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Articoli di riviste sul tema "Computers in education"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Dorfman, Raul. "Computers and computer education in Argentina." ACM SIGCUE Outlook 20, no. 2 (1989): 15–17. http://dx.doi.org/10.1145/382145.382958.

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2

Iskrenovic-Momcilovic, Olivera. "Using Computers in Teaching in Higher Education." Mediterranean Journal of Social Sciences 9, no. 4 (2018): 71–78. http://dx.doi.org/10.2478/mjss-2018-0116.

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Abstract This paper describes advantages of using computers in teaching, but also problems that occur, as well as possibilities for their elimination. The main goal of the research is the formation of images which show the use of computers in higher education. The paper presents the results of a survey conducted among students of the Faculty of Education in Sombor (Serbia) about the use of computers in teaching. A sample of 126 respondents comprises students of the last year of all study programs. The results show that students and professors have a positive attitude about using computers in e

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3

Johnson, Peter. "Education in HCI." ITNOW 28, no. 3 (1986): 19–20. https://doi.org/10.1093/combul/28.3.19.

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Abstract People use computers as aids to help them carry out tasks and achieve goals in their working, social or leisure activities. Human Computer Interaction (HCI) is concerned with the dynamic relations between people, tasks and computers. The focus of HCI education and research is on the design of computers that enable people to carry out their chosen tasks in an easy, efficient and enjoyable manner. HCI researchers are attempting to develop appropriate methods of analysing and modelling users and task; methods of designing and specifying systems; methods and tools for rapid prototyping an

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4

Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.

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Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes ab

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5

Butson, Russell, and Kwong Nui Sim. "The Role of Personal Computers in Undergraduate Education." International Journal of Digital Literacy and Digital Competence 4, no. 3 (2013): 1–9. http://dx.doi.org/10.4018/ijdldc.2013070101.

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This scoping study investigated the role that personal computers play in supporting undergraduate study practice. Monitoring software was installed on the personal computers of five third year students undertaking a summer school course at the University of Otago in 2012. The data showed students’ daily academic use of their personal computers was significantly lower compared with their non-academic use. There was also no obvious relationship found when comparing overall computer use with course assignment schedules. In addition, students’ perceived use of personal computers as captured throug

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6

Ambashtha, Kanahaiya Lal, Manoranjan Kumar Singh, and Rajesh Dey. "OVERALL IMPACT OF COMPUTER APPLICATIONS IN EDUCATION SECTOR." Education & Learning in Developing Nations 2, no. 1 (2023): 17–19. https://doi.org/10.26480/eldn.01.2024.17.19.

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The present instructive approaches are to a great extent given to encouraging the advancement and usage of computer applications in training. This paper examinations the abilities and skills required for the information based society and uncover the part and effect of utilizing computer applications to the educating and learning forms. Additionally, the point of this paper is to uncover the results of an examination led with a specific end goal to decide the effect of utilizing computer applications in educating and learning Management and to propose new open doors for the procedure change. Th

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7

Chen, Sifei. "Application of Computer Science Technology in Computer Education." Journal of Education and Culture Studies 8, no. 1 (2024): p65. http://dx.doi.org/10.22158/jecs.v8n1p65.

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The arrival of the era of big data, making the computer in all walks of life are widely used in the teaching process is also inseparable from the application of computers, some of the traditional teaching methods have also been replaced by computer technology, computer teaching has become the mainstream of the times, and has become a very effective means of teaching as well as teaching tools. The application and popularization of computers has brought great convenience to people's daily life, and has a great effect on the improvement of teaching quality. In the process of computer popularizati

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8

O'Brien, Thomas C. "Computers and Education." American Biology Teacher 47, no. 5 (1985): 315–16. http://dx.doi.org/10.2307/4448074.

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9

Fasano, Carla. "Beyond Computers: Education." European Journal of Education 20, no. 2/3 (1985): 257. http://dx.doi.org/10.2307/1502954.

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10

Coyle, Kathleen, Ann D. Thompson, and Elaine M. Jarchow. "Computers in Education." Journal of Research on Computing in Education 20, no. 3 (1988): 245–57. http://dx.doi.org/10.1080/08886504.1988.10781839.

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11

Nolan, Patrick C. J., David H. McKinnon, and Janet Soler. "Computers in Education." Journal of Research on Computing in Education 24, no. 3 (1992): 299–314. http://dx.doi.org/10.1080/08886504.1992.10782012.

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12

Marsh, Terry. "Computers in Education." Educational Media International 24, no. 3 (1987): 140–42. http://dx.doi.org/10.1080/0952398870240306.

