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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Interactive multimedia problem-based learning for enhancing pre-service teachers' self-efficacy beliefs about teaching with computers: design, development and evaluation

Albion, Peter January 2000 (has links)
[Abstract]: Research has suggested that, despite support through policy and resource provision,information and communications technologies (ICTs) have made little impact on the practiceof education and that limited teacher preparation for the use of ICTs represents a partialexplanation. The purpose of this study was to investigate what form of professionaleducation might be effective in preparing pre-service teachers to integrate ICTs into theirteaching. Self-efficacy beliefs about teaching with computers were identified as a potentiallysignificant source of influence on teachers' use of ICTs for teaching. It was proposed thatinteractive multimedia using a problem-based learning design (IMM-PBL) should be aneffective tool for increasing self-efficacy. Principles for the design of IMM-PBL were derivedfrom the relevant literature.An IMM-PBL package was designed and developed for delivery in a web browser formatusing content relevant to the integration of ICTs into teaching. Interviews with and sampleresponses prepared by computer-using teachers provided the basis for ensuring therelevance of content.The completed materials were evaluated in use with a group of 24 final year pre-serviceteachers in a Queensland university. Participants in the trials reported that the materialswere engaging and assisted their learning about integrating computers in their teaching. Astatistically significant increase in self-efficacy for teaching with computers was found forusers who had initially low self-efficacy for teaching with computers.The principles proposed for IMM-PBL design were found to offer a practical basis for thedevelopment of effective learning materials. With further development, IMM-PBL promisesto be a powerful and flexible approach to supporting learning for teachers and otherprofessionals.
2

Attitudes of female faculty toward the use of computer technologies and the barriers that limit their use of technologies in girls' colleges in Saudi Arabia

Almuqayteeb, Taghreed Abdulaziz 11 December 2009 (has links)
The purpose of this study was to examine female faculty members’ use of computer technologies, their attitudes toward computers, the factors that best predict their attitudes toward computers, and the barriers that limit their use of computer technologies in girls’ colleges in Dammam and Jubail, Saudi Arabia. Also, this study examined how female faculty members’ attitudes and use of computer technologies differ according to their demographic characteristics. 206 female faculty members participated in this study, and only 197 usable questionnaires were analyzed and used in this study. Descriptive statistics, a one-way ANOVA, and multiple regression analysis were conducted to analyze the data. The findings of this study revealed that female faculty members had positive attitudes toward using computer technologies. Also, the results indicated that female faculty members had high levels of use of 3 common computer applications: e-mail, word processing, and the Internet. Furthermore, findings revealed that the barriers that significantly limit faculty members’ use of technology were lack of technical support, lack of effective training, lack of equipment and infrastructure, and lack of administrative support. The results revealed that the demographic variables that had an influence on female faculty members’ attitudes toward using computers were age, years of experience with computer technologies, subject taught, academic degree, access to a computer at the office, access to the Internet at the office, computer skill levels, and English language proficiency. The findings indicated that the demographic variables that had an impact on female faculty members’ use of computer technologies were age, teaching experience, years of experience with computer technologies, subject taught, access to the Internet at home, computer skill levels, and English language proficiency. The factors that best predict female faculty members’ attitudes toward computers were reduced course quality, lack of time, lack of collegial support, and lack of self confidence. This study presents several conclusions and recommendations to improve female faculty members’ use of computer technologies at girls’ colleges. Female faculty members need technical support services unit, more training, available equipments and infrastructure, more administrative support, and release time for learning about computer technologies to increase their use of computer technologies.
3

Att lära, att göra, att klara : Förmedling av datortekniska hjälpmedel till barn med synnedsättning. Från förskrivning till vardaglig användning i skola och hem / Learning, doing, becoming self sufficient : Mediation of assistive computer technologies for children who are blind or partially sighted. From prescription to everyday use in school and at home.

