Effects of Computer-assisted Instruction on Both Student Learning and Student Perception of Instructional Methods
Author: Bruce R. Thomas
Publisher:
Published: 1993
Total Pages: 278
ISBN-13:
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Author: Bruce R. Thomas
Publisher:
Published: 1993
Total Pages: 278
ISBN-13:
DOWNLOAD EBOOKAuthor: Marc Prensky
Publisher: Corwin Press
Published: 2010-03-29
Total Pages: 225
ISBN-13: 1412975417
DOWNLOAD EBOOKStudents today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.
Author:
Publisher:
Published: 1649
Total Pages: 8
ISBN-13:
DOWNLOAD EBOOKAuthor: John M. Levine
Publisher: Lawrence Erlbaum Associates
Published: 1983
Total Pages: 432
ISBN-13:
DOWNLOAD EBOOKAuthor: Nilgun Tosun
Publisher:
Published: 2006
Total Pages: 8
ISBN-13:
DOWNLOAD EBOOKThe purpose of this research was to investigate the effects of the computer-assisted and computer-based instructional methods on students achievement at computer classes and on their attitudes towards using computers. The study, which was completed in 6 weeks, were carried out with 94 sophomores studying in formal education program of Primary Teaching Department of Education Faculty at Trakya University. The participants were distributed into experimental and control groups by pre-test post-test control group design. A computer attitude scale, a level-designation test and a practice test were used to collect the data. To evaluate the data, t test was used in the program of SPSS 12.00. According to the study results, the students receiving computer-assisted instruction during their computer classes showed higher success on the practice test than the students taking classes with computer-based instructional methods. Additionally, a considerable difference has not been seen in the attitude of the students towards using computers from the other standpoints of the study. (Contains 1 figure and 4 tables.) [Abstract included in Turkish.].
Author: Harold F. O'Neil, Jr.
Publisher: Routledge
Published: 2003-01-30
Total Pages: 411
ISBN-13: 1135656126
DOWNLOAD EBOOKThis volume identifies promising learning, teaching, and assessment strategies for the use and assessment of technology in educational settings, specifically: *educational context (e.g., organizational and structural factors that contribute to the effective use of technology in school settings); *promising learning and teaching strategies; *promising technology-based assessment procedures and methods; *policy implementation issues; and *a summary of current research on the effective use of technology in education. Chapter authors represent a variety of perspectives and disciplines, from computer science, cognitive and educational psychology, and educational administration. Authors represent government, business, and university communities from within and outside the U.S. These multiple perspectives contribute to the overall understanding of current technology use in education and help in identifying future research needs. Technology Applications in Education: A Learning View explores the state of the art of technology in K-16 education from a learning perspective rather than a hardware/software view. It is designed for professionals and graduate students in the educational technology, training, assessment/evaluation, school administration, military psychology, and educational psychology communities. This book is characterized in the following montage of factors: *the primacy of learning as a focus for technology implementation; *a focus on technology uses in K-16 education; *a focus on the assessment of both individuals and teams; *a broad variety of methodological approaches from qualitative to instructional design to quantitative (e.g., structural equation modeling); *a need to support the development of technology-based curriculum and tools; and *a need for theory-driven and evaluation studies to increase our knowledge.
Author: Juan J. Bermejo
Publisher:
Published: 1984
Total Pages: 276
ISBN-13:
DOWNLOAD EBOOKAuthor: Edwin P. Christmann
Publisher:
Published: 1995
Total Pages: 308
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 1987
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKThis study investigated the processes by which variation in format for presenting multiplication problems influenced children's motivation and achievement. The three multiplication drill and practice instructional methods were: (1) computer-assisted instruction (cai) with a reward game, (2) computer-assisted instruction without a reward game, and (3) paper-and-pencil. A sample of 69 fourth-grade students was classified into one of two groups, labelled achiever or underachiever, and the students were randomly assigned to one of the three instructional methods. Results indicated that both achievement and motivation were related to instructional method. When motivation was defined as amount of time the student participated in the study, the two cai groups were more motivated than the paper-and-pencil students. When achievement was defined as the number of multiplication problems completed correctly, the group of students using cai without a reward game achieved more than the group using cai with a reward game. When achievement was measured by pre- and post-achievement test comparison, there were no significant effects. There were no significant interactions between method of instruction and type of achiever. (Jdd).
Author: Howland
Publisher:
Published: 2014-02-07
Total Pages: 198
ISBN-13: 9781486021581
DOWNLOAD EBOOKThis custom edition is published for Murdoch University.