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Chunga, Bright Mwansa. "Evaluating educational innovations : a study of a Zambian upper primary schools' practical subjects education innovation." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333734.
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Chimombo, Joseph Patrick Goodson. "Implementing educational innovations : a study of free primary education in Malawi." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.
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The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.
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ROARK, DENIS DAREL. "FACTORS AFFECTING THE IMPLEMENTATION OF NEW EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION (COMMUNITY COLLEGES)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188011.
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Advances in computer and video technology, coupled with their decreasing cost, have placed considerable impetus for implementation of new technology in the educational environment. While many institutions of higher education are considering implementing systems of new educational technology, the actual process of implementing change is not well understood. The purpose of this study was to attempt to gain greater insight into the implementation process. The research questions guiding this study were: (1) What are the factors associated with the implementation of new educational technology at community colleges? (2) Who are the change agents associated with the implementaon of new educational technology at community colleges? The case study methodology was selected as the most appropriate technique for this study because: (1) research involving the implementation stage of the change process has been limited; (2) the change process does not have a single theoretical basis for conducting empirical testing; and (3) the complexity of the subject being investigated. Three community colleges in the southwestern United States, which have recently completed the implementation of an innovation, were selected for the case study research. The innovation under investigation at Vernon Regional Junior College was the implementation of a microcomputer system. The subject of investigation at Dona Ana Branch Community College was the implementation of equipment to support a word processing program. The implementation of an instructional television program was studied at New Mexico Junior College. Seven factors emerged as common to all three institutions as they implemented innovation. The seven common factors were: (1) the availability of funds outside the normal operating budget to finance implementation of innovation; (2) elimination of boundary contraction; (3) individuals affected by the innovation had input into the implementation process; (4) clear channels of communication existed among those involved in the implementation process; (5) the hierarchy involved in the approval process was limited; (6) the administration supported plans to implement the innovation; and (7) measures were taken to reduce resistance to the innovation. Change agents were found to be a necessary catalyst for change and can emerge from any level of governance.
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Robottom, Ian Morris, and kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education." Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.
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This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal
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Garcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /." READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.
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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.
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Taddessee, Mellesse Amossa. "The role of education in combatting famine and promoting development in Ethiopia /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939258.
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Beyerlein, Ranae. "Creating hopeful learning environments collisions in practice /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph. D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008.Title from PDF t.p. (viewed on March 31, 2009) Includes bibliographical references (p. 273-285). Also issued in print.
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Ridgway, Judith Sulkes. "Standards-based teaching and educational digital libraries as innovations undergraduate science faculty in the adoption process /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133030652.
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Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.
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For several decades, there have been a varying number of books on Calculus following the classic line of mathematical thought, where Mathematics is taught for everybody by means of rigorous definitions, theorems, and carefully detailed and extensive demonstrations. For mathematical education into the XXI Century the students need to achieve ability in handling of present mathematical tools and concepts from the beginning of their courses. These needs can be achieved today by means of a paradigmatic change in the focus of mathematics teaching: to learn to develop ideas and to experiment and test those ideas in such way that students can verify their own inferences. In this paper we report an educational research in teaching
and learning functions models according to a new paradigm in hands-on experimental mathematics, with applications in the real world, i.e. sciences and engineering by using Computer Algebra Systems. The study of functions is presented, focused into the framing of Exploratory Learning Systems, where students learn
by means of the action and their participation in it. It is designed for teachers working together with students in a computer laboratory like hands-on workshops-type activities on other sciences. In this way students have a more “alive”, “realistic” and “accessible” touch in Calculus.
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Gibson, Shona. "Narratives of preservice teachers." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.124302/index.html.
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Thesis (M.Ed.)--University of Wollongong, 2005.Typescript. Narratives are based on experiences of prospective teachers enrolled at the University of Wollongong in the Knowledge Building Community (KBC) program, which is an alternative model of teacher training. Includes bibliographical references: leaf 264-283.
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Lazenby, Karen. "Technology and educational innovation a case study of the virtual campus of the University of Pretoria /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03172003-094954/.
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Mahleza, Nomfundo. "ICT and education in a less privileged school of NMBA." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6237.
