Abstract: Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students...

Abstract: The Computer Science Teachers Association has asserted that computational thinking equips students with essential critical thinking which allows them to conceptualize, analyze, and solve more complex problems. These skills are applicable to all content area as students learn to use strategies, ideas, and technological practices more effectively as digital natives. This research examined over 200 elementary students’ pre- and posttest changes in computational thinking from a 10-week coding program using adapted lessons from code.org’s Blockly programming language and CSUnplugged that were delivered as part of the regular school day. Participants benefited from early access to computer science (CS) lessons with increases in computational thinking and applying coding concepts to the real world. Interviews from participants included examples of CS connections to everyday life and interdisciplinary studies at school. Thus, the study highlights the importance of leveraging CS access in diverse elementary classr...

Abstract: Digital literacy has become a widely studied topic for connecting people, participation in government and public affairs. It encourages library professionals to train students and effectively acquire, preserve and disseminate knowledge. Academic libraries involve using digital technology improved the students’ level of digital literacy and technological skills. This paper aims to understand the students’ technological competence in using database resources and searching for online information. In addition, to evaluate the training contents and designated instructors on digital literacy education, the study also focuses on digitally exposed students’ learning behavior, the library management and students’ academic interaction on new technological trends.,This study uses a quantitative method for which primary data were collected from university students using a structured research questionnaire. Through targeted random sampling techniques, 1,500 printed questionnaires were distributed among students, and 1,266 (84.4%) responses were received. The authors applied descriptive statistics to analyze the demographic information of male and female students. The statistical technique Chi-square test (χ2) was applied using SPSS to determine the association between variables. Moreover, Bonferroni correction for the new a value [modified = 0.05/number of possible comparisons/analysis for each question shown in Tables (II-IX)] was also used to avoid a family-wise error.,The results inferred a strong association between students’ technological skill with using digital tools, utilization of database resources and browsing networked information on the Web. The association between universities in terms of recruiting designated instructors on digital literacy education, introducing ICT based curriculum and the association between library management in maintaining a regular training program on digital literacy demonstrated a negative association. Besides, the findings disclosed that student’s digital exposure is not the forcing factor in developing technological competence, but found to be a more encouraging factor. It was also concluded that library technological involvement significantly improves student technology-based learning skills.,The results obtained after the analyzed data may help library management in providing long-term strategy for improving digital literacy education and training for students in the effective utilization of technology for better academic performance and social integration.,The study was based on quantitative methods using a questionnaire. Extensive database coverage and digital literacy skills based on coach input can improve student performance and academic quality.

Abstract: This study aims to investigate digital literacy perceptions of preservice teachers, and to identify quantity characteristics of first and second year preservice teachers’ digital literacy at a public university in Turkey. That is, pre-service teachers’ perceptions of digital literacy and their patterns of knowledge and use of digital literacy were measured within the scope of this study. Multiple sources of data, including a Likert scale and open-ended questions were collected to address the topic. Various statistical techniques and tests such as ANOVA, t-test, and Tukey HSD test were used in the analysis of the obtained data. Qualitative data was analyzed by using the content analysis method. The findings indicated that the model showed a good fit with the data and standardized regression weights indicated that attitude, technical, cognitive, and social factors were significant predictors of digital literacy. In addition, it was identified that the pre-service teachers had high and positive perceptions of digital literacy. However, it was observed in the open-ended questions that they lack the refined cognitive skills to find, evaluate, create, and communicate. The findings were then discussed in light of the relevant literature.

