The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
PLTW prepares students for the global economy through its world-class curriculum , high quality professional development and an engaged network of educators, students, universities and professionals.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) offers an engaging K-12 STEM curriculum. This session will discuss PLTW programming at all levels and how it incorporates activity, project and problem-based learning to help students think critically, problem solve and collaborate.
The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
PLTW prepares students for the global economy through its world-class curriculum , high quality professional development and an engaged network of educators, students, universities and professionals.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) offers an engaging K-12 STEM curriculum. This session will discuss PLTW programming at all levels and how it incorporates activity, project and problem-based learning to help students think critically, problem solve and collaborate.
Digital Tools for the Classroom --ISTE Standards StudentsNAFCareerAcads
Are you interested in engaging your academy students with web tools and apps that help them to solve problems, communicate effectively, and share their learning? Come see national educational technology expert Naomi Harm overview dozens of free online tools and mobile apps that can be used in academies across any theme. And, as a bonus, you’ll see how student technology standards for the International Society for Technology in Education (ISTE) can help guide technology goals and use in your academy.
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAILijait
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
Digital Tools for the Classroom --ISTE Standards StudentsNAFCareerAcads
Are you interested in engaging your academy students with web tools and apps that help them to solve problems, communicate effectively, and share their learning? Come see national educational technology expert Naomi Harm overview dozens of free online tools and mobile apps that can be used in academies across any theme. And, as a bonus, you’ll see how student technology standards for the International Society for Technology in Education (ISTE) can help guide technology goals and use in your academy.
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAILijait
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
Exploring the Level of Computer Literacy for Candidates in Higher Education: ...Dr. Amarjeet Singh
Bahrain Polytechnic is a Higher Education technical institution established in 2008 (by Royal Decree No. 65 for the year 2008). Its main mission is to supply the Bahraini economy with a skilled Bahraini labour force aiming to contribute to economic growth and diversification. The Polytechnic ensures that its values of excellence, learning and innovation are achieved by designing curricula that meet international standards as well as national and individual needs through continuous consultations with the industries and international education institutions. The development of computer and technological literacy is a significant predictor for success in the workplace and is also one of the key skills that the polytechnic provides through its programmes to students and faculty. This paper explores how computer literacy and skills are acquired by educators and students through International Computer Driving License (ICDL) tools employed at Bahrain Polytechnic. The study also considers the challenges that hinder learners from completing the requirements of ICDL. If adequate numbers of faculty and students have already learned basic computer skills, then the question facing the polytechnic is if computer literacy should continue to be taught at all levels. To answer this question, ICDL tests were administered to ascertain the computer literacy level of existing faculty and students. The results of the tests will determine which ICDL tests students and faculty should be placed on in order to address their computer literacy needs.
Multiple educational data mining approaches to discover patterns in universit...IJICTJOURNAL
This paper presented the utilization of pattern discovery techniques by using multiple relationships and clustering educational data mining approaches to establish a knowledge base that will aid in the prediction of ideal college program selection and enrollment forecasting for incoming freshmen. Results show a significant level of accuracy in predicting college programs for students by mining two years of student college admission and graduation final grade scholastic records. The results of educational predictive data mining methods can be applied in improving the services of the admission department of an educational institution, particularly in its course alignment, student mentoring, admission forecast, marketing, and enrollment preparedness.
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Week 02_Technology Acceptance Model.docx
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Running head: TECHNOLOGY ACCEPTANCE MODEL 1
TECHNOLOGY ACCEPTANCE MODEL 7
Technology Acceptance Model Praneeth Pentela
ITS 630-A08 Organ Leader & Decision Making
Dr. Joanna Patterson
TECHNOLOGY ACCEPTANCE MODEL
Introduction
IT acceptance has over the last few years received considerable attention. Various theoretical models have been proposed to explain the end-users’ acceptance
behavior (Al-Emran, Mezhuyev, & Kamaludin, 2018). Among the various theoretical models, TAM that was proposed by Davis is typically applied and empirically
tested. Technology acceptance model (TAM) The technology acceptance model is an information system theory that is used in modeling how users normally accept
technology use. This is a model that is considered to be one of the most influential and commonly used theories. It is therefore very critical in describing the
importance of technological innovations in e-commerce. The practical system use is the ultimate conclusion that users want people to be willing to do something
regarding technology, and also need to establish behavioral intention which may e a factor that would encourage people to use the innovation. The behavioral
intention is said to be affected by the attitude (A) of the general understanding of the technology (Nugroho, Bakar, & Ali, 2017). Many studies have been conducted
globally to investigate TAM’s relevance in understanding e-learning acceptance among the students. In many regions, e-learning is adopted for its assumed potential
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of facilitati.
