Journal articles: '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

11

Ntuli, Esther. "Instructional Technology Courses in Teacher Education." International Journal of Information and Communication Technology Education 14, no. 3 (2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.

Full text

Abstract:

This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

12

Bork, Alfred. "New structures for technology-based courses." Education and Computing 4, no. 2 (1988): 109–17. http://dx.doi.org/10.1016/s0167-9287(88)90587-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Thompson, David L. "Modular Courses in Technology—Digital Microelectronics." Electronic Systems News 1989, no. 2 (1989): 38. http://dx.doi.org/10.1049/esn.1989.0055.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Johnstone, Sally M. "Technology: Importing and Exporting Online Courses." Change: The Magazine of Higher Learning 35, no. 4 (2003): 49–50. http://dx.doi.org/10.1080/00091380309604111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Hayler, K., and P. Kesby. "Technology wars or horses for courses?" Communications Engineer 5, no. 2 (2007): 16–17. http://dx.doi.org/10.1049/ce:20070202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Hodes, Carol L. "Developing a Rationale for Technology Integration." Journal of Educational Technology Systems 26, no. 3 (1998): 225–34. http://dx.doi.org/10.2190/a95p-wcbn-fbj4-bbem.

Full text

Abstract:

Technology enhanced distance education now pervades distance education. Many faculty are transforming existing print-based distance education courses into hybrid print-technology courses. This article offers faculty a systematic way to consider technology combinations relative to the learner's needs and background. To ensure meeting the full spectrum of learner's needs, the types of learner interactions are categorized and discussed. Another main factor with regard to course structure and delivery system is the entry-level knowledge of the learner including their knowledge of the course content and need for various types of interaction. Each type of technology offers a different level of interactivity to the learner. Faculty are encouraged to develop a rationale for technology inclusion that will benefit the learner.

APA, Harvard, Vancouver, ISO, and other styles

17

Olusola, Ogunlade Bamidele, and Bello Lukuman Kolapo. "Pre-Service Teachers' Perceived Relevance of Educational Technology Course, Digital Performance." International Journal of Technology-Enabled Student Support Services 9, no. 1 (2019): 41–54. http://dx.doi.org/10.4018/ijtesss.2019010103.

Full text

Abstract:

Educational technology courses are designed to equip prospective teachers with knowledge and skills to use technology for effective instructional delivery. However, the way students perceive the appropriateness and relevance of the instructional content would go a long way in determining their performance and commitment to the course. Student performance in educational technology courses could be improved, if they perceive the instructional content to be relevant to their academic pursuits and future career development. Therefore, this study examined pre-service teachers' perceived relevance of educational technology content, digital tools and their performance in an educational technology course. The study was carried out on 261 pre-service teachers and the result showed that the perceived relevance of educational technology course by the students was high. The correlation coefficient (r) of 0.015 showed a positive relationship between pre-service teachers' perceived relevance of educational technology courses and the performance at the end of semester examination of the course.

APA, Harvard, Vancouver, ISO, and other styles

18

J Sterling, Sabrina. "The Correlation between Temperament, Technology Preference and Proficiency in Middle School Students." Journal of Information Technology Education: Research 15 (2016): 001–18. http://dx.doi.org/10.28945/2333.

Full text

Abstract:

This study examined the relationship between middle school students’ personality type and their academic performance in the technology courses in which they participated. It also explored the differences in technology use by personality. Most participants identified games as a favorite pastime. However, there were some noted temperamental differences. Students with the analytical personality reported the most varied use of computers, and rated their technology skills significantly higher on the self-perception scales and performed at a higher proficiency level than their peers. The study also investigated the effectiveness of the two computer courses offered at the schools in the study. Students who completed the Computer Literacy course during the school year performed significantly higher than those who took the Explorations Technology course, both courses, or no technology course at all. However, those with the analytical temperament performed better in the Explorations Technology course. Results suggest personality can predict technology use in students. Findings are consistent with similar research in the computing industry.