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Today’s society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computer–mediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of people’s lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth.
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Christy, Sheila Ann Colley. "Future developments of computer network technologies in K-12 educational environments /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842520.
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Robertson, Michael James Jones James G. "Using diffusion of innovations to explore digital gaming in undergraduate library instruction." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11011.
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Yeung, Kam-sun. "A case study of teachers' concerns and use of information technology for teaching and learning." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23568835.
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Baldwin, Beth Williams. "Conversations computer mediated dialogue, multilogue, and learning /." Access online version, 1996. http://wac.colostate.edu/rhetnet/baldwin.htm.
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Moore, Linda Eve. "Educators and technology, using multimedia as a teaching and presentation tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2016.
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This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.
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Irwin, Rita Louise. "The practical knowledge of a fine arts supervisor in educational change : a case study." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29235.
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Few naturalistic studies exist that take an in-depth look at the lifeworlds of consultants and supervisors. This single case study describes and interprets the practical knowledge of an exemplary Fine Arts Supervisor. In this study, the investigator acted as a participant-observer while "shadowing" Ruth Britten (a pseudonym) over a four month period. Data were derived through field research techniques, and were subjected to data analysis and interpretation.
Drawing upon a body of literature dealing with the nature of practical knowledge, this study concludes that a supervisor's practical knowledge is different from a teacher's practical knowledge in two important ways. First, curriculum implementation replaces curriculum development in the five commonplaces found in teacher practical knowledge: self, instruction, curriculum development, subject matter, and milieu. Second, the political knowledge context forms a major addition to the five orientations defined by Elbaz regarding teacher practical knowledge: theoretical, social, personal, situational, experiential. A third conclusion underlies the above: Elbaz's conceptual framework for a teacher's practical knowledge proved to be a useful starting point in determining a supervisor's practical knowledge.
Practical knowledge is constructed upon rules of practice, practical principles, and images. In this study, these forms revealed the dialectical nature of much of Ruth's practical knowledge. Two constructs or landscapes of imagery became apparent, one being the empowerment and power of teachers, and the other, bureaucratic power and control and educational stability. Analysis of Ruth's style as a supervisor examined further dialectical relationships, as she continuously resolved contraries while implementing fine arts curricula.
The findings suggest that among other requirements, supervisors need to develop a unique form of practical knowledge geared to the political context of curriculum implementation. Therefore, School Boards should consider tenure contracts for supervisors rather than limited term contracts, and should promote special training for supervisors in curriculum change strategies rather than assume that master teacher practical knowledge is sufficient.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Wang, Tsu-Yin. "A study to identify the program elements for an elementary school technology teacher education program in Taiwan, R.O.C. /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946308.
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De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.
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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2015.The past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning. As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary school teachers who had no specialised training in technology. A qualitative ethnographic research design, underpinned by an interpretive paradigm is employed. This research is premised on the argument that teachers can acquire the technical skill, underscored with the relevant pedagogical aims, needed for the seamless integration of emerging technologies required to enhance teaching and learning. "Without skilled pedagogical application of educational technology, technology in and of itself cannot provide innovative school practice and educational change" (Levin & Wadmany, 2006:158).
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Pate, John L. Baker Paul J. "A comparative case study of leadership and the integration of technology into the education program." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859841&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179156396&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Paul Baker (chair), Patricia H. Klass, Albert T. Azinger, Gary S. O'Malley. Includes bibliographical references (leaves 155-160) and abstract. Also available in print.
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Skelton, Beverly J. "The portfolio : an educational tool for instruction and assessment." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2247.
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The portfolio method for instruction and assessment is an alternative to less effective traditional teaching methods. The flexible structure allows educators to incorporate other innovative teaching methods, such as experiential and collaborative learning. It can improve students' critical thinking skills and writing ability. Portfolio assessment is equitable and accurate in measuring students' progress and recording their accomplishments.
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Campbell, Bruce G. "Diffusion of Innovations of Videoconference Technology: An Instrumental Case Study Concerning Undergraduate Degree-Seeking Nontraditional Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/5.
