Computing and ICT Literacy

2005 ◽  
pp. 37-48
Author(s):  
Antonio Cartelli
Keyword(s):  
Data Mining ◽  
Action Research ◽  
Learning Process ◽  
Ict Literacy ◽  
Research Strategies ◽  
Data Mining Techniques ◽  
Web Technologies ◽  
Computing Skills ◽  
Teaching Learning ◽  
School Curricula

Three main questions guided the author in the writing of this chapter: Is there the need for a widespread and in-depth ICT literacy in mankind? What has to be meant for ICT literacy? And are there special problems in students’ learning of ICT topics? And last but not least: How can ICTs themselves improve teachers’ work and students’ learning on ICTs? The introduction answers the first question and shows how difficult the search can be for solutions to the problem of the digital divide. The answer to the second question comes from a short survey of the experiences that some institutions made for the introduction of basic computing skills and ICT literacy in school curricula. In the meantime the problems that the students usually meet while attending computer programming and ICT literacy courses are described. Finally the author reports the results of some experiences involving the use of ICTs in teaching and describes how he arrived to hypothesize the adoption of action research strategies, of Web technologies and data mining techniques for the monitoring of the teaching-learning process and its improvement.

Computing and ICT Literacy

2008 ◽  
pp. 3338-3347
Author(s):  
Antonio Cartelli
Keyword(s):  
Data Mining ◽  
Action Research ◽  
Learning Process ◽  
Ict Literacy ◽  
Research Strategies ◽  
Data Mining Techniques ◽  
Web Technologies ◽  
Computing Skills ◽  
Teaching Learning ◽  
School Curricula

Three main questions guided the author in the writing of this chapter: Is there the need for a widespread and in-depth ICT literacy in mankind? What has to be meant for ICT literacy? And are there special problems in students’ learning of ICT topics? And last but not least: How can ICTs themselves improve teachers’ work and students’ learning on ICTs? The introduction answers the first question and shows how difficult the search can be for solutions to the problem of the digital divide. The answer to the second question comes from a short survey of the experiences that some institutions made for the introduction of basic computing skills and ICT literacy in school curricula. In the meantime the problems that the students usually meet while attending computer programming and ICT literacy courses are described. Finally the author reports the results of some experiences involving the use of ICTs in teaching and describes how he arrived to hypothesize the adoption of action research strategies, of Web technologies and data mining techniques for the monitoring of the teaching-learning process and its improvement.

scholarly journals A Study in the Early Prediction of ICT Literacy Ratings Using Sustainability in Data Mining Techniques

2021 ◽  
Vol 13 (4) ◽  
pp. 2141
Author(s):  
Kyungyeul Kim ◽  
Han-Sung Kim ◽  
Jaekwoun Shim ◽  
Ji Su Park
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
Technology Literacy ◽  
Early Prediction ◽  
Ict Literacy ◽  
Educational Strategies ◽  
Achievement Level ◽  
Data Mining Techniques ◽  
Educational Backgrounds ◽  
Customized Learning

It would be very beneficial to determine in advance whether a student is likely to succeed or fail within a particular learning area, and it is hypothesized that this can be accomplished by examining student patterns based on the data generated before the learning process begins. Therefore, this article examines the sustainability of data-mining techniques used to predict learning outcomes. Data regarding students’ educational backgrounds and learning processes are analyzed by examining their learning patterns. When such achievement-level patterns are identified, teachers can provide the students with proactive feedback and guidance to help prevent failure. As a practical application, this study investigates students’ perceptions of computer and internet use and predicts their levels of information and communication technology literacy in advance via sustainability-in-data-mining techniques. The technique employed herein applies OneR, J48, bagging, random forest, multilayer perceptron, and sequential minimal optimization (SMO) algorithms. The highest early prediction result of approximately 69% accuracy was yielded for the SMO algorithm when using 47 attributes. Overall, via data-mining techniques, these results will aid the identification of students facing risks early on during the learning process, as well as the creation of customized learning and educational strategies for each of these students.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sabatini Sitorus And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Vocabulary Test ◽  
Flash Cards ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41).  Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using  flash cards can improve the students’ vocabulary achievement.

IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT IN WITING DESCRIPTIVE TEXT THROUGH MAKE A MATCH METHOD

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Irma Lely Lumban Gaol And Johan Sinulingga
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Process ◽  
Match Method ◽  
Writing Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Descriptive Writing ◽  
Vocabulary Achievement

This study is concerned with the improving student’s vocabulary achievement in writing descriptive text through Make a Match Method. The objective of this study was to discover whether the use of Make a Match Method could significantly improve students’ vocabulary achievement in writing descriptive text. This study was conducted by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study was students of SMA Negeri 1 Pollung which consisted of 34 students. The instruments for collecting data were descriptive writing test, observation sheet, questionnaire sheet, and diary notes. The techniques for data analysis were quantitative and qualitative. It was found that teaching-learning process ran well. Students were active, enthusiastic and interested on writing descriptive text. The result of this study showed that the use of Make a Match Method significantly improved student’s vocabulary achievement in writing descriptive text.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals Classroom Action Research Training Teacher Physical Education, Sports and Health in Padang City

2019 ◽  
Vol 1 (2) ◽  
pp. 160-168
Author(s):  
Masrun Masrun Masrun
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Training ◽  
Vital Role ◽  
Training Process ◽  
Classical Models ◽  
Class Room ◽  
Teaching Learning ◽  
Teacher Ability ◽  
Class Teacher

In Teaching-learning process on class, teacher playing vital role for reaching planned education purpose. But that not an easy case, because there are many problems occur in class. Those problems have to be eliminated, and the way to do that is by using class room research. Class room action research is designed to solved a teaching-learning process on class. Class room action research purposed repairing learning process simultaniusly. Class room action research conducted simultaniously to repairing teaching-learning process naturally without disturbing teaching learning process it self. Class room action research conducted based on cycle. Each cycle play vital role fo the next cycle. By conducting training activity for education sports teachers for making and designing a classroom research, they will solve the problems occur in teaching-learning process. By developing education sports teacher ability in class room research will lead the educational purposed to optimal result. Training designed by using classical models, including: discussing, interview, guiding, and assinment. At the end of the training process, every education sports teaching producing one class room action research proposal and making one research based on their own class problem.

scholarly journals Transformations of the Teaching–Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation

2021 ◽  
pp. 95-118
Author(s):  
Jolanta Baran ◽  
Tamara Cierpiałowska ◽  
Ewa Dyduch
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Learning Process ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Daily Practice ◽  
Sources Of Information ◽  
Action Research Project ◽  
Design For Learning ◽  
Teaching Learning

AbstractThis chapter discusses the assumptions, implementation and deliverables of an action research project in a selected Polish class of integrated form. The main objective of the project was to trigger changes in the learning–teaching process based on the Universal Design for Learning (UDL) approach and thus promote inclusive education. The action research lasted one school semester. The empirical data, mainly qualitative, triangulating various sources of information and synthesising perspectives, were used to identify specific topics and threads identified in the gathered inputs, to present it in an orchestrated manner and to interpret it. It has been indicated that UDL approach implementation has a positive impact on the course of the teaching–learning process and optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. Meanwhile, it stimulates teachers to change their mindset with a view to the essence of success in education and supports their daily practice.

scholarly journals Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

2020 ◽  
Vol 12 (5) ◽  
pp. 1970 ◽  
Author(s):  
María Consuelo Sáiz Manzanares ◽  
Juan José Rodríguez Diez ◽  
Raúl Marticorena Sánchez ◽  
María José Zaparaín Yáñez ◽  
Rebeca Cerezo Menéndez
Keyword(s):  
Data Mining ◽  
Eye Tracking ◽  
Learning Task ◽  
Learning Technologies ◽  
Crossword Puzzle ◽  
Data Mining Techniques ◽  
Self Regulated Learning ◽  
Uniform Distance ◽  
Scan Path ◽  
Teaching Learning

The use of learning environments that apply Advanced Learning Technologies (ALTs) and Self-Regulated Learning (SRL) is increasingly frequent. In this study, eye-tracking technology was used to analyze scan-path differences in a History of Art learning task. The study involved 36 participants (students versus university teachers with and without previous knowledge). The scan-paths were registered during the viewing of video based on SRL. Subsequently, the participants were asked to solve a crossword puzzle, and relevant vs. non-relevant Areas of Interest (AOI) were defined. Conventional statistical techniques (ANCOVA) and data mining techniques (string-edit methods and k-means clustering) were applied. The former only detected differences for the crossword puzzle. However, the latter, with the Uniform Distance model, detected the participants with the most effective scan-path. The use of this technique successfully predicted 64.9% of the variance in learning results. The contribution of this study is to analyze the teaching–learning process with resources that allow a personalized response to each learner, understanding education as a right throughout life from a sustainable perspective.

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