This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.

This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standard scores of 80, or below, on the Bracken Basic Concept Scale-Revised (BBCS-R), were assigned to the intervention group. Eleven pre-school students matched by age level and teacher comprised the comparison group. The intervention group received computer-mediated instruction while the comparison group received classroom teacher instruction. The first research question examined the effect of the intervention on students' receptive vocabulary analyzing groups' pretest and posttest BBCS-R School Readiness Composite mean scores. Combined analysis of a Two-Factor Repeated Measures and a Posttest only ANCOVA revealed that computer-mediated instruction was as effective as classroom teacher instruction in helping "at-risk" students acquire readiness receptive vocabulary. The second research question examined the effect of the intervention on "at-risk" student's computer-literacy skills analyzing participants pretest and posttest mean scores on the Computer Input Observation Rubric (CIOR), a rubric developed by the researcher. Analysis of One-Factor ANOVA and of Two-Factor Repeated Measures indicated that computer intervention significantly increased students' computer literacy skills. The third research question examined the impact of computer-mediated intervention on preschool students' enthusiasm for learning and followed descriptive case study methodology. Students' level of task involvement and positive-self statements confirmed enthusiasm for learning with technology.

The aims of this project hope to trace the factors affecting teachers' use of technology, with a concentration on Internet usage, and offer steps in helping teachers move toward integrating the Internet into their curriculum.

The Digital Doorway (DD) project provides computing infrastructure in impoverished communities in South Africa. DD terminals offer opportunities for unassisted- and peerassisted learning of basic computer skills, and varying computing activities ranging from entertainment, to independent research. This study addresses software application usage, and how it relates to user demographics (age and gender) and location, in order to better understand both the user base, and the nature and extent of DD interactions. A mixed-methods approach is employed, involving log-files, interviews, questionnaires, and naturalistic observation; to build up a holistic picture of application usage and user behaviour at selected sites. Important issues with respect to ICT for Education and Development in the DD context, are addressed. Analysis of the data indicates notable trends, and relationships between age, gender, location, and application usage. User behaviour and environmental effects on usage are discussed, and recommendations provided for future DDs and similar initiatives. / Computing / M. Tech. (Information Technology)

The purpose of this study was to evaluate a programme aimed at equipping adult mine workers in the North-West Province in computer-based skills. The study describes how the use of computers for learning has transformed some of the mine workers in an Own-Time learning environment, where computers were integrated in their learning activities, compared to the Full-Time adult learning environment, which did not present a similar opportunity. The perspective of using a combination of two teaching methodologies in the Adult Education and Training (AET) curriculum provided at this mine sought to minimise the conventional didactic instructional approaches, whereby the facilitator does most of the talking while learners become passive listeners. Activity theory (AT), in tandem with the reviewed literature, was well suited as a theoretical framework for this study, since it takes a developmental view of minds and technological interaction in context. The activity system was used to map how existing work-related practices fitted into each component, which includes the subject, object, rule, community and division of labour. A case study was applied as a guiding design in the study in which seventeen mine workers participated. The computer activity was illustrated from multiple perspectives, using a qualitative approach and associated epistemologies and beliefs regarding the engagement with mediational tools. Boundary crossings, the zone of proximal development, and the eight-step-model from activity theory were used to scrutinise the learners’ beliefs, attitudes, knowledge, practices and contradictions. These important aspects assisted in obtaining data through participant observation, interviews and field notes. To discover patterns, concepts, themes and meanings from the notes and transcripts, data analysis was blended with these aspects. This study demonstrated the use of the above-mentioned methods at appropriate times. Without ideal and effective research methods, the quality of evidence of this study would have suffered and elucidations of connections would have been inadequate. The findings revealed that the AET programme made an impact on the company and on the individual participants, in their homes, their place of work, and their communities. Change in the workers’ performance after attending AET computer-based programmes was noticeable especially regarding their literate and numerate knowledge and skills. Contradictions and disturbances in the AET programme were also identified, and an intervention was proposed to facilitate a computer programme that includes the curriculum components such as mouse skills, keyboarding, data manipulation and desktop publishing. The study proposes that the AET policy needs to cover Own-Time learners, even though their learning is not obligatory, in the same way as it covers the Full-Time learners. A modified activity theory, contextualised for a situation such as that in the mine in question, was contributed in the study. Furthermore, some limitations and recommendations for future research were identified from the findings. The proposed AT for adult learners suggests a new way of exploring the practices of mind and technology interaction for adult learners, incorporating cultural backgrounds, age, language, values and beliefs as well as reflective decision making. / Science and Technology Education / D. Ed. (Comparative Education)

The Digital Doorway (DD) project provides computing infrastructure in impoverished communities in South Africa. DD terminals offer opportunities for unassisted- and peerassisted learning of basic computer skills, and varying computing activities ranging from entertainment, to independent research. This study addresses software application usage, and how it relates to user demographics (age and gender) and location, in order to better understand both the user base, and the nature and extent of DD interactions. A mixed-methods approach is employed, involving log-files, interviews, questionnaires, and naturalistic observation; to build up a holistic picture of application usage and user behaviour at selected sites. Important issues with respect to ICT for Education and Development in the DD context, are addressed. Analysis of the data indicates notable trends, and relationships between age, gender, location, and application usage. User behaviour and environmental effects on usage are discussed, and recommendations provided for future DDs and similar initiatives. / Computing / M. Tech. (Information Technology)