Downloads & Free Reading Options - Results

These are the notes for Lecture #1, 22 August 2011. Course held at Ancilla College, Donaldson, Indiana. Created by Gerard Arthus and released under the Creative Commons License in the Public Domain.

This research builds on the behavior learning theory that suggests a response from a student, followed by a quick feedback and another response from the student will increase student learning. An experiment was performed that allowed students to submit particular homework projects (response) early. The early submissions were graded promptly and returned to the students with comments for improvement (feedback). The students were then given the opportunity to resubmit the projects prior to the due date (another response) for final grading. Theory indicates that the students who took advantage of such a pre-grading option should do better on subsequent tests which would indicate increased learning as a result of the extra stimulus. The experimental results reported in the current paper provide partial support for the suggested increase in learning by those students who took advantage of the pre-grading option.

Our current transformation to a computer literate, high technology, information society has numerous implications for a new role for postsecondary education. To help define its own role, North Central Technical College (NCTC) has developed a strategic planning and human resource development model that specifies assumptions on which to base subsequent planning and then states goals and objectives. NCTC has used this model to project its data/word processing needs for the next several years and to implement an institutional commitment to computer literacy. Within postsecondary education as a whole, the implications of the coming information society can be seen with respect to both internal and external planning. Factors relevant to institutional planning include the increasing problem of illiteracy; changes that technological advancements have made in technical fields, such as engineering; the growing role of data and information processing in almost every occupational field; the professional preparation and continuing education of instructors in technical fields; the educator's new role as learning facilitator; and the expansion of institutional planning, management, and evaluation to include needs assessment, market analysis, environmental scanning and trend analysis. In the past, postsecondary education's relationship to the economy has been seen in terms of providing an educated workforce. The future will require a new proactive role in facilitating the transition to an information society. (KL)

The International Computer and Information Literacy Study (ICILS) 2013, conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how students in different countries develop the knowledge, understanding, attitudes, dispositions, and skills that comprise computer and information literacy (CIL). The aim of ICILS 2013 was to report on student preparation and achievement by way of an authentic computer-based assessment, the first of its kind in international comparative research. The ICILS 2013 international report sets out the core findings of the study. The report documents variations across the participating countries in a wide range of different CIL-related outcomes, actions, and dispositions. It also describes the extent to which these outcomes were associated with various characteristics of the participating countries as well as with student characteristics and school contexts. This User Guide describes the organization, content, and use of the international database from a practical perspective. This User Guide also includes the following appendices: (1) International version of the ICILS 2013 questionnaires; (2) National adaptations of international questionnaires; (3) Variables derived from the survey data; and (4) ICILS 2013 sampling stratification information. [The Guide was prepared with contributions from: Clara Beyer, Diego Cortes, Sabine Meinck, and Plamen Mirazchiyski.]

The purpose of this study was to explore graduate students' competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.

INTRUDUCTION: This research aimed to study the learning style, information literacy and computer literacy of graduate students. METHODOLOGY: The survey method was used in this study. Study population consisted of graduate students majoring in Ferdowsi University of Mashhad in the academic year of 2015-2016. A sample of 150 students participated in the research. Data was collected by learning style questionnaire designed by Felder & Soloman, as well as information literacy (IL) and computer literacy (CL) questionnaires. FINDINGS: Research findings revealed that there is no difference between IL & CL among male and female students. Also, there is no difference between IL & CL among Master and PhD students. However, IL rate for students was in medium level. Students’ learning style depends on their educational grade, gender and age. There is a direct correlation between IL & CL. CONCLUSIONS: In training IL & CL, educators should consider learning styles of students. Also training courses must be categorized based on students' academic fields, educational grades and gender.

Until recently, computer technology has been used as a glorified worksheet, word processor, and CD-ROM interactive reader. Now, technology can move well beyond these basic functions into improving literacy skills and strategies, problem solving, and communication. This paper addresses methods in which a balanced literacy program, wherein the richness of whole language is combined with the structure of traditional approaches, can be augmented using technologies in new and exciting ways. The paper also considers some of the problems and difficulties teachers encounter in trying to advance the use of computer technology in the classroom. Contains 21 references. (NKA)

