Relevant bibliographies by topics / Educational technology – Texas – Planning

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  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Educational technology – Texas – Planning'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Educational technology – Texas – Planning"

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Riaz, Anum, and Muhammad Taimoor Awais. "Gamification” of teaching science, technology, engineering and mathematics (STEM): Conceptual cartography." Advances in Social Sciences Research Journal 7, no. 12 (2021): 641–57. http://dx.doi.org/10.14738/assrj.712.9585.

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Conceptual mapping was to study the term gamification in science, technology, engineering, and mathematics (STEM) learning. In total, 287 texts were obtained, of which 39 documents were selected for review. The axes of analysis were: notion, categorization, characterization, differentiation, division, linkage, methodology and exemplification. The result consisted of a systematization of the gamification concept and its methodological aspects for teaching STEM. The main findings will differentiation between gamification, serious educational games, and game-based learning. This will allow planning.
 The purpose of this documentary research, carried out with the method of Conceptual Cartography, was to make a conceptual study of the term “gamification”, specifically in the learning of science, technology, engineering and mathematics (STEM). A total of 287 texts were obtained and finally 39 documents were selected for revision. Eight axes of analysis were applied: notion, categorization, characterization, differentiation, division, linkage, methodology and exemplification. The result was a systematization of the concept “gamification” and its methodological aspects for the teaching of STEM. The main finding was a differentiation between “gamification”, “educative serious games” and “game-based learning”. This would allow planning differentiated educational strategies according to specific teaching objectives.
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GAMBO, Omobola, Adedapo ADELOKUN, Ishaya GAMBO, and Ayobami AFOLAYAN. "Planning Effective Learning for the Visually Impaired in Federal University in Osun State, Nigeria: Technology Perspective." Malaysian Online Journal of Educational Technology 9, no. 1 (2020): 80–96. http://dx.doi.org/10.17220/mojet.2021.9.1.250.

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The School system at the university level in developing nations provides the most impactful environment for effective learning and building human capital required for a future-knowledge economy. Unfortunately, less attention is given to the provision of appropriate platforms for the disabled to effectively learn in the university system. Notably, disabled individuals rely on their ability to listen to only speech to gain information quickly to aid learning. In this paper, a learning framework was implemented and tested from educational and technological perspectives. The study focused on an ideal combination of a human-like behavior with a computer application to build a one-way interactive medium between the computer and the user. Using qualitative and quantitative research, we focused on acoustic signal processing without the incorporation of visual input. The respondents used for the study include students, lecturers, specialists in specialized education, and technological experts. The result is a prototype system that translates texts into speech, and a synthesized speech representation of the text entered into the system to aid effective learning. The test results with different users revealed that a majority of 84.70%, 85.30%, 84%, and 86.70% of the users rated the system to have high-quality content, clarity, attractiveness, and responsiveness, respectively. 
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Valverde-Berrocoso, Jesús, María del Carmen Garrido-Arroyo, Carmen Burgos-Videla, and María Belén Morales-Cevallos. "Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)." Sustainability 12, no. 12 (2020): 5153. http://dx.doi.org/10.3390/su12125153.

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The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.
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Y., Shafaei-Khanghah, Enteshari-Moghaddam A., Nasl Seraji F., Amani F., Ghobadi H., and Farzaneh E. "Educational needs assessment of faculty members in Ardabil University of Medical Sciences." International Journal Of Community Medicine And Public Health 4, no. 11 (2017): 4042. http://dx.doi.org/10.18203/2394-6040.ijcmph20174814.

