Literatura académica sobre el tema "Electronic spreadsheets Effective teaching. Computers"

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

The rapid informatization process of the education system has created both the opportunities and the need for the use of e-books in education. E-books allow students to actively participate in the learning process, to personalize their learning, to gain new knowledge and to evaluate their own abilities. The e-textbook also enriches traditional forms of learning, encompassing a large amount of teaching and learning materials and stimulating the development of new teaching methods. In our opinion, it is time to switch to electronic and interactive formats in the development of electronic aids and textbooks in universities. One of the leading directions in the use of information and communication technologies today is the effective use of computers in educational activities. The main issue in implementing this activity is the selection of e-learning resources that will improve the quality of education.

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites.

<p style="text-align: justify;">In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using multimedia to create a context to teach communication skill has its unique advantages. As a result, technology plays a very important role in teaching communication skill. The present paper tries to analyze the necessity of multimedia technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make English teachers aware of the strategies to use it in an effective manner.</p>

The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning and teaching can change in quality, mainly in the area of “learning-by-doing” and “discovery learning” in the computer-assisted music classroom. It was found that computer-assisted music learning is more agreeable and effective than traditional music learning. Although results showed that we need a well-functioning, modern environment and a well-educated “researcher-teacher,” well-motivated pupils are the most important aspects.

Continuous technological development affects other possible areas of human activity, including the educational process. Current mass media such as press, radio, television, social networks, as well as new information and communication technologies and devices such as computers, tablets, mobile phones and interactive whiteboards are very often used in the educational process. Computer technology provides new and effective learning opportunities in the form of a variety of didactic electronic learning materials, interactive educational programs and applications that not only modernize lessons but also make them more illustrative and interesting. New technologies have also significantly changed teaching methods. All these facilities provide educators with a suitable environment to make their teaching more interesting, modern and efficient. These facilities allow students to learn any time outside school hours and at home. Using new media for language learning brings many advantages, but also several disadvantages. On the one hand, it is possible to present the curriculum more clearly, which results in students acquiring the content of the curriculum more quickly and efficiently. On the other hand, the design and creation of teaching material, the planning and organization of lessons require a lot of time from the teacher, as well as high-quality media and information-communication competences. The use of media in foreign language teaching has also changed the roles of teacher and student. Today’s teaching focuses on the student as an active part of the teaching process and not just as an object of teaching. Now, the teacher becomes the driving element of the lesson management. Different didactics summarize the concept of media differently. Some didactics perceive the medium as a purely electronic tool for technical education, while others include printed material such as pictures, graphics, but also visualizations and animations. In this article we would like to clarify the function of media in education, to explain some important concepts such as “media competence”, “blended learning” or “e-learning”. We will also summarize the advantages of using different media in the educational process as well as some of their functions. Various teaching programs and interactive didactic applications are currently used in pedagogical practice, which can also be used in foreign language teaching. Therefore, we will also focus on brief characteristics of some of them; describe their possibilities and ways of usage in education. We also provide a specific example of the appearance of an interactive German language lesson developed in Hot Potatoes. The example was created by a German language student at a computer science lesson in collaboration with a teacher. Tasks, such as this one, are used by the authors in the class and they are proved in practice.

