Download or read book A Study of Elementary Teachers Perceptions Related to Print Visual and Computer Literacy written by Charlene Emmert Fleener and published by . This book was released on 1981 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Computer Literacy microform written by Dannie Lee Brown and published by National Library of Canada. This book was released on 1988 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Early Childhood Teachers Perceptions and Practices Regarding Technology Integration in Literacy Instruction written by Moneerah Al Jabr and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative multiple-case study was to investigate early childhood teachers' perceptions of how technology integration contributes to the development of young children's literacy. I sought to understand their perspectives on the differences between traditional and digital literacies, the benefits of using technology for this purpose, and how they perceived their role in planning and implementing technology-integrated literacy activities. Finally, the study examined how teachers' perceptions, beliefs, teaching experiences, and technology knowledge influenced their classroom practices. The study drew from sociocultural and multimodal perspectives that view children's use of digital devices as tools to make meaning and engage with multimodal texts as social practice influenced by their interactions and conversations with teachers and peers in classrooms. Ten early childhood teachers from three different elementary schools agreed to participate in the study. Data were collected from semi-structured interviews and reviews of lesson plans and instructional PowerPoints. The data were analyzed through two cycles of coding that generated four overarching themes: 1) teachers' beliefs and understanding of digital literacies, 2) digital literacy experiences in early childhood classrooms, 3) teachers' roles in technology-enhanced instruction, and 4) facilitators and barriers to digital technology integration. The study found that participating teachers recognized the importance of integrating digital technologies into their traditional literacy instruction in moderation with the exception of pre-K teachers who asserted that digital technology was inappropriate in pre-K classrooms. The teachers tended to conceptualize digital literacies as the absence of physical aspects and materials and the consumption of digital texts. In addition, teachers observed common benefits related to technology integration including providing audio and visual modes to supplement print-centric literacy, maintaining students 'attention by projecting stories and letters on an interactive whiteboard, and facilitating individualized learning using apps that assess students' reading levels. The teachers provided opportunities for students to watch videos about letters and sight words and play literacy games on tablets and Chromebooks. With guidance and modeling, most teachers encouraged the students to read e-books and play literacy games. The findings suggest implications for teachers, administrators, teacher educators, policymakers for effective integration of technology in early childhood classrooms and to overcome obstacles that teachers might encounter. The findings could be used to guide professional development based on teachers' perspectives and classroom experiences to better meet their needs because they are the key to more productive technology integration. Such support is needed to help teachers realize the potential of digital technology to transform literacy learning and prepare young children to be literate in the 21st century.
Download or read book A Study of Elementary Teachers Perceptions on the Use of Computers for Classroom Instruction written by Jeannette G. Martinez and published by . This book was released on 2000 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preservice Teachers Perceptions of Required Computer Literacy Course and Computer Use During Student Teaching written by Deborah Rozier Beach and published by . This book was released on 1994 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Teachers Perceptions Opinions and Attitudes about Instructional Computing written by Nancy Nelson Knupfer and published by . This book was released on 1987 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Gender Differences in Computer and Information Literacy written by Eveline Gebhardt and published by Springer Nature. This book was released on 2019-09-13 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Download or read book Teachers Perceptions of Computer Usage as Measured by the Minnesota Computer Literacy and Awareness Assessment written by Beverly Gayle McCormick Pish and published by . This book was released on 1990 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Selected Elementary and Secondary School Parents Teachers and Building Administrators Toward the Teaching of Computer Literacy in the K 12 School Program written by Roy Stricker and published by . This book was released on 1982 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison Study of Teachers Perceptions of Computer Education as Related to Grade Level Teacher Training and Computer Accessibility written by Vicki Lea Rueckert and published by . This book was released on 1984 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Gender Differences in Computer and Information Literacy written by Eveline Gebhardt and published by . This book was released on 2019 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students use of, perceptions about, and proficiency in using computer technologies. Teachers use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were 