19,089 results on '"Word Processing"'
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52. Supporting the Writing Process with Technology for Students with Disabilities
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Evmenova, Anya S. and Regan, Kelley
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Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.
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- 2019
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53. Synchronous versus Asynchronous E-Learning in Teaching Word Processing: An Experimental Approach
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Ogbonna, Chinyere Grace, Ibezim, Nnenna Ekpereka, and Obi, Chiaka Augusta
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Word processing is a fundamental skill for efficient computer literacy. E-learning has been introduced to ensure wide dissemination of such fundamental content and skills, even beyond school. However, best methodologies need to be identified for efficient instructional delivery. This study therefore investigated the effects of synchronous and asynchronous e-learning on students' cognitive academic achievement and practical skills acquisition in word processing. The study adopted a quasi-experimental research design using a pre-test, post-test, and non-equivalent and non-randomized grouping of two groups of students. The study revealed that both synchronous and asynchronous e-learning significantly increased students' achievement and skills acquisition in word processing irrespective of the gender of the students. However, students taught through the asynchronous mode displayed higher cognitive achievement while those taught through the synchronous e-learning mode displayed improved skills acquisition.
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- 2019
54. Attitudes and Challenges toward the Use of ICT Skills: An Assessment of ICT Skills among University Lecturers and Students in Afghanistan
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Waseel, Farhad and Yusof, Fadhilah
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Information and communication technology (ICT) play a vital role in the sustainable development and economic growth of a country, as well as it supports the learning and teaching process approaches effectively. In Afghanistan, the level of student and lecturers' understanding of the ICT skills tools is almost at its preliminary stages. In addition, enough studies have not been conducted in the field of information and communication technologies. The purpose of the current descriptive study is to find out students' ICT skills and the challenges which students and lecturers encounter toward integrating ICT in education at public universities of Afghanistan. and the lecturers, as well. The data regarding the usage of ICT skills in learning practices have been collected through two distinct questionnaires which involved 317 students and 84 lecturers from the four public universities in the capital of Afghanistan, Kabul. The data analysis was performed with SPSS software to describe and summarize the data statistically. The outcomes indicate that students and lecturers are not much skilled in ICT, other than word processing programs and multimedia presentations. Moreover, lack of ICT infrastructure for students and enough insufficient technical training as challenges toward are challenging the higher education institutions, as well as the gender differences in the terms of ICT skills, are identified. are identified. The study recommends the government and higher education authorities in Afghanistan to take practical and immediate actions for enhancing technical training and providing ICT infrastructures to students and lecturers at these universities. These infrastructures should be intended to support the students and lecturers for utilizing the ICT widely. It should enhance students' learning abilities.
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- 2019
55. A Review on Writing Metacognitive Awareness of Turkish Advanced Level EFL Learners
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Tosuncuoglu, Irfan and Kirmizi, Özkan
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The present study was undertaken to measure the metacognitive writing awareness of university-Flevel learners. The participants of the study are 101 students of English Language and Literature, enrolled at a state university in Turkey. The grade level of the students ranges from the first grade to the fourth grade. In order to collect data, a questionnaire, developed by Farahian (2017), was used. This questionnaire measures the awareness of metacognitive writing with regard to "knowledge of cognition" and "knowledge of regulation." Knowledge of cognition is studied under the following sub-scales: (a) declarative knowledge (person), (b) declarative knowledge (task), and (c) procedural knowledge. Knowledge of regulation was studied in terms of (a) planning and drafting, (b) general online strategies (c) monitoring and revision. Descriptive statistics were used to analyse the data obtained and tentative results showed that students have a moderate level of writing awareness.
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- 2019
56. Exploring Autonomography: The Development of a Self-Directed Writing Self-Rating Scale
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Olivier, Jako
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Writing involves a number of skills and being self-directed in the process would contribute to greater effectivity. The concept of autonomography, or being self-directed in terms of writing, draws from the literature on self-directed learning and specifically self-directed writing, where concepts such as self-regulation and learner autonomy are relevant in the language learning process. This study entailed the development of a self-directed writing questionnaire through a thorough overview of the pertinent literature and a consultative process with language experts in order to explore the nature of autonomography among a selected Afrikaans-speaking university student population. The statistical factor analyses confirm that autonomography involves a writer's self-directedness, voice and self-involvement, self-assessment and problem-solving, preference for own and expressive language, sensitivity towards other languages and language varieties, metacognitive skills, approach to self-directed writing on computer as well as editing and problem-solving on computer. These factors provide measures but also key areas of development in writing instruction. In addition, the level of autonomography was also explored in terms of preference for creative writing as opposed to a more functional writing.
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- 2019
57. Assessment of Information and Communication Technology (ICT) Competence and Literacy Skills among Undergraduates as a Determinant Factor of Academic Achievement
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Nwosu, J. C., John, H. C., Izang, A. A., and Akorede, O. J.
- Abstract
Almost every human endeavor is supported or driven by Information and Communication Technology (ICT) including education. Teaching, learning, assessment, course registration, payment among other things are now ICT-based. Humans have attempted to use technology to improve their life span and quality, and education is not excempted in this great paradigm shift. This paper focuses on the Information and Communication Technology competence and literacy skills of undergraduate students in Ogun State, using their information literacy skills/competence as determinants of their academic achievement. A descriptive survey design was adopted for this study. The population of the study consists of 10,713 students from Tai Solarin University of Education (TASUED) comprising 4 colleges and 10,000 students of Babcock University comprising 9 colleges. Simple random sampling was used for the selection of a sample of 170 respondents from Babcock University and 130 respondents from TASUED. Three hundred stdents (from 100-500 levels) were the sample of the study. Well-structured questionnaire was the main instrument used for the collection of primary data. The findings of this study show that 80% of the undergraduate students of TASUED and BU have basic ICT literacy skills which entail the ability to source for and access information resources for their research. Furthermore, this study has proved that the use of ICT has improved students' academic performance. Recommendations were made based on the findings from the study.