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Background: Identifying the educational needs is an essential step in planning faculty development programs and plays an important role in promoting the quality of education and can help educational planners to be able to design effective strategies based on available resources and provide effective training. The aim of this study was to determine the educational needs of faculty members in medical school of Ardabil University of Medical Sciences. Methods: This is a descriptive cross-sectional study that has been done on 88 faculty academic members in two clinical and basic groups Data collected by a questionnaire and collected data were analyzed using statistical methods in SPSS.20. Results: 53.4% of cases were in group clinical and rests of them were in basic group. 75% of cases were male and rest of them were female. 57% had more than 10 years of work experience. There was a significant difference between two groups in the field of research in the area ethics in research and in the field of information technology in the area of using electronic resources between two groups. Based on the prioritization of the needs within the clinical and basic academic members, the greatest need in both groups was related to the writing of scientific texts in English. Also, the lowest priorities within the clinical and basic members were the familiarity with English journals (26.8%) and the use of electronic resources (27.7%). Conclusions: Results showed that the level and type of needs among university faculty members fits with the needs of the faculty members in other universities that is required to response the needs of clinical and basic professors, necessary educational and research actions based on the priorities in 6 areas will happen in future.
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Mpia Ndombo, Daniel, Sunday Ojo, and Isaac O. Osunmakinde. "An intelligent integrative assistive system for dyslexic learners." Journal of Assistive Technologies 7, no. 3 (2013): 172–87. http://dx.doi.org/10.1108/jat-11-2012-0036.

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Purpose – The objective of this paper is to present a comprehensive literature survey on dyslexic learners and to propose a model for integrated assistive technology of dyslexic learners. Design/methodology/approach – The use of the proposed model through real-life scenarios categorized as “phonological, reading and writing scenarios”. We have also surveyed some systems for use with dyslexic learners currently in use and have compared them on the basis of number of barriers, technological innovation, age group and fostering. Findings – Dyslexic learners are characterized by slow learning, poor handwriting, poor spelling skills and difficulties in planning, organizing, revising and editing texts; technology plays a major role in the educational environment; it has become crucial in impacting knowledge across the globe; and open research issues and challenges that have to be addressed in the design of the current dyslexic system have been presented in detail. Research limitations/implications – Full implementation of the proposed model and its application in developing countries. Practical implications – The system improves the phonological awareness, reading and writing skills of dyslexic learners and it provides a solution for children as well as adults with dyslexia. Social implications – This survey can be used as a reference guide to understand learning barriers and intelligent systems for dyslexic learners and to promote the use of these in schools for those with learning disabilities who need assistive technologies. Originality/value – Development of a newly proposed integrated intelligent assistive system for dyslexic learners; knowledge generation as a reference guide to understand dyslexic learning ability in general and an intelligent assistive dyslexic system in particular; and survey of open research issues and challenges to further research in intelligent dyslexic systems.
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Sadovets, Olesia. "The Relevance of Applied Linguistics in Relation to Language and Communication Studies: A Worldwide Overview." Comparative Professional Pedagogy 9, no. 3 (2019): 29–36. http://dx.doi.org/10.2478/rpp-2019-0026.

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Abstract The paper outlines the peculiarities of Applied Linguistics as a branch of science and specialty provided by universities worldwide. Its scope, relevance in modern labour market and immediate relation to communication and language studies have been analyzed. Its advantages as a flourishing educational program for tertiary education and as an occupation in modern digital world with diverse realms of communication and language application have been substantiated. A wide range of activities pressuposed by Applied Linguistics study have been outlined: researching language in classrooms (classroom-based research); work with different kinds of written and spoken texts (corpus linguistics); approaching language learning (learner autonomy); testing and assessment of language learning; expanding vocabulary (including multiword expressions); dictionary making; interpretation and translation; studies of bilingualism and multilingualism. It has been determined that five most important concepts are basic for understanding the relation of Applied Linguistics to language and communication studies: Functional Linguistics, Language and its Application, Communicative Competence; Cognitive Discourse Analysis, Conceptual Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and their overcoming (by means of technology); Linguistics and Culture; Language hierarchy, authority, policy, and planning. Applied Linguistics program in tertiary education provides students with necessary studies in relation to language and communication in terms of language communication, its components, conditions of successful communication and cooperation; language etiquette; speech codes, their switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling and working with corpora; researching collocations and units of meaning. Undergoing the program of Applied Linguistics in tertiary education students can broaden knowledge of linguistics and language; deal with contemporary issues concerning the diversity of languages and cultures in societies; learn and teach foreign languages; eliminate language and communication gaps between people of different cultures; enhance the development of languages and communication skills.
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Maceviciute, Elena, and Thomas D. Wilson. "Digital Means for Reducing Digital Inequality: Literature Review." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 269–87. http://dx.doi.org/10.28945/4117.

