School Computer Research Articles

Bite Out Your Tongue

Bite Out Your Tongue

The Probabilistic State of Computer in Secondary School Education: A Case Study of Oredo Local Government Area, Edo State

Computer education around the globe has taken new dimension and countries that have been able to key into the developmental stride have succeeded to bridging the deficit of traditional classroom teaching in the late 80s and early 90s education. 21st century children have different educational mentality to that of 19th century children and this has been the advancement in technology has changed the narrative. However, there are serious setback in the manner developing countries teaches computer in schools. To a great extent, the quest to make the secondary school students use computer the same way as their counterpart around the globe has over the years surfer serious setback in Oredo Local Government Area. This paper examined and conducted a survey on the use of computer in Oredo Local Government Area Secondary School through structured questionnaires. From the survey, it was observed that the Secondary Schools in Oredo Local Government Area of Edo State are yet to comply with the 1987 initiative of the then Federal Government of Nigeria to make computer available in all school which in turn led to the National Computer Policy of 1998. As at today, the Secondary schools student are still being taught computer classes without having computer to demonstrate the nitty-gritty.

FEATURES OF THE ORGANIZATION AND CONDUCT OF ТHE CONTEST OF TASKS ON CYBERSECURITY

Preparing children for safe behavior on the Internet is one of the most important tasks of secondary school, which is recognized at the state level. It is confirmed by the order of the Government of the Russian Federation of December 2, 2015 "Concept of Information Security of Children for 2018–2020" and the order of the Ministry of Digital Development, Communications and Mass Media of the Russian Federation of February 27, 2018 "On Approval of the Action Plan for the Implementation of the Concept of Information Security of Children for 2018–2020". The First Region Week of Cybersecurity was held as part of the implementation of this plan in October 2018 in the Arkhangelsk region. The article is devoted to the description of one of the events of this week — the contest of tasks on cybersecurity. The article presents the conceptual basis for the development of a system of competitive tasks, which were offered to schoolchildren of different classes of secondary school, and provides examples of problems with solutions. The authors of the article believe that the inclusion of such tasks in the content of school computer science textbooks will give teachers really effective tools to prepare schoolchildren for recognizing cyberthreats and the correct behavior when meeting with them.

The Digital Divide? Analyzing Regional Differences of Tablet PC Use in Korean Middle Schools for Sustainable Development

The purpose of this study was to investigate the effects of digital learning environments using tablet Personal Computers (PCs) in Korean metropolitan and rural middle schools. After 12 weeks of professional development for six teachers to enhance ICT and instructional design competency, 48 metropolitan and 63 rural students participated in learning with tablet PCs in English, science, and social studies subjects for 12 weeks. As a result, teachers’ various experiences of changes and challenges in digital learning environments were qualitatively analyzed and described. Also, quantitative measurements of students’ self-regulated learning abilities, collaborative learning disposition, and learning satisfaction were conducted and findings indicated that rural students showed significant differences compared to urban students in all three variables. Based on the results, educational implications and suggestions are discussed.

Tecnologias digitais no ensino de línguas

Este texto apresenta a história da aprendizagem de línguas mediada por computador no Brasil, discutindo experiências passadas e atuais e fazendo previsões para o futuro. O artigo mostra que a proposta de Warschauer (1996) de três fases para a história de do uso de tecnologias no ensino de línguas (behaviorista, comunicativa e integrativa) não é adequada para descrever o que aconteceu no Brasil por causa da chegada tardia dos computadores nas escolas. Também demonstra que o interesse pelas tecnologias digitais tem crescido e tem havido um aumento expressivo de publicações neste campo em livros e edições especiais de periódicos. Após as previsões para o futuro do uso de tecnologia, o texto conclui que não há necessidade de apagar práticas antigas, mas eficientes. No entanto, é preciso haver engajamento em novas formas de aprender e ensinar, de interagir e de criar conhecimento.

A vision of the digital future - government funding as a catalyst for 1 to 1 computing in schools

This paper reports on how the Digital Education Revolution (DER) funding enabled one school to transition from having shared computers amongst students to personalised one computer to one student ratio. The aim of this study was to explore how the unexpected funding impacted on the school and was the catalyst for change that affected many stakeholders including students, teachers and parents. Whilst this case study focused on one school, this school was typical of many other Australian secondary schools that did not have an already established 1:1 program prior to the funding. Teachers in the school were interviewed and their perspectives of the implementation of the 1:1 program were documented. The paper explored the school’s computer situation prior, during and post funding to illustrate how funding had significant changes in practice both in many classrooms in the teaching and learning program, and professional staff learning.

Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms

Block-based programming languages are becoming increasingly common in introductory computer science classrooms across the K-12 spectrum. One justification for the use of block-based environments in formal educational settings is the idea that the concepts and practices developed using these introductory tools will prepare learners for future computer science learning opportunities. This view is built on the assumption that the attitudinal and conceptual learning gains made while working in the introductory block-based environments will transfer to conventional text-based programming languages. To test this hypothesis, this paper presents the results of a quasi-experimental classroom study in which programming novices spent five-week using either a block-based or text-based programming environment. After five weeks in the introductory tool, students transitioned to Java, a conventional text-based programming language. The study followed students for 10 weeks after the transition. Over the course of the 15-week study, attitudinal and conceptual assessments were administered and student-authored programs were collected. Conceptual learning, attitudinal shifts, and changes in programming practices were analyzed to evaluate how introductory modality impacted learners as they transitioned to a professional, text-based programming language. The findings from this study build on earlier work that found a difference in performance on content assessments after the introductory portion of the study (Weintrop & Wilensky, 2017a). This paper shows the difference in conceptual learning that emerged after five weeks between the block-based and text-based conditions fades after 10 weeks in Java. No differences in programming practices were found between the two conditions while working in Java. Likewise, differences in attitudinal measures that emerged after working in the introductory environments also faded after 10 weeks in Java, resulting in no difference between the conditions after 15 weeks. The contribution of this work is to advance our understanding of the benefits and limits of block-based programming tools in preparing students for future computer science learning. This paper presents the first quasi-experimental study of the transfer of knowledge between block-based and text-based environments in a high school setting. The lack of significant differences between the two introductory programming modalities after learners transition to professional programming languages is discussed along with the implications of these findings for computer science education researchers and educators, as well as for the broader community of researchers studying the role of technology in education.

Penerapan Applikasi Edukasi Komputer Untuk Meningkatkan Hapalan Abjad Di Tk Yapita Surabaya

This study aims to determine the effectiveness of the educational application that is applied in Yapita Kindergarten Surabaya. The author uses descriptive qualitative methods. The author focuses on how to apply computer education applications to help students memorize the alphabet. The author made observations during the 3x meeting. Each meeting, they get a different computer education application game but the contents of the material are the same. The application has been installed on every school computer that has been adapted to the material being taught. The subject of the research was TK A, amounting to 30 students. Each student uses the computer provided at each meeting for 30 minutes. The results showed that learning media through varied computer programs in a game will make children more excited and enthusiastic to learn because it is not boring. However, for children who do not understand the alphabetical order, they will experience difficulties and confusion. Also, children who have poorly trained physics will experience difficulties when using the mouse.
 Keywords: : computer application, alphabetical, enthusiastic, soft motoric

ОСОБЛИВОСТІ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ІНФОРМАТИКИ ДО ВПРОВАДЖЕННЯ МЕДІАГРАМОТНОСТІ

Modern media resources have a great impact on young people, who actively use the Internet, social networks and other sources of information. Media literacy makes it possible to understand how media resources exercise influence and learn how to use them safely. This leads to the introduction of media literacy into school education.The expediency of integrating media literacy into existing educational subjects is due to the lack of a separate discipline.The analysis of the state standard of school computer science and media education reveals the interaction of objective goals and tasks, which confirms the necessity of media literacy in the field of informatics. Because of this, the problem of preparing the teacher of informatics for the current conditions of the development of media resources and the amount of environmental information. Therefore, it is important to introduce significant changes in the system of vocational training of teachers of informatics.It is important to prepare the future teachers of informatics for the comprehension of diverse information, to teach them to understand the consequences of its influence on the psyche, to help master the ways of communication on the basis of non-verbal forms of communication by means of technical means. That is, media literacy becomes the main competence of the teacher of informatics. The training of competent teachers involves conducting classes based on productive forms of training. This contributes to increasing the students’ activity and confidence in the teacher.In the training of future IT teachers, special attention should be paid to media literacy, creativity development, the ability to conduct active lessons, the ability to quickly update the program to fit the ever changing resources and media.

