Use Of Computers In Schools Research Articles

The Effect of Computer Availability on Student Achievement in Slovakia: Evidence from TIMSS and PIRLS

Students living in poverty tend to perform worse in school than their peers from better-off families. This paper examines whether computer availability helps narrow down educational inequalities in Slovakia, using TIMSS and PIRLS data. The results show that computer availability in reading lessons improves reading scores and that the effect is higher for disadvantaged children. However, the computer availability does not render positive effects on scores in mathematics and science. Therefore, policies aiming to increase computer use in schools should also aim to identify ICT-based teaching methods that help students learn.

UPAYA PEMBERDAYAAN PENGGUNAAN BAHASA DAERAH MELALUI BUDAYA LITERASI DIGITAL

An advanced society is always changing according to the development of a better life. They are always looking for new information so as not to be out of date so that they can compete with other communities. The widespread use of technology in the era of globalization is increasing day by day. Through the use of technology in the 4.0 era, anyone anywhere and anytime can access all the information that exists in any corner of the world. With the help of technology, all information can be accessed quickly, this of course provides convenience in all fields of work. One of the advantages of using information technology is capturing, processing, storing and retransmitting data needed by humans. There are two approaches that can be taken on digital literacy covering two aspects, namely conceptual and operational approaches. One example is as in the educational environment, information technology is used by students in learning activities through the use of computers in schools or colleges that are supported by internet technology. However, without realizing it, in the midst of incessant efforts to modernize themselves, the community is also required to always be aware of and preserve its cultural wealth, namely regional languages that have existed as intellectual property for a long time. This regional language is the result of the creativity of our ancestors in daily communication to deal with any situation. One of the efforts that can be done is through a digital literacy culture. Empowerment of the use of regional languages can be done by implementing digital literacy in families, schools and communities.

Computers in education: the association between computer use and test scores in primary school

ABSTRACT This paper analyses the associations between computer use in schools and at home and test scores by using TIMSS data covering over 900,000 children in fourth grade. When controlling for school fixed effects, pupils who use computers at school, especially those who use them frequently are found to achieve less than students who never use computers. Daily computer use at home is negatively associated with test scores, although monthly, and sometimes weekly, use is positively associated with pupil performance. There is no significant difference between subjects and only small gender and country differences are observed. Moreover, the result suggests that the negative association of computer use at school is larger among low-performing pupils than for high-performing pupils. The findings suggest a negative association of computer use at school and test scores but do not reject the possibility that computers have a positive impact on test scores if computers are used optimally.

Unequal Loneliness in the Digitalized Classroom: Two Loneliness Effects of School Computers and Lessons for Sustainable Education in the E-Learning Era

Incorporating information and communication technology (ICT) into schooling has been one of the most conspicuous trends in education innovation for decades. Despite the education community’s optimistic consensus on the digitalization of the classroom, however, evidence-based research on the educational effectiveness of ICT is an unfinished task. In this situation, this study gives renewed attention to the socioemotional effects of school computers and draws lessons for sustainable education in the e-learning era. By analyzing the Trends in International Mathematics and Science Study (TIMSS) 2015, this study identifies the causal link between school computer usage time (the independent variable) and satisfaction with peer relationships (the dependent variable) among elementary and middle school students: the loneliness deepening effect. Then, considering the issue of digital divide, it finds the positive interaction between the independent variable and academic performance (the moderating variable): the loneliness inequality effect. These two findings—summarized by the term “unequal loneliness”—call for critical reflections on the current use of school computers but do not support the Ludditish claim that wholly denies ICT’s educational values and potentials. Rather, the existence of the loneliness inequality effect additionally implies an opportunity to go beyond mere technological determinism and deliberate on human users’ capabilities for effective ICT usage.

Challenges and opportunities regarding usage of computers in the teaching and learning of Mathematics

Many studies have identified the fact that most mathematics teachers experience challenges in using technology in their teaching, and learners also find it difficult to use it in their learning. Teachers often fail to address opportunities regarding this usage to address the situation. This paper explores factors contributing to teachers’ and learners’ challenges and opportunities for using Information and Communication Technology (ICT), such as computers, in the teaching and learning of mathematics in the OR Tambo Education District. A case-study design was used. The sample comprised 5 teachers and 5 learners selected from 5 performing schools in the District. Individual interviews and open-ended questionnaires were used for data collection. Content analysis was used to analyse the data. The study revealed that a lack of computer tuition opportunities, school managers’ attitudes and limited material resources contributed to challenges and opportunities regarding the use of computers in mathematics instruction in schools. The study concluded that a lack of teachers’ access to the use of computers in schools made it difficult for them to assist learners in the use of computers for teaching and for school tasks. Recommendations have been made to help enforce and monitor the use of available computers in schools.Keywords: challenges; computer use; poor implementation; teachers and learners

