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.

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.

by Pang Cheung Chu Georgina. / Bibliography: leaves 104-109 / Thesis (M.Phil.)--Chinese University of Hong Kong, 1982

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

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

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.

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

No description available.

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.