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13

Hamby, Sue. "Computers and education." ACM SIGBIO Newsletter 8, no. 1 (1986): 30–33. http://dx.doi.org/10.1145/16291.16292.

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14

Latchem, Colin. "Computers and education." British Journal of Educational Technology 36, no. 2 (2005): 352. http://dx.doi.org/10.1111/j.1467-8535.2005.00465_10.x.

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15

Visser, Albert. "Computers in Education." Computers in Human Services 12, no. 1-2 (1996): 99–108. http://dx.doi.org/10.1300/j407v12n01_10.

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16

Ilyas, Muhammad. "Computers in education." Information Technology for Development 1, no. 4 (1986): 223–29. http://dx.doi.org/10.1080/02681102.1986.9627078.

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17

Jones, Katherine, and Haworth Continuing Features Submission. "Computers in Education." Computers in the Schools 6, no. 1-2 (1989): 31–35. http://dx.doi.org/10.1300/j025v06n01_16.

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18

Heslep, Robert D. "Education for Computers." Studies in Philosophy and Education 31, no. 4 (2011): 357–64. http://dx.doi.org/10.1007/s11217-011-9279-y.

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19

Stallard, Charles K. "Computers for Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 61, no. 4 (1987): 154–56. http://dx.doi.org/10.1080/00098655.1987.10113928.

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20

Billings, Karen, and David Moursund. "Computers in education." ACM SIGCUE Outlook 20, no. 1 (1988): 13–24. http://dx.doi.org/10.1145/382236.382854.

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21

Gerson, Steven M. "Commentary: Teaching Technical Writing in a Collaborative Computer Classroom." Journal of Technical Writing and Communication 23, no. 1 (1993): 23–31. http://dx.doi.org/10.2190/m21r-4atr-cj4r-rl15.

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Twenty years ago I had no idea what a computer was. Ten years ago I knew what computers were, but I had never sat at a terminal. I just assumed that computers were machines used in those “other” disciplines, certainly not in English courses. Today, I teach my technical writing classes in a collaborative computer classroom. The classroom consists of twelve networked computers which my twenty-four students per class use in tandem. Despite my original ignorance of computers, I'm now happily ensconced in a computer classroom. In fact, computers are so important, I've concluded, that teaching writi

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22

Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were col

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23

Handayani, Rini, Simon Siregar, Marlindia Ike Sari, and Gaous Afrizal. "Thin Client System for Education Purpose using Raspberry Pi." International Journal of Engineering & Technology 7, no. 4.44 (2018): 233. http://dx.doi.org/10.14419/ijet.v7i4.44.26997.

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Procurement of computers for infrastructure that supports learning in schools requires a lot of money. The application of the Computer Thin Client system can be an alternative solution to these problems. The use of thin client computers, can reduce resource use, so that it can make costs more efficient. The use of single board computers, is also a cost efficiency, as a substitute for computers. This system consists of one server and several single board computers as thin clients. In a Computer Thin Client network, the server has a very important role that functions as a processor and serves th

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24

Levin, Tamar, and Claire Gordon. "Effect of Gender and Computer Experience on Attitudes toward Computers." Journal of Educational Computing Research 5, no. 1 (1989): 69–88. http://dx.doi.org/10.2190/vepg-500c-2awm-1k15.

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The purpose of this study was to determine the extent to which gender and prior computer exposure (has a computer at home; participated in a computer course; knows how to work with computers) affect students' attitudes toward computers prior to computer instruction in school. An attitude questionnaire including cognitive and affective attitude scales was administered to 222 Israeli pupils in grades 8 through 10 who study in schools where computers have not yet been introduced. The results showed that prior computer exposure (in particular, having a computer at home), had a stronger effect on a

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25

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 S

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26

Proedrou, Alexandros, Margarita Stankova*, Maria Malagkoniari, and Polina Mihova. "Self-Efficacy and Attitudes Toward Computers of General and Special Education Teachers in Greece During the COVID-19 Period." European Journal of Educational Research 12, no. 4 (2023): 1645–56. http://dx.doi.org/10.12973/eu-jer.12.4.1645.

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<p style="text-align: justify;">During COVID-19 in Athens, Greece, 535 general education and 170 special education teachers were tested for computer use self-efficacy, ICT competence, and computer attitudes. Demographic and occupational factors impacted computer attitudes and computer use self-efficacy. The GCAS and GCSES showed that general and special education teachers liked computers. Teachers were computer-savvy and confident. Computer attitudes boosted computer use self-efficacy. Computer self-efficacy is strongly linked with computer attitudes, subscales of confidence and affectio

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27

Clements, Douglas H. "Computers in Early Childhood Mathematics." Contemporary Issues in Early Childhood 3, no. 2 (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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28

Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less

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29

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 (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 con

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30

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

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31

Huelsman, L. P. "Personal computers in electrical and computer engineering: education survey." IEEE Transactions on Education 34, no. 2 (1991): 175–78. http://dx.doi.org/10.1109/13.81597.

