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Journal articles on the topic 'Use of computers'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Sacks, Colin H., Yolanda Bellisimo, and John Mergendoller. "Attitudes Toward Computers and Computer Use." Journal of Research on Computing in Education 26, no. 2 (December 1993): 256–69. http://dx.doi.org/10.1080/08886504.1993.10782090.

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Panero, Jan C., David M. Lane, and H. Albert Napier. "PART I: The Computer use Scale: Four Dimensions of how People use Computers." Journal of Educational Computing Research 16, no. 4 (June 1997): 297–315. http://dx.doi.org/10.2190/qnrg-1fex-2wd6-fqfh.

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An instrument to measure the various ways people use computers was developed and evaluated. Computers can be used as word processors, game machines, communication tools, accounting tools, and for a myriad of other applications. The Computer Use Scale (CUS) measures how people use computers across four dimensions: Enthusiasm, Entertainment, Efficiency, and Communication. These scales measure the extent to which individuals use computers as “cutting-edge” technology, as playthings, as tools to create better work in less time, or to communicate with others. The scale was found to be reliable and was able to detect differences among various classes of users. Applications of the scale to computer training, software design, and job placement are discussed.

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Finch, Emma, and Anne J. Hill. "Computer use by People with Aphasia: A Survey Investigation." Brain Impairment 15, no. 2 (September 2014): 107–19. http://dx.doi.org/10.1017/brimp.2014.17.

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Computers are encountered increasingly in the clinical setting, including during aphasia rehabilitation. However, currently we do not know what people with aphasia think about using computers in therapy and daily life, or to what extent people with aphasia use computers in their everyday life. The present study explored: (1) the use of computers by people with aphasia; and (2) the perceptions of people with aphasia towards computers and computer-based therapy. Thirty-four people with aphasia completed an aphasia-friendly paper-based survey about their use of computers before and after the onset of their aphasia, and their attitudes towards computer-based aphasia therapy. There was a high level of computer usage by people with aphasia both before and after the onset of their aphasia. However, the nature of the computer use changed following aphasia onset, with a move away from work-based usage. The majority of the cohort used computers for aphasia therapy and liked using computer-based aphasia therapy, provided that the programs were perceived as appropriate for their individual needs. The results highlight the importance of exposing people with aphasia to computer-based aphasia therapy in a supported clinical environment, and the need to ensure that computer-based therapy is individualised for each client. It should be noted, however, that while the majority of participants reported positive experiences with using computers, this does not mean that the computer-based therapy software used was necessarily an effective treatment for aphasia.

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Weber, James E., Steven R. Ash, and Paula S. Weber. "Side Effects of Incidental Computer Use: Increased Confidence." Psychological Reports 83, no. 1 (August 1998): 211–14. http://dx.doi.org/10.2466/pr0.1998.83.1.211.

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100 students were administered a pretest based on two of Chickering's 1990 seven vectors of educational development. 67 participated in one of two management classes which required use of computers. 33 acted as a control group with no in-class computer use. Analyses indicate that in addition to intended gains in learning, students also showed related developmental effects including increased confidence in using computers. Changes in scores on perceived Autonomy, controlling for prior computer use and outside exposure to computers, were not significant. Results show some effects from using computers in the classroom to augment instruction.

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Nickell, Gary S., and Paul C. Seado. "The Impact of Attitudes and Experience on Small Business Computer Use." American Journal of Small Business 10, no. 4 (April 1986): 37–48. http://dx.doi.org/10.1177/104225878601000404.

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This study investigates the attitudes of small business owners/managers toward computers and how computers are used in small businesses. A survey of 236 firms revealed that a majority of the respondents are currently using computers. In general, owners/managers have a positive attitude toward computers. Respondents who have taken a computer class, own a microcomputer, or whose businesses are using computers have a more positive attitude toward computers. The most frequent business computer applications were accounting, mailing lists, and storing information. The most frequently reported personal applications were word processing, accounting, and budgeting. Implications for further computerization of small businesses are discussed.

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Becker, Henry Jay, and Carleton W. Sterling. "Equity in School Computer Use: National Data and Neglected Considerations." Journal of Educational Computing Research 3, no. 3 (August 1987): 289–311. http://dx.doi.org/10.2190/427x-rkel-qla5-puk9.

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Since schools began using computers for instruction, social critics have questioned the equity of the apportionment of computer resources by sex, race, and social status. Data from our national survey of schools describe how computers are used with different groups of students. We find that the use of school computers differs most dramatically by student interest and ability. Boys and “better” students tend to dominate computer use. But the evidence is weak on the actual consequences of differential uses of computers. We raise, without resolving, the issue of whether schools should reallocate computer resources toward girls and less able students. A fair policy depends upon the relative value of computer-based instruction to fill the educational needs of all children. We need more experimental research to assess the relative value of computer applications in education.

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Chele, G., V. Chirita, R. Chirita, and C. Stefanescu. "Children and Computers use: Social, Psychological and Academic Consequences." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70641-8.

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Numerous surveys have attempted to measure how frequently children use the computer at home. Few studies and inconsistent findings render uncertain whether using the computer has any influence on children's social outcomes. The only available review of this research concluded that there is no evidence that computer use is directly related to any psychological outcomes. Although benefits of computer use have been observed, they typically depend on a variety of factors (e.g., subject matter). The only cognitive outcome for which benefits have been consistently observed is visual-spatial skills. Computer gaming contributes to visual-spatial skills, at least when these skills are assessed immediately following the computer activity.Objective:The need for information about the effects of computers on their users also increases. The purpose of this study is to investigate how computers are use by children and adolescents. The second goal is to explore the beneficial and harmful effects of computers use on children's mental and physical health.Methodology:The studied group of samples comprised 69 subjects, aged between 13 and 18 years, who answered to a questionnaire. The parents of children answered too another questionnaire whit same subject.Results and conlusions:The results were obtained about computers use and identification pathological use. Some the children spend much time to computers, 4% more five hours/day. 41% of the parents believe that the usage computers are favorable to developmental children's mental and physical health and 49% of the parents don't believe that. We find approximately 3,5% of cases with pathological use.

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Anderson, J. G., S. J. Jay, H. M. Schweer, and M. M. Anderson. "Why Doctors Don't Use Computers: Some Empirical Findings." Journal of the Royal Society of Medicine 79, no. 3 (March 1986): 142–44. http://dx.doi.org/10.1177/014107688607900305.

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The attitudes of 148 medical students, 141 residents, and 644 practising physicians towards computer applications in medicine were studied. The results indicate that physicians recognize the potential of computers to improve patient care, but are concerned about the possibility of increased governmental and hospital control, threats to privacy, and legal and ethical problems. In general, all three groups are uncertain as to the potential effects of computers on their traditional professional role and on the organization of practice. Practising physicians, however, express more concern about these potential effects of computers than do medical students and residents. While attitudes appear to be somewhat independent of prior computer experience, they significantly affect the extent to which physicians use a computer-based hospital information system. This may be a major reason for the slow introduction of clinical computer systems.

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9

Juhnke, Ralph, and Jonathan N. Scott. "Psychology of Computer Use: V. Computer Use and the Experience of Time." Perceptual and Motor Skills 67, no. 3 (December 1988): 863–70. http://dx.doi.org/10.2466/pms.1988.67.3.863.

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To determine whether estimates of duration are altered when people use computers, 60 undergraduates solved easy or difficult single-solution anagrams presented on paper and by computer. Subjects who solved easy anagrams presented on paper underestimated the duration of time allowed for the task, while subjects who completed the anagrams presented by computer overestimated that duration. Also, subjects who solved difficult anagrams presented on computers solved significantly fewer anagrams than did subjects who solved difficult anagrams presented on paper. Results are discussed in terms of contradictory results of past research regarding perceived complexity of events in intervals and the interaction of task type and time estimation.

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Gupta, P., SG Gupta, AV Ankola, and V. Jindal. "Computer Use Among Post Graduate Dental Students in India." Journal of Oral Health and Community Dentistry 8, no. 3 (2014): 135–42. http://dx.doi.org/10.5005/johcd-8-3-135.

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ABSTRACT Objective Computers have become an integral component of dentistry finding application in both patient care and dental education. Few studies have been conducted to assess the use of computers in the field of dentistry in India. The present study was conducted to assess the knowledge, skills, practice and attitudes of post graduate dental students towards the use of computers in dentistry. Subjects and Methods A self administered questionnaire was distributed among the post graduate dental students of KLE University, Belgaum, India. 68 out of 82 students responded, the data was analyzed and represented as frequency and percentage. Results Most of the students acquired knowledge about computer through informal training. Internet use was very high among the students. They could perform basic operations on computer but faced problem in some advanced functions like hardware maintenance, software installation, use of spreadsheets and photo editing. 73.5% used computer in both home and college. More than 75% owned their own computer. Only 41.2% felt they were well trained to use computers. More than 90% believed that computer education should be a part of dental curriculum. Conclusion Though computers in being extensively used by the post graduate dental students, they lack formal training and feel the need for the same. Computer training will be helpful in creating better dental professionals.

