Use Of Computer-based Technologies Research Articles

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Ontological Paradox of Computer-Based Technologies Used in Education and Learning.

This study sought to investigate the ontological paradox of computer-based technologies used in education and learning. The argument of this article is that today, the use of computer-based technologies to enhance learning and disseminate knowledge is indispensable; however, this leads to an onto-educational shift in the way we regard intellectual development of learners as a subjective factor in education and the employed learning technologies themselves; a natural human subjective element of learning and knowledge is considered to be ineffective, while technologically stored and transferred facts of knowledge are given higher regard. Computer-based technologies used in education are appraised and institutionalized to the height that learners are sometimes unable to reflect on their own without recourse to the aid of such technologies. It is not enough to employ technology and technologically enhance learning, but also we have to question its impact on the intellectual development of learners. Appropriating Heidegger’s phenomenology, the ontology of the human subject provides a philosophical and normative foundation for a comprehensive analysis of the use of computer-based learning in the technological frame since it allows us to rethink more seriously about subjective factors in education in today's growing technological society. This article recommends that the embracement of educational and learning technologies should consider both subjective and technological aspects; a blended education and learning system would be appropriate.

Ontological paradox of computer-based technologies used in education and learning

This study sought to investigate the ontological paradox of computer-based technologies used in education and learning. The argument of this article is that today, the use of computer-based technologies to enhance learning and disseminate knowledge is indispensable; however, this leads to an onto-educational shift in the way we regard intellectual development of learners as a subjective factor in education and the employed learning technologies themselves; a natural human subjective element of learning and knowledge is considered to be ineffective, while technologically stored and transferred facts of knowledge are given higher regard. Computer-based technologies used in education are appraised and institutionalized to the height that learners are sometimes unable to reflect on their own without recourse to the aid of such technologies. It is not enough to employ technology and technologically enhance learning, but also we have to question its impact on the intellectual development of learners. Appropriating Heidegger’s phenomenology, the ontology of the human subject provides a philosophical and normative foundation for a comprehensive analysis of the use of computer-based learning in the technological frame since it allows us to rethink more seriously about subjective factors in education in today's growing technological society. This article recommends that the embracement of educational and learning technologies should consider both subjective and technological aspects; a blended education and learning system would be appropriate.

Modeling operator self-assessment in human-autonomy teaming settings

The need to design for appropriate human-autonomy teaming has become increasingly important as systems grow in complexity, especially those that require time-pressured interactions like in unmanned aerial vehicle (UAV) operations. However, it is not always clear whether operators develop effective strategies for computer-based technologies. When operators are given such tools, their performances can be statistically compared but often such assessments only provide summative information. These comparisons do not indicate how and why technology influenced people's strategies and actions. To fill this gap, we utilized Hidden Markov Models (HMMs) to represent strategies employed by operators in first-person control of UAVs for inspection tasks. The resulting models captured differences in strategies for people who both succeeded and crashed, as well as those who were overconfident in their self-assessments, and those who were not. People who were not overconfident exhibited less risky strategies and were more successful. These findings were further strengthened by a quantitative state similarity metric, which indicated where and for who possible interventions could improve outcomes. This application of HMMs to operator strategy representation could help to identify effective operator strategy development in the use of computer-based technologies, and what kind of interventions could be the most effective in improving outcomes.

Impact of Facebook and Newspaper Advertising on Sales: A Comparative Study of Online and Print Media.

Marketing means the strategies and tactics an organization undertakes for attracting consumers to promote the buying or selling of a product or service. Active marketing is about receiving messages from potential buyers to create ways to influence their purchasing decisions. Advertising is one of the most prominent marketing strategies to promote products to consumers. It is well known that advertisement has a significant impact on the sale of certain goods or services. In this paper, we consider two mediums of advertisement, such as Facebook (which is an online medium) and Newspaper (which is a printed medium). We consider a dataset representing the advertising budget (in hundreds of US dollars) of an electronic company and the sales of that company. We apply the quantitative research approach, and the data which are used in this research are secondary data. For analysis purposes, we consider a statistical tool called simple linear regression modeling. To check the significance of the advertising on sale, definite statistical tests are applied. Based on the findings of this research, it is observed that advertising has a significant impact on sales. It is also showed that spending money on advertising through Facebook has better sales than newspapers. The finding of this research shows that the use of computer-based technologies and online mediums has a brighter future for advertising. Furthermore, a new statistical model is introduced using the Z family approach. The proposed model is very interesting and possesses heavy-tailed properties. Finally, the applicability of the proposed model is illustrated by considering the financial dataset.

Artificial Intelligence Based Language Translation Platform

The use of computer-based technologies by non-native Arabic-speaking teachers for teaching native Arabic-speaking students can result in higher learner engagement. In this study, a machine translation (MT) system is developed... | Find, read and cite all the research you need on Tech Science Press

A novel approach to learning virtual engineering in the medical devices process

Currently, the use of computer-based technologies has increased to support the design process of biomedical products. However, the limited capacity of undergraduates to work with the technologies used in the development process negatively influences the research execution for biomedical product design. For this reason, we design a framework for knowledge transfer required by undergraduate students. The study aim was to evaluate the framework proposed as a strategy for knowledge transfer and ICT skills strengthening. The framework presented, manage teaching and learning process of software tools used during the ideation and development of biomedical products. The framework is oriented to undergraduates’ students in the research group, working in their final degree project. An evaluation tool was designed and applied with four undergraduate cohorts. The students’ perception of learning process satisfaction, complexity, difficulty, and usefulness of software applications was evaluated. The software applications evaluated were used in Reverse Engineering, Computer-Aided Design, Computer-Aided Engineering, and Additive Manufacturing. The results show: the role of stakeholders involved in the training process, perceived differences of teaching and learning strategy, and the value of technical support. Likewise, the empowerment and the affinity degree in developing biomedical products was evidenced.

INTERACTIVE TEACHING AND LEARNING IN THE EDUCATIONAL TRAINING COURSE FOR PEDAGOGICS STUDENTS

Contemporary student learning is lagging in the use of interactive and computer-based technologies. Therefore, more systematic use of computer-based technologies combined with traditional methods can lead to better results in the academic preparation of student educators. This article discusses teaching and learning methods and techniques that have been designed and tested in working with student educators. They are used in 30% of the study time during the students' exercises and practical work. The methods used include research and development of presentations by students on the main topics of teaching methodology in class - civil, health, environmental and intercultural education. Another group of methods is related to authentic e-learning assignments, assignments, and activities in e-learning textbooks for students. The third group included tasks for digital selection and arrangement of information systems, tasks and activities for conducting lessons and various classes, including working with parents, charitable activities, preparation for holidays, self-organization and more. The last group of methods relates to the development of short digital didactic materials prepared for young students by the student educators - photo galleries, games, videos, test papers, etc. mainly for safe road traffic, disaster and accident protection, environmental protection, sports and tourist activities and more. These methods and techniques were applied over a course of 30 academic hours per semester. The experimental work involved four groups - two experimental ones of 36 students and 2 control groups of 36 students. The work of the students in the experimental groups was both independent and team-based. The teams were dynamic and composed according to different criteria. The results of the study showed the effectiveness of the interactive, computer-based methods and techniques of teaching and learning by three criteria - motivation, academic achievement and teamwork skills. The highest differences of 12% -14% were obtained in the motivation and teamwork skills of the students in the experimental classes. The difference in the knowledge and skills of these students on the topics and problems studied in the methodology is not significant enough. Nevertheless, they show 8% higher results in the performed tests

КОМПЬЮТЕРНО ОРИЕНТИРОВАННЫЕ ТЕХНОЛОГИИ В ХУДОЖЕСТВЕННО-ГРАФИЧЕСКОЙ ПОДГОТОВКЕ СТУДЕНТОВ ПЕДАГОГИЧЕСКИХ УЧРЕЖДЕНИЙ ВЫСШЕГО ОБРАЗОВАНИЯ НАПРАВЛЕНИЯ ПОДГОТОВКИ "ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ"

This article discusses the practical use of computer-based technologies, in particular, ArCon software packages, Adobe Photoshop, Corel Draw, 3ds Max, Zbrush, etc. during the artistic and graphic preparation of students of pedagogical educational institutions in studying both normative disciplines and disciplines of free choice. The mastering of instrumental artistic and technical software should become a solid part of the methodical system of teaching at the pedagogical university. They form the basis of information technology and artistic and graphic competence of future teachers of technology and is the basis for the development of the person's ability to professional activity, allowing in the future the teacher of technology to use professionally used computer resources in pedagogical and artistic and creative activity.