APA, Harvard, Vancouver, ISO, and other styles

19

Ketsman, Olha. "Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses." International Journal of Mobile and Blended Learning 11, no. 4 (2019): 15–31. http://dx.doi.org/10.4018/ijmbl.2019100102.

Full text

Abstract:

This mixed-methods study explores pre-service teachers' perspectives towards using blended learning in technology integration courses. Data were collected through surveys and interviews with pre-service teachers enrolled in technology integration courses in a large Midwestern university. Findings from the study showed that pre-service teachers had favorable perspectives towards using a blended learning approach to teach technology integration courses. The majority of pre-service teachers preferred that the technology-integration course adopt a blended format instead of a traditional face-to-face format; however, it is uncertain if students will be more motivated to study in a blended technology integration course than in a traditional face-to-face one. The study has implications for higher education faculty, instructional designers and technology specialists.

APA, Harvard, Vancouver, ISO, and other styles

20

Chumbley, Steven Boot. "The Impact of a Career and Technology Education Program." SAGE Open 6, no. 4 (2016): 215824401667803. http://dx.doi.org/10.1177/2158244016678036.

Full text

Abstract:

There continues to be a shortage of qualified graduates for agriculture jobs within the United States. One reason for this shortage is the decline in student enrollment in colleges of agriculture. One tool that can increase college preparation for future graduates and help students succeed is the agriculture dual-enrollment program. Dual enrollment allows high-school students to take courses while dually enrolled in a corresponding college course. The program was found to have a positive impact on students taking more rigorous courses and gaining in-depth knowledge of agriculture. Teachers felt that this program helped in establishing higher standards in coursework and in feeling satisfied about their job. It enhanced prestige and program reputation. Dual enrollment was seen to have little to no impact on school counselors. Research focused on the pedagogical approaches of these course offerings will benefit the creation of future high-quality dual credit courses.

APA, Harvard, Vancouver, ISO, and other styles

21

Dennett, Susan K., and Maria D. Vásquez-Colina. "Teaching with Technology." International Journal of Adult Vocational Education and Technology 3, no. 2 (2012): 47–53. http://dx.doi.org/10.4018/javet.2012040105.

Full text

Abstract:

In this article, the authors discuss how technology can enhance online teaching and student engagement. As the number of adult learners increase and the continuing use of online teaching increases, it is important to keep students engaged during learning. If the adult learners are engaged, they will most likely remain the duration of the course, ensuring retention in online courses. Currently completion rates for online courses can be significantly lower than those of the traditional classroom based on studies by a number of authors for a variety of reasons (Diaz, 2002; Lorenzetti, 2002; Murray, 2001). Students will also be more likely to sign up for future online classes when engagement strategies are used. By incorporating the type of technology students use in their everyday life will encourage engagement and relevance. When educators use technology effectively and efficiently in their classes, this increases engagement and provides a positive learning experience for the student. The article reviews literature that outlines different types of technology and the ways technology can complement an online class.

APA, Harvard, Vancouver, ISO, and other styles

22

Zheng, Yingying. "Design and Implementation of Webpage Addition Technology in Aerobics Courses." International Journal of Emerging Technologies in Learning (iJET) 11, no. 09 (2016): 25. http://dx.doi.org/10.3991/ijet.v11i09.6118.

Full text

Abstract:

The rapid development of modern information technology facilitates the reform and innovation of college teaching. A series of technologies, including webpage addition technology, can meet the requirement of aerobics and other shape-related teaching for animation display. Thus, webpage addition technology is a new viewpoint in the education modernization process. The combination of webpage addition technology and Aerobics courses will provide help for Aerobics teaching. Starting from teaching features and the website learning status of Aerobics courses, this paper carried out an application design for webpage addition design. Then, an Aerobics course served as an experimental course. The control experiment method was applied to explore the application practice of webpage addition technology in the control experiment. Furthermore, this paper conducted contrastive analysis on the teaching effect difference with and without webpage addition technology, and drew some conclusions, in the hope of offering reference for combining webpage addition technology with Aerobics courses.

APA, Harvard, Vancouver, ISO, and other styles

23

Hicks, Serena, and Devshikha Bose. "Designing Teacher Preparation Courses: Integrating Mobile Technology, Program Standards, and Course Outcomes." TechTrends 63, no. 6 (2019): 734–40. http://dx.doi.org/10.1007/s11528-019-00416-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Dudina, Irina. "Using Google Sites Technology to Teach Undergraduate Courses." International Journal of Cyber Ethics in Education 2, no. 1 (2012): 1–12. http://dx.doi.org/10.4018/ijcee.2012010101.

Full text

Abstract:

The paper reports the outcomes of the collaborative use of Google Sites in teaching undergraduate courses in Economic Terminology at Volgograd State University. Based on a students’ survey, that allowed the project team to collect relevant data grouped according to four criteria: accessibility, interactive capacity, problem solving facilities, and feasibility of online tasks, as well as on a teachers’ questionnaire where page creation potential, interactive capacity, problem solving facilities, and task formulation options were assessed. The findings demonstrated that (1) Google Sites may considerably support instructors of undergraduate courses in their efforts to motivate students’ learning and empower them with interactive course materials; (2) virtual education community needs experiential ethic norms for responsible behavior more than prescribed administrative rules of online collective action.

APA, Harvard, Vancouver, ISO, and other styles

25

Lahkim, Mohammed, and Anrieta Draganova. "Leadership Development in Technology Education." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 1 (2012): 86–98. http://dx.doi.org/10.4018/ijqaete.2012010107.

Full text

Abstract:

This research aims to create a methodology for the integration of leadership development in teaching Information Technology (IT) courses by using the Problem Based Learning method (PBL). The research objective was pursued through a review of important current and future leadership skills that IT students need to develop in order to meet IT job market challenges. A conceptual leadership model was developed. This research then investigated the alignment of this conceptual model with the skills requirements of the IT job market and the impact of employing the PBL approach. This study used a quantitative method of survey that was completed by undergraduate students enrolled in an IT web development course. Findings indicated that the use of PBL is an integral part of the process of daily leadership development in teaching IT courses. Students’ perceptions were studied and positive views were recorded.

APA, Harvard, Vancouver, ISO, and other styles

26

Dosmuhamedov, H., and A. S. Suleimenova. "ORGANIZING MATHEMATICS COURSES WITH APPLIED TEACHING TECHNOLOGY." EurasianUnionScientists 1, no. 61 (2019): 7–11. http://dx.doi.org/10.31618/esu.2413-9335.2019.1.61.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Kang, Seungmook, and Juran Kim. "TECHNOLOGY-DRIVEN FLIPPED LEARNING IN MARKETING COURSES." Global Fashion Management Conference 2018 (July 30, 2018): 69. http://dx.doi.org/10.15444/gmc2018.01.08.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Fine, Gill. "6 BNF food technology courses for teachers." Nutrition Bulletin 20, no. 2 (1995): 100–101. http://dx.doi.org/10.1111/j.1467-3010.1995.tb00580.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Pollacia, Lissa F., and Claude Simpson. "Web-Based Delivery of Information Technology Courses." Journal of Educational Technology Systems 29, no. 1 (2000): 31–40. http://dx.doi.org/10.2190/annd-wf82-q3vw-fewd.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

HARADA, Koichi. "Engineering Courses in Asian Institute of Technology." Journal of Jsee 37, no. 1 (1989): 96–99. http://dx.doi.org/10.4307/jsee1953.37.96.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Bork, Alfred. "International Development of Technology-Based Learning Courses." Journal of Research on Computing in Education 23, no. 2 (1990): 173–83. http://dx.doi.org/10.1080/08886504.1990.10781954.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Mativo, John M., Myra N. Womble, and Karen H. Jones. "Engineering and technology students’ perceptions of courses." International Journal of Technology and Design Education 23, no. 1 (2011): 103–15. http://dx.doi.org/10.1007/s10798-011-9167-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Klein, Eve, and James Lewandowski-Cox. "Music technology and Future Work Skills 2020: An employability mapping of Australian undergraduate music technology curriculum." International Journal of Music Education 37, no. 4 (2019): 636–53. http://dx.doi.org/10.1177/0255761419861442.

