Computers In Classroom Research Articles

The Effects of Physical Environmental Factors on Students’ Perceptions in Computer Classrooms

The environmental setting has a direct impact on perception, comfort, motivation, and concentration in learning environments. Accordingly, in computer classrooms, technological equipment and classroom settings can enhance psychological comfort and the learning environment. With this in mind, seemingly subtle differences in interior design/layout, as opposed to the larger matters of architectural design and floor-plan, were assumed to influence the perceptual performance of design students. To verify this hypothesis, the atmospheric attributes of two computer classrooms used to teach 3Dmax and AutoCAD drawing programs at the Department of Furniture and Decoration of Technical Education Faculty at Gazi University, Ankara, Turkey, were tested by eliciting responses to ten bipolar semantic differential items on a Likert-style scale. Results showed that differences in the environmental settings of each classroom had an important influence on the perceptual evaluations of students. Factors such as proximity/distance of pieces of equipment to one another, roominess/crowdedness in terms of the placement of the PC boxes, the presence of paintings and plants, and attention to circulation and sightlines, were observed to have an effect on whether student participants perceived a space positively or negatively. These results imply that preparing an optimal environment would encourage a good relationship between the student and his or her environment, thereby encouraging more productive learning and better motivation and concentration.

The development of a constructivist socio cultural model of professional development from 1970s to 2011

SCI-LINK: A Model of Professional Development, had its earliest beginnings in the mid-1970s. A brief overview of this constructivist, sociocultural model is described, as referenced through many papers written as the model 'expanded' over time and incorporated other programs. SCI-LINK is a fluid model. Certain of its various projects and component parts have been addressed in publications spanning 1978 to the present. These components have focused on information requested by teachers about new environmental topics such as acid rain, air quality, water quality, harmful algal blooms, mosquito borne diseases, urbanization; on new technology applications such as geographic information systems (GIS), the Internet, use of computers in classrooms; or on personal development such as What is a leader? What exemplifies a good teacher? How can I take charge of my own growth and development? The SCI-LINK model is 'based on a conceptualization of professional development as the empowerment of individuals through a process in which they are given the tools and the opportunity to construct their own knowledge and meaning in a supportive social context." (HOWE; STUBBS, 1998¹, p.179).

Automated Measurement of Noise Violations in the Therapeutic Workplace

The present analysis was conducted to validate an automated measurement system of noise violations by participants in the therapeutic workplace, which is a model workplace that offers paid employment and vocational training programs to illicit drug users. We collected data on dB levels via an electronic dB meter in a computer classroom with many different sound sources, and defined noise violations as sounds exceeding 55 dB. Human observers recorded whether staff or participants were responsible for violations, the types of events that resulted in violations, and whether these events were a result of participant behavior. Our analyses revealed that participants caused the majority of noise violations. These results suggest that the automated measurement system collects valid data on participant behavior that contributes to noise violations. Our results also suggest that these behaviors can in principle be modified to reduce the frequency of noise violations. Suggestions for replication in other settings and interventions designed to reduce behaviors leading to noise violations involving feedback and incentives are discussed.

Exploring contexts for development: Secondary music students’ computermediated composing

This article is from an ongoing doctoral study working towards an understanding of compositional development that attends not only to the processes and products of composing but also to the social and cultural contexts that shape classroom computer- mediated composing processes. The case reported in this article is part of a multiple case study carried out with classroom music students aged between 14 and 16 over twelve months. Changes in students’ composing processes are explored over time through the systematic mapping of their composing strategies. Rich data banks generated from participant observations, video observations, MIDI recordings, semistructured interviews, documents and computer files were constructed and videostimulated recall interviews are used to position the students as collaborators in the research process. The findings describe a transition through three phases of development that are distinct both in the physical tools employed and the nature of the composing context. The findings suggest a need to increase the range of resources available to music students in schools.

Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis

Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking activities, in-class laptop-based academic tasks, collaboration, increased focus, improved organization and efficiency, and addressing special needs. Key challenges noted include other student’s distracting laptop behaviours, instant messaging, surfing the web, playing games, watching movies, and decreased focus. Nearly three-quarters of the students claimed that laptops were useful in supporting their academic experience. Twice as many benefits were reported compared to challenges. It is speculated that the integration of meaningful laptop activities is a critical determinant of benefits and challenges experienced in higher education classrooms.

