This study focuses on the computer laboratory class as a learning environment in university courses. It involved the development and validation of two instruments, the Computer Laboratory Environment Inventory (CLEI) and the Attitude towards Computing and Computing Courses Questionnaire (ACCC). The CLEI has five scales for measuring students' perceptions of aspects of their laboratory environment. These are Student Cohesiveness, Open-Endedness, Integration, Technology Adequacy and Laboratory Availability. The ACCC has four scales, Anxiety, Enjoyment, Usefulness of Computers and Usefulness of the Course. The instruments were administered at three universities, one in Australia, one in England and one in the United States. The classes surveyed included those in which the development of software was the focus of study, such as Information Systems and Computer Science, and others in which the computer was used as a tool. With the exception of Laboratory Availability, all the environment variables were found to correlate significantly with all attitudinal variables. The only environment variable with significant association with achievement was Student Cohesiveness. However, the results showed that there were significant associations between the attitudinal variables, Anxiety, Enjoyment and Usefulness of the Course and achievement. Regression analysis supported the findings that the environment variables made a significant contribution to the attitudinal variables, and these in turn made a significant contribution to achievement. Further analysis using structural equation modelling suggests that computer laboratory environment affects achievement indirectly by directly affecting students' attitudes towards computers but even more so their attitude towards the course.The significance of this study is, that it is one of the first that has investigated the effectiveness of ++ / computer laboratory classes in a university setting in which the computer is central to the discipline being studied. The results demonstrate the importance of the laboratory environment in those courses in which the computer plays a major role. The CLEI will prove useful in the design and implementation of the laboratory component of a course and in the formative evaluation of such a course.

Use of information and communication technology in formal education settings is a fundamental issue in management of education across the globe. But in Africa the issues takes a different turn as it regards to how to apply and utilize technology in education. Facility and technology experts have been on debate across board as the literature implies. Thus, understanding the digital native factors behind individuals’ application and utilization is central to the development of ICT in Nigeria and Africa in general. The main goal of this thesis was to explore factors influencing effective utilization of computer and ICT (Computer laboratories) in the secondary school level. However, in the literature the thesis identify issues affecting utilization of computer and ICT facilities in Sub-Sahara Africa (SSA), Nigeria and secondary schools (SS). The thesis proposed the use of educational games to drive the concept of utilization of computer and ICT facilities in the educational sector. In addition to the main goal of the thesis, use of computer and ICT facilities in secondary schools are explored alongside teachers and students interest in educational games. Qualitative interviews and a questionnaire survey were used in conduct of the study. Thematic and descriptive analysis was used to analyze the qualitative and quantitative data respectively. The results indicate that computer and ICT facilities (Computer laboratories) were poorly utilized by teachers and students due to lack of funds, poor infrastructure and technology knowledge. The results also demonstrate that teachers and students have knowledge about educational games and are willing to apply it in teaching and learning. But the issues of application of educational games into the mainstream could be hindered by Government curriculum policy and infrastructural facilities. The study indicates the relevance of applying educational games in secondary schools to reduce the level of digital divide among graduates. This thesis further argues that the inclusion of educational games would encourage teachers and students to effectively utilization of computer and ICT Facilities (Computer laboratory).