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This applied dissertation is an instrumental case study based on diffusion of innovations theory designed to gather student opinions regarding videoconference (VC) technology use in facilitating courses to undergraduate degree-seeking nursing students. The author of diffusion of innovations theory, Rogers (2003), recommended that more qualitative studies be conducted in education. Rogers and Jain (1968) recommended these studies should be conducted from the aspect of “receivers of innovation diffusion” (p.1) to provide feedback instrumental to implementation of technological innovations in academe. Further, Rogers stated that multiple data points should be used during the process of trialing an innovation. Therefore, a current VC course was selected from the nursing curriculum of a public state college hosting one of the largest nursing programs in the southeastern United States in which to conduct the study.
A total of 32 students participated divided equally between two sites: Main campus and Regional campus. Further divided, 22 personal interviews were conducted and two focus groups; one for each campus consisting 5 students each. Additionally, included in the data corpus were 40 hours of classroom observation plus, college provided end of course (EOC) summary statements. These data were triangulated to determine whether students would accept VC technology unchanged, accept with modifications, or reject VC technology based on first time exposure to the innovation during the 16-week semester. Student innovation decisions were: 6 students accepted unchanged, 14 students accepted with modifications, and 12 students rejected the innovation. Students who rejected the innovation were exclusively from the regional campus, which was the receiving site the majority of the semester.
First and second-cycle analyses yielded 67 codes resulting in 5 categories, which further developed into 3 emerging themes: (a) Interaction with instructors, materials, and distant students are key elements affecting adoption decisions of students regarding VC technology; (b) Student adoption decisions are influenced by faculty members in their use of VC technology; and (c) Student opinions indicate that reinvention is necessary for VC technology to be fully adopted into the present nursing program. The five categories: Interaction, equipment, teaching methodology, instructor technology training, and student orientation provided ample detail from which to inform practice regarding recommendations for reinvention (modification) of VC technology during the implementation stage of Rogers’ five stages of the innovation-decision model. These modifications could assist the college in gaining parity between the two nursing sites, which reported an 18.53 percentage point difference in first time pass rates on the NCLEX-RN exam reported by the Florida Department of Health (Florida Health, 2015).
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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.
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Mooi, Alicia Tenjiswa. "Effectiveness of ICT education in the Northern school area of Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1605.
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The use of information communication technology in the 21st Century is very important. The skills and knowledge of using these technologies should start at high school level, as it is at this stage where learners are equipped for tertiary education and the business world. This study seeks to answer how much ICT is used at the average school in Port Elizabeth and how effective such use is. South Africa is one of the countries in the whole world that is still behind in using the new technology. Learners from high school still enter university with no knowledge of how to use a computer. This becomes a problem in the world of technology as almost everything is done using technology. It also becomes a big problem when learners look for jobs in the business world. An active learning theory has been used on the study because, if learners can learn and have access computer at school, life will be easy for both learners and teachers, there would be co-operation and discussion and the fast way of doing school work. For the purpose of the study a qualitative research method has been used to ensure that answers are received straight from, teachers and learners for evidence. It is therefore clear that there are schools in South Africa that still needs the attention of the government in terms of getting access to computers and to have professional teachers for teaching the subject. The government has a responsibility of making sure that all learners and teachers in high schools have access to computers and internet. This will improve the working and learning conditions of both parties involved.
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Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.
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Moore, Julia Marie. "Virginia Technology Education Teachers' Implementation of Standards for Technological Literacy." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29620.
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The International Technology Education Association published Standards for Technological Literacy (STL) to assist technology educators in establishing curriculum to reflect technological literacy. Presently, the extent to which STL and the individual Standards are being used is not known. The problem of this study was to determine the extent to which Virginia secondary technology education teachers are implementing STL. A questionnaire was sent to 285 randomly selected Virginia secondary technology education teachers seeking information concerning their use of STL, their use of the individual Standards within STL, and their perceptions with regard to Rogersâ five attributes of innovation. Frequencies and percentages were calculated to describe the population and the respondentsâ perception of implementation of the individual Standards with regard to Rogersâ attributes of and innovation. A two way contingency table was used to evaluate the relationship between Rogersâ attributes of innovation and the implementation of individual Standards. Twenty percent of the respondents use STL with varying percentages for each individual Standard. These identified relationships may be used to assist change agents in understanding respondentsâ perceptions and assisting them in further implementing STL in Virginia.Ph. D.
