Computer Competence Research Articles

EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19 Pandemic: A Case Study

Undeniably, the spread of COVID 19 pandemic has badly affected many sectors, and education is not the exception. It has led to the temporary closure of most educational institutions and the remarkable rise in online learning worldwide, where teaching is undertaken remotely and on digital platforms. The paper mainly aims at identifying challenges that teachers faced when teaching online EFL classrooms. The participants of this study are 6 teachers of English Department of Ba Ria – Vung Tau University (BVU) who have been teaching English language for years. The data was collected by using tool of questionnaire made online by using Google form. Descriptive method is employed to establish the existence of challenges; quantitative analysis method is used to analyze the data. The findings of the study reveal that many challenges faced by EFL teachers related to their lack of proper training for doing online class and related issues, lack of computer and digital technology competency, lack of time for online course design and online test preparation as well as student’s learning facilitation, motivation and interaction. Some recommendations, therefore, are also presented in this study.

WEB-TECHNOLOGIES AND MULTIMEDIA SYSTEMS IN THE TRAINING OF PROFESSIONALS IN THE EDUCATION SYSTEM

Contemporary technologies of training specialists in different professions envisage mastering the skills of a 'quality user' of computer technologies. At the same time, the issues of training primary school teachers, specialists in inclusive and remedial education to use more complex multimedia systems with the need to understand programming processes have often been excluded from basic courses as an 'unnecessary' component.But considering the current trends towards distance education, the “rejuvenation” of 'advanced users' and the need to maintain a educator's reputation, the trend towards introducing such systemic courses in the training process for specialists in primary, inclusive and correctional education has become a kind of concept for professional competence. It was based on the needs of today's teachers to transfer knowledge through multimedia systems (creating interactive databases, web pages, blogs or websites, preparing and conducting WebQuests, using computer games from producers or their own development through the platforms Wordwall, Etreniki, Flippity and Scratch programmes, etc.) that became the deciding factor for introducing specific topics on their use into training courses and expanding basic programmes of computer competency. Also, the training process began to include interaction with the training audience through social media. This multi-component work to develop a «modern/advanced» teacher provides the basis not only for improving the quality of the educational process, but also for its individualization according to the needs of each participant and his/her special educational needs, allowing to change the complexity of tasks, the saturation of tasks with audiovisual information.

High School Teachers’ and Students’ Perception of ICT Use in Learning English

This study was conducted to find out high school teachers' and students’ perceptions of the use of digital technology, commonly called Information and Communication Technology (ICT), in teaching and learning English. The research used a qualitative method with quantitative data collected from a questionnaire and interviews with high school English teachers and students at MGMP Jakarta Timur I. The results showed that both respondents perceive positive attitudes towards the potentials and benefits of ICT use in English teaching and learning activities. However, their mastery of ICT competencies is high, especially in the Basic Computer and Internet Basic competencies, but insufficient in ICT competencies for learning and Advanced Computer Competence. Even so, the teachers think that they need more training whereas the students do not think the same. This result can be used as evaluation for English teachers as implementers in the field and for institutions as policy makers.
 

Shifting the Education Paradigm amid the COVID 19 Pandemic: Nursing Students’ Attitude to E Learning

The unprecedented emergence of COVID-19 has disrupted education and has led to the rise of e-learning. The shift from the traditional delivery of instruction to online learning brings about varying perceptions that necessitates attention and exploration. This study examined nursing students’ attitudes towards e-learning in two selected nursing schools in the Philippines. This study used a descriptive cross-sectional design with 111 nursing students in a public and a private nursing school as study participants. The data were collected via an online survey tool and were analysed using the Mann-Whitney U test and the Kruskal-Wallis H test. The results indicated that most nursing students had intermediate computer competency (74.8%) and somewhat stable internet connection (66.7%). They generally had negative (40.5%) and ambivalent attitudes (30.6%) towards e-learning. The nursing students considered e-learning to be impersonal and to lack feeling (80.18%) and that it results in less student–teacher interaction (75.66%). There were no significant differences (p > .05) in the e-learning attitude according to the type of school, gender, ownership of a computer, level of computer competency, stability connection and internet usage. Although not statistically significant, those students with stable internet connections appear to have a better attitude towards e-learning. Ambivalence and negative attitudes seem to dominate nursing students’ attitudes towards e-learning in the times of the COVID-19 pandemic. Nursing schools must rectify the negative attitudes of students towards e-learning and must take measures to improve students’ experiences in the virtual learning environment to ensure that effective learning is never compromised amid the health crisis.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