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / nÃo hà / O presente estudo investigou a integraÃÃo do laboratÃrio de informÃtica ao currÃculo em unidades escolares do sistema municipal de Fortaleza, CearÃ, analisando suas formas de uso e sua relaÃÃo com planejamento pedagÃgico implementado. A metodologia, com Ãnfase qualitativa e carÃter etnogrÃfico, foi realizada de forma mista, a partir de aplicaÃÃo de questionÃrios e pesquisa de campo. Utilizamos as tÃcnicas da observaÃÃo participante e entrevista semi-estruturada com um professor do LIE e um professor da sala de aula. Os sujeitos foram selecionados a partir de critÃrios previamente definidos, como realizaÃÃo de atividades desenvolvidas na sala de aula articuladas com o laboratÃrio de informÃtica, participaÃÃo em planejamentos na escola e disponibilizaÃÃo e interesse em participar da pesquisa. Os resultados da pesquisa apontaram que o laboratÃrio de informÃtica vem sendo utilizado sistematicamente na escola, a partir de diferentes modalidades. Entretanto, ainda, sÃo muitas as dificuldades encontradas que impedem prÃticas mais interacionistas e integradas ao currÃculo escolar. As prÃticas, muitas vezes, estÃo impregnadas de uma abordagem instrucionista, limitando o uso pedagÃgico, resultado de um planejamento funcional, reflexo de currÃculo tradicional preso a tempos e espaÃos, mostrando a necessidade de aprofundar o carÃter interdisciplinar e transversal do uso do laboratÃrio de informÃtica na escola, a partir de discussÃes mais epistemolÃgicas. / The present study investigated the integration of the computer lab in the curriculum of the municipal school units of Fortaleza, CearÃ, analyzing its forms of use and its relationship to educational planning implemented. The methodology, with emphasis on qualitative and ethnographic, was performed in mixed form, from questionnaires and field research. We use the techniques of participant observation and semi-structured interview with a professor at the LEI and a classroom teacher. The subjects were selected based on predefined criteria such as execution of activities developed in the classroom, articulated with the computer lab, participation in school planning and, provision and interest to participate of study. The survey results indicated that the lab have been used systematically in school, from different modalities. However, there are still many difficulties which prevent practices most interactional and integrated into the school curriculum. The practices, often, are impregnated of an instructional approach, limiting the pedagogical use, result of a functional planning, reflecting an traditional curriculum arrested to time and space, showing the need to deepen the interdisciplinary and transversal character of use of the computer lab in school, from epistemological discussions.

Approved for public release, distribution is unlimited / This thesis addresses the need to create a flexible laboratory environment for teaching network security. For educators to fully realize the benefit of such a facility, proto-type exercise scenarios are also needed. The paper is based on a model laboratory created at the Naval Postgraduate School. The initial configuration of the NPS lab is described. The work then develops a list of learning objectives achievable in the RCEL. Six proto-type cyber-exercise scenarios are presented to supplement the RCEL description. The activities within each potential scenario are described. The learning objectives met during each scenario are shown. This work demonstrates how a variety of potential RCEL exercises can supplement traditional information assurance education delivery techniques. / Civilian, Federal Cyber Services Corps, Naval Postgraduate School

ALBUQUERQUE, Aparecida Maria Costa de. Integração do laboratório de informática ao currículo: práticas numa escola municipal de Fortaleza. 2011. 151 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-04T14:41:09Z No. of bitstreams: 1 2011_Dis_AMCAlbuquerque.pdf: 1664971 bytes, checksum: 5040bd0d2db39494f86e9c6414f23b38 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-05T14:52:46Z (GMT) No. of bitstreams: 1 2011_Dis_AMCAlbuquerque.pdf: 1664971 bytes, checksum: 5040bd0d2db39494f86e9c6414f23b38 (MD5) / Made available in DSpace on 2012-07-05T14:52:46Z (GMT). No. of bitstreams: 1 2011_Dis_AMCAlbuquerque.pdf: 1664971 bytes, checksum: 5040bd0d2db39494f86e9c6414f23b38 (MD5) Previous issue date: 2011 / The present study investigated the integration of the computer lab in the curriculum of the municipal school units of Fortaleza, Ceará, analyzing its forms of use and its relationship to educational planning implemented. The methodology, with emphasis on qualitative and ethnographic, was performed in mixed form, from questionnaires and field research. We use the techniques of participant observation and semi-structured interview with a professor at the LEI and a classroom teacher. The subjects were selected based on predefined criteria such as execution of activities developed in the classroom, articulated with the computer lab, participation in school planning and, provision and interest to participate of