Studies indicate that the use of technologies as teaching aids and tools for self-study is influenced by students' attitudes toward computers and their applications. The purpose of this study is to determine whether taking a Computer Literacy and Applications (CLA) course has an impact on students' attitudes toward computer applications, across various undergraduate disciplines. A Computer Application Attitude (CAA) questionnaire was administered at the beginning and at the end of the semester to social science students enrolled in a CLA course. The study population was divided into two groups according to the students' field of study: quantitative-oriented and qualitative-oriented. A significant difference was found in attitudes before and after the CLA course only in the quantitative group. Based upon the results of this study, it is recommended to offer different computer literacy courses to the different groups to improve students' attitudes toward the use of these applications.
This chapter discusses the goals of digital curation as an educational practice in K-12 science education in the digital age and presents a model for science teachers' professional development through digital curation. The model proposed in this chapter was developed during a multiple-case study with the participation of 44 science teachers. The model outlines a path to enabling teachers to learn and practice curation as a teaching and learning practice and later to direct and apply curation in their classrooms. In addition, it offers guidelines for enabling teachers to practice thinking skills, such as making pedagogical decisions and defining teaching goals, through the digital curation process as a professional learning method: (1) teacher professional learning goals, (2) pedagogical-practical goals, (3) social and cooperative goals, (4) teacher personal goals. This model can be applied to science teachers' professional development and teacher training courses.
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