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- 2018
58. Investigation of Writing Habits of Primary School Teachers
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Sulak, Süleyman Erkam
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Primary school holds an important place in the acquisition of writing skills. Writing attitudes and habits of teachers are influential in writing education provided by primary school teachers during this period. This study aims to examine the writing habits of primary school teachers. To this end, writing habits of teachers were investigated in terms of the use of writing skills in daily life, types of writing texts, contribution of writing to the professional life, teacher participation in classroom writing activities and digital medias where teachers write. The case study, a qualitative research method, was used in the study. Participants of the study consisted of 35 primary school teachers who worked in primary schools in Bartin (n = 22) and Ordu (n = 14). The semi-structured interview form created by taking the expert opinion was used in the research as the data collection tool. The obtained data were analyzed using descriptive analysis technique. In the study, it was found that 57% of primary school teachers did not use writing skills in their daily life or that they used writing skills occasionally, used writing skills the most in taking notes or poetry, 61% of them participated in classroom writing activities and used Word and social media to write on digital platforms.
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- 2018
59. Encouragement of Learner Use of Text-to-Speech Software by Post-Secondary Instructors/Faculty: A Qualitative, Descriptive Study
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Golda Deborah Lawson-Cohen
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The purpose of this qualitative, descriptive study was to learn how post-secondary instructors/faculty described their belief in, the factors that lead to, and how organizational training and support influenced their encouragement of learner use of an assistive technology known as text-to-speech software as part of their pedagogical practices at colleges and universities within the United States. This research included 14 post-secondary instructors/faculty. Ten semi-structured interviews and two focus groups were the sources of data. The following are the three research questions used to guide this study: how do post-secondary instructors/faculty describe their beliefs on encouraging learner use of an assistive technology known as text-to-speech software as part of their pedagogical practices; how do post-secondary instructors/faculty describe what factors led to their encouragement of learner use of an assistive technology known as text-to-speech software as part of pedagogical practices; and how do post-secondary instructors/faculty describe how organizational training and support influence their encouragement of learner use of an assistive technology known as text-to-speech software as part of their pedagogical practices. This researcher used a thematic six-step analysis that identified the following nine themes. The results revealed that since text-to-speech software was easy to use, the participants were most likely to use the technology as a part of their pedagogical practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
60. Computer Laboratory Resources and Learning of Word Processing among Business and Home Economics Education Undergraduates
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Okon, Edet E. and Dijeh, Ann E.
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This study investigated the utilization of laboratory resources for the learning of word processing by business and home economics education undergraduates. The study achieved four objectives, answered four research questions and tested four null hypotheses. The descriptive research design was adopted and the study conducted in Calabar, Cross River State, Nigeria, using 505 business and home economics education undergraduates with 92 respondents sampled using convenience sampling technique. Data were analysed using simple linear regression analysis. Utilization of keyboard, monitor, printer and Microsoft Word, and learning word processing, has significant relationship. It is concluded that the learning of word processing cannot be effective without the utilization of keyboard, monitor, printer and Microsoft Word. It is recommended that business education stakeholders should contribute towards the provision of keyboard, monitor, printer and Microsoft Word in computer laboratory for acquisition of word processing skills by undergraduates.
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- 2022
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61. Distinctive Sans Forgetica Font Does Not Benefit Memory Accuracy in the DRM Paradigm
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Huff, Mark J., Maxwell, Nicholas P., and Mitchell, Anie
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A common method used by memory scholars to enhance retention is to make materials more challenging to learn--a benefit termed desirable difficulties. Recently, researchers have investigated the efficacy of Sans Forgetica, a perceptually disfluent/distinctive font which may increase processing effort required at study and enhance memory as a result. We examined the effects of Sans Forgetica relative to a standard control font (Arial) on both correct memory and associative memory errors using the Deese/Roediger-McDermott (DRM) false memory paradigm, to evaluate Sans Forgetica effects on overall memory accuracy. Across four experiments, which included nearly 300 participants, Sans Forgetica was found to have no impact on correct or false memory of DRM lists relative to a standard Arial control font, regardless of whether font type was manipulated within or between subjects or whether memory was assessed via free recall or recognition testing. Our results indicate that Sans Forgetica is ineffective for improving memory accuracy even when accounting for associative memory errors.
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- 2022
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62. Leveraging a Multidimensional Linguistic Analysis of Constructed Responses Produced by College Readers
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Magliano, Joseph P., Flynn, Lauren, Feller, Daniel P., McCarthy, Kathryn S., McNamara, Danielle S., and Allen, Laura
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The goal of this study was to assess the relationships between computational approaches to analyzing constructed responses made during reading and individual differences in the foundational skills of reading in college readers. We also explored if these relationships were consistent across texts and samples collected at different institutions and texts. The study made use of archival data that involved college participants who produced typed constructed responses under thinking aloud instructions reading history and science texts. They also took assessments of vocabulary knowledge and proficiency in comprehension. The protocols were analyzed to assess two different ways to determine their cohesion. One approach involved assessing how readers established connections with themselves (i.e., to other constructed responses they produced). The other approach involved assessing connections between the constructed responses and the texts that were read. Additionally, the comparisons were made by assessing both lexical (i.e., word matching) and semantic (i.e., high dimensional semantic spaces) comparisons. The result showed that both approaches for analyzing cohesion and making the comparisons were correlated with vocabulary knowledge and comprehension proficiency. The implications of the results for theory and practice are discussed.
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- 2022
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63. Entering Equations: Comparison of Handwriting Recognition and Equation Editors
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Cayton-Hodges, Gabrielle A. and Fife, James
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Once a novelty, Digitally-Based Assessments (DBA) have become commonplace in the USA. With mathematics, it is often a necessity to include items that require the student to input a mathematical formula, equation, or expression. Many of these responses, especially in the upper grades, cannot be input with a standard keyboard, but must use some type of equation entry. In this study, we compare ninth-graders' entry of mathematical expressions using an equation editor versus using handwriting recognition on a tablet. While neither method is currently without flaws, we discuss the benefits and drawbacks of each as well as potential methods for improvement and the implications for mathematics assessment. [For the complete proceedings, see ED606531.]
- Published
- 2018
64. Writing Processes in Short Written Responses to Questions Probing Prior Knowledge
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Deane, Paul, O'Reilly, Tenaha, Chao, Szu-Fu, and Dreier, Kelsey
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The purpose of the report is to explore some of the mechanisms involved in the writing process. In particular, we examine students' process data (keystroke log analysis) to uncover how students approach a knowledge-telling task using 2 different task types. In the first task, students were asked to list as many words as possible related to a particular topic (word listing). In a second task, students were asked to write to a specific prompt that was designed to elicit their background knowledge of a topic using connected text (knowledge elicitation). Using a matrix incomplete block design, 1,592 high school students completed the 2 writing tasks in addition to a multiple-choice test of their background knowledge in 2 of 5 possible topics in the domain of U.S. history. An array of process data including students' typing and associated timing features was used to predict the writing scores on the 2 different types of tasks. The analyses revealed several distinct patterns that were associated with processing at the task knowledge productivity level, the editing effort level, and the keyboarding effort level. The robustness of the features was reflected in a set of hierarchal regressions that demonstrated that the process features were predictive of the writing score even when students' knowledge scores on the associated multiple choice test were considered. In sum, the results indicate that process data in the form of log file analysis are useful for both understanding the writing process and exploring potential differences between students with high and low knowledge. [This report will be published in "ETS Research Report." Research Report No. RR-18-xx (ISSN 2330-8516).]
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- 2018
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65. Out-of-Class Assessment Activities for Feedback in a General, Organic, and Biochemistry Course
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Edwards, Nicola Y.
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Two out-of-class formative assessments that have been developed and used in a General, Organic, and Biochemistry course are reported herein. The first assessment, called Daily Feedback, used the collaborative word processor, Google Docs. This assessment required students to place topics/objectives in one of three categories based on their level of understanding: (1) Yes I got it; (2) [I can get it] with practice; and (3) [I have] no idea. The second assessment is a variation of a blueprint that students use in conjunction with practice exams. The assessments were mutually beneficial to the students and the instructor due to the feedback that they provided. This feedback allowed the instructor to modify future lectures, and it allowed the students to engage in more focused study due to the ability of these assessments to identify areas of strength and concern. Responses to an end-of-semester student survey indicated that both assessments were viewed positively by the students; the combination of the practice exam and its assessment sheet was favored and ranked highly as a component in the course. These assessments helped students to engage in ongoing conversations about the course material which is key to the development of their scientific communication and metacognitive skills. Both assessments can be easily adapted to other courses and disciplines.
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- 2021
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66. Exploring Writing Individually and Collaboratively Using Google Docs in EFL Contexts
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Alsubaie, Jawaher and Ashuraidah, Ali
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Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms. Moreover, because the young learners today are digital native, integrating online learning tool with their learning is needed. This research was conducted to analyze students' achievements by submitted tasks using both face-to-face setting for the pre individual and collaborative tasks, and online learning environment for the post individual and collaborative tasks. The participants in this study were a class of Arabic major from a college in Saudi Arabia. The research was searching for the differences between the students' individual and collaborative work using Google Docs, and discerning the students' perspectives toward collaborative work with Google Docs on English writing tasks. To explore the integration effectiveness; pre and post-questionnaires, pre and post written tasks, students' portfolio, a customized rubric for test scores, and post interviews were conducted to test and analyze the outcomes. Results show significant increase in the students' scores using Google Docs. Further, the results were consistent as that students perceived Google Docs as a useful tool for both individual and group work.
- Published
- 2017
67. Keystroke Dynamics Predict Essay Quality
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Aaron D. Likens, Laura K. Allen, and Danielle S. McNamara
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Language entails many nested time scales, ranging from the relatively slow scale of cultural evolution to the rapid scale of individual cognition. The nested, multiscale nature of language implies that even simple acts of text production, such as typing a sentence, entail complex interactions involving multiple concurrent processes. As such, text production may have much in common with other cognitive phenomena thought to emerge from multiplicative interactions across temporal scales, namely those that exhibit fractal properties. We investigated the relationship between fractal scaling and the quality of produced text. Participants (N=131) wrote essays while their keystrokes were recorded. Fractal analyses were then performed on time series of interkeystroke intervals (IKIs). Results showed that fractal properties characterizing IKIs positively predicted expert ratings of essay quality, even after accounting for essay length. The results support our hypotheses concerning multiscale coordination and text production.
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- 2017
68. The ICT Level of Confidence of Course Specialists in Distance Education: The Polytechnic University of the Philippines Experience
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Sumande, Caroline T., Castolo, Carmencita L., and Comendador, Benilda Eleanor V.
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The study addressed two questions: what is the ICT level of confidence of the course specialists handling Open University classes, and to what extent do course specialists integrated ICT applications such as word processing, electronic spread sheet, presentation software, YouTube and etc. in their OUS classes? The instruments were administered to 130 OUS course specialists with 80 or 61.54% retrieval rate from those who attended the LMS training from April to May 15, 2015. The responses to the questionnaires were summarized using frequency and percentages. Results show that a high percentage of course specialists are fully confident in using computer applications such as; word documents, PDF documents, email, multi-media presentations, e-learning tools for submission of requirements, assessment of students performance, and other systems integrated in handling OUS classes through the DE system blended method of teaching, but the alarming reality revealed that a number of course specialists used the applications but need further practice/training while some are "not aware of the application" which can be deterrent in achieving the goal of the university to offer pure online strategy in the next few years. In Distance Education, technology is considered as an integral part of the learning process, thus, this study concludes that creating a long-term vision for the future of DE system in the country can be best achieved if DE providers or universities prepare the faculty members or the course specialists in teaching via online given proper training programs where technology is best utilized and makes a gratifying experience for both the students and course specialists.
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- 2016
69. Emergent Bilinguals' Use of Word Prediction Software amid Digital Composing
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Brown, Sally and Allmond, Alexandra
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Composing is an essential part of literacy development in early childhood classrooms, and writing experiences are continually changing through advances in technology. Writing in a new language can be particularly challenging for emergent bilinguals as they navigate learning how to spell in English as part of the writing process. New pedagogical tools must be used to support these students as meaning makers and composers. In this study, we investigated how a group of first-grade emergent bilinguals used word prediction software as they created digital compositions over the course of a year. The results suggest several positive ways, such as basic spelling support, extended written responses, and additional opportunities to practice reading, that this digital tool enhanced the meaning-making process of emergent bilingual writers. Recommendations for educators to implement word prediction software in classrooms are included.
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- 2021
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70. Keyboarding Difficulties: Frequency and Characteristics among Higher Education Students with Handwriting Difficulties
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Rosenberg-Adler, Tali and Weintraub, Naomi
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Word processing is often considered an alternative writing mode or test accommodation for students with specific learning disorders who have handwriting difficulties (HD). Therefore, it is important for researchers and educators to understand the difficulties these students may encounter while using this technology. We examined the frequency of keyboarding difficulties (KD; i.e., slow keyboarding) among higher education students with HD, and the underlying functions (language, fine-motor, and attention) of these disabilities compared to students with only HD. Of the 50 students with HD, 24 percent were found to have KD. This group had significantly lower scores in phonological and orthographic skills, but not in fine-motor and attention functions, compared to students with HD alone. These results support models suggesting that handwriting and keyboarding share linguistic processes. They also suggest that for students with lower linguistic functions, word processing via keyboarding may not be an effective writing mode, and that these students may require tailored accommodation.
