Thai High School Compute Literacy: A Content Analysis

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Description

This study examined the extent to which each computer literacy objective domain, each specific mode of instruction, and each type of question were treated in Thai high school computer literacy text materials. Two textbooks and their accompanying teachers' manuals were examined using three analytical schemes as frameworks for the examinations. The Minnesota Educational Computing Consortium (MECC) computer literacy objectives were used to classify the content in the text materials in order to determine the degree of emphasis on each computer literacy objective domain. The Hawaii state Department of Education (HSDE) instructional modes were used to classify the content in the ... continued below

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iv, 132 leaves

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Pornpun Chaipraparl December 1989.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 11 times . More information about this dissertation can be viewed below.

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  • Pornpun Chaipraparl

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Description

This study examined the extent to which each computer literacy objective domain, each specific mode of instruction, and each type of question were treated in Thai high school computer literacy text materials. Two textbooks and their accompanying teachers' manuals were examined using three analytical schemes as frameworks for the examinations. The Minnesota Educational Computing Consortium (MECC) computer literacy objectives were used to classify the content in the text materials in order to determine the degree of emphasis on each computer literacy objective domain. The Hawaii state Department of Education (HSDE) instructional modes were used to classify the content in the text materials in order to determine the degree of emphasis on each mode of instruction. Bloom's taxonomy of education, cognitive domain, was used to classify the review questions and exercises in the text materials in order to determine the degree of emphasis on each cognitive level. Detailed findings are given as numerals, percentages, and decimal values. Perspectives are offered on the need for textbooks which reflect the values and feelings objectives. Conclusions were that (a) text materials focus most on the programming/algorithms objectives and tend to exclude the values and feelings objectives; (b) text materials use only three modes of instruction, focusing first on the topic mode, second on the tutee mode, and last on the tool mode; (c) text material questions focus more on higher cognitive than on lower cognitive levels.

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iv, 132 leaves

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  • December 1989

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  • Aug. 22, 2014, 6 p.m.

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  • Aug. 27, 2015, 12:33 p.m.

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Citations, Rights, Re-Use

Pornpun Chaipraparl. Thai High School Compute Literacy: A Content Analysis, dissertation, December 1989; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc330995/: accessed November 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .