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Dissertations / Theses on the topic 'Computer and technology education'
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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.
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Forsythe, Lois K. "Accepters and resisters to computer technology in education /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114114554.
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Bäckström, Emil. "NIISim, a Simulator for Computer Engineering Education." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-94184.
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Students at KTH can take a course called IS1200 Computer Engineering. This course teaches some of the basic aspects of computer engineering. One important part of the course is the labs which are carried out on an Altera DE2 Development and Educational board. The labs utilize many of the buttons and LEDs on this board. Unfortunately, these boards are only available during the course lab sessions meaning students have no way of fully testing their programs at home. Altera does provide a simulator, but it is not able to simulate the features on the board. NIISim aims to solve this problem. NIISim (Nios II Simulator) is a simulator that will be able to simulate all the functionality on the DE2 board that is necessary to complete all the IS1200 course labs. It comes with support for the Nios II CPU from Altera, several of Altera’s I/O devices and many features on the DE2 board. With a simple graphical user interface the user is able to quickly load the appropriate files and start the simulation. The user is also able to communicate with the simulated program using a console that supports both text input and output. Testing has shown that NIISim simulates the IS1200 course labs without problems. This is a great success. Furthermore, the simulation is performed at a much faster rate than the simulator provided by Altera. The intention is now that NIISim will be used in the IS1200 course to help increase students learning experience as they will have much more time to experiment with the DE2 board features. NIISim also makes a great starting platform for future master’s thesis projects such as implementing a cache simulator or multi-core simulation support.
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Martin, Terri L. "Computer-based technology utilization by elementary teachers /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842580.
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Al-khazali, Taysir M. "Computer technology in Jordanian schools: a proposed plan for appropriate adoption." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371557514.
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Hay, Kenneth Einar. "Postmodern theory, computer technology, and education : looking forward to a postmodern education." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239981095.
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Wan, Jiayi. "Teacher Educators' Computer Technology Integration At Utah State University." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/366.
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The purpose of this research is to develop a deep understanding of Utah State University teacher educators' perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a powerful instructional tool. They also realize it is important to prepare preservice teachers with computer technology for their future careers. The study analyzes the positive and negative aspects of using computer technology in teaching and personal experiences, and how these influence the participants' computer technology integration. The results indicate four types of computer technology integration among the teacher educators: (1) Advanced Users, (2) Technical Users, (3) Reluctant Users, and (4) Resisters, as well as some advantages and disadvantages of using computer technology in educational settings. Based on the findings of the research, some strategies are suggested to improve the teacher educators' computer technology integration at Utah State University. These suggestions include aspects such as amending training procedures and building a supportive environment in the teacher educators' professional development. Future research perspectives are also proposed at the end of the dissertation.
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Greh, Deborah Ellen. "Computers in art education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778184.
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Haupt, Maria M. C. "A Kirkpatrick evaluation of computer-integrated learning support material for technology education." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02032006-161125/.
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Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.
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Worotynska, Ewa Barbara. "Multimedia technology in engineering education." Thesis, University of Sydney, 1995. https://hdl.handle.net/2123/27604.
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This thesis had been inspired by a rapid development of multimedia systems and opportunities arising for their use in engineering education. The author, being a professional developer of computer based training, has used her engineering and educational experience in the search for the optimal use of multimedia technology in engineering education at the tertiary level.
Multimedia technology used for educational purposes requires not only technical expertise, but pedagogical and psychological as well. The possibility of the use of a different form in a multimedia educational system, merges a variety of disciplines that had not been considered before in tertiary education. All the above aspects are considered in the thesis, emphasising the difficulty of defining only one solution for every problem.
The main goal of the project was to utilise theoretical knowledge in the practical form of working software.
The multimedia educational software created by the author (recorded in the attached CD Rom) stands as a summary of her research work and professional experience in multimedia design and production. The author's software proves that it is possible nowadays to create highly efficient educational computer programs that can be used for engineering education.
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Sears, Larry A. "Possible Futures: The Role of Technology in Education." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/827.