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- 2020
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71. Inter-Letter Spacing, Inter-Word Spacing, and Font with Dyslexia-Friendly Features: Testing Text Readability in People with and without Dyslexia
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Galliussi, Jessica, Perondi, Luciano, Chia, Giuseppe, Gerbino, Walter, and Bernardis, Paolo
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Over the last years, several studies have suggested a possible link between dyslexia and deficits in low-level visual processing (e.g., excessive crowding). At the same time, specially designed "dyslexia-friendly" fonts appeared on the market. This class of fonts presents two main features: the particular graphic characteristics of the letterform designed to avoid confusion between similarly shaped letters, and wider inter-letter and inter-word spacing to limit crowding. The literature testing the efficacy of "dyslexia-friendly" fonts in improving reading accuracy and increasing reading speed is controversial. We evaluated the impact of letterform (with vs. without dyslexia-friendly graphic features), inter-letter spacing (standard vs. increased), and inter-word spacing (standard vs. increased) on reading accuracy and speed. Two groups of 64 children each, with and without dyslexia, read aloud 8 equivalent texts. The data collected failed to show any effect from the letterform. As regards spacing, the data showed that reading speed is impaired by an increase in inter-letter spacing not combined with an adequate increase in inter-word spacing.
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- 2020
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72. Detecting Spelling Errors in Compound and Pseudocompound Words
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Chamberlain, Jenna M., Gagné, Christina L., Spalding, Thomas L., and Lõo, Kaidi
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Three experiments using a spelling error detection task investigated the extent to which morphemes and pseudomorphemes affect word processing. We compared the processing of transparent compound words (e.g., doorbell), pseudocompound words (e.g., carpet), and matched control words (e.g., tomato). In half of the compound and pseudocompound words, spelling errors were created by transposing adjacent letters and in half of the control words, errors were created by transposing letters at the same location as the matched compound or pseudocompound words. Correctly spelled compound words were more easily processed than matched control words, but this advantage was removed when letter transpositions were introduced at the morpheme boundary. In contrast, misspelled pseudocompound words showed a processing deficit relative to their matched control words when letter transpositions were introduced at the (pseudo)morpheme boundary. The results strongly suggest that morphological processing is attempted obligatorily when the orthography indicates that morphological structure is present. However, the outcomes of the morphological processing attempts are different for compounds and pseudocompounds, as might be expected, given that only the compounds have a morphological structure that matches the structure suggested by the orthography. The findings reflect 2 effects: an orthographic effect that is facilitatory and not sensitive to morphological structure of the whole word, and a morphemic effect that is facilitatory for compounds but inhibitory for pseudocompounds.
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- 2020
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73. Adoption of Information and Communication Technologies (ICTs) by Agricultural Science and Extension Teachers in Abuja, Nigeria
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Alabi, Olugbenga Omotayo
- Abstract
This study examined adoption of Information and Communication Technologies (ICTs) by agricultural science and extension teachers in Abuja, Nigeria. Specifically, the objectives are to: identify the background and demographic characteristics of agricultural science and extension teachers in the study area; examine the factors influencing adoption of ICTs by respondents and determine the challenges or constraints militating against adoption of ICTs by respondents in the study area. Data were collected from 60 purposively selected agricultural science and extension teachers in the study area. Data were analyzed using descriptive statistics SPSS 19.0, Likert scale, t-test and Logit model. Ages, teachers' experience, access to ICTs were significant factors influencing adoption of ICTs by respondents at 1% probability level. Teachers' attitude, teachers' awareness significantly influences adoption of ICTs by respondents at 5% probability level. Word processors are perceived useful in setting tests and examination question papers, while, photocopy machine was perceived ease to use to make copies of teaching materials. Access to appropriate ICTs equipment and lack of infrastructure such as irregular electricity supply are the major challenges. The study recommends easy access, awareness and use of ICTs by instructors and regular supply of electricity to improve and stimulates adoption of ICTs by respondents.
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- 2016
74. Appraisal of Information and Communication Technology Courses in Business Education Programme of Universities in South East Nigeria
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Ile, Chika Madu and Ementa, Christiana Ngozi
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The trend of Information and Communication Technology (ICT) usage in the business world necessitates that business education students be fortified with ICT skills as to be relevant and highly valued in the job market. The purpose of the study was to examine the four-year standard academic degree programme in business education department of five universities in South East, Nigeria. It x-rayed the semester courses in the programme which revealed word processing and spreadsheet processing as the only ICT skill course in the programmes. It was recommended among others that business education curriculum of universities be revisited and upgraded to incorporate more ICT skill courses that will provide students with requisite ICT skills for employability and self-reliance.
- Published
- 2016
75. Performance of Fourth-Grade Students in the 2012 NAEP Computer-Based Writing Pilot Assessment: Scores, Text Length, and Use of Editing Tools. Working Paper Series. NCES 2015-119
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National Center for Education Statistics (ED), White, Sheida, Kim, Young Yee, Chen, Jing, and Liu, Fei
- Abstract
This study examined whether or not fourth-graders could fully demonstrate their writing skills on the computer and factors associated with their performance on the National Assessment of Educational Progress (NAEP) computer-based writing assessment. The results suggest that high-performing fourth-graders (those who scored in the upper 20 percent in the computer- and paper-based writing assessments on the NAEP) write better on the computer than on paper and can fully demonstrate their writing proficiency in a computer-based assessment. There are, however, indications that low-performing fourth-graders (i.e., those in the bottom 20 percent) and middle-performing fourth-graders (representing the middle 60 percent) may have performed less well on the computer than on paper. This suggests a potential differential effect of writing on the computer on writing performance that might have contributed to the widened achievement gap between high- and non-high-performing (i.e., low- and middle-performing) students in the 2012 computer-based pilot assessment, compared to the 2010 paper-based pilot assessment. Unequal prior exposure to writing on the computer and preference for mode of writing (paper vs. computer) appear to be associated with this widening of the achievement gap. For example, about 94 percent of high-performing students in 2012 reported having access to the Internet at home, compared to about half (52 percent) of low-performing students. The score difference between those with access to the Internet at home and those without was substantive, with an effect size of 0.87. The statistics presented in this report are estimates based on a NAEP pilot assessment conducted with a nationally representative sample of 10,400 grade 4 students. As a pilot assessment, the sample was not adjusted to account for nonresponse bias. As a result, the sample may not completely represent the grade 4 population. The following are appended: (1) Exact text of questions in the 2012 NAEP Writing Contextual Questionnaires; (2) Tables; (3) Tables for Chapter 3; (3) Tables for Chapter 4; (4) Tables for Chapter 5; and (5) Figures. [The American Institutes for Research provided technical and editorial services.]
