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Computer Literacy (computer + literacy)
Selected AbstractsAn investigation of computer literacy and attitudes amongst Greek post-graduate dental studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2007Kimon Divaris An accurate assessment of the computer skills of students is a pre-requisite for the success of any e-learning interventions. The aim of the present study was to assess objectively the computer literacy and attitudes in a group of Greek post-graduate students, using a task-oriented questionnaire developed and validated in the University of Malmö, Sweden. 50 post-graduate students in the Athens University School of Dentistry in April 2005 took part in the study. A total competence score of 0,49 was calculated. Socio-demographic characteristics were recorded. Attitudes towards computer use were assessed. Descriptive statistics and linear regression modeling were employed for data analysis. Total competence score was normally distributed (Shapiro,Wilk test: W = 0.99, V = 0.40, P = 0.97) and ranged from 5 to 42.5, with a mean of 22.6 (±8.4). Multivariate analysis revealed ,gender', ,e-mail ownership' and ,enrollment in non-clinical programs' as significant predictors of computer literacy. Conclusively, computer literacy of Greek post-graduate dental students was increased amongst males, students in non-clinical programs and those with more positive attitudes towards the implementation of computer assisted learning. [source] The challenges of redressing the digital divide: a tale of two US citiesINFORMATION SYSTEMS JOURNAL, Issue 1 2006Lynette Kvasny Abstract., In this paper, we examine efforts undertaken by two cities , Atlanta and LaGrange, Georgia , to redress the digital divide. Atlanta's initiative has taken the form of community technology centres where citizens can come to get exposure to the internet, and learn something about computers and their applications. LaGrange has taken a very different approach, providing free internet access to the home via a digital cable set-top box. Using theoretical constructs from Bourdieu, we analysed how the target populations and service providers reacted to the two initiatives, how these reactions served to reproduce the digital divide, and the lessons for future digital divide initiatives. In our findings and analysis, we see a reinforcement of the status quo. When people embrace these initiatives, they are full of enthusiasm, and there is no question that some learning occurs and that the programmes are beneficial. However, there is no mechanism for people to go to the next step, whether that is technical certification, going to college, buying a personal computer or escaping the poverty that put them on the losing end of the divide in the first place. This leads us to conclude that the Atlanta and LaGrange programmes could be classified as successes in the sense that they provided access and basic computer literacy to people lacking these resources. However, both programmes were, at least initially, conceived rather narrowly and represent short-term, technology-centric fixes to a problem that is deeply rooted in long-standing and systemic patterns of spatial, political and economic disadvantage. A persistent divide exists even when cities are giving away theoretically ,free' goods and services. [source] The status of training and education in information and computer technology of Australian nurses: a national surveyJOURNAL OF CLINICAL NURSING, Issue 20 2008Robert Eley Aims and objectives., A study was undertaken of the current knowledge and future training requirements of nurses in information and computer technology to inform policy to meet national goals for health. Background., The role of the modern clinical nurse is intertwined with information and computer technology and adoption of such technology forms an important component of national strategies in health. The majority of nurses are expected to use information and computer technology during their work; however, the full extent of their knowledge and experience is unclear. Design., Self-administered postal survey. Methods., A 78-item questionnaire was distributed to 10,000 Australian Nursing Federation members to identify the nurses' use of information and computer technology. Eighteen items related to nurses' training and education in information and computer technology. Results., Response rate was 44%. Computers were used by 86·3% of respondents as part of their work-related activities. Between 4,17% of nurses had received training in each of 11 generic computer skills and software applications during their preregistration/pre-enrolment and between 12,30% as continuing professional education. Nurses who had received training believed that it was adequate to meet the needs of their job and was given at an appropriate time. Almost half of the respondents indicated that they required more training to better meet the information and computer technology requirements of their jobs and a quarter believed that their level of computer literacy was restricting their career development. Nurses considered that the vast majority of employers did not encourage information and computer technology training and, for those for whom training was available, workload was the major barrier to uptake. Nurses favoured introduction of a national competency standard in information and computer technology. Conclusions., For the considerable benefits of information and computer technology to be incorporated fully into the health system, employers must pay more attention to the training and education of nurses who are the largest users of that technology. Relevance to clinical practice., Knowledge of the training and education needs of clinical nurses with respect to information and computer technology will provide a platform for the development of appropriate policies by government and by employers. [source] The Pros and Cons of Data Analysis Software for Qualitative ResearchJOURNAL OF NURSING SCHOLARSHIP, Issue 4 2000Winsome St John Purpose: To explore the use of computer-based qualitative data analysis software packages. Scope: The advantages and capabilities of qualitative data analysis software are described and concerns about their effects on methods are discussed. Findings: Advantages of using qualitative data analysis software include being freed from manual and clerical tasks, saving time, being able to deal with large amounts of qualitative data, having increased flexibility, and having improved validity and auditability of qualitative research. Concerns include increasingly deterministic and rigid processes, privileging of coding, and retrieval methods; reification of data, increased pressure on researchers to focus on volume and breadth rather than on depth and meaning, time and energy spent learning to use computer packages, increased commercialism, and distraction from the real work of analysis. Conclusions: We recommend that researchers consider the capabilities of the package, their own computer literacy and knowledge of the package, or the time required to gain these skills, and the suitability of the package for their research. The intelligence and integrity that a researcher brings to the research process must also be brought to the choice and use of tools and analytical processes. Researchers should be as critical of the methodological approaches to using qualitative data analysis software as they are about the fit between research question, methods, and research design. [source] Healthcare professionals' views on two computer-based decision aids for women choosing mode of delivery after previous caesarean section: a qualitative studyBJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 7 2009KM Rees Objective, To explore healthcare professionals' views about decision aids, developed by the DiAMOND study group, for women choosing mode of delivery after a previous caesarean section. Design/Methods, A qualitative focus group study. Data were analysed thematically. Setting, Two city maternity units, surrounding community midwife units and general practitioner (GP) practices in southwest England. Sample, Twenty-eight healthcare professionals, comprising obstetricians, hospital and community midwives and GPs, who participated in six focus groups. Results, Participants were generally positive about the decision aids. Most thought they should be implemented during early pregnancy in the community, but should be accessible throughout pregnancy, with any arising questions discussed with an obstetrician nearer to term. Perceived barriers to implementation included service issues (e.g. time pressure, cost and access), computer issues (e.g. computer literacy) and people issues (e.g. women's prior delivery preferences and clinician preference). Facilitators to implementation included access to more standardised and reliable information and empowerment of the user. Self-accessing the aids, increased awareness of decision aids among healthcare professionals and incorporation of aids into usual care were suggested as possible ways to improve implementation success. Conclusions, This study gives insight into healthcare professionals' views on the role of decision aids for women choosing a mode of delivery after a prior caesarean section. It highlights potential obstacles to their implementation and ways to address these. Such aids could be a useful adjunct to current antenatal care. [source] Learning through teaching: Peer-mediated instruction in minimally invasive educationBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2009Ritu Dangwal The current paper provides insight into the learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated the attainment of basic computer literacy by groups of young children in the age groups of 7,14 years. This learning takes place due to the emergence and development of group social processes, an aspect crucial for achieving basic computing skills. The paper describes the process of socially shared understanding and learning as being crucial to individual learning. It is to be noted that this approach of socially shared learning does not challenge the analysis of the individual level of processing; it maintains that individual learning is vital in any learning context, but insufficient to build the psychology of learning. MIE research is of the view that young children learn through interaction with others, particularly peers as it provides an important context for social and cognitive learning. For it is in this way that children make sense of their own experience and environment. Hence, schools are not the only privileged sites of learning. [source] | ||||||||||