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The purpose of this study is to provide a framework for developing an effective vision for the role of computing and telecommunications technology in education. Through a review of relevant literature and utilization of the information acquired in a proven scenario construction process, four scenarios were developed which serve as frameworks for consideration of the future role of computing and telecommunications technology in education. The scenarios define and focus attention on key elements, variables and processes which may shape the future role of computing and telecommunications technology in education. They bring a comprehensible form to a vast array of information and concepts relating to a complex system arising from the interrelationships between three primary sub-systems - society, education, and technology - which are in tum composed of a number of systems, variables and associated relationships. By creating an increased awareness and understanding of the complexity and systemic nature of education, and the role of technology in education, these scenarios serve as tools for increased effectiveness in vision formation, planning, and decision-making concerning the purpose and overall vision of education, and the role of computing and telecommunications technologies within that vision.
The product scenarios establish and delineate a range of possible futures for education and the role of technology in education. It is found that although it is not possible to predict what precise future will emerge for the education system and the role of technology within it, the system will move within a field of space defined and limited by the interactions and relationships of the component system elements. These elements and this space are defined and possible futures presented. Two conceptions are proposed concerning the role of education in society, and the role of technology in education. These are advanced as frameworks within and around which local school districts and schools may create their own visions for education and sub visions for the role of technology in education. Because the many variables in the system under study as well as their relationships with each other change over time and may be observed from varying perspectives, this work should be viewed as a foundational phase in a project that will involve continuing data collection, research, and scenario tracking and updating.
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Weber, Mark J. "A study of computer technology use and technology leadership of Texas elementary public school principals." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5589/.
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The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETS*A standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETS*A standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETS*A standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on technology integration training and personal factors that may affect principals' technology leadership behavior and technology use.
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Ury, Gary G. "Missouri public school principals' computer usage and conformity to technology standards /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091975.
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Flick, Jim. "Weaving a Web: Using Computer Technology to Teach Composition." Youngstown State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1004469801.
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Lai, Kam Wing. "Information technology in education computer-based training courseware design & development." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1447771.
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Molotsi, Abueng Rachael. "Computer integration teaching and learning in a middle school." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06182008-131707/.
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Wexler, Dara H. Biklen Sari Knopp. "Shifting pedagogies: intersections of computer-supported technologies, education, and power." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.
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Terry, Candace Pearl. "Secondary Mathematics Teachers' Pedagogy through the Tool of Computer Algebra Systems." Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839220.
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<p> Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners. </p><p> This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher’s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants’ pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge. </p><p>
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Al-Khazali, Taysir M. "Computer technology in Jordanian schools: a proposed plan for appropriate adoption /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487929230741986.
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Fiedler, Heather Starr. "Journalism and Mass Communication Education in The Age of Technology." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/516.
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The developmental research project was undertaken to determine the best way to structure the future of journalism and mass communication education so that it remains a viable discipline within the academy. New media technology is an emerging discipline within the journalism field. While many new jobs exist for graduates who are skilled in the field, only a small number of colleges and universities are offering undergraduate programs to train students in new media technology. The goal of the dissertation was to propose a new undergraduate major in new media technology that schools may implement. The literature review traces the origins and development of journalism and mass communication education through the 19th and 20th centuries and focuses on the emerging field of new media technology and online journalism. To help answer the research questions, a survey questionnaire was distributed to journalism and mass communications educators at 108 programs in the United States and to more than 300 media professionals. All the programs are accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC), and the media professionals are all members of the Online News Association (ON A). The total number of participants was 102. In the surveys, participants shared their views on the current state of journalism and mass communication education as well as the new media industry through a combination of rank-order items, Likert-type scales, and open-ended questions. Results were used to correlate industry requirements with program offerings to prescribe the best possible undergraduate program in new media technology. The content, coverage and feasibility of the model program were validated by a panel of experts.
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Durmaz, Tuba. "Competencies Of Instructional Technologists Graduated From Computer Education Andinstructional Technology Department As Required Byinformation Technology Firms." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12614160/index.pdf.
