444,869 research outputs found

    THE EFFECTS OF COMPUTER AND INFORMATION TECHNOLOGY ON EDUCATION

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    In the society of ours, is it true really that computers and information technology have contributed immensely to the way we learn? After observing and reading various educational paraphernalia and scanning the environment research has shown that the educational systems have greatly been impacted by computers and information technology. With the growth of technology, the ways we learn have been improved tremendously. Innovative technologies have contributed to the innovation of learning in the education arena and outside. The traditional ways of conveying instructions to learners have been augmented with the use of computers information technologies. The educational system of our institutions is mandated today to using computer technologies to teach. All subjects, be it History, Physics, Chemistry, Biology, English, Aviation, Real Estate, Economics, Political Science, Engineering, Business and the subject of Computer Science itself are being taught with the usage of computer technologies. It has come to past that traditional modes of conveying instructions and teaching are now opaque or in the dark perspectives. By using computers and information technologies in educating the populace, they allow us to convey instructions and ideas to people. It is found that globalization of technology entities comprising the learning processes is the configuration of computers in the facts. In education, computers are now being used to project information to people in the classrooms, churches, conference halls, homes, on the street and anywhere or any place education takes place. One can learn anywhere or anyplace, therefore the use of technology is a vigorous way of making things simple, ease and readily available

    Technology in the Classroom: AmeriCorps & Project First

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    Recognizing a critical education reform issue, the Public Education Network applied to the Corporation for National Service (AmeriCorps) in 1994 for a grant to improve educational access to and use of technology. The resulting initiative is Fostering Instructional Reform Through Service and Technology -- Project FIRST. Project FIRST works to integrate technology into public school curricula and to increase community involvement in the process by using the unique resources and capabilities of local education funds (LEFs) and their business partners.Project FIRST and other similar programs are helping public schools across the country to become technologically sophisticated educational institutions. Project FIRST's considerable progress has come about, in part, because it addresses the need to modernize the instructional norms of many classroom settings. Project FIRST is effectively promoting information technology as a means of enhancing teaching and learning -- for both teachers and students.For many students from disadvantaged backgrounds, including most racial minorities, these advances will not be enough to bridge the computer experience gap. According to a study published in the April 1998 issue of Science Magazine, white students in high school and college are still much more likely than black students to have computers in their homes and to use the World Wide Web. While 73 percent of white students had a home computer, only 33 percent of black students did, even when accounting for differences in income, according to another report compiled by Vanderbilt University researchers. Elevating the level of technology use and access in schools located in disadvantaged communities to that in other schools throughout the nation is a challenge of enormous magnitude. There is still much work to be done to ensure optimum learning environments and outcomes for all students. Project FIRST's efforts are a step along the way

    PRODUCTIVITY OF STUDYING PROCESS USING IT

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    It is possible to involve students in learning process more actively using the new information technologies, research method and co-operation. The paper contains theoretical base of student research work as a component o f studying process in higher education establishments using IT. The research investigates student personality development and interconnection with productivity of studying process. The author analyses researches on productive interaction in the context of computer-supported collaborative learning in science, computers in the community of classrooms, a sociocultural perspective on the human-technology link and computer-mediated communication. The paper contains empirical research results about productivity of studying process on an experimental base increasing a part of the research work and problem solving using IT and collaboration in studying process of Computer science course in Vidzeme University College

    Education quality and economic performance in Europe

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    The paper reflects on the role played by human capital in the continued diversity of growth dynamics in Europe. Given the increasing convergence in terms of the average years of schooling, we claim that it is the quality more than the quantity of education that matters for economic growth in advanced countries. Using EU27 country data to estimate a growth regression model, we test for the significance of several human capital measures drawing on education level and quality. Average years of schooling and the percentage of labour force with tertiary education are used to measure education stock. For education quality we use the share of graduates in higher education by educational field and the PISA mean scores in reading, maths and science. Our research findings indicate that particular kinds of human capital seem to be more important than others in explaining the growth rates of EU countries from 2000 to 2010. Although positively related to GDP per capita growth, higher education levels were not statistically significant. Specific kinds of higher education, such as science, maths and computers, appear to be more relevant; on the other hand, PISA scores do not seem to have a significant impact on growth. These results suggest relevant policy implications as research, innovation and education are core elements of the European growth strategy. A larger proportion of the workforce with tertiary education and also a diversified pool of qualifications could be of benefit to Europe's economic performance. In particular, high qualifications in science and technology appear as very relevant for innovative performance. The quality of education systems, measured by PISA scores, may have a delayed and indirect effect on economic growth. Progress can be made in higher education, and especially in science and technology, by systematically improving cognitive skills at school, notably mathematics and science literacy.info:eu-repo/semantics/publishedVersio