Young children’s computer skills development from kindergarten to third grade

This investigation explores young children’s computer skills development from kindergarten to third grade using the Early Childhood Longitudinal Study–Kindergarten (ECLS–K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling analysis was used as an analytical tool to examine the development of children’s computer skills using LISREL software version 8.80. Results indicated, not surprisingly, that the availability of a computer at home and a high socio-economic status were statistically significant predictors of children’s baseline computer skills in kindergarten. The availability of computers in kindergarten, however, was a statistically significant predictor of the development of children’s computer skills from kindergarten to third grade. Although there was no difference between girls and boys in their baseline computer skills in kindergarten, the rate of development in computer skills was higher for girls than boys. Results suggest that the availability of an adequate level of computers in kindergarten classrooms can help close the initial gap in children’s computer skills due to socio-economic status and lack of computer access prior to entering school. Supplying kindergarten classrooms with adequate computers could positively contribute to children’s long-term development of computer skills.

Using Geographic Information Systems (GIS) at Schools Without a Computer Laboratory

This article reports the results of a study that explored the applicability and effectiveness of a GIS-based exercise implemented by a teacher on a single computer in an ordinary classroom. The GIS-based exercise was implemented in two different environments with two different groups of students. The study reveals that implementing GIS exercises in a classroom with one teacher demonstrating it on a single computer can be an effective teaching and learning method especially for schools in which there is a lack of computing resources available to geography teachers.

Anatomical Sciences Education Vol. 4, Issue 2, 2011 Cover Image

Anatomy and Physiology undergraduate students learn histology using live digital imaging of microscopic slides on a SMART board. The interactive live digital imaging system consists of a digital camera-equipped microscope that projects images from glass slides on a wall-mounted SMART board via a classroom computer. This setup allows the instructor to make real-time annotations of key structural components of the cells and tissues. In this issue of ASE, Dr. Higazi from the Department of Biological Sciences at the Ohio University Zanesville Campus discusses the impact of interactive live digital imaging technology on students' performance in his undergraduate A&P course. The photograph (taken by Ms. Christine Shaw, Director of Public Relations at Ohio University Zanesville Campus) shows Dr. Higazi and his students discussing different epithelial cell characteristics found in the medulla of the kidney.

Information and communication technologies in science education

The advancements in information and communication technologies (ICT) provide significant opportunities to improve teaching and learning. The use of ICT in science education offers even more advantages due to the attractive premises to simulate and interactively explore and test experiments which would be too expensive or too dangerous in real settings (for example in nuclear physics). The aim of this paper is to contribute to the research field of technology based learning by presenting several findings obtained during a multinational educational project (Comenius) regarding the use of computer in classroom, in science education, in Romania, Spain, Poland, Greece and Finland.

Adaptive multimedia content delivery for context-aware u-learning

Empowered by mobile computing, teachers and students can benefit from computing in more scenarios beyond the traditional computer classroom. But because of the much diversity of device specification, learning contents and mobile context existing today, the learners get a bad learning experience (e.g. rich contents cannot be displayed correctly) during ubiquitous learning (u-learning) environment. This paper proposes an adaptive contents delivery model for context-aware u-learning according to three-level service models proposed, which create the adaptive contents for learners to get a seamless access in learning according to learners' interest and contexts. The evaluation on a mobile virtual community system shows that the learners may not only study in rich media on mobile device at anytime and at anyplace, also get a better learning experience, e.g. learners may get instant help from other participates by ubiquitous device and access the rich contents: PowerPoint files.

Buenas prácticas TIC. La alfabetización digital en mayores

Los equipos informáticos y sus periféricos están diseñados para el uso de un único usuario, constan de un único teclado, ratón; y de una única pantalla. De modo que en una clase de iniciación a la informática, la mejor opción parece ser un equipo por persona. Así, aparentemente, al interactuar individualmente se avanzará más. ¿Pero, y si no es posible contar con suficientes medios? ¿Es realmente imprescindible el “monopuesto” para lograr un aprendizaje significativo? Gracias a la experiencia durante varios cursos de alfabetización digital con adultos utilizando una metodología afín a los objetivos expondremos una buena práctica formativa, haciendo frente a factores adversos como la escasez de recursos. Sin lugar a dudas, sin descuidar la psicología del adulto, educando la adquisición de capacidades tecnológicas haciendo a la persona autónoma en su aprendizaje.

RESEARCHES OF MICRO-CLIMATE PARAMETERS AND COMPUTER CLASSES IN WARM PERIOD OF YEAR

The parameters of microclimate in computer classrooms during a warm season were under investigation.

