M.Ed. / The focus of this practitioner's research inquiry is primary educators’ perceptions and conceptions, and thus their self-evaluation on the impact of the introduction of computers on their educational practice. Its main aim was to explore and capture the way primary school educators in Gauteng, South Africa, who participated in the study perceived the impact of the introduction of computers on their educational practice. The case study was conducted within the parameters of the relevant literature review to determine the impact of the introduction of computers on educational practice of educators worldwide. It looked at the way in which educators utilise both current and emerging computer technologies and how they express their perceptions and conceptions of the impact of the introduction of computers on their educational practice. A further aim was to identify trends in educational technologies in developing countries; to identify the benefits and limitations of computer technology in education around the world and to position this study within the South African context. This research also looked into educators as facilitators and creators of the learner and educator support material (LESM), producing a product of high quality. Educators through their personal research into technology could express, create and discover which in turn informed and impacted on their didactics and pedagogies which indirectly has a positive effect on the learners. Based on this research, the paper concludes that computer technology enables educators to find new ways of unlocking reality for learners to attribute meaning to it in a more comprehensive manner. / Dr. G.V. Lautenbach

Thesis (M. Tech. Information and Communications Technology)--Vaal University of Technology. / The personal computer has changed the way people think and live and has found its way into every area of life. The ability to work with computer technology is a requirement for today's world. The number of virtual learning environments (VLE's), is increasing and e-learning has been promoted as a solution for remote education. Computer literacy, the ability to use computers to perform a variety of tasks, is becoming fundamental to the learning process. Students need to be computer literate, because they are expected to use the computer in most of their subjects, by completing projects, perform electronic searches or typing assignments, to name a few. Many of the learners, who enrol at Vaal University of Technology (VUT), do not have this basic skill, and a great number of them do not have their own computers. It is thus still necessary for VUT to offer a subject such as Computer End Using to provide the learners with the basic level of computer literacy. According to the South African Qualifications Authority, computer literacy is on NQF level 4. Although computer literacy is regarded as being at a lower level than the first year in higher education, it remains a vital prerequisite for completing qualifications. It is therefore important that higher education institutions offer training for fundamental computer skills. This is also supported by the National Plan for Higher Education (NPHE), which emphasizes the mainstreaming of academic development. VUT faces a challenge in terms of providing computer literacy training through online learning. The exact skills the students need in order to engage in online learning, are the same skills taught online, subsequently these programmes require motivated learners with fundamental computer skills. The two online learning packages that were investigated in this study were a national product (HS Training) and an international product (SimNet). An informed recommendation was made with regard to the software

Using a Mixed Methods Convergent Parallel Design this study examines the Behavioural Intentions of the District eLearning Coordinators (DELCs) in the Gauteng Department of Education. The study posits that the educational beliefs of the DELCs are a significant factor in influencing their Behavioural Intentions with regard to their role concerning the integration of Gauteng Online into teaching and learning. Its purpose is to explore whether the DELCs intend to perform their roles in constructivist “Just-in-time” ways. It does this by examining their pedagogical beliefs, their knowledge about technology integration as well as other salient beliefs as formulated in the Theory of Planned Behaviour and by finding out whether these have a bearing on their intentions to provide support and professional development for teachers in the GDE. The study draws on key theories like the Theory of Planned Behaviour, theory about teacher knowledge for technology integration – Technological Pedagogical Content Knowledge (TPACK) amongst others to explore these beliefs and behavioural intentions.

