This study attempted to shed some light on effectiveness of computer-based mathematics instruction by using meta-analysis to integrate findings from varied studies. Seventy-two studies were collected from published studies, ERIC documents, and dissertations. Effectiveness was measured in terms of math achievement, problem-solving skills, and attitudes toward mathematics/instruction and computers. Overall results indicated that CAI/computer programming had a moderate positive effect on achievement, a slight positive effect on problem-solving skills and attitudes toward mathematics/instruction, and a great positive effect on attitudes toward computers for elementary and secondary students. Specific effects found were: (1) junior high students had higher average effect size in achievement than elementary and senior high students; (2) simulation/gaming CAI had higher effect size in achievement for higher grade students; (3) CAI was most effective for low-ability students' mathematics achievement; (4) students from average and high-income families had higher average effect sizes than students from low-income families; (5) male students learned more with computers than female students in terms of achievement; (6) CAI programs developed by experimenters or teachers had higher average effect size than programs which were commercially developed; (7) computers located in laboratories or in classrooms were equally effective in enhancing student achievement; (8) CAI was effective in improving achievement for both normal students and special students, such as remedial and learning-disadvantaged students; (9) CAI in algebra/arithmetic studying had higher average effect sizes than in geometry; (10) published studies yielded the largest effect size in achievement, and dissertations had the largest effect size in problem-solving skills; (11) Logo programming was more effective in enhancing problem-solving skills than BASIC; and (12) attitudes of male and low-ability students were most positive toward mathematics/instruction. In light of above positive findings of this meta-analysis, educators/teachers may be able to make sound decisions about implementation of CAI/computer programming in mathematics instruction.

Includes bibliographical references (leaves 164-179). / This mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been impacted by the availability of computers and mathematical software (as provided by the Khanya Project); how the teachers at one school in Khayelitsha, Cape Town are using the computer as a tool to teach Mathematics, and whether their pedagogy changes between the Mathematics lessons in the conventional classroom and the computer lab. A series of statistical tests (Mann-Whitney U test; independent samples t-test; paired samples t-tests and the Wilcoxon Signed Rank test) were applied to various samples of the 2007 Matric Mathematics data of high schools in the EMDC East, obtained from WCED. What was concluded was that there was no significant difference between the Matric Mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Matric Mathematics; and no significant change in Higher Grade Mathematics enrolment rates. The overall conclusion from the quantitative research was thus that no significant differences were brought about by the use of computers in Mathematics in the EMDC East schools. So, what does happen when the computers are being used? This led to qualitative research on whether and how computers impact pedagogy: observations of ten Mathematics lessons in a selective township school in Khayelitsha were undertaken, and transcriptions made. These transcriptions were analysed in order to determine how the teachers were using the computers as a pedagogical tool, and whether their pedagogy varies across different lesson contexts (face-to-face lessons and computer lab lessons). In the case of the former question, it was found that the computers were primarily being used as a drill-and-practise tool for revision purposes; in other words, as though they were electronic textbooks. In order to answer the latter question, each sentence of each teacher was categorised according to an analytical framework in order to determine if there were any variation in semiotic mediation (in other words, teacher talk) between the classroom and the computer lab. Chi-squared tests for independence indicated that there was a significant, moderate to strong association between the location of the lesson and the type of talk; thus there is significant variation in semiotic variation between the two venues and the teachers' pedagogy does vary between the face-to-face classroom and the computer lab. Further chi-squared tests also indicated significant, moderate to strong associations between the location of the lesson and the scale of interaction (class or individual); and between the type of talk and scale of interaction.

The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing. Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.

The advantages that computer adaptive testing offers over linear tests have been well documented. The Computer Adaptive Test (CAT) design is more efficient than the Linear test design as fewer items are needed to estimate an examinee's proficiency to a desired level of precision. In the ideal situation, a CAT will result in examinees answering different number of items according to the stopping rule employed. Unfortunately, the realities of testing conditions have necessitated the imposition of time and minimum test length limits on CATs. Such constraints might place a burden on the CAT test taker resulting in aberrant response behaviors by some examinees. Occurrence of such response patterns results in inaccurate estimation of examinee proficiency levels. This study examined the effects of test lengths, time limits and the interaction of these factors with the examinee proficiency levels on the occurrence of aberrant response patterns. The focus of the study was on the aberrant behaviors caused by rushed guessing due to restrictive time limits. Four different testing scenarios were examined; fixed length performance tests with and without content constraints, fixed length mastery tests and variable length mastery tests without content constraints. For each of these testing scenarios, the effect of two test lengths, five different timing conditions and the interaction between these factors with three ability levels on ability estimation were examined. For fixed and variable length mastery tests, decision accuracy was also looked at in addition to the estimation accuracy. Several indices were used to evaluate the estimation and decision accuracy for different testing conditions. The results showed that changing time limits had a significant impact on the occurrence of aberrant response patterns conditional on ability. Increasing test length had negligible if not negative effect on ability estimation when rushed guessing occured. In case of performance testing high ability examinees while in classification testing middle ability examinees suffered the most. The decision accuracy was considerably affected in case of variable length classification tests.