    The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-service Teachers

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    This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics course packages were designed by the researchers and computer-aided assignments were prepared by the pre-service physics teachers. At the end of the study, Physics Achievement Tests were administered to the sample pre-service teachers. The research study group included 50 pre-service physics teachers who were taking classes under the Physics Education Department of Kazım Karabekir Faculty of Education at Atatürk University during the 2015-2016 Fall semester. The research data were analysed using SPSS software packages. The study concluded that the computer-aided science courses were effective, and that pre-service physics teachers had misconceptions about computer-aided instruction. Keywords: computer-aided instruction, science education, pre-service teache

    Enhancing Education through Digitization

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    As technology becomes more a part of everyday life, it is increasingly important that future and current educators learn how to integrate the use of technology into day-to-day classroom activities. Teachers must learn to embrace the fact that computers and other aspects of technology are used by children everyday; the classroom needs to incorporate new and emerging technology. In this essay, I describe my experiences as an education major working in a research laboratory in Computer Science at the University of Kentucky. My work in the lab taught me how to digitize, process, and prepare on-line presentations of a variety of artwork. This experience has given me a first-hand glimpse of what it will take to incorporate technology into my classroom in the future. The possibilities and learning opportunities that exist for teachers who are adept at using and integrating technologies are exciting

    Methodology and/or Technology: Making Difference in Improving Students\u27 Problem Solving Skills

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    Wirelessly networked, in-class computing opens a wide array of possibilities for active instructional methodologies (Hrepic, Rebello, & Zollman, 2009). Earlier studies showed a substantial potential that the pen input computers combined with interactive software like DyKnow (www.dyknow.com) may have in facilitating students’ problem solving ability. The session has two goals. The first one is to demonstrate the instructor-student classroom interaction dynamics enabled or facilitated by DyKnow software and pen-input computers. The second one is to present selected research findings associated with student learning while using this technology. The most recent of our studies was to isolate the effect of the methodology itself from that of the involved technology for improving student problem solving skills. References: Hrepic, Z., Rebello, N. S., & Zollman, D. A. (2009). Remedying Shortcomings of Lecture-Based Physics Instruction Through Pen-Based, Wireless Computing And DyKnow Software. In N. H. Salas & D. D. Peyton (Eds.), Reading: Assessment, Comprehension and Teaching (pp. 97-129): Nova Science Publishers; [reprinted in Journal of Education Research, 3(1/2), 161-190 (2009)]

    Implementasi Media Pembelajaran Teknik Pengkodean Barcode Berbasis Multimedia dalam Meningkatkan Kualitas Kegiatan Belajar Mengajar

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    Science information and communication technology, especially the use of computers is growing rapidly every year. One is the application in multimedia. Multimedia has changed the way people interact with computers. Multimedia applications can quickly attract the attention of someone, to be used according to their individual needs. Today, many multimedia functions involved in various fields of activity. Not only in entertainment but also used in the learning process. Media multimedia-based learning is one application that can be used for students in education today. Because it can provide an interactive learning materials and supported various aspects such as audio, video, animation, text, and graphics. Software development methods of learning media using the Multimedia Development Lifecycle. Multimedia Development is carried out by eleven stages, namely defining the problem, feasibility studies, system requirements analysis, design a concept, designing the content, designing text, graphics designing, producing system, test system, using the system, maintaining the system. Application of instructional media barcode-based multimedia coding techniques to assist teachers in improving the quality of teaching and learning activities so that it becomes more attractive for students
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