The Current Status of Computer Literacy: NAEP Results for Secondary Students

1980 ◽  
Vol 73 (9) ◽  
pp. 669-673
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Secondary Students ◽  
Medical Diagnosis ◽  
Computer Literacy ◽  
Computer Systems ◽  
Educational Programs ◽  
Current Status ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
The Future

Computers have become an integral part of our society, as seen for example, in twenty-four-hour banks, computerized bills and paychecks, computer-assisted learning, computerized medical diagnosis and care, and computerized appliances. Since such diverse applications of computers are already commonplace and promise to increase in the future, it is important that our educational programs inform and prepare students with respect to the potential capability of computer systems as well as for the direct implications they have on our lives.

scholarly journals Computer Education And Computer Related Professions Of The Future

2011 ◽  
Vol 2 (2) ◽  
pp. 27
Author(s):  
Glen D. Emerson ◽  
Mary E. Malliaris
Keyword(s):  
Computer Literacy ◽  
New Technologies ◽  
Basic Skills ◽  
Information Age ◽  
Educational Programs ◽  
Computer Education ◽  
Rapid Expansion ◽  
New Knowledge ◽  
The World ◽  
The Future

The purpose of this paper is to examine current positions in literature with regards to computer education and future jobs related to computer usage.The expansion of the use of computers has made computer literacy as essential as the basic skills of reading, writing, and arithmetic. Morf related the rapid expansion in the use of computers as follows: Among the more widely accepted scenarios of the future at work are those based on the assumption that technology will continue to grow exponentially (1983, p. 24). Therefore, as technology grows, our educational programs must incorporate the new knowledge necessary to function in the world of the information age. As Hart stated: We must prepare now to respond to the new technologies that will shape our future (1983, p. 11).

Comparison of Text and Video as Forms of Feedback during Computer Assisted Learning

1998 ◽  
Vol 18 (4) ◽  
pp. 323-338 ◽  
Author(s):  
James P. Lalley
Keyword(s):  
Secondary Students ◽  
Coding Theory ◽  
Video Feedback ◽  
Dual Coding ◽  
Computer Assisted ◽  
Multiple Choice Questions ◽  
Computer Assisted Learning ◽  
Chi Square ◽  
Feedback Type ◽  
Chi Square Analysis

This study compared the effectiveness of textual feedback to video feedback during Computer Assisted Learning (CAL). Based upon the assertions of Dual Coding Theory (Paivio), it was hypothesized that video feedback would result in superior learning and retention compared to textual feedback. Two computerized biology lessons were administered to secondary students ( N = 60). Lessons consisted of a brief text introduction followed by multiple-choice questions with text or video feedback. Students received one lesson with textual feedback and one with video. Learning and retention were tested at the knowledge and comprehension levels. Students also indicated preference for feedback type. Between-subject MANCOVAs comparing text to video found that video feedback resulted in superior learning and comprehension. A Chi-square analysis indicated that students preferred video to text as feedback.

scholarly journals Students Computer Literacy: Covariate For Assessing The Efficacy Of Computer Assisted Learning Tools

2011 ◽  
Vol 1 (11) ◽  
Author(s):  
Ronald R. Tidd ◽  
Richard Fenzl
Keyword(s):  
Learning Outcomes ◽  
Computer Literacy ◽  
Computer Anxiety ◽  
Accounting Education ◽  
Computer Assisted ◽  
Significant Implication ◽  
Learning Tools ◽  
Computer Assisted Learning ◽  
Learning Outcomes Assessment ◽  
Do So

The purpose of this paper is to focus attention on the need to more rigorously measure computer-specific student characteristics when assessing the efficacy of computer assisted learning tools and benchmarking a curriculum's impact. It accomplishes this by first modeling learning outcomes assessment, identifying appropriate instruments, and discussing the absence of such measures in accounting education research. Then, the measurement process employed by the authors is discussed. The unsurprising results reveal statistically significant differences in computer anxiety and perceptions of computer skills across the student population. The significant implication is that heterogeneity must be controlled for when assessing resource-intensive computer assisted learning methods: Failure to do so will impair educators ability to determine the efficacy of computer assisted learning and the curriculum's contribution to students development.

The Effect of Computer-Assisted Learning on Students' Long-Term Development

2020 ◽  
Author(s):  
Nicola Bianchi ◽  
Yi Lu ◽  
Hong Song
Keyword(s):  
Computer Assisted ◽  
Computer Assisted Learning
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