'boys toys; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEAs International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Download or read book Exploring the Digital Literacy Practices of Black Elementary Students in a New Orleans Charter School written by Nakisha Darlene Whittington and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There are a plethora of research studies that examine and explore K-12 students use of technology in U.S. schools (Kaur, Koval, & Chaney 2017; McManis, 2016; Broemmel, Moran, & Wooten's 2015; Milman et al. 2014; Flower, 2104 ; Falloon, 2013). In these studies, researchers are reporting on findings concluding again and again that technology is useful and does in fact support students' knowledge base around certain topics such as reading, science, math and social skills. There are some studies that shed light on teachers' perception of technology integration in the classroom as well as student perceptions of how technology sparks their attention (Beschorner & Hutchison, 2013; Delacruz, 2014). The implications from these studies can put teachers at some ease as these studies reveal how student performance may improve. However, there is a paucity in the research that examines the ways in which Black children in urban charter schools are using technology as a tool to support their in-school literacies. As educators and school leaders push for ways to integrate 21st century literacies into the classroom, studies that provide insight into existing uses of technology and digital literacy practices are necessary. This dissertation study seeks to fill the existing gap in urban education and literacy research by providing a lens to examine the ways Black elementary students practice their literacies with digital tools in school (i.e. digital literacy). The research questions were: 1.How do Black elementary aged children in an urban charter school practice digital literacy? In what ways are technology being used to practice literacies? What are the factors that influence digital literacy practices? In what ways does the school community support and foster students' digital literacy practices? Using an ethnographic case study approach (Meriam, 2002) this study explores the multiple ways a third, fourth, and fifth grader interact with digital literacies that involve shaping new social practices and meaning making that extend beyond the ways they practice traditional literacies (Barton et al., 2000; Gee, 1996, 2000c; Heath, 1983; Lankshear & Knobel, 2003; Lewis & Fabos, 2005; New London Group, 1996; Pahl & Rowsell, 2006; Street, 1995). Through a multiliteracies frame, findings revealed some limitations (neoliberal discourses) and affordances (culturally responsive pedagogies) with participants in-school digital literacy practices. These findings suggest that neoliberal discourses embedded in an elementary school created a culture that limited and stifled students' authentic and inventive engagement with digital literacy. Findings also revealed impactful connections with pedagogies rooted in cultural inclusivity, as this type of instructional praxis honors and privileges collaborative engagements with digital literacy.
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Narrative Study Exploring Primary Teachers Perceptions on Administering Computer Based Reading Assessments to Understand Their Adoption of Computer Based Reading Assessments Practices written by Jillian Szilagyi and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this narrative study was to explore primary teachers' perceptions about computer-based reading comprehension assessments to understand their adoption practices and any associated hesitancy around implementing computer-based assessments. As such, this study sought understand how primary teachers explain their experiences, challenges, and benefits of computer-based reading comprehension assessment, as well as the impact of computer-based assessments on how teachers provide feedback to students. Primary teachers' adoption of computer-based reading comprehension assessments may be inconsistent and there is limited understanding about the reasons for this inconsistent adoption. This lack of understanding about how to improve primary teacher computer-based reading assessment adoption could be connected to how morale affects primary teachers' willingness to adapt to 21st century education. Without understanding teachers' perceptions, we will not understand how their perceptions affect computer-based reading comprehension assessment adoption. Three research questions guide this study: (a) What factors influence the adoption of computer-based assessments by primary grade teachers? (b) How do primary teachers' implementation of computer-based reading comprehension assessments explain their perceptions of computer-based assessment in primary grades? and (c) How does computer-based feedback impact the ways in which primary teachers teach and assess reading comprehension? The concept of understanding primary teachers' perspectives on computer-based reading comprehension assessment is part of larger research focused on technology integration within all subjects and grade levels. Keywords: computer-based assessment, technology integration, reading comprehension
Download or read book An Assessment of Computer Literacy Education written by Charles Lawrence Devoe and published by . This book was released on 1991 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Classroom Teachers Perceptions of Classroom Computer Utilization written by Elizabeth Dale Holley and published by . This book was released on 1988 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:
