This thesis represents the results of studies designed to investigate computer anxiety among adult learners. The existence, nature and degree of computer anxiety were investigated with a sample of teacher trainees undertaking an introductory computer training course, and the impact of this course on the anxiety and cognitions of the students were studied. Another study focussed on the evaluation of the measure of computer anxiety used in this study with a view to the design of a new computer anxiety treatment. Results showed that computer anxiety is not necessarily dissipated by completing a computer course, and is correlated with gender, computer ownership and previous computer experience. A number of faculties with different student populations were studied, and computer anxiety was high within each. Interviews with computing course coordinators indicated a range of approaches to instructional design, beliefs about the extent and causes of computer anxiety, and ways of alleviating it. Two approaches derived from these interviews formed the basis of the design of this study, with instructional methods as the treatments and levels of computer anxiety and negative cognitions as the aptitudes. The sample comprised two, with the first group receiving traditional instruction while the second group received direct instruction plus metacognitive strategy training in self-questioning within a cooperative learning context. Achievement was significantly enhanced in the second group, and it was felt that metacognitive training was effective as a means of enhancing achievement and positive cognitions. / Doctor of Philosophy (PhD)

Younger learners are widely considered to be technologically savvy and computer literate because of their lifelong exposure to ubiquitous technology. Educators often rely on that assumption to justify changes to institutional curricula, technology initiatives, new classroom strategies, and calls for educators to meet the educational demands of the younger generation. This study examines the computer literacy skills of Net Generation Learners (NGLs). This dissertation is composed of a systematic literature review, an examination of learner computer literacy skills prior to completing a college level course, and an investigation of the effects of different types of instruction on learner computer literacy skills. In the systematic literature review, identified studies focused primarily on learner familiarity with emerging technologies and relied heavily on self-reported data. Few studies directly measured learner computer literacy skills, and none compared the skills of NGLs and non-NGLs. A causal-comparative examination of learner computer literacy skills prior to a college level computer literacy course found that both NGLs and non-NGLs exhibited inadequate computer literacy skill. A 1-way ANOVA indicated NGLs performed significantly better than non-NGLs on a computer literacy skills assessment; however, examining learner age as a continuous variable via regression yielded different results. There may be validity to claims regarding the comparative computer proficiency of NGLs to non-NGLs, but the level of skill exhibited by learners does not warrant calls for radical educational changes, and the imprecision of arbitrarily defining age as a dichotomous variable produces potentially erroneous results. The effect of type of instruction on learner computer literacy skills was explored. Based on the results in this study, direct instruction focused on a comprehensive scope of computer literacy skills better supports learner acquisition of skills than does informal instruction or instruction focused on a limited range of skills. Future research should use statistical methods that analyze age as a continuous variable while continuing to examine directly the comparative computer literacy skills of NGLs and non-NGLs at all levels of education. Further inquiry into the effectiveness of different types of instruction to support learner acquisition of computer literacy skills should also be conducted.

Thesis(Ph.D.)--Case Western Reserve University, 2010 / Title from PDF (viewed on 2010-01-28) Department of Bioethics Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

Thesis (Ed. D.)--University of Minnesota, 2000. / Includes bibliographical references (leaves 186-201)

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

No description available.

Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.

Now, it is a time for me to take a journey to share my Computer Literacy experience with readers. After extensive reading and hard work, I have discovered new information about Computer Literacy course offered by different institutions. As a result of this study, which focuses on outcomes (competencies) of Computer Literacy course offered by UniSchool, my experience (knowledge & skills) has been developed. Such experience has been developed in terms of outcomes (types), computer hardware & software, computer users, computer language and method of teaching. All these areas are covered in this report. Other areas, which are also covered, are computer viruses, categories of computers, brief history of computers and purpose of the study. The order in which these areas are presented is as follows: The first part (chapter 1) covers the statement of purpose, critical questions, rationale of the study, outcome definitions, other concepts of outcome, research method together with approach and methods of gathering data as well as theoretical framework. The second part (chapter 2) covers computer definitions, history of computer, types of computer, major components of computer (hardware, software & users) and computer literacy. The hardware part covers Input, processing, storage, output and other devices. The software part covers Operating system, application programs, development / programming software and utility software. The third part (chapter 3) covers the methods of teachings The last parts (chapter 4, 5 & 6) cover research methodology, data analysis, conclusion, recommendations and limitations. Therefore, for the details of these parts the readers will simple read each chapter of this report. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

Pastaruoju metu Lietuvoje vis daugiau dėmesio skiriama kompiuteriniam raštingumui mokyklose bei visuomenėje, tuo siekiant ugdyti, bei gerinti informacinę visuomenę. Rašant šį darbą buvo apžvelgta informacinių technologijų plėtra Lietuvos mokyklose ir kompiuterinis raštingumas Lietuvoje. Magistrinio darbo metu atliktas anketinis tyrimas, kurio tikslas buvo išsiaiškinti baigiamųjų klasių moksleivių kompiuterinio raštingumo įsisavintas žinias. Tyrimui atlikti buvo sudaryta anketa, apklausti 1596 mokiniai iš įvairių Lietuvos apskričių, atlikta duomenų analizė. Magistrantūros metu iš surinktų duomenų buvo paruoštas ir perskaitytas pranešimas „Baigiamųjų klasių moksleivių informacinių technologijų žinios“ Lietuvos kompiuterininkų sąjungos surengtame renginyje „Kompiuterininkų dienos – 2011“, X mokyklinės informatikos konferencijoje. Pagal pranešimą buvo parašytas straipsnis anglų kalba „Knowledge of ICT of secondary school graduates“, jis yra priimtas ir bus išspausdintas tarptautiniame Rytų ir Vidurio Europos mokslo žurnale „Informatics in Education“. / In recent years more and more attention has been given to computer literacy at schools and overall society in order to develop and improve information society. The expansion of the information technologies at Lithuanian schools as wells as overall computer literacy in Lithuania has been reviewed for the preparation of this thesis, As a part of the thesis, a survey has been conducted in order to determine the level of computer literacy in the students of the final years at secondary schools. For this survey the questionnaire had been created, 1596 school students of various Lithuanian districts have been questioned and the data has been analyzed. During the Master studies, the data received from the survey has been used to prepare and to deliver the presentation entitled “Information Technology Knowledge of the Students in the Final Years at School” at the “Kompiuterininkų dienos – 2011“ organized by Lithuanian Computer Society and at 10 th Conference of School Informatics. Based on the presentation, an article “Knowledge of ICT of Secondary School Graduates” was written and submitted to be published in the international East and Central European science journal “Informatics and Education”.

Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Feb. 20, 2008). Includes bibliographical references (p. 53-60).