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Aim/Purpose: The aim of this paper is to identify the possibilities for reducing the second and third levels of the digital divide (or inequality) through conscious application of digital technologies, especially through the promotion of digital means for information, enlightenment, and entertainment. Background: This article reviews studies carried out between 2000 and 2017, which investigate the social benefits of digital technology use for disadvantaged user groups and, especially, of their outcomes in terms of increasing digital skills and motivation to use information and communication technologies. Methodology: The literature review of the selected texts was carried out using thematic content analysis. The coding scheme was open but based on the theory of three levels of digital divide by van Dijk. Contribution: The results of the analysis show the difficulties related to the attempts of reducing the digital divide on the second and third level using only digital interventions, but also reveal the potential of these interventions. Findings: The literature review confirms the connection of different levels of digital divide with other relational and structural inequalities. It provides insights into the strengths and weaknesses of digital interventions aimed at the reduction of digital inequalities. Their success depends on the consideration of the context and participants needs as well as on carefully planned strategies. The paper summarizes and demonstrates the shortcomings and limitations of poorly designed interventions in reducing the digital divide but emphasizes the possibilities of raising the motivation and benefits for the participants of strategically planned and implemented projects. Recommendations for Practitioners: While planning a digital intervention with the aim of reducing digital inequalities, it is necessary to assess carefully the context and the needs of participants. Educational interventions should be based on suitable didactic and learning strategies. Recommendation for Researchers: More research is needed into the factors that increase the effectiveness of digital interventions aimed at reducing the digital divide. Future Research: We will apply the findings of this literature review in an intervention in the context of Lithuanian towns of different sizes.
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Tessari, Rosilene Maria, Cleonice Terezinha Fernandes, and Maria das Graças Campos. "Prática Pedagógica e Mídias Digitais: um Diálogo Necessário na Educação Contemporânea." Revista de Ensino, Educação e Ciências Humanas 22, no. 1 (2021): 02–10. http://dx.doi.org/10.17921/2447-8733.2021v22n1p02-10.