Effects of intensive use of computers in secondary school on gender differences in attitudes towards ICT: A systematic review

There is a wealth of interventions focusing on the intensive use of computers in secondary schools, largely aiming at improving students’ performance. However, global evidence on the effects of the use of computers on attitudinal outcomes has not been synthesised so far. Taking into account that the differences in the attitudes of boys and girls regarding the use of computers are one of the factors described as causes of the low number of girls following ICT studies, the aim of this article is to review the evidence on the effects of intensive use of computers in schools on gender differences in attitudes outcomes: anxiety, enjoyment, self-confidence and self-efficacy. Searches generated a total of 740 citations of which 59 were identified as relevant and nine were finally included. The methodological quality of included studies was poor to moderate. The results suggest that despite the intensive use of computers, boys are favoured in computer anxiety, self-confidence and self-efficacy; and suggest no differences in computer enjoyment. There is no evidence that intensive use of computers reduce gender differences in these outcomes. Further policy recommendations should be rooted on robust evaluations, which take into account implementations parameters, as well.

Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries

In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regarded as central criteria for successful implementation of new technologies. In this context, a study in 2013 by the International Association for the Evaluation of Educational Achievement, IEA, provided insights into teachers’ beliefs regarding ICT and showed that perceptions of the pedagogical advantages of technologies differ between countries. With regard to this finding, this paper seeks to determine whether there is a typology of teachers with different attitudes towards the potential of ICTs for learning. This question is addressed by conducting latent class analyses on a sample of teacher data from three European countries – the Czech Republic, Germany and Norway. Furthermore, the paper investigates how the use of computers by teachers varies between the groups to which these teachers can be assigned. In doing so the research reported at hand connects, arguably for the first time, representative data on teacher typologies of attitudes towards and beliefs about ICT in teaching and learning with data on computer use in schools.

A CRITICAL ANALYSIS ON THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON TEACHING AND LEARNING IN KENYAN PUBLIC SECONDARY SCHOOLS

Integration of ICT with education is rapidly becoming a crucial issue in modern education policy. Many experts in education agree that when ICT is properly applied in teaching and learning, it contributes infinite benefits in enhancing teaching and learning as well as creating other related ICT opportunities. Actually, this has triggered the industrialized nations in the world to equip their learning institutions with computers and employing professional tutors to assist students become proficient and efficient in technology. ICT in education improves instructional delivery process hence enhancing learners’ participation during teaching and learning process. Developed nations like USA have invested so much on research and publications on ICT related areas for use in their educational institutions. In 1995, the USA government bought more than one million computers to be used in elementary schools and over fifteen million in secondary schools. As reported by Chin and Bergheim (1984), the US government’s fiscal year of 2001 budgeted over $529 million for computer training in schools. In response to the Education Reform Act of 1988, the British government spent over $324 million in sponsoring the use of computers in schools’ management and administration. Britain and United States have been spending so much on ICT in education since then as well as other industrialized states. Developing countries have recently started to embrace ICT through construction of ICT enabled environments equipped with internet connectivity technologies. These ICT technologies facilitate connection of different learning institutions in order to exchange/share learning materials, enhance academic performance in education and improve cultural understanding among different people worldwide. Kenya has the potential of being among the major world market players in ICT by reinforcing her ICT policy in secondary schools through the ministry of education. ICT may act as a: supporting tool during instruction delivery process; management tool for economic development and high technological instrument for development. This research was aimed at exploring the impact of information and communication technology in teaching and learning in Kenyan public secondary schools. Article visualizations:

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.

Perceived Quality of Educational Technology Matters

In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.

Understanding the role of Principals and the use of computers in secondary schools

This study investigated the principals’ views of the use of computers in 32 secondary schools in Cape Town, South Africa. Principals’ of schools use computers to assist them in their administrative and managerial duties. The promotion and support from the principal regarding the use of computers in their schools, depends on how useful the principal considers computers to be. The research question of this study discusses attitudes and views of principals about the importance of computers, the Information Communication and Technology (ICT) policy, computer resources and issues related to the use of computers in schools. Qualitative analysis was used because it allowed the researcher to investigate trends or patterns of similarities. Content analysis was used to analyse the data. The researcher was searching for themes and trying to get a sense of the ‘why’ and ‘how’ principals related to the use of computers in their schools. Data was collected from the thirty-five questionnaires completed by the principals of their respective schools. The objective of this study was to investigate the role played by the principal regarding the use of computers in their schools. The study found that principals strongly believed computers must never replace the value of educators. The role model position of an educator in the classroom is critical especially to those learners who come from poor backgrounds. Principals profess that the purchasing, maintenance and support of computers are their biggest constraints.