A thesis submitted in fulfilment of the requirements of the degree of DOCTOR OF PHILOSOPHY SCHOOL OF EDUCATION THE UNIVERSITY OF THE WITWATERSRAND August 2015 / The issue of best practice in the pedagogical integration of ICTs into subject teaching has been debated internationally with the aim to offer guidance to teachers on how to effectively utilise these digital tools in the classroom. The resultant literature has reported that teachers in schools with fewer resources integrate ICTs at a lower level. South African township schools fall under this category. In an attempt to bridge this divide, these schools have received digital technologies from the government and other sponsors. In addition, teachers have been trained on ICT basic skills as preparation for use of technology in their classrooms. However, studies carried out to assess the effectiveness of these interventions have resulted in the call by the South African government for solutions that ‘work’. It is increasingly apparent that more than just digital resources are required if ICT integration is to be achieved. This study investigates selected seven South African township secondary school teachers’ practices and education policies to understand what is of pedagogical value in the use of ICTs for teaching. The findings are employed to develop an ICT teacher training framework that can help teachers in this country to maximise the utilisation of the digital technologies they have in their schools. A multi-case study is employed in which teacher interviews and lesson observations of participating teachers from a district in the Gauteng Province in South Africa are interpreted. Thereafter, a document analysis of four South African education policies is used to form a policy framework that is employed to assess teacher practice compliance to the country’s education context. This is done to customise findings to the South African education setting to facilitate the development of a relevant ICT teacher training framework. Diana Laurillard’s Conversational Framework is adopted as the theory that helps make explicit the teachers’ espoused and enacted practices. Her description of media forms is interacted with Grainne Conole and Martin Dyke’s conception of ICT affordances to help identify the pedagogical value in the teachers’ practices with ICTs. The results reveal how teacher beliefs, experience, subject needs, as well as learner needs, play a substantial role in determining the value ICTs bring to the teaching and learning experience. The significance of these characteristics demonstrates and accentuates the role of the teacher as a mediator in making ICTs of pedagogical value in the classroom. Key Words: ICT Pedagogical Integration, Conversational Framework, Media forms, ICT affordances

This Thesis explores building low cost and reliable portable laboratory infrastructure platform for Logic Design, methods for allowing access to modern test equipment via the internet, and issues related to academic integrity. A comprehensive engineering education, per ABET, requires an equal emphasis on both lecture and laboratory components. The laboratory experience builds and establishes a foundation of skills and experiences that the student cannot obtain through any other means. The laboratory must use modern, pertinent methods and techniques including the use of appropriate tools. This is especially true when it comes to test equipment. Engineering students require and deserve training on and access to modern test equipment in order to obtain better career opportunities. However, providing access to modern and relevant labs requires a significant budget commitment. One way to extend current budgets is to adopt the growing concept of “remote labs.” This approach allows higher utilization of existing (and costly) equipment, it improves an institution’s Return on Investment (ROI), and also can be used to meet