Learning novel mathematical concepts in a computer-enriched environment

There is widespread belief that computers should be used for the teaching and learning of mathematics. Research indicates that computers are primarily used in mathematics classes: (1) to reinforce previously taught concepts, (2) to allow students to construct computer programs to simulate mathematical techniques known to the student and (3) to explore mathematical microworlds encompassing mathematical ideas and concepts normally known to the student. Furthermore, it is said that pre-service teachers should experience the learning of mathematical ideas and concepts of which they had no prior experience in environments in which computers are just one of the resources available for exploring and experimenting with these ideas and concepts. How should these learning environments be constructed so that pre-service teachers are sensitised to the value of doing mathematics in such environments? Is a student's understanding of novel mathematical concepts enhanced when s/he explores it in a computer-enriched environment? An experiment with pre-service teachers was carried out in a college of education for blacks in South Africa. This article describes the insights gained from this experiment.     

Student‐teachers’ Use of Computers during Teaching Practice in Primary Classrooms

It is argued that teacher readiness is crucial to the realisation of national goals for educational computer use and that the preparation of student teachers can make an important contribution. This study investigated student‐teachers’ dispositions towards computers and their use of computers in primary‐school classrooms during a final‐year practicum. The student teachers generally viewed computers positively but lacked confidence in their knowledge of computers. While they were nervous about using computers in classrooms, almost two‐thirds did use a computer at least once during a four‐week practicum and were more likely to do so if the supervising teacher modelled such use. The most frequently experienced problems in using computers were organisational. Based on the findings of this study it is suggested that preservice courses should focus on the pedagogical issues associated with computer use and they should provide students with opportunities to observe and practise classroom computing.     

Heading for the Ha-Ha

Some educationalists predict that it will not be long before modern technology—especially the microchip—revolutionizes education, automating traditional teachers, tutors and industrial instructors into oblivion. In this paper I argue that such fears—or what some call hopes—are groundless. Few of the more important ways in which human teachers interact with students can be electronically simulated. For as far ahead as it is possible to see, educators will be people rather than computers, and the dominant educational medium will continue to be the printed and spoken word rather than the image on a screen. There will be no great boom in computer-assisted instruction (CAI); computers, video (including videodisc) and the other products of modern technology will advance their status as useful educational tools, but they will not revolutionize education.     

Children's Conceptions of Information Communications Technology

This study draws upon qualitative data to examine children's understanding of computers and how they work. The study involved interviewing a sample of 10 and 11 year old pupils in two primary schools. The results showed that children who have experience of ICT in the home as well as the school have a better understanding of the computer system and its functions. These children drew analogies of computers to related activities. Those with no computer access at home had limited knowledge of what computers are used for.     

Computer Literacy as Ideology

Some of the most prominent policies in schools throughout the industrialized world today relate to the rapid introduction of computers. The most common rationale for introducing educational microcomputing is the concept of ‘computer literacy’. It is a concept, however, which is so poorly defined and delineated, and so unclear as to purpose and procedure, that it may best be investigated as a form of ideology. The justificatory arguments for computers in classrooms are primarily vocational or practical. They are based on assumptions that computers will be pervasive in the workplace of the future, or that they are soon going to be ‘everywhere’. The more purely pedagogical arguments are secondary: that learning about computers is a worthwhile experience in and of itself, and that computers can be useful productivity tools for other academic work. Drawing upon empirical evidence from an evaluation of computer use in two Canadian high schools, this paper shows how a critical treatment of computer literacy as ideology raises important issues about the computerization of education. It suggests that educators should question whether they have simply taken the ideology of computer literacy at face value, and whether this almost universal policy has received the critical attention it deserves.     

