The present technological focus in education is requiring teachers to become computer-literate so that they are better able to integrate computer technology into their teaching. This thesis examines teachers' leves of computer self-efficacy (one's belief in one's ability to use computers) to see if there is a correlation with computer self-efficacy and classroom practice. Current research suggest that one can use computer self-efficacy as a way of determing teachers' levels of willingness to use computers. Based on the distribution of a computer self-efficacy scale and a questionnaire designed to identify computer technology integration into teaching, this study shows the correlation between computer self-efficacy and classroom practice in a selection of schools in southern Alberta. The finding of the research show that there is a weak correlation (r=0.405) between CSE and classroom practice; while there is a moderate to strong correlation (r=0.62) between CSE and instructional practice. Interestingly, the correlations between CSE and each of the specific classroom uses listed in the survey were extremely weak. These correlation coefficients ranged from 0.0777-0.287. Only 14/87 of the teachers surveyed have not attended a computer course. However, out of those 14 teachers only 2 do not use the computer for classroom used. On the other hand, of the 73 teachers who have attended a computer course, 16 do not use the computer in classroom teaching. For this group of teachers, participating in a computer course did not appear to have an impact on classroom practice. Moreover, the reseach found that those teachers with high levels of CSE do not necessarily teach using computers. An exploration of change literature provides a framework for understanding these results, and help place in perspective the need to rethink guidelines for professional development, teacher education and classroom practice as they relate to computers in education. / vii, 68 leaves : ill. ; 28 cm.

Despite growing global awareness and importance of Information Communications Technologies OCT), little has been done regarding introduction of ICT in rural schools as a new way of creating path for learners and educators to engage in information selection, gathering, sorting and analysis. This study explores the status/role of ICT in rural Setlakgobi schools by examining the needs, and support for school managers, and other senior managers in managing the integration of computers and related resources into teaching and learning activities in their schools. It researches five key problematic areas, namely, understanding context, clarifying purpose, identifying values, setting goals and developing vision. The study amongst other things identifies lack of resources, language barrier, technical know how, and staff development as the main challenges of providing modern technologies to rural school in order to enhance quality of learning and teaching. Hence, the need to fast-track the e-learning by developing South African languages, providing physical and human resources, and support for professional development of educators in ICT. / Thesis (MBA)--North-West University, Mafikeng Campus, 2006.

The South African education system is undergoing radical transformation in terms of the curriculum. One of the means in the transformation process is the infusion of computer literacy in the schools’ curriculum. The South African education system is being reshaped and this calls for co-ordination between the school and the workplace, as learners who are taught in schools are going to occupy different positions in different work situations. The school’s task is therefore to equip learners with relevant computer literacy skills required in the workplace. The National Curriculum Statement (NCS) states: “Learners should understand the design process from conceptualisation to realisation. Problem-solving and lateral-thinking skills, creativity and innovation should be explored and developed through the systematic investigation of problems posed by a design brief in order to produce a marketable solution. Learners are given a brief, research the subject, generate ideas, develop concepts, implement, critically reflect on, and then evaluate the design solution. Self-discipline and responsible design ethics, as well as an awareness of aesthetics and functionality, must be evident throughout the design process,” (Asmal, 2003, p. 3). In countries like the United Kingdom, computer literacy is very important in that it is seen as a passport to employment (Bork, as cited by Moodley, 2002). The government of Rwanda’s national goal on ICT is that Rwanda will achieve “middle-income status by 2020 based on an information-rich, knowledge-based society and economy” Farrel (2007, p. 3). Micheuz (2006, p. 1) states: “Schools in Austria providing compulsory education are accountable for imparting IT skills and informatics competencies to their pupils”. There is a shift in the South African education system to eradicate the imbalances of the apartheid education system. Curriculum 2005 has been put in place, however due to some uncertainties that academics have articulated about Curriculum 2005, it has been revised. The principles of the NCS are the same as those of Curriculum 2005 in that they are based on building on the vision and values of the Constitution and Curriculum 2005 (Asmal, 2003, p. 2). The principles include social justice, a healthy environment, human rights and inclusivity (Asmal, 2003, p. 2). The NCS adopts an inclusive approach by specifying minimum requirements for learners. The special educational, emotional, social and physical needs of learners are addressed in the design and the development of appropriate learning programmes. The transition from the apartheid education system to the present education system, i.e. the NCS, has not been without problems. Debates on educational issues are always arguable because they involve many other stakeholders such as politicians and the community (Asmal, 2003). In the past, South African education reflected the fragmented society in which it was based and hardly created conscientious, critical citizens. Education as a means of undemocratic social control created individuals who were not only short changed but were also compartmentalized along racial and cultural lines. The education system also failed to address the democratic principles based on access, full participation and equity (Asmal, 2003). The objectives of the policy on E-education in the schools’ white paper on Eeducation are that every South African learner both in General and Further Education and Training (GET and FET) will be information and communication technology-capable by 2013. Asmal went on to say that every school in General and Further Education and Training will turn into E-schools (Asmal, 2003, p. 4). The GET band here refers to Grades 7, 8 and 9 and the FET refers to Grades 10, 11, and 12. With this as background, the researcher intended to understand whether or not the teaching and learning of computer literacy occurred in a constructive way, and one that will equip learners with relevant computer literacy skills required in the workplace; skills that will enable learners to solve economic, political and societal problems. Meyer, Barber and Pfaffenberger (1999, p. 56) argue that: “Computers play key roles in our societies as they guide aircraft to safe landings, help surgeons perform tricky operations and route calls through a phone system”. The research took place in two high schools in rural areas in the Greytown area. The two high schools have computers and are teaching computer literacy starting from Grade 8 and continuing to Grade 12. This study focused on Grade Nine as this grade is considered to be a preparatory stage when learners need to be shaped for the next grade (Grade 10) and begin to choose their career paths. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The purpose of this study was to enlarge the information base that can be used by practitioners in the field of adult education to determine important computer competencies for individual development, training, and staff development programs for administrators of adult basic education programs. The final result of this study was a listing of computer competencies ranked as to their relative importance to each other based on the judgment of State Directors of Adult Education throughout the United States. The study results are presented to not be a rigid listing of prioritized competencies, but instead, to be general and current trends in ABE administrator computer competency needs as determined by State Directors of Adult Education.The general research question that was investigated by this study was: What computer competencies are needed by administrators of adult basic education programs to meet the educational requirements of adults in the twenty-first century? There are two specific research questions that were answered: 1) What are the computer competencies that experts in technology and/or adult basic education judge are important to the successful educational administrator? and 2) How do State Directors of Adult Education rank the importance of these competencies in terms of the needs of local adult basic education administrators in their respective states?These questions are answered by exploring, describing, and comparing information using both the analytical and survey approach to determining competencies. The analytical approach consisted of a review of literature and interview of experts in adult education and/or technology to establish a listing of 77 potential computer competencies for administrators of adult basic education programs. The democratic approach consisted of a national survey of State Directors of Adult Education throughout the United States and including Washington D.C.Eighty percent of the State Directors of Adult Education responded providing their judgment as to the importance of each of the 77 computer competencies. The outcome of the study is a rank-ordered list of important computer competencies for adult basic education administrators along with the survey write-in comments provided by State Directors of Adult Education. / Department of Educational Leadership