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The purpose of the study was to investigate the current status and competencies of CEIT graduates working in IT firms from the employers&rsquo<br>point of view. In addition, the cases were evaluated to see whether the graduates have gained competency in their undergraduate education or while working for the firms. In the end the main goal was to identify how well CEIT departments are preparing students for professional practice.
The participants of this study were thirteen employers of CEIT graduates working in IT firms in a technopolis. A mixed methods research approach including both quantitative and qualitative research methods was employed as the primary method in order to reach the purpose of this study. Within the scope of this mixed method study, firstly, the quantitative technique was employed in which the data were gathered through a questionnaire to examine the competencies of CEIT graduates. Then, the qualitative part of the study was employed through a follow-up semi-structured interview to confirm and complement the quantitative findings.
According to the results of this study, CEIT graduates are average competent at pedagogical, technical and communcation issues. They are more competent within communication and teamwork, and least competent within technical issues according to the employers.
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Coulter, Darcy Jane. "Improving teacher productivity through the use of computer technology." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2361.
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The purpose of the project was to develop a teacher handbook forusing computer technology and Microsoft Office XP software in the performance of their administrative tasks. The handbook was designed to provide teachers with step-by-step instructions that would enable them to automate many administrative tasks that were previously performed manually, without the benefit of computer technology.
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Nuckols, Terri L. "Issues of technology adoption in 9–12 computer based instruction." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2494.
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This study was designed to examine computer based instruction in the 9-12 public high school. All high schools included in the study were part of the original Digital High School grants, and had a student population of over 1000 students. The purposes of the study were to examine factors affecting technology implementation, to explore how teacher attitudes, expertise, and cultural and pedagogical beliefs affected adoption, to determine how critical staff development and resources were in successful implementation, and to investigate organizational variables that were in place for successful adoption of computer based instruction. The study was conducted using Everett Rogers' five stages of the innovation-decision process. Nine technology coordinators were interviewed for this study. Following the interviews, 13 categories emerged and a grounded theory was formed. The study concluded with five recommendations for practitioners who would like to successfully implement technology on their school sites.
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Hall, Brian Richard. "A synthesized definition and analysis of computer ethics." Thesis, Robert Morris University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622702.
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<p> Computing ethics is a complex area of study that is of significant importance to the computing community and global society. Such concerns as surveillance and automation underscore the need for increased ethical understanding and training in computing. However, education and research in computing ethics are difficult due to the diverse meanings of ethics. This content analysis study analyzed definitions of computer ethics, the subject matter of computer ethics, and the relationship between the definition and subject matter. The purpose of this study was to educe and present the meaning of computing ethics, resulting in a thematic definition of computing ethics for use in education and research. This analysis also provides a coherent concept of the subject matter of computing ethics in relation to the synthesized definition. This study discusses definition and subject matter themes that emerged such as interdisciplinarity, collaboration, scholars and professionals, contributions and costs, computing artifacts, global society, privacy, design and development, and use. The results of this study can assist computing ethicists with research, aid computing educators with curriculum development, and provide a theoretical frame for relating ethics to computing. This exploration demonstrates that groups within the computing community can find common ground, even on such a difficult and complex matter as ethics.</p>
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Webster, Daniel Frank. "Exploring the use of video and computer technology in the classroom." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282862.
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This study, conducted in a large southwestern U.S. city during the spring semester, 1997, explored an environment in which students in an engineering and technology magnet middle school were to work with video and computers to produce a series of products. The initial purpose of this exploratory-descriptive study was to look for literacy events relating to learning about these technologies. This study's population included the teacher, her classroom aide, the school's principal, and approximately 21 students. Students, who were to develop individual 10-step video production projects, achieved a mean of 4.55, a median of 4, and a mode of 3 based on step completed. only one student finished the project. Expecting each student to produce an individual project appeared to restrict the discourse necessary for students to learn the literacies of video and computers. Other mitigating influences involved materials and equipment, teacher health, and outside influences (e.g., a death in the family and university course work). Future studies should consider: (1) a classroom in which a strong collaborative/cooperative group relationship is established among the students and/or; (2) an approach examining several video production classes each day for an entire semester.
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Hsu, Yung-chen. "The effectiveness of computer-assisted instruction in statistics education: A meta-analysis." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289887.
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The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) in statistics education at the college level in the United States. This study employed meta-analysis to integrate the findings from 25 primary studies which met a specific set of criteria. The primary studies were selected from journal articles, ERIC documents, and dissertations. Results of the meta-analysis produced an overall effect size estimate of 0.43, indicating a small to medium positive effect of applying CAI in teaching college-level introductory statistics on students' achievement. Several study characteristics were examined for the association with the effect magnitude. These characteristics included the publication year, the publication source, the educational level of participants, the mode of the CAI program, the type of CAI program, the level of interactivity of the CAI program, the instructional role of the CAI program, and the sample size. The results of the analogous analysis of variance showed that different modes of CAI programs produced significantly different effects on students' achievement in learning statistics. Expert systems and drill-and-practice programs were the most effective modes and were followed by multimedia, tutorials, and simulations. Computational statistical packages and web-based programs were the least effective modes. The teacher-made CAI programs were significantly more effective than the commercially-developed CAI programs. The effectiveness of CAI program in teaching statistics did not differ significantly according to the study characteristics of the publication year, the publication source, the educational level of participants, the level of interactivity of CAI program, the instructional role of CAI program, and the sample size.
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Thorsteinsson, Gisli, and Tom Page. "COMPUTER SUPPORTED COLLABORATIVE LEARNING IN TECHNOLOGY EDUCATION THROUGH VIRTUAL REALITY LEARNING ENVIRONMENTS." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2007. http://hdl.handle.net/2237/12115.
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Haupt, Maria Margaretha Catharina (Grietjie). "A Kirkpatrick evaluation of computer-integrated learning support material for technology education." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/26648.
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The aim of this research is to establish which aspects influence students’ successful learning of design skills through contextually integrated learning support material for the design and technology education programme at the University of Pretoria. The purpose of the research is threefold: • The first aim is to investigate the extent to which the electronic tutorial, Design in Action (hereafter referred to as “the tutorial”) contributes to students’ (novice designers) design theory in a technological context i.e. to indicate whether the level of sophistication of the exemplary graphics and explanatory text is suited to the context. • The second aim is to establish the levels of learning achieved by learners as a result of the intervention using Design in Action in order to indicate the adequacy of the learning support material in achieving the learning outcomes of the unit. • The third aim is to establish possible improvements for the tutorial to increase its effectiveness in terms of curriculum, media&technology, learning&instruction and teacher education&didactics (Van den Akker, 1999). The findings of this preliminary study will be used in broader studies focused on the design and development of contextually integrated learning support material for design and technology education students. This research is a qualitative case study, including the evaluation of levels of learning of first year pre-service design and technology students, conducted in the interpretative paradigm, within the theoretical frame of socially responsible research (Reeves, 2000). The evaluation of the levels of learning was based on a model designed by Kirkpatrick (Kirkpatrick, 1994). The model delineates four levels of instruction (training) outcomes: reaction, learning, behaviour, and results.<br>Dissertation (MEd (CIE))--University of Pretoria, 2005.<br>Curriculum Studies<br>unrestricted
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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.
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Methaneethorn, Jutima. "Towards motivation modelling within a computer game based learning environment." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/250/.
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Thesis (Ph.D.) - University of Glasgow, 2008.<br>Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Mullan, Catherine A. "Computer and Technology Assisted Language Arts Activities for Middle School Students." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/105.
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Educational research indicates that integrating computers and other technologies into the curriculum, enhances student interest in learning. However, many teachers disregard these tools citing lack of time, equipment, or experience. Based on this information, the researcher designed a project which uses computers and other technologies to stimulate middle school language arts students' interest in learning. An initial survey of 166 middle school students determined that English grammar and usage is the least enjoyed portion of the language arts curriculum. The researcher then created ten computer and technology assisted learning activities which reinforce grammar-related content and skills. A seventh grade language arts class field tested the activities. They also completed several types of follow up instruments, and participated in personal interviews, which helped the researcher conclude that careful utilization of computers and other technologies to deliver unappealing portions of the curriculum may improve students interest in those areas.
