The purpose of this study was to determine a student‟s computer knowledge upon course entry and if there was a difference in college students‟ improvement scores as measured by the difference in pretest and posttest scores of new or novice users, moderate users, and expert users at the end of a college-level introductory computing class. This study also determined whether there were differences in improvement scores by gender or age group. The results of this study were used to determine whether there was a difference in improvement scores among the 3 campus locations participating in this study. Four hundred sixty-nine students participated in this study at a community college located in Northeast Tennessee. A survey, pretest, and posttest were administered to students in a collegelevel introductory computing class. The survey consisted of demographic data that included gender, age category, location, Internet access, educational experience, and the self-rated user category, while the pretest and posttest explored the student‟s knowledge of computer terminology, hardware, the current operating system, Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. The data analysis revealed significant differences in pretest scores between educational experience categories. In each instance, the pretest mean for first semester freshmen students was lower than second semester freshmen and sophomores. The study also reported significant differences between the self-rated user categories and pretest scores as well as differences in improvement scores (posttest scores minus pretest scores), which were higher for new or novice users. Of the 3 participating campus locations, students at Location 1 earned higher improvement scores than did students at Location 2. The results also indicated that there was a significant difference between the types of course delivery and course improvement scores (posttest scores minus pretest scores). The improvement scores for on ground delivery was 5 points higher than the hybrid course delivery. Finally, the gender and age categories as compared to the self-rated user categories revealed no significant differences in the study.

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In this research, I attempted to show that increasing a person's computer self-efficacy is a viable route to making that person more likely to use a computer tool when given the opportunity to do so. I also show the strong link between a person's computer self-efficacy and intentions to use a computer. Computer self-efficacy is a person's belief about his or her ability to successfully use a computer. Subjects in this field experiment were 193 students in eight introductory computer classes at two colleges. I attempted to increase their computer self-efficacy through their participation in a self-efficacy-increasing strategy that used goal-setting, self-reinforcement, and feedback. Half of the subjects randomly received this strategy, and half received a placebo strategy, which was not expected to have any influence on the subjects' computer self-efficacy. Due to the subjects’ insufficient use of the strategies, I was unable to increase the computer self-efficacy of the subjects through this strategy. Although the subjects’ computer self-efficacy was not increased, I was still able to see the effect of computer self-efficacy on a person's intentions to use a computer. Of all the variables tested in this study, computer self-efficacy was the best predictor of intentions to use a computer—better than computer experience, computer ownership, academic major (computer-related vs. not computer-related), instrumentality beliefs about computers, and others. This finding showed that computer self-efficacy is a construct that people should pay attention to, particularly people who design computer tools, those who choose which tools to use, and those who train others on new computer tools. These people should particularly understand the needs of users with low computer self-efficacy and how to best meet those needs. Additionally, I tried to find out why the subjects did not participate in the use of the strategy. It appears that the main problem in my implementation of the self-efficacy strategy was not providing the subjects the proper amount of time, encouragement, and incentive for learning and practicing the strategy. My results also showed that those who used the strategy had higher computer self-efficacy than those who didn't use the strategy; that is, those who could benefit most from the self-efficacy strategy (those with low computer self-efficacy) were less likely to use it. This finding underscores the importance of providing a supportive environment for people to learn and practice the strategy, so those with low computer self-efficacy will be able to use the strategy successfully, rather than avoid the strategy before they even get a chance to learn or use it. / Master of Science

Five component problem-solving skills (general strategy, planning, logical thinking, algebraic variables, and debugging) were identified as common elements of both computer programming and mathematical problem-solving. Based on the similarities of these general skills in specific contexts, a theory was generated that the skills would transfer and that experience in computer programming would cause an improvement in mathematical problem-solving achievement. A path model was constructed to illustrate this hypothesized causal relationship between computer programming and mathematical problem-solving achievement. In order to control for other relevant variables, the model also included mathematics experience, access to a home computer, ability, socioeconomic status, and gender. The model was tested with a sample of 800 high school students in seven southwest Virginia high schools. Results indicated that ability had the largest causal effect on mathematical problem-solving achievement. Three variables had a moderate effect: computer programming experience, mathematics experience, and gender. The other two variables in the model (access to a home computer and socioeconomic status) were only very slightly related to mathematical problem-solving achievement. The conclusion of the study was that there was evidence to support the theory of transfer of skills from computer programming experience to mathematical problem-solving. Once ability and gender were controlled, computer programming experience and mathematics experience both had causal effects on mathematical problem-solving achievement. This suggests that to maximize mathematical problem-solving scores, a curriculum should include both mathematics and computer programming experiences. / Ed. D.