ICT literacy and readiness in using computers among headteachers in their tertiary learning experiences and school management tasks

Headteachers are considered as the most influential role in teaching and learning using ICT (Internet, Communication and Technology) in the school setting. Numerous scholars emphasised that as school leaders, they are also competent with technology and computer as part of supporting role model in technological leadership and stewardship. Nevertheless, there is remarkably little research that investigates headteachers’ perceptions towards their learning process using ICT. This exploratory research is an attempt to gather data on headteachers’ readiness, attachment and their perception of the computer assisted learning process. As for the methodology, ten headteacherss were purposely selected and interviewed in order to address the three essential research questions which were their readiness of using computer; their attachment with computers and their perceptions of teaching and learning using computers in schools. Ten headteachers that were selected as subjects were undergraduate students who are currently enrolling in educational administration and leadership degree in a public university. Findings reveals that headteachers have positive remarks towards the usage of computer in their learning process since the utilization of computers will expose them to the relevant information which helps them as role model for technological stewardship. Secondly, most of headteachers are significantly ready in their learning process using computers and they also felt learning using computers give much opportunities in networking and connecting to other headteachers at other districts.

The Right to Learn: Identifying Precedents for Sustainable Change

While much has been written about the use of computers in schools over the past three decades, there has, at best, been only minimal incremental impact on the way young people learn. What is needed is a shift in thinking from a goal that focuses on the delivery of something — a primary education — to a goal or empowering young people to leverage their innate and natural curiosity to learn whatever and whenever they need. In this paper, the authors identify five key elements for initiating this change:1) Embrace a New Perspective 2) Re-frame the Conversation 3) Identify and Build on Passions and Talent 4) Shift the Locus of Assessment Control 5) Refocus Educator Preparation This paper focuses on each child’s Right to Learn, and, within that context, a child’s right to have the freedom to learn; to have no impediment to learning within the modern world in which he or she lives. This is a profound and immutable right; one which carries with it, by implication, universal access for every child to contemporary learning media, resources and knowledge.

Computer skills and digital media uses among young students in Rio de Janeiro

The main purpose of this paper is provide information relevant for the formulation of new policies for the integration of technology in education from the discussion of research results that analyse computer skills and digital media uses among students (between 12 to 18 years old) from schools in the city of Rio de Janeiro, Brazil. The schools surveyed were selected by a stratified random sample. The questionnaire allowed for statistical measurement of theoretical constructs employing non parametrical item response theory. The schools showed a homogeneous pattern with regard to the frequency of use and the ability of students to perform tasks on the computer. Most students use the computer and the Internet at home. The use of computers in schools is minimal and does not influence the students' ability. Even so, the use of a computer at school positively affects the frequency of use and suggests that schools can play a role in promoting digital inclusion. The availability of media resources at home, how long students have been using a computer and cultural practices during the students’ free time had notable positive correlations with the student’s abilities. The results suggest that the relation between age and abilities in the use of computer and internet was not significant, except in reference to school delays which were related to age and to students’ grades, i.e., the more delayed a student is, the less able he/she will be.

Computer use in educational activities by students with ADHD

Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population. Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group. Results: The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusions: These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.

BIM

Building Information Modeling (BIM) has made a considerable impact on the construction industry and the way in which building design information can be accessed and interrogated. This impact is now being seen in the Schools of Architecture in the UK. Academia is beginning to see the feasibility and benefits of converting to such a new technology; will this inevitably start to filter into teaching BIM to architecture students? The concern by many in academia is that design will become secondary to pedagogy of building design. This viewpoint is based on the impact of CAD, where the art of hand drawing was feared lost forever. The use of computers in schools of architecture has become the norm, and the creative moving of a pen across paper has been replaced, to a degree, by the cursor across the CAD screen. As academia moved to respond to this change, the need to teach CAD became increasingly important. Therefore, will the paradigm shift of BIM require the inevitable move to a new approach in the design and construction of buildings? There are many misconceptions of BIM and the dilemma is that those teaching within the schools need to understand how BIM can readily interface with the design process and allow interrogation of the design are far earlier stages of the concept. Will academia ensure that BIM is used to enhance the creative process not hinder it?