Objective – To determine the information needs of nutrition, food science, and dietetics faculty members by specifically examining how they locate and access information sources and which scholarly journals are consulted for teaching, research, and current awareness; and identifying any perceived information service needs (e.g., training). Design – Online survey questionnaire. Setting – Four senior colleges within the City University of New York (CUNY) system. Subjects – Nutrition, food science, and dietetics faculty members. Methods – Using institutional websites and the assistance of relevant affiliated librarians, 29 full-time and adjunct nutrition, food science, and dietetics faculty members were identified at Queens College, Brooklyn College, Hunter College, and Lehman College (all part of the CUNY system). A survey was emailed in June and July 2007 and had 14 (48.4%) responses. The study was temporarily halted in late 2007. When resumed in January 2009, the survey was re-sent to the initial non-respondents; five additional responses were received for a final 65.5% (n=19) response rate. Main Results – The majority of respondents held a PhD in their field of study (63.1%), were full-time faculty (no percentage given), and female (89.5%). Information sources were ranked for usage by respondents, with scholarly journals unsurprisingly ranked highly (100%), followed by conference and seminar proceedings (78.9%), search engines (73.6%), government sources (68.4%), and information from professional organizations (68.4%). Respondents ranked the top ten journals they used for current awareness and for research and teaching purposes. Perhaps due to a lack of distinction by faculty in terms of what they use journals for, the two journal lists differ by only two titles. The majority browse e-journals (55.6%) rather than print, obtain access to e-journals through home or work computers (23.6%), and obtain access to print through personal collections (42.1%). Databases were cited as the most effective way to locate relevant information (63.1%); PubMed was the most heavily used database (73.7%), although Medline (via EBSCO), Science Direct, and Academic Search Premier were also used. Respondents were asked how they preferred to obtain online research skills (e.g., on their own, via a colleague, via a librarian, or in some other way). The linked data does not answer this question, however, and instead supplies figures on what types of sessions respondents had attended in the past (44.4% attended library instruction sessions, while others were self-taught, consulted colleagues, attended seminars, or obtained skills through their PhD research). Conclusion – Strong public interest in nutritional issues is a growing trend in the Western world. For those faculty members and scholars researching and teaching on nutrition and related areas, more work on their information needs is required. This study begins to address that gap and found that nutrition, food science, and dietetics faculty share strong similarities with researchers in medicine and the other basic sciences with regard to information needs and behaviours. The focus is on electronic journals, PubMed/Medline, and online access to resources. Important insights include the fact that print journals are still in modest use, researchers use grey literature (e.g., government sources) and other non-traditional formats (e.g., conference proceedings and electronic mail lists) as information sources, and training sessions need to be offered in a variety of formats in order to address individual preferences.

Purpose of the study.The aim is to create a technique targeted at the development of simulation skills in higher education environment, where students are competent in applying information technologies in economics. The relevance of the research lies in the fact that the existing methodological developments often focus on a specific software tool or methodology that cannot respond to all economic problems. A specialist in simulation modeling should possess integrative interdisciplinary knowledge from related scientific fields, for example, probability theory and mathematical statistics, higher mathematics, be familiar with other methods of solving economic problems: linear, nonlinear, dynamic programming, optimization; show proficiency in structural and functional analysis; be able to explore complex processes and systems comprehensively.Materials and methods.The following pedagogical approaches and teaching methods were implemented in this research: ● a systematic approach to solving complex problems based on the modelling economic objects as systems operating in a certain environment, ● activity approach to develop students’ professional competences in the process of creation, debugging and optimization of computer models of economic systems; ● problem teaching method in the framework of research and analysis of educational problems of the subject area; ● implemented interactive teaching methods; ● multimedia methods in the content of teaching materials of the discipline, including electronic manuals, educational videos, as well as multimedia presentations. The research also utilized information technologies, in which computers, communication equipment and software environments are: ● means to provide educational material to students for the transfer of knowledge; ● tools for designing, developing and conducting simulation experiments. In addition, we used the following special professional technologies, methods and tools in the process of teaching students: ● structural and functional modeling methodology; ● discrete-event approach to simulation methodology; ● special software for development and research of simulation models of economic processes and systems: Arena 15.0, AnyLogic 8.3.2.According to the requirements of the new educational standards, the student must master a sufficiently large amount of general cultural, professional and specialized competencies included in the curriculum. The application of the proposed approaches and methods allows to provide effective development of skills of simulation modeling of educational programs for bachelors of «Applied Informatics» and «Business Informatics».Results.The study created a method of teaching students the skills of simulation modeling. The research also established the model of formation of readiness of the IT specialist to the development of simulation models of economic processes and systems in higher school. We also identified important methodological conditions for the formation of professional competencies of students in the field of modeling, such as: ● application of a systematic approach to the analysis of domain problems, as well as for the synthesis of mathematical simulation models of business processes and economic systems; ● practical orientation of the content of training (selection and research in the educational process of the most characteristic, typical problems of the economy); ● integration of interdisciplinary knowledge, methods and approaches to solve complex problems.Conclusion.The method can equip students with skills of simulation modeling with various areas of practical application. First, this technique can be used by university students who are engaged in pursuing practical skills and basic system knowledge in the field of simulation. Secondly, teachers can use it, conducting courses: “Computer modeling”, “Mathematical and simulation modeling”, “Modeling of processes and systems” in the educational process of the University to improve the professional competence of students training simulation modeling. Third, the outcomes may be of interest to managers of educational programs in the areas of: “Applied Informatics”, “Business Informatics”, etc. to improve the structure and sequence of disciplines of competence-oriented curricula. Finally, the application of the proposed methodology in the educational process of the University will enhance professional expertise of young specialists and undoubtedly address the needs of potential employers.

