Development Of Computational Skills Research Articles

The Effect of Using an Educational Program in the Development of Computer Skills among Mentally Disabled Students

The Effect of Using an Educational Program in the Development of Computer Skills among Mentally Disabled Students

The development of computational skills of visually impaired children of primary classes

With this study, it is aimed to improve the calculation skills of visually impaired children in elementary grades. In this context, it is expected that mathematical calculation skills will gain meaning and target behaviours will be changed with the help of technology for visually impaired children. The study group of the study consists of 78 primary school students who continue to study in voluntary primary school classes. The research was conducted in the fall academic year of 2021–2022. In the study, elementary school students were given training on calculations in a 4-week classroom environment in order to gain calculation and mathematical skills. In the study, the ‘calculation skills’ measurement tool was used to collect data. The measurement tool used in the study was delivered to primary school students with the help of their families and collected. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was found that the calculation and mathematics skills of primary school students have a positive effect on education, as well as on motivation in their studies.
 Keywords: Elementary school students, calculation skills, visually impaired students;

Internet diffusion and interregional digital divide in Russia: trends, factors, and the influence of the pandemic

The demand for digital technologies has been growing due to a shift in the technological and economic paradigm. The need for online services has increased since the beginning of the COVID pandemic. There are significant disparities between Russian regions in the digital technology accessibility and the development of computer skills. In 2020, the Internet diffused rapidly in most regions, although previously, there had been a slowdown. As markets got saturated with digital services, the digital divide between Russian regions narrowed. Overall, the Internet use patterns are consistent with those of the spatial diffusion of innovations. Amongst the leaders, there are regions home to the largest agglomerations and northern territories of Russia, whereas those having a high proportion of rural population lag behind. Coastal and border regions (St. Petersburg, the Kaliningrad region, Karelia, Primorsky Krai, etc.) have better access to the Internet due to their proximity to the centres of technological innovations as well as the high intensity of external relations. Leading regions have an impact on their neighbours through spatial diffusion. Econometrically, access to the Internet depends on income, the average age and level of education, and its use depends on the business climate and Internet accessibility factors. Regional markets are gradually getting more saturated with digital services and technologies. The difference between regions in terms of access to the Internet is twofold, whereas, in terms of digital technology use, the gap is manifold. In many regions, the share of online commerce, which became the driver of economic development during the lockdown, is minimal. Based on the results of the study, several recommendations have been formulated.

Computational skills by stealth in introductory data science teaching

AbstractIn 2010, Nolan and Temple Lang proposed “integration of computing concepts into statistics curricula at all levels.” The unprecedented growth in data and emphasis on data science has provided an impetus to finally realizing full implementations of this in new statistics and data science programs and courses. We discuss a proposal for the stealth development of computational skills in students' exposure to introductory data science through careful, scaffolded exposure to computation and its power. Our intent is to support students, regardless of interest and self‐efficacy in coding, in becoming data‐driven learners, who are capable of asking complex questions about the world around them, and then answering those questions through the use of data‐driven inquiry. Reference is made to the computer science and statistics consensus curriculum frameworks the International Data Science in Schools Project (IDSSP) recently published for secondary school data science or introductory tertiary programs, designed to optimize data‐science accessibility.

Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes

The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.

أثر التفاعل بین أسلوب التدریب (الموزع/المکثف) وتوقیت تقدیم التغذیة الراجعة (فوریة/مرجأة) ببیئة الألعاب التحفیزیة الرقمیة على تنمیة مهارات الحاسب الآلی لدى تلامیذ المرحلة الإبتدائیة