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ResumoApesar de os avanços científicos e tecnológicos se fazerem, constantemente, presentes nas mais diversas áreas, atualmente, a prática metodológica aponta indícios de poucas transformações no que se refere ao planejamento e aplicação dos conteúdos nas aulas. Este artigo se originou de uma pesquisa qualitativa etnográfica, que discute a importância da contextualização da prática pedagógica perante os desafios impostos pelo avanço tecnológico. O objetivo do estudo é refletir sobre os procedimentos de ensino utilizados por professores de uma escola pública, apresentando um breve recorte histórico sobre o uso das mídias na escolarização, considerando a evolução tecnológica e o surgimento de diferentes recursos educacionais. A recolha das informações ocorreu pela análise documental e entrevistas semiestruturadas, com a observação de atividades desenvolvidas. Os resultados apresentam aulas expositivas e a utilização do livro didático e do quadro como ferramentas mais empregadas pelos professores em suas aulas. A conclusão aponta para a importância das discussões sobre os temas no panorama educativo contemporâneo e destaca a necessidade de o professor procurar se atualizar, modernizando seu ofício no contexto atual, garantindo o uso das tecnologias como instrumento capaz de priorizar seu desenvolvimento e do seu educando, promovendo a aplicação das Tecnologias Digitais de Informação e Comunicação na conjuntura de um processo de ensino e aprendizagem dinâmico, significativo e transformador.
 Palavras-chave: Educação. Tecnologia. Professores. Ensino e Aprendizagem. Formação continuada.
 AbstractAlthough technological evolution is constantly present in the most diverse areas today, methodological practice points to evidence of few changes in relation to the content planning and application in classes. This article originated from a qualitative ethnographic research that discusses the importance of contextualizing pedagogical practice before the challenges imposed by technological advances. The objective of the study is to reflect on the teaching procedures used by teachers of a public school, presenting a brief history of the use of media in schooling, considering the technological evolution and the emergence of different educational resources. The information collection was based on documentary analysis and semi-structured interviews, with observation of the activities developed. The results indicate expository classes and the textbook use and the blackboard as tools most used by teachers in their classes. The conclusion points to the importance of discussions on topics in the contemporary educational landscape and highlights the need for teachers to seek to update themselves, modernizing their practice in the current context and highlighting the use of technologies in order to prioritize their development and that of the students, promoting the application of Digital Information and Communication Technologies in the context of a dynamic, meaningful and transforming teaching and learning process.
 Keywords: Education. Technology. Teachers. Teaching-Learning. Continuing education
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Smerdon, Ernest T., John A. Gronouski, and Judith M. Clarkson. "APPROACHES TO WATER RESOURCE POLICY AND PLANNING IN TEXAS." Journal of the American Water Resources Association 24, no. 6 (1988): 1257–62. http://dx.doi.org/10.1111/j.1752-1688.1988.tb03045.x.

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Surzhuk, Tetiana, and Olga Tkachuk. "APPLICATION OF LANGUAGE AND SPEECH TASKS IN ELEMENTARY LEARNING OF UKRAINIAN LANGUAGE (ON THE MATERIAL OF LOCAL LORE CHARACTER)." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (2020): 315–20. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-315-320.

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The article is devoted to the problem of language knowledge formation and speech skills of elementary classroom on Ukrainian language lessons. In the exercises proposed for this, the language assignments used as a means of forming and improving the structure of opinion of the elementary classroomand speech tasks which provide communication of the language and speech, speech and thinking are highlighted, constant training of students in statement thoughts. The authors adapted the local history material for the better perception of elementary classroomand used the texts of the regional character as a means of personal interest of the material being studied. The article proved expediency of active involvement of pupils to cognitive and speech activity as an important precondition for consolidation of their active life position, comprehension of the ideals good, beauty and love to the native land. In addition to the theoretical substantiation of the need to form elementary school linguistic and speech competence, the authors of the article cover the ways of developed complex tasks to exercises and results of conducted research. The authors suggest that quality of education process is greatly improved by fostering special creative environment. Conditions of creative environment are: 1) combined technology of content learning with integrated lesson materials to highlight cross-curriculum connections to achieve comprehensive results in elementary education; 2) deliberate assignment selection to develop basic academic competencies, critical thinking, individual interests and abilities to process and summarize information, and to spark and to maintain student interest in learning; 3) use of local history materials to study Ukrainian language to form intrinsic motivation, initiative and self-reliance in the education process; 4) innovative methods and techniques to encourage practical experiential learning rooted in local history. The authors argue that creative environment plays a significant role in activating of student creative potential. Research results may be used as input for further studies on the topic. The authors encourage future research in application of advanced methodologies and techniques for development of verbal and communication competencies while mastering Ukrainian language in elementary classroom. Aids and materials developed in this study may be used by elementary educators for developing integrated classroom curriculum and planning educational events for development of verbal, communication and local history competencies.
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Dissertations / Theses on the topic "Educational technology – Texas – Planning"

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Vermillion, Mary Gail. "Case study: strategic planning process used by the Texas A&M University Career Center when creating technology initiative project." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1364.