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Brouard, Raynald C. "The relationship between student characteristics, computer literacy,technology acceptance, and distance education student satisfaction." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1814.
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The purpose of this study is to identify the relationship between the characteristics of distance education students, their computer literacy and technology acceptance and distance education course satisfaction. The theoretical framework for this study will apply Rogers and Havelock's Innovation, Diffusion & Utilization theories to distance education. It is hypothesized that technology acceptance and computer competency will influence the student course satisfaction and explain the decision to adopt or reject distance education curriculum and technology. Distance education delivery, Institutional Support, Convenience, Interactivity and five distance education technologies were studied.
The data were collected by a survey questionnaire sent to four Florida universities. Three hundred and nineteen and students returned the questionnaire. A factor and regression analysis on three measure of satisfaction revealed significant difference between the three main factors related to the overall satisfaction of distance education students and their adoption of distance education technology as medium of learning.
Computer literacy is significantly related to greater overall student satisfaction. However, when competing with other factors such as delivery, support, interactivity, and convenience, computer literacy is not significant. Results indicate that age and status are the only two student characteristics to be significant. Distance education technology acceptance is positively related to higher overall satisfaction. Innovativeness is also positively related to student overall satisfaction. Finally, the technology used relates positively to greater satisfaction levels within the educational experience. Additional research questions were investigated and provided insights into the innovation decision process.
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Schanzer, Emmanuel Tanenbaum. "Algebraic Functions, Computer Programming, and the Challenge of Transfer." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037.
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Students' struggles with algebra are well documented. Prior to the introduction of functions, mathematics is typically focused on applying a set of arithmetic operations to compute an answer. The introduction of functions, however, marks the point at which mathematics begins to focus on building up abstractions as a way to solve complex problems. A common refrain about word problems is that “the equations are easy to solve - the hard part is setting them up!” A student of algebra is asked to identify functional relationships in the world around them - to set up the equations that describe a system- and to reason about these relationships. Functions, in essence, mark the shift from computing answers to solving problems.
Researchers have called for this shift to accompany a change in pedagogy, and have looked to computer programming and game design as a means to combine mathematical rigor with creative inquiry. Many studies have explored the impact of teaching students to program, with the goal of having them transfer what they have learned back into traditional mathematics. While some of these studies have shown positive outcomes for concepts like geometry and fractions, transfer between programming and algebra has remained elusive. The literature identifies a number of conditions that must be met to facilitate transfer, including careful attention to content, software, and pedagogy.
This dissertation is a feasibility study of Bootstrap, a curricular intervention based on best practices from the transfer and math-education literature. Bootstrap teaches students to build a video game by applying algebraic concepts and a problem solving technique in the programming domain, with the goal of transferring what they learn back into traditional algebra tasks. The study employed a mixed-methods analysis of six Bootstrap classes taught by math and computer science teachers, pairing pre- and post-tests with classroom observations and teacher interviews. Despite the use of a CS-derived problem solving technique, a programming language and a series of programming challenges, students were able to transfer what they learned into traditional algebra tasks and math teachers were found to be more successful at facilitating this transfer than their CS counterparts.<br>Education Policy, Leadership, and Instructional Practice
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Thitima, Theeratanonda Klass Patricia Harrington. "The use of computer technology by Thai private vocational school administrators." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064542.
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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed January 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Darryl A. Pifer, Glenn Schlichting, Mark Walbert. Includes bibliographical references (leaves 137-143) and abstract. Also available in print.
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Samuels, Jeffrey D. "Pedagogy and related criteria| The selection of software for computer assisted language learning." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600773.
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<p> Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. </p><p> <i>Keywords:</i> CALL, computer-assisted language learning, user requirements, user satisfaction, pedagogy, andragogy, software selection, instructional technology, language lab, language resource center, IALLT, language learning technology, information technology.</p>
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Arnott, Linda. "The cognitive and social influences of computer technology on profoundly deaf young children." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1851.
