Computer Education and Instructional Technologies

As new paradigms, such as pervasive computing and ambient intelligence change the nature of the computer application market place, so do the skills and educational technology needed by students and teachers. The once dominant PC now finds itself outnumbered by several orders of magnitude by much smaller and cheaper embedded computers which can extend the internet from being just a means of connecting personal computers together, to enabling a world of connected “things”; the so-called “internet of things”. In this world hundreds and even thousands of tiny service providing embedded-computers deliver a variety of services to us (some physical, some information) in ways that enable exciting new lifestyles and business opportunities. Applications range from the creation of digital homes (with their myriad of high-tech appliance), smart vehicles (cars aeroplanes & robotics) through to telecommunications (mobile phones, personal navigation or mobile learning). At the heart of this new te...

งานวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1) พัฒนาแอนิเมชั่นเสริมการเรียนรู้ปรากฏการณ์ทางลมฟ้าอากาศ เรื่อง มหัศจรรย์ หยดน้ าฟ้า ส าหรับนักเรียนชั้นมัธยมศึกษาปีที่ 12) เพื่อศึกษาความคิดเห็นของผู้เชี่ยวชาญที่มีต่อแอนิเมชั่นเสริมการเรียนรู้ ปรากฏการณ์ทางลมฟ้าอากาศ เรื่อง มหัศจรรย์หยดน้ าฟ้าส าหรับนักเรียนชั้นมัธยมศึกษาปีที่ 13) เพื่อเปรียบเทียบผลสัมฤทธิ์ ทางการเรียนก่อนและหลังเรียนของนักเรียนที่เรียนโดยใช้แอนิเมชั่นเสริมการเรียนรู้ปรากฏการณ์ทางลมฟ้าอากาศ เรื่อง มหัศจรรย์หยดน้ าฟ้าส าหรับ นักเรียนชั้นมัธยมศึกษาปีที่ 14) ศึกษาความคิดเห็นของครูผู้สอนหลังจากน าแอนิเมชั่นเสริมการ เรียนรู้ปรากฏการณ์ทางลมฟ้าอากาศ เรื่อง มหัศจรรย์หยดน้ าฟ้าส าหรับ นักเรียนชั้นมัธยมศึกษาปีที่ 1  กลุ่มตัวอย่างที่ใช้ใน การวิจัยครั้งนี้ คือ นักเรียนชั้นมัธยมศึกษาปีที่ 1ภาคเรียนที่ 2ปีการศึกษา 2558จ านวน 1 ห้องเรียน60คน โรงเรียนกัลยาณีศรี ธรรมราช จังหวัดนครศรีธรรมราช โดยวิธีสุ่มตัวอย่างแบบกลุ่ม (Cluster Sampling) เครื่องมือที่ใช้ในการวิจัยประกอบด้วย แอนิเมชั่นเสริมการเรียนรู้ปรากฏการณ์ทางลมฟ้าอากาศ เรื่อง มหัศจรรย์หยดน้ าฟ้า ส าหรับนักเรียนชั้นมัธยมศึกษาปีที่ 1แบบ ประเมินผู้เชี่ยวชาญด้านเนื้อหาและด้านเทคนิค แบบทดสอบวัดผลสัมฤทธิ์ทางการเรียน และแบบสัมภาษณ์ครูผู้สอน การ วิเคราะห์ข้อมูลใช้ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน การทดสอบค่าที และการวิเคราะห์เนื้อหา    ผลการวิจัยพบว่า แอนิเมชั่นเสริมการเรียนรู้ปรากฏการณ์ทางลมฟ้าอากาศ เรื่อง มหัศจรรย์หยอดน้ าฟ้า ส าหรับนักเรียนชั้น มัธยมศึกษาปีที่ 1 ประกอบด้วย เนื้อหาการเกิดฝนและการท าฝนหลวง มีฉากน าเสนอเนื้อเรื่อง70 ฉาก ความยาว 10 นาที ตัว ละครน ามี2 ตัว ได้แก่ พี่เมฆและน้องน้ า การด าเนินเรื่องเป็นแบบสนทนาถาม-ตอบ ผู้เชี่ยวชาญเห็นว่า แอนิเมชั่นเสริมการ เรียนรู้ปรากฏการณ์ทางลมฟ้าอากาศทั้งด้านเนื้อหาและการน าเสนอเนื้อหาในรูปแบบการ์ตูนมีความเหมาะสมอยู่ในระดับมาก ผลสัมฤทธิ์ทางการเรียนของผู้เรียนหลังเรียนสูงกว่าก่อนเรียนอย่างมีนัยส าคัญทางสถิติที่ระดับ .01  และครูผู้สอนมีความเห็น ว่าสามารถน ามาใช้เป็นตัวอย่างส าหรับนักเรียนได้ดี