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Mumba, Elizabeth Cisece. "Integrated nonformal education in Zambia : the case of Chipata District." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27670.
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This research was concerned with integrated nonformal education programmes in Zambia. The purposes of the research were: (1) to identify factors thought by administrators to facilitate and hinder the implementation
of integrated nonformal education programmes; (2) to establish the relative influence of each factor; (3) to determine the perceived degree of integration from the perspective of four administrative levels; and (4) to determine skills and knowledge acquired from integrated nonformal education programmes through the perceptions of participants. Critical incident interviews and questionnaires were used to gather data from administrators, extension workers and programme participants in Chipata District of Eastern Zambia. Integrated Rural Development Programmes had been in operation since 1972.
The critical incident technique was used to interview seventy-seven administrators and extension workers at four administrative levels -national, provincial, district and local. Data from the interviews were used to identify a total of eight factors that were thought to facilitate implementation of integrated nonformal education programmes and nine factors that were thought to hinder implementation of integrated nonformal education programmes. Both facilitating and hindering factors were ranked for each administrative level. Data from questionnaires were used to determine the perceived degree of vertical and horizontal integration from the perspectives of four administrative levels as well as to determine outcomes of integration, through perceptions of programme participants.
A total of 106 administrators and extension workers responded to the Administrators' Questionnaire; 50 responded to the Local Level Questionnaire;
and 77 selected participants around three local sites answered the Participants' Questionnaire. Survey questionnaires were analyzed using descriptive statistics and one-way analysis of variance to determine whether there were any differences between administrative groups. The major findings that emerged from the study were these:
1. Factors perceived as facilitating and hindering implementation of integrated nonformal education programmes rank differently according to the administrative level of respondents. For administrators at three administrative levels (national, provincial and district) seminars/workshops and training facilities is a powerful facilitating factor. At local level, however, administrators ranked seminars/ workshops fourth as a factor facilitating successful implementation. In this research, inadequate skilled personnel ranked as the highest hindering factor at three administrative levels (national, provincial and district) but ranked fourth at local level.
2. Vertical integration is positively correlated with horizontal integration.
3. Administrators at the national level believe that a higher degree of vertical and horizontal integration exists in integrated programmes than do administrators of the other three administrative levels.
4. The small number of extension workers and their inability to adequately cover their constituency, seriously affect the impact of integrated nonformal education programmes.
Based on the results of the study, recommendations for theory, further research, and for practice are presented.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Aheto, Simon-Peter Kafui. "Patterns of the use of technology by students in higher education." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2541.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Rationale: Unavoidably, the 21st century is witnessing continuous discourse about students’ technology uses in higher education. This thesis explores the underpinnings of students’ technology usage in their rhizomatic (personal) learning networks in the higher educational environment through a lens of four sub-research questions and four research hypotheses. Methodology: This research adopted a cross-sectional narrative and numeric study using the Frameworks for an Integrated Methodology (FraIM). The study was conducted in four universities comprising two universities in Ghana, one in South Africa and another in Belgium. Participants and respondents included students and lecturers. Data collection methods comprise focus group interviews, individual interviews, surveys (paper and web-based) and rhizomatic maps. The philosophical underpinning was inclined towards the critical realists’ stance and hinged to Rhizome Theory and Actor Network Theory. Data were analysed through descriptive and multivariate analyses and learning analytics employing tools in social network analysis. Results were presented graphically via Rhizomatic Learning Network maps, charts, tables and narratives. Findings: Students’ personal learning networks exhibit traces of rhizomatic patterns which are related through human and non-human actors. Seven categories of actors – comprising 218 individual actors – were found in students’ Rhizomatic Learning Networks. Out of 19 traceable digital devices used by students, this research established differences among the institutions in the four most widely used digital devices: Laptop, Smartphone, Tablet or iPad, and E-Reader pro rata. Students owned, in this sequence, smartphones, laptops, tablets or iPads and e-readers. This research also found statistically significant differences among all four institutions in terms of students’ self-perceived importance of handheld mobile devices towards academic success, university wireless network experiences and satisfaction of Learning Management Systems in the universities. However, results indicated that students are not likely to skip classes when materials from course lectures are available online, implying an inclination towards a blended approach to learning despite a technologically-rich environment. Implications and Value: With an underlying effect on curriculum design and implementation, this thesis, supporting rhizomatic approaches to learning, has tremendous potential to improve personal learning networks in higher education. It further contributes an understanding of emerging patterns in the personal learning networks of higher education students within a technology-rich environment. Again, integration of the two theories – FraIM, analytical tools and style of presentation – in understanding the problem through the lens of a critical realist is novel. Key Recommendations: Further rhizoanalysis research into the detailed roles performed by individual technological actors in students’ personal learning networks in the higher educational environment is required. Additionally, clear policies exhibiting willingness and enforcement strategies to integrate technology in all facets relating to learning should guide curriculum development within the universities.
