Computers in Education: Realizing the Potential
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Literacy, Technology and Discernment: Investigating the Role of Information Technology in Literacy Education
Digital Collections @ Dordt Master of Education Program Theses 4-2010 Literacy, Technology and Discernment: Investigating the Role of Information Technology in Literacy Education Alisa Siebenga-Weening Follow this and additional works at: https://digitalcollections.dordt.edu/med_theses Part of the Curriculum and Instruction Commons Recommended Citation Siebenga-Weening, Alisa, "Literacy, Technology and Discernment: Investigating the Role of Information Technology in Literacy Education" (2010). Master of Education Program Theses. 19. https://digitalcollections.dordt.edu/med_theses/19 This Thesis is brought to you for free and open access by Digital Collections @ Dordt. It has been accepted for inclusion in Master of Education Program Theses by an authorized administrator of Digital Collections @ Dordt. For more information, please contact [email protected]. Literacy, Technology and Discernment: Investigating the Role of Information Technology in Literacy Education Abstract Regardless of geography, segments of the population struggle to read and write. This struggle is so pronounced that literacy has become an issue for many governments, and policies have been set in place to help ensure a literate society. Educators, in their struggle to respond to the problem, have looked to a variety of methods to help children become literate. One prominent means is the use of information technology and computer-assisted instruction. Because of its significant ole,r it is necessary for the Christian educator to examine the impact of computer technology, to investigate the role and extent of use of information technology in the classroom, and to form guiding principles that direct the purchasing and use of such technology. When the aforementioned is carefully examined and Biblical discernment is used in making decisions, information technology and computer-assisted instruction can be effectively employed to help students become literate citizens in society. -
Expanding Walter Ong's Theory of Orality and Literacy Through a Culture of Virtuality Jennifer Camille Dempsey
Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 2014 Virtualizing The orW d: Expanding Walter Ong's Theory Of Orality And Literacy Through A Culture Of Virtuality Jennifer Camille Dempsey Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Dempsey, J. (2014). Virtualizing The orW d: Expanding Walter Ong's Theory Of Orality And Literacy Through A Culture Of Virtuality (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/478 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. VIRTUALIZING THE WORD: EXPANDING WALTER ONG’S THEORY OF ORALITY AND LITERACY THROUGH A CULTURE OF VIRTUALITY A Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Education By Jennifer Camille Dempsey May 2014 Copyright by Jennifer Camille Dempsey May 2014 VIRTUALIZING THE WORD: EXPANDING WALTER ONG’S THEORY OF ORALITY AND LITERACY THROUGH A CULTURE OF VIRTUALITY By Jennifer Camille Dempsey Approved March 4, 2014 ________________________________ ________________________________ Gary Shank, Ph.D. David D. Carbonara, Ed.D. Professor of Educational Foundations and Director of Instructional Technology Leadership Program (Committee Chair) -
The Coming of Age of Media Literacy
CORE Metadata, citation and similar papers at core.ac.uk Provided by DigitalCommons@URI Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 3:1 (2011) 8 - 10 The Coming of Age of Media Literacy Vanessa Domine Department of Curriculum and Teaching, Montclair State University, Montclair, NJ, USA A decade into a new millennium marks a com- on education—as evidenced by the National Educa- ing of age for media literacy education (MLE). Born tional Technology Plan that outlines technology-driven from teaching the critical analysis of media texts, MLE educational reform (rather than educationally-driven has evolved into helping individuals of all ages “de- uses of technology) (USDOE 2010). In U.S. schools, velop the habits of inquiry and skills of expression that technological proficiency is a separate subject area test- they need to be critical thinkers, effective communi- ed both at state and national levels. The digital-centric cators and active citizens in today’s world” (NAMLE definition of technology ignores the fundamental prin- 2007b, 1). This broadened scope and purpose of MLE ciple that most messages are mediated by some form was quickened by rapid evolution of communications of technology. While one cannot achieve media literacy technologies over the past several decades. In its in- without acquiring some level of technological proficien- fancy, the foci of study were print and electronic media cy, technical skills are not enough. Regardless of what texts. However, in its current post-digital stage of ado- medium or technology we choose (whether low-tech lescence, MLE includes texting, gaming, blogging, and or high-tech), our success as media literacy educators tweeting. -
Information Transliteracy”?
International Conference “Media and Information Literacy (MIL) for Knowledge Societies”, 24-28 June, 2012, Moscow, Russian Federation Can one speak of an “information transliteracy”? Vincent LIQUETE ( Bordeaux University – IMS/CNRS UMR 5218 [Human Engineering and Knowledge Engineering (Team CIH)] [email protected] / [email protected] Summary of paper: The issue of transliteracy in general and particularly informational transliteracy is increasingly being debated worldwide and from extremely varying perspectives. These concepts refer to highly varied cultural and professional realities and contexts. In this paper we will discuss three dimensions and issues. First, we will attempt to delineate the scope and range of current thinking by researchers in information and communication sciences in France with regard to informational transliteracy, and present its four main components. Second, we will lay the claim that the informational transliteracy approach goes beyond the “Media and Information Literacies (MIL)” approach, in particular by giving all due importance to issues related to learning with computers, i. e. “computation”. Finally, we will present some new thinking that is currently being implemented in the French education system and will present some research projects involving informational transliteracy (LIMIN-R project, Translit project, etc.). Key words: Transliteracy / Information culture / French educative system / Informational practice /Competencie / Forward For twenty years now, the notions of information literacy and thereafter Translitteracy have been the subject of a wide range of definitions and an extensive scientific literature, especially in the Anglo-Saxon world. We will attempt during this presentation to demonstrate some of the main dimensions in terms of skills and attitudes in the various literacies that are giving rise to the new forms of training and support required in the future. -
Standards for Technological Literacy
New Media and Standards for Technological Literacy William E. Dugger, Jr. Technology for All Americans Project USA We live in a world that is increasingly dependent on technology. Technology has been a growing human endeavor since the first chipped-edge flint tool was created by our ancestors about 1.5 million years ago in what is now Kenya. Today, technology exists to a degree unprecedented in history. Furthermore, our technology is evolving at an extraordinary rate, with new technologies being created and existing technologies being improved and extended. Surprisingly, there is much confusion in today’s society about what technology actually is. Is technology computers? Is it new media? Is it calculators? Is it the result of rewiring school buildings to make them Internet accessible? The correct answer to each of these questions is “Yes — and much, much more.” Broadly speaking, technology is the way people modify (invent, innovate, change, alter, design) their natural environment to suit their own purposes. From the Greek word technè, meaning art or craft, technology literally means the art of making or crafting, but more generally it refers to the diverse collection of knowledge and processes that people use to extend human abilities and to satisfy human wants and needs. From improved communications to new biotechnologies to new wireless networks to new advances in engineering, technology is a key factor in the constant human quest to live longer, more productive lives. It is particularly important in this technological world that people understand and are comfortable with the concepts and workings of modern technology. From a personal standpoint, people benefit both at work and at home by being able to choose the best products for their purposes, to operate the products properly, and to troubleshoot them when something goes wrong. -
Using Computer Technology to Enhance Literacy Instruction for National Transformation
International Journal of Advanced Academic Research | Sciences, Technology & Engineering | ISSN: 2488-9849 Vol. 2, Issue 7 (July 2016) USING COMPUTER TECHNOLOGY TO ENHANCE LITERACY INSTRUCTION FOR NATIONAL TRANSFORMATION REV. ENGR. DR. DAVID DIMOJI & MR. OJU ONUOHA Department of Computer Science, Abia State Polytechnic, Aba; Nigeria. [email protected], [email protected] Abstract Educational technology is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. Computers are creating new opportunities for writing and collaborating. The Internet is constructing global bridges for students to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed, and used, technology is influencing how people read, write, listen, and communicate. Although technology promises new ways to promote literacy, educators' reactions to it have been mixed. Some have embraced technology with unbridled enthusiasm while others have held it at arm's length with a healthy skepticism. Yet the growing influence of technology has caused many educators to acknowledge that they need information on teaching literacy skills in the Digital Age. To serve that need, this paper offers research, best practices, and resources that support integration of new technologies into literacy instruction in technical education. Keywords: Technology, literacy, technical education, internet, digital. 1.0 Introduction Literacy instruction traditionally refers to the teaching of basic literacy skills—reading, writing, listening, and speaking. In today's digital world, however, technology has contributed to an expanded understanding of literacy. Besides having basic literacy skills, today's students also need technology skills for communicating, investigating, accessing and using information, computing, thinking critically about messages inherent in new media, and understanding and evaluating data. -