Exploring the Potential of Computers to Enrich Home and Community-Based Services Clients' Social Networks

Older persons receiving services in community settings, rather than Nursing Homes, are at risk of social isolation. Computer mediated communication offers technological resources that recipients of Home and Community-Based Services (HCBS) might use to reduce their social isolation. The present study involved personal interviews with 40 HCBS clients regarding their interest in communicating with members of their social networks and using computers. At the time of the interview, 30 of the 40 participants did not use computers and reported cost, lack of training, physical limitations, lack of interest and access, and fraud as the reasons for not using computers. After watching a videotape illustrating an easy-to-use computer interface that allows older persons to communicate with families and friends, 90% reported that it would be helpful for people like them. Participants said such a computer would be helpful because it would make communication with friends and family easy, it could accommodate visual and manual disabilities, and would be interesting. Eighty-five percent said they would use a system like the one they were shown if it were available to them.     

使用计算机进行语言输出的学习动机与学习者语言水平关系的调查分析——一项基于计算机辅助英语教学的实证研究

本文通过使用Warschauer的调查问卷对江苏地区某高校大学生使用计算机进行写作与交流的学习动机与学习者的语言水平关系进行调查,用SPSS统计软件进行分析,结果表明：我国大学生在使用计算机写作与交流时有着较强的学习动机;更侧重于用计算机进行交流,在英语学习方面使用计算机对学生的帮助并不大;与语言水平呈低相关,没有显著关系。     

The Digitally Disadvantaged: Access to Digital Communication Technologies among First Year Students at a Rural South African University

Considering the importance of digital skills in university education, this article reports on a study which examined access to technology among first year students at a rural South African university. The study focused on the digital readiness of students prior to their admission to the university, since many universities provide access to computers and the internet. The survey of 156 first year students revealed that 73 per cent of the students had no access to computers at their high schools and 82 per cent of students from rural high schools had no computer access and internet at their schools. Most students from rural areas used a computer for the first time when they were 19 years and older. Many students gained access to computers and the internet for the first time at the university. As a result, they enter the university digitally disadvantaged. Solutions that involve initiatives to provide access to technology are required in addition to digital literacy for educators at high schools.     

Students' Choice for Computers

Nowadays,computers are widely used as useful tools for our daily life.So you can see students using computers everywhere.The purpose of our survey is to find out the answers to the following questions:1.What brand of computers do students often choose?2.What is the most important factor of choosing computers in students’idea?3.What do students want to do with computers most?After that,we hope the students will know what kind of computers they really need and how many factors must be thought about when buying computers.     

Boys,girls, and microcomputing

In an attempt better to understand why, on the whole, girls are not very interested in computers, we have tried to investigate social representations of technical interest attributed to one or the other gender in primary and junior-high school. The results of the impressions formation test and those of a survey indicate that primary-school pupils consider boys and girls to be equally involved in technical fields and a girl «computer enthusiast» is perceived as a very atractive person. At the junior-high level, students no longer perceive this equality of gender in technical interests and they judge a girl «computer enthusiast» negatively. Moreover, girls themselves consider that too keen an interest in computers is evidence of loneliness and problems with sexual identity. A boy’s involvement with computers does not change his image, whatever the gender or the age of the subjects. Thus, the influence of the normative model of feminine identity can explain in part the drop in interest for computers observed in secondary-school girls.     

Single-sex computer classes: An effective alternative

Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable (http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections and impede female progression through technology classes. It is these factors that our educational system must address. Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi, 1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice, 1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to pursue higher level computer classes. Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology gap (Kumagi, 1995).     

Prospective Turkish primary teachers’ views about the use of computers in mathematics education

The use of computers and technology in mathematics education affects students’ learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers’ views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two different universities in Turkey. Data consisting of participants’ written responses were qualitatively analyzed and categorized according to TPACK. Results show that the prospective teachers’ views about computers and their use in mathematics are usually positive. They enjoy working with computers, even though they are only able to perform relatively minor calculations with computers. They stated that improved use of computers can help them to learn and teach mathematics more effectively. However, they did not feel confident about their ability to teach mathematics using computers.     

