178,647 research outputs found
Computers in EAP: change, issues and challenges
Huw Jarvis looks at how computers can be used in projects
in an EAP environment to develop students’ language and
e-literacy skills
ICT AS A TOOL FOR ENHANCING LITERACY FOR LIVELIHOOD IN THE COMMUNITIES OF IMO STATE, NIGERIA
The study examined ICT as a tool for enhancing literacy for livelihood in the communities of Imo State, Nigeria. Four (4) research questions guided the study. Survey research method was adopted. Sample size was 60 respondents. An instrument with r=0.71 tagged ‘Questionnaire on ICT for Enhancing Literacy for Livelihood in the Communities’ (ICTELLC) was used for data collection. Completed and retrieved 57 copies of questionnaire were analysed using mean statistics. Results show that smart phones, computers, radio and television are ICT facilities available in the study area’s literacy centres; basic literacy, functional literacy, civic and political education and remedial education are literacy education programmes that have been enhanced by the use of ICT facilities in the study area; literacy education improves livelihood; and challenges encountered in the use of ICT for literacy education promotion include: poor internet connections, inadequate computers, unstable power supply and insufficient ICT knowledge and skills
Computer literacy levels and attitudes towards computers of California school site adminstrators
Purpose: The purpose of the study was to quantify and analyze the computer literacy levels and attitudes towards computers of school site administrators, and thereby establish a baseline of knowledge for future decisions regarding the integration of computers in education.
Procedure: A fifty item survey, based on objectives supplied by the Minnesota Educational Computing Consortium, was developed. The items were designed to assess experiences, attitudes and knowledge relative to computers. The survey was sent to a random sample of 603 California school site administrators functioning in unified school districts. Responses to research questions were based on appropriate statistical procedures including one-way analyses of variance and Pearson correlations.
Findings: Fifty-four percent of the surveys were returned. A majoiity of the administrators have used the computer at least once in their career. Workshops and self-directed study experiences were identified as being the most useful type of exposure to computers. Administrators indicated a substantial amount of support for computers in education, both for students and peers. Administrators expressed some uncertainty about their ability to make decisions regarding computers at their school. There was little difference observed in computer literacy levels and attitudes of administrators from various regions of the state, levels of administration, or ranges of district ADA. A positive correlation was found to exist between attitudes and computer literacy levels.
Recommendations: Administrator preservice training should include the educational use of computers. School districts should pursue an inservice program designed to give staff members experience with computers. A study is needed to review the availability and quality of computer related college courses for educators. A study should be conducted to determine the differences in computer literacy levels and attitudes of administrators with varying experiences. This study should be replicated with administrators classified by sex, years of administrative experience and school setting. A comparative analysis of preservice and practicing administrator computer literacy levels and attitudes should be conducted. A longitudinal study should be conducted, utilizing a modified form of the survey developed in this research project
Technology Utilisation: A survey of Computer Literacy levels among Health Personnel at Chinhoyi Provincial Hospital.
A ZJER survey on the levels of computer literacy amongst health professionals in Zimbabwe.The study explored the levels of computer literacy among health personnel at Chinhoyi provincial hospital in Zimbabwe. This was necessitated by the observation that, computers are not being utilized. in nursing schools. A descriptive research design was used to collect data from a random sample of 30 nurses who responded to questionnaires administered by the researchers. Findings revealed that, the level of computer literacy among nurses was low. The majority of them (63%) are familiar with Microsoft Word and the Internet. The study attributes this distribution of computer knowledge to the software's high utility value. None of the tutors were aware of how to use power point and computer aided instruction. None of the nurses knew any programme that can be used to monitor patients. There was no association between computer literacy level and gender. Those nurses who are computer literate acquired the skills out of the nursing field. Factors accounting for this level of computer literacy include the limited availability of computers in schools of nursing and lack of the need to use them. The study recommends that, nurse education curriculum planners revise the nursing education curriculum with the aim of including computers. The current shortage of computers can be reduced by charging each nursing student an extra $ 20,00 to raise funds for computers. Workshops can be held to raise awareness of computer programmes for monitoring patients. Courses in computers may be introduced in the nursing curriculum and that students submit computer typed assignments to increase computer utility value among nurses
Navigating new horizons: an analysis of factors that influence computer literacy among undergraduate students
A journal article on factors influencing computer literacy in university students in Zimbabwe.The purpose of this study was to assess the factors that influence computer literacy among university students. The study was primarily inspired by the realization that students acquire computer skills at varying levels and progress to use computers with varying proficiency despite the fact that they will be engaging in a similar module. A quantitative-qualitative orientation was taken in carrying out the research, particularly employing a survey research design. The study was carried out at Great Zimbabwe University, which is located in Masvingo, Zimbabwe. Thirty four (34) participants were randomly selected from a class of one hundred and eighty (180) students to participate in the study. The study revealed that students with computers at home had higher literacy levels compared to those who did not have even after completing the module. Students with a positive attitude toward computers performed relatively better than those with negative ones. Gender was not a significant variable that affected computer literacy. However, females had slightly higher levels of computer literacy when compared to males, but the difference was not significant, (t = 0.332, significance value — 0.747). This study recommends that learners should be exposed to computers prior to coming to university as this is a powerful determinant of computer literacy at tertiary level
