrase making with vocabulary ” and “listen-n-choose”.
3. Both teaching methods only have significant maintained effects on improving the performance of “listen-n-choose”, but not on other sub-constructs of the performance scores of maintained effects.
4. There was no significant difference found on the overall and all the sub-constructs of immediate performance scores between the multimedia computer-assisted instruction with Chinese colored audio radicals and multimedia computer-assisted instruction with only Chinese radicals.
5. The multimedia computer-assisted instruction with Chinese colored audio radicals allows the participant to have significant better performance on overall and listen-n-choose maintained effects than multimedia computer-assisted instruction with only Chinese radicals.
According to the findings above, further discussion is addressed and suggestions for future studies and the instructions by Chinese colored radicals with audio teaching to students with learning disabilities.
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Crescenzi, Patrizia. "Word processors and the teaching of written composition : a study of high school English teachers’ attitudes, perceptions, and experiences." Thesis, 2002. http://hdl.handle.net/2429/12438.
Full textAbstract:
In 1989, Herrmann reported that the lack of computer use in schools is not because the schools
are not purchasing computers, but because computers "...in classes, such as English, ... are not
being used as effectively as they might be" (p. 112). Thus, this current thesis is a relational study
that sought to understand how high school English teachers' attitudes towards, perceptions of,
and experiences with computers affected their reported implementation of word processors in the
teaching of written composition. The findings of this study were based on the results of 52
surveys completed by high school English teachers teaching in a large urban centre. The survey
was a combination of multiple-choice, Likert-scale, and open-ended questions and the data were
analysed to note relationships between and trends among variables.
Ninety percent of the respondents reported spending no time teaching written composition with a
word processor, and only 3% of the respondents said they felt confident in their ability to
integrate computers into the teaching of written composition. Further data analysis indicated that
these teachers exhibited varying and conflicting attitudes, perceptions, and experiences.
Teachers' "Readiness to Implement" (i.e., their willingness to receive word processors in the
classroom and some self-reports of present computer-related practices) produced the strongest
correlation with "Current Practice" (e.g., teaching the writing process and using the word
processor to teach pre-writing, drafting, revising, and editing), while "Attitude," "Perception,"
and "Professional Development Experience" showed limited and localized effects (correlating
with some gender, age, or years of experience groups and not others). Consistent with the
findings of previous studies, only negligible differences were noted between male and female
respondents. However, the two respondents over the age of 60 scored higher (M =4.4) on the
"Attitude" scale than their junior colleagues, and the one respondent with 0-1 year of experience
scored lower (M = 2.0) than her colleagues with more English-Language Arts teaching
experience. Respondents in this study reported a limited amount of access to computer labs and
a weak infrastructure for supporting implementation.
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Zhang, Weiwei. "Technology in college classrooms : an action research examining the use of PowerPoint in ELL classrooms." Thesis, 2012. http://hdl.handle.net/1957/29048.
Full textAbstract:
This research looks at the use of PowerPoint as an instructional tool for teaching English language learners (ELL) who studied in a language program at a state university in the Pacific Northwest. The purpose of the research was to discover and to explore the perceptions of PowerPoint supported teaching and learning that were held by the students, the instructors, and the student researcher.
PowerPoint is one of the most commonly used technologies in classrooms, and its projection on screens has become a fundamental part of many students' daily routine. The basic design of this research study is based on Stringer's (2004) action research model, which operates on a repeated circle of reflecting, planning, acting and observing.
This action research was generated by all participants, guided by instructors, and monitored by the planned objectives of the study's outcomes. A constructivist approach was used to understand the process of teaching and learning with PowerPoint, and feedback (questionnaires, interviews, and personal communications)
was collected from the students in order to help instructors and the student researcher to determine the students' needs.
There are four main sets of data in this study—data from students' questionnaires, from students' interviews, from instructors' interviews, and from the student researcher's classroom observations. Students were given questionnaires at the ends of weeks two to ten, and two students from each class were selected to be interviewed. Instructors were interviewed both at the beginning and at the end of the term. The student researcher observed all classes starting week two, and wrote notes which were included as part of the data.<br>Graduation date: 2012