In order to determine preservice teachers' reflective thinking and concerns as they addressed the complexities of supporting and augmenting their students' literacy instruction through computer activities, a systematic qualitative inquiry was conducted. The study was conducted in three schools within the same school district in south Mississippi. The 58 preservice teachers in the study were enrolled in one of three literacy early-field programs (prior to student teaching). Twenty-nine preservice teachers in a required six semester-hour reading/language arts block reported to Bay View Primary School (grades K-3) two mornings a week during the fall semester. Lessons centered around use of quality children's literature; reading, writing, and arts connections; promoting students' strategic reading through reading comprehension strategies; and integrating reading instruction with computer technology. Ten preservice teachers matriculating in a three semester-hour content reading class required for education majors seeing a concentration in reading reported to First Street Upper Elementary School (grades 4-5) two mornings a week during the spring semester. Lessons centered around use of strategies to promote students' comprehension of content text; writing in duel entry diaries; linking literacy with the arts; and relevant use of computers to enhance reading instruction. Nineteen preservice teachers studying content reading methods reported to Louis Middle School (grades 6-8) two mornings a week during the fall semester. Working in science, social studies or language arts classrooms, these preservice teachers followed the same schedule and lesson formats as those at First Street Upper Elementary. The preservice teachers also wrote two teaching cases describing their reflective thinking, concerns, and problems as they addressed the intricacies of devising and offering print-based literacy lessons augmented by computer technology. These cases served as the main data source for the inquiry. (Cases illustrating four concerns are described in this paper.) Despite the fact that findings of this inquiry cannot be generalized to other preservice teachers and teaching contexts, the research provides some narrative evidence that supports teaching cases as windows into preservice teachers' lived experiences and realities. Analysis of the cases highlighted concerns about integrating literacy lessons with computer technology in three different teaching contexts. (Contains 32 references.) (AEF)

Purpose: The paper deals with the study of students' computer literacy one of the purposes being demonstration the impact of the cognitive and non-cognitive personality traits (attention, verbal and non-verbal intelligence, emotional-motivational relationship with computer, learning strategies, etc.) on the quality of computer literacy. Methodology: The methodological foundation of the present study has been built on the notion of quantitative research developed in social and behavioral sciences, in particular--the classical test theory as well as modern strategies of mathematical data processing based on multidimensional statistics. The data were processed using SPSS. A test (theoretical and practical) on computer literacy and 2 anonymous closed type questionnaires "Student and computer" and "Student and studies" which comprised of a series of questions on computer literacy and studies, were designed. Study instruments (tests) designed by other researchers and practiced in research studies to study the respondents' attention, to rate their general intelligence and their knowledge of terminology and to measure their verbal and non-verbal intelligence were used. Results: The empirical-experimental part of the present study is based on the series of diagnostic studies with the total number of 1004 surveyed students. They represented 4 Lithuanian universities and 5 high schools and colleges. 84.7% of the sample were university students, 15.3%--students from high schools and colleges. The psychometric characteristics of the study variables designed and discussed in the paper. The psychometric validity of the scales were evaluated by Factorial Analysis. In order to determine interrelation of diagnostic variables Correlation Analysis and Multiple Regression Analysis were used. Conclusions: The research on the students' computer literacy showed that personality's cognitive and non-cognitive traits in some measure really influence computer literacy although they are not a fatal (everything determining) factor. Consequently, a normal, ordinary student, without any extraordinary abilities can successfully become a qualified user of computer and information technologies. Out of psychological constructs analyzed in this study, students' computer literacy is relatively most strongly affected by the emotional-motivational relationship with computer. The relatively strongest emotional-motivational predictor of the computer literacy is attitude towards computer as a "source of fatigue, stress and dissatisfaction". The stronger this attitude the more probable is lower computer literacy, and vice versa, the higher level of computer literacy is caused by stress-free computer work that leads to satisfaction. It has been determined that there exists close to medium strong and statistically significant relationship between the computer literacy and attention, while intelligence has a somewhat weaker relationship with computer literacy. (Contains 6 tables and 2 footnotes.)