The influence of a computer literacy course on junior high students' attitudes toward computers, 1985
The problem was to identify and evaluate attitudes of junior high students toward computers and to determine if participation in a computer literacy course would influence their attitudes. The study also compared certain student demographic characteristics and information gain to attitude. The 126 subjects in this experimental study are seventh grade students of a selected junior high school. A content test was designed to measure the objectives of the course. Information gain measured the difference between pretest and posttest scores on the content in the computer literacy course. A questionnaire was developed to measure the students' attitudes toward computers. Statistical techniques used to test the eight null hypotheses were the independent _t test, correlated t test, and Pearson Correlation Coefficient. Rejection of the null hypotheses was at the .05 level of statistical significance. The results indicate that: 1. Students enrolled in a computer literacy course have a more positive attitude toward computers than students not enrolled in the computer literacy course. 2. Students enrolled in a computer literacy course have a more positive attitude at the conclusion of the course than at the beginning. 3. Students gained significant knowledge of computer operation between the beginning and end of course. 4. There was a significant relationship between attitude change toward computers and information gained by the students at the conclusion of the course. 5. Female and male students showed a significant difference in attitudes toward computers. 6. Students who had previously operated computers had a more positive attitude toward computers than those who had not. 7. Students' mathematics grades indicated there was no significant difference of attitude toward computers. 8. Students who had access to a computer at home showed a more positive attitude toward computers than those who did no
Linux Security
Information age has brought a new colossal change in a person’s habitual life.
The level of computer literacy has grown greatly and even a middle level specialist is
able to perform the tasks intended for the programming experts. Computers
integrated into the network provide a huge amount of confidential and sensitive
information that has an impact on individuals as well as on the economies of
enterprises or even affects the whole country
Identifying Characteristics To Use As Descriptors of Educators’ Potential for Acquiring Computer Literacy
Purpose. The purpose of this study was to determine whether certain characteristics of public school administrators are present which can be used as descriptors for other educators\u27 potential for acquiring computer literacy from a specific staff development model. Procedure. Participants in the study were 44 public school administrators from the Northwest Education Region of North Carolina. The study was quasi-experimental, using a pretest, treatment, and posttest design. The treatment of the subjects consisted of six three-hour sessions of computer literacy training. It was administered over a 12-week period of time. A model for staff development of computer literacy was designed to include the basic and most important concepts of computer literacy, as identified by a search of the literature and examination of available models. Two instruments were used to obtain the data necessary for the study; a personal data sheet was developed to collect the demographic data required to determine the independent variables and The Minnesota Computer Literacy and Awareness Assessment was used to measure attitudes toward computers and computer knowledge. Data were analyzed by the Statistical Package for the Social Sciences Extended (SPSSX) which computed the Pearson Product-moment or t tests as deemed appropriate for each of 12 hypotheses. The minimum acceptable level for determining significance was at the .05 level. Findings. Data analysis indicated that: (1) Attitudes toward computers have an effect on the attainment of computer knowledge. (2) The staff development model designed was effective in promoting computer literacy. (3) The attainment of computer literacy results in a more positive attitude toward computers. (4) The variables of age, gender, position in school system, or length of time in the educational profession do not significantly influence attitudes toward computers. (5) The attainment of computer knowledge was significantly higher for females than for males. (6) The attainment of computer knowledge was not influenced by the area of initial certification or position in the school system. (7) Assignment as principal of an elementary school or a secondary school did not influence attitudes toward computers or the attainment of computer knowledge
Towards a strategy for the introduction of information and computer literacy (ICL) courses
An important goal of the national policy on computers in education in the Netherlands is the familiarization of all citizens with information technology. This policy was a plea for some basic education in information and computer literacy. In the beginning of the implementation of this basic education for all a national survey (about grassroots developments) in Dutch junior secondary education was executed (Spring, 1984) with the following objectives: (i) to collect information which can serve as a baseline for the evaluation of future developments and (ii) to perform a context analysis to provide policy makers, innovation planners and curriculum developers with information about the state-of-the-art on information and computer literacy in the schools. The survey instruments were partly developed with as underlying structure some of the factors which are influencing the implementation of educational changes. The instruments were submitted to a sample of 462 schools representing the different types of junior secondary schools. Variation between the schools was obtained by distinguishing different levels of involvements of schools in information and computer literacy. This paper analyses how far in the schools, which are experimenting with information and computer literacy on their own initiative, some of the implementation factors of Fullan are fulfilled. Based upon this analysis a recommendation for a policy strategy for introducing this new domain in the schools is formulated
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