- Published
- 2015
76. Pattern of Acquisition of ICT-Based Skills by Student-Teachers: Implications for Teacher Education in Nigeria in This Era of Digitalization
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Emesini, Nnenna Orieoma
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The study examined the pattern of acquisition of ICT-based skills by student-teachers and its implications for teacher education in Nigeria in this era of digitalization. The study was a survey research type with two research questions guiding it. The population for the study was 1,570, made up of 3rd and 4th year Faculty of Education students of 2010/2011 academic session of Ebonyi State University, Abakaliki-Nigeria. A sample of 300 students was drawn using proportionate random sampling technique. A 9-item questionnaire was used for data collection that was duly validated, and it yielded a reliability coefficient of 0.72 using Cronbach Alpha Method. Two-hundred and thirty three (233) copies of the questionnaire were properly filled and returned and the data collected was analyzed using frequency count and percentages. The findings of the study revealed that many students have acquired basic ICT skills like: data processing using computer; to type and edits works; improvement on ICT literate level and peer tutoring others among others, and that student-teachers' acquisition of ICT skills is directly related to their course of study. The implications of the findings for teacher education were drawn and recommendations made in line with these findings.
- Published
- 2015
77. Skills Required by Agricultural Education Students of Colleges of Education for Employment in Compterized Office of Agribusiness Organizations
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Ugwuoke, Cajethan Uche and Onah, Benardine Ifeoma
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One of the major concerns of employers of labour in this information age is the recruitment of employees with requisite computerized office skills to fit into the various organization's jobs and positions. In Agricultural education, acquisition of these computerized office skills do not only depends on whether one is able to fulfill the paper requirements of specific jobs but also how one practically stands relative to others within a group of job seekers. In other words, acquisition of computerized office skills describes the possession of the requisite office job performance competencies by Agricultural Education graduates. Thus, the purpose of the study was to find out the computerized office skills required by Agricultural Education students of Colleges of Education for employment in agribusiness organizations in Enugu State. A survey research design was adopted for the study. A total of 176 respondents were studied with no sampling. A structured questionnaire was used for data gathering. The reliability coefficient of the instrument was 0.85 using Cronbach Alpha method while three lecturers carried out face validation of the instrument. Three research questions and three null hypotheses were tested at 0.05 level of significance. Mean statistic was employed to answer the research questions while t-test was used to test the null hypotheses. It was found that Agricultural education students from Colleges of Education in Enugu State require computerized office skills to be employed in contemporary agribusiness offices after graduation. Findings showed that the computerized office skills required by Agricultural Education students of Colleges of Education for employment are word processing skills, database management skills and internet utilization skills. It was recommended among others that the National Commission for Colleges of Education (NCCE) should as a matter of urgency lay emphasis on skills acquisition and introduction of computing and information technology in Agricultural Education curriculum of Colleges of Education.
- Published
- 2015
78. A Systematic Approach to Improving E-Learning Implementations in High Schools
- Author
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Pardamean, Bens and Suparyanto, Teddy
- Abstract
This study was based on the current growing trend of implementing e-learning in high schools. Most endeavors have been inefficient, rendering an objective of determining the initial steps that could be taken to improve these efforts by assessing a student population's computer skill levels and performances in an IT course. Demographic factors were also taken into account while formulating these recommendations. Basic computer skill levels were measured through the administration of the Technical Survival Skill Test (TSST) questionnaire, developed by the University of Toronto. Academic performances were evaluated through several assignments designed by the IT course instructors. The main result of this study indicated that computer skill levels did have a direct correlation with a student's academic performance level. The database was further parsed based on demographical factors, resulting in a set of recommendations to enhance the effectiveness of e-learning.
- Published
- 2014
79. AT for Writing: Technology-Based Graphic Organizers with Embedded Supports
- Author
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Evmenova, Anya S., Regan, Kelley, and Hutchison, Amy
- Abstract
Writing is essential for all students to demonstrate their knowledge and skills across various subject areas and tasks. The Common Core State Standards (CCSS) indicate that first graders should write opinion papers, explanatory texts, and narratives. Further, the CCSS requires students beginning in kindergarten to explore digital tools to produce and publish writing, making the use of digital tools for reading, writing, and communicating a requirement rather than a preference. The integration of technology into the classroom has been a long-stated goal of policy makers in the United States, as the use of technology in schools is believed to enhance learning and prepare students for jobs of the future. However, researchers report that a majority of teachers said they never use some technologies for writing instruction. Effective strategies for teaching writing to students with disabilities in Grades 4 to 12 include strategy instruction with and without the self-regulated strategy development model, collaborative writing, setting goals for writing, and word processing. The WEGO (Writing Efficiently with Graphic Organizers) team at George Mason University were awarded the Stepping-Up Technology Implementation grant from the Office of Special Education and Rehabilitative Services in 2012. As a result, a series of technology-based graphic organizers (TBGOs) was developed. This article describes the incorporation of WEGO TBGOs in classrooms.
- Published
- 2020
- Full Text
- View/download PDF
80. Learning to Compose Digitally: The Effect of Prior Computer Use and Keyboard Activity on NAEP Writing
- Author
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Tate, Tamara P., Warschauer, Mark, and Kim, Young-Suk Grace
- Abstract
Writing is critical for college and career readiness, yet secondary students in America are not good writers (National Center for Education Statistics, 2012). Unfortunately, researchers know relatively little about secondary students' writing skills, and even less about their digital writing. In this study, we explored prior computer use, keyboard activity during writing, and their relations to writing achievement using the 8th grade 2011 National Assessment of Educational Progress writing assessment, the first national computer-based writing assessment for U.S. secondary students. We found that prior computer use predicted students' writing skills directly (0.08) and indirectly (e.g., keypresses, 0.14) via keyboard activity during the test. We found differential effects for certain groups including current English learners and disadvantaged students. We also found a small positive interaction effect of prior use and keypresses on writing. That is, the benefits of prior computer use for school writing and the value of students' additional keypresses on writing achievement were amplified when both were present.