This document is designed to assist educators, trainers, instructional designers, program planners, and Title VII program directors involved in the computer education of bilingual children. The presented information will assist in identifying target learner needs in the area of computer utilization and applications. The document describes an initial effort for computer literacy training directed towards the specific needs of a specific group of teachers and teacher assistants at the Silvia School Local Educational Agency (LEA) in Fall River, Massachusetts. The target population consisted of a group of learners who are elementary school teachers and teacher assistants involved in the teaching of bilingual (Portuguese/English) children. The methodology selected for instructional curriculum mapping for each unit of training is a combination of the procedural and hierarchical approaches. This was determined by the nature of the topics of the curriculum, which involved such domains of learning as verbal information, intellectual skills, motor skills, cognitive strategies, and implicit attitudes throughout the curriculum. A needs analysis was the first critical step in identifying the content to be addressed during the short-term computer literacy training. The document includes the following sections: Preface; Rationale; Front-End Analysis; Goals and Objectives; and Training Program Outline. Appendices include: Sample Needs Assessment Instruments, Courseware Evaluation Protocol, News Release, Certificate of Participation, and Sources and Resources. (THC)

Book Source: Digital Library of India Item 2015.158898 dc.contributor.author: Marlaine E. Lockheed dc.contributor.other: U.s. Department Of Education dc.date.accessioned: 2015-07-06T21:01:15Z dc.date.available: 2015-07-06T21:01:15Z dc.date.digitalpublicationdate: 2030-06-03 dc.identifier: CMU dc.identifier.barcode: 1990050006160 dc.identifier.origpath: /data/upload/0006/164 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/158898 dc.description.scanningcentre: AKCE, Universal Digital Library dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 232 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Akce Universal Digital Library dc.publisher: U.s. Department Of Education dc.rights: Out_of_copyright dc.source.library: Cmu dc.subject.classification: Computer Literacy dc.title: Computer Literacy Definition And Survey Items For Assessment In Schools dc.rights.holder: U.s. Department Of Education

Book Source: Digital Library of India Item 2015.158898 dc.contributor.author: Marlaine E. Lockheed dc.contributor.other: U.s. Department Of Education dc.date.accessioned: 2015-07-06T21:01:15Z dc.date.available: 2015-07-06T21:01:15Z dc.date.digitalpublicationdate: 2030-06-03 dc.identifier: CMU dc.identifier.barcode: 1990050006160 dc.identifier.origpath: /data/upload/0006/164 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/158898 dc.description.scanningcentre: AKCE, Universal Digital Library dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 232 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Akce Universal Digital Library dc.publisher: U.s. Department Of Education dc.rights: Out_of_copyright dc.source.library: Cmu dc.subject.classification: Computer Literacy dc.title: Computer Literacy Definition And Survey Items For Assessment In Schools dc.rights.holder: U.s. Department Of Education

Booklet for the BBC Computer Literacy Project.

'COMPUTER LITERACY IN RURAL AREAS (26-Nov-2007)' from the Parliament Digital Library

193 pages : 28 cm

Instruments used in a study by M. B. Kinzie and M. A. Delacourt (1991), the Attitude towards Computer Technologies (ACT) and the Self-efficacy for Computer Technologies (SCT), assess preservice teachers' perceived usefulness of and comfort level with specific computer technologies. This study uses a population confirmed to be similar to that used by Kinzie and Delacourt and a similar two-pronged approach to study the evaluation of teacher education programs that are implementing specific computer literacy content. Data were obtained from students across courses and over three semesters in a representative teacher education program in a small private liberal arts college. In all, 58 students were assessed using a single computerized instrument, the Computer Confidence/Self-efficacy Scale that combines features of both previous instruments. Data reveal that the Computer Confidence/Self-efficacy Scale is a highly reliable instrument for measuring the levels of confidence of preservice teachers under the conditions of a teacher education program. The instrument must be interpreted under the assumptions of a construct of computer confidence that consists of general computer confidence and efficacy and specific computer competence and efficacy as identified in the course focus. Appendixes present the scale itself, significant group differences by selected group variables, and bar graphs of the mean scores for specific categories. (Contains 14 tables, 5 appendix tables, 6 appendix figures, and 25 references.) (SLD)

This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Parent surveys, videotaped tutor/child sessions, independent observer data, and tutor reports yielded rich descriptions of the tutor/child/computer process. Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning. Implications for practice are discussed.