Abstract: We had been together for five years before we decided to celebrate. Instead of celebrating with a party, we wrote this article to reflect on, wonder about, and consider what we have built together with the help of many willing hands, including 25 faculty colleagues from around the country and around the world. Every summer since 2013, we have worked with K–12 educators, youth media professionals, school leaders, college faculty, and librarians who share our interests in the intersection of education, information, communication, and media studies. Through designing, implementing, and assessing a professional development (PD) program, we have conceptualized digital literacy in relation to the needs of experienced adult learners whose motives for wanting to incorporate digital texts, tools, and technologies into the curriculum vary widely. Our collaborative work in digital literacy is thus located in pragmatic action focused on PD. Over time and as a result of sustained exposure to the many more than 500 adult learners who have participated in an intensive PD program at the University of Rhode Island’s Summer Institute in Digital Literacy (SIDL), we have collaboratively built a joint understanding of digital literacy education. In developing the program, we have taken time to consider the interplay among elementary, secondary, higher education, and informal learning contexts, and our approach spans the disciplines of both literacy education and communication/media studies. A little context may be useful here: The first SIDL was held in July 2013, and the program has run annually since then. As a weeklong, 42hour PD program, the SIDL has enrolled participants from 25 states and 15 countries. Each year, 60 to 120 people have enrolled in the program. It was one of three PD programs showcased in the U.S. Department of Education’s (2016) National Educational Technology Plan. The program has included keynote lectures from authors, educators, and activists such as Douglas Rushkoff, Howard Rheingold, Joyce Valenza, Christopher Lehman, Dan Gillmor, and Nuala and Len Cabral. During the week, participants select from among 40 workshops in which they can experiment with digital platforms, tools, and texts and learn about research and program development in digital literacy. Each afternoon, participants collaborate with a partner to develop a Design Studio project that is relevant to their needs, showcasing this work to their peers at the end of the week. A variety of facetoface and online learning activities encourage collaboration and metacognitive reflection on one’s identity as an educator, learner, team member, and leader. In the summer and extending all year, the learning community shares ideas and

Abstract: There are myriad technological devices, computer programs, and online information sources available for people to manage their health and the health of others. However, people must be technologically and health literate and capable of accessing, analyzing, and sharing the information they encounter. The authors interviewed middle-aged and older adults about their online health information seeking behavior and discovered that technology and health literacy are influenced by a collective ability to manage the health and technological needs of a family. We used information management theory to frame participants' experiences of their self-efficacy using technology to manage the health of loved ones. Findings suggest that health can be co-managed if at least one person in a family unit is technologically "savvy" and able to effectively share health information. However, individuals' confidence in their own literacy often depends on others, usually family members who tend to "do" instead of "teach."

Abstract: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.

Abstract: The aim of this article is to see whether or not adolescents were the real leaders of the digital ‘revolution’ in the 1990s and whether they have sustained or even improved their position in the 2000s. The analysis is based on two surveys carried out in Italy, France, the United Kingdom, Germany, and Spain in 1996 (N = 6609) and in 2009 (N = 7255). The results show that the adolescents belonging to the first digital generation in 1996 were the most equipped with new technologies, although not the most intensive users. In 2009, the adolescents lost their position as the leading adopters and lagged behind youth and young adults regarding the use of new technologies and computer skills.

Abstract: The aim of this study is to define the role of digital storytelling in improving writing skills. The study was designed as an action research. The study sample consisted of 22 fourth grade students in a public elementary school in Eskisehir, Turkey. Data were collected in 2017-2018 fall term through full participant observation, researcher's diaries, students' diaries, student digital processing products and video recordings. The learning materials were developed by the researchers based on the enriching texts and in-class action plans were designed based on the steps of digital storytelling. Data collected with researcher's diaries, observations, video recordings and documents were analyzed using content analysis. The results showed that digital story writing studies could be very effective in developing the writing skills of elementary school fourth grade students. Also, the digital story writing activities improved the students' computer literacy as well as their attitudes and motivation towards writing. Particularly, integration of technology in writing activities let the students see the course as a more modern, innovative and attractive course.

Abstract: Computer science education efforts are expanding across the globe to equip students with the necessary computing skills for today’s digital world. However, preparing students to become literate in computing activities requires the training of tens of thousands of teachers in computer science. The discrepancy between student needs and teacher preparation in computer science has raised questions of quality teachers, particularly for teachers who do not possess adequate content or pedagogical knowledge to teach computer science efficiently. To address this issue, we designed an instrument to measure knowledge needed to teach computer science (i.e., computer science pedagogical content knowledge). Results exhibited that our instrument measured aspects of teachers’ computer science pedagogical content knowledge; however, teachers’ prior background in teaching did not influence their performance. We discuss implications for future research and practice.