Coding as Literacy in Preschool: A Case Study

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

El uso de las tecnologías de la información y comunicación (tics) y la formación de las competencias mediáticos audiovisuales para el logro del perfil del egresado en los estudiantes de la escuela de estudios generales de la UNMSM.

present study called The use of information and communication technologies (ICTs) and its impact on the formation of audiovisual media competencies in UNMSM students, is quantitative approach, non-experimental type with cross-sectional correlational design , a duly validated and reliable questionnaire was applied, for this the Cronbach's Alpha statistic was used, the sample consisted of 180 students from the II cycle of General Studies in the area of Basic Sciences in the 2018-II semester of UNMSM. neutrosophic analysis showed that the preferred dimension is the communications dimension. From the results obtained, it is clear that achieving the appropriate computer and informational competencies linked to the construction of knowledge is a duty of teachers and will depend on teaching practice for academic success.

Broadening Participation in Computing: Promoting Affective and Cognitive Learning in Informal Spaces

In this work we examine youth learning in an informal computing program implemented through a library-university partnership. In particular, we introduce and illustrate a culturally responsive computing framework which served as a foundation for the design of the program. Subsequently, we examine youth collaboration as well as affective and cognitive learning outcomes. Data were collected from university program facilitators and 30 youth over one semester. Data were collected through observations, lesson plans, computational artifacts and interviews with two case study youth. Results indicated that youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Results from case study participants also indicated improvements in their computational competencies. Findings from this work have implications for the design of informal learning environments that help broaden participation in computing.

Primarily research on the mathematical problem-solving abilities of grade X Vocational High School students for Computer and Network Engineering Competencies

Computer and network engineering are one of the skill competencies in Vocational high school. Graduates of this major are expected to have problem-solving abilities to be able to compete in the working world. Mathematics is a subject that can develop mathematical problemsolving abilities. This study aimed to see, review and describe the mathematical problem-solving abilities of students and draw conclusions about these things as the phenomena found and to review the conditions of the learning devices used and developed by the teacher. This research used descriptive quantitative research methods. The data was collected through interviews, observations, and giving tests. Data analysis techniques used descriptive techniques for the results of observation and interview data, and scoring rubrics for mathematical problem-solving abilities for test result data. The results showed that the students' mathematical problem-solving abilities were still not relatively low. Some of the factors that cause this are 1) the learning was still using the lecturing method so that learning became meaningless, 2) students were accustomed to copying and memorizing formulas given by the teacher without understanding them, 3) the learning tools used were the same for each skill program, 4) a mathematics learning approach had not led students to be actively involved in the learning process and had not guided students to construct their knowledge in improving mathematical problem-solving abilities. Based on these results, further action is needed in the form of research on the development of constructivism-based learning tools to improve the mathematical problem-solving abilities of students in the Vocational High School for Computer and Network Engineering Competencies.

The combination of the IoT wireless data acquisition system and edge computation

This paper presents an improvement that cominate the algorithm of edge computation and the Internet of things (IoT) data acuisiton system. Firstly, the environment data acquisition system of the agriculture IoT was analyzed and the distributed data processing approach was proposed to handle the abnormal data. we perform the simply processing of the raw acquisition data via the CC2530 by its spare time computation competence. The results prove our algorithm improve the data acquisition efficiency.

Is Internet Reciprocal Teaching the Remedy for Saudi EFL Learners’ Reading Difficulties During the Covid-19 Pandemic?