Voci ritrovate. Archeologi italiani del Novecento: l’esperienza di una mostra

The author illustrates some recent events promoted in Orvieto (the ancient Etruscan town of Volsinii) by the Fondazione per il Museo ‘Claudio Faina’. After a brief description of the scope and aims of the Foundation, which was established in 1957, attention is focused on some exhibition projects that make use of computer-based technologies to illustrate and disseminate information on the Museum collections, encouraging a greater interaction between scholars and the general public. In particular, the author focuses upon the recent exhibition ‘Voci ritrovate. Archeologi italiani del Novecento’. The exhibition was conceived by ‘digging’ in the Archives of the Foundation, a research work that enabled the ‘discovery’ of a series of tapes in which the voice of some of the greatest Italian archaeologists and historians of the last century were collected and preserved. Original Rai radio recordings of the Sixties and Seventies of the 20th century enrich the collection and a dedicated website allows visitors to listen to some valuable considerations on the profession of archaeologist. The scope of the Foundation is now to implement the website and create a digital sound archive.

Video-, Audio-, and Computer-Mediated Education of Patients and Relatives in Gynecologic Cancer Care: A Systematic Review.

Cancer patients can often experience emotional distress, and gynecologic cancer patients may be among the most distressed. As hospital stays become shorter, nurses are challenged to educate patients and relatives adequately. The use of computer-based technologies may alleviate the situation. This article aims to review the literature related to the use of audio-, visual-, or computer-based technologies to support healthcare professional training of adult female patients and their close relatives in gynecologic cancer care. We describe to what extent these technologies were found to be effective and evaluate clinical implications. PubMed, EMBASE and PsycINFO via Ovid, CINAHL via EBSCO, and the Cochrane Library were searched, and 4177 unique references were examined. All studies evaluating healthcare professional training of women with gynecologic cancer and/or their relatives via audio-, visual-, or computer-based technologies were included. We found scarce and conflicting evidence of benefits to gynecologic patients of healthcare professional use of video- or computer-based patient education. These interventions might be best suited to the highest educated with coping skills beyond the average. No studies were found to include relatives or found to test audio-based patient education. More rigorously produced and reported studies of healthcare professional training initiatives for gynecologic cancer patients and their relatives are recommended. Measures used to capture the perceived benefits to patients might be reconsidered. Precautions should be taken before recommending technologies that are unevaluated in own context. Attention must be on both what is provided when and to whom.

The Digital Age: Changing Roles of Lecturers at a University of Technology in South Africa

The purpose of this exploratory mixed methods study was to investigate the level of digital technologies acceptance at a University of Technology in South Africa and how lecturers perceive as their new roles in the digital age. A total of 86 lecturers from four programmes in the School of Teacher Education participated in the study. The data for the study was collected using questionnaires and an interview schedule. The study found that the majority of academics surveyed used mobile telephones and computer-based technology more frequently compared to other digital technologies. These findings indicate the high level of technology acceptance among lecturers in the School of Teacher Education. The second part of the study found that the perceived changing roles were influenced by the frequent use of computer-based technologies within and outside the classroom. The study highlight two implications that need to be addressed, namely, technology acceptance and management of roles associated with digital technology use.

Examining teachers’ use of computer-based technologies: A case study

This paper presents a case study that illustrates the extent to which technology is used in and out of the classroom in the elementary schools of Turkey. The data were collected through interviews, observations and document analyses. The results show that teachers use technology for administrative purposes, technology education, non-educational purposes, instructional preparation, teacher-directed instructional delivery, student homework and instructional assessment. This study further reveals that teachers' use of technology is very limited. If teachers use technology for instruction, it is almost always to support their traditional teaching methods.

A systematic review of emergency department technology-based behavioral health interventions.

