To see the other types of publications on this topic, follow the link: Design Technology Education, Secondary Students Design Technology Education, Secondary.
Dissertations / Theses on the topic 'Design Technology Education, Secondary Students Design Technology Education, Secondary'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Design Technology Education, Secondary Students Design Technology Education, Secondary.'
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.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Siu, Kin-wai Michael. "A study of pupil's rationale for the selection of topics in the project section of the HKCEE design and technology /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834149.
Full text
2
Wheatley, Diana M. "Virtual high schools and instructional design strategies to reduce transactional distance and increase student engagement| A Delphi study." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168359.
Full textAbstract:
In the last 20 years online virtual high school has become a viable alternative to traditional high school. The dropout rate for online programs rivals that of brick and mortar high schools. Among the reasons students drop out of online virtual high school programs is the experience of isolation from teachers and peers. Moore (1972, 2013) described this sense of isolation as transactional distance and created a theory of how this phenomenon can be countered to promote academic success. Transactional Distance Theory stated that the sense of isolation could be reduced by carefully balancing interaction between student and teacher, student and student, student and course content, course structure and student autonomy. The research question was whether or not a group of experts would reach consensus on which instructional design strategies could reduce transactional distance and increase student engagement for virtual high school students. An exhaustive literature review found that very little is written about this topic. However, the literature does provide information about transactional distance theory, instructional design strategies, the characteristics of high school students, and the role administrators and policy makers can play in supporting these instructional design strategies. A three round Delphi study was conducted with a nationwide panel of instructional design experts with online virtual high school experience via an Internet based research software. The results of the research study indicated that there are a number of instructional design strategies that could be used to for this purpose. This research study led to the creation guidelines that could be used with a variety of instructional design models. Ultimately these guidelines could become an instructional design model.
3
張廣保 and Kwong-po Paul Cheung. "Critical success factors in using e-learning to enhance design & technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2961465X.
Full text
4
Sharick, Sara. "Case Study on How High School Teachers Incorporate Technology in the Classroom to Meet 21st Century Student Learning Needs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2887.
Full textAbstract:
Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century learning skills requirements. This qualitative case study used Bandura's social cognitive theory and the Partnership for 21st Century Learning Framework. The purposeful sample included 6 participants teaching in Grades 9-12. Data were gathered using a selection survey, interviews, and course documents. The data analysis included the organization of participant responses and development of 6 primary themes. The results indicated that a high level of technology self-efficacy drove these teachers' integration of technology into student-centered activities that built 21st century learning skills. The results also showed a lack of effective professional development provided to teachers that focused on incorporating technology into the curriculum. These findings are significant for educators to understand how to meet the learning needs of their students. Implications for positive change include providing educators with knowledge and understanding of the importance to design professional development opportunities for teachers that not only teach how to use the technologies available to them but to also teach how to effectively incorporate that technology into the learning process.
5
Ahmed, Ishtiaq. "Mathematics Education from a Non-Visual and Disability Studies Perspective: Experiences of Students, Families, and Educators." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699490689104.
Full text
6
Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
Full textAbstract:
Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students.
Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year.
Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models.
Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
7
Cotner, Craig. "A Propensity Score Analysis of the Academic Achievement Effect of Increasing in a Blended Learning Environment the Student's Time in the Brick and Mortar Facility." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600176689758776.
Full text
8
Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.
Full textAbstract:
This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.
After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results of the Likert scale questionnaire: 71% responded “agree” and “strongly agree” to the question “Other students would benefit from using writing software before handing in a final draft.” Also, the majority reported that they valued teacher feedback. None of the students chose to use their L1 to write notes/outlines.
9
Trebell, Donna. "A study of designerly activity in secondary design and technology." Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/6089/.
Full textAbstract:
The purpose of the study reported here was to research designerly activity in secondary design and technology as pupils aged 14 designed but did not make products for the future. Four research questions drove this study: (a) What are the features of the classroom interactions that support pupil's design activity? (b) What sort of designing do pupils do when they design without having to make what they have designed? (c) What is the teachers' attitude to design-without-make? (d) What is the pupils' attitude to design-without-make? This study is presented in four parts. The first part provides a theoretical positioning by reviewing literature in the following fields: - theories of learning which promote the idea that understanding is constructed socially and culturally; - the nature of design activity as revealed by some design professionals; - the nature of design activity as revealed by 'fledgling designers' (Trebell, 2007); - creativity in the context of the design and technology classroom; - literature on classroom interaction. The second part describes the research project and methodology in which (a) designerly activity in a secondary design and technology classroom is captured using video data, (b) the work of pupils carrying out the design-without-make unit is scrutinised and (c) the views of the teacher and four of the pupils are obtained through the use of semi-structured interviews. In the third part of the thesis data is presented, analysed and discussed using an analytical framework drawn from the relevant literature (Bar lex, 2005; Corden 2001; Coultas, 2007; Hamilton, 2003; John-Steiner 2000; Kumpulainen & Wray 2002; Schaffer, 1996; Schon 1983: 78; Tharp & Gallimore, 1988; Wegeriff & Mercer 2000) supplemented by emergent categories from the data leading to the identification of the following: - the range and categories of designing pupils engage in when they design without having to make what they have designed; - the features of the classroom interactions that support pupils' design activity; - the teachers' attitude to design-without-make; - the pupils' attitude is to design-without-make The final section comprises the conclusion together with suggestions for further research to build on and extend the findings of the thesis. Findings indicate that the pupils designing in this context was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. The features of the classroom interactions that support pupil's design activity are many and varied. A number of the features have emerged as themes from the literature and have been tested during this study in order to identify their significance in the development of pupil's designerly activity. These consist of: a) Design decisions - Bar lex, (2005); b) Learning conversations drawn from literature on constructive dialogue - (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) and c) Scaffolding and Mediation - (Schaffer, 1996; Tharp and Gallimore, 1988). It has also been possible to identify a number of emergent categories from the data namely: teacher gesticulation, the use of visual stimulus such as laminates; the use of visual stimulus such as film; interactions related to managing pupils' poor behaviour; making use of existing products; making graphics equipment available; showing examples of pupils design work; pupil gesticulation and the teacher exemplifying the generation and development of design ideas. In addition findings show that pupils and their teacher valued the experience gained through undertaking a design without make assignment.