An ergonomic study on the biomechanical consequences in children, generated by the use of computers at school

This research deals with the influence of the computer use in schools related to the children posture, in an ergonomic point of view. The research tries to identify probable causes for the children early postural constraints, relating it to the sedentary behavior and the lack of an ergonomic project in schools. The survey involved 186 children, between 8 and 12 years old, students of a private school in Rio de Janeiro-Brasil. An historical and theoretical school furniture research was conducted as well as a survey with the students and teachers, computer postural evaluation, ergonomic evaluation (RULA method), and observations in the computer classroom. The research dealt with the student's perception with respect to the furniture utilized by him in the classroom during the use of the computer, his body complaint, the time he spent working on the school computer and the possibility of the existence of sedentariness. Also deals with the teachers' perception and knowledge regarding ergonomics with reference to schoolroom furniture and its Regulatory Norms (RN). The purpose of the research work is to highlight the importance of this knowledge, having in view the possibility of the teachers' collaboration in the ergonomic adaptation of the classroom environment and in their conscientious opinion during the purchasing of this furniture. A questionnaire was utilized and its results showed some discontent on the part of the teachers with relation to the schoolroom furniture as well as the teachers' scant knowledge of Ergonomics.We conclude with a survey that despite the children had constraints in postural assessments and school furniture needs a major ergonomic action, the time that children use the computer at school is small compared with the time of use at home and therefore insufficient to be the main cause of quantified commitments, thus the study of computer use at home as a development and continuity of this research.

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools

The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

Future directions for the application of computer ethics to protect the people and institutions

Computer ethics represented by computer ethics rules that must govern and regulate the relationship between all the groups benefiting from the computer and by maintaining the security and privacy of information through the three main parties; They are the beneficiaries, suppliers of telecommunications service providers and software suppliers. Party mediator between the three parties is the legislative and regulatory bodies. The last group must be established by all the countries, which include the experts in the field of information technology and communication as well as the legislator’s laws. The countries need regulatory institutions, that responsible for monitoring and follow-up the rule and laws that govern the computer ethics, to maintain the privacy of individuals and institutions, especially after the application of e-government in most countries of the world, and increased use of electronic commerce. Internet Information faces many breakthroughs in order to steal information or fraud to steal money. This is in addition to the need to protect youth and adolescents of the ideas and ethics that are offensive to communities and be an agent for demolition instead of being the progress factor of the society. It is therefore essential teaching of the ethics of computer use in schools and universities, organize workshops or forums relay everything novice in this area, and the opening of specialized programs at universities to provide the society for specialists in this area, has been addressed in this research the concept of globalization and the ethics of the profession of computer and their impact on different aspects of life, through the steady increase in Internet users and increase e-commerce applications. This has been addressed also to the more computer applications annoy for Internet users and to the kinds of breakthroughs that face individuals and institutions. So it was proposing a set of principles that must be followed, including the need to establish a foundation organized sector use of information systems and the Internet on the level of each country, in addition to creating a global institution with a membership of all countries in the world to follow up and regulate the use of information systems and the Internet, in line with the legislation of these countries with respect for each nation of laws and legislation of other countries in the organization of sector use of information systems.

Using computer in science class: The interactive effect of gender

The advantage of “computer-assisted instruction” is weakened by factors such as gender stereotyping. Therefore, this study was an attempt to investigate the effect of gender on the use of computer in science class and its effect on the students’ academic performance. It was a quasi-experimental design that used pre-test, treatment-control, and post-test. Using computers, the experimental group was taught two Biology lessons on photosynthesis and digestion in mammals while the control group was taught without computer using conventional teaching method. The study was guided by two research questions and two null hypotheses. A 20-item multiple-choice questions was produced by the researcher and used for both pre-test and post-tests. Validation of the instrument was achieved through the contributions from two senior colleagues, and a reliability coefficient of 0.76 was realized using Kuder Richardson correlation analysis. Data collected were analyzed using both mean scores and t-tests. Results showed that gender had no significant effect on the use of computer, but the use of computer in teaching improved the academic performance of the students. It therefore, recommended continued use of computers in schools, and government with other stakeholders should provide more computers and train teachers to further enhance computer integration in classrooms. Key words: Gender, computer-assisted Instruction, instructional technology, science instruction.