Full text

Abstract:

This study explored how Australian music technology courses teach employability skills. A curriculum mapping of 63 undergraduate courses was conducted with course learning outcomes aligned against two benchmarks. The first benchmark was the Ten Skills for the Future Workforce which identifies key employability skills graduates will require in the coming decade. The second benchmark was the Australian Qualifications Framework Specification for the Bachelor Degree which defines the generic skills graduates must obtain through Australian Bachelor Degrees. This curriculum mapping reveals that Australian music technology courses teach Novel and Adaptive Thinking, Computational Thinking, New Media Literacy, and Design Mindsets universally. However, this curriculum mapping also reveals a deficit in employability skills related to Cross-Cultural Competency, Transdisciplinarity, Virtual Collaboration, and Collaboration more generally. The implications of this mapping is that Australian music technology educators seem to be prioritizing specific technical and creative skills over higher-order applications of skills and knowledge which are contextualized in their broader social and cultural contexts. Finally, this article shows how curriculum mapping can be implemented to embed employability skills progressively across a program sequence using a case study from the School of Music, University of Queensland.

APA, Harvard, Vancouver, ISO, and other styles

34

Wang, Kun, and Yi Yang. "The Integration of Information Technology in College English Courses." Advanced Materials Research 945-949 (June 2014): 3573–76. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3573.

Full text

Abstract:

This paper explores the integration of Information Technology in college English courses based on empirical research. A questionnaire about the current situation of educational technology training was conducted in three universities of Changchun City in China with 200 subjects selected. After analyzing the figures obtained, the paper deduces the conclusion that three ways contribute to the integration. The first step is to improve gradually the college English teachers’ educational technology training which proves to be necessary; Secondly, the Blended Learning Model is the key to the integration of Information Technology in extensive reading courses; Last but not least, computer software such as CAVOCA and Webquest is more effective in the course of listening and speaking.

APA, Harvard, Vancouver, ISO, and other styles

35

Asmat, Aszila, Syafiza Saila Samsudin, and Sharifah Norhuda Syed Wahid. "LEARNING STATISTICS COURSE USING COMPUTER_AIDED SOFTWARE: A CASE STUDY AMONG FURNITURE TECHNOLOGY STUDENTS." International Journal of Modern Trends in Social Sciences 3, no. 11 (2020): 99–106. http://dx.doi.org/10.35631/ijmtss.311008.

Full text

Abstract:

Computer-aided software is one of the most promising innovations to improve the teaching and learning process. With the integration of modern information and communication technologies, various computer-aided software has been developed and used to facilitate students in various courses. This study only focusing on learning statistics courses with the use of Minitab software as a computer-aided software. Thus, to measure the effectiveness of learning statistics courses using the computer-aided software, 26 students who enrolled in statistics courses were selected. As a result, it is found that there is a significant improvement in students’ scores when Minitab software was used in the course. The average score also showed improvement by more than 14 percent compared to the traditional approach. The positive impact of students’ performance indicated that computer-aided learning is more applicable to be implemented in many different courses, not only limited to statistics.

APA, Harvard, Vancouver, ISO, and other styles

36

Lineberger, R. Daniel. "ENHANCING HORTICULTURAL EDUCATION THROUGH WORLD WIDE WEB TECHNOLOGY." HortScience 31, no. 5 (1996): 743d—743. http://dx.doi.org/10.21273/hortsci.31.5.743d.

Full text

Abstract:

The World Wide Web and other emerging information technologies are bringing about a quiet revolution in higher education. Networked computers deliver high-quality educational enhancements to students at little per unit cost to the teacher. Slide presentations, course handouts, on-line color photographs, and interactive modules are accessible from the computer desktop via high-speed Ethernet or modem connections. Aggie Horticulture, the Web server of the Texas Horticulture Program, will be used as a model to demonstrate the impact of Web technology on delivery of enhancements to “traditional” lecture-format courses and its potential for delivery of “nontraditional” courses to large audiences independent of space and time constraints.