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There is a plethora of research and literature focusing on strategic planning yet there few case studies have been done that describe the strategic planning process for university career centers. No effective strategic planning guide has been written to assist career center employees with building a strategic plan that will assist in reaching all Texas A&M University students with job skills training. The purpose of this study is to give a detailed account of the strategic planning process used by the Texas A&M Career Center to create the technology initiative. The study will also provide guidance to the researcher and others who will be developing similar initiatives in the future. In an effort to assist career centers nationwide it would be helpful for those career centers to look at others, like Texas A&M Career Center, who have already begun the strategic planning process. A descriptive case study design was chosen because it adds strength to what is already known and also helps explain complex issues. Case study research gives an in-depth contextual analysis of a limited number of events. The study of the planning process is very complex and case study research is one method that can be used to bring deeper understanding and add strength to what we already know about the planning process (Dooley, 2002). Following the lead of Rice (2002) a descriptive case study was chosen so that the researcher could describe the strategic planning process and interpret the findings in a way that would provide greater insight. Qualitative methods, including examination of documents, examination of journals, calendars and meeting notes, and interviews with a few members involved in the process to clarify any questions of memory, were used in this study. The study described the technology initiative and split the development into five stages: Conception, Birth, Toddling, Up and Running, and Adolescence (Rice, 2002). The researcher has completed the descriptive case study and analyzed the data according to the planning approach continuum. A new model has been created that provide insight to the researcher and hopefully other planners. Recommendations and conclusions have been provided that will hopefully be beneficial to other planners. The descriptive case study provides a story that highlights good and bad planning techniques and the researcher hopes that others will read and learn from this study. The purpose of the study has been fulfilled.
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Miller, Shawn J. "Effects of Bring Your Own Device Initiatives Related to Instructional Planning and the Classroom Environment in Two Texas High Schools." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984275/.

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This study was an examination of 20 North Texas high school teachers' perceptions about the effects of bring your own device (BYOD) initiatives on instructional planning and classroom environment. The BYOD initiative at two high school campuses was studied through a qualitative approach, i.e. a collective case study. Data were collected through interviews, classroom observations, and reviews of participants' lesson planning documents. The findings indicated teachers had to plan for inequitable technology access, technology support, effective classroom management, and relevant content to support student learning effectively. Teachers participated in professional development focused on planning for student devices, effective use of instructional technology, and classroom management during this type of instruction. Results revealed that, during instruction that included students' devices, teachers believed student engagement and content retention were greater. Observation data also indicated that students were more engaged in the instruction. The interviews and classroom observations indicated that students assumed a more active role in their learning during these lessons, and teachers facilitated and provided more support as needed. Effective planning and classroom management were identified as key components in the success of this type of initiative. Overall, the study supports the necessity for relevant professional development for teachers and campus administrators to ensure the success of BYOD initiatives. Similarly, these two groups should work together to develop the campus framework to support BYOD technology in the classroom.
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Gehrking, Gene C. (Gene Clarence). "Strategic Planning: Process and Evaluation." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279126/.

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Strategic planning practices and superintendents' opinions regarding the effectiveness of strategic planning are different among small, medium, and large Texas independent school districts. This study sought to find areas of agreement and areas of disagreement among school district superintendents relating to the practice and effectiveness of strategic planning. Strategic planning practices examined include the development of a mission statement, operating plan, and budget; involvement of stakeholders, and strategic planning logistics. A stratified random sample of 96 superintendents each from small, medium, and large school districts was selected from a population of 1,042 school districts. Data was also collected and reported from the 7 mega school districts. Questionnaires were sent to 295 superintendents and 246 (83.4%) were returned. The questionnaire contained nine questions relating to 19 strategic planning practices and a five-part question relating to the effectiveness of strategic planning. The data was analyzed using Crosstabs, Chi-square, and one-way ANOVA statistics. The level of significance was established a priori at .05. School district size was an independent variable for six strategic planning practices of small, medium, and large school districts. Significant differences were found regarding (a) whether outside consultants were employed to assist with the district's strategic planning, (b) whether central office administrators participated in the district's planning process, (c) whether a sequence of steps was followed with a time frame for each step in the district's planning process, (d) whether someone other than the superintendent was responsible for the district's planning, (e) whether school district support staff participated in the district's planning process, and (f) whether students participated in the district's planning process. Also, a significant difference was found between large school district superintendents' and small school district superintendents' ratings of the effectiveness of strategic planning for improving management effectiveness. Finally, a correlation was observed between superintendents' ratings of strategic planning effectiveness and professional skill sets.
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Itaaga, Nicholas. "Educational planning in East Africa, the role of imported planning technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38535.pdf.

