Log in

Relevant bibliographies by topics / Courses in technology

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Courses in technology'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Courses in technology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Courses in technology"

1

Shomirzayev, Makhmatmurod Khuramovich. "Combined In Technology Courses Use Of Technologies." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 389–96. http://dx.doi.org/10.37547/tajssei/volume03issue05-70.

Full text

Abstract:

The article highlights the essence of the formation of creative abilities in students through the use of integrated technologies in the organization of practical lessons in school technology education.

APA, Harvard, Vancouver, ISO, and other styles

2

Thompson, David L. "Modular Courses in Technology." Electronic Systems News 1988, no. 2 (1988): 34. http://dx.doi.org/10.1049/esn.1988.0041.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

ANDO, Masaki. "Practical Technology Training Courses." Journal of JSEE 44, no. 1 (1996): 7–12. http://dx.doi.org/10.4307/jsee.44.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Thomas, Charles R. "Field Independence and Technology Students' Achievement." Perceptual and Motor Skills 62, no. 3 (1986): 859–62. http://dx.doi.org/10.2466/pms.1986.62.3.859.

Full text

Abstract:

The Hidden-figures Test was used as a measure of field independence-dependence for a sample of 256 mechanical engineering technology students. Small but significant Pearson product-moment correlations resulted for 12 out of 39 comparisons of field-independence with course achievement, for a comparison of field-independence with grade point average, and for comparisons of field-independence with Scholastic Aptitude Test scores. Significant correlations with field-independence particularly occurred for courses in technical drawing, mechanics courses with a strong emphasis on drawing free-body diagrams, a course with a strong diagramming emphasis, and for several courses with a strong structural emphasis. The small but significant course comparisons clearly indicated an embedding phenomenon which is dependent on underlying structural complexities and which field-dependent individuals find troublesome.

APA, Harvard, Vancouver, ISO, and other styles

5

Constantinides, Marisa. "Integrating Technology on Initial Training Courses." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 2 (2011): 55–71. http://dx.doi.org/10.4018/ijcallt.2011040105.

Full text

Abstract:

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

APA, Harvard, Vancouver, ISO, and other styles

6

García, Alfonsa, Francisco García, Ángel Martín del Rey, Gerardo Rodríguez, and Agustín de la Villa. "Using technology in mathematical courses." ACM Communications in Computer Algebra 49, no. 2 (2015): 49. http://dx.doi.org/10.1145/2815111.2815116.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Nencioni, Gianfranco, and Terje Per Karstad. "CCNA-Based Communication Technology Courses." IEEE Communications Magazine 58, no. 4 (2020): 102–8. http://dx.doi.org/10.1109/mcom.001.1900238.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Said, Hazem, Lauren Kirgis, Brian Verkamp, and Lawrence J Johnson. "Online vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment." Journal of Information Technology Education: Research 14 (2015): 297–312. http://dx.doi.org/10.28945/2274.

Full text

Abstract:

This paper investigates students’ assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students’ ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and Perceived Success. The study analyzed five semesters of students’ ratings and found no significant differences in the overall ratings of the course quality indicators between the on-line and face-to-face courses. There were differences between the overall ratings of the course quality indicators, with instructor performance and course organization receiving the highest ratings. More importantly, there was a significant interaction between the course quality indicators and the course structure. Examination of this interaction indicated that the course organization, the assessment and grading procedures, and the students’ perceived success in the course, were higher in on-line courses, while instructor performance was better in face-to-face courses. These findings suggest different ways to improve both the on-line and face-to-face courses. Finally, the most surprising outcome was that students perceived greater success in on-line courses. However, this result needs further exploration in future studies.

APA, Harvard, Vancouver, ISO, and other styles

9

Gao, Bo, Zhi Qiang Zhao, and Wei Min Wang. "A Study on the Teaching of Basic Specialized Courses Based on the Cultivation of Practical Engineering Capabilities." Advanced Materials Research 591-593 (November 2012): 2254–57. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2254.

Full text

Abstract:

Basic specialized courses play a "bridge" and "link" role between the basic courses and specialized courses. The study on how to develop students’ practical engineering capabilities in the teaching of basic specialized theoretical courses is of great significance for the cultivation of application-oriented engineering students. “Post-Press Processing Technology” is an important core specialized course for printing engineering specialty. Using the course teaching of “Post-Press Processing Technology” as an example, based on the in-depth study of the course’s knowledge and theory layout, this paper seriously explores on the ways to improve the academic quality of printing engineering students and enhance their practical skills, and carries out some preliminary exploration and practice in cultivating and improving practical engineering capabilities of engineering students with comprehensive application of various teaching methods and so on.

APA, Harvard, Vancouver, ISO, and other styles

10

Zhang, Bin, and Jianzhang Zhao. "The Reform of Chemistry Technology Course System Based on Simulation Technology." Lifelong Education 9, no. 5 (2020): 249. http://dx.doi.org/10.18282/le.v9i5.1264.

Full text

Abstract:

By analyzing the textbooks of various versions of chemical technology and the actual situation of our college, we have integrated the relevant courses and practical links of chemical technology and chemical design, and formed the teaching model of "practice-theory-practice-theory-practice-practice". The application of simulation technology to the course system has formed the characteristic chemistry process course system.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Courses in technology"

1

Michael, Rebekah. "Gendered Performance Difference in Information Technology Courses." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543920227122293.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Baumgartner, Max R. "Instructional Technologies in Graduate Physical Therapy Courses." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/87.

Full text

Abstract:

The problem addressed is the significant lack of empirical research to describe the nature and extent of technology for use in physical therapy education (PTE). The goal was to facilitate the use of instructional technologies in accredited physical therapy (PT) courses. Computing technologies offer efficient, accessible methods for delivery of education as well as instructional formats with unique advantages for the allied health sciences. In order to facilitate the use of instructional technologies in accredited PT courses the nature and extent of current technology use in PTE are described. A description of technologies used for health professional education was extracted from the literature and used to develop a valid and reliable online survey instrument. An effort was made to survey all full-time faculty in the 200 Doctor of Physical Therapy programs accredited by the Commission on Accreditation in Physical Therapy Education. A 44% response rate was received from 904 faculty representing 193 programs. The results demonstrate that the technologies used most can be characterized as those that support cognition rather than content delivery. It is also apparent that a significant number of faculty are using technology for education while their self-assessment indicates that they have insufficient knowledge and skills to do so. Also, the findings indicate that many faculty have a limited knowledge of the technologies used in the locations where their students will receive clinical education and possibly gain employment following graduation. These results are discussed in detail. Seven recommendations are offered to facilitate diffusion of technology throughout courses offered in graduate PT programs.

APA, Harvard, Vancouver, ISO, and other styles

3

Kamppi, Tomi. "ICT System for Courses in Computer Networking." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-53605.

Full text

Abstract:

The project focuses on renewing the current ICT-system in the 8th floor server room, at KTH, Kista. The current ICT-system, surrounding administrative tasks and user functionality are described, and a new improved ICT-system proposal is given. The current and proposed systems are compared. The current ICT-system gives users access to 16 Intel E7501, servers with 2.4 GHz Xeon processors, and 1.5-2 GB of RAM, and 16 SUN Fire v120 servers. These servers are in the proposed ICT-system replaced with hardware capable of running 64-bit software. The future ICT‐system proposal is based on VMware vSphere 4, and surrounding VMware management software. The solution focuses on providing a more flexible and easier administration of the environment, as well as more possibilities for the users, for example in the form of virtual networking configurations. The server room has networking equipment most notably in the form of HP switches, which are kept in the proposed system. The servers that support the server room are also incorporated into the proposed system, these supporting server provide the server room with all surrounding services. Due to hardware incompatibilities the proposed ICT-system has not yet been implemented.