This systematic review evaluated the evidence for use of computer technologies to assess and reduce high-risk health behaviors in emergency department (ED) patients. A systematic search was conducted of electronic databases, references, key journals, and conference proceedings. Studies were included if they evaluated the use of computer-based technologies for ED-based screening, interventions, or referrals for high-risk health behaviors (e.g., unsafe sex, partner violence, substance abuse, depression); were published since 1990; and were in English, French, or Spanish. Study selection and assessment of methodologic quality were performed by two independent reviewers. Data extraction was performed by one reviewer and then independently checked for completeness and accuracy by a second reviewer. Of 17,744 unique articles identified by database search, 66 underwent full-text review, and 20 met inclusion criteria. The greatest number of studies targeted alcohol/substance use (n = 8, 40%), followed by intentional or unintentional injury (n = 7, 35%) and then mental health (n = 4, 20%). Ten of the studies (50%) were randomized controlled trials; the remainder were observational or feasibility studies. Overall, studies showed high acceptability and feasibility of individual computer innovations, although study quality varied greatly. Evidence for clinical efficacy across health behaviors was modest, with few studies addressing meaningful clinical outcomes. Future research should aim to establish the efficacy of computer-based technology for meaningful health outcomes and to ensure that effective interventions are both disseminable and sustainable. The number of studies identified in this review reflects recent enthusiasm about the potential of computers to overcome barriers to behavioral health screening, interventions, and referrals to treatment in the ED. The available literature suggests that these types of tools will be feasible and acceptable to patients and staff.

KOMPIUTERINĖS TECHNOLOGIJOS GAMTAMOKSLINIO UGDYMO PROCESE: SOCIOEDUKACINIAI ASPEKTAI

It is obvious that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances educa-tion quality and makes the educational process more versatile. Hence, the object of research is the use of computer-based technologies in the process of teach-ing/learning sciences. Research is aimed at establishing the positions of 1st year students on applying com-puter-based technologies in comprehensive school learning sciences and at disclosing the frequency of us-ing these technologies in the classroom during the lessons on sciences, and also to find out some infor-mation about students` own skills in using computer technologies. Pilot research Student and Computer-Based Technologies was conducted in October – November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen). To collect the required data, an anonymous questionnaire including four main blocks was prepared. • The level of ability to use computer (in total, 30 parameters were included, for example, ability to use programs and documents, ability to operate fail search system etc.). • The methods of using computers (5 parameters were included, for example, learned during in-formatics classes; during classes in other subjects; during extracurricular activities; helped family members, friends etc.; individual learning). • The evaluation of the frequency of applying computer-based technologies during the classes of sciences (5 parameters were included, for example, the frequency of using a computer projector by the teacher; the frequency of demonstrations done by the teacher, the frequency of applying computer-based technologies by the students for the purpose of practical experimentation; the frequency of communication between students and teachers outside the classroom etc.). • Opinions on applying computer-based technologies during the classes of sciences at school. 20 closed type questions were addressed, for example, using computer-based technologies to make lessons more interesting, to increase motivation, for communication purposes etc. In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. The lessons of informatics have a higher impact on the learners from regional centres and female students. The classes on other subjects and extracurricular activities have no significant impact on increasing knowledge of work at computer. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The teachers relatively fre-quently used computer during the lessons of physics and biology, les frequently - during the classes of chemistry and physics. The teachers of sciences very rarely use computer-based technologies outside the classroom, i.e. for tutoring, giving advice, performing different tasks. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cog-nitive abilities (knowledge acquisition, self-sufficient studies etc.). However, they do not find important the impact of technologies on motivation for learning, practical use, communication and collaboration between students. Moreover, applying computer-based technologies in the classroom helps with concentration, pre-vents from distracting attention and does not lead to stressful situations, i.e. has no negative impact on the state of health and personal development. The level of ability to use computer (for example, ability to use programs and documents, ability to operate fail search system etc.) Computer knowledge and abilities does not depend on the duration of com-puter usage per day. The best skills are demonstrated in ability to carry out the simple functions of editing of the text, to use search systems and e-mail. The weakest skills, according to respondents, are connected with abilities to create websites, to establish and change parametres of computer programs, and also to instal new computer programs. Some differences depending on the sex of respondents are established also. For example, male students are better in ability to use complex functions of operating systems, than female students. Key words: computer-based technologies, science education, skills, science lessons.

Digital Performance: A History of New Media in Theatre, Dance, Performance Art, and Installation (review)

