Browsing by Subject "Computer use"

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Open Access
Factors related to reported student tablet PC use by EFL high school teachers
(2016-06) Mohammed, Moaz
This study investigated high school students‘ use of tablet PCs in EFL classrooms as reported by their teachers. In addition, the study also looked into factors that contribute to tablet PC use at these high schools. Forty-four EFL high school teachers from 9 different high schools located in Ankara participated in this study. Data was gathered through a questionnaire that asked teachers to report students‘ various uses of tablet PCs. In addition to that, the questionnaire also collected data from teachers regarding their attitude towards tablet PCs, their pedagogical beliefs, and facilitating conditions at the schools. The findings of this study showed that the reported use of tablet PCs at the high schools was very limited. From among the possible factors (facilitating conditions at the schools, attitudes towards tablet PCs, and teachers‘ pedagogical beliefs) that could contribute to tablet PC use, facilitating conditions at the schools was the only factor that showed a significant correlation with tablet PC use.
Open Access
Reconciling computer and hand: The case of author identity in design presentations
(2005) Şenyapılı, Burcu; Basa, İ
As computers were newly emerging in the field of architectural design, it was claimed that the impact of computers would change the way architects design and present. However, within the course of computer use in design, although the field of architectural practice might have been altered extremely, in architectural education there still seems to be a bond to conventional mind-hand-paper relation. One of the reasons for that bond is the fact that although being related to many technologies, architecture essentially positions itself around an artistic core that is still fed with conventional modes of creation. Architectural education aims at adopting and working on this very core. One of the major contributors in the formation of this core is the presence of author identity. This paper makes a critical approach to computers in terms of expressing author identity in design presentations especially during design education. We believe that the author identity is important in design education in terms of identifying the potential and skills of the student. Especially in design education the final step of design process turns out to be the presentation, unlike architectural practice where the presented design is actually built. Within this conception, two different studies were held in an educational environment with 160 design students and 20 design instructors. The results of both studies pointed at the fact that the digital opportunities that exist for design education should evolve around preserving and underlining the author identity in design presentations.