Basic Computer Literacy and Essential Skills
Basic Computer Literacy and Essential Skills Facilitator’s Guide Basic Computer Literacy and Essential Skills Facilitator’s Guide Copyright 2015 Community Learning Network Ministry of Innovation and Advanced Education, Government of Alberta Developers: Darlene Thompson and Brad White Facilitator Basic Computer Skills: Brad White Project Manager and Editor: Shannon Yates Awasisak & Family Development Circle would like to thank the facilitator’s assistants for their help and the learners for their commitment to the program. Acknowledgement to the Awasisak & Family Development Circle Board of Directors for their support in this project. Awasisak & Family Development Circle Box 2360 Lac La Biche, Alberta T0A 2C0 Contents 4 Introduction 10 Module 1: Introductions and program overview 15 Module 2: Basic computer functions and Gmail account setup 22 Module 3: Review of Modules 1 and 2 25 Module 4: USB port, memory stick, mouse and folders 31 Module 5: Program wrap-up 34 Appendix 1: Principles of adult learning and helping skills 40 Appendix 2: Introduction to Essential Skills 44 Forms 1. Registration Form 2. Permission to Use Picture 3. Attendance Record 48 Handouts 1. Program Overview 2. Computer Terms 3. Learner Journal 4. Essential Skills in the Workplace and in Daily Life 5. How to Use a Wireless Mouse 6. Similarities and Differences between Windows and Google Chrome Features 7. Common Features of Windows 8. How to Install Google Chrome 9. Google Screens 10. How to Set Up Gmail Account 11. Gmail Account Access 12. Purpose of App Launcher 13. Understand the Email Toolbar 14. Use an Educational Application 15. Share and Add an Email Address and a New Contact 16. -
Educational Technology Plan 2010 -2013
Educational Technology Plan 2010 -2013 Administration Building 329 Route 73 Voorhees, NJ 08043 (856) 751-8446 www.voorhees.k12.nj.us Effective July 1, 2010 through June 30, 2013 Educational Technology Plan 2007-2010 Acknowledgements Voorhees Township Public Schools Board of Education Richard Wojdon President Nancy Seigle Vice President Dr. Gary Bennett Geraldine Borbe Bruce Karpf Denise Kirkland Amy Lynch Richard Nelson John Schmus Members Technology Planning Team Administrators School Principals Superintendent of Schools Kristine diCoio Raymond J. Brosel, Jr. Barbara Dunleavy Sheila Ferreri Assistant Superintendents Charles Ronkin Frank T. DeBerardinis, Business Diane Young Frances Collins, Curriculum and Instruction Assistant Principals Denise Costigan Directors Robert Cranmer Dr. Elaine Hill, Special Services Stacey Morris Daniel Mattie, Program Development Andrew Moskowitz Bruce Taylor, Educational Technology Sharon Stallings Page 2 Voorhees Township School District Educational Technology Plan 2007-2010 Staff Contributors Administration Building Robert Rossi, Technology Specialist Irene Afek, Director of Public Information Tracey Rossi, 1st Grade Teacher Clark Mathes, Director of Buildings & Tammy Thompson, 3rd Grade Teacher Grounds Melissa Vendetta, Special Ed. Teacher Cynthia McClain, Assistant School Business Administrator Osage Elementary School Jennifer Waro, Technology Specialist Christine Farrell, Health/P.E. Teacher Jennifer Zuggi, Secretary Lynn Gavin, 2nd Grade Teacher Deborah Zee, Director of Food Services Maureen Loutzenhiser, -
Standards for Technological Literacy and STEM Education Delivery Through Career and Technical Education Programs
Journal of Technology Education Vol. 23 No. 2, Spring 2012 Standards for Technological Literacy and STEM Education Delivery Through Career and Technical Education Programs The domestic and international marketplaces are changing, developing new technology and processes to improve productivity in every sector, requiring people to have different skills and attitudes about work. Arguably, technology and the new literacies associated with it have transformed the workplace more quickly and more deeply than any of our other institutions (Mikulecky & Kirkley, 1998). With these improvements, some segments within the workforce have experienced technical obsolescence. Today’s knowledge-based society that thrives on technological transformation has little room for those who cannot read, write, and compute proficiently; find and use resources; frame and solve problems; and continually learn new technologies and skills, as well as work in technical occupations (National Commission on Teaching and America’s Future, 1996). According to the U.S. Department of Labor, technical occupations require knowledge of scientific, engineering, and mathematical theories, principles, and techniques that enable individuals to understand how and why a specific device or system operates (United States Department of Labor, n.d). Democratic governance in knowledge-based societies like the United States relies on the ability of the general populace to make informed choices about the options made available to them by responsible scientific and technological progress (Busquin, 2002). In such societies, it is commonplace to say that relationships between science, technology, engineering, and mathematics disciplines are becoming increasingly stronger, permeating the workplace and creating new literacy demands for solving daily work-related problems. Career and Technical Education (CTE) has traditionally been viewed as the cornerstone of workforce preparation. -
