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CATSY, computer aided teaching system : system overview, graphics and applications / Computer aided teaching systemPedraza, Vincent January 1985 (has links)
Computer Aided Teaching System (CATSY) is an interactive graphics system, utilizing current microcomputer technology, along with a graphics tablet and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of the supporting graphics software (POLY-ReGIS) and the computer peripherals used in the development of CATSY.The development of interactive graphics is stressed in this thesis. Applications of these graphics to CATSY are presented and an introduction to the data structures used in this system is also given. This thesis is intended to support and complement the masters thesis presented by Mr. John Raab, which deals primarily with the system implementation, data structures and the text editor used in CATSY.
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Investigating the role of information and communication technology in the transformation of teaching practices27 May 2010 (has links)
D.Ed. / Contemporary attempts to maximise the potential of ICT in the classrooms broadly seek to move away from conventional didactic instructional approaches, in which teachers do most of the talking and learners listen (Peter Cuttance, 2007: [Online]). ICTs are purported to have the potential not only to cause a shift or change but also a means for achieving it (Rai, 2006:2). This thesis describes how the introduction of Information and Communication Technology (ICTs) has necessitated this paradigm shift in pedagogical practices of the participants. Three of the participants in this study are teaching at a former advantaged school while two are teaching at what is generally regarded as disadvantaged school. The thesis examines, by way of an integrated research methodology that incorporates activity theory as a theoretical framework, ethnography and collective case study research methods, participants’ emerging practices and also concomitant epistemologies or beliefs regarding engagement with mediational tools of ICT in the classroom. The research tools that were formulated from activity theoretical concepts of the Eight Step Model; the Activity Checklist; historical types of activity; contradictions; and boundary crossing are utilised to examine the teachers’ emerging practices, beliefs and attitudes. Data was obtained from fieldwork, interviews, and video recordings by means of the aforementioned activity theoretical tools. Additionally, activity theoretical tools, blended with content analysis, were utilised in the data analysis. As a result, this study demonstrated that without effective use of a variety of research methods at appropriate times, the quality of evidence on this inquiry would have suffered, and interpretations of causality would also been constrained (Chatterji, 2004:9). The essence of the findings in this study, which is the visible changes in the pedagogic practices of the participants revealed that it is not only the mediational tools of ICT that have an effect but also the way they are used that brings about the change in their teaching practices. This thesis, therefore, adds to the body of literature that considers the potential of Information and Communications Technology in the transformation of teaching practices.
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The use of instructional media in higher education in Hong Kong and its problem.January 1982 (has links)
by Pang Cheung Chu Georgina. / Bibliography: leaves 104-109 / Thesis (M.Phil.)--Chinese University of Hong Kong, 1982
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Classification of materials available through the learning problems center of Unified School District #475Swartzlander, Sue Ann January 2010 (has links)
Digitized by Kansas Correctional Industries
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A survey of instructional media utilized for vocational agriculture and FFA contest instruction in KansasStreit, Les D. (Les Dean) January 2010 (has links)
Digitized by Kansas Correctional Industries
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A usability comparison of PDA-based quizzes and paper-and-pencil quizzesSegall, Noa 17 July 2003 (has links)
In the last few years, many schools and universities have incorporated personal
digital assistants (PDAs) into their teaching curricula, in an attempt to enhance
students' learning experience and reduce instructors' workload. One of the
most common uses of PDAs in the classroom is as a test administrator. This
study compared the usability effectiveness, efficiency, and satisfaction of a
PDA-based quiz application to that of standard paper-and-pencil quizzes in a
university course in order to determine whether it was advisable to invest time
and money in PDA-based testing. The effects of computer anxiety, age, gender,
and ethnicity on usability were also evaluated, to ascertain that these factors do
not discriminate against individuals taking PDA-based tests.
Five quizzes were administered to students participating in an engineering
introductory course. Of these, students took two PDA-based quizzes and three
paper-and-pencil quizzes. One PDA-based quiz and one paper-and-pencil quiz
were compared in terms of their effectiveness, measured as students' quiz
scores and through a mental workload questionnaire; their efficiency, which
was the time it took students to complete each quiz; and their satisfaction,
evaluated using a subjective user satisfaction questionnaire. Computer anxiety
was also measured, using an additional questionnaire.
It was hypothesized that the PDA-based quiz would be more effective and
efficient than the paper-and-pencil quiz and that students' satisfaction with the
PDA-based quiz would be greater. The study showed the PDA-based quiz to be
more efficient, that is, students completed it in less time than they needed to
complete the paper-and-pencil quiz. No differences in effectiveness and
satisfaction were found between the two quiz types.
It was also hypothesized that for PDA-based quizzes, as computer anxiety
increased, effectiveness and satisfaction would decrease; for paper-and-pencil
quizzes there would be no relationship between computer anxiety and
effectiveness and no relationship between computer anxiety and satisfaction.
Findings showed an increase in quiz score (increase in effectiveness) and an
increase in mental workload (decrease in effectiveness) as computer anxiety
increased for both quiz types. No relationship was found between computer
anxiety and satisfaction for either paper-and-pencil or PDA-based quizzes.
The final hypothesis suggested that user satisfaction would be positively
correlated with effectiveness (quiz score and mental workload) for both PDA-based
and paper-and-pencil quizzes. No relationship was found between quiz
score and satisfaction for either quiz type. User satisfaction was positively
correlated with mental workload, regardless of quiz type.
The usability comparison of paper-and-pencil and PDA-based quizzes found
the latter to be equal, if not superior, to the former. The effort students put into
taking the quiz was the same, regardless of administration method, and scores
were not affected. In addition, different demographic groups performed almost
equally well in both quiz types (white students' PDA-based quiz scores were
slightly lower than those of the other ethnic groups). Computer anxiety was not
affected by the quiz type. For these reasons, as well as other advantages to both
students (e.g. real-time scoring) and teachers (e.g. spending less time on
grading), PDAs are an attractive test administration option for schools and
universities. / Graduation date: 2004
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An alternative user interface for an expanded version of the Computer Aided Teaching System (CATSY)Mustaffa, Mohd N. 03 June 2011 (has links)
A new version of a Computer Aided Teaching System, CATSY-3, was created in order to allow greater flexibility and efficiency than older versions of CATSY. In the implementation of CATSY-3, the menu was transferred from the screen to the data tablet. In the process, the control structure of CATSY was rewritten to allow complete freedom of movement from one menu option to any another.A keyboard input feature (KEYIN) is also included in CATSY-3 in order to allow a more rapid mode of menu selection and to allow the option of precision coordinate input. Additional menu options are included in CATSY-3, namely, COPY, MOVE, REFRESH_OBJECT, interactive COLOR change, automatic set-up for input devices, among others.The history and description of various electronic chalkboard` implementations are also presented in this thesis.
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Effects of advance organizers on student acheivement in general chemistryRuangruchira, Natsuda 28 April 1992 (has links)
The purpose of this study was to investigate the
effectiveness of an expository advance organizer on the
achievement of students in a general chemistry course.
The subjects included 181 first year college students
enrolled in 12 sections of general chemistry at the
Chulachomklao Royal Military Academy, Thailand. The subjects
were randomly assigned by section into two treatment and
control groups. The treatment groups received an advance
organizer or an introductory passage prior to instruction.
The control group received no treatment prior to
instruction.
The equivalence of the control and two treatment groups
at the beginning of the study was determined by the
application of a teacher-made pretest. No significant
differences in chemistry achievement were found among the
three groups.
Prior to classroom instruction and laboratory
instruction, the advance organizer group received expository
organizers, and the introductory passage group received
introductory passages to read and study. The treatment
period covered 21 days of instruction. Upon completion of
all study material, a teacher-made achievement posttest
covering the material taught during the study was
administered to all groups. The posttest was administered
again two weeks later as a retention test.
Achievement test scores were analyzed by use of a one-way
analysis of variance. The results indicated that the
advance organizer group performed significantly better than
the control and introductory passage groups on the
achievement posttest and retention test. Theses findings
provided evidence that an expository organizer facilitated
learning and retention of general chemistry more than an
introductory passage and no treatment. These results
supported Ausubel's Advance Organizer Theory in the
facilitating effects of advance organizers on student
achievement. / Graduation date: 1992
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Programmed instruction for deaf childrenConner, Florence Cuno, 1923- January 1969 (has links)
No description available.
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An investigation into the use of a learning management system to support teaching and learning in a grade 10 information technology class.Mudaly, Yogambal. January 2012 (has links)
The potential of the Internet as a learning tool has emerged as a result of its increased development and its use as a means of communication in various academic institutions. Online learning is one of the ways in which the Internet can be used as a learning tool which can provide support to educators in a classroom. The tools which support online learning cover a wide range of different applications, such as discussion forums, chat and file sharing. These tools can be used to support different activities in the learning process, such as content delivery and encouraging collaboration between the various people that participate. It is possible to link these different tools into a single system such as a learning management system (LMS). WebCT, BlackBoard and Moodle are examples of such LMSs. It is within the context of this background knowledge that the study on hand investigated the use of a LMS. The focus of this study was to investigate the use of an LMS in the teaching and learning of a Grade 10 Information Technology (IT) class, with emphasis on the attitudes and experiences of learners in relation to implementation of the LMS as a teaching and learning tool in the classroom.
This study employed a mixed-methods approach (a combination of quantitative and qualitative approaches). The quantitative approach included an attitudinal survey in the form of a questionnaire which used a Likert scale to assess responses to statements. The qualitative approach concerned itself with production of in-depth data. Focus group interviews were conducted with Grade 10 IT learners. These instruments generated data that were used to answer the main research questions. In terms of analysis of the data thematic analysis was used, with texts representing qualitative data and tables and statistics representing quantitative data. In order to discuss all of the findings the characteristics (attributes) of an innovation, as explained in the Diffusion of Innovations Theory, the constructs of the Unified Theory of Acceptance and Use of Technology and the principles of connectivism were used.
The research findings indicated that the learners had a positive attitude towards the use of the LMS to support teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.
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