10
Ho, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.
Full text
11
Lau, Sai-chong. "Gender differences in using ICT in junior secondary design & technology." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040331.
Full text
12
Johnson, Peggy B. "Technology Strategies in the Classroom After Completing Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1142.
Full textAbstract:
In a school district, teachers and administrators found that students lacked the academic technology immersion necessary to ensure their technological preparation for the 21st century. Professional development was offered to prepare teachers to integrate 21st century technology into their instruction; however, teachers were not fully implementing technology. Administrators and stakeholders have indicated concern. The purpose of this study was to explore whether professional development was effective in increasing teachers' capacity to integrate student-directed technology into instruction. The study, guided by Prensky's transformation and Siemen's connectiveness theories, indicated that technology immersion was necessary within schools. The overarching research questions explored the extent to which technology-based professional development experiences have most directly affected the integration of technology into the classroom. The research design was a qualitative explorative study comparing archival teacher learning logs of 15 teachers from 5 high schools with 2 questionnaires. The narrative findings from the learning logs were cross-checked through triangulation with the percentage data from a Likert-type scale and questionnaire to determine accuracy and reliability. Data indicated that professional development increased technology integration in a moderate way, whereas comprehensive integration will better prepare students for the future. The purpose of the white paper report was to encourage stakeholders to collaboratively discuss the needs of teachers and review strategies to meet the 21st century technology skills of students. Implications for social change are that high school stakeholders who read this white paper may be prompted to discuss options to equip students to use 21st century skills to address personal, local, and world issues.
13
Lau, Sai-chong, and 劉世蒼. "Gender differences in using ICT in junior secondary design & technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40040331.
Full text
14
Martin, M. C. "A phenomenological study of pre-service teachers' subject knowledge in secondary design and technology." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6147/.
Full textAbstract:
This study explored the development of subject knowledge by pre-service teachers of Design and Technology (D&T) in secondary schools in England. In doing so it aimed to throw light on their lived experience of developing subject knowledge whilst on placement in schools. It was anticipated that this would help to identify the factors that shape what is learned and the ways in which pre-service teachers may be better prepared and supported for placement in the future. The study made use of phenomenology as a methodological approach in order to capture the lived experience of developing knowledge through the eyes of pre-service teachers. This was framed against an exploration of subject knowledge in Design and Technology and the extensive experience of the researcher in the field. Empirical data was gathered through a process of interviewing 11 participants three times during the course of one academic year. Processes of data reduction and explication were undertaken to explore individual experiences and aspects that they had in common. Findings from the study highlight the inadequacy of the term subject knowledge in describing the processes that take place. They demonstrate that pre-service teachers drawn on cognitive, psychomotor and affective domains in developing their understanding of materials and processes in preparation for teaching. The findings also highlight the complex, and interrelated nature of factors that affect the development of subject knowledge and the significant influence that the placement school arena, and teachers, have on shaping the nature of what can be learned. They also indicate that learning new knowledge is a central part of the experience and that developing ‘skills of knowing’ is essential. Key recommendations from the study include the preparation of pre-service teachers for their placement experiences by enabling them to understand how they learn completely new things. It is also recommended that the responsibility for the development of subject knowledge should be more in the hands of placement schools. Further work is also needed in exploring alternative ways of representing the processes that take place when knowledge is acquired by individuals as they become the teachers of the future.
15
Adedokun, Abayomi Ayodeji. "Nigeria secondary school teachers' demographics, perception, and level of technology integration| A correlational study." Thesis, Keiser University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253517.
Full textAbstract:
Technology usage in educational setting has gained ground in African countries, especially in Nigeria. Although technology resources in education are financed by the Nigerian government, the teachers required to use and implement such technology are not always accepting of technology use. The purpose of this quantitative correlational research was to examine any if there was a relationship between teachers’ perceptions of technology integration, level of technology integration, teachers’ age, educational level, grade level taught, years of experience, and content areas taught. The theoretical framework of the study was Bem’s self-perception theory. Participants included 374 teachers from the Oyo State teaching service commission (TESCOM) drafted from two zonal offices in the Ibadan metropolis. Participants completed the Teacher Technology Integration Survey (TTIS) which was adapted from the Technology Integration Survey (TIS). Data analyses included both descriptive and correlational Spearman’s rank. The results indicated there is a positive relationship in teachers’ gender, grade level taught, years of experience, or content areas taught and technology integration. A moderate positive linear relationship was found between technology integration between teachers aged 30 and below and 50 and above; whereas there was a weak positive linear relationship between teachers of age 30 and below and 31–40. A statistically weak negative relationship was found in levels of education; between a doctoral degree and Nigerian certificate of education (NCE), and also between a doctorate and bachelor’s and master’s. Recommendations include increased technology orientation and training for teachers.
16
Mendez, Raul. "Instructional development skills and competencies for post-secondary faculty-designers developing online courses." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646852.
Full textAbstract:
Faculty-designers (educational professionals untrained in instructional design) have emerged as critical components in development of online courses and a need has arisen to ensure that faculty-designers possess appropriate skills and competencies to maintain quality of online courses.
17
Chesus-Beck, Susana. "Multimedia technology in the secondary classroom: Teaching strategies and interdisciplinary curriculum design." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1265.
Full textAbstract:
This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.
18
Harrison, Michael Ernest. "An investigation into the implementation of national curriculum design and technology in a state secondary school." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307591.
Full text
19
Tufnell, Richard. "Issues relating to the statutory assessment of Design and Technology at Key Stage Three, 1989 to 1993." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/109198/.