Interactive Technologies for Improving Quality of Education to Build Collabor...ijsrd.com
Today with advancement in Information Communication Technology (ICT) the way the education is being delivered is seeing a paradigm shift from boring classroom lectures to interactive applications such as 2-D and 3-D learning content, animations, live videos, response systems, interactive panels, education games, virtual laboratories and collaborative research (data gathering and analysis) etc. Engineering is emerging with more innovative solutions in the field of education and bringing out their innovative products to improve education delivery. The academic institutes which were once hesitant to use such technology are now looking forward to such innovations. They are adopting the new ways as they are realizing the vast benefits of using such methods and technology. The benefits are better comprehensibility, improved learning efficiency of students, and access to vast knowledge resources, geographical reach, quick feedback, accountability and quality research. This paper focuses on how engineering can leverage the latest technology and build a collaborative learning environment which can then be integrated with the national e-learning grid.
THE USE OF COMPUTER-BASED LEARNING ASSESSMENT FOR PROFESSIONAL COURSES: A STR...IAEME Publication
Background/Objectives: While the increase in classroom technology, it is necessary to examine how assessment is administered through technology. The purpose of this study is to understand how students and faculty are perceived and examine the effectiveness of the computer-based assessment in professional education courses (Educational Technology) at Northern Iloilo Polytechnic State College, Iloilo, Philippines. Methods: The research design utilized in this study is mixed-method research. A computer-based assessment was utilized to assess students' performance in educational technology. This instrument was validated, and pilot tested to establish reliability. Each campus of NIPSC selected ten students of 70 as respondents during Academic Year 2016-2017. Frequency count, mean, standard deviation, and Wilcoxon signed-rank test were statistical tools used for data analyses. Findings: The study's finding showed a high score of students in the posttest ensured better performance of the students in educational technology. The increase in the posttest per performance level of the students was due to an accurate measure of what they have learned in educational technology. The majority of students users agreed that online assessment was fasters than the paper and pencil form. Also, users agreed that online assessment is contemporary and more systematic. They also stated that online assessment is consistent with the teaching style, but they are less anxious. Furthermore, according to faculty and students, ninety percent (90%) believed that computer-based assessment accurately measures what they are teaching and what they learned in school, respectively. Novelty: With the current situation that the education system is in new normal, computer-based learning is important in flexible learning. And assessment using technology is a great help to both faculty and students. Thus, state universities and colleges (SUCs) should adopt this innovation to help teaching and learning.
The purpose of this Programme Exit Survey (PES) was to provide data to gauge perceptions of various aspects of programmes and services offered and to identify areas where improvements may be needed in the Department of Electronic Engineering (Computer) JKE, Politeknik Kota Kinabalu (PKK). This PES was conducted on 21 final semester students, graduating from Diploma in Electronic Engineering (Computer) (DTK). They were the second Cohort whose intake was in December 2010. The survey questionnaire had five main sections: respondents’ profile; assessment of overall quality; assessment of skills and knowledge; assessment of Lecturers and Academic Advisor; and assessment of academic resources and facilities. All the data were analysed using the Statistical Product and Service Solutions (SPSS) software version IBM SPSS Statistics 19.0. For the assessment of the overall quality, attribute for teaching and learning experience was rated 100% with “excellent”, “very good” and “good”. Skills and knowledge section was evaluated by relating the statements with nine items as stated in the Programme Learning Outcomes (PLO). All the PLOs’ were marked at least “good” by 98% of the students. Assessment on lecturers and academic advisor were rated 33.3% as “excellent” and 57.1% as “very good”. In terms of academic resources and facilities, the access to Wi-Fi had the highest unsatisfactory concerned from the respondent whereby 28.6% rated the item as “weak”.
1. Janet Price, Ph. D., The Academic ICT Gap AcademicICTGap@gmail.com
1
Abstract
“Technology is no longer just a tool, it is an environment”. (Cofino, 2009)
This study investigates the Academic ICT Gap that exists between the information and
communications technology (ICT) skills required by Western universities and the ICT skills of
commencing foreign students educated in developing countries. Commencing students and
university instructors have expectations that are at odds. ICT are ubiquitous in Western higher
education and all incoming students are expected to have mastered the basic ICT that support both
coursework and the learning and content management systems students use daily for academic and
administrative purposes. Yet there is no uniform ICT instruction in the foreign primary through
secondary (P-12) schools in which many of these students are educated. Higher education is a
competitive and profitable global service-sector driven by supply and demand and the foreign
student market brings unique challenges. Commencing foreign students expect their new
institutions to teach the ICT they need: similar to the practice of providing remedial English-language
services. By accepting students with ICT skill discrepancies, institutions accept the onus of ICT
remediation.