APA, Harvard, Vancouver, ISO, and other styles

37

Zhou, George, and Judy Xu. "Technology Capacity Building for Preservice Teachers through Methods Courses." International Journal of Online Pedagogy and Course Design 1, no. 3 (2011): 50–62. http://dx.doi.org/10.4018/ijopcd.2011070104.

Full text

Abstract:

Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education programs often offer one technology course as a solution to this issue, scholars have recently argued that such technical skill-oriented courses are not sufficient to develop preservice teachers’ ability to use technology in teaching. This paper argues that the use of technology in teaching requires integrated knowledge between technology, pedagogy, and subject content, and this highly blended knowledge is best developed through the methods courses of a teacher education program. The key message is that preservice teachers need to be consistently exposed to technology and regularly be required to practice it in many aspects of instruction.

APA, Harvard, Vancouver, ISO, and other styles

38

Witt, Paul L. "ENHANCING CLASSROOM COURSES WITH INTERNET TECHNOLOGY: ARE COURSE WEB SITES WORTH THE TROUBLE?" Community College Journal of Research and Practice 27, no. 5 (2003): 429–38. http://dx.doi.org/10.1080/713838154.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Wang, Xuhui, Quan Zhang, Yanyi Chen, and Shihao Liang. "Multimedia Teaching Platform for Urban Planning Utilizing 3D Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 04 (2018): 187. http://dx.doi.org/10.3991/ijet.v13i04.8259.

Full text

Abstract:

In recent years, 3D technology based on computer and internet has achieved high-speed development. People have realized direct and stereo observation of realistic world. Three-dimensional and visualized characteristics of the technology fit well with the teaching objective of college architecture specialized courses. Thus, 3D model has profound practical significance for its application in urban green space system and urban rural overall planning. With “urban-rural master plan” as experimental course, through design of “urban-rural master plan” multimedia teaching platform based on 3D technology and practice of the teaching platform in course teaching, this article has applied control experiment method and statistical method to make comparative analysis on the teaching effect difference of multimedia teaching platform based on 3D technology application in “urban-rural master plan” as experimental course so as to provide theoretical and data support for 3D technology application in “urban-rural master plan” and other college architecture major courses.

APA, Harvard, Vancouver, ISO, and other styles

40

Huang, Chuang-Yeh, Shi-Jer Lou, Yuh-Ming Cheng, and Chih-Chao Chung. "Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology." Sustainability 12, no. 23 (2020): 10044. http://dx.doi.org/10.3390/su122310044.

Full text

Abstract:

The purpose of this study is to explore the application of VR (virtual reality) technology to assist the development of VR welding courses in welding practice teaching, and to implement experimental teaching to verify its effectiveness. The preliminary VR welding curriculum structure was developed by this study according to the results of literature review and focus group interviews, the student-based “VR welding course” was developed, and 34 first-year students of the electric welding practice course were taken as the research subjects to implement experimental teaching and case study. The qualitative and quantitative research and analysis results are as follows. (1) The results of the final test of the welding practice of most students are significantly higher than the results of the mid-term test. (2) Most students expressed significant positive affirmation of the learning effect of the VR-assisted welding course. (3) Most students were very significantly positive regarding their learning satisfaction with the VR-assisted welding teaching course. (4) The four major implementation priorities of VR welding courses were planned. This study develops a “teaching mode of a welding implementation course assisted by virtual reality technology”, which can provide students with a safe, low-cost, repeatable, and sustainable welding skills learning environment, and has been positively affirmed by most students. In the future, the results of this study can provide reference for the introduction of virtual-reality-assisted teaching of welding related courses in various universities of science and technology, in order to strengthen teachers’ teaching ability in VR assisted implementation courses and provide students with more diversified learning stimuli.