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Weber, Mark J. "A study of computer technology use and technology leadership of Texas elementary public school principals." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5589/.

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The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETS*A standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETS*A standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETS*A standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on technology integration training and personal factors that may affect principals' technology leadership behavior and technology use.
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Harris, Shirlene W. (Shirlene Wynell). "Strategic Planning in Higher Education: A Study of Application in Texas Senior Colleges and Universities." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331122/.

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The problem with which the four-phase descriptive study was concerned is the extent of application of strategic planning by senior colleges and universities in Texas. The purpose was to analyze and describe the status of the planning based on the perceptions of the respondents and a specific set of characteristics validated by twenty experts.
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Mendoza, Diaz Noemi Veronica. "Perceived consequences and concerns in the diffusion of Internet2 at Texas A&M University." Thesis, [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1101.

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Seay, D. Alan. "A study of the technology leadership of Texas high school principals." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4484/.

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Effectively integrating technology into school requires the presence of informed and visionary leadership. Past research on change in schools demonstrates the importance of the principal to that process. In that research it is obvious that the principal must possess more than skills and knowledge about the change, he or she must also possess leadership skills to lead the campus through the change. Despite this finding, very little research has been attempted to determine the leadership knowledge and skills of principals for technology integration. This study attempts to investigate the technology leadership of high school principals in Texas using the National Educational Technology Standards for Administrators (NETS*A). In addition, this study compares technology leadership among principals who have attended the Technology Leadership Academy with those who have not attended this training. The two questions that guided this study are: (1) What are the technology leadership actions of Texas' high school principals in each of the six technology leadership standards identified by the NETS*A standard document? (2) How are the technology leadership practices of high school principals who participated in the Technology Leadership Academy sponsored by TASA and TBEC different from those who have not participated in the training? Because no existing survey measured technology leadership using the NETS*A, a 46-part survey document was created by the researcher. The survey contained multiple questions covering each of the six standards of the NETS*A and was administered online. Descriptive statistics were used to answer the first research question. A MANVOA, using the combined mean scores for questions covering each NETS*A standard as the dependent variable and the principal's participation in the Technology Leadership Academy as the independent variable, was run to provide answers to the second research question. The principals in this study scored highly in each of the six NETS*A standards. The lowest combined mean score dealt with a principal's leadership and vision for technology. Descriptive statistics showed principals exhibited the highest combined mean score in the area of support, maintenance, and operations. Furthermore, the MANOVA indicated little difference between principals who attended the Technology Leadership Academy and those who did not attend.
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Hancock, Robert. "An Investigation of the Impact of Technology Expenditures on Student Achievement in Texas Districts." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4875/.