- Published
- 2019
- Full Text
- View/download PDF
81. Processing of Texts and Videos: A Strategy-Focused Analysis
- Author
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Lee, Hye Yeon and List, Alexandra
- Abstract
This study examined strategies used across two modalities of information presentation. Students were presented with two sources on endangered species, either as two texts or two videos. Then, participants were asked to annotate the two sources either using the track changes function in Microsoft Word, for the text condition, or using the VideoAnt, video annotation platform, for the video condition. Students' annotations were coded for the strategies evidenced. More strategies were reported in association with the text condition and a greater number of higher-level strategies and emphasis-related strategies were reported. Moreover, students were found to report consistent strategies when processing two different sources, on two different topics, and were found to report strategies disproportionately early during processing, particularly for the video condition.
- Published
- 2019
- Full Text
- View/download PDF
82. The Effects of Font Type and Spacing of Text for Online Readability and Performance
- Author
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Hojjati, Nafiseh and Muniandy, Balakrishnan
- Abstract
Texts are a group of letters which are printed or displayed in a particular style and size. In the course of the fast speed of technological development everywhere and expanding use of computer based instruction such as online courses, students spend more time on a computer screen than printed media. Texts have been the main element to convey messages. It has also been a significant component for learning. The main goal of this research is to measure the effects of font type and spacing of on screen text and its readability in improving and boosting the learner's ability to read easily, recall information, and enhance their reading speed and comprehension from on screen text with different topics. The readability of text on screens is necessary to ensure effective engagement in order to enhance the level of students' readability. For this purpose two font types were selected, Times New Roman (serif) and Verdana (san serif) for the respondents. Verdana was designed only for computer screens display. Readability test on a computer screen was conducted on 30 postgraduate students. Overall, the results showed that there was a significant difference between the readability of serif and san serif font type of on-screen display. The research findings suggest Verdana font type as a better choice in displaying long text for on-screen display.
- Published
- 2014
83. Writing with Computers in ESL Classroom: Enhancing ESL Learners' Motivation, Confidence and Writing Proficiency
- Author
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Hadi, Marham Jupri
- Abstract
Researcher's observation on his ESL class indicates the main issues concerning the writing skills: learners' low motivation to write, minimum interaction in writing, and poor writing skills. These limitations have led them to be less confidence to write in English. This article discusses how computers can be used for the purpose of increasing students' motivation and confidence, and their writing skills, by getting them engaged in a variety of writing activities with computers, either offline or online.
- Published
- 2013
84. Using Concordancing and Word Processing to Improve EFL Graduate Students' Written English
- Author
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Alshaar, Awatif Abu and AbuSeileek, Ali Farhan
- Abstract
This study aims to investigate the effect of using concordances and word processors on EFL graduates' performance in academic writing. To achieve this aim, the subjects were asked to use linguistics corpora and word processors to correct their grammatical and spelling mistakes in their written papers in a course that lasted for sixteen weeks. The sample of the study consisted of 48 MA students. Quantitative and qualitative measures were used to gain possible results of the effect of using concordances and word processors on the learners' achievement and performance in writing. Ratio gain relations were estimated, too. To find the participants' achievement, pre- and post-tests were used; semi-interviews and answers to a questionnaire were also analyzed to investigate their attitude toward using concordances and word processors in writing. The findings indicated that their performance improved due to the effect of using concordances; however, spelling and grammar word processor had a slighter effect on their achievement. Recommendations were included for further research.
- Published
- 2013
85. Internet-Based Textual Interventions and Interactions: How Language Learners Engage Online in a Written Task
- Author
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Thouësny, Sylvie
- Abstract
Computer and Internet literacy is often taken for granted in the case of young adults born into the digital world; it is generally assumed that they can all use technology effectively. However, as mentioned by Fowley (2011), "it is easy to forget that in Ireland for example, many of the young people whom we routinely call digital natives have only lived online since 2005 or 2006" (p. 20). This situation is considered a drawback, especially when making use of Internet-based applications such as word processors in an educational setting. This chapter investigates learners' use of "Google Drive," and more precisely "Google Documents," an Internet-based word processing tool, while engaging in a written task. More specifically, it observes how twenty learners of French at university level intervened and interacted with their teacher, after being provided with comments on their written performance, while completing a "bilan", i.e., a written account of their autonomous learning activities and a reflection on their learning outcomes. Findings show that although Internet-based tools are useful in theory to assist learners during a written task, in practice, their functionalities are not systematically exploited by learners who are occasionally reluctant to engage and collaborate. [For the complete book, "Internet Research, Theory, and Practice: Perspectives from Ireland," see ED575997.]
- Published
- 2013
86. Teachers' Self-Directed Professional Development: Science and Mathematics Teachers' Adoption of ICT as a Professional Development Strategy
- Author
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Mushayikwa, Emmanuel
- Abstract
This paper is part of a larger study that was carried out to investigate the use of Information and Communication Technology (ICT) in the self-directed professional development on the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on responses to 259 questionnaires that were circulated to A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder (1978)'s practicality ethic and Loucks-Horsely et al.'s Concerns Based Adoption Model provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of the teachers experienced difficulties in accessing ICT for their professional development. about half of the non ICT users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources.These findings also show that teachers had three main drivers for using ICT for SDPD, including word processing, for generating instructional materials: accessing web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.
- Published
- 2013
87. Measuring Computer Science Knowledge Level of Hungarian Students Specialized in Informatics with Romanian Students Attending a Science Course or a Mathematics-Informatics Course
- Author
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Kiss, Gabor
- Abstract
An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was how effectively can students from different grades answer questions dealing with different subjects. After having evaluated the test results correctness of the original presumption emerged. Significance level was 5% through the analysis. It was found significant divergence in knowledge of Hungarian students and Romanian students attending a science course (Profil Real) and a Mathematics-Informatics course. Romanian students attending a science course and a Mathematics-Informatics course scored higher in programming than their Hungarian counterparts specialized in Informatics in the 11th grade. After the calculating values of the partial correlation we have got same results by subjects too. After the evaluation a final conclusion can be made: Romanian students of the Real Profile have the same or more practice in programming than Hungarian students specialized in Informatics, though the atters have the same or higher Computer Science knowledge level. Unfortunately, Hungarian teachers concentrate on word processing and spreadsheet calculation and teach programming just for the students specialized in Informatics, although algorithm thinking would be important for every student before finishing secondary school. (Contain 16 tables.)
