Relevant bibliographies by topics / Word processors in education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Word processors in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Word processors in education"

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Van Haalen, Teresa, and George W. Bright. "Writing and Revising by Bilingual Students in Traditional and Word Processing Environments." Journal of Educational Computing Research 9, no. 3 (1993): 313–28. http://dx.doi.org/10.2190/6kxy-73wh-tyll-vj30.

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Examination of current research indicates caution in drawing conclusions about the benefits of the use of word processors, especially in elementary school. A variety of factors (e.g., keyboarding skill, technology aptitude, familiarity with the language of the word processor) might influence these benefits. This study focused on the effects of writing with word processors for students with varying proficiency in English.
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Balakrishnan, S. "Very long instruction word processors." Resonance 6, no. 12 (2001): 61–68. http://dx.doi.org/10.1007/bf02913768.

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Wolfe, Edward W., Sandra Bolton, Brian Feltovich, and Art W. Bangert. "A Study of Word Processing Experience and its Effects on Student Essay Writing." Journal of Educational Computing Research 14, no. 3 (1996): 269–83. http://dx.doi.org/10.2190/xtdu-j5l2-wtpp-91w2.

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This study investigates how word processing experience influences student performance on a direct writing assessment. We investigated factors influencing a student's decision about using word processors for writing; whether students with less experience writing with word processors receive lower scores on word processed essays; and differences in length, neatness, mechanical correctness, and tone of the student writing as related to experience with word processors. In this study, students with different levels of experience using word processors wrote two essays: one with word processors and one with pen and paper. Students with less experience using word processors scored considerably higher on our writing assessment when their writing was done with pen and paper. Only small differences were observed between pen and paper and word processed essays for students with more word processing experience. Content analyses revealed that word processed essays appeared neater and longer than handwritten essays but that students who favor handwriting write more words with pen and paper than with word processors.
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Little, Craig B. "Teaching Writing with Word Processors." Teaching Sociology 16, no. 3 (1988): 272. http://dx.doi.org/10.2307/1317529.

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Snyder, Ilana. "Writing with word processors: a research overview." Educational Research 35, no. 1 (1993): 49–68. http://dx.doi.org/10.1080/0013188930350103.

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Nydahl, Joel. "Teaching Word Processors to Be CAI Programs." College English 52, no. 8 (1990): 904. http://dx.doi.org/10.2307/377395.

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Peacock, Michael, and Roger Beard. "’Almost an Invincible Repugnance'?: word processors and pupil writers." Educational Review 49, no. 3 (1997): 283–94. http://dx.doi.org/10.1080/0013191970490307.

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Snyder, Ilana. "Writing with word processors: the computer's influence on the classroom context." Journal of Curriculum Studies 26, no. 2 (1994): 143–62. http://dx.doi.org/10.1080/0022027940260202.

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Morocco, Catherine Cobb, and Susan B. Neuman. "Word Processors and the Acquisition of Writing Strategies." Journal of Learning Disabilities 19, no. 4 (1986): 243–47. http://dx.doi.org/10.1177/002221948601900413.

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Curtis, Marcia S. "Windows on Composing: Teaching Revision on Word Processors." College Composition and Communication 39, no. 3 (1988): 337. http://dx.doi.org/10.2307/357471.

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Dissertations / Theses on the topic "Word processors in education"

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Bierman, Cathy. "Revision and writing quality of seventh graders composing with and without word processors." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53912.