Abstract: Following overseas examples, educational institutions in Russia are trying to interact with other organizations implementing practical competence approach. The relevance of the topic lies in the fact that modern educational environment is constantly changing both due to the dynamics of everyday and professional conditions. Due to competence approach constant monitoring and new resources are required for the development of each subject in this educational environment. The goal of the work is to create means for open social and educational environment realization which allows achieving positive results for all participants in the project. In this article, the authors raise the issue of modern educational environment creation as a resource for each subject of the educational process development. The article attempts to improve students’, teachers’ and others participants’ interested in educational environment development interaction. We try to achieve a qualitatively new level of participants’ skills and competencies development in this process. For this, analysis of the essence and structure of educational process in a higher educational institution was carried out. After that, the authors propose, within the framework of a project implemented by Nizhny Novgorod State Pedagogical University on the organization and development of the social and educational environment, to conduct special computer literacy courses for the elderly. The courses offered combine the activities of a large number of people who, working for a common result, achieve the development of individual qualities. The results obtained are the basis for further improvement of educational environment.

Abstract: Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

Abstract: This paper aims to explore the extent to which the internet has created new opportunities for Iranian women in Tehran. It analyses both challenges and opportunities offered to Iranian women by the internet as a means of economic empowerment.,This paper adopts a qualitative approach and based on 13 semi-structured interviews with female internet users between the ages of 20 and 55 years. The qualitative data was collected through open-ended questions in face-to-face interviews. This study uses ethnography as a research tool to explore the question of whether the internet has made a difference in the economic lives of Iranian women.,Result reveals that the internet and working online have significant impact on the economic lives of Tehrani women by enabling them to engage in new forms of online business. This technology is being used for online advertising to attract more clients, to establish business contacts with peers and to manage households positively.,The result of the research cannot be regarded as applicable to all women in Iran, as the opportunity to access online economic activities is only available to those women who are highly trained and well-educated. In addition, the result of the research may not reflect the barriers that women from different social classes and ethnic groups have faced in the achievement of economic empowerment online.,The study highlights that due to a generally lack of computer proficiency, women in these areas are unable to effectively maximise their participation in the online economic sphere. This barrier must be removed by enhancing women’s computer literacy and ICT (information, communication and technologies) and establishing development networking programme centres for internet skills training.,The internet has created opportunity for Iranian women to expand their participation in the online economic sphere. However, research in the field of online economic activities in Iran, especially concerning women working online, is scant. The key contribution of this paper is to fill the gap in this area of study, in particular offering insights into the ways in which women use the internet to overcome the boundaries of physical space and become empowered.

Abstract: ProblemTechnology can transform health care; future physicians need to keep pace to ensure optimal patient care. Because future doctors are poorly prepared in computer literacy, the authors designed a computer programming certificate course. This Innovation Report describes the course and findings f

Abstract: This paper describes the ideas of using Raspberry Pi computers in high schools and higher education Raspberry Pi is a powerful computer in a size of a credit card It was created by the Raspberry Pi Foundation charity, whose primary goal was the re-introduction of computer skills learning among students The Raspbian operating system is based on Linux and offers an excellent working environment for students, as it includes software solutions designed to expand students’ knowledge of computer science in an interesting way Besides computer science knowledge, it is also suitable for acquiring basic knowledge in electronics It is also very important to have the possibility of interconnecting such acquired knowledge Our students have adopted the knowledge how to install and use the Raspbian operating system, how to network and connect to the Internet, how to write programs using the Python programming language, and how to develop hardware-based projects From our own experience in Raspberry Pi we can conclude that this is an ideal platform for students to acquire new knowledge and competences in the field of computer science and electronics

Abstract: Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.

