Evaluation computers pdf

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Show More. Views Total views. Actions Shares. Click here to sign up. Download Free PDF. Summary pf History and Evolution of Computers. Modou Mbodji, MMb. A short summary of this paper. They operate according to how they are programmed, whether wrongly or truly. Despite its high intelligence, the human brain is lacking rapidity and capacity to dealing with huge tasks of data processing, thus, a machine that can process big amount of data in a very fast way must be developed to solve the demands in terms of data record and communication as well as information.

That was the context in which computers emerged. In other words, they have been invented due to the need to find a device that can supersede the human brain in data processing.

Therefore, they become instruments conceived to process huge amount of data, very quickly and accurately. This is what makes them very helpful to human life, especially in the management of all fields of activities. Thereafter, it seems necessary to provide an outline of the early stage of computers before their breakthrough actually started. Finally, we offer a description of the different generations of computers from early stages up to nowadays.

There are different types of computers. At the very beginning, the Mainframe Computer was the model. However, as it was costly and required more staff, it was later superseded by the Minicomputer which offered various software systems for multiple tasks.

The Microcomputers appeared afterwards, with the particularity of using microprocessors. The highly used computer nowadays is the Super Computer which is very powerful and adapted for many tasks.

Basically, a computer consists of hardware and software. Hardware components describe the physical parts of the computer. Input devices like keyboards, mice, scanners Output devices like printers, monitors The Central Processing Unit is the heart of the computer system and includes the control unit, the arithmetic and logic unit, and a bus system.

There are also other categories of non-volatile memory viz. These previous memories volatile and non- volatile are just stocking data and instructions for a temporary period. These permanent storage devices can be called volumes and are named using a letter of the alphabet, followed by colon, example: A: for the first diskette drive, B: for the second, C: for the first hard disk.

When it comes about storage and access to data in these devices, a whole system is need: File System. A file is any document or programme that the user of a computer system creates. Every file stored on a permanent storage device is attributed a name that will be used to retrieve the file. File names are unique as this will help distinguish one file from another.

There is a convention for naming files computer systems based on the operating systems. The base name is obligatory and the extension is optional. The extension is usually used to indicate the type of file, example: doc is the extension for Ms Word files, xl is the extension for Ms Excel files. The naming systems have been changing over time.

Now these limitations do not apply to the current versions of operating systems. Another way to locate file easily is by creating a directory or folder in which can be held files relating to the same field. On the same directory, it can also be created sub- directories. The naming convention for directories is the same as for files. Regarding the organization of files, it is noted that files can be organized on a directory in a hierarchical structure for an easy management.

There will be a main directory with other directories sub-directories and files. The next step in this research study was to visualise a measurement of the computer integrated education application in the case study institution. For this purpose, we applied the taxonomy for effective blend- ed learning design [37] as it is useful not only for describing key factors impacting blended learning design, but also as a professional development tool for educators to increase efficacy of teaching and learning design [37].

In order to visualise the find- ings and create a professional development roadmap for the case study institution, we used a basic red-amber-green status where the themes and concepts defined through the automated analysis were evaluated against the taxonomy dimensions and charac- teristics as depicted in Fig. Educators must build their own capability to apply technology in computer integrated education while educator development need to develop a dynamic understanding of technology, as well as learn how to interact fluidly therewith during instruction.

Judgement regarding the thoughts and beliefs of others when it comes to using tech- nology tools for teaching and learning, must be based on the application of technolo- gy as an information source. Affordability is driven by the technology architecture that the school subscribes to and the associated cost of ownership. Policy, especially as it relates to privacy and protection of personal information must be clearly defined and applied consistently.

Finally, educators must focus on different capabilities of computer integrated education and the adjustment to a digital environment, designing revised curricula.

Computer integrated education evaluation for the case study institution This computer integrated education evaluation may be utilised to create a profes- sional development plan for educators in the case study institution or to create indi- vidual educator profiles for targeted individual professional development.

Conclusion In 21st century teaching, educators are expected to integrate traditional pedagogical methods with the effective use of technology in computer integrated education. These increasingly sophisticated technologies, create a requirement for educators to gain new skills to meaningfully engage with these technology tools.

In this study we presented a computer integrated education evaluation case study where data was collected through 13 semi-structured interviews. The taxonomy of blended learning [7] was used to map the findings from the interviews to with the aim to develop a professional development agenda for the case study institution. Thirteen educators across elementary, middle and high school were identified with varying years of experience as well as varying tenures at the case study institution.

The data from the semi-structured interviews were analysed with automated natural language processing software, Leximancer 5. Through the analysis process, 30 concepts related to 12 themes were identified.

The four most prominent themes identified included tools, students, technology and learning. Similar themes between the taxonomy and interview analysis were identified and visualised with a green status.

Where themes overlapped somewhat and minor issues were mentioned in the interviews, an amber visualisation was applied. Where taxonomy characteristics could not be matched to a prominent theme in the interview data, a red visualisation was used. Based on this evaluation, the case study institution may design a professional development plan for its educators.

This study was based on an interpretive paradigm and a basic red-amber-green mechanism was used to inform the evaluation and consequent professional development plan. As such, for future research, the development of a quantitative measurement tool based on the taxonomy of blended learning may be designed and evaluated.

Furthermore, the suggested professional development plan may be tested with the case study institution as the next research step for the application of the findings of this study. References 1. Bergman, L. Teaching in Higher Education, Enakrire Rexwhite, T. Ocholla Dennis, Information and communication technologies for knowledge management in academic libraries in Nigeria and South Africa. South African Journal of Information Management, Chawinga Winner, D. Zinn, Use of Web 2. Pop, C. Shulman, L.

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