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This experimental study examined the effects of word processing on revision and writing quality of expository compositions produced by seventh—graders. Thirty—six students in two accelerated English classes served as subjects. Prior to the experimental period, all students completed a handwritten composition (pretest) and received identical instruction in (a) composing and revising and (b) using a word processor. One intact class was randomly assigned as the experimental group. During the six-week treatment period all students wrote six compositions (three drafts per composition). The experimental group completed all composing and revising on the computer and the control group completed their compositions with pen and paper. Posttest l (produced on computer in the experimental group and by hand in the control group) and posttest 2 (handwritten in both groups) were analyzed for the frequency and types of revisions made between first and second drafts. The pretest and three posttests were analyzed for writing quality of final drafts. There were no significant differences: (a) between groups in the number of revisions in posttest l (computer written by experimental subjects and handwritten by control subjects), (b) in percentage of high—level revisions made with and without the word processor, and (c) in quality of compositions produced with and without the computer. There was a significant difference between groups in the number of revisions in handwritten compositions (posttest 2) produced by both groups after the treatment; the word processing group revised more frequently than did the group not exposed to six weeks of word processing. The experimental subjects also significantly increased in frequency of revisions from the time of posttest l (computer written) to posttest 2 (handwritten). A significant difference across time in writing quality scores was found. The findings suggested that students who compose and revise on computer can make substantially more revisions when they resume pen and paper composing and revising; however, use of the word processor does not differentially affect types of revisions attempted or writing quality. Word processors increase motivation, and adequate systems may increase the ability to detect and eliminate textual problems. Recommendations for research, theory, and instruction are discussed.<br>Ed. D.
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Dawson, Yvette Eileen Alice 1958. "The impact of the use of word processors on third semester Spanish students at the University of Arizona." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276895.

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In this study, the effect of the word processor on third semester Spanish students at the University of Arizona was examined. The study was performed over two semesters, using a control and an experimental group each time. The communicative language approach for second language learning was implemented in a cooperative learning environment for both control and experimental groups. Control groups used paper and pencil to write their class essays and experimental groups used the word processor. The experimental groups outperformed the control groups. The semester variable by itself was also significant. However, there was no significant interaction between group and semester. Replication studies are needed to validate the results of this study.
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Bobrow, Barbara Creighton. "The impact of a word processor as a tool in the remediation of learning disabled elementary school children /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63128.

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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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Khaldieh, Salim Ahmad. "The role of phonological encoding (speech recoding) and visual processes in word recognition of American learners of Arabic as a foreign language /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204966592.

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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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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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Sulaiman, Nasri. "Genetic algorithms for word length optimization of FFT processors." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/14513.

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Genetic algorithms (GAs) are a particular class of evolutionary algorithms that use techniques inspired by evolutionary biology such as inheritance, mutation, selection, and crossover to find best solutions to optimization and search problems. GAs are used in wide variety of applications in fields ranging from computer science, engineering, evolvable hardware, economics, mathematics, physics and biogenetics to name a few. A fast Fourier transform (FFT) is an efficient algorithm to compute the discrete Fourier transform (DFT) and it’s inverse. An FFT processor is used in applications such as signal processing and telecommunications, etc. It is one of the most power consuming block in wireless receivers such as Multi-Carrier Code Division Multiple Access (MC-CDMA). The portability requirement of these receiver systems imposes the need of low power architectures. Thus, designing an FFT processor with low power consumption is of crucial importance for overall system power. Power consumption of an FFT processor depends on the size of word length of the FFT coefficients. One way to reduce the power consumption in this processor is by reducing the switching activity in the FFT coefficients. This can be achieved using smaller word length for the FFT coefficients. This in turn reduces the SNR in the output signals of the FFT. This thesis investigates the impact of word length optimization of FFT coefficients on switching activity and SNR using GAs. The quality of GAs solutions are compared with non-GA solutions in order to determine the feasibility of using GAs to achieve optimum performance in terms of switching activity and SNR. Results show that GAs can find solutions with smaller word length and have significant reductions in switching compared to the non-GA solutions. This thesis also investigates some of the varying parameter settings, such as mutation domain, population size, crossover rate and mutation probability in the GAs, which affects the quality of search performance towards convergence and the speed of convergence.
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Garraway, James. "Processes and patterns of responsiveness to the world of work in higher education institutions." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3721_1256884982.

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<p>The thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal<br>the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum.</p>
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Porpodas, Vasileios. "Instruction scheduling optimizations for energy efficient VLIW processors." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8291.