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A thesis presented in fulfilment of the requirements for the degree
of
MASTER OF EDUCATION
2004<br>This dissertation is located in the field of early childhood
development. It is situated in the context of education for learners
with special educational needs (ELSEN). The specific context was
Deaf children who learn through the medium of South African Sign
Language . The study is an investigation into the cognitive and
social "value-addedness" of computer technology on profoundly
deaf young learners.
A Vygotskian theoretical framework was used to explore the
efficacy of the computer as a tool for learning in the profoundly
Deaf. Social and collaborative learning with peers was
investigated.
A case study was conducted with a cohort of seven profoundly Deaf
Grade R learners (aged 516 years) at a special needs school in the
Western Cape. The research methodology was an empirical
investigation within a qualitative research paradigm, using
observation and interviews. The report provides a descriptive
account that makes use of illustrative vignettes.
The study concludes that the computer influences social
development within the cohort. The computer was also able to
scaffold children's understanding of mathematical tasks and thereby
provide a cognitive influence on learning.
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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
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Selwyn, Neil. "The permeation of information technology into sixteen to nineteen education." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313188.
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Ng, Yan-wing. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057945.
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Ford, Rose E. Haslam Elizabeth L. "A computer networked professional development collaborative : effectively implementing literacy instruction in the classroom /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860/726.
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Summers, Elisabeth S. "The Effects of Parental Involvement and Computer-Based Music Technology on Developing Independent Musicianship." Thesis, Concordia University Irvine, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812266.
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<p> Music education is often one of the first programs that are removed from school districts. With the new language in the “Every Student Succeeds Act,” it is important that school performance is measured through student engagement, parental involvement, and school culture, for a well-rounded education including music (NAfME, n.d.). The National Coalition for Core Arts Standards redeveloped the music standards in 2014 to include technology (NAfME, n.d.). The purpose of the study is to determine the impact of parental involvement and how access to technology contribute to the success of creating independent musicians in middle school, instrumental music programs. </p><p> A mixed-methods research analysis was completed to explore parental involvement and technology impacts. Interviews were conducted between public and private school music teachers, as well as parent participants. Surveys were sent to parents of both school sites to investigate what factor of parental involvement of Epstein’s (1986) framework was most present in a middle school music program. Interviews were coded for common themes. An intervention was also implemented into the study to determine if there was a significant difference in musical growth gained between technology and the traditional teaching method, but also to determine if technology facilitates Zimmerman’s (1986) framework of self-regulated learning. Paired samples T-tests were computed on Statistical Package for Social Sciences (SPSS) software to calculate the comparisons between the methods and their growth scores. There was a significant difference in the pre-test and post-test for both the traditional teaching method and the intervention method. However, there was not a significant difference between the growth rates of both methods. This indicated that either method was an effective way for students to learn a piece of music. In addition, practice logs for the traditional method were coded for evidence of self-regulated learning. Positive communication between parents, teachers and technology in music education that facilitates self-regulated learning impacted the success of students becoming independent musicians in middle school instrumental-music programs. Interviews of two music teachers determined differences between the programs pertaining to support, enrollment, funding and technology. Positive communication between parents and teachers promoted a better understanding of a child’s musical development, and that parents want to know that their teacher cares for their child. Computer-based technology in the music classroom demonstrated an effective practice session for students. Students were motivated to do well by utilizing evaluation features of the software. </p><p> Keyword: music education, middle school, parental involvement, communication, student success, self-regulated learning, technology, motivation, independent musicians.</p><p>
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Pollard, Janelle. "A software engineering approach to the integration of computer technology into mathematics education /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18424.pdf.
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Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.
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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.<br>Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.
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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.
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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today?
This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own.
This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies.
The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom.
We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
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Rogers, Evelyn Marie 1962. "An investigation of the effects of collaborative, computer-mediated communication and non-collaborative, computer-assisted writing skills practice on L2 writing." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282776.