Reviewed by: Digital Performance: A History of New Media in Theater, Dance, Performance Art, and Installation Kathryn Farley Digital Performance: A History of New Media in Theater, Dance, Performance Art, and Installation. By Steve Dixon, with contributions by Barry Smith . Cambridge: MIT Press, 2007; pp. xv + 809. $50.00 cloth. Steve Dixon and Barry Smith's provocative and thoughtful book provides an introduction to and solid grounding in the theories, practices, and critical perspectives that underlie the emerging field of digital performance studies. The work, published as part of the Leonardo series that focuses on the convergence of art, science, and technology, forges new ground in documenting and analyzing a vast array of practices involving the use of computer-based technologies in the creation, dissemination, presentation, and documentation of performance works. More than merely providing a visual and descriptive investigation of specific projects and key artists though, the authors offer a comprehensive evaluation of the genesis and impact of new media technologies on diverse performing arts genres, using information culled from the Digital Performance Archive—a database that Dixon and Smith established to record technologically mediated activities. Their extensive and detailed analysis of digital performance includes a review of existing literature in the field, a history of the technical innovations that gave rise to new tools and formats, and a genealogy of the discipline's ideological influences. Early on in the book's introductory section, Dixon and Smith define digital performance as "all performance works where computer technologies play a key role rather than a subsidiary one in content, techniques, aesthetics, or delivery forms" (3). They argue that digital performance events grew out of avant-garde traditions, and that experimentation continues to play an integral role in shaping the content and delivery of new works. In their introduction, the authors also state that the aim of the text is to "trace back the roots of and early experiments in digital performance, and to highlight the often unsung pioneers in the field who might otherwise slip into history without recognition" (31). In so doing, they establish an accessible approach to study and an applied model of research. The main body of the text is divided into two parts. The first contains chapters dealing with the histories, theories, and contexts of digital performance events and scholarship. In the first four chapters, the authors present an elaborate and meticulously documented account of the evolution of technology usage in theatre and performance, beginning with the Greeks and continuing to the present day. I found chapter 5, which examines two pivotal performance events that took place during the 1960s involving multimedia tools and techniques, to be especially useful and engaging. The case studies are presented in a concise and organized fashion, thus allowing for different artists and practices to be discussed in relation to one another and with reference to their collective contributions to the development of digital performance studies. Chapters exploring the theoretical underpinnings of the field follow in order. Here, the authors attempt to provide explanations of and contexts for understanding seminal concepts, discourses, and lexicons mostly derived from other disciplines. Complicated and oftentimes controversial precepts such as "liveness," "remediation," and "posthumanism" are given ample consideration by the authors. Yet, the chapters dealing with critical perspectives are the weakest and most problematic portions of the text. Most troubling are the phrases that Dixon and Smith employ to describe complex theories—language that struck me as unnecessarily complicated or altogether obtuse. When the authors refer to "techno-postmodern aesthetic theory," for example, as they do more than once in the book, what, exactly, are they speaking about? Due in large part to awkward phrasing, these chapters seem inadvertently pretentious and potentially alienating. The second section of the book delves into subjects related to digital performance practice—specifically, themes, actions, and events that concern the body, space, and time. In it, the authors seek to position specific projects and practitioners within modernist avant-garde traditions, in keeping with their argument that digital performance represents an art form that is both experimental and entirely new. The sixteen chapters that comprise this section touch upon a plethora of topics, including virtual spaces, robot and cyborg performances, projected...

Assessing effects of technology usage on mathematics learning

Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for ‘evidence-based’ policy development, many studies applying quasi-scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.

Synchronous Computer Mediated Group Discussion

Over the past 20 years, focus groups have become increasingly popular with nursing researchers as a data collection method, as has the use of computer-based technologies to support all forms of nursing research. This article describes the conduct of a series of focus groups in which the participants were in the same room as part of a "real-time" discussion during which they also used personal computers as an interface between each other and the moderator. Synchronous Computer Mediated Group Discussion differed from other forms of focus group discussion in that participants used personal computers rather than verbal expressions to respond to specific questions, engage in communication with other participants, and to record their thoughts. This form of focus group maintained many of the features of spoken exchanges, a cornerstone of the focus group, while capturing the advantages of online discussion.

Epistemic Beliefs of Teachers in Technology-Rich Community College Technical Education Programs

Dramatic changes in the nature of work and its organization emphasize the need for workers to address complex and ill-structured problems and to produce knowledge useful in the workplace. Integrated use of computer-based technologies in education-for-work and workplace learning programs can address this need. Such potential, however, depends on the epistemic beliefs of teachers and trainers, as well as institutional and socio-cultural factors. The purpose of this study was to develop a better understanding of the epistemic beliefs of teachers in such programs. Our findings indicate that the teachers observed use technology largely to transmit content to their students and to control the overall delivery and pace of that transmission process. The constructivist promise inherent in computer technology was largely unrealized in the pedagogical and curricular practices observed.