APA, Harvard, Vancouver, ISO, and other styles

4

Collins-Brown, Elaine Toledo Cheri. "Aspects of online courses that are more effective and successful than traditional, face-to-face courses." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152501&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271488&clientId=43838.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

5

I'Anson, S. J. "Physical aspects of chemical injection damp-proof courses." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373622.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Cleugh, Christina. "Sense of community in post-secondary online blended courses| Importance of, opportunities and implications for course development." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601445.

Full text

Abstract:

<p> The need to belong and connect with others is universal among human beings. Technological advances make connecting and belonging possible via technologies, without face to face interaction. This new ubiquitous way of belonging and connecting is seen in all areas of communication, including work, schools and social environments. Online learning programs pose new challenges and questions. The purpose of this study was to learn more about the importance of sense of community within blended online programs and to determine whether there are specific learning activities that either enhance or detract from a sense of community. This information will inform course developers as to how to build community enhancing learning activities into blended online courses. </p><p> Forty-three graduate students enrolled in three different blended online programs from one University participated in an online survey process. The Classroom Community Scale (CCS) was used to assess an overall sense of community as well as 2 subscales; connectedness and learning. Overall, 86% of the subjects reported a sense of community within their educational program. Specific learning activities were assessed for use as well as student perceptions regarding whether the activity enhanced or detracted from the sense of community. Learning activities that were both collaborative in nature and synchronous were those rated by students as enhancing the sense of community. The most utilized learning activities were reading, synchronous discussions, collaborative assignments, writing and asynchronous discussions. Enhancing activities included face to face orientation pre-program start, collaborative projects, synchronous virtual sessions and group presentations.</p><p> To enhance community in online programs, it is recommended that an initial pre-program face to face session can best serve to build the initial community and support more effective learning. Additionally, course developers should incorporate synchronous and collaborative learning activities as much as possible within the structure of the course. Finally, faculty could use the CCS to measure connectedness and learning as a way to understand the learning and community preferences of the students in order to determine options and alternatives for learning and assignment completion.</p>

APA, Harvard, Vancouver, ISO, and other styles

7

Richman, David A. "Strategies needed to market technology education courses at Arrowhead High School." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000richmand.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hrubik-Vulanovic, Tatjana. "Effects of intelligent tutoring systems in basic algebra courses on subsequent mathematics lecture courses." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618883.

Full text

Abstract:

<p> The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style: instructors were available to answer students' questions, while ALEKS guided students through online exercises individually based on their skills and knowledge. </p><p> The participants were students from four mathematics lecture courses and their instructors. Some students took remedial courses in ALEKS prior to the lecture courses while some students did not. The quantitative part of the study compared ALEKS and non-ALEKS students on the final examination and students' self-reported-preparedness. The qualitative part of the study discussed students' and instructors' perceptions of ALEKS based on student surveys and instructor interviews. </p><p> No difference between ALEKS and non-ALEKS students was found in final examination scores and self-reported-preparedness. Students rated learning experience in ALEKS emporium on average at 2.74 on the scale of one to five, with five being the highest. One third of students liked studying at their own pace and ALEKS content (they rated ALEKS emporium at 3.29), while one fourth claimed that “nothing was good” in emporium courses (they rated ALEKS emporium at 1.55). Although ALEKS emporium was very different from lecture courses, only one fifth of students reported changes in their study habits. The instructors did not observe any difference between ALEKS and non-ALEKS students and mentioned benefits of ALEKS-like tool for drill-and-practice. One instructor observed positive shifts in student attitude towards mathematics but advised longer study to be conducted to confirm this observation. </p><p> Providing a choice to students between online and lecture courses, while increasing the role of instructors in online courses, may result in better student satisfaction. Students could also be gradually trained to effectively use online resources. The design changes in ALEKS could include the replacement of the “pie” with the bar chart, different types of feedback, explanation of how assessments are done, and ability to revisit problems on assessments. </p>

APA, Harvard, Vancouver, ISO, and other styles

9

Fetzer, Frank. "Boyceville High School female students' opinions toward perspective technology education courses." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006fetzerf.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Anderson, Hope M. "Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612402.

Full text

Abstract:

Digital learning is becoming increasingly prevalent in colleges and universities in the United States (Allen & Seaman, 2013; Godev, 2014), including in the social field of second language learning. In larger language programs in particular, online and blended (partially online) courses are gaining popularity, such as the recently cited "hybrid revolution in Spanish-language learning" (Long, 2014, p. 1). Administrators look to digital solutions to tight finances, a lack of classroom space, and student demands. A current challenge in the field is helping instructors and students adapt to digital pedagogy and a new perspective: Technology provides innovative possibilities for instruction and interaction, not solely a distance replication of face-to-face courses (Blake, 2009, 2013, 2014; Goertler, 2011, 2014). To be successful, digital learning must include pedagogically sound course design and adequate support for both instructors and learners, requirements that may make this trend not as economical as originally believed (Godev, 2014).Responding to Hermosilla's (2014) declaration that "a pending task is to gather accurate data on existing hybrid Spanish programs in US colleges and universities in order to carry out comparative studies" (p. 3), this dissertation examines lower-division blended courses of languages other than English currently or recently taught at U.S. colleges and universities. The dissertation follows Wu's (2015) assumption that the courses appearing in the prior research literature might not be representative of the vast number of blended courses that now exist. The dissertation draws upon an original survey of 121 instructor and administrator participants representing 52 language programs and 13 languages, interviews with 21 of these participants, and surveys of 35 students in 4 participants' classes. Conducted using mixed methods and thematic analysis, the dissertation provides information about blended course designs so that other institutions can learn from them and emulate them. The study explores the choices that underlie the selection and development of curricula, materials, and technologies in blended language courses; student, instructor, and administrator perspectives on these courses; and support (training, professional development, and resources) available to participants. Most participants (98 in total) reported being very or somewhat satisfied with the current setup of their blended courses. Variables correlated with instructor satisfaction included a greater number of years of instruction (overall and in the blended format), instructors' amount of influence over the curriculum and materials, their choice of teaching blended classes, and the availability of technology training in their programs. Themes emerging from the interviews included an emphasis on the communicative approach, the use of textbook website packages and (in a few cases) open educational resources, a frustration with inadequate student preparation, instructor autonomy, and varying levels of support for instructors and students. Blended courses in basic language programs are best served when instructors choose their level of technological integration, contribute to the course design, and are offered preparation and support related to both technology and teaching methods. The study recommends ways that institutions, departments, instructors, and students of languages can make the most of digital pedagogy, not only in officially blended courses, but also in courses across the spectrum of technological integration, from fully face-to-face to fully online. Useful strategies include selecting and creating technological materials that align with the skills that instructors and administrators want students to develop, providing training and support for both pedagogy and technology to new and continuing instructors, and offering technological support to students. The lessons of this study are applicable not only to courses that are officially blended, but also to all language programs considering or evaluating new technological integrations.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Courses in technology"

1

Technolgy, Falkirk College of. Full-time courses. The College., 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Advanced Technology: For BTEC/CIOB courses. Stem Systems, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Gloucestershire College of Arts and Technology. Full-time courses: Prospectus. The College., 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Associates, CSSE. Advanced Technology Level 1: For BTEC/CIOB courses. Stem Systems, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

College, City and Islington. Courses in engineering & technology: Electrical, electronic & mechanical engineering. CIC, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

National Institute for Occupational Safety and Health. Division of Training & Manpower Development. NIOSH catalog of courses. U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Development, National Institute for Occupational Safety and Health Division of Training &. Manpower. NIOSH catalog of courses. U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Grace, Pierre. The role of project work in school technology courses. University of Salford, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Chao, Lee. Strategies and technologies for developing online computer labs for technology-based courses. IGI Pub., 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

