A strategy for promoting the use of computers across the curriculum at primary school level: a case study
- Authors: Heukelman, Delene
- Date: 1994
- Subjects: Education, Elementary -- Computer programs Computers and children Education, Elementary -- Data processing Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1774 , http://hdl.handle.net/10962/d1003659
- Description: A growing number of primary schools are acquiring computers, mainly through parent funding. The study concerns the promotion of computer use across the curriculum in primary schools. Teachers need to be trained in the use of computers as a teaching aid in different subjects. A study comparing two periods of training was undertaken. Two model C primary schools, administered by the Department of Education and Culture, with similar profiles of educational computer use, were selected for the purpose. A training course consisting of five sections, where the use of the word processor, spreadsheet and database, both as personal tools and as teaching aids were introduced, was offered. Care was taken to select topics from current syllabi and to demonstrate how these topics could be presented and enhanced by using the computer. The training was presented at school A over a period of 8 months and at school B over a period of 5 weeks. The supporting material and contents of the course were the same for both groups. A comparison between the effectiveness of the two training regimes was made. The researcher's initial perceptions of the teachers' initial low level of computer literacy were confirmed by a questionnaire, responded to by each participant. It would seem that the shorter raining period was more effective in raising the level of computer literacy and that if the training period was longer, the contact time should be increased to maintain support. Neither training period resulted in a significant increase in computer use, either as a personal tool or as a teaching aid. The failure to do so may be ascribed to a number of influences, one of which is the teaching style of individual teachers. Changing the teaching style of an experienced teacher takes time and more effort than was available for either training period.
- Full Text:
- Date Issued: 1994
- Authors: Heukelman, Delene
- Date: 1994
- Subjects: Education, Elementary -- Computer programs Computers and children Education, Elementary -- Data processing Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1774 , http://hdl.handle.net/10962/d1003659
- Description: A growing number of primary schools are acquiring computers, mainly through parent funding. The study concerns the promotion of computer use across the curriculum in primary schools. Teachers need to be trained in the use of computers as a teaching aid in different subjects. A study comparing two periods of training was undertaken. Two model C primary schools, administered by the Department of Education and Culture, with similar profiles of educational computer use, were selected for the purpose. A training course consisting of five sections, where the use of the word processor, spreadsheet and database, both as personal tools and as teaching aids were introduced, was offered. Care was taken to select topics from current syllabi and to demonstrate how these topics could be presented and enhanced by using the computer. The training was presented at school A over a period of 8 months and at school B over a period of 5 weeks. The supporting material and contents of the course were the same for both groups. A comparison between the effectiveness of the two training regimes was made. The researcher's initial perceptions of the teachers' initial low level of computer literacy were confirmed by a questionnaire, responded to by each participant. It would seem that the shorter raining period was more effective in raising the level of computer literacy and that if the training period was longer, the contact time should be increased to maintain support. Neither training period resulted in a significant increase in computer use, either as a personal tool or as a teaching aid. The failure to do so may be ascribed to a number of influences, one of which is the teaching style of individual teachers. Changing the teaching style of an experienced teacher takes time and more effort than was available for either training period.
- Full Text:
- Date Issued: 1994
Computer assisted language learning for academic development programmes : an appraisal of needs, resources and approaches
- Authors: Collett, Philip Godfrey
- Date: 1994
- Subjects: English language -- Computer-assisted instruction Language arts -- Computer-assisted instruction Language acquisition Computers and literacy English language -- Study and teaching -- Foreign speakers Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1457 , http://hdl.handle.net/10962/d1003338
- Description: A major objective of Academic Development Programmes is to support the student in acquiring a level of language competence which is sufficient to enable the student to cope with the linguistic demands of academic courses. Language teaching programmes in the Academic Development context in South Africa suffer from a number of constraints: staffing, time on task, relevance, and difficulty of integration with learning in other coUrses. A review of developments in the field of Computer Assisted Language Learning (CALL) shows that computers can be used to support language learning. CALL materials range from simple instructional programs to powerful linguistic research tools and need to be integrated into wider language programmes so as to support and enhance other teaching and learning activities. However, relatively little research has been done to investigate the feasibility and effectiveness of CALL in language development courses within Academic Development programmes in South Africa. The development of a system designed to enable students to practise proof-reading and editing is described and evaluated. Suggestions are made for using this system with other CALL materials within a computer assisted language development environment. It is argued that CALL can be used feasibly and effectively in this environment to enhance learning and to counteract constraints.
- Full Text:
- Date Issued: 1994
- Authors: Collett, Philip Godfrey
- Date: 1994
- Subjects: English language -- Computer-assisted instruction Language arts -- Computer-assisted instruction Language acquisition Computers and literacy English language -- Study and teaching -- Foreign speakers Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1457 , http://hdl.handle.net/10962/d1003338
- Description: A major objective of Academic Development Programmes is to support the student in acquiring a level of language competence which is sufficient to enable the student to cope with the linguistic demands of academic courses. Language teaching programmes in the Academic Development context in South Africa suffer from a number of constraints: staffing, time on task, relevance, and difficulty of integration with learning in other coUrses. A review of developments in the field of Computer Assisted Language Learning (CALL) shows that computers can be used to support language learning. CALL materials range from simple instructional programs to powerful linguistic research tools and need to be integrated into wider language programmes so as to support and enhance other teaching and learning activities. However, relatively little research has been done to investigate the feasibility and effectiveness of CALL in language development courses within Academic Development programmes in South Africa. The development of a system designed to enable students to practise proof-reading and editing is described and evaluated. Suggestions are made for using this system with other CALL materials within a computer assisted language development environment. It is argued that CALL can be used feasibly and effectively in this environment to enhance learning and to counteract constraints.
- Full Text:
- Date Issued: 1994
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