study. The survey results indicated that the lab have been used systematically in school, from different modalities. However, there are still many difficulties which prevent practices most interactional and integrated into the school curriculum. The practices, often, are impregnated of an instructional approach, limiting the pedagogical use, result of a functional planning, reflecting an traditional curriculum arrested to time and space, showing the need to deepen the interdisciplinary and transversal character of use of the computer lab in school, from epistemological discussions. / O presente estudo investigou a integração do laboratório de informática ao currículo em unidades escolares do sistema municipal de Fortaleza, Ceará, analisando suas formas de uso e sua relação com planejamento pedagógico implementado. A metodologia, com ênfase qualitativa e caráter etnográfico, foi realizada de forma mista, a partir de aplicação de questionários e pesquisa de campo. Utilizamos as técnicas da observação participante e entrevista semi-estruturada com um professor do LIE e um professor da sala de aula. Os sujeitos foram selecionados a partir de critérios previamente definidos, como realização de atividades desenvolvidas na sala de aula articuladas com o laboratório de informática, participação em planejamentos na escola e disponibilização e interesse em participar da pesquisa. Os resultados da pesquisa apontaram que o laboratório de informática vem sendo utilizado sistematicamente na escola, a partir de diferentes modalidades. Entretanto, ainda, são muitas as dificuldades encontradas que impedem práticas mais interacionistas e integradas ao currículo escolar. As práticas, muitas vezes, estão impregnadas de uma abordagem instrucionista, limitando o uso pedagógico, resultado de um planejamento funcional, reflexo de currículo tradicional preso a tempos e espaços, mostrando a necessidade de aprofundar o caráter interdisciplinar e transversal do uso do laboratório de informática na escola, a partir de discussões mais epistemológicas.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-20T13:38:58Z No. of bitstreams: 2 Dissertação - Jefferson Fagundes Ataíde - 2013.pdf: 849671 bytes, checksum: 253e88685f32de7c49d4a9feaa2dab17 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-20T14:32:39Z (GMT) No. of bitstreams: 2 Dissertação - Jefferson Fagundes Ataíde - 2013.pdf: 849671 bytes, checksum: 253e88685f32de7c49d4a9feaa2dab17 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-20T14:32:39Z (GMT). No. of bitstreams: 2 Dissertação - Jefferson Fagundes Ataíde - 2013.pdf: 849671 bytes, checksum: 253e88685f32de7c49d4a9feaa2dab17 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / (Sem resumo em outra língua) / O objetivo desta investigação científica centraliza-se na construção uma interpretação crítica sobre a relação do professor de ciências com o Laboratório de Informática (LI) das escolas públicas estaduais da cidade de Goiânia, Goiás, Brasil. Em consonância com uma abordagem de natureza qualitativa, o estudo se firmou nos pressupostos de um estudo de caso. Como instrumento de coleta de dados foram aplicados questionários a 19 professores de ciências de 13 escolas de sete diferentes regiões metropolitanas. Os demais dados foram conseguidos a partir da análise documental de nove documentos de origem federal e estadual. A pesquisa consistiu no entrelaçamento e na convergência interpretativa de três constituintes básicos: o professor de ciências, as TIC com foco no laboratório de informática (LI) e a análise dos documentos estaduais e federais com relação à abordagem de temáticas envolvendo tecnologias. A interpretação se sustentou fundamentalmente nas acepções de poder simbólico, habitus e noção de campo que, em plena articulação, engendraram – a priori – o estabelecimento de duas categorias teóricas: a fidedignidade ao símbolo legitimado e a intencionalidade comunicativa. Com relação à postura do professor diante dos entraves à utilização do LI, inferiu-se que a intencionalidade comunicativa docente se inscreve em um perfil de análise crítica do fenômeno social. Ao se disporem em negação às imposições arbitrárias da Secretaria da Educação do Estado de Goiás (SEE/GO), os professores não assumem uma fidedignidade ao símbolo legitimado, tendo em vista que o símbolo pode ser interpretado como o interesse da referida secretaria em instituir um espírito de conformidade e de submissão à sua perspectiva mercadológica de ensino. Ao direcionar o foco da análise para a postura da SEE/GO revelou-se que esta permanece fidedigna à lógica de subordinação ao capital e que as ações da secretaria são orientadas essencialmente pelas conjunturas econômicas. A intencionalidade comunicativa da SEE/GO é contrária ao que suas ações indicam tendo em vista que os documentos oficiais defendem o uso pedagógico das tecnologias em geral e ao mesmo tempo não são criadas condições para tal. Faz-se necessária a mudança postural por parte dos agentes que ocupam cargos de gestão na educação na SEE/GO. A atuação conjunta dos professores, alunos e gestores é indispensável para a construção de um processo verdadeiramente formativo.