Computer Literacy (1983)

Includes index

'Computer literacy and studies in school programme (1-Mar-2002)' from the RS Debates Digital Library

This report details the research and development effort to examine the feasibility of teaching the phonics segment of the Navy's Academic Remedial Training program by computer driven voice synthesizer. The criterion for feasibility was that the computer-assisted course produce ART graduates who read as well as students who receive a comparable amount of classroom phonics instruction. Twenty-four students were given the special instruction on a multimedia system that included a minicomputer, viewing consoles, response entry keyboards, and a voice synthesizer. When compared to the control group, the students in the computer-assisted course did as well as those in the classroom, but no better. The 24 subjects were then integrated back into the classroom group where they performed as well in the remainder of the course as their fellows in the control group. Since student performance in the CAI program produced a match, the phonics segment of the ART program is a success and is a candidate for automation. (Author/RAA)

Noting that recent developments in computer technology facilitate the integration of media in literacy development, this paper reviews 18 items of courseware designed to promote literacy development within a whole language framework. The reviews are divided into four sections dealing with the following topics: (1) idea processors and the contributions of graphic organizers to information processing in the content areas; (2) media integration systems and the capacity to synthesize interdisciplinary content; (3) desktop publishing as a vehicle for producing sophisticated report formats; and (4) courseware in reading and literature designed to promote integrated literacy development. The paper concludes that these programs are useful both across the curriculum to facilitate information processing and in conjunction with thematic, literature-based, or content area units of study to enhance higher-order thinking. (Thirteen references are attached.) (RS)

The purpose of this study was to determine the relationship among students' reports about their goal orientation, self-efficacy and self-regulated strategy, use and their academic performance in a Computer Literacy course as indicated by course grade. Also investigated were students' reports about their most preferred and utilized study techniques and the techniques they used to monitor their learning in this course. All participants in this study were students in a general studies Computer Literacy course at a large university in the southwestern United States. Three sets of analyses were conducted and results are organized accordingly. The first set consisted of multiple regression analyses examining the Motivated Strategies for Learning Questionnaire (MSLQ) responses and their relationship to course grade. In the second set of analyses, frequencies of responses and the thematic categories to the eight study-habit questions were determined. In the last set of analyses, the students' answers to the selected-response general course questions were analyzed and summarized. Results of this study portray a complex combination of the motivation and learning strategies utilized by college students in a Computer Literacy course. Overall, the results appear to indicate that these students held both extrinsic and intrinsic goal orientations at the same time. (Contains 27 references.) (AEF)

This report is the fifth year and last evaluation of the Title VII Bilingual Computer Literacy Project for San Elizario Independent School District, Texas. Several points in the fourth year evaluation focused on the need for the computer assisted instruction (CAI) project to obtain and maintain community and parent involvement and to secure and maintain school district staff commitment. A newsletter and survey sent to parents in May 1989 requested parent volunteers for a number of activities; this may be a start toward parent involvement in the CAI project. Although teachers and staff have shown a strong and growing commitment to the project, turnover in project personnel and funding problems threaten project status in the school district after the federal grant ends. A comparison of April 1988 and April 1989 standardized test scores for 159 students in grades 1-6 and 9-12 with national norms showed that reductions in the gap between participant scores and national norms occurred for composite scores, reading, language arts, and mathematics in grades 4, 6, and 12; and for grade 2 reading; grade 5 language arts; grade 9 language arts; grade 10 composite scores, reading, and language arts; and grade 11 composite scores, reading, and mathematics. English language proficiency improved for five grades and worsened for four grades, but gains and losses were minimal. Appendices include a letter explaining district plans for project continuation, an explanation of the gap reduction model, standardized test scores and statistics, and descriptions of oral language proficiency levels. This report contains 17 references. (SV)

'COMPUTER LITERACY PROGRAMME (10-May-2005)' from the Parliament Digital Library

'COMPUTER LITERACY PROGRAMME (10-May-2005)' from the Parliament Digital Library

The digital age has impacted education and how teachers prepare students to master 21st century literacies. Numerous national, state, and local entities have made the integration of technology into the literacy curriculum a priority, and teachers are becoming more proficient with their use of digital tools. However, integrating technology to develop students' literacy should be rooted in research-based best practices. This article provides a rationale to support the integration of specific digital tools to foster students' literacy development.