Abstract Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK competencies in terms of a range of variables. For this purpose, the following question was asked: “Is there any significant difference in the ICT integration competencies of PSTs according to a range of variables?” Methods: This study is based on causal-comparative research. The research was conducted in the autumn term of the 2019-2020 academic year. A convenience sampling method was used. In this regard, 413 PSTs, who are students of faculties of education at ten state universities located in different cities in Turkey, participated voluntarily in the study. The “Pre-service Teachers’ ICT Competencies Scale” developed by Tondeur et al. (2017) and the “TPACK-Deep Scale” developed by Kabakçı Yurdakul et al. (2012) were used to collect the data in the study. In addition to the scales, seven questions were asked about gender, grade, department, GPA, ICT course grade, owning a computer for educational purposes, and one’s perceived ability to use technology. Two methods have been adopted to collect data. The first was to collect the printed forms that were completed in pen by the PSTs, and the second was to prepare the electronic form and deliver it to the PSTs via e-mail and social media applications and then collect the data. To analyse the data, descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used. Results: ICT and TPACK competencies of PSTs differ according to grade, having one’s own computer for educational purposes, and one’s perceived ability to use technology, but do not differ by gender. There is no significant difference in ICT and TPACK competencies according to the gender of PSTs. There is a significant difference in ICT and TPACK competencies according to the grade of PSTs and this difference is in favour of fourth grades. There is a significant difference in terms of ICT competencies and TPACK competencies according to computer ownership for educational purposes. This difference is in favour of PSTs who have their own computers. According to the perceived ability to use the technology of PSTs, there is a significant difference in ICT competencies and TPACK competencies. This difference is in favour of PSTs who think they can use technology at the advanced or expert level. Discussion: In the face of constantly developing and changing technology, an important consideration is the competencies teachers and PSTs should have for ICT integration. Factors contributing to the explanation of the ICT integration process such as skills and competencies, pedagogical beliefs and self-efficacy, professional development and teacher experiences, ICT infrastructure, and access and tools are seen to have a positive effect on ICT use (Kaya & Usluel, 2011). It has been suggested that competence and pedagogical knowledge regarding ICT integration as perceived by teachers are important when starting to integrate ICT into teaching practices (Aslan & Zu, 2015). In this study, it was found that there is a difference in ICT integration competencies of PSTs in favour of those who have their own computers and those who think they can use technology at the advanced or expert level. As the PSTs experience an increase in their perceived level of skill in their use of technology, their ICT integration competencies increase. This study also shows that PSTs’ computer ownership has an impact on their education and improves their technological skills, making a difference in terms of ICT integration competencies. Limitations: This study was limited to PSTs who studied at the faculty of education at state universities in Turkey. In addition, two scales related to ICT integration and one demographic questionnaire were used. Also, the convenience sampling method was used and the sampling was confined to 413 PSTs. Conclusions: There is a need for educational processes that emphasise technology’s educational value and enable teachers to improve themselves pedagogically and plan more effective teaching-learning processes using this pedagogical knowledge. To meet the needs of the learners of this century, teachers must first be equipped with the necessary knowledge and skills in their educational processes (Yıldırım, 2000; Zhou et al., 2010). PSTs should experience this process in their teaching-learning process, and should receive training in the integration of ICT in the teaching-learning process (Çubukçu et al., 2017). Research shows that the learning experiences of PSTs in this sense and the integration of ICT with their subject areas are closely related to understanding the educational value of ICT (Mumcu & Usluel, 2015). Academics, who take a role in teacher education, should use technology effectively in their lessons, and PSTs should experience the educational uses of technology through their education (Başal, 2015). In this sense, academics who take part in teacher education have important duties.