APA, Harvard, Vancouver, ISO, and other styles

41

Menzies, Teresa V. "Are Universities Playing a Role in Nurturing and Developing High-Technology Entrepreneurs? The Administrators' Perspective." International Journal of Entrepreneurship and Innovation 5, no. 3 (2004): 149–57. http://dx.doi.org/10.5367/0000000041513385.

Full text

Abstract:

This is a study of the administrators' perspective on entrepreneurship education: for example, the extent of, and their support for, entrepreneurship course offerings, and formal and informal initiatives for venturing students. Sixty per cent of the 134 deans in the survey offered entrepreneurship courses in their faculty (that is, 100% of business, and 36% of humanities and social science deans). Relatively few deans of medical sciences, science and engineering and graduate studies offered entrepreneurship courses, although many deans in these faculties were supportive of their faculty offering courses. For informal programmes, 66% of those that offered courses also had ‘non-credit’ programmes to support venturing students, but only 48% of those with no courses had these programmes. Findings show that universities in Canada are not optimizing opportunities to nurture high-technology entrepreneurs.

APA, Harvard, Vancouver, ISO, and other styles

42

Barneva, Reneta P., and Penny D. Hite. "Information Technology in Sport Management Curricula." Journal of Educational Technology Systems 45, no. 3 (2016): 326–42. http://dx.doi.org/10.1177/0047239516671941.

Full text

Abstract:

We study the breadth of inclusion of information technology in sport management (SM) programs, surveying program sponsoring colleges and universities within a prominent state-university system. Our results indicate a very low number of SM programs require any type of information technology courses as part of their core requirements. In fact, only three programs have a requirement for a technology course specific to SM. To aid in the adoption of software and information technology into SM programs, we researched software systems that may provide skills to enhance the various components of SM. In an effort to make our recommendations even more meaningful, we pair specific software programs and their attributes with particular courses in SM. Moreover, we consider the common professional component requirements of the SM accrediting body Commission on Sport Management Accreditation and make suggestions as to how our software discoveries might aid colleges and universities in meeting accreditation requirements.

APA, Harvard, Vancouver, ISO, and other styles

43

Tan, John, Hongwei Du, Ching-Lih Jan, and Robert Lin. "Contributing Factors on the Effectiveness of Delivering Business Technology Courses: On-Ground Versus Online." International Journal of Accounting and Financial Reporting 9, no. 4 (2019): 19. http://dx.doi.org/10.5296/ijafr.v9i4.15371.

Full text

Abstract:

Enrollment in online college courses in the United States has grown by about 5% from 2012 to 2016. This paper examines course design and student performance data to research whether instructors can delivery on-ground and online sections of a business technology course with the same effectiveness. Authors address this paper’s research question by analyzing five pairs of on-ground and online sections of business technology courses. Each of the five pairs of business technology course, has data analytics projects as part of the course content, is taught by the same instructor with the same details of course contents in the same quarter. Overall results of this paper suggest that, with proper training and support of technology, an instructor can deliver both the on-ground and online sections of a business technology course with the same effectiveness as measured by students’ grade points. Further analysis shows that this result applies to female and male students, respectively. Female (male) students learn equally well in on-ground and online. This paper contributes to the literature by discussing some contributing factors on the effectiveness of delivering online business technology courses. Authors suggest that other than technology such as LockDown Browser or Respondus Monitor, continuous placement of the same instructor with Quality Matters training to teach both the on-ground and online sections of a course is crucial to success. Results of this paper consequently provide practical implications to instructors, academic advisers, and administrators of universities.

APA, Harvard, Vancouver, ISO, and other styles

44

Wei Dan, Ren Xian, and Ma Qi Hua. "Research on the Construction of Courses of Automotive Electronics and Electrical Appliances Based on the Joint Training Mode of Vocational Schools and Applied Undergraduate Courses." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 1 (2020): 1–8. http://dx.doi.org/10.33258/biohs.v2i1.136.