Computer-assisted learning (CAL) can be used for adults functioning at any academic or grade level. In adult basic education (ABE), CAL can promote greater learning effectiveness and faster progress, concurrent learning and experience with computer literacy skills, privacy, and motivation. Adults who face barriers (financial, geographic, personal, or motivational) affecting their attendance or progress and adults who prefer self-paced learning should be considered for CAL. For a CAL system to be successful, it should have features that make it relevant to adults, reliable, and effective. Competency-based learning principles, emphasizing careful determination of previous learning, the mastery of new concepts and skills, and retention through review, are recommended for courseware design. The use of competency-based learning principles implies a new role for the instructor as facilitator, motivator, and guide, rather than as dispenser of information. The focus on individual needs results in a more flexible environment, where problems with scheduling, interpersonal conflicts, and other barriers to the learning process are minimized. (Essential features of courseware, software, hardware, and vendor support for a CAL system are suggested, and a checklist is provided to assist adult educators to identify questions to be posed to vendors. There are 21 references.) (KC)

Many adult basic education and literacy programs are reaping the benefits of educational technology for their students, instructors, and administrators. In this context, most often the term refers to computer-assisted instruction that supplements regular classroom instruction. In St. Paul, Minnesota, the Technology for Literacy Center uses computers to teach literacy and adult basic education skills to adults. Adult learners are given services through extensive use of computer-assisted instruction, trained volunteers, and a collaborative model that combines public and private partnerships. Piedmont Community College in Yanceyville, North Carolina, is using a computer-aided literacy model that respects the uniqueness and individuality of the students. The Adult Education and Literacy Section of the Illinois State Department of Education has awarded funds to 12 adult education programs to purchase and use computers and software. Seven programs have experienced an increase in student retention. The Army has developed the Job Skills Education Program, an instructional software program intended to instruct soldiers in the language and mathematical skills required to perform their jobs successfully. (Names and addresses of a contact for more information are provided for each program.) (YLB)

In the "Digital Divide" research, adult women have generally been found to be the weakest group when compared with others. There is thus a need to provide this particular group with computer literacy training, and to give them opportunities to learn about using computers. In such training, women not only need to learn computer skills, but also a positive attitude. This study gathered qualitative and quantitative data from 175 women who attended computer literacy training, to analyze their attitudes towards computers and to identify differences in their attitudes. The data were collected from questionnaires, interviews and class observations. It was found that only women with lower educational levels had feelings of high anxiety prior to the training. However, other characteristics influenced their attitudes during the training, including age, education, nationality, and PC ownership. Factors influencing the differences in their attitudes were the difficulties of data input, physiological limitations, cultural differences, computer access and learning opportunities. Suggestions for future computer training programs for adult women are proposed. (Contains 6 tables.)

Designed to help the classroom teacher choose materials and activities for students in implementing computer literacy, this guide provides a complete statement of behavioral objectives for the program in a taxonomy of objectives, and performance expectations are specified to provide both standards and evaluation guidelines. The grade level entry point for content needed to meet performance expectations is identified in a scope and sequence chart, which also indicates the modes of instruction for the concepts or skills. These instructional modes categorize the computer as either a tutor, tutee, tool, or topic. An activities chart, which lists general activities for each of the taxonomy's performance expectations by grade levels, is followed by lesson plans and materials for 18 suggested sample activities for the various grade levels. A list of the software, printed materials, and audiovisuals referenced in the activities is provided. Appendices include an exploratory computer literacy framework that was used as a model for the taxonomy, glossaries of acronyms and terms, and lists of recommended software, periodicals, and books. (LMM)

This resource unit, an addendum to The Exploratory Computer Literacy Curriculum Guide, Grades 7-8, is designed to provide teachers with guidelines and classroom computer activities for integrating computer literacy into the curriculum. An overview of the guide is given in the introduction, which notes that the materials reflect the teacher-developers' own environment variables such as school size, student characteristics, accessibility to microcomputers, and teaching style. A section on classroom management offers suggestions for effective curriculum implementation and addresses the operation of the computer laboratory, classroom demonstrations, use of the computers, diskette management, and copyright laws concerning microcomputer software. A broader perspective on implementation within the total school setting is provided in a section on integrating the computer literacy program into the curriculum, which addresses such topics as administrative support, a school computer coordinator, schoolwide planning and cooperation, and resources and faculty workshops. Five models are proposed as alternatives for delivering computer literacy instruction in the secondary schools. Sample activities are provided for the language arts, mathematics, science, and social studies, each of which includes course content objectives and guidelines in the following categories: subject, student expectations, instructional mode, prerequisites, classroom management, materials, activity time, teacher preparation, and sequence of activities. Resources include lists of recommended software and additional teaching aids. (DJR)