Full textAbstract:
This thesis is principally concerned with the statutory assessment of design and technology at key stage 3 of the National Curriculum. Design and technology is a foundation subject of the National Curriculum for England and Wales introduced under the auspices of The Education Reform Act of 1988. To establish the context in which this research was undertaken, this chapter describes in outline the National Curriculum. In particular the role of The Task Group on Assessment and Testing is considered and discussed as its key recommendations had a direct influence on statutory testing. In particular issues relating to end of key stage 3 assessment in design and technology, the focus of this thesis, are detailed. The aims of this thesis are described in relation to the key questions which it seeks to answer. In brief these are concerned with the validity and reliability of national statutory tasks; the impact of adopting criterion referencing in design and technology; the effect of assessment activities on learning experiences and the relationship between the different modes of assessment. Each of these issues is reviewed in relation to the way in which they might effect statutory testing. In addition the aspects which will need to be considered in undertaking the research and development required are identified.
20
Johnson, Scott Louis. "Effectively Using Presentation Technology in the History Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/919.
Full textAbstract:
In spite of increased use of technology in the history classroom, the impact of technology remains low on student retention and comprehension of historical information. This project study examined the manner in which PowerPoint slides in history classes are formatted and the elements they contain for effective use. The literature related to best methods was reviewed to reveal practices that lead to the highest levels of comprehension and retention and how those practices could be implemented in PowerPoint presentations. This grounded theory study in the field of cognition and instruction centered on a high school that successfully implements technology in the history classroom. Qualitative data were obtained from interviews with 4 history teachers who used presentation technology on a regular basis and surveys that asked for both qualitative data and some limited quantitative data for demographic and background purposes of students and other teachers. Data from the study were viewed through the lens of schema theory. Findings indicated that bullets promoted memorization, and, as a result, information was placed in a narrative format. Findings also suggested the effectiveness of visual images and interactive activities and they were incorporated extensively. The project study's impact and the resulting implications for social change include increased retention and comprehension of history for students.
21
Leung, Kin-kan Kenneth, and 梁儉勤. "An evaluation of the teaching of problem solving in design and technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955848.
Full text
22
Jones, Lewis C. R. "An investigation into the knowledge and skill requirements for effective teaching of technology in English secondary schools." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21101.
Full textAbstract:
This thesis is concerned with the knowledge and skill requirements to teach technology education. Technology education has an important part to play in the UK economy. There is great demand to produce a technologically skilled workforce and secondary school technology education is a key element in the supply of skilled engineering technicians and graduates. Whilst there have been improvements in the number of pupils choosing to study mathematics and science there has been a decline in those studying technology. The work in this thesis has focused on the subject of Design and Technology as it provides pupils with the majority of their compulsory technology education in England. This thesis is comprised of four studies, adopting a mixed-methods approach. The first study characterised the background knowledge of Design and Technology teachers through a demographic analysis. In the second study observations were made on the adoption and teaching of a novel technology resource by trainee teachers. The third study analysed the opinions of teachers who attended a subject knowledge enhancement professional development course. In the fourth study the results of the previous studies were explored in further detail to triangulate findings and to test assumptions. In the first study the admissions data of 341 trainee Design and Technology teachers over the academic years 2000-2001 and 2013-2014 inclusive was analysed. The key finding of this analysis was that 81% of Design and Technology teachers have their entry qualification in creative arts and design and not in a technology subject. This misalignment of subject knowledge was discussed to be a result of the existing training standards and hypothesised to be contributory to the lack of technology teaching, and over emphasis of design in Design and Technology. The second study used observational methods to record how three trainee teachers adopted and taught lessons using a novel technology resource created for the study. The resource was designed to teach laser cutting and the design of mechanical systems. Subsequent analysis revealed the difficulties participants had in understanding and teaching the technology aspects of the projects. The existing practice, and collective knowledge of teachers within the schools used in the study were found to create obstacles for the trainees in trying to implement technological content. The third study developed a new professional development course for teachers to address the issues observed in the second study. The quantitative and qualitative data was obtained from 20 participant design and technology teachers before, during and after the course. Participants reported to be confidence in teaching technology, yet were unable to demonstrate a deep understanding of the subject content. Participants engaged with the procedural knowledge aspects of the course but not with the conceptual knowledge. They considered many aspects of technological and engineering content to be irrelevant to pupils. The fourth, and final, study developed questionnaires to assess teacher and pupil reactions to the provision of 57 different technology projects resources and training sessions to 82 schools across London. Useable data were generated from 33 teachers and 458 pupils. Measurements of teachers confidence in teaching the new Technology National Curriculum revealed that teachers strengths were the making of products. The weaknesses were teaching modern mechanical and electrical systems. Pupils motivation towards technology revealed positive attitudes, but they were unaffected by resources teachers considered to be novel. This study was used to triangulate the findings of the previous study and validate the claims made. The major contribution to knowledge of this thesis is the quantified description and analysis of teachers technology knowledge. The interrelationships of the distinct teacher knowledge domains were analysed to discover how they affect technology education. The main conclusion of this study is that teachers have difficulties in developing and teaching technology based schemes of work to meet the National Curriculum requirements. However, teachers appear unaware of this situation and consider themselves confident in teaching the technology curriculum topics. These difficulties have been caused by teachers lack of compatible background subject knowledge, and were evident in the teaching of projects without secure technology content. This thesis recommends that a significant intervention is required to provide support to Design and Technology teachers to develop their knowledge and skills in teaching technology.
23
Savage, John Howard. "The impact of computer aided drafting technology on industrial education curriculum in British Columbia secondary schools." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25518.
Full textAbstract:
The purpose of this study was to identify the prerequisite skills most appropriate to training and/or employment in computer aided drafting... Specific objectives of the study were concerned with:
1. The prevalence of CAD in specific industries.
2. The relationship between the size and/or type of CAD system and the training required to operate it.
3. The background and training of individuals operating CAD systems.
A. The preferences of employers as to the education of their CAD operators.
5. The preferences of CAD training institutions as to the education of CAD training candidates.
6. The methods by which individuals in industry received CAD training.
7. The methods of CAD training preferred by employers.
8. The importance of certain skills relative to CAD employment or training.
9. The importance of certain secondary school drafting curriculum items relative to CAD training or employment.
10. The identification of secondary school curriculum areas to be
modified to suit the needs of industry and CAD training institutions PROCEDURES
The survey questionnaire method was used to obtain data for this study. Two parallel, closed-form questionnaires were developed from a review of related literature and an analysis of current drafting standards and techniques. One questionnaire was sent to all training institutions in British Columbia offering courses in CAD. The other questionnaire was sent to sixty-five businesses in British Columbia identified as users of CAD technology.