Thesis (M. Tech. Office Management and Technology) --Vaal University of Technology / The world of digital interactivity, of computers, of cyberspace and the "e-revolution', is making computer literacy more indispensable than ever. There is an increasing demand for ICT skills worldwide- South Africa is not alone in identifying shortages. The information and communication technology in South Africa is exacerbated by emigration on the one hand and the previously disadvantaged learners on the other hand. With an education system that is stretched, higher education has not kept pace with information and communication technology training in South Africa, therefore learners display a shortcoming of basic computer skills. The purpose of this study is to emphasise the importance of implementing computer literacy training throughout the entire learning programme of learners at higher education institutions. Learners randomly selected from the Faculty of Management Sciences, Vaal University of Technology, indicated their computer literacy via questionnaires and levels of experience. It is clear that the abilities of the learners are not sufficient to ensure that they are computer literate or that they will be effective users in the workplace. This study results in a powerful argument in support of the extension of continued growth in computer usage in the workplace.

It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience. / The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place. / by Nigel Leon Lovell-Martin. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

The problem with which this study is concerned is the effectiveness of computer literacy training workshop efforts in modifying teacher attitudes toward computers. The experimental design includes four computer literacy work shops that were conducted at a major university in Texas. This study has a twofold purpose. The first is to determine if an increase in computer literacy among teachers is associated with changes in their attitudes toward computers. The second is to determine the kinds of computer literacy experiences among teachers that are associated with the greatest degree of attitudinal change.

The ability to utilise information and communication technologies (ICTs) has become a new literacy for the twenty first century. This literacy raises a number of challenges for teachers’ vis-à-vis their technical ability, knowledge and expertise in ICTs. These challenges are also identified by the White paper on e-Education as: participation in the information society, impact of ICTs on access, cost effectiveness and quality of education, and integration of ICTs in the teaching and learning process. There is a gap in the ability of learners and teachers to use ICTs effectively, to access online content, to create content of their own, to communicate and collaborate, and to integrate technology into teaching and learning. There is also little evidence of technology integration into classroom activities such as systematic planning and implementation of lessons. This study describes barriers to effective technology integration in senior secondary schools. This was a qualitative case study conducted in technology rich senior secondary schools in the Tshwane North District, Gauteng Province. Data was collected from semi-structured interviews with office-based and school-based officials, focus group interviews with learners, lesson observations and document study. The findings point to lack of ICT specialist teachers to teach students computer skills, lack of teaching experience with ICTs, lack of support from the Department of Education, insufficient technology resources and absence of desired integration of ICTs in the curriculum. The long term aim of the study is to make substantive recommendations on the integration of ICTs in teaching and learning. In conclusion, this study clearly indicates that there are schools around Gauteng Province with computer technologies that are not used for teaching and learning. Based on the research findings and suggestions for further research, a national strategy for designing and implementing computer technology policy should be developed in Tshwane North Region to integrate technology effectively into teaching and learning. This will help teachers to plan and teach with technology and assist learners to become technologically compliant with 21st century demands. / Educational Studies / D. Ed. (Curriculum Studies)

The ability to utilise information and communication technologies (ICTs) has become a new literacy for the twenty first century. This literacy raises a number of challenges for teachers’ vis-à-vis their technical ability, knowledge and expertise in ICTs. These challenges are also identified by the White paper on e-Education as: participation in the information society, impact of ICTs on access, cost effectiveness and quality of education, and integration of ICTs in the teaching and learning process. There is a gap in the ability of learners and teachers to use ICTs effectively, to access online content, to create content of their own, to communicate and collaborate, and to integrate technology into teaching and learning. There is also little evidence of technology integration into classroom activities such as systematic planning and implementation of lessons. This study describes barriers to effective technology integration in senior secondary schools. This was a qualitative case study conducted in technology rich senior secondary schools in the Tshwane North District, Gauteng Province. Data was collected from semi-structured interviews with office-based and school-based officials, focus group interviews with learners, lesson observations and document study. The findings point to lack of ICT specialist teachers to teach students computer skills, lack of teaching experience with ICTs, lack of support from the Department of Education, insufficient technology resources and absence of desired integration of ICTs in the curriculum. The long term aim of the study is to make substantive recommendations on the integration of ICTs in teaching and learning. In conclusion, this study clearly indicates that there are schools around Gauteng Province with computer technologies that are not used for teaching and learning. Based on the research findings and suggestions for further research, a national strategy for designing and implementing computer technology policy should be developed in Tshwane North Region to integrate technology effectively into teaching and learning. This will help teachers to plan and teach with technology and assist learners to become technologically compliant with 21st century demands. / Educational Studies / D. Ed. (Curriculum Studies)