El presente estudio analiza la dinámica de la comunicación desarrollada en el ámbito de la clase de español e inglés como idioma extranjero en un proyecto de intercambio por telecolaboración organizado entre la Universidad de Massachusetts Amherst, en Estados Unidos, y la Universidad Antonio de Nebrija, de Madrid, España, durante el semestre de otoño del 2004. Propone un enfoque pedagógico para la tele-colaboración basado en un aprendizaje colaborador y reflexivo, y en el diálogo interactivo, y pretende ilustrar cómo el uso efectivo de diferentes herramientas comunicativas de tecnología en línea combinadas y complementarias puede contribuir al acercamiento intercultural de los estudiantes a través de la comunicación o interacción mediada por ordenador ( Computer-mediated Communication, CMC; Computer-mediated Interaction, CMI), poniendo de manifiesto mediante la dinámica de la comunicación desarrollada diferencias culturales que pueden ser aprovechadas pedagógicamente para fomentar el descubrimiento cultural, la comprensión de las perspectivas y comportamientos de los participantes nativos de una lengua, y finalmente, el desarrollo de la competencia comunicativa intercultural, lográndose la ampliación del discurso del aprendiz hacia un discurso intercultural compartido. Entre los objetivos del estudio se incluyen también documentar qué diferencias culturales se pueden observar reflejadas en el lenguaje a través de la tele-colaboración, qué factores pueden contribuir al buen funcionamiento de un proyecto de estas características, y analizar los aspectos que juegan un papel relevante en la adquisición cultural a través de la tele-colaboración, para poder contribuir a la mejora de futuros proyectos lingüístico-culturales en el aula de idiomas. Las conclusiones del proyecto indican que el programa de tele-colaboración desarrollado, utilizando diferentes herramientas comunicativas en línea de manera pedagógicamente eficiente, ha contribuido efectivamente al acercamiento intercultural, aprovechando las diferencias culturales como fuente positiva de descubrimiento a través del desarrollo de la competencia comunicativa intercultural y la comprensión de las diferencias como comportamientos y explicaciones alternativos o válidos en contextos culturales diferentes. Las conclusiones del estudio también incluyen sugerencias para solucionar los problemas planteados y mejorar la efectividad de proyectos similares de tele-colaboración en el futuro.

Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media production into their curriculum in order to prepare new generations for a media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This research promotes media literacy skills/goals through analog and digital production techniques. This study describes and analyzes the varied reactions and educational experiences of analog and digital video production groups. This dissertation was based on research conducted in Hingham and Sharon, Massachusetts and Verona, Wisconsin from the spring of 2001 through the summer of 2001. The study investigated the educational experiences of three groups of forty-eight students who were completing their technology in education master programs. The study examined how participants were affected by different media production activities. This qualitative research focused on the importance of learning new media literacy skills through simple production techniques on a video camera versus digital editing on computer. The participants in three different groups were asked to produce the same technique, transition, or special effect. Their responses to the media survey, questionnaires, media productions, interviews, as well as their midterm and final projects were compared and evaluated. The study described in this dissertation explored three key topics in order to understand the educational experiences of participants: the wide range of meanings participants associate with media education; the impact of video production activities on participants' understanding of media; and the ways in which they integrated media production in their midterm and final projects.* *This dissertation is multimedia (contains text and other applications not available in printed format). The CD requires the following applications: Windows 95 or higher; Microsoft Office; QuickTime; MediaPlayer or RealPlayer.

No description available.

The purpose of this project is to design a computer program to help children understand a strategy for changing vantage points within an imagined space and gain knowledge of how spatial transformations work. The developed software, called Viewpoints, presents a virtual three-dimensional environment to be explored and modified by the user. Object and camera manipulations are illustrated through animation. Furthermore, the program was designed to have an intuitive interface and be easy to access. This should allow the software’s target audience of children to focus on the spatial orientation and spatial visualization aspects. A small study evaluated the software in terms of content, instructional design, technical quality, student use, and instructor use. The study provided valuable feedback on how to improve Viewpoints in the future. Information gathered suggests the issue of speed should be addressed and supplemental materials should be added.

Η παρούσα εργασία αφορά στη διαδικασία ανάπτυξης, σχεδίασης και αξιολόγησης της πολυμεσικής εφαρμογής «Η Ελλάδα και το φυσικό της περιβάλλον» που υλοποιήθηκε στα πλαίσια της διπλωματικής εργασίας. Πρόκειται για μια εφαρμογή υποστήριξης της εποπτείας κατά τη διδασκαλία του φυσικού περιβάλλοντος της Ελλάδας και των βασικότερων στοιχείων του και απευθύνεται σε μαθητές Ε΄ τάξης δημοτικού σχολείου. Κύριο μέλημα ήταν η υλοποίηση μιας νέας έκφρασης για τη γεωγραφική εκπαίδευση η οποία συνιστά την παροχή έγκυρης γεωγραφικής γνώσης, με την εισαγωγή νέων τρόπων διδασκαλίας και τις προοπτικές αξιοποίησής της στο πλαίσιο της ένταξης των νέων τεχνολογιών και της πληροφορικής στο Δημοτικό Σχολείο. Παράλληλα, επιδιωκόμενος στόχος ήταν η δημιουργία ενός ελκυστικού υλικού και μιας σύγχρονης μεθοδικής διδακτικής προσέγγισης για το γνωστικό αντικείμενο της γεωγραφίας με την ενεργή συμμετοχή των μαθητών στη διδακτική πράξη. Η εφαρμογή αναπτύχθηκε στο πολυμεσικό περιβάλλον του Microworlds Pro και παρουσιάζει με δυναμικό και αλληλεπιδραστικό τρόπο, γεωγραφικές πληροφορίες, εργασίες, παιχνίδια και δραστηριότητες για τους μαθητές, αναπτύσσοντας έτσι την κριτική τους σκέψη και τις συνεργατικές τους δεξιότητες. Την εφαρμογή συνοδεύουν φύλλα εργασίας που αποσκοπούν στην περαιτέρω ανάπτυξη της θεματικής ενότητας. Η επιλογή του περιεχομένου και κυρίως η δομή του λογισμικού στηρίχθηκε στο αναλυτικό πρόγραμμα του Υπουργείου Παιδείας. Το λογισμικό κατά τη διαδικασία αξιολόγησής του παρουσιάστηκε σε μαθητές και μαθήτριες Δ΄ και Ε΄ τάξης δημοτικού σχολείου, καθώς και στους δασκάλους των τμημάτων, του 15ου και 59ου δημοτικού σχολείου Πατρών και αξιολογήθηκε από τους παραπάνω με τη διαδικασία συμπλήρωσης ερωτηματολογίων. Τα αποτελέσματα έδειξαν ότι μαθητές και δάσκαλοι είναι θετικοί σε τέτοιου είδους εφαρμογές κατά τη διδακτική πράξη. Η χρήση εκπαιδευτικού λογισμικού στην τάξη αποτελεί καινοτομία και δημιουργεί ένα νέο διδακτικό μοντέλο, το οποίο κεντρίζει το ενδιαφέρον και ενεργοποιεί την ανταπόκριση και την συμμετοχή των μαθητών στην εκπαιδευτική διαδικασία. / This thesis is about the procedures of development, design and valuation of the multimedia application titled ¨Greece and its Natural Environment¨. It is an application intended to support the supervision during the teaching of the basic elements of Greece’s natural environment and refers to students of the 5th grade of the primary school. The application was developed in the multimedia environment of Microworlds Pro and is presenting in a dynamic and interactive way, geographical information, exercises, games, and activities in order for the students to develop their critical thinking and their co-operative capabilities. The application is accompanied by working sheets. During the valuation procedure, the software was presented at students of 4th and 5th grade of primary schools in the region of Patras. The results of the evaluation are presented in detail in this thesis.