This study was designed to investigate the Prospects And Challenges Of E-Learning in Nigerian University Education, a case study of National Open University of Nigeria Akure Study Center. The design of the study was questionnaire, specifically Frequency count, Percentage, Mean, t-test and ANOVA look into the Prospects And Challenges Of E-Learning in Nigerian University Education with a view to find out the area of strength and weakness in Computer usage .upon identifying weakness ,the study aimed at providing recommendation for improvement. 140 students and staffs participated in the study by providing data which was sought through the use of questionnaires. The instrument required information on Computer training background competence and literacy level of the Students and Staffs. Result level shows that acquaintance level necessary for the use of e-learning facilities by students were very high and Inability to operate computer and internet devices makes e-learning boring to National Open University of Nigeria students. Although, some staff and student of NOUN don’t know how to operate computer and learning new software’s to enhance e-learning does not waste student/staff time but inequality of access to technology is the prior challenges of e-learning among the student of NOUN. Also, E-learning is alternative to the face-to-face teaching method; E-learning complements face-to-face teaching method, and increased collaboration learning and interaction. There are significant challenges and prospects of E-learning in Nigerian University education such as inappropriate maintenance, no stable internet provider to support easy and fast learning and teaching, and this problem can be alleviated since there is no any significance difference between education via electronic means and conventional means if Government can. To counter the effect of challenges, Nigeria education can be ascertain if Government make internet accessible, provide adequate personnel on maintenance and finance e-learning.

This study was designed to investigate the perceptions and attitudes of students and teachers towards mobile learning in Senior Secondary Schools in Ondo State. The design of the study was questionnaire prone, specifically frequency distribution and means Statistics techniques look into the investigate the perceptions and attitudes of teachers towards mobile learning in Senior Secondary Schools in Ondo State with a view to find out the area of strength and weakness in mobile technology usage upon identifying weakness, the study aimed at providing recommendation for improvement. 100 students and staffs participated in the study by providing data which was sought through the use of questionnaires. The instrument required information on mobile / computer training background competence and literacy level of the Students and teachers. Result level shows that acquaintance level necessary for the use of mobile learning facilities by students and teachers were very high and Teachers are not just ready to use Mobile-Learning as a teaching methodology, it can also be view from the report that Mobile-Learning make teacher to be lazy in the classroom. It is also worthy of note that Mobile-Learning make teacher to depend on internet without thinking creatively for practical work in the classroom and Mobile-Learning is too stressful compare to face-to-face teaching. The report also shows that the cost of mobile-learning tools is too high and it is a major problem affecting learning and teaching and Electrical instability is a major setback in achieving teaching and learning with computer related devices according to the report from the study.
It can also be seen clearly that that Inability to operate mobile device or / and computer (internet) devices make mobile-learning boring to Teacher in Secondary Schools and the Teacher has no financial support to improve mobile-learning, also, teacher has no equipment and tools to support mobile-learning. More so, Inequality of access to technology is the prior challenging of
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mobile-learning among Secondary School Teacher of Nigeria based on the researcher report. The report also shows that, Nigeria has no stable internet provider to support easy and fast learning and teaching and Mobile-learning waste teacher’s time in the classroom.
Also, Mobile-learning increased collaboration learning and interaction, Mobile-learning offer flexibility and equity because it can be obtain anytime, anywhere and by anyone and Mobile-learning, educational objectives and goals can be achieved, also Mobile-learning can reduce the level of illiteracy and ignorance among students, and Mobile-learning help to improve educational attainment and raise standard of education.
To counter the effect of challenges, Mobile-learning has greater advantages to any other means, so it should be encouraged, and Nigeria education can be ascertain if Government allows mobile phone learning by teacher and student and finance it.

In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected to perform more effective learning.