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Very Long Instruction Word (VLIW) processors are wide-issue statically scheduled processors. Instruction scheduling for these processors is performed by the compiler and is therefore a critical factor for its operation. Some VLIWs are clustered, a design that improves scalability to higher issue widths while improving energy efficiency and frequency. Their design is based on physically partitioning the shared hardware resources (e.g., register file). Such designs further increase the challenges of instruction scheduling since the compiler has the additional tasks of deciding on the placement of the instructions to the corresponding clusters and orchestrating the data movements across clusters. In this thesis we propose instruction scheduling optimizations for energy-efficient VLIW processors. Some of the techniques aim at improving the existing state-of-theart scheduling techniques, while others aim at using compiler techniques for closing the gap between lightweight hardware designs and more complex ones. Each of the proposed techniques target individual features of energy efficient VLIW architectures. Our first technique, called Aligned Scheduling, makes use of a novel scheduling heuristic for hiding memory latencies in lightweight VLIW processors without hardware load-use interlocks (Stall-On-Miss). With Aligned Scheduling, a software-only technique, a SOM processor coupled with non-blocking caches can better cope with the cache latencies and it can perform closer to the heavyweight designs. Performance is improved by up to 20% across a range of benchmarks from the Mediabench II and SPEC CINT2000 benchmark suites. The rest of the techniques target a class of VLIW processors known as clustered VLIWs, that are more scalable and more energy efficient and operate at higher frequencies than their monolithic counterparts. The second scheme (LUCAS) is an improved scheduler for clustered VLIW processors that solves the problem of the existing state-of-the-art schedulers being very susceptible to the inter-cluster communication latency. The proposed unified clustering and scheduling technique is a hybrid scheme that performs instruction by instruction switching between the two state-of-the-art clustering heuristics, leading to better scheduling than either of them. It generates better performing code compared to the state-of-the-art for a wide range of inter-cluster latency values on the Mediabench II benchmarks. The third technique (called CAeSaR) is a scheduler for clustered VLIW architectures that minimizes inter-cluster communication by local caching and reuse of already received data. Unlike dynamically scheduled processors, where this can be supported by the register renaming hardware, in VLIWs it has to be done by the code generator. The proposed instruction scheduler unifies cluster assignment, instruction scheduling and communication minimization in a single unified algorithm, solving the phase ordering issues between all three parts. The proposed scheduler shows an improvement in execution time of up to 20.3% and 13.8% on average across a range of benchmarks from the Mediabench II and SPEC CINT2000 benchmark suites. The last technique, applies to heterogeneous clustered VLIWs that support dynamic voltage and frequency scaling (DVFS) independently per cluster. In these processors there are no hardware interlocks between clusters to honor the data dependencies. Instead, the scheduler has to be aware of the DVFS decisions to guarantee correct execution. Effectively controlling DVFS, to selectively decrease the frequency of clusters with slack in their schedule, can lead to significant energy savings. The proposed technique (called UCIFF) solves the phase ordering problem between frequency selection and scheduling that is present in existing algorithms. The results show that UCIFF produces better code than the state-of-the-art and very close to the optimal across the Mediabench II benchmarks. Overall, the proposed instruction scheduling techniques lead to either better efficiency on existing designs or allow simpler lightweight designs to be competitive against ones with more complex hardware.
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Books on the topic "Word processors in education"

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Spence, Gary. The educational effects of word processors: County of Lacombe no. 14. Alberta Education, 1986.

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Spence, Gary. The educational effects of word processors: County of Lacombe no. 14. ERIC, 1988.

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Spence, Gary. The Educational effects of word processors: County of Lacombe no. 14. Alberta Education, 1986.

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Interactive writing: Composing with a word processor. Holt, Rinehart and Winston, 1985.

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The word processor and the writing teacher. Prentice-Hall, 1986.

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Rodrigues, Dawn. Teaching writing with a word processor: Grades 7-13. ERIC Clearinghouse on Reading and Communication Skills, 1986.

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Card, Michael. Interfacing word processors and phototypesetters. Blueprint, 1987.

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Kress, Flemming. Writing with a "pro": A guide to teaching writing skills with a word processor. OISE Press, 1987.

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Proofreading and editing for word processors. Arco Pub., 1985.

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Layman, Katie. Word processing exercises for word processors, microcomputers, and electronic typewriters. 2nd ed. Prentice Hall, 1988.

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Book chapters on the topic "Word processors in education"

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Berger, Angela. "3. Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language." In Conceptualising Integration in CLIL and Multilingual Education, edited by Tarja Nikula, Emma Dafouz, Pat Moore, and Ute Smit. Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096145-007.