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Atnip, Gilbert W. "Teaching the Use of Computers: A Case Study." Teaching of Psychology 12, no. 3 (October 1985): 171–72. http://dx.doi.org/10.1207/s15328023top1203_18.

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A course on the use of computers in psychology and the other social sciences is described. The course included an introduction to computers and computing and units on word processing, data analysis, data acquisition, artificial intelligence, and computer-assisted instruction, simulation, and modeling. Each unit incorporated the application of an appropriate program. Students conducted independent research projects using the computer. They evaluated the course very positively, as did the instructor. The major problems encountered in teaching the course related to the diversity of students' backgrounds in computers and in statistics, and to the difficulty of separating technique from content in assigning grades.

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Kellenberger, David. "Predicting Preservice Teacher Perceived Computer Use under Differential Access to Resources." Journal of Educational Computing Research 16, no. 1 (January 1997): 53–64. http://dx.doi.org/10.2190/rtyk-y31f-r619-hwvy.

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This study examined the effectiveness of experience-related and value-related factors in predicting preservice teachers' perceived computer use with a class under differential access to four resources: computers, programs, a computer-knowledgeable individual, and an individual to initially teach students how to use a computer. The three experience-related factors were: number of computer courses taken, perceived past computer experience, and success of past experience. The six value-related factors used were the value of computers for preservice teachers': own needs, career, spouse, children, future students, and society in general. The sample consisted of 222 Primary/Junior (junior kindergarten through grade six) preservice teachers who completed a questionnaire. Results indicate that the value of computers for preservice teachers' career and future students were the best predictors of perceived computer use under differential access to the first three resources while value for own needs and, again, value for future students were the best predictors for perceived computer use associated with the fourth resource. None of the experience-related factors, nor the value of computers for spouse, children, or society were significant.

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Yang, Yonggao, Xusheng Wang, and Lin Li. "Use Mobile Devices to Wirelessly Operate Computers." International Journal of Technology and Human Interaction 9, no. 1 (January 2013): 64–77. http://dx.doi.org/10.4018/jthi.2013010105.

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Mobile computing devices, such as tablets, smartphones, PDAs, and game remote controllers, become very popular in our daily life. This article discusses how to turn these devices, more specifically smartphones and Nintendo Wii remotes (in short as Wiimote), into computer remote controllers. In the smartphone-based system, a smartphone is extended to be the computer’s wireless keyboard and mouse. The smartphone and the computer talk to each other through either wireless Ad Hoc or Wi-Fi access point network. In the Wiimote-based system, a Wiimote is turned into computer’s mouse, where the user moves the mouse cursor by waving the Wiimote in air, and generates mouse events through Wiimote buttons. The Wiimote communicates with the computer through Bluetooth. These systems can be used in conference rooms, classrooms, project seminar rooms, and even people’s living rooms, where a projector screen or a big-screen TV serves as the computer monitor.

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Kobayashi, Iwao, Atsushi Tanaka, and Hideyuki Okuzumi. "Computer Use in Schools for the Blind in Japan." Psychological Reports 78, no. 2 (April 1996): 419–26. http://dx.doi.org/10.2466/pr0.1996.78.2.419.

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In a school for the blind, computer use and feelings toward computers by 34 visually impaired students receiving secondary education and by their 42 teachers were investigated with a questionnaire. Most subjects used computers effectively, but some students who had low vision did not wish to use them to avoid strain on their eyes. The computers allowed use of Kanji (Chinese characters) by the blind students, providing a new tool in their learning of Kanji. In classes, it is necessary to maintain and customize the computers continuously.

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Bagon, Špela, Mateja Gačnik, and Andreja Istenic Starcic. "Information Communication Technology Use among Students in Inclusive Classrooms." International Journal of Emerging Technologies in Learning (iJET) 13, no. 06 (May 29, 2018): 56. http://dx.doi.org/10.3991/ijet.v13i06.8051.