the needs of students’ complicated schedules, especially in the case of a “commuter campus,” where a majority of students live off campus. By developing remote labs, both the institution and the students benefit: Institutions increase equipment utilization, and utilize space, budgets and support personnel more efficiently. Students can access a lab whenever and wherever they have internet access. Finally, academic integrity must be protected to ensure the potential of remote laboratories in education. This Thesis presents a design and implementation plan for a low cost Logic Design laboratory infrastructure built and tested over 3 years by over 1,500 Logic Design students; a design and implementation of the infrastructure to include the ability to measure using remote test equipment; and the design of a case (3d printed or laser cut) to encapsulate a USB enabled micro-controller; and a scheme to ensure the academic integrity is maintained for in-person, hybrid and fully online classes. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Lam, Ho Cheong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 70-72). / Abstract --- p.ii / Acknowledgments --- p.iii / Contents --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Prologue --- p.2 / Chapter 1.2 --- Thesis Contributions --- p.3 / Chapter 1.3 --- Thesis Outline --- p.4 / Chapter Chapter 2 --- Lecture Presentation System --- p.5 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- System Overview --- p.8 / Chapter 2.3 --- Materials Organization --- p.9 / Chapter 2.4 --- Slide Preparation --- p.12 / Chapter 2.5 --- Animation Production --- p.14 / Chapter 2.6 --- Actual Presentation --- p.18 / Chapter 2.7 --- Conclusion --- p.22 / Chapter Chapter 3 --- Algorithm Animation Subsystem --- p.23 / Chapter 3.1 --- Introduction --- p.24 / Chapter 3.2 --- Related Work --- p.25 / Chapter 3.3 --- Algorithm --- p.28 / Chapter 3.4 --- Display --- p.32 / Chapter 3.5 --- Link --- p.39 / Chapter 3.6 --- Options --- p.44 / Chapter 3.7 --- Examples --- p.47 / Chapter 3.8 --- Conclusion --- p.55 / Chapter Chapter 4 --- Conclusion --- p.56 / Chapter 4.1 --- Future Directions --- p.57 / Chapter 4.2 --- Summary --- p.59 / Chapter 4.3 --- Epilogue --- p.60 / Appendix A PostScript Optimization --- p.61 / Appendix B Thesis Publications --- p.69 / References --- p.70

by Lee Fong-lok. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 309-323). / Questionnaires and some appendixes in Chinese. / TABLE OF CONTENTS --- p.ii / TABLES --- p.vii / FIGURES --- p.viii / ACKNOWLEDGMENTS --- p.ix / ABSTRACT --- p.xi / Chapter 1 --- INTRODUCTION --- p.1 / HOW COMPUTERS CAN HELP OUR CHILDREN --- p.2 / How Human Tutors Tutor --- p.7 / "Can Computers "" Think""?" --- p.11 / Intelligent Tutoring Systems --- p.17 / ELECTRONIC HOMEWORK --- p.18 / A Personal Tutor to Students --- p.18 / The Present Study 226}0ؤ An Investigation into Electronic Homework --- p.23 / How to Build up Electronic Homework --- p.25 / Effect of using Electronic Homework --- p.29 / The Future of Electronic Homework --- p.29 / CHAPTER SUMMARY --- p.30 / Chapter 2 --- REPRESENTATION OF KNOWLEDGE --- p.32 / OVERVIEW --- p.32 / HOW KNOWLEDGE IS REPRESENTED --- p.33 / SYMBOLIC EXPRESSIONS OR NEURAL NETWORKS --- p.36 / PROCEDURAL AND DECLARATIVE KNOWLEDGE --- p.37 / On Evidence Supporting the Procedural- Declarative Knowledge Distinction --- p.39 / Distinction of Knowledge --- p.49 / EXPLICIT VERSUS IMPLICIT KNOWLEDGE --- p.52 / DEGREE OF SOPHISTICATION VERSUS PROCEDURALIZATION --- p.53 / NOTATION OF KNOWLEDGE --- p.59 / What Should Be Done But Not What Is Actually Done --- p.62 / CHAPTER SUMMARY --- p.63 / Chapter 3 --- WHAT KNOWLEDGE TO INCORPORATE AND HOW --- p.67 / OVERVIEW --- p.67 / SEPARATE STORAGE FOR DIFFERENT TYPES OF KNOWLEDGE --- p.69 / DIFFERENT TYPES OF KNOWLEDGE --- p.70 / The Expert module --- p.71 / The Student Module --- p.78 / The Tutoring Module --- p.85 / The