The aim of this study was to investigate the applicability of Internet Reciprocal Teaching (IRT) for remedial English reading instruction in the EFL context, specifically for the purpose of overcoming the reading difficulties encountered by low-achieving Saudi students majoring in English at the University of Jeddah. The treatment phase lasted three months and, due to the COVID-19 pandemic and the resulting shift to online teaching, the instruments used were an online pre- and post-test of reading comprehension, an IRT dialogue rubric downloaded on the Blackboard platform that is used for online teaching, as well as a phone interview conducted with randomly selected students from the sample. The findings indicated significant improvements in the reading comprehension of the Saudi learners participating this study, as reflected in the students’ effective use of the different IRT strategies and the significant results of the post-test. However, despite the proved effectiveness of IRT in strengthening reading comprehension, some challenges were voiced by the participants. These include computer competency, familiarity with online courses and, most notably, their linguistic difficulties with English, which justified their resorting to their native language (Arabic) as one way of demonstrating their comprehension. Finally, the paper draws pedagogical implications from the research results.

Developing Elementary School Students’ Mental Computation Skills through Didactic Games

"Abstract: Our research focuses on developing elementary students’ mental computation skills with the help of card games. Choosing this area of study was motivated by our personal experiences, namely, that mathematics programmes of study do not lay emphasis on this aspect; there are too few hours dedicated to developing this skill, and several mental computation strategies are not presented in the classroom. As a result, students struggle with mental computation, a basic skill needed in our day-to-day life, and a relevant basis for further mathematical knowledge, computation competence, and higher order thinking skills. In order to develop this skill, we have transformed well-known card games into didactic games, which encourage development almost unnoticeably, given the fact that children love to play, they need play. We have devised five new, appealing tools, with different levels of difficulty, suitable for developing mental computation skills in an attractive way. This paper presents an experiment involving second grade (8-9 years old) students. Two experimental groups were involved. The aim was to investigate whether mental computation is more efficient when using the traditional method or when using card games. We hypothesized that using card games might prove helpful in developing mental computation skills."

USE OF INNOVATIVE EDUCATIONAL TECHNOLOGIES IN THE MASTER'S TRAINING OF METALLURGISTS

The tasks of modernization of higher education in Ukraine are determined by the introduction of a multilevel model of education. One of the priorities of higher education institutions is to intensify actions related to the development and use of educologic innovations in the training process in the education of undergraduates. The improvement of technology contributes to the professional growth of the teacher and personal development of students, forms the skills of cooperation between those who teach and learn. The practical need to use a systems approach is due to the need to solve complex, interdisciplinary problems of various natures that arise in the context of globalization, the rapid development of modern technology and technologies. Based on the systematic approach and the essence of personality-oriented learning, the didactic bases of formation of subject competence of the future specialist in the conditions of two-level training of continuous professional education are considered. A subsystem of textbooks of the new generation for metallurgists is being prepared for undergraduates majoring in Metallurgy, who specialize in longitudinal rolling. The addition of information technology can enhance the practical benefits and increase the focus of learning. During the master's preparation it is necessary to significantly develop the computer competencies of applicants when using professional computer systems, such as Qform, Abacus, ANSYS, DEFORM, etc. The use of innovative educational technologies is one of the priority areas of higher education, which allows to increase the professional level of teaching a particular discipline and master training system, avoid overloading students and teachers, promotes creative productivity of thinking, skills and abilities of future professionals.

Technical and vocational education teachers computer competencies using artificial intelligence

Aim: This paper investigates the competencies required by Technical and Vocational Education (TVE) teachers towards computer and related technology for classroom teaching and learning.Method: The survey research was conducted via a structured questionnaire containing 44 items about the participants’ computer operation skills, perceptions, and attitudes. Sixty questionnaires were distributed to TVE teachers from six higher technical educational institutions in north-eastern Nigeria (Bauchi and Gombe). Data were analyzed using Multilinear Regression (MLR) and Artificial Intelligence (AI) using Artificial Neural Network (ANN) and Adaptive Neuro-Fuzzy Inference System (ANFIS). Using MATLAB 9.3 (R2019a), the development models were employed for ANN and ANFIS model, while the classical linear MLR model developed using SPSS software.Findings: The findings indicate that technical and vocational education teachers have high competence in computer technology usage, and there is a high correlation between competency and years of teaching experience and less correlation relationship between competency and gender.Implications/Novel Contribution: The result will benefit scholars, administrators, educators and the Nigerian ministry of education.