هدف البحث إلى معرفة أثر التفاعل بين أسلوب التدريب موزع/مکثف وتوقيت تقديم التغذية الراجعة فورية/مرجأة ببيئة الألعاب التحفيزية الرقمية Gamification فى تنمية مهارات الحاسب الآلي لدى تلاميذ المرحلة الإبتدائية، ولتحقيق هذا الهدف تم تحديد مستويات اللعبة في عدد من التحديات والمهام المرتبطة بالاحتياجات التدريبية من المهارات لتلاميذ المرحلة الإبتدائية وتم إنتاج مستويات اللعبة الرقمية في صورة مهام يتم إنجازها في مدة زمنية محددة، وأنشطة تعليمية تدعم التفکير الذکي، واستکشاف الأجزاء المخفية للعبة، في ضوء معايير خاصة بتصميم البيئة لتوظف عناصر وآليات اللعب في غير سياقه، ولإجراء الخطوات العلمية، وضبط المتغيرات المنهجية؛ تم استخدام نمط التصميم العاملي ثنائي الاتجاه 2X2، وتکونت عينة البحث من (120) تلميذا، تم اختيارهم بطريقة عشوائية وفقا لتوافر متطلبات التدريب، وتقسيمهم إلى أربع مجموعات تجريبية، قوام کل مجموعة ثلاثون تلميذا، وتمثلت الأدوات في اختبار تحصيلي، وبطاقة ملاحظة للأداء العملى، وتم تطبيق أساليب المعالجة الإحصائية المناسبة باستخدام حزمة البرامج الإحصائية للعلوم الاجتماعية SPSS.V 21، وجاءت أهم نتائج البحث في التأثير الملحوظ لبيئة الألعاب التحفيزية الرقمية لصالح المجموعة التجريبية التى درست باستخدام أسلوب التدريب الموزع وتوقيت تقديم التغذية الراجعة الفورية لإنجاز المهمة. The aim of the research was to find out the impact of the interaction between the distributed/concentrated training method and the timing of providing instant/delayed feedback in the digital gaming environment Gamification on the development of computer skills among kindergarten children. To achieve this goal, the game's levels have been determined in a number of challenges and tasks related to the training needs of kindergarten children. Digital game levels have been produced as tasks to be completed over a specified period of time, educational activities that support intelligent thinking and explore hidden parts of the game, in the light of environmental design criteria to employ elements and mechanisms of playing outside its context. To carry out scientific steps, and to adjust the methodological variables, the two-way factorial design pattern was used. The research sample consisted of 120 children randomly selected according to the availability of training requirements, and divided into four experimental groups, each group of 30 children, and the tools were achievement test and a note card for performance skills. Appropriate statistical processing methods were applied using the package of statistical programs for social sciences SPSS.V 21. The main result of the research was the significant impact of the digital educational environment in favor of the experimental group, which was studied using the distributed training method and the timing of providing instant feedback to accomplish the task.

Social Project Planning in the Continuing Education System of the University

The implementation of social projects is an increasingly popular and effective practice. The subjects of all age groups can be their target audience: from preschoolers who want to promote their creative potential, young people focused on professional self-determination to middle age persons taking interest in the expansion of their information horizons and opportunities of older people who want to address gaps in knowledge in order to adapt to social and technical changes. The paper deals with the problem of andragogic education as a factor of adaptation and socialization of older people who feel fear and uncertainty in the world that is shifting to the common usage of information technology. The purpose of the paper is analysis and description of the process of educational support with the use of social project planning of a vulnerable group of older people. The novelty is practical results obtained on the base of a pedagogical university when implementing socially oriented projects on the generation of computer literacy in older people. The “Available environment: computer literacy improvement” course allows this social group not only to adapt to ever-changing conditions of life but also contributes to their spiritual and physical longevity, social activity and improvement of the quality of life in general. The results and effectiveness of the social project are evaluated using questioning, interview, and observation before and after delivered lessons. The assessment criteria were formed and subjected to adjustment in the course of project implementation and are based on quantity and quality factors. The main criterion was the students’ formed steady motivation to further independent use of the computer, development of computer skills and practical use. Further demand of the course and findings allowed stating the achievement of set goals.

Social Project Planning in the Continuing Education System of the University.

The implementation of social projects is an increasingly popular and effective practice. The subjects of all age groups can be their target audience: from preschoolers who want to promote their creative potential, young people focused on professional self-determination to middle age persons taking interest in the expansion of their information horizons and opportunities of older people who want to address gaps in knowledge in order to adapt to social and technical changes. The paper deals with the problem of andragogic education as a factor of adaptation and socialization of older people who feel fear and uncertainty in the world that is shifting to the common usage of information technology. The purpose of the paper is analysis and description of the process of educational support with the use of social project planning of a vulnerable group of older people. The novelty is practical results obtained on the base of a pedagogical university when implementing socially oriented projects on the generation of computer literacy in older people. The “Available environment: computer literacy improvement” course allows this social group not only to adapt to ever-changing conditions of life but also contributes to their spiritual and physical longevity, social activity and improvement of the quality of life in general. The results and effectiveness of the social project are evaluated using questioning, interview, and observation before and after delivered lessons. The assessment criteria were formed and subjected to adjustment in the course of project implementation and are based on quantity and quality factors. The main criterion was the students’ formed steady motivation to further independent use of the computer, development of computer skills and practical use. Further demand of the course and findings allowed stating the achievement of set goals.