Teachers’ Computer Capacity in Public Primary Schools in Homa Bay County, Kenya: The Case of the Digital Literacy Programme

Kenyan public primary schools are rapidly adopting digital technology in teaching and learning. The purpose of this study was to establish teachers’ computer skills as groundwork towards the integration of laptop computers in public primary schools in Homa Bay County, Kenya. The study was based on one objective: to investigate the teachers’ computer skills that were necessary for the Digital Literacy Programme (DLP) in Homa Bay County. A crosssectional survey was adopted asthe research design whereby both quantitative and qualitative research data were collected and used for the study. The study population comprised of 6,529 teachers and 845 head teachers in public primary schools in Homa Bay County. A sample size of 362 teachers and 85 head teachers were used for the study. Data were collected using questionnaires and interview schedules. Quantitative data were analyzed using descriptive statistics. The results from the interviews were recorded, transcribed, organized into major themes and reported. The findings showed that 199 (56.4%) sample teachers had attended general computer literacy courses at various institutions of learning. The study also showed that 109 (30.9%) of the sampled teachers had been trained by the government on DLP. However, when the teachers’ computer skills were rated on a 5-point Likert scale, they were found to be low (2.76). In addition, 35 (44.3%) of the sampled schools had no teacher trained in computer skills by their colleagues as was expected. The study concluded that sample teachers had a good starting point for computer skills training which only needed to be strengthened by the government.

Are Teachers and Schools Ready to Accept Computer Science as a Graduation Requirement?

Recent policies across the United States support rigorous high school computer science courses acting as flex credit courses. This allows the courses to count as graduation requirements in lieu of traditional mathematics or science courses. In this study, 457 teachers in high schools that had not yet adopted flex credit policies indicated school readiness and personal beliefs regarding counting computer science as a mathematics or science requirement. Tangible first-order barriers (e.g., appropriate curriculum) were greater hurdles than intrinsic second-order barriers (e.g., beliefs). Other notable findings included viewing computer science counting as a mathematics requirement more favorably than as a science requirement; science teachers being least positive about computer science as a core requirement; and school socioeconomic status and enrollment size not being correlated to perceptions.

小学校プログラミング学習で育成すべき資質・能力の具体は何か 「プログラミング的思考」と各教科等の学習評価規準との関係性

小学校プログラミング学習で育成すべき資質・能力の具体は何か 「プログラミング的思考」と各教科等の学習評価規準との関係性

高等学校家庭科「学校家庭クラブ活動」による小学生を対象とした情報モラル教育出前講座の効果

高等学校家庭科「学校家庭クラブ活動」による小学生を対象とした情報モラル教育出前講座の効果

Security Analysis of Computer Information Processing Technology under the Background of Big Data Era

With the development of science and technology, society has entered the era of big data, and data information has been shown to be open, which has played a role in optimizing data calculation mode and improving data utilization efficiency. At the same time, computer information processing problems are also suffering. attention. This paper will take the school computer information processing technology security work as an example to analyze the computer information processing technology security management scheme under the background of big data era, and put forward personal opinions, hoping to provide reference solutions for computer information processing technology security management.

Factors Militating against Effective Teaching and Learning of Computer in Secondary Schools in Enugu State Nigeria

The teaching and learning of computers in secondary schools is very beneficial for preparation of students for more challenging education in the University. However, many factors militate against the effective computer education in the schools. This study sought to assess these factors in Enugu State Nigeria. Specifically it sought to assess teachers-related factors; students-related factors; government-related factors and school administrative factors that militate against effective teaching and learning of computer in the State. The study adopted survey research method and hundred questionnaires were used for the study. Data were analysed with the use of descriptive statistics (mean) in SPSS. Respondents agreed that teachers based factors that contribute to ineffective teaching and learning of computers in secondary schools included that teachers of the subject were unqualified (=2.9) and lack experience (=2.6). Students based included absenteeism by students (=2.7) and lack of interest by students (=2.7). Government based factors included that government provide voluminous curriculum (=2.9) and do not provide funds (=3.2). School administration based factors were that mismanagement of procured instructional materials (=2.9) and mis-use of provided funds (=2.9). This study concludes that students, teachers, government and school administration have important roles to play for effective teaching and learning of computer in secondary schools. For a way forward, the study recommends that government and individuals should encourage in and out of school computer education by establishing learning centres in the State. Computer teachers should always be provided with on-the-job training or re-training programmes. Government and school administration should as a matter of priority provide computer systems and other lacking instructional materials in their schools. Students should attend to classes and improve their interest in computer education.

Early-grade reading support in rural South Africa: A language-centred technology approach

This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing a two-year multimedia reading programme for rural South African children in grades 1–3, and sought to assess key learning outcomes in existing school computer laboratories. The programme provided interactive local-language support in three local languages plus English, with content designed to be culturally appropriate and contextually relevant for the target group. The study tracked a total of 215 learners, some of whom used the programme once a week for its duration, while a control group did not. Findings revealed a positive and significant impact on local-language reading fluency and reading comprehension among the children who had used the instructional software. The outcome demonstrates nearly three-quarters of a year of additional reading growth compared to reading growth at control schools within the sample, as well as a twofold increase in reading comprehension in the treatment group. The study demonstrates that technology-based reading support can help rural learners in South Africa to make substantive gains so they can complete their schooling. The ability to accomplish a full cycle of primary school with well-developed reading skills has important implications for lifelong learning. The authors argue that guided and contextualised instructional software can lead to enhanced learning outcomes compared to unguided digital content or traditional teacher support alone.