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As inclusion has brought diversity into 21st-century classrooms, it has also brought challenges for teachers who must adapt their teaching to different groups of children with varying learning abilities, needs, and interests. It is believed that information and communication technology (ICT) can be used as a powerful tool to support inclusion and that information on students’ use of ICT can facilitate its integration. Our research compared the leisure and school-related computer use of students in inclusive classrooms. Frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were explored. Consistent with previous studies, our results show that students with special needs (SN) and their peers use computers more frequently for leisure activities than school activities. Compared to their peers, students with SN use computers less frequently and for fewer leisure and school activities. They are also more resistant to computer use. No correlation was found between the presence of SN and a student’s desire to use a computer or opinion regarding whether computer use improves learning success. A comparison of male and female students revealed that males use computers more frequently than females, that they use computers more frequently for leisure activities than females, and that they have a stronger belief that computer use improves learning success. The presented work offers important information that may contribute to the integration of ICT in inclusive classrooms.

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McDaniel, Cynthia R. "How Computers Use Psychologists." Social Science Computer Review 7, no. 4 (December 1989): 479–86. http://dx.doi.org/10.1177/089443938900700407.

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Northrop, Alana, Kenneth L. Kraemer, and John Leslie King. "Police use of computers." Journal of Criminal Justice 23, no. 3 (January 1995): 259–75. http://dx.doi.org/10.1016/0047-2352(95)00019-m.

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Gutek, Barbara A., Susan J. Winter, and Katherine M. Chudoba. "ATTITUDES TOWARD COMPUTERS: WHEN DO THEY PREDICT COMPUTER USE?" Academy of Management Proceedings 1992, no. 1 (August 1992): 253–57. http://dx.doi.org/10.5465/ambpp.1992.17515834.

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Winter, Susan J., Katherine M. Chudoba, and Barbara A. Gutek. "Attitudes toward computers: when do they predict computer use?" Information & Management 34, no. 5 (November 1998): 275–84. http://dx.doi.org/10.1016/s0378-7206(98)00065-2.

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HAMPLOVÁ, Michaela, and Jiří DOSTÁL. "USE OF COMPUTERS AND COMPUTER GAMES IN PRESCHOOL EDUCATION." Journal of Technology and Information 4, no. 2 (August 1, 2012): 28–36. http://dx.doi.org/10.5507/jtie.2012.029.

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Kinnear, Adrianne. "Introduction of Microcomputers: A Case Study of Patterns of use and Children's Perceptions." Journal of Educational Computing Research 13, no. 1 (July 1995): 27–40. http://dx.doi.org/10.2190/na0h-1rv6-lflu-23h0.

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Children's attitudes toward and perceptions of the use of computers were monitored in two upper primary classrooms over a nine-month period, following the introduction of computer use. Unstructured use during non-class hours became the dominant pattern in both classrooms, with boys dominating the access and use in one of these classrooms. The resulting reduced computer use by girls contributed to the boys' and teachers' perceptions that girls are less interested in computers. Girls tended to be less positive than boys about the usefulness of computers in the classroom and their attitude scores were even more polarized after the year's experiences. The research highlights the potential role that patterns of computer use in classrooms may play in the formulation of children's attitudes toward and perceptions of computers.

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Hall, Laura, and Derek Torrington. "“Why Not Use the Computer?” The Use and Lack of Use of Computers in Personnel." Personnel Review 15, no. 1 (January 1986): 3–7. http://dx.doi.org/10.1108/eb055527.

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Duhrkopf, Richard. "Why We Use (Or Don't Use) Computers." American Biology Teacher 52, no. 3 (March 1, 1990): 185–86. http://dx.doi.org/10.2307/4449075.

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Shashaani, Lily. "Gender Differences in Computer Attitudes and Use among College Students." Journal of Educational Computing Research 16, no. 1 (January 1997): 37–51. http://dx.doi.org/10.2190/y8u7-amma-wqut-r512.

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In this study we examined the gender gap in computer attitudes and use based on a sample of 202 college students. We surveyed the students' attitudes in relation to gender, experience, and parental encouragement. Students responded differently in regard to attitudes and experience: females were less interested in computers and less confident than males; males were more experienced. Further analysis of the students' responses showed that one semester of computer training improved their attitude toward computers. The results are discussed in terms of students' precollege computer experience and parental behavior.