On the Influence of Mesh Size during Finite Element Simulation of Equal Channel Angular Pressing

Equal channel angular pressing (ECAP) has attracted a lot of interest due to its ability for fabrication of bulk ultrafine-grained materials. With the development of computer skills, the computer-aided methods become very important and useful in understanding the deformation mechanism of ECAP. In this study, the influence of mesh size during finite element simulations of ECAP has been examined based on the plane strain condition assumption. Four different meshes have been compared and these results indicate that Mesh 600 and Mesh 2400 fail to capture the deformation features of ECAP accurately. Large corner gaps develop in these two cases and the simulated strains are smaller than the analytical calculations. Similar results have been obtained between Mesh 6369 and Mesh 12000 and the predicted features of plastic deformation and texture evolution are consistent with the experimental results.

Barriers Concerning Digital Inclusion in one São Paulo Public School: What Have Adolescents Been Learning on the Internet?

This paper presents findings from research on adolescents in one public school of Sao Paulo. The aim of this study was to analyze the existing barriers concerning digital inclusion and understand how adolescents have been using the internet, with special focus on what they are learning in the virtual world. Methodology: qualitative research based on psychoanalysis and critical theory. Data collection was carried out by participative observation in computer classes over a period of seven months. A questionnaire was administered to 67 students, ages 13 to 16. Results: the analysis was focused on three issues: connection, capability and content. It was observed a serious lack of ICT resources in the school: 21 computers for 700 students, resulting in insufficient connection time. Although 76% of students said they had internet access at home, most of them were digitally illiterate. Content most accessed by adolescent included shooter games, social networking, funny videos and pornographic websites. Conclusion: The main barriers identified concerning digital inclusion were low ICT connection in the pedagogical context; precarious levels of basic education; and above all, adolescents’ virtual habits, largely rooted in trivialities. The vast majority of adolescents have not benefited from the internet in terms of learning, knowledge expansion or development of computer skills due to conventional usage practices encouraged by the culture industry. This is most prevalent in the area of gaming. Adolescents’ activities in cyberspace were characterized by the fulfillment of voyeuristic, exhibitionist, and sadomasochist satisfactions which complicate the sublimation process and relevant symbolic exchanges.

Redefining the school nurse role: an organizational perspective

This paper aims to identify organizational readiness for change towards adoption of a redefined role of the school nurse as a strategic option in the context of a health promoting school approach. This new role is consistent with planned change directed at life habits and life conditions. A questionnaire based on a modified version of the organizational readiness for change (ORC) framework was e-mailed to 122 top and middle managers (response rate of 74 percent) in 42 local health organizations in the Province of Quebec, Canada, during the fall of 2009. In total, 90 percent of participants perceived the proposed role as a solution to fulfil their school health program needs, especially to plan and integrate health promotion projects. The lack of resources and nursing support emerged as factors hampering the capacity of school nurses to play such a role. Additional implications of the ORC framework are needed in order to better address organizational readiness for complex changes in specific health-related settings. Access to information technology and the development of computer skills would help enhance this encompassing role in health promotion. Findings have the potential to better inform health authorities regarding the new role of the school nurse as a strategic option in health promotion. This study also provides an application of the theoretical framework showing the need for additional empirical tests.

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.

Emerging Computer Skills

The purpose of this study was to examine how 4-year-old children learn to use computers, with specific interest in what cognitive factors and parental scaffolding practices are associated with control of the computer via the computer mouse interface. Fifty-three 4-year-old children were videotaped while viewing two computer storybooks. Results indicated that children who had better executive functioning abilities were more likely to control the mouse. When the child primarily controlled the mouse, parent verbalizations were typically related to computer mechanics about how to use the mouse. In contrast, when the parent primarily controlled the mouse, parent verbalizations were focused on story-relevant questions. Regardless of whether the child or parent controlled the mouse, story comprehension was comparable. The results suggest that executive functioning ability is important in young children's development of computer skills and that parents adapt their verbalizations to match the abilities of their children and the tasks that they are doing.

Integrating XML Technologies and Open Source Software for Personalization in E-Learning

E-learning that emphasizes learner-centered activity and system interactivity provides a pedagogic opportunity to deliver a context for individual learning options. In the past decade, e-catalog standards based on learning object models have facilitated the design of e-learning systems. This study addresses issues for e-learning in a professional setting to foster the development of computer skills in students. In particular, personalized templates generated according to student and learning object models are proposed for instructors to provide practice exercises. Standardized XML technologies and open source software are integrated to create information filters and user interfaces to achieve personalization. The students use open source software that acts as a new type of Web client other than a browser. A case study that applies personalized templates for the learning of computer programming students with different skill levels is presented.

A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving.

The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of computational skills. Eighty-eight 3rd graders and their teachers were assigned randomly to conditions (SBI and GSI). Students were pre- and posttested on mathematical problem-solving and computation tests and were posttested on the Pennsylvania System of School Assessment Mathematics test, a criterion-referenced test that measures student attainment of academic standards. Results revealed SBI to be more effective than GSI in enhancing students' mathematical word problem-solving skills at posttest and maintenance. Further, results indicate that the SBI groups' performance exceeded that of the GSI group on the Pennsylvania System of School Assessment measure. On the computation test, both groups made gains over time.

Research Report: The Role of Behavioral Modeling in Computer Skills Acquisition: Toward Refinement of the Model

Recent empirical work by Compeau and Higgins (1995) investigated the role of behavioral modeling training in the development of computer skills. Their efforts have provided insight into our understanding of the role of computer self-efficacy (CSE) and behavioral modeling (BM) techniques with regard to training effectiveness. Contrary to their expectations, however, several of the hypothesized relationships were not supported, especially those relating to outcome expectancy. In this paper, an empirically derived model of the CSE construct proposed by Marakas, Yi, and Johnson (1998) is offered to highlight potential theoretical, methodological, and measurement issues which may have contributed to or exacerbated the unexpected results obtained in the Compeau and Higgins study. The empirical work contained herein is intended to both replicate and extend the work of Compeau and Higgins and to assist in resolving several key issues left unsettled by their seminal work in this area.

Some Findings on Conceptual Development of Computational Skills

With the prevailing wind of the 1980s blowing “back to the basics” and with the countervailing efforts by those mathematic educator who have long been fighting rote memorization of facts and algorithms. one is a bit reluctant to report data on students' ability to compute. However, the findings reported here on achievement in addition and subtraction by first-grade children help make the case for the conceptual rather than the mechanized approach to the operation. The results may not be startling. but the in truction that brought them about does suggest some strategies for teaching computation.

Hovv to Use, Not Abuse, Those Practice Exercises

We are, as teachers, under considerable pressure, from society in general and from within our profession, to pay close attention to the development of computational skills. The sources of this pressure are clear to those who are involved: School boards are considering or have adopted tests for promotion from grade to grade or for high school graduation; articles on declining test scores appear regularly in the press; the “back-to-basics” movement is highly popular with the general public; checklists of computational skills are used to insure that no student slips through unskilled; and so on. In response to this, textbooks are becoming longer and they contain increasingly longer sets of exercises. It is the purpose of this note to suggest an approach to the use of sets of practice exercises that is more like the actual use of computation by adults and may be more effective in attaining accuracy and, ultimately, speed.

Let's Do It!: More indoor games to motivate computational skills

How difficult it is to get children to practice computational skills! Most of us are conti nuously seeking techniques to motivate children to invest their time in learning number recognition, basic facts, and operations on whole numbers and fractions. Dominoes, dice, and cards are three inexpensive materials that can be used to generate teaching games that children are willing to play. Each of these materials is explored here for the possibility of teaching and motivating the development of computational skills. Although several vari ations of each game are suggested, it is hoped that individual teachers will be encouraged to devise still other games that are appropriate to the concepts and skills needed by the children in their own classes.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.