The installation of technology in the school library is only the first step in its effective use by students. Many search engines are not intuitively obvious to users, and although students love computers, they often need help with searching. The author combines the results of action research in the high school library with conclusions in the professional literature to argue that systematic formal instruction in electronic search skills is necessary for awareness of library software and competence in its use. The paper focuses on the why, what, when, where, and how of teaching electronic search skills to high school students.

To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.

This chapter emphasizes online tools and techniques for capturing instantaneous electronic student feedback, sustainable online teacher monitoring of student feedback, and on-demand teacher access to spreadsheet data for analysis. This chapter presents muddiest point feedback data as described in Mosteller as a possible avenue for effectively and efficiently capturing points of confusion of online students. Traditional methods for feedback collection involve gathering feedback at fixed intervals in the semester that are limited by the on-campus class time interval or are paper-based. The method of this chapter involves collecting feedback via an online form situated in the cloud. The online teacher can then access and assess the feedback data at regular intervals as the teacher's schedule permits from any computer or mobile device thereby saving valuable time. The chapter focuses on online tools and techniques for: Google Drive™ cloud-based forms, Google Drive™ cloud-based spreadsheets, and sustainable monitoring of online student responses.

This chapter discusses some possibilities of using computer games to effectively reach didactic goals in undergraduate teaching. Nowadays, undergraduate students belong to the Net generation and usually play different kinds of games on consoles, computers, and the Internet. Some elements such as creativity and abstraction could be included in computer science and information technology curriculums through the use of games as educational methodological resources, due the motivational factor they inherently have. This learner-centered approach not only contributes to personalizing the knowledge-building process but also permits the consideration of learning styles to adapt different ludic environments and/or realworld situations according to topics of the course. To demonstrate the possibilities of this educational scenario, two case studies were conducted. One focuses on Design Patterns contents in a computer science course, and the other spotlights computer graphics topics in an information technology course. The results gained in these processes demonstrate the students’ involvement in the proposed activities and the capacity to apply the lessons learned in diverse situations.

Abstract Electronic spreadsheet packages which were originally developed to create budget and do financial computations can now be used to perform innovative computer-based analyses. As these packages make increasing inroads into engineering profession, variety of new and innovative professional and instructional applications are being emerged. No longer confined to accountants and business people — electronic spreadsheet utilizations in engineering ranging from sensitivity (parametric) analysis to optimization are becoming more popular. Recently, those engineers who have recognized the usefulness and power of newly added features to these programs have started exploring the possibility of using these packages as a decision-making tool in the area of computer-aided engineering. This growing use of spreadsheets stems from their ability to perform repetitive sophisticated calculations on real time and the availability of built in procedures desirable for technical presentation. To enhance their teaching and expose students to the applications of electronic spreadsheets, some engineering educators have started integrating these productivity tools into their courses. The computational power of new generation of personal computers in conjunction with ever increasing graphics and advanced mathematics capabilities of spreadsheets can now be employed to perform parametric or what-if analyses. It is the intent of this paper to demonstrate the use of spreadsheet packages to solve a wide spectrum of problems in mechanical engineering. The case studies used in this paper are taken directly or in some cases with slight modifications from undergraduate text books. The Borland Quattro Pro spreadsheet package version 3 has been utilized to perform spreadsheet-based engineering analyses.