Communication Module --- p.121 / CHAPTER SUMMARY --- p.124 / Chapter 4 --- PROBLEM COMPLEXITY AND INDIVIDUAL DIFFERENCES --- p.127 / OVERVIEW --- p.127 / COGNITIVE DIFFICULTY OR SIMPLE ITEM DIFFICULTY RATIO --- p.129 / DIFFICULTY LEVEL OBTAINED BEFORE TEST ADMINISTRATION --- p.130 / OTHER MEASURES OF PROBLEM DIFFICULTY --- p.131 / Complexity of Problems --- p.132 / Problem Complexity Level --- p.133 / INDIVIDUAL DIFFERENCES --- p.133 / Chapter 5 --- HOW TO IMPLEMENT AND EVALUATE THE SYSTEM…… --- p.136 / OVERVIEW --- p.136 / KNOWLEDGE ACQUISITION --- p.140 / Expert Module --- p.141 / Student Module --- p.142 / Tutoring Module --- p.149 / Problem Difficulty --- p.155 / IMPLEMENTATION --- p.161 / Implementation of Knowledge into Computer Tutor --- p.161 / EVALUATION --- p.162 / Formative Evaluation --- p.162 / Summative Evaluation --- p.163 / CHAPTER SUMMARY --- p.167 / Chapter 6 --- KNOWLEDGE ACQUIRED --- p.169 / OVERVIEW --- p.169 / EXPERT MODULE --- p.170 / STUDENT MODULE --- p.172 / Mal-rules --- p.172 / Strategies for Handling Mal-rules --- p.176 / Understanding the Errors --- p.177 / Section Summary --- p.209 / TUTORING MODULE --- p.210 / Effects of tutoring --- p.210 / Scores in Posttest and Ceiling Effect --- p.214 / Effects of Practice and Tutoring Methods on Retention test --- p.214 / How Experienced Teachers Perceive --- p.221 / CHAPTER SUMMARY --- p.228 / Chapter 7 --- PROBLEM DIFFICULTY --- p.230 / OVERVIEW --- p.230 / RESULTS OF DIFFERENT MEASURES OF PROBLEM DIFFICULTY --- p.231 / Students' estimation of Item Difficulty --- p.232 / Item Difficulty Ratio --- p.234 / Teachers' Estimation of Problem Difficulty --- p.234 / Predicted Complexity --- p.237 / CORRELATION AMONG THE VARIOUS MEASURES OF PROBLEM DIFFICULTY --- p.243 / How students rate the problems --- p.245 / PREDICTING THE PROBLEM DIFFICULTY MEASURES --- p.246 / About the Three Measures --- p.249 / Practical Considerations --- p.252 / PROBLEM COMPLEXITY --- p.254 / USING PROBLEM COMPLEXITY IN ELECTRONIC HOMEWORK --- p.258 / CHAPTER SUMMARY --- p.258 / Chapter 8 --- SYSTEM EVALUATION --- p.259 / OVERVIEW --- p.259 / THE EVALUATION --- p.260 / Formative Evaluation --- p.260 / Summative Evaluation --- p.270 / DISCUSSION --- p.288 / Who Benefit From Using The System --- p.288 / Hardware Constraints --- p.289 / Human-computer interface --- p.289 / Effect on the use of Electronic Homework --- p.290 / Expert-Novice Differences --- p.292 / CHAPTER SUMMARY --- p.293 / Chapter 9 --- CONCLUSIONS AND DISCUSSION --- p.294 / OVERVIEW --- p.294 / THEORETICAL ASPECTS --- p.295 / Why and how do students make errors? --- p.296 / What makes an expert tutor? --- p.302 / KNOWLEDGE OBTAINED --- p.304 / CAN ELECTRONIC HOMEWORK HELP STUDENTS AND TEACHERS? --- p.305 / Purposes of the Evaluation --- p.305 / Results of The Evaluation --- p.306 / SUGGESTIONS --- p.306 / Machine Learning --- p.307 / Input Systems --- p.307 / Better understanding of Human Problem Solving Process --- p.307 / REFERENCES --- p.309 / Appendix A: Mal-rule Collecting Tests ……… --- p.324 / Appendix B: Test on Solving Algebraic Equations --- p.334 / Appendix C: Tutoring Scripts --- p.336 / Appendix D: Manipulative Rules Used In Solving Algebraic Equations --- p.338 / Appendix E: Remediation Rules Used In Solving Algebraic Equations --- p.339 / Appendix F: List of Mal-rules --- p.341 / Appendix G: Teachers' Estimation of Problem Difficulty --- p.344 / Appendix H: Learning Process Questionnaire --- p.349 / Appendix I: Questionnaire on the Use of Electronic Homework --- p.344 / Appendix J: Teachers' Perception on Electronic Homework --- p.347 / Appendix K: Students' Perception on the Use of Electronic Homework in Formative Evaluation --- p.346 / Appendix L: Results of Students' Perception on Electronic Homework --- p.347 / Appendix M: Students' Scores in Learning Process Questionnaire --- p.349 / Appendix N: Homework 1 --- p.355 / Appendix O: Homework 2 --- p.358 / Appendix P: Students' Retention Test Scores --- p.361 / Appendix Q: Results of Teachers' Perception on Electronic Homework --- p.366 / Appendix R: Transcript of Students' Interview --- p.368 / Appendix S: Installation and Source Code --- p.404

by Hwang Fai, Kam Pui Sze. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 56-63). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Definition of e-learning --- p.1 / Traditional Classroom Learning vs. E-learning --- p.2 / Significance of Interactivity and Multimedia in E-learning --- p.2 / Cultural Difference in Learning Styles and Habits --- p.4 / Benefits of E-learning --- p.5 / Substantial Cost and Time saving --- p.5 / Meet Need-driven Demand --- p.5 / Flexibility and Convenience Enhancement --- p.6 / Create Learner-friendly Environment --- p.6 / Increased Retention --- p.6 / Improved Collaboration and Interactivity among Students --- p.7 / Ease of Information or Materials Update --- p.7 / Limitations of E-learning --- p.7 / Huge Initial Capital Investment --- p.8 / Technology Dependent --- p.8 / Technology cannot completely replace Human Contact --- p.8 / Personnel Resistance --- p.9 / Not all Courses are delivered well by Computer --- p.9 / Not all People are suitable for E-learning --- p.9 / E-learning on the Corporate Level --- p.10 / The Corporate E-learning Market --- p.10 / Barriers of Implementation --- p.11 / Significance of E-learning on the Corporate Level --- p.11 / Cost Savings to Corporations --- p.11 / Performance Improvement --- p.12 / Competitive Position --- p.12 / E-learning Development In Hong Kong --- p.13 / Chapter II. --- OBJECTIVES OF THE RESEARCH / Chapter III. --- RESEARCH HYPOTHESE --- p.17 / Conceptual Framework: Flow construct --- p.17 / Research Hypotheses --- p.19 / Direct Influence on Flow --- p.19 / Direct Influence on Perceived Playfulness --- p.21 / Direct Influence on Intention to Use E-learning --- p.21 / Chapter IV. --- METHODOLOGY --- p.22 / The Sample --- p.22 / Definition of Variables --- p.23 / Chapter V. --- RESULTS --- p.24 / Results for Tests for Direct Influence on Flow --- p.24 / Results for Tests for Direct Influence on Perceived Playfulness --- p.25 / Results for Tests for Direct Influence on Intention to use E-learning --- p.26 / Chapter VI. --- DISCUSSIONS & RECOMMENDATIONS --- p.28 / Chapter VII. --- LIMITATIONS OF THE STUDY --- p.35 / Chapter VIII. --- CONCLUSION --- p.37 / APPENDIX --- p.46 / BIBLIOGRAPHY --- p.56

Wan, Chun Ho. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 86-92). / Abstract also in Chinese; appendix C-G in Chinese. / Abstract --- p.1 / 摘要 --- p.2 / Acknowledges --- p.3 / Table of Contents --- p.4 / List of Tables --- p.6 / List of Figures --- p.7 / Chapter Chapter 1: --- Introduction --- p.8 / Chapter 1.1 --- Computer-aided Language Learning (CALL) Review --- p.8 / Chapter 1.2 --- Research Challenges --- p.12 / Chapter 1.3 --- Research Considerations --- p.14 / Chapter 1.4 --- Our Research --- p.17 / Chapter Chapter 2: --- Achievement Accumulation --- p.19 / Chapter 2.1 --- Achievement Motivation --- p.19 / Chapter 2.2 --- Considerations for Language Learning --- p.23 / Chapter 2.3 --- Achievement Accumulation (AA) approach --- p.25 / Chapter 2.4 --- Achievement Retention --- p.30 / Chapter 2.5 --- Research Questions --- p.33 / Chapter Chapter 3: --- Vocabulary Building --- p.35 / Chapter 3.1 --- Vocabulary Building --- p.35 / Chapter 3.2 --- Research Design --- p.40 / Chapter 3.3 --- Research Evaluation --- p.51 / Chapter 3.4 --- Preliminary Study --- p.54 / Chapter 3.4.1 --- Vocabulary Accumulation --- p.55 / Chapter 3.4.2 --- Individual Learning --- p.55 / Chapter 3.4.3 --- Retention of Words --- p.56 / Chapter 3.4.4 --- Delay in Revision --- p.57 / Chapter 3.4.5 --- Number of Revisions --- p.58 / Chapter 3.4.6 --- Learning Efficiency --- p.58 / Chapter 3.4.7 --- Achievement Motivation --- p.59 / Chapter 