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32

Schwartz, Marc D. "Computers in Psychiatric Education." Psychiatric Annals 18, no. 4 (1988): 228–35. http://dx.doi.org/10.3928/0048-5713-19880401-08.

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33

Tira, Daniel E., Lina B. K. Tharp, and Laurette F. Lipson. "Computers in Dental Education." Dental Clinics of North America 30, no. 4 (1986): 681–94. http://dx.doi.org/10.1016/s0011-8532(22)00430-x.

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34

Williams, Bernard C. "Computers BITE accounting education." Accounting Education 1, no. 4 (1992): 343–46. http://dx.doi.org/10.1080/09639289200000050.

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35

LEWIS, DEBORAH. "Computers in Patient Education." CIN: Computers, Informatics, Nursing 21, no. 2 (2003): 88–96. http://dx.doi.org/10.1097/00024665-200303000-00010.

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36

Enright, Gerard. "Computers in primary education." Irish Educational Studies 7, no. 1 (1988): 134–48. http://dx.doi.org/10.1080/0332331880070113.

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37

Qayumi, Tarique. "Computers and Medical Education." Journal of Investigative Surgery 10, no. 6 (1997): vii—ix. http://dx.doi.org/10.3109/08941939709099595.

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38

Kay, Alan C. "Computers, Networks and Education." Scientific American 265, no. 3 (1991): 138–48. http://dx.doi.org/10.1038/scientificamerican0991-138.

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39

Geens, Dirk. "Computers and language education." ITL - International Journal of Applied Linguistics 66 (January 1, 1985): 49–60. http://dx.doi.org/10.1075/itl.66.03gee.

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40

Howley, Craig B. "Computers in Gifted Education:." Computers in the Schools 3, no. 2 (1986): 97–102. http://dx.doi.org/10.1300/j025v03n02_12.

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41

Batson, Eric, and Jonathan Cohen. "Computers in patient education." Postgraduate Medicine 77, no. 4 (1985): 71–72. http://dx.doi.org/10.1080/00325481.1985.11698917.

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42

Esquembre, Francisco. "Computers in physics education." Computer Physics Communications 147, no. 1-2 (2002): 13–18. http://dx.doi.org/10.1016/s0010-4655(02)00197-2.

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43

Parsons, Michael W. S. "Computers and religious education." Computers & Education 10, no. 1 (1986): 245–50. http://dx.doi.org/10.1016/0360-1315(86)90078-3.

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44

Snelleman, Johanna. "Computers in special education." Australasian Journal of Special Education 12, no. 1 (1988): 40–41. http://dx.doi.org/10.1080/1030011880120107.

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45

Hollinan, Peter. "Computers in special education." Australasian Journal of Special Education 12, no. 2 (1988): 37. http://dx.doi.org/10.1080/1030011880120206.

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46

Jones, R. P., and J. Van Wyk. "Computers in legal education." International Review of Law, Computers & Technology 4, no. 1 (1989): 1–15. http://dx.doi.org/10.1080/13600869.1989.9966275.

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47

Wiener, Roberta. "Computers for special education." TechTrends 35, no. 4 (1990): 18–22. http://dx.doi.org/10.1007/bf02800552.

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48

Piemme, Thomas E. "Computers and medical education." Journal of Continuing Education in the Health Professions 12, no. 2 (1992): 89–97. http://dx.doi.org/10.1002/chp.4750120207.

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Preston, Jack D. "Computers in Dental Education." Journal of the California Dental Association 25, no. 10 (1997): 729–33. http://dx.doi.org/10.1080/19424396.1997.12221615.

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50

Yasin, Mahmoud M., and Ronald F. Green. "Global Information Systems: A Joint Venture between Business and Education." Journal of Information Technology 6, no. 2 (1991): 80–85. http://dx.doi.org/10.1177/026839629100600204.

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The expanding role of computers and information processing in today's global business environment makes it imperative that business students receive the appropriate computer education. This article evaluates the role of business schools in preparing students to meet the challenges of the global information age. Business and academic perspectives on computers and information processing and their influence on computer education in the business school are presented. The authors conclude that the general lack of enforceable standards in computer business education is a global concern, affecting bu

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