This paper is based on a keynote talk delivered at the biennial DEANZ Conference at the University of Waikato in Hamilton, New Zealand, in April 2016. As highlighted in that talk, we have entered Education 3.0—an age of vast resource abundance and extensive opportunities for learner empowerment. During the past decade, we have seen the emergence of at least 30 different ways in which learning is changing—for instance, it is becoming increasingly collaborative, global, mobile, modifiable, open, online, blended, massive, visually based, hands-on, ubiquitous, instantaneous, and personal. These 30 learning and technology-related changes reflect three distinct " mega-trends " : (1) learner engagement, (2) the pervasive access to learning, and (3) the customisation and personalisation of learning.

The MoEST (2006) introduced the integration of computer aided instruction into teaching of Kiswahili reading comprehension so as to enhance the following language aspects: read fluently and comprehend the passage, and increase performance on Kiswahili reading comprehension. However, this has not been realized as evidenced by students’ low performance on Kiswahili reading comprehension CATs over years among Sub-County secondary schools in Nakuru County, Kenya The objective of the Paper was to determine the differences between students taught Kiswahili reading comprehension using CAI and those students taught the same content using TTMs on Kiswahili reading comprehension. This Paper employed a causal-comparative design. A sample of 839 participants was drawn from a target population of 13290 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires, Interview Schedules and Document Analysis Guide were used to collect quantitative and qualitative data. Piloting was done in three schools to determine the validity and reliability of the instruments in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the reliability of teachers’ and students’ each was computed separately using Cronbach’s Alpha Formula. Teachers’ alpha coefficient yielded alpha of 0.77 and students’ alpha coefficient yielded an alpha of 0.79 which were considered reliable for the study. Mean and standard deviations were used to analyze quantitative data while independent T-tests were used to test the hypothesis so as to find out the differences between the two means on performance on Kiswahili reading comprehension between the two groups. Quantitative data was presented and interpreted in frequency table distributions, bar graphs and pie-charts while Qualitative data was summarized into similarities and differences and analyzed in themes and text. The findings of the study established that computer aided instructions improve performance on Kiswahili reading comprehension. The t-test findings also indicated that there was a significant statistical differences in favour of the CAI group students  it was concluded that the use of CAI in teaching Kiswahili language enhances performance on Kiswahili reading comprehension.

The Ministry of Education initiated the integration of computer technologies in teaching of school curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili grammar aspects has been experienced for a while, among majority students in sub-county secondary schools in Nakuru County, Kenya. The integration of CAI in teaching of grammar in Languages, helps to transform pedagogical skills in order to improve learners' learning achievements in grammar.The main objective of the Paper was to determine the difference in performance in Kiswahili grammar aspects between students taught Kiswahili grammar aspects using computer technologies and those students taught the same content using TTMs on learning achievements on Kiswahili grammar aspects. This Paper employed a causal-comparative design. A sample of 89 participants was drawn from a target population of 390 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires for teachers and semi interview schedules for principals were used to collect quantitative and qualitative data. Piloting was done in three schools to determine the validity and reliability of the research items in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the students' each was computed separately using Cronbach's Alpha Formula internal consistency and teachers' alpha coefficient yielded an alpha of 0.73 which were considered adequate for the study. Percentages, mean and standard deviations were used to compare teachers' perceptions of the two groups. Quantitative data was presented and interpreted in frequency table distributions. The findings of the study established that computer technologies enhance learning achievements in Kiswahili grammar aspects than TTMS. While qualitative data from principals' semi structured interview schedules were summarized into differences and were analysed thematically and narrated in words around differences derived from participants' responses so as to verify differences in performance in Kiswahili grammar aspects between students taught Kiswahili grammar using computer-aided instruction and those students taught the same content using traditional teaching methods on Kiswahili grammar aspects.The findings of the study established that computer technologies enhance learning achievements in Kiswahili grammar aspects than TTMS. The Paper concluded that majority of teachers' perceptions established that computer technologies are superior to TTMs in teaching of Kiswahili grammar aspects.

