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1.
Notwithstanding the benefits that information and communications technology (ICT) offers to learning processes, the majority of learners in rural and township areas in South Africa either do not have access to computers and the internet, or they lack sufficient skills to exploit the benefits of ICT. This lack of skills and access to computers may lead to computer anxiety and low computer self-efficacy among undergraduates entering higher education. Low computer anxiety and high computer self-efficacy levels are important factors in assisting students to be academically successful in the present technological era. This article reports on a study that assessed the computer anxiety, computer self-efficacy and attitude towards the internet among first year students at a South African university of technology. Data collection was done through a five section survey. The research revealed that students suffer from moderate computer anxiety; they have a moderate compute self-efficacy; and their attitude towards the internet is positive. The results, research contributions, and limitations are discussed, and implications for future studies are suggested.  相似文献   

2.
A school system and a university joined forces to improve the science and mathematics environment for local minority students with a program that utilized computer technology. The initiative involved individual students from all of the high schools in the Winston–Salem/Forsyth County (North Carolina) School System. In this initiative, Wake Forest University operated a two-week Summer Science and Math Experience for minority students. During the two weeks, students worked intensively with computers and, at the end of the summer program, a laptop computer was loaned to each student for personal use during the of school year. Through interviews and questionnaires, students overwhelmingly endorsed their involvement in the computer-oriented project, both the summer and academic year phases. They especially liked having access to the Internet (provided by the project), being able to use e-mail and chat rooms, and utilizing the information retrieval potential. Parents and teachers surveyed also praised the project, feeling that their students learned more as a result of being involved in project activity.  相似文献   

3.
教育大数据的发展离不开信息与通信技术(ICT)的广泛应用。基于PISA 2015学生ICT问卷和科学素养得分,通过对基础教育阶段学生个体科学素养表现的综合测评,可以详细探究包含中国在内的10个发展中国家的学生ICT水平与其科学素养得分之间的潜在关系。研究发现,以上发展中国家的学生如果在6岁及以前第一次接触电脑从一定程度上将对学生的科学素养产生积极影响;学生在学校或校外使用网络的时间如果超过4个小时或继续增加,科学素养则会出现显著下降趋势;允许学生在可控的时间范围内(如1~2小时)高效合理地使用网络,能在一定程度上提高学生的科学素养。对于中国学生,家校首先应鼓励并倡导其在"6岁及以前"接触诸如电脑等ICT设备,从而促进学生科学素养的形塑与提升;其次,工作日期间,无论是校内还是校外,家校都应严格监督并限制学生ICT电子产品以及网络的使用;再者,周末期间,家校应倡导学生在可控的时间范围内高效合理使用网络,"一刀切"或者肆无忌惮的放纵都将产生难以估量的恶性影响。  相似文献   

4.
This paper provides the first causal estimates of the effect of children’s access to computers and the internet on educational outcomes in early adulthood, such as schooling and choice of major. I exploit cross-cohort variation in access to technology among primary and middle school students in Uruguay, the first country to implement a nationwide one-laptop-per-child program. Despite a notable increase in computer access, educational attainment has not increased; the schooling gap between private and public school students has persisted, despite closing the technology gap. Among college students, those who had been exposed to the program as children were less likely to enroll in science and technology.  相似文献   

5.
This study draws upon qualitative data to examine children's understanding of computers and how they work. The study involved interviewing a sample of 10 and 11 year old pupils in two primary schools. The results showed that children who have experience of ICT in the home as well as the school have a better understanding of the computer system and its functions. These children drew analogies of computers to related activities. Those with no computer access at home had limited knowledge of what computers are used for.  相似文献   

6.
Research shows that computer access and use has a positive effect on the performance reached by Latin American schoolchildren in sixth grade. This is supported by Multilevel models of 4 and 3 levels with data from the Second Regional Comparative and Explanatory Study, developed by UNESCO (2008) in 16 countries and analyzing around 3,000 schools, some 92,000 sixth grade students and 3,900 teachers. The results: Barely one-third of Latin American sixth graders have a computer in their home, and schools where these children attend are unable to reverse this. Furthermore, there is a marked deficit of computers at home and schools in rural areas. Data shows that school performance in reading and math increases significantly among those students that have a computer in their home, an increase that is greater among those students that have at their disposal >10 computers at school. In turn, increased use, both by pupils and teachers, improves school performance in both disciplines once the following variables are controlled: socio-economic level, family culture, gender, mother tongue and number of pre-school years.  相似文献   

7.
This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age?=?18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.  相似文献   