The responses were analysed to provide information on the impact of CAD technology on secondary school curriculum. The importance of particular items was determined through calculation of mean priority or ranking levels.
FINDINGS
The businesses surveyed were primarily involved in mechanical and electronics drafting followed by structural, architectural, and cartographic. Training institutions were concerned with architectural and civil drafting followed by mechanical and structural. Data indicated that CAD was being used in all areas of drafting.
CAD system descriptions indicated that a large number of businesses and training institutions were using personal computer based CAD systems that were less expensive and easier to operate than larger mainframe or dedicated systems.
Educational institutions indicated that the majority of their CAD training candidates were upgrading themselves and that they preferred candidates with a good drafting background. Businesses indicated that most of their CAD operators were draftspersons retrained for CAD. Few CAD operators had received formal CAD training although employers indicated a hiring preference for draftspersons with formal training in CAD. Both businesses and training institutions involved with CAD considered manual drafting skills and good problem solving ability to be the most important prerequisites for CAD training or employment. With respect to specific drafting skills, there was consensus on the importance of individual items. Dimensioning to CSA standards was considered most important followed by the three dimensional representations typified in sketching, pictorial, drawing, auxiliary views, and developments.
Both surveys indicated that curricular change to reflect the changing technology was necessary and should include the introduction of computer aided drafting at the secondary level as well as more drafting course time and more emphasis on computational and communication skills.
CONCLUSIONS
1. Drafting, especially computer aided drafting, should be approached as a necessary skill for a wide variety of occupations and not as
a vocation in itself. This would require a conscious effort to open secondary school drafting programs to all students, not just those in industrial programs.
2. Drafting educators should acquaint themselves with the changing technology of drafting including contact with post secondary training institutions and representative industry.
3. Secondary school drafting programs should introduce students to computer aided drafting.
4. More emphasis should be placed on dimensioning to CSA standards and
on areas of drafting that involve viewing an object in three dimensions.
5. Secondary school curriculum should be modified to include more drafting time and place more emphasis on computational and communication skills.Education, Faculty of
Graduate
24
Clewell, Kelly Sue. "Learning Management System Facilitated Blended Learning in Secondary Schools." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609139/.
Full textAbstract:
The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the area of LMS-facilitated blended learning design in secondary schools.
25
Lundy, Sarah Elizabeth. "Leveraging Digital Technology in Social Studies Education." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1743.
Full textAbstract:
Today's K-12 classrooms are increasingly comprised of students who accomplish much of their informal learning through digital media and technology. In response, a growing number of educators are considering how they might draw upon these informal learning experiences to support student engagement and learning in the classroom through technology. The purpose of this study is for social studies educators, school administrators, teacher educators and curriculum developers to understand more about the potentials and limitations of integrating technology such as a digital text. This research focuses on the differences in experiences using a digital text and a printed text from the perspective of four high school social studies classes. The curriculum for the printed and digital texts was developed in collaboration with the Choices Program for the Twenty-First Century at Brown University.
This research was based on the assumption that the thoughtful integration of a digital text in the classroom can support student engagement and differentiation while facilitating learning that students can readily transfer to multiple political, economic and social contexts beyond the classroom. Critically, students of poverty and students of color have the most to gain from increased access to digital technology in the public education system. People of color and people of poverty in the United States have significantly less access to technology at home than their white and middle class counterparts. Therefore, the classroom presents an opportunity for students who lack access to digital learning opportunities in their home environments to develop the technological fluency and digital literacy that are increasingly necessary to engage in multiple political and economic spheres in the United States.
The current literature on digital technology in education lacks sufficient empirical evidence of the potential benefits and challenges that digital technologies may offer secondary social studies education from the perspective of the classroom. Therefore, the classroom field test that was undertaken for this research offers a more empirical understanding of digital texts from the important perspectives of students and teachers in the classroom learning community. This research was conducted in a large, suburban high school in the Portland Metropolitan area and compared the experiences of tenth-grade World History classes working with a print text to the experiences of tenth-grade World History classes working digitally. The mixed-methods multiple-case study design addresses the following research questions: a) In what ways, if at all, does a digital text provide high school social studies' students different affordances and academic skills than a printed text? and b) How, if at all, do high school social studies students interact differently with a digital text from a printed text?
The analysis of data offered evidence that the use of the digital text supported technological fluency, the creation of more sophisticated learning products, differentiation for multiple learning styles and a more supportive reading experience due to its multimodal features. These unique academic affordances were not equivalently supported by the use of the print text. However, the type of text did not demonstrably influence students' ability to communicate their thinking in analytical writing. The analysis of data also suggested that students were somewhat more cognitively and behaviorally engaged in the digital case studies. Importantly, the digital text did not create a negatively discrepant learning experience for students of color but, rather, supported increased student engagement for both white students and students of color.
The data also suggested that the digital text posed significant challenges for both students and teachers. The digital experience required students to learn new and challenging technology skills. The digital text also required more class time and created more classroom management challenges for teachers than the print experience. Despite these additional challenges, both students and teachers expressed a preference for the digital experience. Thus, the digital text seemed to provide both a more challenging and a more rewarding experience for students. This study has implications for educators that are interested in thoughtfully integrating a digital text or, a similar digital technology, in comparable classroom contexts.
26
Bless, Martha Marie. "Impact of Audio Feedback Technology on Writing Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3282.