The aim of the research was to investigate how South Africa Further Education and Training learners acquire, recall, process and present information in a digitally enabled environment. To determine how a changing society and technology have influenced the way learners interact with information in an educational environment, recent changes in society and their influences on young people were examined as well as the traits of the generations with respect to character, family life, the future, peers and technology. This revealed that learners today need · material in visual format; · to find or create their own learning content; · fast access to learning material; and · learning material with long-term career value. It was also apparent that they are motivated by technology used in information transfer, are active learners and regard learning as a social activity. The methodology of case study action research was used. Note was taken of measures to ensure reliability and validity and applied to this research to ensure that the findings are valid and reliable as well as generalisable in South Africa beyond the confines of Pinelands High School (PHS). Two case studies observing the learners at PHS were undertaken:- creating web sites for the ThinkQuest web design competition and a building a web-based CV. The learners were heterogeneous and displayed a range of skills, ages, academic abilities and prior experiences. Many different management formats were employed, such as learning at a distance, in a contact environment, with examples and specific or open-ended instructions as well as different forms of motivation, time for the work in hand, etc. The major findings of the research were the influence of peers and importance of external motivation in the form of grades on the learners’ cognitive, affective and physical learning activities in the computer laboratory. Secondary findings indicated the importance of content, examples, instructions, time, mental state, classroom ecology, contact environment and software in the way learners acquired, recalled, processed and presented information. The research concluded with a set of actions that should be taken to ensure successful interaction with information in a digitally enabled environment. / Dissertation (PhD (Computer Assisted Education))--University of Pretoria, 2004. / Curriculum Studies / unrestricted

Made available in DSpace on 2016-04-27T16:32:46Z (GMT). No. of bitstreams: 1 Nilson Sampaio Campos.pdf: 2072522 bytes, checksum: 0b32b75b41afa9827852c9a334d757db (MD5) Previous issue date: 2013-06-10 / Inserted in the broad theme of the integration of Information and Communication Technologies (ICT) to education this research, empirical analyzes the activities, contents and procedures of classroom computer lab education (LIE) in two public schools in the city of Taubaté-SP. The research aims to examine the functioning and uses data to LIE, by observing the structural conditions of schools and pedagogical conditions for the work of teachers and trainees. The discussion on the observation data is linked to the theoretical contributions, noting that the authors study the integration of ICT in schools and educational policies for this purpose. Authors of the critical theory of society, as Adorno and Marcuse, allowed to consider the phenomenon of ICT within the industrial technology-based society; Marin and Lawn, through discussions on the training of teachers and social representation of the teaching profession, supported the analysis about actions in teaching LIE. The results support the view that the spread of ICT in the Brazilian public education system is stimulated by a tendency which permeates and sociocultural impacts teaching practices. The pressure experienced by schools and teachers shapes and limits the pedagogical practice. However, the main brand is precarious: the lack of structure of the school and also the LIE, beyond the limits imposed by technology, causes the use of ICT and instrumental lessons inarticulate and significant / Inserida no amplo tema sobre a integração das Tecnologias da Informação e Comunicação (TIC) à educação, esta pesquisa, de natureza empírica, analisa as atividades, conteúdos e procedimentos de aula no laboratório de informática educacional (LIE) em duas escolas da rede pública no Município de Taubaté-SP. A pesquisa tem o objetivo de examinar o funcionamento e usos dados aos LIE, por meio da observação das condições estruturais das escolas e das condições para o trabalho pedagógico dos professores e estagiários. A discussão sobre os dados da observação articula-se com as contribuições do referencial teórico, ressaltando os autores que estudam a integração das TIC nas escolas, bem como as políticas educacionais para tal fim. Autores da teoria crítica da sociedade, como Adorno e Marcuse, possibilitaram considerar o fenômeno das TIC no âmbito da sociedade industrial de base tecnológica; Marin e Lawn, por meio das discussões sobre a formação dos professores e representação social da profissão docente, subsidiaram a análise sobre as ações docente no LIE. Os resultados obtidos permitem considerar que a disseminação das TIC no sistema educacional público brasileiro é estimulada por uma tendência sociocultural que permeia e impacta as práticas pedagógicas. A pressão sofrida pela escola e pelos professores molda e limita a prática pedagógica. No entanto, a marca principal é a precariedade: a falta de estrutura da escola e, também, do LIE, além dos limites impostos pela tecnologia, ocasiona o uso instrumental das TIC e aulas pouco articuladas e significativas