This study takes the initial step in defining the Academic ICT Gap. The Survey of Higher Education
asked 353 Australian university instructors to rank the importance of 28 ICT items to their
coursework. The Survey of Primary through Secondary asked 135 pre-tertiary International teachers
to review these same 28 ICT items and indicate their students’ graduate mastery levels. A
comparison of survey data identified discrepancies in a range of important skills required for
academic work.
Among the myriad uses of this unique research is the creation of the Academic ICT Baseline, a
transparent tool, created by Western universities, to guide ICT curriculum in International P-12
education.
Keywords: Academic ICT Gap, Academic ICT Baseline, ICT, L/CMS, Research Production Skills, RPS
2. Janet Price, Ph. D., The Academic ICT Gap AcademicICTGap@gmail.com
+61 (0) 497 259 483 Skype: AcademicConsultant
Table of Contents
1 THE EFFECTS OF THE DIGITAL DIVIDE ON GLOBAL LEARNING 1
1.1 THE PROBLEM: THE HAVES AND HAVE NOTS REMAIN ACADEMICALLY DIVIDED 1
1.2 INFORMATION AND COMMUNICATIONS TECHNOLOGY - COMMON KNOWLEDGE 4
1.2.1 Information and communications technology (ICT) as defined for this research 5
1.2.2 Research production skills as defined for this research 6
1.2.3 Learning and content management systems as defined for this research 7
1.2.4 Computer literacies and Bloom’s Taxonomy of Cognitive Learning Levels 7
1.2.5 The Genesis of the Academic ICT Gap research 9
1.3 FOREIGN STUDENTS - COMMON PURPOSE BRINGS UNCOMMON CHALLENGES 11
1.3.1 Assimilation and governmental challenges 13
1.3.2 Educational challenges 14
1.4 INTERNATIONAL SCHOOLS AND TEACHERS - COMMON DENOMINATOR 16
1.4.1 The International teacher 16
1.4.2 The International school 17
1.5 WESTERN UNIVERSITIES - COMMON INTERESTS 17
1.5.1 Academic consumerism and the promise of a future 18
1.5.2 Academia and commercial interests find common cause 21
1.6 ASSESSMENT AND REMEDIATION FOR ALL ACADEMIC STAKEHOLDERS 22
1.7 CHAPTER SUMMARY 26
2 HISTORICAL CONTEXT 28
2.1 THE WORLD AND COMPUTERS 28
2.1.1 Pre-1970 29
2.1.2 1970-1979 32
2.1.3 1980-1989 36
2.1.4 1990-1999 38
2.1.5 Post-2000 40
2.2 CHAPTER SUMMARY 43
3 THE EVOLUTION OF THE ACADEMIC ICT GAP45
3.1 RESEARCH QUESTIONS 46
3.2 WESTERN ACADEMICS AND COMPUTERS 46
3. Janet Price, Ph. D., The Academic ICT Gap AcademicICTGap@gmail.com
+61 (0) 497 259 483 Skype: AcademicConsultant
3.2.1 Historic context of ICT adoption in Western higher education 47
3.2.2 Historic view of ICT integration in Western primary through secondary education
49
3.3 FOREIGN STUDENTS - MODELLING THE CHINESE PROTOTYPE 51
3.3.1 Historic context of English-language learning in China 52
3.3.2 Modern Chinese education - classroom and curriculum 52
3.3.3 Modern Chinese education - decision-makers 57
3.4 INTERNATIONAL SCHOOLS AND TEACHERS 59
3.4.1 International schools - the business of education 59
3.4.1 International schools - teaching English without ICT 62
3.4.2 International teachers - representatives of all things Western 63
3.5 ASSESSING THE ACADEMIC ICT GAP 64
3.5.1 Development of ICT skill assessment for all stakeholders 64
3.5.2 Development of Instructional Systems Designed for ICT skills delivery 66
3.5.3 The Importance of processes in closing the Academic ICT Gap 67
3.6 CHAPTER SUMMARY 70