Full textAbstract:
High school writing teacher self-efficacy has suffered because the workload and emotional energy of grading papers is arduous, and despite their efforts to provide formative written feedback, many teachers believe students ignore or misunderstand it. Although audio feedback holds promise for improving the clarity of instructor feedback and the self-efficacy of writing instructors in higher education, its usefulness for improving high school teacher self-efficacy has remained unexplored. This multiple case study investigated how high school teachers believed Kaizena, a digital audio feedback technology, influenced their writing instruction and self-efficacy. Participants, who were drawn from the global Kaizena user base, included a user group of 3 United States teachers and a user group of 3 international teachers to determine how both groups used Kaizena and whether differences in use occurred in either environment. Data sources included individual teacher interviews, participant journals, and artifacts such as teacher-created writing assignments and rubrics. Data analysis included both single case and cross case analyses. Single case analysis included coding and categorizing of interview and participant journal data and content analysis of artifacts. Cross case analysis included identifying emerging themes and discrepant data. Results indicated that all 6 teachers both believed they gave more high quality, personalized feedback to students in less time with the audio feature of Kaizena than with written feedback and did, in fact, provide documents confirming this higher quality. As a result, using Kaizena positively influenced their self-efficacy. This study contributes to positive social change by providing insights into a feedback tool that could improve high school writing instruction.
27
Ho, Chi-keung Christopher, and 何自強. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3862610X.
Full text
28
Law, Pak-chuen Denny, and 羅北泉. "A study of the introduction of design and technology at advanced supplementary level in prevocational schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626159.
Full text
29
Smith, Alfreda Justice. "Secondary School Teachers' Perceptions of the Integration of Laptops in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/527.
Full textAbstract:
The district under study performed in the lowest academic growth percentage of the state for 5 consecutive years. Although the district received funding for technology resources, effective technology use in the classroom continued to be lacking. The purpose of this case study was to explore the perceptions of teachers at the middle and high school under study in integrating and enhancing instructional technology practices in a 1-to-1 classroom through professional development. In the 1-to-1 classroom, each student was assigned an individual laptop. The framework guiding the study was constructivist instructional methods that promoted best practices for student-centered technology integrated classrooms. Data were collected from interviews with 8 teachers and 4 nonteaching staff and 8 classroom observations. Data were analyzed using thematic coding to explore and compare teachers' perceptions of technology integration, technology professional development, and technology use. Findings revealed that the teachers believed that professional development played a key role in their positive attitude toward a laptop technology integration and willingness to provide constructivist instructional practices in the classroom. Findings indicated that some teachers continued to show deficiency in effective technology integration after the implementation by regularly demonstrating traditional practices in the classroom opposed to constructivist practices. Technology professional development can transform teaching practices and effective technology integration that can serve as the stimulus for social change through improved quality of education and evolution of instructional practices, not only for the district but also for the local economy.
30
Chan, Hong. "A study of the implementation of the certificate level design and technology curriculum in Hong Kong secondary schools a case study on project work approach /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627322.
Full text
31
Batchelor, Jacqueline. "Mobile information communication and technology use in secondary schools a feasibility study /." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09102007-161045/.
Full text
32
Fung, Chi-kuen Eric, and 馮志權. "A study on the dissemination strategies of the new AS-level Design andTechnology in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626287.
Full text
33
Anglin, Marie Simone. "Technology Integration by General Education Teachers of English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4267.
Full textAbstract:
There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as a general education classroom teacher for at least 1 year (b) using Web 2.0 technologies in the classroom to support ELLs, and (c) teaching ELLs within the elementary classroom environment. Qualitative analysis of transcripts from 1-on-1 interviews involved a coding and recoding process, revealed that the teachers saw Web 2.0 technologies as effective in supporting student learning, building class community, and differentiating instruction. Challenges and needs they experienced included lack of access to technology, needs for professional development, and administrative support. Further research could explore integration of specific Web 2.0 technologies. Results of the study may lead to better informed decisions by policy makers and leaders about professional development, support needs, and language services. Addressing the technology needs of educators may potentially lead to equity for ELL students in general education settings that would empower ELLs to experience successful academic transitions through schooling, while decreasing the academic achievement gap.
34
Chappelear, Lewis Hayes. "Parent Perceptions of a One-to-One Laptop Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6407.
Full textAbstract:
Parents are important to the success of the one-to-one computing programs that are becoming more commonplace in secondary classrooms. Parents' opinions can influence the success of these programs or doom them to failure; however, little is known regarding parents' attitudes about these programs. To understand parental attitudes toward a one-to-one laptop program, this qualitative exploratory case study used Rogers's diffusions of innovations theory on how new ideas and technologies spread. Participants included 11 parents of students attending 2 urban secondary schools with similar demographics in the southwestern United States. Data were collected through focus group sessions, follow-up interviews, and relevant documents. Data were analyzed through qualitative content analysis and coding. Findings revealed that parents loved the one-to-one laptop program, saw technology to be a right of all students, thought that the district-managed laptops were used more for academic rather than educational purposes due to content filters and other restrictions, and believed that a central school-wide technology support system available to all stakeholders, including parents, was critical to the success of the one-to-one laptop program and approval by parents. This study may create positive social change by providing new insights and beneficial tips to educational organizations looking to use one-to-one laptop programs most effectively.
35
Hooker, Mary. "A study on the implementation of the Strengthening Innovation and Practice in Secondary Education initiative for the preparation of Science, Technology, English and Mathematics (STEM) teachers in Kenya to integrate Information and Communication Technology (ICT) in teaching and learning." Thesis, Queen's University Belfast, 2017. https://pure.qub.ac.uk/portal/en/theses/a-study-on-the-implementation-of-the-strengthening-innovation-and-practice-in-secondary-education-initiative-for-the-preparation-of-science-technology-english-and-mathematics-stem-teachers-in-kenya-to-integrate-information-and-communication-technology-ict-in-teaching-and-learning(e1d24d01-54fc-4967-abb0-c29b5d80e973).html.