Abstract: Aim/Purpose: Currently, Information Systems (IS) departments in business schools are moving towards integrating learning to program or code in their undergraduate core courses. Many factors affecting IS student success in learning to program have been identified, but there is still a dearth of knowledge about student perceptions on their own competence. The purpose of this study was to investigate factors that may affect the success of IS students in learning to program. Background: Students’ perceptions about the value and difficulties to learn programming can affect their skills acquisition. IS educators need to understand the student perception related to difficulties of learning to program in order to offer more effective support during their teaching process and interactions with students. To address this need, this study examines two critical elements to improve teaching IS programming courses: (a) Programming Self-Efficacy—students’ beliefs on their own programming competence, combined with (b) levels of programming skills which IS students initially thought to learn for their future profession. Methodology: This study uses quantitative data drawn from undergraduate students in a Computer Information Systems classes at Colorado State University in U.S.A. and supported by qualitative data. Contribution: Quantitative data measures the correlation between students’ programming self-efficacy, their perceived value of programming, their own practice time, and the frequency of teaching assistant (TA) consultations. The qualitative data was utilized to understand students’ thoughts of the programming skills they need in their future profession that may influence their programming self-efficacy during the learning process. The importance of this study lies in the potential that the findings of this study are critical to investigate the most influential factors that are likely to be a vehicle through which educators can either improve self-efficacy of their students and/or understand it more fully. Furthermore, these findings may influence pedagogical practices for teaching programming languages in higher education contexts more successfully. For instance, applying a contextual learning approach may assist in identifying the most effective approach to teach programming courses, and in turn, will lead to increased learning outcomes as encountered and narrated by IS students. Findings: The correlation analysis indicated a significant positive correlation between IS students’ programming self-efficacy and their perceived value of learning programming. However, the practice time and frequency of TA consultations had no significant relationship with programming self-efficacy. In addition, the qualitative data revealed a clear placement of IS students’ vision of their future coding level into five categorical programming skills: novice, communicator, end-user, and professional, with a new category of “competent” emerging. Recommendations for Practitioners: The study suggests that IS Educators need to embed interventions for increasing IS students’ perceived value of learning programming and practice time. It is also very effective to associate the class activities with real life projects. Furthermore, we suggest to educators to apply the contextual learning approach that would support higher levels of value for programming and programming self-efficacy among IS students. Also, coordination between educators and employers can aid in developing effective programming classes, improving IS students’ job marketability. Recommendation for Researchers: Investigating other factors that potentially contribute to IS students’ programming self-efficacy, such as previous computer programming and math exposure, motivation, and economic status. Impact on Society: Realizing the importance of the programming self-efficacy could help IS educators to teach effective and efficient programming courses that ultimately result in students learning programming with high acquisition and less distress. Highlighting the importance of linking what the market needs with the course content would increase students’ programming self-efficacy and their chances of obtaining jobs. Future Research: An interactive programming tool is a suggested supplement for IS educators to increase student enthusiasm about practice time that would support students work on their own and enjoy the class, and educators would be capable to accurately track and assess students’ participations.

Abstract: Marina Baskakova - Doctor of Sciences in Economics, Leading Researcher, Institute of Economics of the Russian Academy of Sciences. E-mail: baskakovame@mail.ruIrina Soboleva - Doctor of Sciences in Economics, Head of the Center for Employment Policy and Social and Labor Relationships, Institute of Economics of the Russian Aca­demy of Sciences. E-mail: irasobol@gmail.comAddress: 32 Nakhimovsky Ave, 117218 Moscow, Russian Federation.We explore the new aspects of functional illiteracy associated with the inability to seamlessly fit into the new economic reality that requires mastering skills and technologies adequate to the digital economy. Data on the level of com­puter literacy and web accessibility for different categories of population is used as basic indicators of readiness to use digital technology in everyday life and in the workplace. The study shows that about one third of the adult popu­lation in Russia is at risk of functional illiteracy. Older cohorts, low-educated people from low-income households, and rural dwellers are the most vulne­rable groups. The regional factor makes an additional contribution to the digi­tal divide. We argue that special measures and programs to overcome digital illiteracy targeted at population groups in high-risk geographic areas should be developed. The article is based on the data from the Integrated Household Living Conditions Survey conducted by Rosstat and the Federal Statistical Sur­vey on the Use of Information Technology.

Abstract: Science and technology is very rapidly growth in the current era of globalization. With the ease of disseminating information both print media and the internet, knowledge and technology development is increasingly fast. The development of science and technology is increasingly advanced, allowing humans to live in an industrial climate by maximizing the functions of technology to replace the humans' roles. When science and technology increasingly allows humans to produce advanced technologies, the digital technology progresses allow humans to live in information society. A concept that generally explains how the community in relation both information and communication activities is facilitated by the modern products ability as the internet supporting by computer products. Computer is the tool that can facilitate and explore the human capabilities in learning and processing information. Thus, the advancement of information technology can affect a person's life in tracking information. Based on the previous elaborations, the writer concern on the current study entitled "The Effect of Digital Literacy on Entrepreneurial behaviours through Entrepreneurial Intention of Students in Economic Education Study Program in Jember ". Hopefully, the world of education in both general and higher education can take the roles in contributing the entrepreneurship from the cognitive, affective and psychomotor for students, so students have entrepreneurial behaviours. This study aims to examine empirically the causal relationship between two variables, namely digital literacy (computer literacy and internet literacy) on entrepreneurial behaviours, and entrepreneurial intentions. This study is explanatory research to find and explain causal relationships between variables. Besides, this study is conducted to answer the problems that have been formulated, the objectives to be achieved, and to test the hypothesis. This study was survey methods by distributing questionnaires to obtain information and the approach is a quantitative approach. The data analysis was Structural Equation Modelling (SEM) analysis. Based on the results, it was found that the digital literacy of students in economic education study programs in Jember was still limited to influence the intention of entrepreneurship, especially on entrepreneurial behaviours. However, the intention of entrepreneurship is proven to mediate digital literacy towards entrepreneurial behaviours. Therefore, the writer suggested that learning is more effective and can be more meaningful for students, preferably focused on both practical and theoretical. Based on the interview results, the proportion of practical learning activities is only around 30% and the theory is 70% of learning. These conditions should be reversed, precisely 30% of theory and 70%, practice especially the practice of entrepreneurship with digital media, for example e-commerce, including the practice of marketing strategies in the marketplace, market space, social media, e-mail, and others.

Abstract: Computer literacy and programming are being taught increasingly at the K-12 level with more students than ever matriculating in college with prior programming experience. Accurately assessing student programming skills acquired in high school can inform college faculty about the range of competencies in introductory programming courses. The tool predominantly-used for assessing past CS knowledge and skills is a survey, which lacks quantitative rigor. This study aims to (1) quantify the effects of prior knowledge in entry-level programming courses and (2) compare the different measurement approaches of student prior knowledge in programming, including surveys and aptitude tests. The results of this study reveal that a discrepancy exists between the results of surveys and aptitude tests. Consistent with prior survey studies, our survey results showed that the effects of student prior programming knowledge faded gradually during the course period. In contrast, the aptitude test results indicated that the effects of student prior knowledge did not weaken over time. The accuracy of both measurements and implications for instructors were further discussed.

Abstract: The use of technology is an integral component in the learning and teaching of languages in the twenty-first Century. Around the globe, studies have been carried out to investigate the integration of technology in language classrooms. However, there is a lack of empirical research on this subject in Afghanistan. Therefore, the purpose of this study is to explore Afghan EFL lecturers’ attitudes toward instructional technology, their actual use of instructional technology, and the challenges they face in successfully using instructional technology in EFL classrooms. This study was also conducted to examine 1) the relationship between teachers’ demographic profiles and attitudes toward instructional technology; 2) the relationship between teachers’ attitudes of instructional technology and their actual use in the classroom; 3) the relationship between perceived challenges and the actual use of instructional technology in the classroom. This study uses a quantitative research method in which an online survey questionnaire was sent to fifty-three Afghan EFL lecturers teaching at the Afghan public universities. The collected data was analyzed using SPSS v23. The results of the study reveal high positive attitudes but a moderate use of instructional technology by the lecturers in their classrooms. The findings also reveal significant correlation between teachers’ attitudes and their use of instructional technology. Demographic factors of age, computer training experience, computer competency, and challenges in using technology were found significantly correlated to teachers’ attitudes toward instructional technology.

Abstract: At present, IT have become an indispensable condition for the quality of education, but they are rarely applied in education of senior citizens and their range is quite narrow. An exception is the methods of teaching computer literacy to older adults, which is much narrower than IT in education. Meanwhile, they are no less essential both for adaptation of the elderly to the contemporary conditions of life and for the young generations. The authors prove that application of these technologies can change the quality of life for older adults and enables them to extend their professional activity, to broaden their scope of communication, and to raise their level of social adaptation to the environment and daily life. It has been found during the research conducted that the use of IT in education of senior citizens has some essential features and requires special conditions of application. In the research, questionnaire survey and testing, in-depth interview, expert survey, and participant observation methods were used that allowed studying the senior citizens’ demands for educational services, computer literacy improvement, as well as barriers and risks in their getting the education, conditions for enhancing its efficiency. During the research, disadvantages in development of IT and software products targeted for education of the aged have been found. The results obtained allow contributing to the development of concepts of thriving old age, active longevity, and higher social and professional engagement of older adults. They are of great importance both for the very senior citizens and for education providers, as well as for developers of educational software products needed by older adults and their teachers.