The purpose of this study was to analyze the effects of programming with Scratch on the views of preservice Information Technology (IT) teachers towards computer programming. The study sample consisted of 151 preservice IT teachers who took an elective course including a Scratch module in the 2013–14 academic year. Three online questionnaires (Personal Information Questionnaire, The Computer Programming Self-Efficacy Scale and The Computer Programming Learning Attitude Scale) were used to gather the quantitative data and focus group interviews were conducted to collect the qualitative data regarding the preservice IT teachers' views in more detail. According to the results, there were significant increases in the mean of the preservice IT teachers' self-efficacy perceptions regarding almost all complex programming tasks after their Scratch programming experience. The results also showed that the preservice IT teachers' negative attitudes towards programming decreased significantly and programming in the Scratch platform had significantly positive effects on the preservice IT teachers' attitudes regarding some items in the scale. Introduction Twenty-first century students are expected to have some basic skills such as the abilities to think critically, analyze and synthesize information, work in cooperation and collaboration, be innovative and productive. In addition to these basic skills, they are also required to acquire further skills that have emerged as a result of the rapid development in technology such as technology, information management and media literacy. Consequently, they are obliged to equip themselves with technological knowledge and skills and use them effectively in their lives (Trilling & Fadel, 2009). Several studies have been conducted investigating the useful techniques that can provide students with these skills, and one such technique has been found to be teaching computer pro

Games require constant interaction, which makes usability one of the fundamental elements of the game development process. A high level of usability in games developed for educational purposes is important for sustaining the user’s game experience. Orientation is crucial for freshmen at universities. Performing orientation in a three-dimensional virtual and gamified environment enables users to feel like they are in a real environment and to experience an entertaining and sustainable process. With this aim, the Hacettepe University Beytepe Campus Library Orientation Game was designed and created in a three-dimensional virtual environment. This study conducted two different usability studies of the three-dimensional library orientation game based on user participation. The first asked users to fill out a survey after their gaming experience to collect their subjective data. In the second, a usability evaluation was done to collect objective data based on the users’ eye tracking. This study presents the results of these two approaches.

Problem Durumu: Uzaktan egitim yoluyla yurutulen bir dersin hedeflenen ogrenme ciktilarinin elde edilmesi amaciyla tasarlanmasinda, ogretim tasarimi modellerinden faydalanmak onem tasimaktadir. Bu kapsamda, ogretim tasarimcilari ogretim etkinliklerinin tasarlanmasi icin var olan modelleri kullanmanin yani sira ogrenenlerin bireysel gereksinimlerini karsilamak, etkili ve verimli bir ogretim sureci duzenlemek amaciyla farkli modellere ihtiyac duyabilmektedir. Yuz yuze verilen yabanci dil derslerinin karma ogrenme ortami kullanilarak web tabanli formata donusturulmesinde tasarim surecine iliskin calismalarin azligi goze carpmaktadir. Arastirmanin Amaci: Bu calismada Ankara’da bir Devlet Universitesinin Yabanci Diller Yuksek Okulu’nda (YDYO) yurutulmekte olan Temel Ingilizce I ve Temel Ingilizce II derslerinin ADDIE ogretim tasarimi modeli kullanilarak uzaktan egitim ile verilebilecek bicime donusturulmesi ve web tabanli ortama aktarilmasi amaclanmistir. Web tabanli karma ogrenme ortami...

As new paradigms, such as pervasive computing and ambient intelligence change the nature of the computer application market place, so do the skills and educational technology needed by students and teachers. The once dominant PC now finds itself outnumbered by several orders of magnitude by much smaller and cheaper embedded computers which can extend the internet from being just a means of connecting personal computers together, to enabling a world of connected “things”; the so-called “internet of things”. In this world hundreds and even thousands of tiny service providing embedded-computers deliver a variety of services to us (some physical, some information) in ways that enable exciting new lifestyles and business opportunities. Applications range from the creation of digital homes (with their myriad of high-tech appliance), smart vehicles (cars aeroplanes & robotics) through to telecommunications (mobile phones, personal navigation or mobile learning). At the heart of this new technology is the “embedded-computer” which, from a software developers perspective, is significantly different to conventional desktop computers as they need to operate in real-time with computationally small resources and, in general, don't have inbuilt keyboards, displays or programming tools. All these factors conspire to bring significantly different educational and training requirements from older generations of computers, such as PCs. In this paper we examine these issues and introduce a set of modularised tools to arm universities, and other training institutions, with the means to support the acquisition of these key skills by students in a motivating and educationally sound way.

The MoEST (2006) introduced the integration of computer aided instruction into teaching of Kiswahili reading comprehension so as to enhance the following language aspects: read fluently and comprehend the passage, and increase performance on Kiswahili reading comprehension. However, this has not been realized as evidenced by students’ low performance on Kiswahili reading comprehension CATs over years among Sub-County secondary schools in Nakuru County, Kenya The objective of the Paper was to determine the differences between students taught Kiswahili reading comprehension using CAI and those students taught the same content using TTMs on Kiswahili reading comprehension. This Paper employed a causal-comparative design. A sample of 839 participants was drawn from a target population of 13290 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires, Interview Schedules and Document Analysis Guide were used to collect quanti...