The Use of Computers in the Education of Open University Students with Disabilities

Abstract

In 1988 the Open University is implementing a major new policy on the use of computers in its courses; students taking certain courses will be obliged to have access to a microcomputer. This new policy has many far‐reaching consequences, not least for students who are disabled. In the past most computing in Open University courses has been done by students using terminals in local study centres, linked to the University's mainframe computers. Also, a number of students who are disabled have used computers in their studies, principally for word‐processing written work. By interviewing disabled students who have taken such courses, and surveying other disabled students, it has been possible to anticipate to some extent the likely impact of the home‐computing (HC) policy. Results suggest that for many disabled‐ students the HC policy represents an improvement in their opportunities; now they will be able to study courses involving computers entirely at home. However, a number of problems have also been identified. Hopefully, as many of these have been recognised at an early stage, it will be possible to address them before they affect students directly.     

Relationship between gender identity,perceived social support for using computers,and computer self-efficacy and value beliefs of undergraduate students

This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age?=?18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.     

A case study of low‐status women’s attitudes towards computers

This study investigates the attitudes of a group of low‐status women towards computers through a deliberately designed computer training programme. Four aspects of the women’s attitudes were examined, including computer anxiety, confidence, liking and usefulness. Data sources consist of pre‐ and post‐surveys and interviews with the participants. The results show that the participants’ attitudes towards computers improved greatly after attending the training course, especially in terms of the aspect of anxiety. It was also found that the instructor’s patience, repeated step‐by‐step demonstrations, detailed notes presented with screen‐image snapshots, stand‐by tutors and a friendly learning environment were the main elements that effectively helped the learners increase their positive feelings towards learning to use computers. The study reveals that once women have opportunities to use computers and once they are adequately instructed, the majority will be connected to the digital world in no time.     

Abilities and affordances: factors influencing successful child–tablet communication

Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent.     

Factors influencing student preference when comparing handwriting and typing for essay style examinations

It seems anachronistic that we expect students to handwrite essay examinations when almost all their other work is mediated by computer. Two universities, one in the UK and one in Australia, are exploring the use of computers in free text response examinations. This paper compares both the attitudes and the behaviours of their students concerning the use of computers in essay examinations, and contrasts the responses from the two cohorts. Most of the students have confidence in their typing skills and report typing as least as fast as they can handwrite. The analysis demonstrates that although students recognise that examination essays should have good structure and argument, when in the pressure of an examination, it is all too easy for them to be more concerned with the sheer amount of text they can write.     

Microcomputers in Mathematics Teaching

The use of computers is of considerable value for those learning mathematics. Their effective use depends upon adequate teacher education and the provision of sufficient hardware in classrooms where mathematics is taught. The purpose of using computers in mathematics classrooms is to engage learners' interest and involvement in the mathematics they are learning. To achieve this learners need to be in control of what they are doing. At present, turtle geometry and the use of relatively limited software packages appear to be most effective for this, but in the near future it should be possible to develop software tools which are both powerful and easy to use. These are likely to include information-retrieval packages; spreadsheets; and also 'microworlds' written in a language such as Logo or Prolog.     

An investigation into students' use of a computer-based social learning space: lessons for facilitating collaborative approaches to learning

Provision of computers in universities for self‐study is taken for granted and is seen as a “must have” educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning. The use of collaborative methodologies such as group work also illustrate the importance, and perceived beneficial role of, learning with others. However, in general, student access to computers for self‐study in UK Higher Education is provided through large rooms furnished with serried ranks of computers, which do not allow or encourage computer‐based collaborative working. This study addresses this mismatch between approaches to learning and the way universities make computers available to learners. The University of Wolverhampton provides a social learning space with 24 computers on four fishbone‐shaped tables, in a room without any restrictions on talking, eating, or drinking. It was provided so as to encourage learners to work collaboratively and to be able to integrate the use of a computer whilst doing so. This paper reports the initial findings of a study into its use, through questionnaires, observational data, and interviews. Has the provision of a computer‐based collaborative learning space positively affected approaches to computer‐based self‐study? The results of this study inform how best Higher Education institutions might provide computer access to learners so as to encourage collaborative working and positively affect student approaches to their learning.     

An introduction to parallel computation

The most powerful computers in existence today are parallel computers. How are these parallel computers built? How are they programmed? This article provides an introduction