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Downes, Toni. "Children's and Families' Use of Computers in Australian Homes." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 182–96. http://dx.doi.org/10.2304/ciec.2002.3.2.3.

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Children's approaches to learning may be changing as a result of their interactions with modern technologies. In Australian society there have been quantum leaps in the use of and reliance upon computers and information and communications technologies. An understanding of the lived experiences and interactions of children of various ages with computer technologies in their homes is the focus of this article. Such an understanding informs the work of educators who wish to provide effective instructional environments that draw on children's starting points and the positive aspects of their home computing environments. The research found that children's family computer resources, patterns of use and sociocultural contexts combined to affect children's computing experiences. Several discourses exist surrounding the use of computers by families. These discourses are the importance of computers for education, for the future and as productivity tools. From children's discussions emerged a comfortable co-existence of ‘toy use’ (for playing games) and ‘tool use’ (for purposeful work and leisure tasks) when using the computer and a preference for an exploratory mode of learning. A number of key elements present in domestic computing environments were identified as contributing significantly to children's learning. Implications for teachers are discussed.

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Kaur, Jagpreet, and Khushgeet Kaur. "Predictors of Attitude of College Students Towards use of Computers." Issues and Ideas in Education 3, no. 1 (March 30, 2015): 29–39. http://dx.doi.org/10.15415/iie.2015.31003.

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Milutinovic, Verica. "An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 339–66. http://dx.doi.org/10.2298/zipi1602339m.

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Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students? attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students? attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.

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Anderson, Margaret D., and Peter A. Hornby. "Computer attitudes and the use of computers in psychology courses." Behavior Research Methods, Instruments, & Computers 28, no. 2 (June 1996): 341–46. http://dx.doi.org/10.3758/bf03204794.

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Volper, Dennis J. "The use of computers in an introductory computer science course." Education and Computing 4, no. 4 (January 1988): 233–40. http://dx.doi.org/10.1016/s0167-9287(88)90666-8.

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Brock, Drew B., and Lorne M. Sulsky. "Attitudes toward computers: Construct validation and relations to computer use." Journal of Organizational Behavior 15, no. 1 (January 1994): 17–35. http://dx.doi.org/10.1002/job.4030150104.

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Hattie, John, and Donald Fitzgerald. "Sex Differences in Attitudes, Achievement and Use of Computers." Australian Journal of Education 31, no. 1 (April 1987): 3–26. http://dx.doi.org/10.1177/000494418703100101.

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While there is much literature suggesting reasons why there are differences between males and females with respect to computer usage, achievement and attitudes, there is a paucity of empirical research. This study discusses a meta-analysis or synthesis of empirical studies and finds small differences in attitude and no differences in achievement between males and females. Two Australian studies are then reported. One study investigated differences between male and female students, parents, and teachers in 32 schools that have been involved with computers for some time. The second study was based on a representative sample of 1000 schools throughout Australia. The research supported the conclusion of small differences in attitudes, but pointed to a polarity in that as many males as females liked computers, but many more girls ardently disliked computers. There were no differences between primary male and female students in usage and attitudes towards computers, but as the students progressed through secondary schools, the differences became marked. Various reasons for these findings are evaluated and some strategies suggested to encourage girls to use computers.

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Diliberti, J. H. "Use of computers in dysmorphology." Journal of Medical Genetics 25, no. 7 (July 1, 1988): 445–53. http://dx.doi.org/10.1136/jmg.25.7.445.

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Mills, Michael. "Networks enhance use of computers." Nature 361, no. 6407 (January 1993): 7–8. http://dx.doi.org/10.1038/361007a0.

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Halcomb, Charles G. "Computers: How Psychologists Use Them." Contemporary Psychology: A Journal of Reviews 38, no. 7 (July 1993): 730–31. http://dx.doi.org/10.1037/033523.

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&NA;. "WHEN NOT TO USE COMPUTERS." Health Physics 77, no. 2 (August 1999): 133–34. http://dx.doi.org/10.1097/00004032-199908000-00001.

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Carrier, Carol A., Allen D. Glenn, and Gregory Sales. "Designing Lessons That Use Computers." SIG Bulletin 3, no. 2-3 (October 1986): 59–68. http://dx.doi.org/10.1080/07478046.1987.11008188.

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Halberg, Kathleen J., Lisbeth E. Duncan, Neldon Z. Mitchell, Francis T. Hendrick, and David B. Jones. "Use of Computers in Assessment." Activities, Adaptation & Aging 8, no. 1 (February 3, 1986): 69–80. http://dx.doi.org/10.1300/j016v08n01_09.

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Schweitzer, John C. "Personal Computers and Media Use." Journalism Quarterly 68, no. 4 (December 1991): 689–97. http://dx.doi.org/10.1177/107769909106800410.

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About one in five people own a personal computer but not many of these owners spend much time with the computer. Of owners, only about 20% spend as much as 1–2 hours per day. This study, based on a telephone survey of a Southwestern city, finds that owners are more affluent than non PC owners and read the local morning paper more. But PC owners and nonowners differed little in amount of television news viewed. Ownership of a personal computer apparently did not lead to radical changes in use of traditional news media.

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Johnson, Cynthia S., and James P. Sampson. "Training Counselors to Use Computers." Journal of Career Development 12, no. 2 (December 1985): 118–28. http://dx.doi.org/10.1177/089484538501200202.

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Ballance, Collin T., and Vickie V. Ballance. "Psychology of Computer Use: XXVI. Computer-Related Stress and In-Class Computer Usage." Psychological Reports 71, no. 1 (August 1992): 172–74. http://dx.doi.org/10.2466/pr0.1992.71.1.172.

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Two-year college students receiving three different levels of class-based computer experiences were surveyed using Hudiburg's Computer Technology Hassles Scale. Although their academic work involved widely different types of work with computers, all groups ( ns = 23, 32, and 24) appeared to perceive the same interactions with computers as unpleasant. The students selected unpleasant interactions in the same numbers and with the same intensity.

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Gupta, N. K., and W. J. Buchanan. "Use of Computers in the Teaching of Electronics: A Survey." International Journal of Electrical Engineering & Education 31, no. 2 (April 1994): 128–37. http://dx.doi.org/10.1177/002072099403100204.

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Use of computers in the teaching of electronics: a survey In a recent survey at Napier University, the students favoured increased use of computers in the teaching of electronics. The survey suggested the need for and has led to the designing of a new more computer-biased three-year B. Sc. degree course in electronics. The paper summarises the results of the survey.

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Friedberg, Leora. "The Impact of Technological Change on Older Workers: Evidence from Data on Computer Use." ILR Review 56, no. 3 (April 2003): 511–29. http://dx.doi.org/10.1177/001979390305600309.

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New technologies like computers alter skill requirements. This paper explores two related effects of the spread of computers on older workers, using data from the Current Population Survey and the Health and Retirement Study. One conclusion is that impending retirement, rather than age alone, explains why older workers used computers less than prime-age workers did. A second conclusion is that computer users retired later than non-users. Although this pattern may arise because workers planning later retirement decided to acquire computer skills, the empirical analysis suggests that the causation also went in the other direction, with computer users choosing to delay retirement. It will be important to understand these effects as the baby boom cohort nears retirement, while technologies continue to change rapidly.

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Sullivan, Patricia. "What Computer Experience to Expect of Technical Writing Students Entering a Computer Classroom: The Case of Purdue Students." Journal of Technical Writing and Communication 19, no. 1 (January 1989): 53–68. http://dx.doi.org/10.2190/fexh-hpl3-p8tk-18gw.

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Computers in technical writing classes are growing in popularity because professionals increasingly use computers for writing reports and because the computer can aid in producing more visually sophisticated documents. Yet, we do not know what computer experience students bring with them to the computer classroom, a lack of knowledge that makes the task of integrating the computers into the classroom more cumbersome. This article presents the results of a survey of Purdue University students' knowledge of, use of, and attitudes toward computers as they enter the technical writing class. It contrasts the technical students with upper division humanities students and draws conclusions about the documentation requirements and the appropriate computer use goals for the Purdue students surveyed. Finally, suggestions are made about how to use a survey of this type.

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Poletaev, G. I., V. A. Makarov, and E. E. Nikolsky. "The use of control computers in electrophysiological research." Kazan medical journal 67, no. 1 (January 15, 1986): 56–59. http://dx.doi.org/10.17816/kazmj63069.

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In the present paper we would like to share our experience of using control, measuring and computing complexes (MCPCs) based on the above-mentioned computers and designed for carrying out a wide range of electrophysiological investigations. We believe that familiarisation of physicians with the capabilities of such devices may help to accelerate the process of introduction of computer technology into healthcare practice.

