Computer Education In Secondary Schools Research Articles

Availability and Utilization of ICT Resources in Teaching Computer Education in Secondary Schools in Anambra State, Nigeria

AbstractThe study investigated the availability and utilization of ICT resources in the teaching of Computer Education among Secondary School Teachers in Anambra State. Two research questions guided the study. The population consisted of 450 computer teachers teaching computer education in the schools. From the population, 300 computer teachers were sampled and used for the study. The instrument for data collection was a self-developed 40 – item questionnaire. It was validated by experts and the reliability co-efficient stood at 0.79. The data collected were analysed using frequencies and percentages. The findings revealed that many of the ICT resources needed for the teaching of computer education are not available. It was also revealed that majority of the resources needed for the teaching of computer education are not being used by the teachers. In view of the findings, recommendations were made.

Development of a quantitative analysis model of creative problem solving ability in computer textbooks

Computer education in secondary schools aims to equip students with a creative problem solving ability (CPSA) and to enhance information literacy needed in the information age. One of the most popular instructional tools for computer education is to use textbooks. Therefore, it is necessary to develop a quantitative analysis model of CPSA in computer textbooks by analyzing the exploration procedure, the problem solving process, and the content analysis in textbooks, focusing on CPSA. Therefore, the goal of this paper is to propose a technique to analyze how much CPSA is presented in computer textbooks. Finally, the validity of the proposed analysis techniques in CPSA are verified by conducting construct and content validity, a confirmatory factor analysis, and a path analysis. The experiments were verified by 153 experts, who have teaching experiences of computer education in secondary schools. The data was analyzed using SPSS 18.0 and Amos 20.0 software tools.

Strategies for Involving Communities in the Funding of Computer Education in Secondary Schools in Anambra State

This is a survey design which investigated the strategies for involving communities in the funding of computer education in secondary schools of Anambra state, Nigeria. Two research questions guided the study. A 30-items researcher developed questionnaire titled “Strategies for Involving Communities in Funding Computer Education SICFCE” was used for data collection. The findings revealed that the communities would be involved in funding computer facilities like Computer & its Accessories; Multimedia Television & projectors; Virtual Library; Internet Connectivity; Computer Laboratory etc. It was also revealed that the strategies to be used include: P. T. A. levies; Tasking the students to pay for computer equipments; Encouraging age grades and groups to embark on computer projects; Donations from philanthropists; Appealing communities to contribute towards computer projects; Organizing fund raising ceremonies; Alumni associations; Encouraging schools to embark on fund generating projects; Appealing communities to pay uniform tax rate; Organizing conferences and workshops in the communities on the need to fund computer projects. Based on the findings, it was recommended among others that the government should initiate policies and provide incentives capable of enhancing community participation in funding computer education, etc. Key words : Strategies, Funding, Computer Education, Community Involvement, Secondary School

Computing and teaching: a socially‐critical review

Abstract This paper is based on a study into the social and ethical implications of computer education in Secondary Schools in Queensland (Australia). The author was part of a team which conducted this study. The paper reports on theoretical and social ethical considerations arising from the study and their pedagogical implications. After briefly reviewing the relationship of computer technology and philosophy, the paper outlines three orientations to curriculum‐vocational, liberal and socially‐critical. An argument is presented in favour of a socially‐critical orientation for computer education. The nature of that perspective's critique of technocratic culture is delineated and, finally, the paper discusses what a socially‐critical perspective would mean for computer education in the classroom.

Computer education in secondary schools in the people's Republic of China

AbstractBased on Ershov's address at the World Conference on Computer Education in 1981, Chinese educators decided that learning computer programming would prepare students for the information age. Accordingly, China introduced microcomputers into secondary schools to prepare students for widespread use of computers in all aspects of society. Microcomputers had already been used to facilitate administration, commerce, and other aspects of education.An optional computer‐programming course was initiated in several secondary schools. The experiences in China parallel in many ways the experiences encountered by other countries when computers were introduced. This article reports on the selection, development, and evaluation of the first computer‐programming courses in China.

Computer education in secondary schools: an electronic survey

Abstract This paper describes a survey of computer use in secondary education carried out through the Times Network for Schools using a form of electronic questionnaire. The survey was a small part of a much larger project, the ‘Skills for the Future’ project, which is investigating the links between information technology (IT) in education and in employment. Although the nature of the sample inevitably means that the results are biased towards schools whose involvement in IT is above average, the survey does pose some interesting questions — particularly when its findings are compared and contrasted with those of the DES survey of 500 secondary schools at the end of 1985. The results of the survey indicated that Computer Studies is still dominant within the secondary curriculum, although many schools see the use of IT across the curriculum as their main goal. This paper highlights some of the factors preventing the diffusion of IT into the areas of the secondary curriculum it has seldom reached.

Computer education in secondary schools: a framework for future developments

Computer education in secondary schools: a framework for future developments