Purpose: This study describes the design of the Basic English 1 and Basic English 2 courses taught in the Foreign Languages School (FLS) of a large public university in Turkey as blended learning in a mostly distance education system. Research Method: This study was structured as a case study describing an instructional design effort. The study used the ADDIE instructional design model to convert these courses into the distance education format. In the analysis phase, the designers held discussions with the FLS lecturers to determine their needs and contextual limitations. These discussions revealed the knowledge and skills of the FLS students, the expectations of the lecturers and students, and the course objectives. The design process focused on determining Basic English 1 and 2 learning activities and presentation formats for these activities. Each course has a duration of 15 weeks and includes the skills of grammar, reading comprehension, writing, listening comprehension, and sp...

Training young scientists, enabling conceptual understanding in science education is quite important. Misconception is one of the important indications for whether the concepts are understood or not. The most important educational tools to remove misconceptions are conceptual change texts. In addition, one of the important methods to remove misconceptions is computer-assisted instruction. The goal of this study is to research the effects of the use of computer-assisted instruction (CAI), conceptual change texts (CCT), computer-assisted instruction with conceptual change texts (CAI+CCT), and use of traditional teaching method (TTM) on removing the misconceptions of science teacher candidates on the subject of radioactivity. Research sample was made of totally 92 students studying at four different groups of senior students in Celal Bayar University, Faculty of Education, Department of Science Education in 2011-2012 academic year. A different teaching method was used in each group. Experimental groups were randomly determined; in the first experimental group, computer-assisted instruction was used (23 students); in the second experimental group, conceptual change texts were used (23 students); in the third experimental group, computer-assisted instruction with conceptual change texts were used (23 students); and the fourth group, on which traditional education method was used, was called control group (23 students). Two-tier misconception diagnostic instrument, which was developed by the researcher, was used as data collection tool of the research. “Nonequivalent Control Groups Experimental Design” was used in this research in order to determine the efficiency of different teaching methods. Obtained data were analyzed by using SPSS 21.0. As a result of the research, it was determined that methods used on experimental groups were more successful than traditional teaching method practiced on control group in terms of removing misconceptions on radioactivity.

ABSTRACT Most books available in digital format today are very similar in structure to books that exist in print format because the digital functionality they offer is very similar to the features of interactive, multimodal print books that have existed for over a century. The one digital model that represents a paradigm shift is that of digital fanfiction, in which readers create “spinoffs” of their favorite books with different media online. Given the need for improvement in reading and writing skills among elementary schoolers, and the research supporting the objective of strengthening the link between reading and writing, the aim of this study is to propose and examine how digital tools may build on the concept of literary interactivity, in particular that of fanfiction, to provide a canvas for co-construction, so that readers may be more directly engaged with the texts they read and, as such, the narratives they build. To this end, we built a tablet-based tool for supporting third graders' incipient literacy learning through a reading-to-writing model that facilitated the multimodal co-construction of a narrative via a gaming mechanism, and maintained users' engagement during a 45-min activity. A design-based approach was used to test and hone the tool in two independent studies, involving a total of 237 third-graders. We learned that gaming mechanisms show promise for supporting narrative construction and for fostering multimodal narrative construction. In a more general sense we learned that interactive, co-constructive tools in a technological format can serve as bridges between elementary schoolers' reading and writing. Our tool in particular additionally fostered fictional storytelling.

A network-centric university teaching and research environment based around mobile robots is described. It supports teaching a wide spectrum of computer science and engineering subjects (eg digital electronics, computer architecture, operating systems, communications, distributed processing, software engineering, machine vision, artificial intelligence, embedded computer design, real-time computing, HCI, Computer Graphics, Virtual Reality etc) within a single unified experimental environment. This enables students to combine their coursework so as to build more complex, interesting and industrially relevant systems thereby significantly increasing their motivation and knowledge. The laboratory infrastructure makes extensive use of networks to produce a versatile and cost effectiveness teaching and research environment. This paper will focus on the teaching aspects of the laboratory describing the technical infrastructure showing how it is used to support the Essex University information technology curriculum and report on the effectiveness of the approach. Finally, to demonstrate the more general academic synergy provided by this laboratory a short overview of some of the research applications is presented.