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This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city. The research was true-experimental in nature. The research design followed by researcher is The Pre-test-Post-test Equivalent groups Deign. The software used for CAI group was basically the combination of Discovery environment and simulation softwares, however, the time for drilling and practice was given to student. It a designed to cover the all levels of cognitive domain described by B. S. Blooms (1956). A question paper containing 30 items multiple choice test was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student.

Earlier work often referred to as the "hole in the wall" experiments has shown that groups of children can learn to use public computers on their own. This paper presents the method and results of an experiment conducted to investigate whether such unsupervised group learning in shared public spaces can improve children's performance in school examinations. The experiment was conducted with "hole in the wall" (minimally invasive education, or MIE) kiosks in the rural Sindhudurg District of Maharashtra State, India. 103 children of the Grade 8 level, across 3 villages, were administered the curricular examination for "Computer Science" for that grade. The results show that children who had learned at MIE kiosks were able to complete this curricular examination without being taught the subject. They scored only marginally lower than children who had been taught the "Computers" curriculum in school throughout the school year. The results of this study throw new light on pedagogy for bridging the digital divide. It poses the question that similar learning may well be observed in whole or part in other subjects of the school curriculum. (Contains 6 figures and 2 tables.)

The paper examines the impact of import of technology on productivity of the organised manufacturing sector of India using firm level panel data for the period of 1995-2010. The estimation of an augmented Cobb-Douglas production function using the Levinsohn and Petrin econometric technique suggests that both embodied as well as disembodied forms of technology import have a positive and significant effect on aggregate manufacturing productivity. However, the sectoral estimation results based on technology intensive classification of firms reveal that the embodied technology purchases have a relatively more significant and positive impact across sectors, whereas the disembodied technology imports have positive effect on the productivity of medium technology intensive sectors. [ABSTRACT FROM AUTHOR]

The present study undertakes the ranking of the most productive Indian institutions, viz., institutes of national importance, universities/ deemed universities, industrial enterprises, research institutes, Indian Institute(s) of Information Technology (IIIT(s)), select top engineering colleges, and regional engineering colleges (RECs)/National Institutes of Technology (NITs) in computer science research for their research output published during 1999-2008. The publications output of these productive institutions is judged on the basis of various quantitative indicators, such as the total number of raw papers and international collaborative papers and qualitative indicators, such as the average number of citations per paper and h-index value, and also in terms of a new composite indicator, which combines quantitative and qualitative aspects. [ABSTRACT FROM AUTHOR]

Abstract: This paper gathers and analyzes self-reported user behavior data for public computers installed in varied neighborhoods in India to explore the relationship between environmental factors such as urbanicity and reported usage behaviors. There is evidence of large differences in usage behavior between urban and non-urban sites. Children at urban sites fit a profile of dedicated and independent kiosk-goers, while rural children are more likely to use the computers in groups. Total overall computer usage, however, appears similar in both environments. The sites used for the study have other important characteristics, such as proximity to a school complex, which could have large mitigating effects on the measured behaviors. Further study could yield other interesting and more generalizable results. This study provides insight into children''s behavior patterns at free-access ‘Hole-in-the-Wall’ computers as well as offers exploratory findings for the designers of free-access computers in developing nations where alternative educational development via technology could be implemented. [Copyright &y& Elsevier]

The history of computing in India is inextricably intertwined with two interacting forces: the political climate (determined by the political party in power) and the government policies mainly driven by the technocrats and bureaucrats who acted within the boundaries drawn by the political party in power. There were four break points (which occurred in 1970, 1978, 1991 and 1998) that changed the direction of the development of computers and their applications. This article explains why these breaks occurred and how they affected the history of computing in India. [ABSTRACT FROM PUBLISHER]