Full textAbstract:
The aim of this research study was to critically appraise the innovation model in relation to teacher development for ICT use in classroom practice associated with the Strengthening Innovative Practice in Secondary Education (SIPSE) project conducted in Kenya secondary schools. The model integrated an ICT Competency Framework for Teachers (ICT-CFT) and a Technology Pedagogy and Content Knowledge (TPACK) framework into a phased modular approach for teacher professional development. The research addressed key questions related to: the object of ICT use as perceived by head teachers and teachers; and the characteristics of teacher design for ICT use in STEM teaching and learning as evidenced in classroom activities at different stages of their professional learning journey. The study used a qualitative design based research (DBR) methodology that was enhanced with the use of a ‘TPACKtivity’ lens combining TPACK and Activity Theory (AT) to explore, explicate and communicate the findings. The study was conducted with a purposive sample of twenty-four teachers, four head teachers and four schools drawn from the wider SIPSE programme intervention. The qualitative research methods included interviews and focus group discussions. Data were also drawn from documentation of lesson plans and peer-to-peer lesson observations. The findings presented participant accounts of tensions and dissonances with the introduction of technology into their school and classroom practices that reflected similar issues in the literature. However, the findings elucidated some unexpected teacher design narratives for technology use to support and innovate STEM teaching and learning. They further revealed the importance of classroom processes as the centre stage for fostering teacher collective design conversations for ICT use solutions. In this the research contributes to the current discourse by offering a TPACKtivity framework centred on authentic classroom settings as a basis for developing and appraising models of professional development for ICT use that can inform practice, policy and research.
36
Preusse, David N. "Studying the Impact of a Summer Training Course on Teacher Ability to Use and Integrate an Innovative Online Museum Curriculum in Secondary Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248522/.
Full textAbstract:
This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a selection of educators who took part in the pilot study and summer training sessions to determine the successes and challenges they faced as they sought to the implement the experimental digitally delivered arts curriculum. The results of the study should improve the field's understanding of how virtual environments and technology can influence teacher experiences and perceptions of their potential value for learning as they continue to take hold in public schools worldwide.
37
Donevska-Todorova, Ana. "Utilizing Technology to Facilitate the Transition from Secondary- to Tertiary Level Linear Algebra." Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18561.
Full textAbstract:
Es ist eine weit verbreitete Wahrnehmung, dass der Übergang zwischen der Mathematik der gymnasialen Oberstufe und der Mathematik an der Universität für Studierende problematisch sein kann. Besondere Verständnisschwierigkeiten in Bereich der lineare Algebra (lA) bereiten den Studierenden die verschiedenen Herangehensweisen auf diesen beiden Ebenen. Dies lässt sich auf die strukturell-axiomatischer Herangehensweisen an die lA an der Universität, im Gegensatz zu ihrer arithmetisch-geometrischen Darstellung in der Schule, zurückführen. Dies bedingt ebenfalls Unterschiede im prozeduralen und konzeptuellen Verständnis. Ziel dieser Arbeit ist es, zu untersuchen, wie Schüler konzeptuelles Verständnis, Bezug nehmend auf die Theorien von concept definition/image in Verbindung mit multiplen Modi der Beschreibung und des Denkens von Konzepten wie Bilinearität z.B. Skalarprodukt und Multilinearität z.B. Determinanten gewinnen können. Um dies zu erreichen wurde eine substanzielle Lehr-Lernumgebung unter Verwendung einer dynamischen Geometriesoftware (DGS) entwickelt. Die Lerneinheit wurde an einem Berliner Gymnasium eingesetzt und dabei ein vollständiger design-based research Zyklus durchlaufen und eine multiple-level Datenanalyse durchgeführt. Die Ergebnisse der Untersuchung zeigen nicht nur, dass eine Erweiterung der Vorstellungen der Schüler, eine Entwicklung multipler Denkmodi und ein Gewinn tieferen konzeptuellen Verständnisses in der lA erfolgreich vermittelt werden können, sondern geben auch Einblicke in ein mögliches theoretisches Modell, mit dessen Hilfe sich diese Prozesse weiter untersuchen lassen. Weiterhin werden die interaktiven Lehr-Lernmaterialien für die weitere Verwendung im Rahmen von Lehre und Forschung zur Verfügung gestellt. Es öffnen sich neue Forschungsfragen hinsichtlich lokalen Axiomatisierens in der lA der gymnasialen Oberstufe, welches auf einer Integration geometrischer, algebraischer und axiomatischer Denkmodi, unterstützt durch DGS, basieren könnte.A common perception among researchers in mathematics education is that the transition between secondary- and tertiary level of mathematics may be problematic for the students. In particular, the exact and abstract nature of the theory of Linear algebra versus its arithmetic-geometric presentation in school appears to be difficult for the novice students. The application of properties for defining concepts at university in contrast to their usage for describing concepts in school points out a possible occurrence of obstacles for learning and discrepancies in procedural and conceptual understanding. The aim of this study is to examine how could upper-high school students develop a conceptual understanding based on concept definition and concept image in connection to multiple modes of description and thinking about concepts such as bi-linearity exemplified by the dot product of vectors and multi-linearity exemplified by determinants. In order to achieve this, I have created a specific teaching/ learning sequence in a dynamic geometry environment (DGE), then implemented it and evaluated it in a high school in Berlin, following a complete cycle of design-based research and conducting a multiple-level data analysis. The findings of the study show not only that widening students' concept images, developing multiple modes of thinking and gaining deeper conceptual understanding can successfully be mediated by dynamic geometries, but also give insights into an eventual theoretical model of how can they be further examined. Moreover, the study promotes authorized open-source interactive teaching/ learning materials for further sustainable practice and research. It opens new research questions about revisiting axiomatic approaches on local levels in upper high-school Linear algebra which may base on the integration of all three modes of description and thinking geometric, algebraic and abstract possibly facilitated by DGE.
