Laptop

The purpose of this study was to investigate the benefits and challenges using laptop computers (hereafter referred to as laptops) inside and outside higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or communication studies. Benefits of using laptops in class were active note taking, particularly when instructors provided materials ahead of time, searching for academic resources, use of subject-specific software, communicating and sharing information with peers, and engaging with online interactive tools. Challenges of using laptops inside the class included surfing the web for personal reasons, social networking with peers and, to a lesser extent, entertainment in the form of watching video podcasts or playing games. Benefits were reported far more often than challenges inside the classroom. Benefits of using laptops outside of class included collaboration with peers, incr...

5 The researchers made use of descriptive research method involving 100 High School, grade school, out of school youth and college undergraduate as respondents. Results showed that majority of the respondents are aged 13 – 15, female, High School students, weekly and once a day frequency of use of social networking sites in 1 – 3 hours at home, with weekly allowance of 400 – 599/199 – 100 and below laptop as the most gadgets used and Facebook as the mostly used social networking sites. They agreed that most of them felt connected to school and community, felt more relieved when talking with friends, experiencing lack of sleep, being a moody person and most of them became more indulged to computer games.

Dalam mengetik sendiri di Keyboard Komputer  kita sering sudah lupa lupa  fungsi setiap Keyboard pada komputer kita sehingga  memperlambat pekerjaan kita untuk mengingat kembali dan bekerja secara try and error sehingga kita banyak mengalami kesalahan ketik. Berikut ini di ingatkan kembali tentang  fungsi semua Tombol pada Keyboard  komputer kita,  Selamat  Bekerja dengan tepat, lancar, Cepat dan Indah.

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The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on preservice teachers’ computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and perceived control (self-efficacy), but not in affective and cognitive attitudes. In addition, there was a significant improvement in all ten computer ability areas (operating systems, communication, World Wide Web, word processing, spreadsheets, database, graphics, multimedia, web page design, and programming). Finally, preservice teachers used laptop computers significantly more in a university setting than in their field placements.

Currently, laptops have become a necessity to most of the people as laptop provides mobility and helps in doing the task that a normal desktop PC can do. However, the malfunction of the laptop hardware will distract the user work and decrease the productivity. By utilizing Augmented Reality (AR) that combine real world and virtual world, a laptop maintenance application can be made in reality. The objective of this paper is to discuss on how to develop Mobile Augmented Reality for Laptop Maintenance (MAR4LM) applications. This AR application specifically develop for smart phones based on the android platform. Therefore, this study presents a way to understand and discuss the process of using this new technology on the android platforms. This application has been proven in increasing the understanding of the users about their laptop and doing maintenance on their own self. In addition, laptop maintenance tasks will become straightforward, easy to use, interactive, and easily availabl...

Using a mixed-methods approach the authors compared the associated practices of senior physics teachers (n = 7) and students (n = 53) in a 1:1 laptop environment with those of senior biology teachers (n = 10) and students (n = 125) also in a 1:1 laptop environment, in seven high schools in Sydney, NSW, Australia. They found that the physics teachers and students reported more use of their laptops than did their biology counterparts, particularly in regard to higher order, engaging activities such as simulations. This disparity is consistent with the differences between the prescribed NSW physics and biology curriculum documents. The physics curriculum specifies that students should engage with various technologies (especially simulations) frequently within the course content, while the biology curriculum makes only generic statements within the course outline. Due to the curriculum mandate, physics teachers seemed to be capitalizing on the opportunities afforded by the 1:1 laptop en...

Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess the benefits and challenges associated with classroom use of laptop computers in higher education.

The Australian Digital Education Revolution in secondary schools ran from 2008 to 2012. Year 9 students in ‘Round 1’ schools, within the Catholic Education Office Sydney, each received a laptop from 2008. This was repeated for Year 9 students in ‘Round 2’ schools from 2009. Consequently, for the Higher School Certificate (HSC) examinations in 2011, students from Round 1 schools had been schooled for over three years with 1:1 laptops whereas the students from Round 2 schools had received traditional schooling. This unique dichotomous scenario is the context of this study, which builds upon prior research into the impact of 1:1 laptops and the Digital Education Revolution on teaching and learning in science (Crook, Sharma Wilson & Muller 2013; Crook & Sharma in press). This study reports on the preliminary multiple regression analysis of 521 students within subject using HSC examination result as the dependent variable and School Certificate result, gender, socio-economic status, scie...

The Australian Digital Education Revolution in secondary schools ran from 2008 to 2012. Year 9 students in ‘Round 1’ schools, within the Catholic Education Office Sydney, each received a laptop from 2008. This was repeated for Year 9 students in ‘Round 2’ schools from 2009. Consequently, for the Higher School Certificate (HSC) examinations in 2011, students from Round 1 schools had been schooled for over three years with 1:1 laptops whereas the students from Round 2 schools had received traditional schooling. This unique dichotomous scenario is the context of this study, which builds upon prior research into the impact of 1:1 laptops and the Digital Education Revolution on teaching and learning in science (Crook, Sharma Wilson & Muller 2013; Crook & Sharma in press). This study reports on the preliminary multiple regression analysis of 521 students within subject using HSC examination result as the dependent variable and School Certificate result, gender, socio-economic status, scie...

