A Comparative Study of Computer-assisted and Traditional Classroom Instruction in Computer Literacy Training PDF Download
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Author: Coritha LaVerne Jones
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 138
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Author: Coritha LaVerne Jones
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 138
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Author: Maria Sue Bradshaw
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
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Author: Tayyaba Kausar
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city. The research was true- experimental in nature. The research design followed by researcher is The Pre-test - Post test Equivalent groups Deign. The software used for CAI group was basically the combination of Discovery environment and simulation soft wares, however, the time for drilling and practice was given to student. It a designed to cover the all levels of cognitive domain described by B.S. Blooms (1956). A question paper containing 30 items multiple choice test was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student. (Contains 7 tables and 1 figure.).
Author: Janet Moore
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 72
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Author: Tarik A. Sulimani
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 181
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Author: Kathleen Tyner
Publisher: Routledge
ISBN: 1135690847
Category : Social Science
Languages : en
Pages : 323
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In this book, Kathleen Tyner examines the tenets of literacy through a historical lens to demonstrate how new communication technologies are resisted and accepted over time. New uses of information for teaching and learning create a "disconnect" in the complex relationship between literacy and schooling, and raise questions about the purposes of literacy in a global, networked, educational environment. The way that new communication technologies change the nature of literacy in contemporary society is discussed as a rationale for corresponding changes in schooling. Digital technologies push beyond alphabetic literacy to explore the way that sound, image, and text can be incorporated into education. Attempts to redefine literacy terms--computer, information, technology, visual, and media literacies--proliferate and reflect the need to rethink entrenched assumptions about literacy. These multiple literacies are advanced to help users make sense of the information glut by fostering the ability to access, analyze, and produce communication in a variety of forms. Tyner explores the juncture between two broad movements that hope to improve education: educational technology and media education. A comparative analysis of these two movements develops a vision of teaching and learning that is critical, hands on, inquiry-based, and suitable for life in a mobile, global, participatory democracy.
Author: Susanne P. Lajoie
Publisher: Routledge
ISBN: 1136475524
Category : Education
Languages : en
Pages : 414
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Highlighting and illustrating several important and interesting theoretical trends that have emerged in the continuing development of instructional technology, this book's organizational framework is based on the notion of two opposing camps. One evolves out of the intelligent tutoring movement, which employs artificial-intelligence technologies in the service of student modeling and precision diagnosis, and the other emerges from a constructivist/developmental perspective that promotes exploration and social interaction, but tends to reject the methods and goals of the student modelers. While the notion of opposing camps tends to create an artificial rift between groups of researchers, it represents a conceptual distinction that is inherently more interesting and informative than the relatively meaningless divide often drawn between "intelligent" and "unintelligent" instructional systems. An evident trend is that researchers in both "camps" view their computer learning environments as "cognitive tools" that can enhance learning, performance, and understanding. Cognitive tools are objects provided by the instructional environment that allow students to incorporate new auxiliary methods or symbols into their social problem solving which otherwise would be unavailable. A final section of the book represents researchers who are assimilating and accommodating the wisdom and creativity of their neighbors from both camps, perhaps forming the look of technology for the future. When the idea of model tracing in a computer-based environment is combined with appreciation for creative mind-extension cognitive tools and for how a community of learners can facilitate learning, a camp is created where AI technologists and social constructivist learning theorists can feel equally at home.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 358
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Author: Patricia Veasey D'Souza
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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Author: Ellen Seto
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
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