Using Audacity and One Classroom Computer to Experiment With Timbre

One computer, one class, and one educator can be an effective combination to engage students as a group in music composition, performance, and analysis. Having one desktop computer and a television monitor in the music classroom is not an uncommon or new scenario, especially in a time when many school budgets are being cut. This article investigates the creative applications of inexpensive software, such as Audacity, that students can use to analyze and create music individually or as a group. Audacity provides many tools to manipulate the musical elements of pitch, tempo, dynamics, and timbre. Analysis tools allow students to visualize sound waves and to experiment with the relationship of overtones to the sound of unique instrumental and vocal timbres. The manipulation of timbres provides one example of using a simple audio editing computer application to engage students in group instruction and experimentation. Several other strategies for using Audacity with students are included in a table. Teachers are encouraged to think of creative ways to use computer software beyond its primary function.

Situated Learning and Identity Development in a Korean Older Adults’ Computer Classroom

Situated learning theory understands learning to be a sociocultural activity, and individuals experience identity development as they participate in communities of practice. The purpose of this study was to understand how Korean older adults’ computer learning in a classroom is a situated activity and how this learning influences older adults’ identities. Eleven sessions of an intermediate course for older adults were observed, and 10 older computer learners were interviewed. This study revealed that social interactions, learning tools, the physical setting, and Korean culture were embedded in the course and shaped the learning processes. This study also found that the participants’ learning in the community of practice in the classroom as well as the larger community of general computer users influenced their identity.

Beyond Class Hours

Much has been written regarding the effectiveness of different teaching styles; however, considerably less has been written about the physical design of computer classrooms and their implications on education. To date, nothing has been written regarding building an informal learning community within a computer classroom, particularly outside of formal class hours. In this paper, the author examines designing an environment in which geography students feel at home, that is, a center of geographic education. Such a center could be defined as a place where students and faculty congregate to create and transmit geographic knowledge. A GIS lab can be such a place if deliberate care and effort are taken to ensure that the lab is multidisciplinary, dynamic, encourages creativity and discourse, and is a think tank for solving geospatial problems. This paper illustrates some proven methods for building such an environment.

Four years experiences teaching pathology with the WebMicroscope to dental students

Background We have developed and evaluated a user-friendly on-line interactive teaching and examination system for pathology. Since 2005 all laboratory lessons have moved to computer class-room. Traditional microscopes for students were replaced by computers and interactive sessions using Internet based WebMicroscope. By accessing full digitized slides on web with a browser and viewer plugin, computer got perfectly companion of the student. All laboratory sessions are still supervised by pathologists.

Reader Reflections: March 2010

The NEW TI–Nspire™ Navigator™ System lets you view the TI–Nspire handheld screen of an individual student, or your entire math class, in real time. So, at any given moment, you can quickly see who understands, and who needs your help. What's more, you can send and collect TI–Nspire documents – activities, homework and tests – to and from your classroom computer and multiple student handhelds.

Specific Indoor Environmental Quality Parameters in College Computer Classrooms

The indoor environmental quality parameters, including temperature, relative humidity, air velocity, particulate matter concentration, illumination level, sound level, carbon dioxide concentration and ventilation rate in two computer classrooms and one general classroom were evaluated. Analytical results reveal average carbon dioxide concentration in the three classrooms during daytime classes was 785"1681 ppm. These values exceeded the exposure limits for indoor air quality suggested by the Environmental Protection Administration of the Republic of China, Taiwan (ROCEPA). The particulate matter concentration in the general classroom was 0.087 mg/m3, which exceeded the indoor air quality exposure limit for Type-1 venues recommended by the ROCEPA. Illumination level in the two computer classrooms was 386 and 176 Lux; these values are far lower than the illumination level for school classrooms suggested by Ministry of Education, Taiwan. Indoor sound levels in the three classrooms during non-class (51.4"61.9 dB(A) and class times (61.0"73.6 dBA exceeded the limit recommended by the Ministry of Education, Japan. The ventilation rates for the three classrooms were 0.41"0.65 h-1; such low ventilation rates were likely responsible for the very high indoor carbon dioxide concentrations in the three classrooms during class periods. These analytical results indicate schools should examine the efficacy of air-conditioning equipment in classrooms, particularly computer classrooms. Schools should also pay attention to ventilation rates and sound levels. Due to the poor ventilation rates in computer classrooms, this study suggests that problems arisen from the accumulation of specific toxicants dispersed by computer equipment, such as polybrominated diphenyl ethers, need further investigations.

