Training Teachers to Select Educational Computer Software: results of a formative evaluation of an Open University pack

1985 ◽  
Vol 16 (1) ◽  
pp. 9-20 ◽  
Author(s):  
Jenny Preece ◽  
Ann Jones
Keyword(s):  
Formative Evaluation ◽  
Computer Software ◽  
Open University ◽  
Educational Computer

Computer Presentational Features for Young Children's Preferential Selection and Recall of Information

1989 ◽  
Vol 5 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Sandra L. Calvert ◽  
J. Allen Watson ◽  
Vickie M. Brinkley ◽  
Barbara Bordeaux
Keyword(s):  
Young Children ◽  
Computer Software ◽  
Practical Application ◽  
Linguistic Information ◽  
Preferential Selection ◽  
Computer Microworld ◽  
Integral Component ◽  
Educational Computer ◽  
Interference Hypothesis

Preschool children's preferential selection and recall of words presented in a computer microworld was assessed as a function of action and sound. Forty preschoolers, equally distributed by sex, were randomly assigned to one of four versions of a microworld. Within each version, twenty-four sprite objects were randomly assigned properties of action and sound. The design was counterbalanced so that across the four versions, each sprite assumed all possible factorial combinations of action and sound. As expected, children preferentially selected and later recalled more words presented with action than words presented without action. Although children selected sounds, sounds interfered with children's recall of linguistic information. Results support an action superiority hypothesis and an auditory interference hypothesis. The practical application is to use action as an integral component of educational computer software designed for young children.

scholarly journals A Comprehensive Evaluation Model for Cumputer Based Educaton

1984 ◽  
Vol 19 (1) ◽  
pp. 14-24
Author(s):  
David R. Murray ◽  
Mary G. Murray
Keyword(s):  
Student Attitudes ◽  
Formative Evaluation ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
Computer Software ◽  
Education Programs ◽  
Arts And Sciences ◽  
Second Stage ◽  
Comprehensive Evaluation Model ◽  
Computer Based

As opportunities to use computers in learning laboratory settings increase,directors will be faced with the problem of assisting faculty to select and evaluate themost appropriate courseware for their needs. This article presents a comprehensiveevaluation model that could be applied for computer based education programs in avariety of arts and sciences areas. The model includes a pre-implementation stage.This stage determines program compatibility, content evaluation and hardwareconsiderations. A second stage considers formative evaluation, continued availabilityof equipment and the recording of time records. Finally, the last phase, summativeevaluation, includes collecting student attitudes, assessing cost effectiveness,determining external influences and finally, suggesting ways of reaching a decision ofworth. The implementation of this model should provide a system where studentscould work with computer programs of a proven quality. Also, learning laboratorydirectors and faculty could show a certain level of accountability towards spendingmoney on computer software or courseware.

Children's Attentional Involvement and Distractibility during Educational Computer Interactions

1994 ◽  
Vol 22 (3) ◽  
pp. 251-258 ◽  
Author(s):  
Sandra L. Calvert
Keyword(s):  
Age Groups ◽  
Computer Software ◽  
Computer Programs ◽  
Television Program ◽  
Attractive Alternative ◽  
Distractor Task ◽  
Older Children ◽  
Educational Computer ◽  
And Gender ◽  
Minute Session

Children's duration of attention to computer programs versus a television program was examined for two grades: kindergarten and third. Twenty-four children, equally distributed by grade and gender, participated individually in a twenty-seven minute session where they could interact with six familiar computer packages. A television program was played as a distractor task. Both age groups attended longer to the computer than to the television program. However, older children attended to the computer more than did the younger children who, in turn, were more distracted by the television program. There were no gender differences in attentional patterns. The results suggest that educational computer software provides an attractive alternative to television viewing and that attentional patterns to computer programs both increase and are more resistant to distraction with development.

scholarly journals Samoprocena osposobljenosti nastavnika za primenu obrazovno-računarskog softvera u vaspitno-obrazovnoj praksi

2021 ◽  
Vol 34 (2) ◽  
pp. 130-145
Author(s):  
Jelena Maksimović ◽  
Jelena Osmanović-Zajić ◽  
Veljko Banđur
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Computer Software ◽  
Teaching Experience ◽  
Teaching Tool ◽  
Practical Application ◽  
Innovative Teaching ◽  
Significant Difference ◽  
Educational Computer ◽  
Pedagogical Innovations

This is an open-access article distributed under the terms of the Creative Teaching represents the basic and most beneficial aspect of education. The quality of teaching is continually improved by the introduction of innovative teaching techniques and modern teaching methods. Contemporary pedagogical innovations pertaining to teaching are based on the application of information and communication technologies in education. Therefore, the educational computer software is one of the most systematic and most creative tools used in schools with the purpose of improving the concept of digital teaching practices. The educational computer software is an innovative teaching tool for an independent creation and presentation of teaching units by means of digital technologies whose purpose is the achievement of students' total and active commitment and motivation. The goal of this research was to examine the teachers' self-assessment regarding their ability to apply the educational computer software in their teaching practices. The methods used were the descriptive method and the scaling technique with the Likert-type scale (ORSON) containing 35 items. The research sample consisted of 500 teachers from Central and Southern Serbia. Four factors were extracted by the factor analysis, which explains 53.19% of the variance: digital competencies, the advantages of ORS, ORS as a teaching tool, and practical application. The research results show that teachers are qualified enough for the practical application of the educational computer software. Also, the analysis of their responses proves that they regard the educational computer software as a significant and innovative teaching tool. The research determined a statistically significant difference in the subjects' responses considering the independent research variables: gender, type of school, and teaching experience (p<0.05).

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