Full text

Abstract:

With the development of science and technology, automobile technology is increasingly improving in the direction of safety, environmental protection, and energy conservation. Automobile has been transformed from traditional mechanical products into typical mechatronics products. The role of automotive electronic and electrical technology in the production and use of automobiles has become more apparent. Automotive electronics and electrical courses are core courses in the vocational and applied undergraduate joint training model. This paper analyzes the current situation of the course, and puts forward the content of the course construction of automotive electronics and electrical appliances that is suitable for the joint training mode, which has certain guiding significance for the follow-up professional courses.

APA, Harvard, Vancouver, ISO, and other styles

45

Darling-Aduana, Jennifer, and Carolyn Heinrich. "The Potential of Telepresence for Increasing Advanced Course Access in High Schools." Educational Researcher 49, no. 6 (2020): 415–25. http://dx.doi.org/10.3102/0013189x20932461.

Full text

Abstract:

The adoption of telepresence technology in K–12 schools potentially expands students’ access to course offerings and new ways of learning, but little is known about its implementation and promise for improving student outcomes. We employ a mixed-methods analysis to examine the experiences of students and teachers in telepresence courses in a large, urban school district as well as student learning outcomes and access to advanced placement courses. Findings from fixed effects models indicate improved access to advanced courses and higher ACT scores among students enrolled in telepresence courses. In surveys, students and teachers reported generally favorable perceptions about the enhanced opportunities for advanced course-taking and collaboration across schools afforded by the telepresence technology.

APA, Harvard, Vancouver, ISO, and other styles

46

Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

Full text

Abstract:

Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.

APA, Harvard, Vancouver, ISO, and other styles

47

Li, Ji, and Jun Wei. "Application of Information Technology in Engineering Thermodynamics." Advanced Materials Research 989-994 (July 2014): 5571–74. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5571.

Full text

Abstract:

Information technology has been greatly developed in recent years and brings opportunities as well as challenges for engineering courses. This paper surveys the development and characteristics of information technology. Then different methods of information technology are analyzed and applied. The new teaching mode based on information technology – blending teaching as well as detailed teaching case is proposed in the course of Engineering Thermodynamics.

APA, Harvard, Vancouver, ISO, and other styles

48

Zhao, Er Ping, and Xiao Bing Jia. "The Reform and Innovation of Teaching of Soil Mechanics Based on Multimedia Technology." Advanced Materials Research 271-273 (July 2011): 1872–74. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1872.

Full text

Abstract:

Soil Mechanics is a very important fundamental course for the students majoring in Civil Engineering and Water Conservancy and Hydropower, and a bridge connecting common fundamental courses and specialized courses. With the enlarging utilization of multimedia technology in the teaching process of the course of Civil Engineering, the teaching effect and efficiency have got increased. However, the multimedia teaching method itself has certain faults, and can only meet the needs of the workers in the teaching field through constant reform and innovation.

APA, Harvard, Vancouver, ISO, and other styles

49

Wang, Yu Jie, Tzeu Chen Han, Chen Lin Fang, and Chien Chang Chou. "Evaluating Information Course in Elementary Education by Fuzzy TOPSIS." Applied Mechanics and Materials 584-586 (July 2014): 2757–61. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.2757.

Full text

Abstract:

Education in elementary school belongs to holistic education for students. In the education courses, information course being a technology is applied in the rest courses to explore related knowledge automatically for students because they can capture these concerning knowledge of the rest courses through information technology such as Internet or search engine. On the other hand, Internet is full of numerous immoral contents and websites, and immoral things easily mislead students that perform incorrect behaviors. Thus evaluating information course in elementary education will be important and essential. In this paper, we evaluate information course with several feasible alternatives in elementary education by fuzzy multi-criteria decision-making (FMCDM) called fuzzy TOPSIS. By fuzzy TOPSIS, an optimal teaching alternative of information course is selected form feasible alternatives.

APA, Harvard, Vancouver, ISO, and other styles

50

Smith, Ann C., Richard Stewart, Patricia Shields, Jennifer Hayes-Klosteridis, Paulette Robinson, and Robert Yuan. "Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses." Cell Biology Education 4, no. 2 (2005): 143–56. http://dx.doi.org/10.1187/cbe.04-08-0048.

Full text

Abstract:

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Courses in technology'

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