ANTESEDEN KEAHLIAN OPERATOR SISTEM PENGELOLAAN ASET DESA DI KABUPATEN SITUBONDO

Sistem Pengelolaan Aset Desa (SIPADES) is a village asset administration recording application. This application provides orderly administrative facilities for the village so that the risk of losing assets can be reduced. The purpose of this study is to test and prove various individual aspects that affect operator competence in running SIPADES. The focus of the study is on the internal factors which include anxiety and computer attitudes. Another factor tested was operator training in using SIPADES in the Situbondo District Government. The data used in this study are primary data. The technique of obtaining data using a survey method. The population that is the object of research is all of the operator of the SIPADES application in Situbondo Regency. Four hypotheses were tested using multiple regression. The gender variable was used as the control variable. The results show that all hypotheses can be accepted. The variables of anxiety, attitude, and training have an effect on the operator's competence in operating SIPADES. The implication of the research is that the village government should increase the number of SIPADES operator training. This training can increase competence to run applications.

Students Perception about the Use of Jupyter Notebook in Power Systems Education

The purpose of this study was to examine students’ computer attitudes and experience, as well as students’ perceptions about the use of Jupyter notebook in the Electrical Engineering context, specifically in teaching Power Systems. Forty-five power systems students in the department of Electrical Engineering Science at the University of Johannesburg took part in this study. Results suggest that students hold favorable computer attitudes and perception about the use of the Jupyter notebook in power systems education. Furthermore, the feedback from respondents can help software developers make informed decision about aspects of the application to improve.

Fear of Falling Behind and the Medicalization of Computer Attitudes in Cold War USA (1960s–1980s)/Angst vor dem Zurückbleiben. „Computerphobia“ in den USA während des Kalten Krieges (1960er bis 1980er Jahre)

This article explores the multifaceted ways in which fear has informed US computer narratives during the Cold War, by analyzing the relationship be­ tween “fear of falling behind” and the medicalization of “computer attitudes”, “computer anxiety” and “computerphobia” (CAAP). The article focuses on the historical unfolding of this medicalization process from the 1960s to the 1980s, drawing upon the parallel developments of debates about computers in education and the formalization of CAAP as a research topic in the Behav­ ioral Sciences. These developments are presented through official reports, conference proceedings, and academic articles of the period. Large computer projects by the US military­industrial complex, such as SAGE or SDI, were justified by narratives of the fearful consequences of falling behind in the Cold War. From the 1960s onwards, resistance to computers was described as an individual “anxiety” or “phobia” in a number of reports and studies. These negative feelings allegedly hindered personal and professional success as well as endangered the future of the country. In this way, the Cold War “fear of falling behind” was translated into a concern which was rooted in the individual sphere. Furthermore, CAAP definitions were informed by Cold War ambitions of building a technologically advanced capitalist society. As a result, the medicalization of CAAP marginalized competing perspectives on computers and their social significance, particularly those originating in the counterculture of the 1960s and 1970s.

EFL TPACK

This chapter focuses on EFL teachers' TPACK. First, the types of knowledge that are important in pedagogy and how these categories of knowledge and their related frameworks can differentiate models of teacher education are discussed. In the following, some models of teacher education, their characteristics, and their differences and similarities are introduced. Then the rationale of developing EFL TPACK to subsume standard TPACK is discussed and the need to EFL TPACK is addressed. The rationale includes two important characteristics of EFL teachers that can impact the use and adaptation of technology in the process of teaching: computer attitudes and ICT literacy. How these two constructs are important in empowering a teacher to use ICT in instruction and how they can hinder technology-based teaching and learning are discussed. Some related models and constructs associated with these two attributes are described as well. In the last part, the construct EFL TPACK is comprehensively introduced and each component is described in detail and support/evidence from the literature is provided.

Scholastic Achievement and Computer Attitudes among Moroccan University Students

In Morocco, like any other parts of the world, the government has enormously been an enthusiastic supporter of technology to uplift the education quality. However, without students' positive computer attitudes, students will not be successful nor will be prepared to acquire new knowledge to achieve good results. To this end, the present study (1) identifies the potential relationship between computer enjoyment (CE) and students' English achievement (EA), (2) explores the type of relationship between computer anxiety (CA) and achievement in English, (3) examines the nature of relationship between computer utility (CU) and English achievement (EA), and finally investigates the type of relationship between computer familiarity (CF) and English achievement among Moroccan university students. Therefore, the main instruments, questionnaires and achievement tests, are analyzed and interpreted quantitatively; whereas the semi-structured interviews are treated qualitatively. The statistical tools used in order to help analyze and interpret data make use of percentages, frequencies, and Correlation tests. Following what has been hypothesized, the quantitative findings reveal that there is no statistically significant correlation between CE, CA, CU, CF and EA. Likewise, the qualitative data results confirm the quantitative findings.

MEASURING ATTITUDE TOWARDS COMPUTER OF SECONDARY SCHOOL TEACHERS- AFFECTIVE DOMAIN

The present study examines Cognitive and Affective Computer Attitudes of Secondary Teachers 300 teachers (170 male and 130 female – belonging to Urban area – 160 and Rural area – 140) were randomly selected from Colleges of Education affiliated to North Maharashtra University, Jalgaon. Computer attitudes scale (Cognitive and Affective) developed by D.Kumaran and K. Selvaraju was used for data collection. The result indicate that – (a) Teachers have a favourable computer attitude. (b) Sex and subject of specialization (faculty) have no significant influence on cognitive computer attitude, affective computer attitude and computer attitude. (c) Urban teachers have more favourable cognitive computer attitude, affective computer attitude and computer attitude than Rural teachers. (d) In urban group, male teachers have more favourable affective computer attitude and computer attitude than those of female teachers, whereas both male and female teachers do not differ in respect of cognitive computer attitude.