Repetition, use of L1 and reading aloud as mediational mechanism during collaborative activity at the computer

This paper reports on an investigation of semiotic mechanisms mediating collaborative activity during pair/group work interaction at the computer. The study is informed by sociocultural theory. The participants were university students of L2 Spanish performing three tasks in two modes of implementation: computer vs. paper-based. The questions addressed relate to the degree and functions of repetition, L1 and reading aloud deployed during interaction in both media. The findings suggest there is a high degree of variation in the use of these semiotic tools. No significant medium-related difference was found in the degree to which these mechanisms were deployed by the participants, but a significant difference was found between the use of the three mechanisms overall. The functions for which the mechanisms were used provide some interesting insights into the nature of semiotic mediation during interaction in general and into the role of the computer in the L2 classroom, in particular.

Maine Advocacy Wins Telepractice Coverage

You have accessThe ASHA LeaderPolicy Analysis1 Sep 2009Maine Advocacy Wins Telepractice Coverage Michael ToweyMA, CCC-SLP Michael Towey Google Scholar More articles by this author , MA, CCC-SLP https://doi.org/10.1044/leader.PA3.14112009.9 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Maine recently passed legislation that will require health insurance companies to cover health care services provided by telepractice. The law goes into effect with new insurance contracts on Jan. 1, 2010. The legislation, L.D. 1073, states that insurance companies in Maine “may not deny coverage on the basis that the coverage is provided through telemedicine if the health care service would be provided through in-person consultation.” The support for this bill grew out of frustration experienced by staff at Waldo County General Hospital’s Voice and Swallowing Center of Maine (Belfast), who were trying to provide voice treatment to patients traveling long distances. Insurance Denial In September 2008 the center was providing treatment to a teacher from northern Maine who drove eight hours—more than 500 miles round trip—to reach the center. The teacher had career-threatening vocal fold lesions and a serious voice disorder. Clinicians knew that the most efficacious way to provide treatment was by telepractice. However, even with repeated requests and documentation, the insurance company denied coverage for the treatment. Despite the denial, voice specialists at the Voice and Swallowing Center developed a telepractice treatment program for this teacher. The center absorbed the cost to create a demonstration case in Maine to support legislative efforts to require health insurance coverage for telepractice. The service was provided by direct high-speed video connection to the teacher’s classroom computer. Three telepractice voice treatment sessions were provided, including coaching for the school’s speech-language pathologist to help monitor the voice treatment (to see a video clip, go to the Voice and Swallowing Center of Maine’s Web site). The teacher has returned to normal voicing and coached the varsity softball team. Laryngeal imaging demonstrates full resolution of the vocal fold lesions. The experience prompted the Voice and Swallowing Center to contact Rep. John Piotti, the majority leader of the Maine House of Representatives, who agreed to sponsor L.D. 1073. The Voice and Swallowing Center contacted ASHA for information on telepractice bills in other states, and provided Rep. Piotti with comprehensive information about telemedicine, the efficacy of telemedicine, the status of telepractice laws in other states, and the rationale for this legislation in Maine. After Rep. Piotti sponsored the bill, Rep. Ann Perry introduced similar legislation that restricted telepractice to “existing telemedicine networks,” effectively limiting services to large organizations with existing high-cost telemedicine facilities. Proponents of the original bill were successful in demonstrating to Rep. Perry that allowing a greater variety of service delivery methods was a win-win for Maine residents. She was extremely responsive to amending the language in her bill to remove the restrictive language. Telepractice Sourcebook The Voice and Swallowing Center developed a comprehensive telepractice sourcebook and distributed it to legislators to demonstrate the many ways telepractice could be delivered, including secure video conferencing to home computers using widely available high-speed Internet connections. ASHA provided valuable information about the status of telepractice nationwide and research about its efficacy. The manager of the Voice and Swallowing Center provided testimony at the public hearing on the bill, and written testimony was provided to members of the committee with jurisdiction over the bill. Testimony focused on the efficacy of telemedicine, especially the improved access to services and cost savings for individuals traveling long distances for treatment. Coincidentally during this period, Waldo County General Hospital/The Voice and Swallowing Center of Maine became affiliated with MaineHealth, an integrated health care delivery network. As a result, a representative from the Voice and Swallowing Center now participates as a member of MaineHealth’s telepractice planning workgroup, which is coordinating efforts to develop a comprehensive plan and working paper to organize telepractice in Maine. Author Notes Michael Towey, MA, CCC-SLP, is director of the Voice and Swallowing Center of Maine at Waldo County General Hospital. Contact him at [email protected]. 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