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Lee, Ruby B., Xiao Yang, and Zhijie Jerry Shi. "Validating Word-Oriented Processors for Bit and Multi-word Operations." In Advances in Computer Systems Architecture. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30102-8_40.

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Chadwick, Sharlene. "Final Word." In SpringerBriefs in Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04031-8_5.

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Strobbe, Christophe, Bert Frees, and Jan Engelen. "Accessibility Evaluation for Open Source Word Processors." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25364-5_40.

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Scott, Mary. "Written English, Word-Processors, and Meaning-Making." In Studies in Writing. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0734-4_9.

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Catthoor, Francky, Praveen Raghavan, Andy Lambrechts, Murali Jayapala, Angeliki Kritikakou, and Javed Absar. "Exploiting Word-Width Information During Mapping." In Ultra-Low Energy Domain-Specific Instruction-Set Processors. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9528-2_9.

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Mildner, Philip, Christopher Campbell, and Wolfgang Effelsberg. "Word Domination." In Games for Training, Education, Health and Sports. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05972-3_7.

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Agassi, Joseph. "Last Word." In The Hazard Called Education by Joseph Agassi. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-626-4_23.

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Upton, Dominic. "Spreading the Word." In Teaching Psychology in Higher Education. BPS Blackwell, 2010. http://dx.doi.org/10.1002/9781444320732.ch10.

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Verschaffel, Lieven, Fien Depaepe, and Wim Van Dooren. "Word Problems in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_163.

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Conference papers on the topic "Word processors in education"

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Zhang, Wei. "Work in progress — Course development of programming for general-purpose multicore processors." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142763.

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Zeller, Arnaud, and Pascal Marquet. "Impact of GUI personalization of a word processor on a learning activity course." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11279.

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This research investigates the impact of an activity of personalization of a graphical user interface by the learners, on their behavior of using the ILE. The analysis conducted is based on an exploitation of the interaction traces between the learner and the interface of a word processor software with advanced personalization and auto-writing features including training of spelling and a learning analytics management module. The results show that, several variables related to the facilitation conditions recognized by the ILE partly explain the writing activity. Navigation variable can be correlated with the knowledge of customization possibilities. If the automatic sentence generator has no significant effect on the number of misspellings found in the documents submitted, the intention to personalize the interface seems to have a greater effect than the act of personalization itself. But the impact of the personalization process on learning outcomes is still to be established.
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Suraeva, Maria. "INTEGRATION PROCESSES IN A HIGHER-EDUCATION SYSTEM." In Nacional`naia bezopasnost` Rossii: aktual`nye aspekty: sbornik izbrannyh statei Vserossiiskoi nauchno-prakticheskoi konferencii (Sankt-Peterburg, Mart 2020). ГНИИ "Нацразвитие", 2020. http://dx.doi.org/10.37539/nb184.2020.70.28.004.

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Актуальность предложенной статьи обусловлена вопросами кардинального улучшения и расширения бизнес-среды, которые могут быть использованы университетами в процессе перехода с традиционной модели образования в инновационную модель. Приведение институционального влияния системы высшего образования в соответствие с требованиями к компетенциям специалистов, предъявляемыми предприятиями и организациями экономики и социальной сферы в условиях социально-экономической модернизации России, будет способствовать совершенствованию системы управления высшими учебными заведениями, повышению качества образовательных услуг и конкурентоспособности вуза на отечественном и мировом рынке высшего образования.The relevance of the proposed article is due to the issues of massive improvement and expansion of the business environment that universities can use in the process of transition from the traditional model of education to the innovative model. Bringing the institutional impact of the higher education system in line with the requirements for the competencies of specialists imposed by enterprises and organizations of the economy and social sphere in the context of socio-economic modernization of Russia will contribute to improving the management system of higher educational institutions, improving the quality of educational services and the competitiveness of universities in the domestic and world higher education market.
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Josée Goulet, Marie. "Effectiveness of The Feedback-Dialogue in Hybrid University Courses." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.793.