J, Dobraszczyk Bogdan, ed. Cereals and cereal products: Chemistry and technology. Aspen Publishers, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Courses in technology"

1

Fisher, Douglas H. "Online Courses." In Handbook of Science and Technology Convergence. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07052-0_60.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Fisher, Douglas H. "Online Courses." In Handbook of Science and Technology Convergence. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04033-2_60-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Wallace, L. Tim. "Technology and Productivity—Future Courses." In Agriculture’s Futures. Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4730-2_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Dabbagh, Nada, Angela D. Benson, André Denham, et al. "Massive Open Online Courses." In SpringerBriefs in Educational Communications and Technology. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22963-8_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Kosnik, Clare, and Pooja Dharamshi. "Intertwining Digital Technology and Literacy Methods Courses." In Building Bridges. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-491-6_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Yau, Jimmy, Norris Lau, Shirley Huang, and Jeanne Lam. "An Example of Online Resources Sharing in Accounting Courses." In Knowledge Sharing through Technology. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45272-7_18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Sanz, Ana María Gimeno. "Fostering Learner Autonomy in Technology-Enhanced ESP Courses." In Educational Linguistics. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02222-2_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Xinogalos, Stelios, Mirjana Ivanović, Miloš Savić, and Tomáš Pitner. "Technology-Enhanced Learning in Programming Courses, Role of." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_218-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Xinogalos, Stelios, Mirjana Ivanović, Miloš Savić, and Tomáš Pitner. "Technology-Enhanced Learning in Programming Courses, Role of." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_218.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Saarikoski, Petri. "Computer Courses in Finnish Schools, 1980–1995." In IFIP Advances in Information and Communication Technology. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23315-9_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Courses in technology"

1

Owens, John. "Streaming architectures and technology trends." In ACM SIGGRAPH 2005 Courses. ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198766.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Goldstein, Seth, Mike Fitzgerald, and Andy Bastable. "Kinect technology in games (full text not available)." In ACM SIGGRAPH 2014 Courses. ACM Press, 2014. http://dx.doi.org/10.1145/2614028.2615463.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Choe, Byoungwon, Jaesik Hwang, Chang Joon Park, and Jongwon Kim. "Recent advances in online game technology." In ACM SIGGRAPH ASIA 2010 Courses. ACM Press, 2010. http://dx.doi.org/10.1145/1900520.1900532.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

"Short courses." In 2008 2nd Electronics Systemintegration Technology Conference. IEEE, 2008. http://dx.doi.org/10.1109/estc.2008.4684568.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

"Short Courses." In 2020 IEEE Symposium on VLSI Technology. IEEE, 2020. http://dx.doi.org/10.1109/vlsitechnology18217.2020.9265030.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ahmed Elsheikh, Elsheikh Mohamed. "Creating a Course Teaching Map for STEM Courses." In 2019 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2019. http://dx.doi.org/10.1109/icaset.2019.8714366.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ayoobi, Mohsen, Mukasa Ssemakula, and Ana Djuric. "Effectiveness of Evidence-Based Active Learning Pedagogies in Engineering Technology Courses." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87656.

Full text

Abstract:

It is shown in the literature that in the traditional lecture teaching mode, students are mostly passive and do not actively engage in the learning process. Not being engaged in the learning process, students are more likely to lose interest in the material and less likely to comprehend material at a deep level. Consequently, students in traditional lecturing are more prone to simply target meeting the minimum requirements to pass a course. In contrast, active-learning pedagogies have been designed such that students are given the opportunity to engage in the learning process as active participants in the classroom. This promotes better comprehension of the concepts involved. At Wayne State University, statistics on students’ performance indicate that many students entering the Engineering Technology programs either drop or fail to pass courses with a C or better, with success rates being as low as 59% for some courses. To address this issue, the authors have adopted evidence-based active learning techniques in selected courses in the Mechanical Engineering Technology program. The Statics, Dynamics, and Applied Thermodynamics courses were targeted for this initial effort. Statics is a gateway course foundational to the rest of the program, Dynamics is taken right after Statics, and Thermodynamics is one of the most challenging senior level courses. These courses will serve as avenues for measuring the effectiveness (or otherwise) of using active learning techniques in engineering technology education. More specifically, the authors have adopted the following evidence-based techniques: in-class experiments, just-in-time teaching, team quizzes, and students as teachers. This paper describes the specific class activities that were undertaken when implementing the different techniques. The effectiveness of these techniques was measured using students’ persistence in the target courses and the final grades. In addition, standardized concept inventory tests were administered at the beginning and the end of the semester as another measure of the effectiveness of this implementation. Preliminary findings from this study indicate that this project has successfully fostered students’ interest, persistence, and performance.

APA, Harvard, Vancouver, ISO, and other styles

8

Ahmad, Basel Alsayyed. "A Teaching Strategy for Advanced Manufacturing Courses." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63674.

Full text

Abstract:

In this paper, the author presents an experiment for teaching advanced manufacturing courses with the objective to maximize the learning experience based on course outcomes. A CAM course was selected to run the experiment on the students in two male sections and two female sections. The course’s outcomes were drafted based on the mechanical engineering program’s objectives. Their focus is on fulfilling as many of the program outcomes as possible. The level of fulfilling a program objective by a course outcome is then also monitored. The strategy focuses on increasing the hands on experience of the students as well as introducing more computer and technology content in the course. Every activity will be evaluated quantitatively and qualitatively. Based on the progress in a regular semester, the students’ performance is monitored and a calibration of theory versus practical experience is done accordingly. Initial results reveal that the sooner the practical part of the course is introduced the better the results will be for both understanding the practical as well as the theoretical part of the course.

APA, Harvard, Vancouver, ISO, and other styles

9

"Professional development courses." In 2004 Proceedings. 54th Electronic Components and Technology Conference. IEEE, 2004. http://dx.doi.org/10.1109/ectc.2004.1319304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Li, Zhenhua, Zhaoli Zhang, Hai Liu, and Jiangbo Shu. "Students' Patterns of Engagement and Course Performance in Cloud-Classroom Courses." In 2016 International Symposium on Educational Technology (ISET). IEEE, 2016. http://dx.doi.org/10.1109/iset.2016.13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Courses in technology"

1

Bennett, John, Ellen Bunker, and Kurt Rowley. Managing the Development of Technology-Based Courses: Success Factors from Eight Government Training Courses. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada423604.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Bonner, F. T., James A. Vozzo, W. W. Elam, and S. B. Land. Tree Seed Technology Training Course. U.S. Department of Agriculture, Forest Service, Southern Forest Experiment Station, 1994. http://dx.doi.org/10.2737/so-gtr-107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

Full text

Abstract:

The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

APA, Harvard, Vancouver, ISO, and other styles

4

Bonner, F. T., John A. Vozzo, W. W. Elam, and S. B. Land. Tree Seed Technology Training Course - Instructor's Manual. U.S. Department of Agriculture, Forest Service, Southern Forest Experiment Station, 1994. http://dx.doi.org/10.2737/so-gtr-106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Smith, Emma, Julie Webster, and Annette Stumpf. Autonomous Transport Innovation : the regulatory environment of autonomous vehicles. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/42025.

Full text

Abstract:

This technical note series under the Autonomous Transport Innovation research program is intended to be a primer on autonomous vehicles (AVs), their testing, and associated infrastructure. A review of the regulatory environment for autonomous vehicles is necessary to define rules imposed on technology or operations of autonomous vehicles in various capacities. Acknowledging such regulation will aid in productive closed-course site development by structuring the course based on what autonomous vehicle developers and manufacturers must program their vehicles to adhere to in a given setting.