4 METHODS THAT MEASURE THE GAP73
4.1 SURVEY COMPONENTS 73
4.1.1 The commencing foreign student 73
4.1.2 The ICT required by Western university instructors 74
4.2 SURVEY DATA: COLLECTION METHODS 75
4.3 SURVEY DESIGN ELEMENTS 76
4.3.1 Developing academic content for both the surveys 76
4.3.2 The importance of combining qualitative and quantitative formats 77
4.4 SURVEY DATA: ANALYSIS METHODS APPLICABLE TO END RESULTS 78
4.5 SURVEY DATA: ANALYSES METHODS APPLICABLE TO LIKERT VARIATIONS79
4.5.1 Assessing foreign students’ ICT skills by proxy 82
4.5.2 Higher education: What are the variables at play in ICT use? 84
4.5.3 Text data analyses 85
4.6 DUAL DATA - COMPARATIVE ANALYSES 86
4.7 ASSESSMENT AND REMEDIATION DETERMINED BY USE AND OUTCOME 86
4. Janet Price, Ph. D., The Academic ICT Gap AcademicICTGap@gmail.com
+61 (0) 497 259 483 Skype: AcademicConsultant
4.8 CHAPTER SUMMARY 87
5 RESULTS 89
5.1 SURVEY PRIMARY THROUGH SECONDARY - ICT SKILLS ANALYSES 89
5.1.1 SurveyP-12 variability analyses based on response frequency 89
5.1.2 SurveyP-12 Exploratory Factor Analysis 91
5.1.3 SurveyP-12 Principal Components Analysis 92
5.1.4 SurveyP-12 analysis of unsolicited commentary 94
5.2 SURVEY HIGHER EDUCATION – ICT SKILLS ANALYSIS 98
5.2.1 SurveyHE variability analyses based on response frequency 98
5.2.2 SurveyHE Exploratory Factor Analysis 100
5.2.3 SurveyHE Principal Components Analysis 100
5.2.4 SurveyHE analysis of interviews and email commentary 103
5.3 EXPOSING THE ACADEMIC ICT GAP BY COMPARING SURVEYS’ ANALYSES 106
5.3.1 Independent t-Test comparing surveys’ means and frequencies statistics106
5.3.2 Mann-Whitney U non-parametric testing indicates an Academic ICT Gap 107
5.4 CHAPTER SUMMARY 108
6 POSITS, SUPPOSITIONS AND ANALYSES CONCLUSION 109
6.1 DEDUCTIVE POSITS 109
6.2 ANALYSES RESULTS 112
6.2.1 SurveyP-12 analyses results 112
6.2.2 SurveyHE results 113
6.2.3 Comparative analysis results 114
6.3 CHAPTER SUMMARY AND ANSWERS TO THESIS RESEARCH QUESTIONS 114
7 INSTRUCTION THAT SUPPORTS SEAMLESS INTEGRATION 116
7.1 INTEGRATION TIMELINES DRIVE THE ICT INTERVENTION PROCESS 116
7.1.1 Targeted Active Integration 116
7.1.2 Active Integration 117
7.1.3 Managed Seamless Integration 117
7.2 PROJECT IF: INSTRUCTIONAL SYSTEM DESIGN COUNTERS THE ACADEMIC ICT GAP 118
7.2.1 Pre-Assessment118
7.2.2 Participant division 119
5. Janet Price, Ph. D., The Academic ICT Gap AcademicICTGap@gmail.com
+61 (0) 497 259 483 Skype: AcademicConsultant
7.2.3 Instructional programs that achieve intended learning outcomes119
7.2.4 Seamless integration of ICT production skills 124
7.2.5 Formative assessment to monitor and maintain ICT skill levels 124
7.3 EMERGING ICT CHALLENGES STATIC LEARNING PRACTICES 125
7.4 CHAPTER SUMMARY AND THESIS CONCLUSION 125
8 WAYS FORWARD 127
8.1 IDENTIFYING LEARNING CHALLENGES BY DIFFERENTIATING SKILLS 127
8.2 IDENTIFYING CHALLENGES BY EXAMINING STAKEHOLDERS 129
8.2.1 Connecting P-12 schools with higher education 129
8.2.2 Connecting higher education with commerce 130
8.2.3 Connecting higher education with national interests 130
8.2.4 Solutions for all stakeholders 131
8.3 FUTURE RESEARCH 131
8.3.1 Academic questions – Present and future 131
8.3.2 The Academic ICT Gap – Professional and personal rationale of further pursuit 132
References 134
Appendices 149