The purpose of this study was to determine the effects of on-screen video instructor gender and expressivity upon the competency based performance of adults in the learning of basic computer skills from a series of locally produced instructional videotapes. These tapes were typical of the type of instructional videos used by corporations, government, and schools to train adults. A 2 x 3 factorial design was used to analyze the variables effects on learning. The independent variables were instructor gender and instructor expressivity. Mediating variables were student gender, ethnicity (as measured by first language), reading level, and attitude towards computers. The dependent variable was student learning as measured by a 20 question multiple choice exam. The subjects (n=120) used in the study were under employed or unemployed adults. Sixty-nine percent were considered to be limited speakers of English. Six videotapes were produced. These tapes were identical in every way except that in three tapes a male actor taught in respectively low, average, and high expressive manners. In each of the other three tapes a female acted in a low, average and high expressive manners. Each subject viewed one of the tapes, in groups of eight to ten students, and was immediately tested on the material presented in their tape. Students were also asked to rate the instructor they saw on a five item scale of expressivity. The findings showed no significant main effects for either on-screen instructor gender or expressivity. A significant interaction was found between on-screen instructor gender and expressivity, as measured by the students. Students viewing the low expressive male and the high expressive female scored higher on the exam than students viewing either the high expressive male or the low expressive female. Performance on the test was correlated with student reading level, computer experience, the time it took to take the exam, and student ethnicity (as measured by first language spoken). Additionally, a significant interaction was found between student gender and instructor gender. Students viewing instructors of the opposite gender scored higher than those viewing instructors of the same gender. The implications of this study suggest that subject matter and student population be considered in both the design of instructional television programs and in the casting and the directing of talent for these programs. / Ed. D.

The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.

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The purpose of the project was to develop three thematic units for fifth grade that intergrate California State Standards in Reading, Language Arts, Science, and Social Studies with the use of technology. The benefits of doing so allows instructional time to be spent on more in depth study of the disciplines, Students make connections across curriculum which allows them to develop a deeper understanding of what is being taught. Also, integrating curriculum with technology engages students and allows them to have more control over their learning environment. When students are actively involved in what is being taught, they will internalize the information for better understanding.

The purpose of this project was to create a booklet useful to teachers, one that would increase their technological competence and so encourage them to use new technologies.

Students often use the web as a source of help for problems that they encounter on programming assignments.In this work, we seek to understand how students use the web to search for help on their assignments.We used a mixed methods approach with 344 students who complete a survey and 41 students who participate in a focus group meetings and helped in recording data about their search habits.The survey reveals data about student reported search habits while the focus group uses a web browser plug-in to record actual search patterns.We examine the results collectively and as broken down by class year.Survey results show that at least 2/3 of the students from each class year rely on search engines to locate resources for help with their programming bugs in at least half of their assignments;search habits vary by class year;and the value of different types of resources such as tutorials and forums varies by class year.Focus group results exposes the high frequency web sites used by the students in solving their programming assignments.

published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.