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Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing educational innovations : the case study of the secondary curriculum diversification programme in Lesotho." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018557/.
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Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: - Poor interpretation of SSCDP goals; - Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. recognising implementation as a process dependent on a mutual linkage relationship among participants. recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
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Mlangeni, Thandi Charmaine. "Analysis of data governance in higher education institutions : case of a university of technology in South Africa." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2418.
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Thesis (MTech (Information Technology))--Cape Peninsula University of Technology, 2015.Organisations now invest in ICT solutions to drive business activities and provide the agility sought for competitive advantage. These may include government departments, higher-education institutions (universities) and commercial entities amongst other things. The challenges with regards to ICT and data management are equally applicable in universities as they do in business organisations. Universities have a growing ICT infrastructure used in everyday activities and online functionality, making them prone to data problems. This emerges from data that is used across various business processes which are dispersed among departments. In turn, a level of inefficiency finds its way with potential to generate inaccurate, missing, misinterpreted and poorly defined information. Higher education institutions are service providers and it is imperative to have reliable, timely and organised data to maintain the performance of the institution. They often experience data management challenges that ultimately affect the institution’s efficiency. These data management challenges arise from institutions not thoroughly dealing with data content, records management, quality, stewardship, governance and research data management. This study explored how data can be managed in higher education institutions using properly defined principles of data governance (DG) which will assist the institutions recognise and treat data as an organisational asset.
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Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.
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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.
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Nussbaumer, Doris. "Induction of professional teachers and their constructivist practices with ICTs." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116126.
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This study, through the lens of Activity Theory, focused on the induction and constructivist teaching practices of experienced teachers who were recently hired in a technologically advantaged middle school. Activity Theory was used not only to examine the induction practices but also to focus on constructivist practices with technology. Data sources consisted of using various instruments three of which were used for surveys, 11 interviews were employed to assess goals, and 18 classroom observations were carried out regarding constructivist practices. Findings through Cultural-Historical Activity Theory (CHAT) analysis revealed under-realized forms of mediation to achieve effective use of ICTs (objective) and the perceptions of collaboration among the teaching staff, specifically with respect to relationships between rules and the division of labor. In effect, this study presents a challenge for CHAT analysis to elaborate the construct of contradictions to include "latent contradictions" which is essential to an expansive learning cycle.
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Webb-Kidd, Paulette Lian Ming-Gon John Morreau Lanny E. "Effects of teacher retraining in best practices for inclusive programs on the school performance of students with mild to moderate disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633430.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 26, 2006. Dissertation Committee: Ming-Gon John Lian, Lanny Morreau (co-chairs), John Godbold, Larry Kennedy, Keith Stearns. Includes bibliographical references (leaves 119-134) and abstract. Also available in print.
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Kshir, Mohamed A. M. "An evaluative survey of the role of inset in managing educational innovations in Libyan schools." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4395/.