Честа перцепција кај многумина истражувачи во областа на математичкото образование е дека транзицијата помеѓу средното и високото образование по математика може да биде проблематична за студентите. Егзакноста и апстрактноста на теоријата по Линеарна алгебра наспроти нејзината аритметичко-геометриска презентација во средното гимназиско образование се покажува како особено тешка за студентите. Примена на својствата на математичките поими за нивно дефинирање на универзитетско ниво наспроти нивното употреба за опишување на претходно дефинирани поими на училишно ниво, укажува на можна појава на тешкотии при нивното изучување и несовпаѓање на процедуралното и концептуалното разбирање на истите. Целта на оваа студија е да истражи како средношколците би можеле да развијат концептуално разбирање на поимите врз основа на концепт дефиниција и концепт слика во врска со мулти-моди на мислење, конкретно за поими како билинеарност, пр. скаларен производ на вектори, и мултилинеарност, пр. детерминанти. За да ја постигнам оваа цел, креирав наставна содржина поддржана од еден динамичен геометриски систем (ДГС) и следејќи целосен циклус на т.н. design-based research и спрoведувајќи мулти-анализа на податоци, истата ја имплементирав и евалуирав во едно средно училиште во Берлин. Резултатите од студијата укажуваат не само на фактот дека проширувањето на концепт сликите на учениците, развојот на мулти-моди на мислење и стекнувањето на длабоко концептуално разбирање на поимите можат да бидат успешно посредувани од ДГС туку овозможија и увид во еден теоретски модел за тоа коко тие можат понатаму да се истражуваат. Уште повеќе, студијата промовира авторизирани open-source интерактивни материјали за предавање и учење на содржините кои може да служат за понатамошни одржливи истражувања и развој. Студијата отвора нови истражувачки прашања за средношколската Линеарна алгебра која може да се базира на интеграција на сите три моди на мислење, геометриски, алгебарски и апстрактен, поддржан од ДГС.
38
Chan, Man-lok, and 陳文樂. "A study of the relationships between teachers' perceptions of the official curriculum documents and the implementation of the S.1-3 D&Tcurriculum through project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627346.
Full text
39
Lishon-Savarino, Nova A. "Systematic Review of Online Developmental Mathematics Adaptive Learning Technology Intervention Investigation." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/80.
Full textAbstract:
This systematic review paper reviews instructional strategies for online developmental mathematics courses offered at post-secondary institutions. Adaptive learning technology was thoroughly reviewed as an intervention strategy. Success rates and other data from studies are compared to draw conclusions about the most effective instructional strategies for teaching online developmental mathematics. The following databases were used to examine literature in the subject area: Elton B. Stephens Co. (EBSCOhost), Educational Resources Information Center (ERIC), ProQuest, Wiley - Blackwell Publishers, Journal Storage (JSTOR), and Gale Cengage Learning. These databases were selected from the NovaCat Online Library system via the Nova Southeastern University website. The documents reviewed in this research paper were used as data to give a diverse, concise quantitative and qualitative discussion of results for the comparison of the studies. The implications of this study may be useful to students, faculty, administrators, researchers, etc. The results of this systematic review showed adaptive learning technology’s assistive nature in course design and implementation. Strategies and course design were critical to the outcome of each study reviewed that incorporated adaptive learning technology. Further research is suggested to identify specific combinations of methodologies for most success completion rates of developmental mathematics courses offered at post-secondary institutions.
40
Chan, Hong, and 陳康. "A study of the implementation of the certificate level design and technology curriculum in Hong Kong secondary schools: a case study on project work approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627322.
Full text
41
Bradburn, Tom. "A comparison of pupil creativity in secondary education key stage 4 design and technology with pupil creativity in the supporting innovation in schools project and the implications for the findings." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516335.
Full text
42
Pintok, Kimberly Rose. "Internet Technology as a Means of Delivering Reading Instruction in the Content Areas." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2456.
Full textAbstract:
Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how teachers used Internet technology to complement their curricular content. Research questions addressed how teachers described their experiences with Internet technology versus traditional methods to teach those reading skills necessary for students to derive meaning from the material taught. A criterion sample of 30 middle school teachers who were certified in their content areas and who had incorporated literacy into instruction participated in semistructured interviews. Data were coded and organized by themes, which included comfort with the Internet, level of usage, and the need for professional development. Findings revealed that teachers often used Internet technology to address reading skills; however, they were not aware they needed to teach students how to evaluate sources of online information. Participants requested ongoing professional development in reading and on methods to critically evaluate information in a digital world. The findings from this study can be utilized by educators to provide professional development and to design lessons that will focus on these learning gaps, thereby deepening students' literacy and critical thinking skills and thus enacting positive social change for students.
43
Scholz, Carol Louise. "A Study of the Application of a Bring Your Own Device Strategy in an Elementary School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2689.
Full textAbstract:
Numerous studies have been published on the efficacy of a Bring Your Own Device (BYOD) Acceptable Use Policy (AUP) at the U.S. secondary and postsecondary school levels to increase student access to technology. However, there is a lack of data on the efficacy of a BYOD AUP to increase elementary student technology access. The purpose of this descriptive case study was to determine if a BYOD AUP at the U.S. K-5 level would increase students' access to technology as necessitated by the implementation of the Common Core State Standards (CCSS). This study was grounded in social transmission and transformative theories. The phenomenon of a northwest suburban elementary school BYOD implementation was examined by documenting the perceptions, attitudes, beliefs, lived experiences, and practices of administrators and teachers. This study used interview and classroom observation of a purposive selection of 3 elementary educators, the principal, and superintendent. Coding of data according to key words lead to analysis according to nodes and themes. Triangulation of multiple data sources and member checking helped to establish the credibility of data. Study findings documented increased access to technology for elementary students, best practices and steps to implementation. Study recommendations for elementary educators and administrators considering BYOD include consensus building, AUP, technology infrastructure, communications, professional development, classroom management, and lesson design to inform the field on elementary BYOD. Study findings facilitate social change by providing BYOD implementation recommendations, increasing elementary student access to technology at a reduced cost to districts and schools.
44
McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.
Full text
45
Barry, Reno Don. "Development of a usable website for an electric motorboat drag racing physics project." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3170.
Full textAbstract:
The project developed a web site for a high school physics projected called "Electric Motorboat Drag Racing." The web site was produced following the ADDIE instructional design model (analyze, design, develop, implement, evaluate) and was designed using key usability concepts identified through research: speed, content, appearance, and navigation (SCAN). The web site was developed and tested by asking experts for their feedback and by having participants use the web site. The web site was implemented in physics classrooms and data from 43 participants were evaluated. The data showed 97 percent of the participants' boats successfully completed the five-meter drag race. It also showed that the two targeted California physics standards were selected most often by participants as the standards they most needed to apply, learn, or review to complete the project. Through testing and evaluation, the web site was made more usable and the project helped physics students learn and apply specific physics concepts while gaining hands-on experience.