The overall aim of the Ouestronic project has been to focus upon techniques in data recording. data preparation
and processing for computer input. The development and subsequent commercialization of these specific routines
has come to fruition with the production of the Ferranti MRT 100. This initial product of the Ouestronic project has
major ramifications for behavior/survey investigations. Key

Words: Questronic. data recording, field technique,
data recording terminal, behavior.

The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on pre-service teachers’ computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and perceived control (self-efficacy), but not in affective and cognitive attitudes. In addition, there was a significant improvement in all 10 computer ability areas (operating systems, communication, World Wide Web, word processing, spreadsheets, database, graphics, multimedia, web page design, and programming). Finally, pre-service teachers used laptop computers significantly more in a university setting than in their field placements.

Considerable research has been conducted examining the use of laptops in higher education, however, a reliable and valid scale to assess in-class use of laptops has yet to be developed. The purpose of the following study was to develop and evaluate the Laptop Effectiveness Scale (LES). The scale consisted of four constructs: academic use and three areas of non-academic use (communication, watching movies, playing games). Tested on 177 higher education students, the data generated using the LES showed acceptable internal reliability, construct validity, content and convergent validity. Feedback from students suggested that both academic and non-academic constructs assessed by the LES could be expanded to incorporate a wider range of laptop related behaviour. Overview There is extensive debate about the efficacy of laptop computers in the classroom. Several studies have identified benefits such as keeping students on task and engaged (Hyden, 2005), or following lectures via PowerPoint...

Everyone of us own a computer and that computer costs us too much , specially if you want your specifications in it. So, why to pay hefty amounts when you can make your own computer with your own specifications, own O.S , own requirements ready in such a low cost. . .How about that ? This project will teach you all about it, how to build it, what to add and how to add. . .Just take a look  & Enjoy your own PC/Laptop/tablet/Mobile phone:)

Cara Memperbaiki Laptop Blank Hitam merupakan tutorial secara step by step bagaimana mengatasi laptop yang menampilkan layar hitam dalam kondisi menyala lengkap dengan Ebook Panduan Teknisi Laptop yang membahas secara lengkap permasalahan pada laptop dan langkah langkah memperbaiki kerusakan pada laptop

ABSTRACT Our study capitalized on a unique natural experiment rather than a researcher-designed, randomized experiment whereby, thanks to the Australian Government's Digital Education Revolution, half of grade 9 students in 2008 received laptops and half did not. Consequently in late 2011, when these students sat for their grade 12 external examinations based on the same curriculum implemented across the state of New South Wales, half of them had been schooled with 1:1 laptops for over three years, and half without. With school principals and district administrators asking the question ‘what will these laptops do to our examination results?' this dichotomous scenario presented us with a unique opportunity to find out. The aim of this study was to evaluate if having 1:1 laptops was a predictor of success in the sciences in the external examinations. The science students (N = 967) from 12 high schools in Sydney, Australia were studied. Using socio-demographic, school and examination data, multiple regression analyses were performed to measure the impact of the 1:1 laptop provision and other variables on student attainment in biology, chemistry and physics. We found that being schooled with 1:1 laptops had statistically significant and positive standardized regression coefficients with student attainment, with a medium effect size in physics (0.38), and small effect sizes in biology (0.26) and chemistry (0.23). Upon further investigation, exploring data provided by student and teacher questionnaires, we found that the greater effect size in physics corresponded with greater use of simulations and spreadsheets by students and teachers.

The purpose of this study was to investigate the benefits and challenges of using laptop computers (hereafter referred to as laptops) inside and outside higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or communication studies. Benefits of using laptops in class were active note taking, particularly when instructors provided materials ahead of time, searching for academic resources, use of subject-specific software, communicating and sharing information with peers, and engaging with online interactive tools. Challenges of using laptops inside the class included surfing the web for personal reasons, social networking with peers and, to a lesser extent, entertainment in the form of watching video podcasts or playing games. Benefits were reported 30% more often than challenges inside the classroom. Benefits of using laptops outside of class included collaboration with peers, i...

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The purpose of this study was to investigate the benefits and challenges using laptop computers (hereafter referred to as laptops) inside and outside higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or communication studies. Benefits of using laptops in class were active note taking, particularly when instructors provided materials ahead of time, searching for academic resources, use of subject-specific software, communicating and sharing information with peers, and engaging with online interactive tools. Challenges of using laptops inside the class included surfing the web for personal reasons, social networking with peers and, to a lesser extent, entertainment in the form of watching video podcasts or playing games. Benefits were reported far more often than challenges inside the classroom. Benefits of using laptops outside of class included collaboration with peers, incr...

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The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on pre-service teachers’ computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and perceived control (self-efficacy), but not in affective and cognitive attitudes. In addition, there was a significant improvement in all 10 computer ability areas (operating systems, communication, World Wide Web, word processing, spreadsheets, database, graphics, multimedia, web page design, and programming). Finally, pre-service teachers used laptop computers significantly more in a university setting than in their field placements.