Åström, Eva January 2009 (has links)
Förmåga att använda informations- och kommunikationsteknik framhålls numeraofta som en förutsättning för delaktighet på lika villkor i samhällslivet. Näraförknippat med detta är de insatser som görs för att överbrygga digitala klyftor isamhället. IKT har gjort deltagandet i samhällslivet mer möjligt för personer medsynnedsättning. Tillgång till teknik innebär dock inte alltid att den kan användas ivardagen. I denna avhandling analyseras den förmedlingsprocess som sker när barnmed grav synnedsättning, genom förskrivning på syncentraler, får tillgång tilldatortekniska hjälpmedel, samt hur barnen därefter tillägnar sig tekniken genom att,med olika stödpersoners hjälp, använda den i skolan och hemmet. Åtta barn (mellan7-18 år) från två syncentralers upptagningsområden deltog i studien, tillika medderas föräldrar, stödpersoner i skolan samt personal (datortekniker och anpassningslärare)från syncentralerna. Undersökningsmaterialet har samlats in genom intervjuer,samtal och observationer. Barnen har skrivit aktivitetsrelaterade dagböcker. Förmedlingsprocessen involverar många personer från flera organisationer och ärutsträckt i tid och rum. Olika rationaliteter ställs mot varandra när professionelltverksamma från syncentral och skola, tillsammans med föräldrar ska möjliggöra förbarnen att ta tekniken i bruk. Med utgångspunkt från datorn som hjälpmedel diskuterastre projekt vars mål är viktiga för barnet att nå: att lära sig, att bli socialtdelaktig och att bli självständig. Dessa projekt står ofta i konflikt med varandra, tillexempel barnens önskan att träna på datorn samtidigt som de vill leka med sinakamrater. Med en tidsgeografisk ansats analyseras situationer där konflikter uppstår,samt vilka avvägningar och försök till samordning som görs av de inblandadeparterna. Skolan utgör ett område där den övergripande samhälleliga ambitionen omett liv på lika villkor ska konkretiseras. Analysen pekar på att uppmärksamhet börriktas såväl mot den individcentrerade kompensatoriska användningen av tekniskahjälpmedel, som mot skolans uppläggning av undervisningen (strukturell förändring förtillgänglighet). Ett helhetsperspektiv på förmedlingsprocessen möjliggör långsiktigplanering där tidsrumsliga dimensioner betraktas och dess fragmentering minskas. / The ability to use information and communication technology is regarded today as acondition for participation in society. Closely associated with this are measurestaken to reduce the digital divide in society. Computer technology is accepted asmaking it possible for people with disabilities to manage most things on their ownthat previously required some help of others. However, access to technology doesnot necessarily equal usability. This thesis explores and analyses the mediationprocess that occurs when children with visual impairment, access assistive computertechnologies, and how these, by the help of support persons, are used in home and atschool. Eight children (between seven and eighteen years of age) were included inthe study, as well as their parents, support persons in school and professionals fromthe Low Vision Clinics. Research data have been collected through interviews,conversations, observations and activity oriented diaries. The mediation processinvolves a number of persons and organisations and is both organisationally complexand extended in time and space. Different rationalities are set against eachother, when professionally active persons from the Low Vision Clinics and schools,together with parents make it possible for the children to use the assistive devices.From the standpoint of the computer as an aid, three projects are discussed whosegoals are important for the child to achieve to be able to, in the short and long run,live life to the full. These projects are ‘learning’, ‘becoming socially involved’ and‘becoming independent’. The projects can often be in conflict with each other; forexample the children’s desire to practice on the computer against their wanting toplay with their friends at the same time. With a time-geographic approach,situations in which conflicts and trade-offs arise, as well as the coordination effortsmade by those involved, are analysed. The school constitutes an area in which theoverreaching societal ambition of a life on equal terms is realised. This studydiscusses how compensation for the individual as well as structural change foraccessibility manifests itself in organisation, structures and supportive efforts.

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