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Feedback is one of the key factors in students’ success (Hattie and Timperley, 2007). It is essential in order for them to maintain or increase their level of competence (Brookhart, 2010). But do students understand the feedback provided by their teachers? Does feedback allow students to learn and to improve their work? For the purpose of augmenting feedback effectiveness in our hybrid writing courses at the university, we created the feedback-dialogue, a method consisting in interacting with the student within its text, using the comment function of the word processor. Unlike traditional feedback, the feedback-dialogue is bi-directional, i.e. the student must not only revise its text but also respond to the teacher’s comments. To measure the effectiveness of the feedback-dialogue, we designed a two-step methodology. First, students’ perceptions of the effectiveness of feedback-dialogue were collected in a self-reported questionnaire. The items in the questionnaire were formulated from an analysis of different typologies in relevant studies (Anson, 2015; Grigoryan, 2017; Mauri et al., 2016). Second, the students’ responses to their teacher’s comments were analyzed, as well as the modifications they made during the revision of their texts.
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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills
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"Educational Technology in IT and Marketing Education - The Experience of Early Thai Educators [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4199.

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Aim/Purpose: The paper aims to discuss the experience of early Thai educators in adopting Educational Technology in IT and Marketing Education. Background: As the world become increasingly digitized, educators need to keep up through the use of educational technology to effectively increase learning efficiency. Methodology: Conducting an interview. Contribution: A hands-on teaching experience in Marketing and IT areas through the use of Educational technology. Findings: The use of educational technology in Thailand can be found in three main areas namely data transfer, interactive online class and lastly assignment and evaluation. It effectively increases learning efficiency and produce a more proactive learning outcome. Recommendations for Practitioners: Adopting Educational Technology in IT education can be effectively done through some open-source applications. This mostly benefits those learners who age between 15 and 25. Recommendation for Researchers: In choosing group of respondents, technological experience, age groups and interest in technology should be carefully taken into account. Impact on Society: The finding aims to provide insights and strategy to develop Thai education system to become more efficient, more memorable and more inspiring through the use of educational technology. Future Research: Any measures and steps that effectively support and redesign educational tools, processes and techniques to support wider and higher education.
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Oliver, John, Venkatesh Akella, and Frederic Chong. "Efficient orchestration of sub-word parallelism in media processors." In the sixteenth annual ACM symposium. ACM Press, 2004. http://dx.doi.org/10.1145/1007912.1007946.

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Abbasova, Ulviyya, and Natavan Babayeva. "Integration of HE system of Azerbaijan in the Global World." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8386.

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This article deals with the analysis of some important reforms and innovations implemented in the education sector by the government in Azerbaijan. After gaining the independence Azerbaijan started successfully to move forward towards the development as an independent country. The country established the close relations with different international organizations and institutions. After Azerbaijan signed on to the Bologna process, the Ministry of Education developed a comprehensive action plan, calling for the modernizing of the higher education system, a transfer to the credit system, the elaboration of new diploma and the recognition of international documents on higher education. As a result, the government of Azerbaijan started the implementation processes of reforms focused on the improvement of the quality of education in order to integrate to international standards. The Ministry of Education of Azerbaijan closely collaborates with major international organizations such as: The Council of Europe, UNESCO, World Bank, UNICEF, ISESCO, EU and so on. Cooperation between Azerbaijan and the EU is carried out within the framework of TEMPUS/TACIS, Erasmus+, Twinning/TAIEX programs. This article provides a brief overview about the above mentioned programs, their application processes, as well as the results and their influences in education system of Azerbaijan .
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Narkhov, Dmitry Yur`evich, Elena Nikolaevna Narkhova, and Yury Rudol'fovich Vishnevsky. "RESOURCE POTENTIAL OF THE COMMUNITY OF FACULTY MEMBERS IN THE MODERNIZATION OF THE RUSSIAN HIGHER EDUCATION." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8067.