APA, Harvard, Vancouver, ISO, and other styles

6

Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

Full text

Abstract:

The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

APA, Harvard, Vancouver, ISO, and other styles

7

Lamb, Thomas. The National Shipbuilding Research Program. Report on Short Course on: Implementation of Zone Technology in the Repair and Overhaul Environment. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada447627.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

Full text

Abstract:

This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.

APA, Harvard, Vancouver, ISO, and other styles

9

Yurovskaya, M. V., and A. V. Yushmanova. Complex Investigations of the World Ocean. Proceedings of the VI Russian Scientific Conference of Young Scientists. Edited by D. A. Alekseev, A. Yu Andreeva, I. M. Anisimov, et al. Shirshov Institute Publishing House, 2021. http://dx.doi.org/10.29006/978-5-6045110-3-9.

Full text

Abstract:

The collection contains materials of the VI All-Russian Scientific Conference of Young Scientists "Complex Investigations of the World Ocean", dedicated to the discussion of the main scientific achievements of young specialists in the field of oceanology, modern methods and means of studying the World Ocean. Within the framework of the conference, issues of modern oceanology were considered in sections: ocean physics, ocean biology, ocean chemistry, marine geology, marine geophysics, marine ecology and environmental management, oceanological technology and instrumentation, as well as interdisciplinary physical and biological research of the ocean. Along with the coverage of the results obtained in the course of traditional oceanological expeditionary research, attention was paid to the development of modern methods of studying the ocean: numerical modeling and remote sensing methods of the Earth from space.

APA, Harvard, Vancouver, ISO, and other styles

10

Kramer, Robert. LED Street Lighting Implementation Research, Support, and Testing. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317274.

Full text

Abstract:

This report describes the results of technical analysis, field tests, and laboratory tests that were performed for LED highway lighting options by the Energy Efficiency and Reliability Center (EERC) at Purdue University Northwest for the Indiana Department of Transportation (INDOT). This effort was conducted over the past 3 years to evaluate and test the technology and viability of using modern highway lighting technology to enhance energy efficiency, safety, security, and economic development of communities and roadways. During the testing period there was a continuous discussion between INDOT and EERC regarding the laboratory and field testing of INDOT approved luminaires submitted by vendors. There were multiple discussions with INDOT and vendors regarding the individual details and issues for the 29 luminaires that were tested. A comparison study was conducted by EERC of the various alternatives and comparison to currently installed luminaires. Data was collected for field tests of the luminaires by EERC and INDOT personnel for the luminaires. Field data was evaluated and compared to lighting models using vendor supplied ies data files. Multiple presentations were made at 3 separate Purdue Road Schools regarding the results and procedures of the testing program by EERC in conjunction with INDOT. A total of 22 final reports, considered confidential by INDOT, for individual vendor luminaires have been prepared as part of this effort. These reports were submitted sequentially to INDOT as testing was completed during the course of this effort. A total of 29 luminaires were tested. Some luminaire testing was terminated during testing due to design issues or vendor requests. All testing was summarized in the INDOT specification sheet attached to each report. Observations regarding the consistency of the supplied test luminaire with the requirements of Section 7.2 of the INDOT test procedure “Procedure for evaluation and approval list requirements for solid state ballasted luminaires ITM 957-17P” is provided in the Appendix to the report for each luminaire. Details regarding how these tests were performed and the respective associated evaluation of performance and reliability are provided in the report. This effort included: consideration of published and vendor information; appraisal of products consistent with national industry standards; review of physical design, thermal performance; laboratory testing of photopic performance, reliability, life cycle data and characteristics, and power characteristics; technical and probabilistic risk studies; and field testing and analysis of LED light sources including comparison to currently installed conventional light sources. Assistance in preparing INDOT standards for highway lighting was provided on multiple occasions.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!