This study investigated the computer self-efficacy of Turkish prospective physical education teachers. The research group consisted of 173 prospective physical education teachers. In the study “Computer Self-Efficacy Perception Scale” was used as data collection tool. Results indicated that prospective physical education teachers obtained high computer self-efficacy scores. Prospective physical education teachers’ computer self-efficacy was also examined according to their gender and class year no significant difference was found. In the study it has also found that no significant correlation between prospective physical education teachers’ computer self-efficacies and their ages. In addition there was significant difference in the scale of computer self-efficacy perception based on the owner of a computer.
The research examines the effectiveness of utilization of practicing materials using ICT and classical study support – printed material in teaching Mathematics. The research was held as a pedagogical experiment at the Faculty of Chemical Technology, University of Pardubice in academic year 2012-13. In the research group there were included 559 students in their first semester of study. Students were subjected to pretest and posttest, between these tests they were encouraged to practice through a material on basic calculus of functions of one variable. The practicing material was prepared both in classical (paper) form, both with an application of ICT. We registered results in pretest and posttest (in points), used practicing materials, successfulness in exam and continuing in studies after the first semester. The experiment looks for statistic relations among these variables. We present part of these statistic results. Further quantitative and qualitative evaluation of the project is planned to be a component of dissertation.
The paper´s objective is to introduce an approach of application of sensory modalities in a language learning diagnostics in a continuity of Ostrava University project called “„Adaptive individualized learning in eLearning“ where theoretical basis for adaptive eLearning of general subjects were defined. The current model of adaptive eLearning must have been slightly adjusted regarding the differences of a language learning in comparison to general subjects like mathematics, biology, etc. First adjustments are introduced in this paper in the form of acquiring a student´s characteristics together with an existing language knowledge to start an adaptive learning process in a language learning.
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