3.4.8 --- Use of Dictionary --- p.60 / Chapter 3.4.9 --- Revision Reminder --- p.60 / Chapter 3.4.10 --- User Survey --- p.61 / Chapter 3.4.11 --- Case Study --- p.62 / Chapter 3.5 --- Discussion --- p.62 / Chapter 3.6 --- Summary --- p.63 / Chapter Chapter 4: --- Results and Discussions --- p.65 / Chapter 4.1 --- Comparative Experiment --- p.65 / Chapter 4.2 --- Quantitative Results --- p.68 / Chapter 4.2.1 --- Vocabulary Accumulation --- p.68 / Chapter 4.2.2 --- Revision Gain --- p.71 / Chapter 4.2.3 --- Learning Time Spent and Attempt Made --- p.72 / Chapter 4.2.4 --- Retention of Words --- p.73 / Chapter 4.2.5 --- Delay in Revision --- p.73 / Chapter 4.2.6 --- Number of Revisions --- p.74 / Chapter 4.2.7 --- Word Recognition Time --- p.75 / Chapter 4.2.8 --- Achievement Motivation --- p.76 / Chapter 4.2.9 --- Revision Reminder --- p.77 / Chapter 4.3 --- Qualitative Results --- p.78 / Chapter 4.3.1 --- Pre-Questionnaire Results --- p.78 / Chapter 4.3.2 --- Post-Questionnaire Results --- p.79 / Chapter 4.4 --- Discussion --- p.81 / Chapter Chapter 5: --- Conclusion --- p.84 / Bibliography / Appendix A: Questionnaire in Preliminary Study / Appendix B: Questionnaire Results in Preliminary Study / Appendix C: Pre-Questionnaire in Comparative Study / Appendix D: Post-Questionnaire in Comparative Study / Appendix E: Pre-Questionnaire Results in Comparative Study / Appendix F: Post-Questionnaire Results in Comparative Study / Appendix G: Newspaper Cutting

The purpose of this investigation was to identify the perceptual learning style preferences of nursing students and to examine the relationship, if any, among students whose learning style perceptual preferences were identified as being auditory, tactile or visual and their attitudes toward the use of computer-assisted instruction (CAI) in the areas of comfort, creativity and function. The relationships between nursing students' perceptual learning style preferences and the following were also examined: (a) the amount of time they spent using the computer program, Cardiac Exam Bingo; (b) whether the use of the computer program added to their learning the content about the cardiac exam; and (c) whether the students wanted to have more use of computer-assisted instruction in the nursing program. The data were collected using the Productivity Environmental Preference Survey developed by Price, Dunn and Dunn (1986) and Allen's (1986) Attitude Toward CAI Semantic Differential Scale. The study was conducted at a baccalaureate school of nursing in a health sciences university. The sample for the study was sophomore nursing students who were taking a nursing course in patient assessment. Data were analyzed using the Pearson Product Moment Correlation and the Chi Square Statistic. All students, regardless of their perceptual learning style preference, had positive attitudes toward the use of computer-assisted instruction. Statistical analysis showed that there was no significant relationship between any one of the learning styles and students' attitudes toward CAI. Data analysis did show significant positive correlations between the amount of time students spent using the computer and the visual perceptual learning style; the attitude of function; whether students felt the use of the computer program added to their knowledge and whether they wanted more CAI added to the nursing curriculum. Qualitative data were also gathered by asking students about their experience using the computer program, Cardiac Exam Bingo. Comments about the use of computers in education indicated that students found the computer to be a useful study tool. Students did express concern that the use of CAI would add to students' work loads; therefore, they recommended that it be available to students but not required. Affective comments also provided further evidence that students had positive attitudes toward the computer program used for this study.