Computer-based distance education, as a vehicle for overcoming barriers such as time and place, is a vital new opportunity for enhancing lifelong learning.The purpose of this study was to investigate the computer and communication skills of teachers who have taught computer-based distance education classes and of the students who registered in computer-based distance education in the Fall 1996 in any of the higher education institutions in Indiana. Teacher and student questionnaires were developed for data collection. Both questionnaires were available in printed and World Wide Web versions. Teachers and students from six higher education institutions in Indiana responded to various questions about technical skills in computer and communication tools and applications, training and support programs, motivation and objectives of participants, concerns about computer-based distance education, and advantages of this method of education.Analysis of faculty data revealed that nearly all the faculty were competent in the use of computer for communication and in access to resources. About 57% of the faculty responded that they had competence in designing computer educational applications. The majority of faculty had training in computer connections (52.9%) and the use of computer resources (76.5%), but only 11.8% had training in instructional design for computer-based distance education. The faculty had many concerns such as student/teacher communication (94.2%) and lack of personal interaction among students (94.1%) in computer-based distance education. The faculty saw many advantages such as new opportunities for adult education (100%), and the teacher's role as facilitator (64.7%) in computer-based distance education.Analysis of student data revealed that the majority of students had adequate skills in e-mail (98.2%), File Transfer Protocol (61.4%), and WWW (80%). The students had concerns for training and support programs in higher education institutions in Indiana. Over 57% of the students were married and 95% were studying toward a degree. The main motivations for participation were educational value (61%), career promotion (47.5%) and improving job performance (23.7%). The students had many concerns such as teacher/student communication (98.3%), training program by university (86%), and connection costs (91.2%). Students also saw many advantages such as flexibility of time and place (90.7%) and variety of learning resources (76.6%) in computer-based distance education.The results of this study indicate that higher education institutions should design faculty development programs beyond technical skills to include instructional design. Furthermore, a practical training program based on needs assessment and an off hours support program are essential for the success of a computer-based distance education program and for positive educational experience for teachers and students.There are tremendous needs for research in computer-based distance education in areas such as computer and communication skills of teacher and student, student objectives for participation, effectiveness of training and support programs, effectiveness of instructional design, educational experience of teachers and students, the teacher's role, and subjects and contents which are feasible online. / Department of Educational Leadership

People with vision impairments are under-represented in the workforce, largely due to discrimination. Also, in order to be qualified for most types of employment, people will need to be computer-literate in the future. Therefore, teaching computer literacy is an important part of postsecondary education. Particularly the availability of adaptive computer equipment and improvements in legislation prepare the ground for a computer-literate visually impaired person to achieve equality and become an integral part of the workforce.This thesis addresses the issues involved in teaching computer literacy for visually impaired students. It introduces several examples of computer literacy courses at institutions of post-secondary education, as well as discusses the CS 104 course designed and taught by Dr. Roy L. McCormick for visually impaired students at Ball State University. / Department of Computer Science

Despite growing global awareness and importance of Information Communication Technologies (ICT), little has been done regarding introduction of ICT in rural schools as a new way of creating path for learners and educators to engage in information selection, gathering, sorting and analysis. This study explores the status/ role of ICT rural Setlakgobi schools by examining the needs, and support for school managers, and other senior managers in managing the integration of computers and related resources into teaching and learning activities in their schools. It researches five key problematic areas, namely, understanding context, clarifying purpose, identifying values, setting goals and developing vision. The study amongst other things identifies lack of resources, language barrier, technical know how, and staff development as the main challenges of providing modern technologies to rural school in order to enhance quality of learning and teaching. Hence, the need to fast-track the e-learning by developing South African languages, providing physical and human resources, and support for professional development of educators in ICT. / (MBA) North-West University, Mafikeng Campus, 2006

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 135-158).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Jan. 27, 2006). Document formatted into pages; contains xi, 173 pages. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, & Workforce Development. / Title from title screen. Includes bibliographical references.