- Published
- 2012
88. The Nation's Report Card: Writing 2011. National Assessment of Educational Progress at Grades 8 and 12. NCES 2012-470
- Author
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National Center for Education Statistics (ED) and Educational Testing Service
- Abstract
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in writing at grades 8 and 12. In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth-graders engaged with writing tasks and composed their responses on computer. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audiences. The results of the 2011 writing assessment offer a new opportunity to understand the ability of eighth- and twelfth-grade students to make effective choices in their writing and allow for insight into the role and impact of technology on writing education and performance. Twenty-four percent of students at both grades 8 and 12 performed at the "Proficient" level in writing in 2011. The NAEP "Proficient" level represents solid academic performance for each grade assessed. Students performing at this level have clearly demonstrated the ability to accomplish the communicative purpose of their writing. Fifty-four percent of eighth-graders and 52 percent of twelfth-graders performed at the "Basic" level in writing in 2011. The "Basic" level denotes partial mastery of the prerequisite knowledge and skills that are fundamental for proficient work at each grade. Three percent of eighth- and twelfth-graders in 2011 performed at the "Advanced" level. This level represents superior performance. (Contains 32 figures and 6 tables.)
- Published
- 2012
89. Exploring the Relationships between Students' Ability of Computer-Based Chinese Input and Other Variables Associated to Their Performances in Composition Writing
- Author
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Chai, Ching Sing, Wong, Lung-Hsiang, Sim, Seok Hwa, and Deng, Feng
- Abstract
Computer-based writing is already a norm to a large extent in social communication for any major language around the world. From this perspective, it would be pedagogically sound for students to master the Chinese input system as early as possible. This poses some challenges to students in Singapore, most of which are learning Chinese as a second language, as inputting the non-alphabetic Chinese characters is not as direct as keyboard-based input. In this regard, an exploratory study that involved 419 students from three secondary schools was conducted. The aims of the study were three-folded, (1) To investigate if there is any differences between their performances in computer- and paper-based writing; (2) To determine the relationships between their Chinese input skills and their motivation in learning Chinese and using computers for Chinese assignments; (3) To recommend a cut-off level of pinyin input skill that students need to possess. The target students were first surveyed and then sat in two essay writing tests in the two different mediums. The collected data were quantitatively analyzed. The findings of this study will help to inform various strategies necessary to enhance students' ability to carry out computer-based writing, and provide additional ground for the adoption of Chinese input system in formal curriculum and assessments. (Contains 2 tables and 1 figure.)
- Published
- 2012
90. Facilitating Autonomy and Creativity in Second Language Learning through Cyber-Tasks, Hyperlinks and Net-Surfing
- Author
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Akinwamide, T. K. and Adedara, O. G.
- Abstract
The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning is being revolutionized with visible transformation from quantity to higher quality. Through independent, self-paced learning; students interact with technologies to review, construct, analyze, and make submissions. It is to be noted that the inclusion of information and communication technology (ICT) into Language education gives vent to new learning paradigms in language education and this in a way concomitantly redefines the role of the teacher as well as repositions the cognition level of the learners. This paper therefore intents to beam searchlight on possible strategy for achieving autonomy in second language learning through digitalization. It is to be noted that the challenges of second language learners may not be resolved totally in the language classroom, hence there is the need for the teacher to become a facilitator thereby paving way for students' self- discovery through different cyber-tasks and navigating system inherent in this computer infested world. This paper therefore displays a phase of digitalized pedagogy in the language classroom.
- Published
- 2012
91. Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers
- Author
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Guldenoglu, I. Birkan, Kargin, Tevhide, and Miller, Paul
- Abstract
The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) participated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading comprehension skills. Findings suggest that there is a significant difference between skilled and less skilled readers both with regard to their word processing skills and their reading comprehension skills. In addition, findings suggest that word processing skills and reading comprehension skills correlate positively both skilled and less skilled readers.
- Published
- 2012
92. Google Docs in an Out-of-Class Collaborative Writing Activity
- Author
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Zhou, Wenyi, Simpson, Elizabeth, and Domizi, Denise Pinette
- Abstract
Google Docs, an online word processing application, is a promising tool for collaborative learning. However, many college instructors and students lack knowledge to effectively use Google Docs to enhance teaching and learning. Goals of this study include (1) assessing the effectiveness of using Google Docs in an out-of-class collaborative writing activity through measuring the assignment's influence on students' learning experiences, (2) teaching students to work collaboratively, and (3) teaching students to successfully communicate their understanding and application of concepts through writing. Undergraduate students (N = 35) were randomly assigned to small groups to complete two out-of-class assignments. We compared students' collaborative performance and learning across two assignments, one with Google Docs and one without. We found (1) most students were unfamiliar with Google Docs prior to the study, (2) Google Docs changed the means of communication used in collaborative writing, (3) 93% of students considered Google Docs a useful tool for group work, (4) using Google Docs had no effect on students' paper grades, and (5) half of the students reported they would like to use Google Docs in the future. Our results suggest that Google Docs was a useful tool for collaborative writing and influenced student learning. (Contains 1 table and 3 figures.)
- Published
- 2012
93. Effects of Word Prediction on Writing Fluency for Students with Physical Disabilities
- Author
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Mezei, Peter J. and Heller, Kathryn Wolff
- Abstract
Many students with physical disabilities have difficulty with writing fluency due to motor limitations. One type of assistive technology that has been developed to improve writing speed and accuracy is word prediction software, although there is a paucity of research supporting its use for individuals with physical disabilities. This study used an alternating treatment design between word prediction versus word processing to examine fluency, accuracy, and passage length on writing draft papers by individuals who have physical disabilities. Results indicated that word prediction had little to no effectiveness in increasing writing speed for all of the students in this study, but it shows promise in decreasing spelling and typographical errors. (Contains 1 table and 2 figures.)
- Published
- 2012
94. Student Perspectives on Behaviors That Constitute Cheating
- Author
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Higbee, Jeanne L., Schultz, Jennifer L., and Sanford, Thomas
- Abstract
A previous study conducted a decade ago determined that there can be considerable disagreement--not only between students and faculty, but also among students and among faculty--regarding behaviors that constitute cheating. This article reports the results of a research study that replicated the student survey administered for the previous study, but with changes in the questionnaire to reflect how technology has become infused in teaching and the assessment of learning. Recommendations for preventing academic dishonesty are also provided.
- Published
- 2011
95. Text Readability and Intuitive Simplification: A Comparison of Readability Formulas
- Author
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Crossley, Scott A., Allen, David B., and McNamara, Danielle S.