Abstract: The aim of the current study is to compare teachers' attitudes, motivation, and use of iPads to support teaching children with learning disabilities (LD) versus children with autism spectrum disorder (ASD). Three hundred and nine teachers (294 females and 15 males) between the ages of 25 to 62 (M = 42.66) participated in the study. The teachers were divided into two groups according to their students' disability type: 221 teachers of students with LD and 88 teachers of students with ASD. The teachers were evaluated by six questionnaires: demographic characteristics, general technology use, experience with iPads, digital competencies, attitudes toward iPads, and teacher's preparedness for iPad use. Results show that teachers in both groups find that the iPad is a useful tool to promote teaching and learning. However, the findings reveal that teachers of children with ASD use iPads more frequently and for a longer duration in the classroom. Furthermore, teachers of students with ASD seek more training.

Abstract: This article describes instructor satisfaction in 14 online courses in freshman-level composition and literature, business writing, and English as a Second Language offered in the University of California (UC) Extension’s online program. The courses chosen for this case study reflect UC Extension's entire ALN program, in that they comprise a broad selection of college- and professional-level courses organized in course sequences and certificate programs. The paper reviews UC Extension’s ALN program, describes course and instructor selection criteria, and discusses such issues as course production and costs, instructor support, the transfer of teaching skills, instructor computer literacy, and instructor compensation. The results of an informal instructor survey also are discussed. Obstacles to adoption, effective and problematic practices, and critical programmatic and individual course factors gleaned from this analysis are outlined.

Abstract: Art therapists face challenges of implementing digital or new media art practices due to concerns for privacy, confidentiality, and unfamiliarity with legal standards and best practices. This artic...

Abstract: International debates on technology integration in teacher education stress the potential benefits to students' learning. Realising this, the government of Ghana initiated the Basic School Computerisation Programme in 2011, distributing sixty thousand laptops from the onset to some 2,500 basic schools to improve quality teaching and learning. In the midst of this distribution, teachers generally do not really claim to be literate in basic computer skills, let alone having the ability to use the technology to teach. For example, in a survey conducted in 2012, out of 17,953 teachers, only 7,920 (44.1%) had basic computing skills and 1,686 (9.4%) had integrative skills. The 2003 national ICT4AD policy talks about rapid deployment of ICT and teacher training from primary school upwards. Nonetheless, teacher training in basic computing skills and integrative skills has not followed technology integration into pedagogy in Ghana, at least at the basic level of education. This study, therefore, attempts to address a predominant question: “How can teachers explore the use of technology as tools to improve teaching and learning?” The study used a methodological approach involving a single case study, with an element of an open-ended single-cycle action research design, collaborative in nature and embodying planning, acting, observing and reflecting, to address this question. Thus, in collaboration with five purposefully selected Social Science teachers from a public Basic School, the study applied the Technological Pedagogical And Content Knowledge (TPACK) framework to review existing lesson plans, which in the opinion of these teachers, could have been better taught if they had used films for illustrations. In the review process, the teachers discovered that their lesson plans integrated only content knowledge and pedagogical knowledge, excluding technological knowledge. The teachers then explored using their own mobile phone cameras to take lesson/context related pictures from the school’s environment. Next, they imported the pictures onto Windows Live Moviemaker software, which they accessed from Windows XP, to produce lesson/context-related films. They then used the films to support the teaching and learning of their lesson plans revised into TPACK-compliant ones. Data collected for this study was through documentary reviews, focus group discussions, SWOT analysis, reflective journal entries, observations, individual face-to-face interviews and field notes. Data, gathered in MP3 format was transcribed into text and analysed using deductive thematic approach, set against a predetermined framework. The results revealed that some Social Science teachers lacked basic computing skills and this influenced their ability to use technology effectively in their lessons. Participants successfully reviewed and revised their traditional lesson plans to develop TPACK-compliant ones. Through action research, teachers were able to produce lesson/context-related films to support their teaching and learning, though they needed much support to achieve this. Students found the use of film-supported lessons particularly useful in developing deep understanding of their subject. The main problems faced during the training workshop were the lack of teachers’ own laptops to continue working on the films at home, poor functioning of laboratory computers, intermittent power supply to use the projector for smooth presentations and the time-consuming nature related to film preparation. Nevertheless, the study revealed that given the chance and the appropriate resources, teachers were able to utilise more of their creative skills and potential for the benefit of their students. In addition, the study revealed that the use of films and other technology-enhancing instructional methods have the potential to make teaching less teacher-centred and more participatory to encourage students to be co-constructors of knowledge