For the past three decades, the United Kingdom (UK) has been searching for the best methods of providing computer literacy and competence for elementary and secondary pupils. Initially, schools developed computer studies as a separate area of study instead of promoting the use of computers across the curriculum, an approach supported by the Micro-electronics Education Programme (MEP). The debate between these two approaches involved parents, pupils, and employers as well as MEP experts and inservice teacher educators. In 1987, upon realizing that the bulk of information technology resources in schools had been used only for students 16 years or older who were taking General Certificate of Secondary Education (GCSE) classes, the National Curriculum demanded an information technology dimension in each of the core subjects and a cross-curricular approach to information technology competence. Despite the good intentions of such educational changes, it remains to be seen if this new strategy can succeed in its aim to make information technology competence a natural part of every pupil's repertoire. (22 references) (DB)

Basic Computer Literacy (Diamond Entertainment Corporation)(1994) VHS Dump 2010-09-27

Basic Computer Literacy (Diamond Entertainment Corporation)(1994) VHS Dump 2010-09-27

liv, 876p. : 28 cm

Flowcharting, a skill used to program computers, can be used to teach reading skills. Like programing, flowcharting requires knowledge of a particular content area and an understanding of how to process the information. Skills such as identifying the main idea and supporting details, sequencing ideas or statements, and distinguishing relevant from irrelevant facts reflect some of what is needed to flowchart any idea. A six-step system for teaching skills in both flowcharting and reading begins with the teaching of flowcharting symbols. The second step introduces the sequencing of ideas and events. Next, students are asked to organize ideas on a flowchart, which helps ease them into using flowcharts to organize ideas into sequential order. As a reading skill, it can be used for recognizing the main idea; identifying supporting details; identifying and using symbols, diagrams, and typographical aids; and identifying key or direction words. The fourth step requires students to write down steps for an activity in flowchart form. Particular emphasis is given to using symbols and typographical aids since the students are responsible for framing each statement. In the fifth step, questions are formulated for students to answer about the flowchart, thus indicating their ability to read and understand flowcharts. During the final step, students put a paragraph's ideas in flowchart form, using flowchart principles to reflect their comprehension. (HOD)

Flowcharting, a skill used to program computers, can be used to teach reading skills. Like programing, flowcharting requires knowledge of a particular content area and an understanding of how to process the information. Skills such as identifying the main idea and supporting details, sequencing ideas or statements, and distinguishing relevant from irrelevant facts reflect some of what is needed to flowchart any idea. A six-step system for teaching skills in both flowcharting and reading begins with the teaching of flowcharting symbols. The second step introduces the sequencing of ideas and events. Next, students are asked to organize ideas on a flowchart, which helps ease them into using flowcharts to organize ideas into sequential order. As a reading skill, it can be used for recognizing the main idea; identifying supporting details; identifying and using symbols, diagrams, and typographical aids; and identifying key or direction words. The fourth step requires students to write down steps for an activity in flowchart form. Particular emphasis is given to using symbols and typographical aids since the students are responsible for framing each statement. In the fifth step, questions are formulated for students to answer about the flowchart, thus indicating their ability to read and understand flowcharts. During the final step, students put a paragraph's ideas in flowchart form, using flowchart principles to reflect their comprehension. (HOD)

Flowcharting, a skill used to program computers, can be used to teach reading skills. Like programing, flowcharting requires knowledge of a particular content area and an understanding of how to process the information. Skills such as identifying the main idea and supporting details, sequencing ideas or statements, and distinguishing relevant from irrelevant facts reflect some of what is needed to flowchart any idea. A six-step system for teaching skills in both flowcharting and reading begins with the teaching of flowcharting symbols. The second step introduces the sequencing of ideas and events. Next, students are asked to organize ideas on a flowchart, which helps ease them into using flowcharts to organize ideas into sequential order. As a reading skill, it can be used for recognizing the main idea; identifying supporting details; identifying and using symbols, diagrams, and typographical aids; and identifying key or direction words. The fourth step requires students to write down steps for an activity in flowchart form. Particular emphasis is given to using symbols and typographical aids since the students are responsible for framing each statement. In the fifth step, questions are formulated for students to answer about the flowchart, thus indicating their ability to read and understand flowcharts. During the final step, students put a paragraph's ideas in flowchart form, using flowchart principles to reflect their comprehension. (HOD)