46
Isaksson, Persson Helena. "Bridging the boundaries between D&T education and working life : A study of views on knowledge and skills in product development." Licentiate thesis, KTH, Lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-159924.
Full textAbstract:
In Sweden upper secondary school education is organised in programmes. One of these programmes is the Technology programme that covers five orientations, one of which is Design and Product Development. This thesis is based on the idea that a clearer link between upper secondary school and the demands of professional life in the area of product development is beneficial to both students and industry. Product development is performed in cross-functional teams were understanding of others competences is important. It is therefore argued that, in order to enhance both teaching and learning, interdisciplinary considerations need to be explored. In this thesis, we turn to engineers and industrial designers. The aim of the present study is to get professional actors’ views on knowledge and skills needed within the field of design and product development and to examine whether there are key areas that facilitate an interdisciplinary approach suitable to focus on for educational purpose. As artefacts play a central role in product development the informants’ views on different products/artefacts are also examined. This reasoning results in an a two-part overall research question (a) What thoughts do professional engineers and industrial designers express regarding necessary knowledge and skills, and (b) what relevance does this have for upper secondary school teaching of product development? This overall research question is examined through two sub- studies, both performed at the same time, one conducted as a semi- structured interview and the other using the repertory grid technique. Twelve engineers and industrial designers are interviewed. The first study examines the informants’ thoughts on knowledge and skills required in their work. The same informants’ interpretations and valuations of artefacts are examined in the second sub-study. In sub-study 1 two topics of significance to the informants are identified. These topics are: [1] To act within the team (Figure 4). The ability to navigate and position oneself within a team is, according to the interviewees, a necessary skill in design and product development work. Its character can be described as including specific vocational knowledge and skills as well as issues of general and interdisciplinary nature as collaborating, compromising, communicating, and leadership. The second topic [2], to CAD (Figure 4) includes both skills with CAD software and the ability to understand relationships between a CAD model on screen and the final product. The third topic [3] - a valuation of artefacts - is the outcome of sub- study 2 (Figure 4). This topic was found interesting and further analysed, resulting in the development of a comparison procedure. The result demonstrates how the interviewees interpret and discuss artefacts’ functionality linked to cultural values. These three topics are found to be relevant for technology education at upper secondary school level geared towards design and product development to explore. To act within the team can inspire the development of activities in which project and teamwork are in focus. The purpose of the CAD model in product development is to visualise a product that does not yet exist. To CAD highlights the complexity of this visualisation ability. In the educational context the students can train this ability by developing digital models into physical models or prototypes. Valuations of artefacts, the interviewees associate artefacts’ functionality with certain characteristics. In education students should learn that we are not neutral in our relations to products and other artefacts. In conclusion, a need for teachers to discuss artefacts from different perspectives such as sustainability, usability, identity and so on is also pointed out.QC 20150212
47
Lawrence, Cleyo Lutice. "Factors Affecting the Adoption of Bring Your Own Device by Teachers in Caymanian Public High Schools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5217.
Full textAbstract:
At public high schools in Cayman, teachers need to improve their productivity and efficiency by using technologies that are simple and portable like their personal devices. Studies about bring your own device (BYOD) initiatives have revealed conflicting outcomes, and are lacking in the Caribbean and especially in Cayman. The purpose of this quantitative study was to determine the main factors related to teachers' willingness to adopt BYOD in public high schools in Cayman. The theoretical framework was the unified theory of acceptance and use of technology (UTAUT). This study employed a cross-sectional survey design using a modified UTAUT instrument, which captured quantitative data from 82 participants. The use of hierarchical multiple regression to analyze the data revealed that teachers' BYOD adoption could expand by increasing facilitating conditions, performance expectancy, effort expectancy, and decreasing perceived risk. This study reduces the gap in the literature about the unified theory of acceptance and use of technology and BYOD in the Caribbean and the Cayman Islands. It also provides evidence that perceived risk can increase its explanatory power of the unified theory of acceptance and use of technology. The study also contributes to a positive social change by revealing critical issues that administrators should address when devising BYOD policies and planning educational technology integration.
48
Taylor, Pamela Denise. "Promoting Information Literacy through Teacher - School Library Media Specialist Collaboration." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1718.
Full textAbstract:
Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.
49
Antwi, Samuel. "Formative Research on Component Display Theory." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510679208927503.
Full text
50
Walters, Meghan Gail. "Elementary Educators' Knowledge, Beliefs, and Planned and Implemented Practices for Digital Citizenship." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6291.
Full textAbstract:
Limited research has focused on the knowledge, beliefs, and professional practices of elementary educators related to digital citizenship. The purpose of this study was to identify elementary educators' knowledge and beliefs about digital citizenship, as well as understand their plans and implemented practices, supports, and barriers related to digital citizenship instruction. This study was grounded in Mezirow's theory of transformative learning, Siemen's theory of connectivism, and Ribble's concept of digital citizenship. Descriptive statistics were used to analyze data collected from an original survey instrument developed from the literature by the researcher. Participants were recruited using publicly accessible email addresses and the monthly newsletter from Hawaii Society for Technology Education; a total of 74 educators completed the survey. All educators in the district who met the demographic criteria of working at the elementary level as a teacher, curriculum coordinator, or technology coordinator were welcome to participate in the study. Data were analyzed for frequencies and percentages to develop generalized statements about the population. The results indicated, on average, that educators rated themselves with high knowledge and beliefs about digital citizenship concepts with the exception of digital law. Additionally, correlational analysis revealed schools with greater adoption rates of 1:1 technology-device integration had a significant impact on professional practices in digital citizenship implementation and overall instructional practices. This research study contributes to positive social change by helping educational leaders identify what is needed to support educators in teaching with digital citizenship, and especially in supporting those educators in schools which are further behind in adopting 1:1 technology integration.