Η παρούσα διπλωματική εργασία με θέμα: «Εκπαιδευτικό Λογισμικό Συγγραφής Ψευδοκώδικα και Σύνδεσή του με τις Γλώσσες Προγραμματισμού Basic & Pascal» εκπονήθηκε στα πλαίσια του μεταπτυχιακού προγράμματος με τίτλο: «Υπολογιστικά Μαθηματικά και Πληροφορική» με κατεύθυνση στις «Τεχνολογίες Πληροφοριών στην Εκπαίδευση», του τμήματος Μαθηματικών του Πανεπιστημίου Πατρών. Η εφαρμογή του λογισμικού ψευδοκώδικα που κατασκευάστηκε αποτελεί ένα δικτυακό εργαλείο ανοικτής εκπαίδευσης για το μάθημα της πληροφορικής, που ως στόχο έχει να εισάγει τους μαθητές γυμνασίου στην αλγοριθμική σκέψη και τη δόμηση των αλγορίθμων για την επίλυση προβλημάτων καθώς και στις βασικές έννοιες του προγραμματισμού των ηλεκτρονικών υπολογιστών, χωρίς τη χρήση αυστηρής γλώσσας, αλλά της ψευδογλώσσας και των γενικών κανόνων της. Καθ΄ όλα τα στάδια συγγραφής της εργασίας και σε τακτά χρονικά διαστήματα πραγματοποιήθηκε η λεγόμενη διαμορφωτική αξιολόγηση για την εκτίμηση των αναγκών του λογισμικού και τον καθορισμό της δομής του, με τη βοήθεια δύο καθηγητών πληροφορικής μέσης εκπαίδευσης, αλλά και του επιβλέποντα καθηγητή κ.Παναγιωτακόπουλου Χ. Στην εργασία αρχικά γίνεται λόγος γενικά για τα εκπαιδευτικά λογισμικά, δηλαδή τι είναι, που αποσκοπούν και πως βοηθούν στη διαδικασία της μάθησης και στη συνέχεια αναλυτική αναφορά στο λογισμικό ψευδοκώδικα που κατασκευάστηκε, στη δομή του και γιατί επιλέχθηκε αυτή, σε ποιες σχολικές βαθμίδες-τάξεις αναφέρεται, στους επιδιωκόμενους στόχους και τα οφέλη από τη χρήση του. Στο δεύτερο μέρος της εργασίας γίνεται αναφορά στον τρόπο κατασκευής της εφαρμογής και στις τεχνολογίες που χρησιμοποιήθηκαν για τη δόμησή της, δηλαδή στις γλώσσες Html, Vbscript, JavaScript και στους λόγους για τους οποίους επιλέχθηκαν αυτές οι συγκεκριμένες γλώσσες προγραμματισμού. Στη συνέχεια, η επόμενη ενότητα της εργασίας αφορά τους αλγορίθμους, τους τρόπους με τους οποίους εκτελείται ένα πλήθος εντολών κάθε φορά, δηλαδή τις αλγοριθμικές δομές και τις γλώσσες προγραμματισμού που διευκολύνουν την ακριβή διατύπωση των αλγορίθμων. Σε κάθε ενότητα δίνονται αντίστοιχα παραδείγματα. Ακολούθως, γίνεται μια πρώτη προσπάθεια αξιολόγησης του λογισμικού και εξαγωγής κάποιων συμπερασμάτων, που προέκυψαν από παρατηρήσεις κατά τη δοκιμή του σε μαθητές σε εργαστηριακό περιβάλλον, αλλά και από προσωπικές συνεντεύξεις σε καθηγητές μέσης εκπαίδευσης. Στα συμπεράσματα που ακολουθούν, το λογισμικό ψευδοκώδικα αξιολογείται σε γενικές γραμμές και εντοπίζονται επιμέρους ελλείψεις από τους αξιολογητές. Στο τέλος αυτής της εργασίας, επισυνάπτονται δύο ξεχωριστά παραρτήματα, ένας λεπτομερής οδηγός εγκατάστασης και χρήσης του λογισμικού ψευδοκώδικα (1ο παράρτημα) και έπειτα ο πλήρης κώδικας της εφαρμογής (2ο παράρτημα), χωρίς επιμέρους σχόλια. / The present diplomatic project on the subject: “Educational Software of Writing Pseudocode and his Connection with the Programming Languages of Basic and Pascal” were worked out in the frames of the postgraduate program titled: “Computational Mathematics and Informatics” with direction in the “Technologies Informatics and Communications in Education”, of the department of Mathematics of University of Patras. The application of the pseudocode software that was manufactured constitutes a network tool of open education for the course of informatics technology, that as objective has to introduce the students of high school in the algorithmic thinking and the layout of algorithms for the resolution of problems as well as in the basic significances of computer programming, without the use of a strict language, but pseudocode and its general rules. At the duration of all the editing stages of this project and in regular time intervals was taking place the said formative evaluation for the estimation of the needs of this software and the determination of its structure, with the help of two professors of informatics technology, but also from the supervising professor mr C. Panagiotakopoulos. Initially in the project, are reported some things about educational softwares generally, what they are, how they help in the process of learning and afterwards an analytical report in pseudocode software that was manufactured, its structure and why this was selected, in which school rungs-order is reported, the sought objectives and the profits from its use. The second part of the project is reported in the way of the manufacture of this application and the technologies that were used for her layout, that is to say in languages Html, Vbscript, JavaScript and the reasons why these concrete languages of programming were selected. Afterwards, the next unit of this project concerns the algorithms, the ways that a set of commands is executed each time, that is to say the algorithmic structures and the programming languages that facilitate the precise formulation of algorithms. In each unit are given corresponding examples. Followingly, takes place one first effort of evaluation of the software and exportation of certain conclusions, that resulted from observations at its trial in students in laboratorial environment, but also from personal interviews of two professors of the high-school education. In the conclusions that follow, the pseudocode software is evaluated in general terms and located individual lacks from the evaluators. At the end of this project, two separate anneces are attached, one detailed “installing and using” manual of the pseudocode software (1st annex) and then the complete code of application (2nd annex), without individual comments.