8.
This article presents the results from a survey of students in Year 9 in secondary schools in England (ie, aged about 14 years) which investigated access to computers at home, frequency and duration of use, the applications used and students' reasons for using a computer at home. Responses showed that the majority of students had access to a computer, although few had one for their sole use. The most widely used applications were games/adventures and word processors. There were significant gender differences in access to computers at home, frequency of using computers and the applications that students spent most time using.  相似文献   

9.
In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+ computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant advantages for the laptop group on five of the seven components of the problem-solving task.  相似文献   

10.
This paper analyzes the teacher's contribution to improving digital inclusion in Chilean rural schools, using a multidimensional definition of the digital divide. Data was obtained from interviews and surveys applied to teachers and students from 145 rural schools. Results show that teachers function as gatekeepers. They do not teach students how to use ICT explicitly, but when teachers have high expectations, skills and technology access, this leads to conditions for students learning how to use ICT. Finally, the data contributes to a better understanding of the new role that teachers and schools play in rural areas in terms of social and symbolic integration.  相似文献   

11.
In 3 empirical studies we examined the computer technology needs and concerns of close to 800 college and university students with various disabilities. Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively. Data provided by the students and by a small sample of professors underscore the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure. Sex and age of students were only minimally related to attitudes toward computers or their use in our samples. Key findings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful. These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to their courses.  相似文献   

12.
The modern world is becoming increasingly digitalised and this is affecting the way in which humans not only live but also learn. In South Africa, the majority of students entering universities are from disadvantaged backgrounds and come from schools and communities in which they were not exposed to the same technologically rich environments as perhaps that of their fellow students. The digital literacy level at which all students enter university is thus different; yet on entering their first year of study, students from disadvantaged backgrounds are required to perform at the same level as those from advantaged backgrounds. This paper examines the role that pre‐existing levels of digital literacy, critical thinking skills, socio‐economic status and English proficiency play on the academic performance of first‐year students studying an Information Technology course.  相似文献   

13.
This article explores the effect university widening participation activities have had in improving access to university of students from rural government-run schools in New South Wales, Australia. An effective effort to evaluate the success of widening participation programs in rural Australia, specifically New South Wales, has not been achieved to date. This article addresses this issue in three distinct ways. First, previous efforts to evaluate widening participation effectiveness are explored and their successes and failings are described. Second, a method to rigorously evaluate university-run outreach programs in Australia’s unique socio-cultural context is constructed and explained. Third, this method is employed using a sample of Australian rural schools to evaluate outreach effectiveness. A mixed-method design combining multilevel growth models and in-depth interviews of careers advisors revealed teacher support of university outreach presence in schools did not necessarily translate to an opinion of outreach effectivity in raising university access levels. This was supported by quantitative analyses showing widening participation efforts in rural New South Wales have had little to no effect on the progression of rural students to university between 2010 and 2016.  相似文献   

14.
In this paper we discuss the notion of the digital divide and link it with recent policy designed to promote social inclusion in a project that addressed both issues. Families in low socio economic areas of Australia were given computers and Internet access as part of a project that had as its primary aim to support the participation of disadvantaged families in digital activities at home and in schools. The authors collected data over a period of 3 years that included, pre and post surveys with parents and students, interviews with program facilitators, and focus groups with parents. This paper focuses on selected themes that emerged from the interview and focus group data with the parents and explores the ways in which they perceived having the computer had impacted on their lives and those of their school aged children. This data (surveys, interviews and focus groups) reveals that all family members felt that the ownership of a computer enabled them to feel more confident about their active participation in everyday educational, social and community activities. Parents, teachers and students also reported that owning a computer was important to their lives yet they were not naïve to the fact that they still had a lot to learn in terms of using all the options available to them on the computer. Students noted the increased ease with which they could complete school work and communicate with friends in online contexts and outlined some of the ways in which they used the computer for leisure activities. Parents highlighted the increase in their own digital skill levels and described the ways in which their lives had benefitted from having a computer in the home. Problems associated with connectivity at the beginning of the project, the quality of the machines and inadequate initial training were listed as drawbacks to greater participation. The project represents one attempt to address the digital divide and illustrates how going beyond the dichotomy of a ‘haves’ v ‘have nots’ view of the digital divide is necessary if we want to promote social inclusion.  相似文献   

15.
ABSTRACT

This paper describes a small scale research project to pilot the loan of portable computers to students and staff for use on or off‐campus. The purpose of the research is to identify organisational procedures and associated problems, find out how these portable computers are used, and whether or not they are an effective and efficient use of resources. Take‐up of the scheme in its first phase indicates popularity with students and positive outcomes. Very high use was recorded and many students report that use in their own time and in the atmosphere of their own surroundings encourages greater self‐confidence in information technology. They also consider that access to the portables has proved significant, with the quality of their work enriched. Such experiences raise important questions about the organisation of computing facilities and focus issues beyond the viability and economics of portable computer loan schemes. Within the outcomes of the project, there should be useful data pointing to the need to develop imaginative policies and funding models whereby each student can own or have ready access to their own personal computer. An important outcome of this could be the increased use of information technology by initial teacher education students, resulting in a corresponding increase in the transference of confidence, and use of information technology by children and other teachers in school.  相似文献   

16.
本研究运用中国家庭追踪调查2018年截面数据,分析人口学因素、学生参与对职业学校学生互联网使用行为的影响因素。研究结果显示:城乡类型对互联网使用差异的形成未产生显著影响,人均家庭收入对业余上网时长和互联网商业行为产生显著影响;学习时长对除互联网社交之外的所有网络使用行为产生显著影响;在第二课堂参与中,仅社团活动的参与对互联网学习产生了正向影响。家庭社会经济地位并非数字鸿沟的主要成因,学生在校的就读经历是影响互联网使用差别的重要因素。  相似文献   

17.
To overcome the digital divide in West Virginia, schools are urged to integrate emerging information and communication technologies (ICTs) such as Web 2.0 and alternative pedagogies to develop students’ twenty-first-century skills. Yet, the potential effects of the digital divide on technology integration have not necessarily been part of planning for professional development programmes. As a first step to identify the potential digital divide between rural and urban school settings, this study examined West Virginian teachers’ Web 2.0 access levels – namely, motivation, physical, skills and usage accesses. Analysis of the survey responses from 161 teachers suggested that the divide persisted at physical and usage access levels, signifying teachers’ unique needs and conditions for the use of emerging technologies. While teachers’ usage access was observed to be a significant factor for their Web 2.0-associated project-based learning, attending professional development programmes seemed to minimally benefit such practices.  相似文献   

18.
This qualitative inquiry into using microcomputers to access an on-line electronic encyclopedia revealed the salient issues for eighth-graders in using computer technology and what they valued in their videotex experience. Assigned to gather information both electronically and from traditional library materials to write a science theme, students with no prior computer experience exhibited very little technological apprehension. Nearly all the students preferred electronic search by computer to print search in books and periodicals. Underlying student reports appeared to be the perception that using a computer relieved them from the process of note-taking and some editing judgments that using print materials would require. Overall, middle-school students in this situation readily accommodate computers and videotex within their ongoing school context but assigned the new technology greater value than traditional learning media.  相似文献   

19.
ABSTRACT

Despite wide-ranging policies and practices intended to address historical inequalities in South African higher education, and calls for decolonisation to include more local relevance, little attention has been paid to the experiences of rural students, especially their digital participation once at university. Previous research has highlighted limitations in technological access in rural areas and the importance of mobile phones for transitions. Whilst universities offer wide-ranging digital support, there remains a tendency towards universalist mechanisms. Drawing on a longitudinal study across three universities, and employing Holland’s theory of figured worlds, we highlight rural students’ experiences of digital transitions across different cultural worlds, prior to university and once they arrive, including the bewildering technocratic systems and practices and resulting conflicts and positionings encountered. We show how students improvise to decode the digital university and figure out new practices. Decolonisation of universities involves rethinking the ‘technocratic consciousness’ (both colonialist and neoliberal) and its apparatus including digital systems and structures. For rural students to become successful digital practitioners in higher education, universities should acknowledge prior digital experience and forms of knowledge and focus on expanding individual and collective agency in supporting transitions, as mechanisms for shaping a decolonised digital education.  相似文献   

20.
University enabling programs, worldwide, generally target high school students who excel at school, or post-secondary students who have underperformed in their university entry examinations. Murdoch University provides an access program for Year/Grade 12 students who are not on a university pathway during their final year of high school. This intervention engages students at a transitional stage of cognitive development to: (a) determine their readiness to move to the next level of their cognitive thinking; (b) facilitate that process through collaborative learning; (c) support and nurture university aspirations and (d) provide a direct transition pathway from secondary to higher education. The influence of Vygotsky's zones of proximal development in the context of this program is discussed, and by comparing the performance of these students in their first year of university with other domestic-entry students, we argue that this enabling program prepares them for successful transition into higher education.  相似文献   

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