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The purpose of this dissertation is to compare the quantity and quality of writing produced by L2 students after participating in either (1) collaborative, computer-mediated communication (CMC), or (2) non-collaborative, computer-assisted writing skills practice. The subjects for this study were 42 students enrolled in French classes at the U.S. Air Force Academy. The CMC treatment consisted of 45 minutes of collaborative, simultaneous written "discussion" among student clusters of 3 or 4 students. The writing skills group focused on vocabulary building, grammatical review, and format review, using the French writing software program, Système-D. A computerized text analysis program, as well as experienced foreign language instructors then analyzed students' compositions. This study also addressed learner attributes (including gender, grade point average [GPA], and personality variables) and L2 proficiency and their interaction with the two computer-based contexts. Finally, it assessed learners' attitudes toward each of the two pre-writing activities. Results revealed that the effects of participating in either collaborative CMC or non-collaborative writing skills practice on L2 writing, in terms of the 6 variables considered (total number of words, grammatical accuracy, lexical density, lexical diversity, syntactic complexity, and overall writing quality) were minimal. While gender did not have a significant impact on quantity and quality of writing in the two contexts considered, GPA and language proficiency were significantly correlated with grammatical accuracy and overall writing quality. Selected personality variables had minimal effects on L2 writing. While subjects were markedly interested in both CMC and Système-D , quantitative as well as qualitative analysis of the attitude questionnaire showed a clear preference for Système-D over CMC. This study showed that students benefited from both types of pre-writing activities. The CMC group had the benefits of interaction and increased target language production, while the computer-assisted writing skills group benefited from access to a computerized data base of grammar, vocabulary and phrases for their compositions. Overall, students had positive attitudes toward both computer-based activities. If positive attitudes lead to increased motivation and enhanced second language development, it follows that these computer-based activities should be integrated into the traditional second language acquisition syllabus.
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Jeffreys, Edward D. "Factors found when integrating computer technology in a small rural school district." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1407.
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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains xi, 99 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 81-91).
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Kelkar, Shreeharsh. "Platformizing higher education : computer science and the making of MOOC infrastructures." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107312.
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Thesis: Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS), Massachusetts Institute of Technology, Program in Science, Technology and Society, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 211-223).<br>This dissertation investigates the role of software in institutional transformation using the example of Massive Open Online Courses or MOOCs. It ethnographically tracks the development of the software infrastructure being built for MOOCs, focusing on three communities-programmers, instructors, and researchers-who centrally participate in the MOOC start-ups' stated mission of reinventing higher education. It argues that MOOC infrastructures are best viewed as an example of a heterogeneous software assemblage that I call the "software-as-platform," that is today being widely deployed and used in a number of industries and institutions. The software-as-platform consists primarily of software that holds together a variety of normative logics: open-endedness; fast, iterative, production processes; data-driven decision-making; governance for emergent effects; scalability; and personalization. Of these, the most important is that its creators give to it an open-endedness as to its ultimate purpose: thus, the assemblage is often framed using the language of "tools" or "platform." I then argue that the software-as-platform is a vehicle through which the norms and practices of Silicon Valley are making their way into other institutions, a process I call "platformization." Finally, I suggest that the software-as-platform enables the emergence of a new form of expertise: tool-making. Tool-makers see themselves as building software tools, whose ultimate purpose comes from their users. The tools themselves draw on many other kinds of expert knowledge chosen at the discretion of the tool-builders. The dissertation consists of four chapters bookended by an Introduction and a Conclusion. Chapter 2 is an analysis of the public discourse around MOOCs. Chapter 3 describes MOOC infrastructures, showing how a cluster of institutions, software, and people are organized to produce the plethora of courses as well knowledge about education. Chapter 4 tells the story about how edX, a MOOC start-up, turned itself from an educational organization into a software organization by deploying the software-as-platform, thereby transforming and displacing particular institutional roles. In Chapter 5, I analyze the practices of a rising class of tool-makers, computer scientists, and describe how they are able to draw on other kinds of expertise, and intervene in new domains, while still presenting themselves as neutral system-builders.<br>by Shreeharsh Kelkar.<br>Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)
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Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."
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Hong, Kwang Hee. "L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243917839.
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