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Dugdale, Sharon, Elyon Dekoven, and Mi-Kyung Ju. "Computer Course Enrollment, Home Computer Access, and Gender: Relationships to High School Students' Success with Computer Spreadsheet Use for Problem Solving in Pre-Algebra." Journal of Educational Computing Research 18, no. 1 (January 1998): 49–62. http://dx.doi.org/10.2190/6uak-j8h1-5d49-jpac.

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The increasing use of computer technology in schools has brought with it concerns about equity of access to this new resource. Research has documented gender, social class, and racial inequalities in access to computers, and has linked computer access and experience to success in computer-related courses. This study examined the effects of home computer access and computer course enrollment on mathematically weak high school students' success in applying computers as a learning resource in a pre-algebra course. The course featured regular use of teacher-designed spreadsheet activities that engaged students in mathematical investigation and problem solving. Enrollment in a computer course was a significant predictor of success during students' early experiences in applying computers for mathematical problem solving. Home computer access was related to initial success for females, and the advantage of enrollment in a computer course was greater for females who had access to home computers than for those who did not. These initial advantages diminished with continued use of computers in the curricular context.

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Nunes-Harwitt, Arthur. "Ideas behind Computer Algebra and Their Use in the Classroom." Journal of Educational Technology Systems 34, no. 2 (December 2005): 177–88. http://dx.doi.org/10.2190/d4ju-k9lr-801c-yaw7.

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Computer algebra systems are being used more and more frequently in mathematics courses of all levels. For instructors to use these systems effectively, they need to have an idea of how the systems work. To illuminate the mechanics, the implementation of a simple computer algebra system will be described. Further, if instructors understand the methods used by computers, they may find the ideas involved useful for human students even without computers. A lesson plan will be described that is aimed at students with little or no algebra background followed by a discussion of the author's experience using this lesson in the classroom.

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Stoloff, Michael L., and James V. Couch. "A Survey of Computer Use by Undergraduate Psychology Departments in Virginia." Teaching of Psychology 14, no. 2 (April 1987): 92–94. http://dx.doi.org/10.1207/s15328023top1402_6.

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The various uses of computers in instruction, faculty research, and departmental administration were assessed by a survey of the 36 psychology departments at four-year colleges in Virginia. Complete responses were obtained from 29 schools. The results indicated that many faculty and clerical staff use microcomputers for a variety of purposes, including word processing, statistical analysis, data-base management, and test generation. Students frequently use microcomputers for statistical analysis and word processing. Simulation and tutorial programs are in use at over half of the responding departments. More than 50% of the schools indicated that computer use is required in undergraduate statistics or research courses, and computers are being used in many other courses as well. Apple II computers are the most popular, although IBM and 13 other brands are also being used. Our data may be useful for academic psychologists who need to know how computers are used in psychology programs, and especially for those who are planning to expand their use of computers.

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Beheshtian, Mehdi, and Parviz Partow-Navid. "The Use Of Micro Computers By Top Executives." Journal of Applied Business Research (JABR) 3, no. 1 (November 1, 2011): 71. http://dx.doi.org/10.19030/jabr.v3i1.6550.

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Personal computers have the potential for becoming a primary decision making aid for managers and executives. The personal computer is quickly evolving into an important tool in the managing and utilization of corporate information. The purpose of this paper is to report the findings of a study conducted by surveying a cross-section of decision makers in both large and small corporations. This paper presents the results of the survey to determine what hardware and software, if any, is utilized and for what applications. For those executive who do not currently utilize a personal computer, an analysis is conducted to determine why they do not and whether they will do so in the near future.

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Simmons, Malcolm, and D. A. Smith. "Computers and Mathematics: The Use of Computers in Undergraduate Instruction." Mathematical Gazette 75, no. 471 (March 1991): 114. http://dx.doi.org/10.2307/3619018.

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Clements, Douglas H. "Computers in Early Childhood Mathematics." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 160–81. http://dx.doi.org/10.2304/ciec.2002.3.2.2.

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Computers are increasingly a part of the lives of young children. This article reviews empirical studies that have investigated the implementation and use of computers in early childhood mathematics, from birth to grade 3. Major topics include general issues of children using computers, the use and efficacy of various types of computer programs for teaching and learning mathematics, and effective teaching strategies using computers.

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