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In work the theoretical bases and dynamics of processes of modernization of the Russian higher education are studied, conditions and specifics of its last cycle reveal (the end of XX – the beginning of the 21st centuries). The attention to global character, interaction with the international educational space is paid. The professional community of teachers (scientific and pedagogical workers) of the higher education (HE) acts as an object. Research objective – identification of a state, opportunities and conditions of realization of resource potential of teachers of higher education institutions for ensuring modernization of higher education. Studying of problems of resource ensuring modernization was carried out from positions of system, constructivist, resource, activity and structurally functional approaches. The empirical base was made by materials of the all-Russian sociological researches: questionnaire, expert interviews. The new scientific idea that the speed of modernization changes of system of the higher education depends on a state and conditions of updating of resource potential of community of teachers of higher education institutions is developed; their resource potential develops unevenly and depends on inclusiveness degree in an educational vertical and the status of higher education institution. Concepts of resources and resource potential of modernization of education are entered, their substantial characteristics are opened. Recommendations about optimization of this process are submitted.
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Adekunle, Esther Ololade, Olawale Yinusa Olonade, Olaniyi Trust Ayodele, and Tayo Ola George. "TECHNOLOGICAL ADVANCEMENT AND CHILD-FRIENDLY EDUCATION IN NIGERIA: A POST-COVID REVIEW." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021228.

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Over the years, education has been a source of sustainable development in many countries in the world. Unfortunately, even though it is a potent weapon for measuring a country's development, it has suffered setbacks resulting in poor quality education. Quality Education is a significant prerequisite for developing every country's one of the United Nations' sustainable development goals. According to the United Nations, every child is entitled to quality and accessible education equipped with skills useful for their future development. For a child to enjoy quality education regarding the United Nations Sustainable Development Goals, technology is necessary. Technology in education has helped solve many problems, making life-learning processes enjoyable and exciting for every child to learn. The adoption of technology in education comes with many advantages embedded in improving communication and research. However, some challenges have affected easy access to learning, which has led to low participation in educational activities. This study embraces the Modernization theory, which talks about the description and explanation of transformation processes from a simple traditional society to a more complex modern society in all spheres of life. Hence, this paper seeks to examine the challenges and impacts of technological advancement in education in Nigeria. Keywords: Technology, Education, Child friendly, Sustainable Development, UNESCO, UNICEF
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Reports on the topic "Word processors in education"

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Fenske, K. R. Survey of ANL organization plans for word processors, personal computers, workstations, and associated software. Office of Scientific and Technical Information (OSTI), 1991. http://dx.doi.org/10.2172/6253722.

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Fenske, K. R., and V. S. Rockwell. Survey of ANL organization plans for word processors, personal computers, workstations, and associated software. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/6855384.

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Fenske, K. R. Survey of ANL organization plans for word processors, personal computers, workstations, and associated software. Revision 3. Office of Scientific and Technical Information (OSTI), 1991. http://dx.doi.org/10.2172/10103346.

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Fenske, K. R., and V. S. Rockwell. Survey of ANL organization plans for word processors, personal computers, workstations, and associated software. Revision 4. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10104904.

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Gadient, Anthony, Mark A. Richards, and Geoffrey A. Frank. Rapid-Prototyping of Application Specific Signal Processors (RASSP) Education and Facilitation. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada417705.

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Godenau, Dirk. Migration and the economy. Observatorio de la Inmigración de Tenerife. Departamento de Geografía e Historia. Universidad de La Laguna. Tenerife, 2020. http://dx.doi.org/10.25145/r.obitfact.2020.02.

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Economic reasons are among the basic explanatory factors of migration, whether international or internally within a country. In turn, migratory movements have effects on the economy in terms of economic growth in general, but also in the different markets (work, housing, consumer goods, etc.) and public services (education, health, social services, etc.). The purpose of this document is to offer an overview of these interactions between migration and the economy in the case of the Canary Islands. To do this, certain conceptual clarifications will be made initially involving the mutual determination of both processes, before later providing specifics with evidence on the Canarian case for the main issues considered: the economic reasons for migration, and its impact on economic growth, the labour market and the living conditions of the immigrant population. The final section alludes to the importance of the institutional framework that regulates these relations between migration and the economy, which are far from being interpretable as a mechanical relationship and isolated from the political sphere.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, Pakistan, Nepal and Bangladesh provide an overview of the CLA model and illustrate a range of ways in which the model has been implemented in the four South Asian countries to monitor and improve learning. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER – a word that means ‘impact’ in three of these four countries. By design, ASER assesses foundational reading and numeracy skills.
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Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.

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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
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