Computer Science Vs. Computer Literacy Which to Teach? Viera
Computer Science vs. Computer Literacy Which to Teach? Viera K. Proulx College of Computer Science, Northeastern University Boston, MA, 02115, USA [email protected] With the widespread use of computers in all areas of work and play, it became clear that all students (in secondary schools, universities, and even in elementary schools) should be taught ‘something about computers’. The dilemma is, whether to teach ‘computer science’, or just ‘computer literacy’. In this paper we argue that both computer science and a literate use of computers need to be taught to all students, if we want them to function effectively in the new information age. Using examples from real teaching situations, we illustrate how to incorporate the teaching of effective computer literacy skills into traditional, programming based, computer science course. In the second part of the paper we show how teaching fundamentals of computer science within the context of a computer literacy course can improve student’s ability to learn how to become an effective user of computer technology. Computers in computer science education - current situation. In the USA, Advanced Placements courses taught in secondary schools are supposed to cover material typically taught in the first year university courses. Students who successfully pass the national advanced placement exam in a given subject, receive university credit for that subject. The curriculum for Advanced Placement in Computer Science, covers basic topics in computer science - algorithms, data structures, - in the context of programming in Pascal. There is no requirement that students be able to use spreadsheet application, build and query a data base, or even use a word processor. -
Teaching Computer Literacy
Teaching computer literacy CHRIS CORBEL PAUL GRUBA SERIES EDITOR DENISE E MURRAY TEACHING WITH NEW TECHNOLOGY SERIES TEACHING COMPUTER LITERACY Contents ACKNOWLEDGMENTS iv SERIES INTRODUCTION v Published by the National Centre for English Language Teaching and Research INTRODUCTION 1 Macquarie University, Sydney NSW 2109 for the AMEP Research Centre on behalf of the CHAPTER ONE Linking computer training and Department of Immigration and Multicultural and Indigenous Affairs language learning 5 Corbel, Chris, 1951- . CHAPTER TWO Addressing learner needs 15 Teaching computer literacy. Bibliography. CHAPTER THREE Developing computer skills 24 ISBN 1 86408 755 2. CHAPTER FOUR Integrating computers and the syllabus 36 Computer literacy – Study and teaching. 2. Language and languages – Computer-assisted instruction. I. Gruba, Paul. II. National Centre for English Language Teaching and Research GLOSSARY OF COMPUTER TERMS 47 (Australia). III.Title. (Series:Teaching with new technology series). BIBLIOGRAPHY 51 371.334 © Macquarie University 2004 The AMEP Research Centre is a consortium of the National Centre for English Language Teaching and Research (NCELTR) at Macquarie University in Sydney, and the National Institute for Education at La Trobe University in Melbourne.The Research Centre was established in January 2000 and is funded by the Commonwealth Department of Immigration and Multicultural and Indigenous Affairs. Copyright This book is sold subject to the conditions that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. -
Title Unpacking New Media Literacy Author(S) Der-Thanq “Victor”
Title Unpacking new media literacy Author(s) Der-Thanq “Victor” Chen, Jing Wu and Yu-mei Wang Source Journal of Systemics, Cybernetics and Informatics, 9(2), 84-88 Published by The International Institute of Informatics and Systemics This document was originally published in Chen, D. -T., Wu, J., & Wang, Y. -M. (2011). Unpacking new media literacy. Journal of Systemics, Cybernetics and Informatics, 9(2), 84- 88. Retrieved from http://www.iiisci.org/journal/sci/FullText.asp?var=&id=OL508KR Archived with permission from the publisher. Unpacking New Media Literacy Der-Thanq “Victor” CHEN Jing WU National Institute of Education, Nanyang Technological University, Singapore and Yu-mei WANG School of Education, University of Alabama at Birmingham, USA ABASTRACT 2. CHARACTERISTICS OF NEW MEDIA The 21st century has marked an unprecedented advancement of McLuhan‟s famous remark that media is the message has new media. New media has become so pervasive that it has profoundly impacted our understanding of the role of media in penetrated into every aspect of our society. New media literacy our society. According to McLuhan [20], media is an extension plays an essential role for any citizen to participate fully in the of ourselves. The choice of media either amplifies or limits the 21st century society. Researchers have documented that literacy content it conveys. Media is the message has never been more has evolved historically from classic literacy (reading-writing- true in this new media age. New media technology has offered understanding) to audiovisual literacy to digital literacy or unprecedented affordance for human communication, which information literacy and recently to new media literacy.