Yemeni EFL students’ perceptions and implementation of computer-assisted language learning.

: This study investigated how Yemeni EFL students perceive computer-assisted language learning, the extent to which CALL is implemented in their learning of English in and outside their faculties and the difficulties they encounter when implementing CALL. Data were collected through a questionnaire that targeted 74 Yemeni EFL students and then analyzed by using SPSS 21st version. Results revealed that the students who participated in this study perceive CALL positively (overall mean = 4.1144 out of 5) and believe in its effectiveness in developing their language skills and making their EFL learning enjoyable and interesting. Moreover, Female students showed a higher overall positive attitude towards CALL as compared to their male counterparts and that was reflected in their implementation of CALL too. A significant correlation was also found between students’ perceptions of CALL and their computer competence in the favor of those students with higher computer competence while no significant correlation was found in relation to age. The results have also revealed that CALL’s implementation by many of the participants is still low. Unavailability of internet and lack of CALL tools at their faculty; in addition to students’ lack of computer competence are viewed as the major barriers to CALL implementation by the Yemeni EFL students understudy. As per the results, the study recommends Yemeni Universities to provide CALL tools and internet for their EFL classrooms and libraries and to train students to use technology for English learning purposes. It also recommends Yemeni EFL students to invest technology at hand for their EFL learning.

Influence of Teachers’ Characteristics on Their Attitude Towards the Integration of ICT in Mathematics Instruction in Primary Schools Mathematics Instruction in Nakuru East Sub-County – Kenya

There is pressure placed on the Government of Kenya and the private sectors in the country to strive and compete in the digital world in their operations. In particular, the use of Information Communication Technology (ICT) in institutional operations in Kenya is significant, especially in the education sector. Teachers’ lack of ICT skills is the main challenge to integration of ICT in the instructional processes in schools. This study sought to find out whether teachers characteristics influence their attitude towards ICT integration in their classroom practice. Teachers’ characteristics entailed qualification and teachers’ computer competencies, experiences and computer training. The study investigated the influence of teachers’ characteristics on their attitude towards integration of ICT in primary school mathematics instruction in Nakuru Town East Sub-county of Nakuru County, Kenya. In the study, a Correlational research design was applied. A total of 1364 primary school teachers in Nakuru Town East Sub-County, was the target population in the study. The accessible population were all the mathematics teachers from the public primary schools from which a sample size of 140 participated in the study. Simple random sampling was used to select five divisions and proportionate stratified sampling was used to select participating schools and teachers in the study. The head teachers in the participating schools were selected purposefully as part of the teachers to provide information about ICT resources. The data was collected using a self-report questionnaire. The experts in the department of curriculum Instruction and Educational Management validated the instrument. The tool was pilot tested in schools in the neighboring county which had similar characteristics as the study are. The reliability of the research instrument was found to be 0.906 which was within acceptable threshold for social science research. Descriptive (frequency distributions, means, and percentages) and inferential statistics (correlation and regression analysis) were used to analyze the collected data with the help of SPSS program version 26. The hypothesis was tested at 0.05 Alpha (α) level of significance. The study established the existence of a strong statistically significant positive relationship (r = 0.879, p < 0.05) between teacher characteristics and attitude towards the integration of ICT in mathematics instruction. The study established that teacher characteristics (Teaching experience, qualification, and ICT training) were strong predictors of teacher attitude towards integration of ICT in mathematics instruction (b = 0.155, p < 0.05, b = 0.247, p < 0.05 and b = 0.465, p < 0.05) respectively. The findings may help in informing policymakers and teacher trainers to include ICT in both on the job and out of job teacher training programs. Keywords: Attitude, Information Communication Technology, teacher characteristics and integration of ICT, and mathematics instruction DOI: 10.7176/JEP/11-36-11 Publication date: December 31 st 2020

Data Literacy for Libraries – A Local Perspective on Library Carpentry

Abstract In the past decades, libraries have developed into sophisticated information centres. This evolution requires a new set of computational expertises and competencies but also a change in the general attitude toward continuous learning. “Library Carpentry”, as a lesson programme of the “The Carpentries” community offers an elaborate and evidence-based collection of approaches for efficient teaching of the required computational skills and concepts. This article introduces Library Carpentry and presents how it is applied at ZB MED-Information Centre for Life Sciences as a foundation for teaching digital literacy.