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The exponential rate, and structural nature of, change in Libya - demographic, social, cultural, economic, political, infrastructural - have placed a massive strain on its education service to cope with these changes. Currently teachers in Libya are experiencing serious problems in meeting the human capital requirements of Libyan society. Curriculum initiatives are being introduced into Libya with an inadequate support base. As a result there are serious problems currently facing teachers in Libya. They are ill-equipped to cope with the current and prospective demands on education and its ability to service the changes in Libya. In particular the study suggests the need for hugely increased, carefully targeted and efficient in-service (INSET) provision. Through a comprehensive survey, the first to be undertaken in Libya, this thesis identifies the problems that teachers face in Libya, and outlines ways in which INSET can be provided and organised to meet these needs. This thesis 'maps the field' of problems, change and INSET in Libya. Recommendations are made to improve INSET in Libya and a model of person-centred change is provided that is based on a large-scale yet person-centred survey. Conclusions are drawn for change theory and practice that include considerable attention to needs analysis. Common problems and features of INSET are identified, that pattern themselves regardless of characteristics of the sample. The need for increased, differentiated, targeted and person-centred INSET is established, and implications are drawn for teachers, providers of INSET, nspectors and quality assurance. The study indicates how 'top-down' models of change can dovetail with 'bottom-up' models of change, and where INSET is located within these.
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Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho." University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.
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Philosophiae Doctor - PhDBetween 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
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Hansen, Ann Heath. "New Jersey : an era of teacher education reform 1975-1990 /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11714220.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.Typescript; issued also on microfilm. Sponsor: Gary Natriello. Dissertation Committee: Karen K. Zumwalt. Includes bibliographical references (leaves 120-126).
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Snyder, Kimberly S. "A Study Of Public School Employees' Adoption Behavior Regarding Technological Innovations." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1339185895.
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Van, Buren Cassandra Jean. "High technology learning at "The school that business built" : perceptions of education at New Technology High School /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Robertson, Michael James. "Using Diffusion of Innovations to Explore Digital Gaming in Undergraduate Library Instruction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11011/.
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Digital games and simulations are receiving considerable notice within the Library and Information Science (LIS) community. This study adds to the depth of knowledge in this area by providing research on the likelihood a hypothetical digital game delivery method for library instruction achieves sufficient adoption to justify its development. Furthermore, this knowledge will assist decision making processes for individuals debating the current or potential role of digital gaming at their institutions. In this mixed methods study, over 300 undergraduates were surveyed about their technology preferences, including digital gaming, for delivery of two forms of academic library instruction. The two forms of library instruction were (a) providing users with spatial information on physical library layout, and (b) educating users on information literacy topics and skills. Observational data was collected during the survey sessions, occurring at face-to-face library instruction sessions. Self-selected survey participants were also interviewed to further probe their survey responses. Rogers' Diffusion of Innovations was the theoretical foundation to this research. The primary innovation of study was the digital game delivery method. Detailed analysis of the survey-based data set included three nonparametric scaling methods: 1) rank-sum scaling; 2) circular triad analysis; and 3) multidimensional preference mapping. Content analysis of the observations and semi-structured interviews also occurred. Major outcomes were 1) the digital game delivery method achieved mediocre preference across both questions; 2) the audiovisual delivery method received the highest overall preference ranking; and 3) overall preference for the audio-only delivery method was remarkably low. The most important theme across the observational data was the participants' waning attention during the face-to-face library instruction sessions. The most important outcome from the semi-structured interviews was interviewees' stated appreciation for useful technologies. Over 95% of participants were so-called digital natives, that is, born post-1980. Rogers' assertion that age plays a minor role in predicting technology adoption appears warranted, since the more innovative digital game delivery method achieved mediocre overall preference.
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Cohn, Bradley P. 1983. "Innovations in Strength-Based Social-Emotional Assessment: Factor Analysis, Psychometric Analysis, and Cross-Informant Comparisons with the SEARS-T." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11925.
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xiv, 110 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Many youth under the age of 18 experience high levels of mental health problems, and very few of those youth receive the necessary services to combat those problems. Historically, assessment of behavior and social and emotional functioning and subsequent design of interventions occur using deficit-based measures and tools. Another method of assessing behavior and social and emotional functioning that is receiving more attention over the last decade is strength-based assessment and service delivery. The Social Emotional Assets and Resiliency Scales (SEARS) is a new multi-informant strength- based behavior-rating system currently being developed and researched at the University of Oregon. To assess the factor structure, psychometric properties, and cross-informant correlation of the teacher version of the SEARS, data were gathered from elementary, middle, and high schools throughout the United States. Teachers ( n = 1673) were asked to rate students in their classes in several domains of social and emotional functioning (e.g., problem solving, social skills, empathy, and self-regulation). Results of the exploratory and confirmatory factor analysis indicate that the SEARS-T is made up of four strong factors--Responsibility, Self-Regulation, Social Competence, and Empathy. Analysis of reliability of total scores reflects very strong internal consistency (α = .98) and test-retest reliability ( r = .94). Reliability of factor scores also reflects strong internal consistency and test-retest reliability. Cross-informant reliability with the SEARS-T indicates relatively weak correlations between teacher reports and child self-reports based on the Pearson-product moment correlation ( r = .37). Analyses of group differences were carried out for grade, student gender, rater gender, disability status, ethnicity, rater setting, and teacher categorization of academic performance. Results indicate teacher ratings differed based on student gender, disability status, rater setting, and academic performance. Results from this study indicate the SEARS-T is a psychometrically sound measure with a solid factor structure. With an understanding of the need for continued research, the SEARS-T appears to be culturally valid and useful for research and applied purposes.
Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Krista Chronister, Member, Counseling Psychology and Human Services; Deanne UnrUh, Member, Special Education and Clinical Sciences; Philip Fisher, Outside Member, Psychology
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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.
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Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.
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This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
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Hurrisunker, Sanisha. "Adoption strategies for increasing the use of blended learning at a private higher education institution." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020283.
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Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.
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Ng, Yan-wing. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057945.
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Raber, Daniel de Almeida. "Aprendizagem significativa no ensino de ciências : uma proposta de unidade de ensino potencialmente significativa sobre energia e ligações químicas." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/986.
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Este trabalho tem o objetivo de apresentar a construção, a aplicação e a avaliação de uma unidade de ensino potencialmente significativa na disciplina de ciências, em uma turma de 9º ano do ensino fundamental, visando à ocorrência de uma aprendizagem significativa. Assim sendo, a escolha dos conteúdos “energia e ligações químicas”, nessa unidade de ensino, foi em função da reformulação da proposta pedagógica realizada na rede municipal de ensino, na cidade de Gramado/RS. Nesta ocasião, em que os professores de ciências abordaram as contribuições da física e da química para o desenvolvimento tecnológico, considerando o seguinte eixo temático: Desenvolvimento científico e tecnológico. A pesquisa realizou-se por meio de uma abordagem qualitativa; de natureza aplicada; descritiva, quanto aos objetivos; documental, participante e pesquisa-ação, quanto aos procedimentos. A unidade de ensino foi organizada em seis momentos com atividades distintas. A análise dos resultados da aprendizagem contou com avaliação diagnóstica, avaliação somativa individual, fichas de acompanhamento ao longo de sua implementação e análise textual discursiva. A unidade de ensino potencialmente significativa desta dissertação apresentou resultados expressivos no que se refere à aprendizagem significativa, pois os sujeitos participantes dos seis momentos mostraram não só uma predisposição para assimilar os conceitos trabalhados, como também a capacidade de transferi-los e de aplicá-los em outros contextos de aprendizagem.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-08-19T16:24:52Z No. of bitstreams: 1 Dissertacao Daniel de Almeida Raber.pdf: 7723982 bytes, checksum: 4d3996174aa9f05b6513fc18bd16d070 (MD5)
Made available in DSpace on 2015-08-19T16:24:52Z (GMT). No. of bitstreams: 1 Dissertacao Daniel de Almeida Raber.pdf: 7723982 bytes, checksum: 4d3996174aa9f05b6513fc18bd16d070 (MD5)
The intention of this study is to present the construction, the use and assessment of a potential meaningful teaching unit in a ninth grade class of science in an elementary school. It aims to approach a meaningful learning. The choice of energy and chemical bonds content in this teaching unit was due to the restructuring of the educational proposal that took place in the municipal school system in the city of Gramado, Rio Grande do Sul, Brazil. The science teachers approached the contributions of physics and chemistry for technological development in a Main Topic entitled Scientific and Technological Development. The research was a qualitative approach, descriptive nature, as to the objectives is descriptive and documentary, participant and research-action on procedures. The teaching unit was organized in six moments with different activities and the analysis of the learning results was developed throughout diagnostic assessment and individual summative evaluation. Reports throughout its implementation and discursive textual analysis were monitored. The potential meaningful teaching unit of this work showed significant results concerning the meaningful learning, as six moments participant students showed not only a predisposition to assimilate the concepts, but the ability to transfer them and apply them in other learning contexts as well.