Computer Literacy sample programs disk

This paper reports on two case studies conducted at three schools in California. The first case study investigated computer literacy levels of 35 teachers at one elementary school and one middle school. Both schools have fast access to the Internet, and each classroom has at least one computer hooked up to the Internet. Findings indicate that teachers do not fully use software available to them and that they need technology training, especially small group or one-on-one training. The second case study examined the levels of 20 5th grade students at an elementary school. Results indicate that students do not have sufficient computer skills, and more training needs to be provided. The case studies reveal that computer skills of both teachers and students need to be enhanced. (Author/MES)

Focusing on use of the computer as an object of instruction, this paper provides a rationale for teaching computer literacy and explores a variety of definitions for the term. Also discussed are various curriculum approaches that are being developed to teach computer literacy content, which include teaching the content in a separate course and the infusion of computer literacy skills within an existing curriculum. Examples of computer literacy curricula are provided for the elementary, secondary, and college levels. Finally, the paper addresses the problems that are resulting from this new curriculum development, specifically, teacher training and equality of access to computer skills. Nineteen references are listed. (Author/LMM)

This paper provides a definition of interactive multimedia and explains why it is of interest to teachers and trainers, how it is produced and utilized, and how the role of teachers may be changed. It also offers recommendations for teacher trainers. Multimedia is defined as the combination of technologies such as computer text, video, audio, graphics, and animation, and it is argued that multimedia technologies offer unique opportunities to learners to access information by selecting highlighted words or icons. Choice of a word or icon enables the learner to select the order in which lessons are presented, skip unneeded lessons, access help screens, repeat a particular lesson, receive additional examples, or take a test. This ability to link items of related information in a non-linear fashion is known as hypermedia. It is noted that use of multimedia technology provides the opportunity for learning experiences that would otherwise be difficult for teachers to incorporate, such as computer simulations of dangerous chemical reactions and computer software that allows medical students to practice life-and-death procedures without harm to real patients. Research indicates that the use of multimedia technology results in significant changes in the teacher's role due to the increase in learner controlled instruction. It is recommended that teachers receive appropriate training in the use of multimedia technologies and their applications in the classroom. (17 references) (DB)

The purpose of the International Computer and Information Literacy Study 2013 (ICILS 2013) is to investigate, in a range of countries, the ways in which young people are developing "computer and information literacy" (CIL) to support their capacity to participate in the digital age. To achieve this aim, the study will assess student achievement through an authentic computer-based assessment of CIL administered to students in their eighth year of schooling. It will also collect and report on analyses of data about student use of computers and other digital devices as well as students' attitudes toward the use of computers and other digital tools. This study is the first of its kind--in terms of emphasis on students' acquisition of CIL--in international comparative research. It is a response to the increasing use of information and communication technologies (ICT) in modern society and the need for citizens to develop relevant skills in order to participate effectively in the digital age. It also addresses the necessity for policymakers and education systems to have a better understanding of the contexts and outcomes of ICT-related education programs in their countries. The purpose of the ICILS framework is to articulate the basic structure of the study. It provides a description of the field and the constructs to be measured. It also outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. In addition, it hypothesizes relations between constructs so as to provide the foundation for some of the analyses that follow. Above all, the framework links ICILS to other work in the field. The contents of this assessment framework combine theory and practice in an explication of "both the 'what' and the 'how'" (Jago, 2009, p. 1) of ICILS. Research questions include: (1) How does student computer and information literacy vary within and between countries? (2) What aspects of schools and education systems are related to student achievement in computer and information literacy? (3) What aspects of students' personal and social backgrounds (such as gender, socioeconomic background, and language background) are related to computer and information literacy? (4) What can education systems and schools do to improve students' computer and information literacy? Appended are: (1) Organizations and individuals involved in ICILS; and (2) Hypothetical progress map for CIL. ["International Computer and Information Literacy Study: Assessment Framework " was also produced by the IEA Data Processing and Research Center, and the IEA Secretariat.]

Computer Literacy Program Briefs for seven schools and/or school districts are presented. Topics covered in each brief include: the institution or institutions covered, the educational program strategies, the target student audience, major components of the instructional program, illustrative examples of specific objectives, organization of the instructional package, facilities and equipment used, the nature and extent of teacher training, classroom activities and resource materials, and the impact and effect of the computer literacy program. (MP)

This paper summarizes a survey of Dutch junior secondary schools which was conducted to measure their adoption of the "information and computer literacy" (ICL) concept, and to investigate how far the implementation factors identified by Fullan (1982) are consistent with this innovation. The study's objectives were twofold: (1) to collect baseline information; and (2) to provide policy-makers, innovation planners, and curriculum developers with information about ICL state-of-the-art in the schools. The population consisted of a sample of 462 Dutch junior secondary schools stratified as follows: 202 general secondary education (GSE), 187 lower vocational education (LVE), 56 GSE/LVE schools, and 17 middle schools. Instruments included a general school questionnaire (38 items) and an ICL questionnaire, which covered various aspects of introducing this new topic into the school curriculum and requested information on the degree of ICL implementation. Analysis of the responses from 382 schools (83%) indicates that: 70 schools (18.3%) were not active at all with ICL; 107 schools (28%) were teaching ICL to their pupils; 205 schools (53.7%) were in an orientation phase; teachers were the main group for originating adoption decisions; and reasons for not being active with ICL included lack of hardware (76.8%) and lack of time/resources. It is concluded that factors necessary for successful implementation include support from the government and school, positive attitudes and motivation of those involved, and positive experiences with earlier innovations. In addition, factors important at the beginning of the implementation include knowledge about the innovation, contacts with other institutions, inservice training, and materials development. A list of references and 10 data tables are provided. (JB)

This Brief first summarizes research findings regarding computer-assisted instruction (CAI) and its effectiveness in adult literacy education programs. The following findings are given: CAI is effective for a significant number of adult learners; CAI is effective because it provides the adult learner with flexibility, control, individualization, privacy, and immediate feedback; CAI effectiveness depends to a great extent upon the instructional staff; undereducated adults have positive attitudes toward computers and are interested in using them in their educational programs; and CAI effectiveness is limited by the shortage of appropriate software. The Brief then provides guidelines for effective use of CAI in adult literacy instruction. They include familiarizing all instructional staff with the CAI aspects of the literacy program; providing sufficient demonstration time and enough individual personal assistance for students to feel comfortable using computers; providing training and inservice opportunities for instructional staff; using only software appropriate for adult learners; not thinking of the computer only as a tool for individual use; providing for flexible scheduling of microcomputer use; not depending on the computer to be the sole source of instructional support; and providing opportunities for students to develop occupational skills through CAI. Thirteen references are listed. (YLB)

The first online course at Middle Tennessee State University (MTSU) was offered in the fall semester of 1997. However, until spring 2001, the Computer Science Department had never offered a course that was completely online, though many courses have had substantial online components. In fall 2000, the authors decided that an on-line Computer Literacy course should be offered. The development and delivery of the course was a learning experience and provided several insights into what should and should not be done in an online course. Preparation time for the class was intensive as was soon discovered. A thorough review of the literature was the starting point for course development and delivery. Many decisions had to be made during the course development phase and a list of those major decisions was developed. When the course actually started, there was a new set of learning experiences involved. Learning experiences included the discovery that an online course is not suited for everyone and that an online course is time-intensive for the instructor even after course materials are developed. This paper discusses strategies used in the development of the class and the problems that were encountered as the class was offered for the first time. It also provides a list of items that were found to be beneficial to the learning process for the student and for the teacher. (Contains 14 references and 3 figures.) (Author)

Newspaper Articles, press release and other information related to the Computer Literacy Bookshop

Didactical approaches related to teaching English as a Foreign Language (EFL) have developed into a complex array of instructional methodologies, each having potential benefits attributed to elementary reading development. One such effective practice is Computer Assisted Language Learning (CALL), which uses various forms of technology such as laptops, desktops, headphones, and various software to teach a language. Another operative, more conventional, method involves traditional-based language instruction utilizing teacher-driven edification and paper-based materials without the use of technology. Given these two instructional variations, this study will examine the quantitative and qualitative effectiveness of teaching Dolch Sight Words (DSW) in South Korean grade six EFL classrooms (n = 205, mean age = 13) by means of evaluating CALL devices in contrast to more traditional teacher-based approaches. The main research question was to establish how these two methodologies influence DSW comprehension, motivation, and acquisition with a focus on whether CALL is more effectual than traditional practices. The results revealed that both methods were effective in increasing DSW acquisition rates with the CALL method having a stronger association related to increasing student motivation. The culminating goal of this study was to identify the most beneficial method thus improving teaching practices and consequential student comprehension of the DSW.