Tele-Rehabilitation for Individuals with Multiple Sclerosis and Mobility Disorders—A Feasibility and Pilot Study

Objective: To determine the feasibility of conducting an 8-week physical therapist (PT)-guided tele-rehabilitation (TR) program for persons with multiple sclerosis (MS) and mobility deficits. Design, setting, and participants: This feasibility study had a pre–post-intervention, non-randomized design. Nine subjects with a confirmed diagnosis of MS without a clinical exacerbation in the last year were selected from the MS Center of Excellence at UF Health Jacksonville (UFHJ). Inclusion criteria included demonstrated mobility deficits on initial examination, basic computer competency, and a home with high-speed internet connection. Examinations were performed face-to-face, pre–post-intervention in the Neurology Research Clinic at UFHJ. TR was delivered to the patient’s homes in Florida and South Georgia. Intervention: An informed consent was obtained prior to initial examination. Self-reported measures included quality of life (QOL) and fatigue. Mobility measures included timed 10-m walk, five times sit to stand, and Berg balance scale. Following inclusion, home safety was evaluated and computer equipment was installed. TR intervention utilized the Jintronix® web-based platform system with a kinetic camera that demonstrated selected exercises by an avatar, allowing for real-time feedback on the quality of performance as well as tracking of adherence. The individualized exercises were assigned by the evaluating PT based on the initial assessment. Subjects participated in weekly TR visits with the prescribing PT to further monitor and adjust the therapy program. Main outcome measures: Primary outcome measures were patient satisfaction, safety, and compliance. Secondary outcome measures were projected travel cost, self-reported fatigue and QOL, and mobility testing measures. To compare the TR effect on mobility, a comparator persons with MS group was selected retrospectively. Eight persons with MS referred from the MS Center at UFHJ for outpatient (OP) PT from January 2018 through September 2019 were identified by UFHJ electronic database search for ICD 10 code G35. The inclusion criteria for mobility deficits and functional measurements were the same as those in TR group. Results: Eight subjects completed the TR program with no adverse events. They reported satisfaction, demonstrated compliance, and saved $8,487 in projected travel costs. All TR subjects noted improvement in self-reported fatigue, QOL, or mobility measures. Improvement in mobility measures had wide variability but did not differ between TR and OP groups. Conclusions: The 8-week PT-monitored TR program was shown to be feasible, safe, and well received by persons with MS. Larger studies focused on specific dysfunction leading to mobility deficits and longer intervention times will be necessary to determine efficacy.

GRAPHIC DESIGN IN FUTURE LABOR EDUCATION TEACHER’S COMPUTER CULTURE FORMATION

The article considers the issues of modern graphic design of Ukraine from the perspectives of national orientation. The development of graphic design in Ukraine and the influence of regional factors on the peculiarities of its formation are highlighted. The absence of a general model of Ukrainian graphic design and the possibility of its development prospects is proved. The experience of introduction of graphic design in the process of future teachers’ computer culture formation is described. The role of graphic design tools in the formation of future labor education teacher’s computer culture is clarified. The basic principles of graphic design and its features as a tool of future labor education teacher’s professional activity are outlined. The peculiarities of computer culture formation using graphic design are substantiated. The means of graphic design, which form the future labor education teacher’s computer culture, are analyzed.
 The concept of graphic activity is considered as a component of design and emphasis is placed on the importance of such activity while making design. The current stage of future labor education teacher’s computer culture formation using graphic design is characterized. The role of computer training and knowledge of the relevant software packages is considered. The place of computer competence within future labor education teacher’s general professional competence is determined. The means of graphic design which are used in the process of future labor education teacher’s computer competence formation are allocated, their features are revealed, their efficiency and advantages of application at various stages of training are defined. Basic knowledge, skills, and abilities in the field of future labor education teacher’s computer culture formation are systematized.

Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.