History of Computing in Education

Lee, John A. N.

doi:10.1007/1-4020-8136-7_1

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…Ήδε απφ ηηο αξρέο ηεο δεθαεηίαο ηνπ 1960, ε επηζηεκνληθή ζθέςε επηδίσμε λα ζπλδέζεη ηε ρξήζε ησλ Ζ/Τ κε ηε δηαδηθαζία ηεο κάζεζεο (Lee, 2004). Βαζηθή πξνυπφζεζε ηεο ελ δπλάκεη κάζεζεο δειαδή ηνπ αιιειεπηδξαζηηθνχ εγρεηξήκαηνο (Cook, Elliot, Kratochwill&Travers, 2008) αλάπηπμεο γλσζηηθψλ θαη κεηαγλσζηηθψλ δεμηνηήησλ είλαη ε ελεξγεηηθή θαη φρη παζεηηθή ελαζρφιεζε ησλ καζεηψλ κε ηνπο ππνινγηζηέο (Υξνλάθε, 2011).…”

Section: νέερ σεσνολογίερ ζηην εκπαίδεςζη -παπαδείγμαηα και οθέληunclassified

Η Χρήση Των Νέων Τεχνολογιών Στη Γενική Και Ειδική Εκπαίδευση

Παπαγεωργίου¹

2017

edusc

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contemporary general and specialized digital tools, facilitating the teaching-learning process and potentially greatly improving its quality when put into the hands of teachers and students respectively, will be expounded upon. Finally, two specially designed educational working papers/worksheets, first presented during undergraduate practicals/lectures and looking at specific thematic units of learning drawn from the Primary Education Curriculum, will be analysed through a brief outline of the main points of the Constructivist Learning Model. Πην ζπγθεθξηκέλα, ην παξαδνζηαθφ ζρνιείν πνπ επηθεληξσλφηαλ ζηνλ εθπαηδεπηηθφ δηφηη ππήξρε ε πεπνίζεζε φηη κφλν απηφο θαηείρε ηελ πιεξνθνξία θαη ηε γλψζε θαη κπνξνχζε λα ηε κεηαδψζεη σο απζεληία ζην καζεηή κε παζεηηθφ ηξφπν (δαζθαινθεληξηθφ κνληέιν), κεηαηξέπεηαη ζε έλα λέν ηχπν ζρνιείνπ, φπνπ ν ξφινο ηνπ εθπαηδεπηηθνχ είλαη θαζνδεγεηηθφο, ζπκβνπιεπηηθφο θαη πεξηζζφηεξν Keywords

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Section: νέερ σεσνολογίερ ζηην εκπαίδεςζη -παπαδείγμαηα και οθέληunclassified

Η Χρήση Των Νέων Τεχνολογιών Στη Γενική Και Ειδική Εκπαίδευση

Παπαγεωργίου¹

2017

edusc

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“…However, the use of computers in teaching also finds its origins in the 1960s at the University of Illinois at Urbana with Don Bitzeras as its developer. He was an electrical engineering professor who had an interest in using computers for teaching (Lee & Impagliazzo, 2006). Later, with the advent of the World Wide Web, new teaching systems developed that provided a plentiful of reformed services that supported a computer-aided teaching/learning environment (Ghavifekr & Rosdy, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Later, with the advent of the World Wide Web, new teaching systems developed that provided a plentiful of reformed services that supported a computer-aided teaching/learning environment (Ghavifekr & Rosdy, 2015). For example, blackboard offers a complete suite of enterprise software products and services that power e-education programs in primary markets such as pre-college, college, university, corporate/government, and international education programs (Lee & Impagliazzo, 2006). Nonetheless, the introduction of computers in the school curricula has raised many issues in both developed and developing countries.…”

Section: Introductionmentioning

confidence: 99%

Teacher characteristics and the Use of ICT in Rural Secondary Schools of Bwera Sub County, Kasese District, Uganda

Kule¹,

Jennifer

Ampeire

et al. 2021

IJRCS

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This study investigated the relationship between teachers’ characteristics and their use of ICT in teaching in rural secondary schools located in Bwera Sub County, Kasese District of Uganda. Bwera Sub County is a hard-to-reach rural area in western Uganda. Specifically, the study examined whether teacher characteristics, namely, teachers perceived usefulness, perceived ease of use and teacher ICT competence, influenced teachers’ use of ICT in teaching with the secondary schools. Using the correlational research design, data were collected using a self-administered questionnaire on a sample of 127 school teachers. Descriptive results revealed that teachers rated their use of ICT and perceived competence as poor, rated ICT's usefulness as good, and their use of ICT as fair. Regression analysis revealed that perceived usefulness, ease of use, and ICT competence had a positive and significant influence on ICT use in teaching and learning. It was concluded that perceived usefulness is a prerequisite for teachers’ use of ICT, perceived ease of use is imperative for the use of ICT, and competence is essential for the use of ICT. Therefore, it was recommended that in rural secondary schools, the Ministry of Education and headteachers should provide awareness training to teachers about the usefulness of IC, train teachers to use ICT, and develop their ICT competence.

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“…In the late 1970s computers began appearing in offices through the invention of IBM's text editing systems. The introduction of personal computers to replace the electronic typewriters led to the mass training of office staff (Lee, 2004). Training of office workers to use the computer led to the term: computer skills.…”

Section: Information and Communication Technologies (Ict)mentioning

confidence: 99%

Pasifika Tertiary Students' Use of Information and Communication Technologies

Manueli¹

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<p>Information and Communication Technologies (ICT) are pervasive in our daily lives. In New Zealand tertiary education institutions, the adoption of ICT is widespread. Meanwhile, Pasifika students’ participation in tertiary education has been increasing. Yet, for this group of students, academic success has been a concern to successive governments, tertiary institutions, and Pasifika peoples. ICT may offer an opportunity to improve Pasifika students’ academic achievement. The study is premised on the belief that positive learning experiences will lead to improved academic outcomes. Consequently, the study explored ways of using ICT to enhance Pasifika students’ learning experiences. Adopting an interpretivist approach, the case study investigated the ICT skills and the use of ICT for learning enhancements of a group of Pasifika students at a New Zealand institute of technology. Over a period of eighteen months, data was gathered through talanoa, participant observation, and the researcher’s reflective journal. The three method approach enabled data triangulation. Data analysis adhered to the theoretical propositions of the study. Among the key findings, is the disturbing realization that Pasifika students’ ICT skill levels were not at the level assumed by the institution. The main uses of ICT by the Pasifika students in this study were for personal communication and entertainment. The students’ use of ICT for educational purposes was limited due to the mismatch of their ICT skills and those required by the institution. Inadvertently, this has further disadvantaged the students’ learning experiences. The study concludes by offering an ICT skills development framework for use with Pasifika students. Moreover, the study proposes a number of recommendations for practice, policy, and further research.</p>

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History of Computing in Education

Cited by 6 publications

References 4 publications

Η Χρήση Των Νέων Τεχνολογιών Στη Γενική Και Ειδική Εκπαίδευση

Η Χρήση Των Νέων Τεχνολογιών Στη Γενική Και Ειδική Εκπαίδευση

Teacher characteristics and the Use of ICT in Rural Secondary Schools of Bwera Sub County, Kasese District, Uganda

Pasifika Tertiary Students' Use of Information and Communication Technologies

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