- Abstract
Texts are routinely simplified for language learners with authors relying on a variety of approaches and materials to assist them in making the texts more comprehensible. Readability measures are one such tool that authors can use when evaluating text comprehensibility. This study compares the Coh-Metrix Second Language (L2) Reading Index, a readability formula based on psycholinguistic and cognitive models of reading, to traditional readability formulas on a large corpus of texts intuitively simplified for language learners. The goal of this study is to determine which formula best classifies text level (advanced, intermediate, beginner) with the prediction that text classification relates to the formulas' capacity to measure text comprehensibility. The results demonstrate that the Coh-Metrix L2 Reading Index performs significantly better than traditional readability formulas, suggesting that the variables used in this index are more closely aligned to the intuitive text processing employed by authors when simplifying texts. (Contains 9 tables.)
- Published
- 2011
96. The Impact of Reading Purposes on Text Processing Strategies
- Author
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Zhou, Ruiqi
- Abstract
Readers' reading purpose is of great significance to their use of text processing strategies, their achievement in recall and reading comprehension in L1 reading research. To test its role in EFL learning, the author conducted an experiment to 18 EFL Chinese learners of English. Think-aloud and written recall methods were adopted and the result indicates that readers with the reading purpose of getting information are likely to use more global text processing strategies, focusing their attention on tackling comprehension problems at discourse level rather than solving problems at sentential or word level. As a result, they are more likely to get higher score in both written recall and reading comprehension test. Despite the limitation of the study, the result is quite significant in reading practice.
- Published
- 2011
97. Using Words Instead of Jumbled Characters as Stimuli in Keyboard Training Facilitates Fluent Performance
- Author
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DeFulio, Anthony, Crone-Todd, Darlene E., and Long, Lauren V.
- Abstract
Keyboarding skill is an important target for adult education programs due to the ubiquity of computers in modern work environments. A previous study showed that novice typists learned key locations quickly but that fluency took a relatively long time to develop. In the present study, novice typists achieved fluent performance in nearly half the time when words rather than jumbled characters were used as stimuli. This suggests that using real words in the keyboarding program can enhance the efficiency of training. (Contains 1 figure.)
- Published
- 2011
98. Informing Writing: The Benefits of Formative Assessment. A Report from Carnegie Corporation of New York
- Author
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Carnegie Corporation of New York, Graham, Steve, Harris, Karen, and Hebert, Michael
- Abstract
During this decade there have been numerous efforts to identify instructional practices that improve students' writing. These include "Reading Next" (Biancarosa and Snow, 2004), which provided a set of instructional recommendations for improving writing, and "Writing Next" (Graham and Perin, 2007) and "Writing to Read" (Graham and Hebert, 2010), which were systematic reviews of high-quality research that identified effective writing practices for improving both writing and reading, respectively. Despite these efforts and efforts by others (e.g., Bangert-Drowns, Hurley, and Wilkinson, 2004; Rogers and Graham, 2008), educators and policymakers need additional evidence-based practices for improving the writing of students in American schools. One tool with potential for improving students' ability to effectively convey thoughts and ideas through text is classroom-based writing assessment. Such formative assessments allow teachers to gauge the effectiveness of their instructional practices, modify instruction as needed, and provide students with feedback on writing strengths and areas in need of further development. These assessments can be administered in a variety of ways in the classroom, including teachers assessing students' writing, students assessing their own writing, and peers assessing others' writing. This report provides evidence to answer the following two questions: (1) Does formative writing assessment enhance students' writing?; and (2) How can teachers improve formative writing assessment in the classroom? This is the first report to examine the effectiveness of formative writing assessment (question 1) using the powerful statistical method of meta-analysis. This technique allows researchers to determine the "consistency" and "strength" of the effects of an instructional practice, and to highlight practices holding the most promise. This report also identifies best practices in writing assessment that need to be implemented in order to maximize the accuracy and trustworthiness of formative writing assessment (question 2). Appended are: (1) Methodology; and (2) Studies and Data Examined in the Report. (Contains 15 tables.)
- Published
- 2011
99. What Is the Predict Level of Which Computer Using Skills Measured in PISA for Achievement in Mathematics
- Author
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Ziya, Engin, Dogan, Nuri, and Kelecioglu, Hulya
- Abstract
This study aims at determining the extent to which computer using skills specified in Project for International Students Evaluation (PISA) 2006 predict Turkish students' achievement in mathematics. Apart from questions on mathematics, science and reading competencies, a student questionnaire, a school questionnaire and a parent questionnaire were also given prior to the exam to gather information on various social, cultural and economic factors that might be related to the students' academic achievement. Self-reliance in performing the operations requiring high level of computer skills, self-reliance in performing internet-related operations, using computers for internet and entertainment purposes, and using computers for programme and software purposes were examined as variables affecting mathematical achievement in this research. Multiple regression analysis was conducted so as to determine the degree to which independent variables predicted achievement at mathematics. The analysis results showed that the model constructed was statistically significant (F = 240.45; p less than 0.01). The independent variables accounted for approximately 17.7% of the overall variance. The research findings showed that students' self-reliance in performing the operations requiring high level of computer skills, using the word processor, using electronic tabulating programme in drawing graphs, preparing presentations, preparing multi-media presentations, and designing web pages affected the mathematics achievement scores in a negative way. Based on those results, it might be said that students' using computers in line with their needs, parents' controlling the time their children use computers, the internet and computer for entertainment purposes would be beneficial. (Contains 3 tables.)
- Published
- 2010
100. Exemplary Social Studies Teachers Use of Computer-Supported Instruction in the Classroom
- Author
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Acikalin, Mehmet
- Abstract
Educators increasingly support the use of computer-supported instruction in social studies education. However few studies have been conducted to study teacher use of computer-supported instruction in social studies education. This study was therefore designed to examine the use of exemplary social studies teachers' computer-supported instruction in the classroom. Case study methodological approach was used for this study. Four exemplary social studies teachers who use computer-supported instruction in their teaching practices were selected as participants. The data were collected from interviews and classroom observations. The data analysis indicated that all of the participants agreed that the computer is a powerful research tool which facilitates students' work and makes the work faster and easier for the students. The participants used various types of computer-supported instruction in their classrooms. The use of the Internet and software programs such as Microsoft Power Point, Word, and Excel were the most common use of computer-supported instruction in the classrooms observed. (Contains 3 tables.)
- Published
- 2010
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