Mobile learning in Romania, a failed experience?

Some specialists in education sciences doubt the presence of computer resources in formal education: an almost general feeling that they might represent the Trojan horse wheeling in superficiality, ignorance and lack of discipline (Alessandro Barrico’s barbarians), destroying the ‘serious’ vein of schools, but aren’t there computers in schools? Isn’t there an IT infrastructure widely used in education? When the administration takes over, they make a special room, and they put the computers in that room and they have a computer period with a computer teacher. Our study starts from the hypothesis that the usage of mobile learning in class will intensify learning; starting from this idea, we planned to analyse how much the teachers from a specific region of Romania have at their disposal, the resources and competencies needed for mobile learning and in what measure they are really using those resources and competencies in a systematic manner in the educational.
 Keywords: Mobile learning, multitasking, net generation, school teaching

Examining Reading Cultures of Pre-Service Teachers: A Case Study from an Education Faculty in Turkey

In this study, it has been intended to examine reading cultures of pre-service teachers depending on multiple variables. The study group of this research consists of 377 pre-service teachers who are studying in fourth grade at Turkish Education, Psychological Counseling and Guidance, Primary School Mathematics Education, Computer and Instructional Technologies, Fine Arts-Music Education, English Education, and Special Education departments during the fall semester of 2017-2018 education year. “Reading Culture Scale”, which was formerly developed by the researchers, was carried out in order to designate the reading culture of pre-service teachers. With reference to the produced statistical analyses, the total average point on reading culture of pre-service teachers, who had attended the study, was found as medium. When variables affecting reading cultures of pre-service teachers were examined, a significant difference was observed in the variable of gender, and female pre-service teachers were identified to have higher average points in RCS comparing to male pre-service teachers. There are significant differences in RCS total points of pre-service teachers as regards to the variables of membership to the library, owning a bookcase, having a habit of reading. It has been designated that pre-service teachers with membership to the library, owning a bookcase and having a habit of reading had more RCS total average points than others. Through outcomes of this study, status evaluation, concerning reading cultures of pre-service teachers, had been conducted; and several suggestions were made upon adopting a reading culture to an individual with the aim of future studies.

MANAJEMEN PEMBINAAN KEDISIPLINAN SISWA: STUDI KASUS PADA ABSENSI FINGERPRINT BERBASIS SMS GATEWAY DI SMK NU KAPLONGAN INDRAMAYU

The purposes of this research are to know the management of students’ discipline development trough fingerprint attendance system based on SMS gateway in SMK NU Kaplongan, and to determine the effectiveness of the students’ discipline development management through fingerprint attendance system based on SMS gateway SMK NU Kaplongan, and to determine the implications of the students’ discipline development through fingerprint attendance based on SMS gateway about increasing students discipline in SMK NU Kaplongan. The method of research which is used is a qualitative method. The techniques of accumulation data are observation participant, in-depth interviews, documentation, and triangulation. The results of this research are firstly the discipline of student can be materialized trough applying the rules. Applying fingerprint attendance system through some steps, they are fingerprint identification and matched with student ID numbers and also their parent phone numbers. The students do it, and the data will be sent to the school computer, it will be processed and sent to the central server. Finally, the data will be sent to the head master, teachers, and their parents.

The Effectiveness of Posters as a Learning Media to Improve Student Learning Quality

The aim of the study is to identify the importance of poster as a learning media that can be utilized in learning activities. It also aims to explore the learning outcomes of students who use poster as learning media. In Indonesia, high school students are not allowed to carry a mobile phone, while the school on the other hand, does not provide enough computers for all students. The school computer laboratory could only cater for students need interchangeably. Therefore, teachers in schools choose other media that they think are effective, such as poster media. The poster media was seemed very relevant and appropriate to improve the quality of learning and student achievement. This study involved both qualitative and quantitative research method through Four-D model (Define, Design, Development, and Dissemination) that used for the learning material development. The data was collected through interview with two experts and experimental research design among two groups of students. The qualitative data were analyzed and the experimental data was tested using T-test statistical analysis. The learning outcomes with poster as learning media showed the mean values of the control and experimental groups were, respectively, 60.97 and 85.86. It indicated the difference in learning outcomes of 24.89. The produced poster was also assessed by media experts and curriculum experts. This study recommended that poster is very feasible and relevant to be utilized as a form of learning media in improving quality of learning and engagement with students.