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Ogle, Geraldine S. "Historical review of financial equity in Missouri 1993 foundation formula and amendments /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4660.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.
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Xakaza-Kumalo, Sheila. "Pedagogical issues arising from the introduction of educational technology at two South African universities of technology : a comparative study." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2644.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Educational technology can improve teaching and learning in universities of technology in developing countries. Due to various factors, there is no readymade “one-size-fits-all” solution for facilitating the successful implementation of educational technology. Tedre, Apiola and Cronjé (2011) identified 100 educational, socioeconomic and technical attributes that can influence the successful integration of educational technology in developing regions. While exploring the issues arising from technology integration at two universities of technology, the aim of this research was to evaluate the effectiveness of Tedre, Apiola and Cronjé’s framework in order to contribute to its refinement. The central research question concerned the extent to which Tedre, Apiola and Cronjé’s framework was useful for a situational analysis at two South African universities of technology. The sub-questions concerned the framework’s ability to distinguish between the two universities on the one hand and on the other hand, the overlaps or shortcomings of the model as it assisted in describing those situations. The findings revealed that the two universities in this inquiry are not similar. Although the universities’ educational strategies and policies were very analogous, differences were found in the manner and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities corroborated with each other to a certain extent. The findings further showed that most of the educational factors that affect technology integration, and subsequent educational technology adoption, resonate with pedagogical issues found in other developing countries.
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Harpur, Patricia-Ann. "A framework for ad hoc mobile technology-enhanced learning in a higher education context." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2742.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2018.Although the use of mobile technology features prominently in all walks of life, learning and teaching supported by its ad hoc use in higher education contexts is an under-researched topic. Moreover, elements constituting best practices for quality improvement and aimed at informing decision-making stakeholders, are spread across disparate frameworks, reported in literature. The study aimed to meet the following objectives: • O1: To identify the elements that inform strategic decisions for ad hoc mobile technology-enhanced learning. • O2: To inform the structure of the framework, defined by its constituent components. These objectives were associated with two main research questions, addressed via five secondary research questions that guided the exploration of elements associated with the ad hoc use of mobile technology-enhanced learning in a specific higher education environment. The study consequently proposed a consolidated and synthesised set of theoretically based and empirically determined elements, leading to a framework of interrelated guidelines. A moderate constructionist approach adapted from Järvensivu and Törnroos (2010) underpins the dual-purpose research design. At first, a systematic literature review explored existing frameworks applicable to e-learning, m-learning, technology-enhanced learning and blended-learning modalities. The review was subsequently expanded to include additional sources that addressed diverse aspects of mobile technology-enhanced learning. I undertook an extensive qualitative data analysis of the 55 articles resulting from the systematic literature review. Analysis techniques incorporated open, axial and selective coding, memoing, thematic analysis and the construction of network maps using ATLAS.ti V8.0, a CAQDAS tool. Outcomes of the analysis established an initial set of theoretically grounded elements, comprising a hierarchy of 11 constructs, five categories, 16 sub-categories and 60 items. Network maps demonstrated the interlinking of elements for each of the five categories titled: A. Enablement, B. Environment, C. Interactivity, D. Dynamics and E. Mobility. A final network map consolidated these individual maps, presenting the foundations for a framework for the ad hoc use of mobile technology-enhanced learning in higher education contexts. The theoretically based elements established foundations for the empirical portion of the study – a single exploratory case study defined by an architectural technology domain. The case study supported the inclusion of multiple perspectives and complex, natural contexts where mobile technology usage by stakeholders was the focus of the study. Empirical data was collected during six studies from purposively selected faculty respondents. Qualitative data analysis of collected data yielded additional empirically determined elements namely: eight constructs, eight sub-categories and 35 items. These empirically determined elements augmented findings of the systematic literature review. Additional categories did not emerge; however support for theoretically based elements was demonstrated via network maps.