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The purpose of this study was to explore the relationship between money spent on technology hardware, software, and training on district-wide achievement as measured by Texas standardized achievement tests, the Scholastic Aptitude Test (SAT), and the American College Test (ACT). A series of studies were carried out to develop a model of the relationship between Texas district TAKS, TAAS, ACT, and SAT scores for all subjects and district expenditures on technology hardware, technology software, and technology training. The findings of this study showed that although the mixture of uneven distribution of training, incentives, and equipment in these Texas districts clouds the issue of effective integration as it does for all districts (Anderson & Becker, 1998), and the mean level of per pupil technology expenditure for participating districts is of an amount ($192 per student) deemed unlikely to have substantial impact on student outcomes (Anderson & Becker, 1998), there are strong positive links between levels of expenditure and student achievement on the Texas Assessment of Knowledge and Skills and the American College Test that indicate that establishing guidelines for levels of expenditure, schedules of acquisition of materials and equipment, and timeframes for training and implementation may be vital to the success of technology integration in these districts and potentially for all districts in the nation. More study into effective funding levels, schedules of acquisition of materials and equipment, and timeframes of implementation is necessary to create truly successful programs of technology integration in school districts.
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Weathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /." View online, 2008. http://ecommons.txstate.edu/arp/272.

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Books on the topic "Educational technology – Texas – Planning"

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Texas. State Board of Education. Long-range plan for technology of the Texas State Board of Education, 1988-2000. Texas Education Agency, 1988.

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Texas. Education Technology Coordinating Council. Progress report on the State of Texas master plan for educational technology, 2000-2003. Texas Education Agency, 2002.

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Agency, Texas Education. Progress report on the long-range plan for technology, 1996-2010: A report to the 77th Texas Legislature. The Agency, 2000.

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Agency, Texas Education. Progress report on the long-range plan for technology, 1996-2010: A report to the 79th Texas Legislature. Texas Education Agency, 2004.

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Agency, Texas Education. 2002 update to the Long-Range Plan for Technology, 1996-2010: A report to the 78th Texas Legislature. Texas Education Agency, 2002.

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Texas. Education Technology Coordinating Council. State of Texas master plan for educational technology, 2000-2003. Texas Education Agency, 2001.

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Bruce, Randy. Educational technology planning: A framework. Centre for Curriculum, Transfer and Technology, 1999.

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Technology planning. Linworth Pub., 1997.

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Picciano, Anthony G. Educational leadership and planning for technology. 3rd ed. Merrill, 2002.

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G, Picciano Anthony, ed. Educational leadership and planning for technology. 2nd ed. Merrill, 1998.

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Book chapters on the topic "Educational technology – Texas – Planning"

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Taylor, Raymond G. "Geographic Information and School Facility Planning." In Information Technology in Educational Management. Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_21.

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O’Mahony, Christopher D. "ITEM Strategic Planning: Two Approaches." In Evolution of Information Technology in Educational Management. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-93847-9_2.

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Kado, Tsurayuki, and Seiichi Komiya. "Schedule Planning by Using Genetic Algorithms for Developing Educational Materials and Curricula." In Information Technology in Educational Management. Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_25.

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Wholeben, B. E. "Interactive simulation for planning, coordination and control: Mathematical decision support systems in education." In Information Technology in Educational Management. Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_22.

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Scalise, Kathleen. "Next Wave for Integration of Educational Technology into the Classroom: Collaborative Technology Integration Planning Practices." In Educational Assessment in an Information Age. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65368-6_14.

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Ezumah, Bellarmine A. "Ezumah Model for Effective Planning and Implementation of (Digital) Educational Technology." In Critical Perspectives of Educational Technology in Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53728-9_7.

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Blair, Wayne G. "Educational Technology Planning: Scanning the North American K-12 Education Environment." In Comprehensive Systems Design: A New Educational Technology. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58035-2_31.

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Hamilton, Jennifer, and Jill Feldman. "Planning a Program Evaluation: Matching Methodology to Program Status." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_20.

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Bulchand, Jacques, and Jorge Rodríguez. "Planning as the Base for Efficient Management of ICT." In Information Technology and Educational Management in the Knowledge Society. Springer US, 2005. http://dx.doi.org/10.1007/0-387-24045-4_11.

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Hogenbirk, P. "An educational tool for planning and monitoring the teaching-learning process in Dutch secondary education." In Information Technology in Educational Management for the Schools of the Future. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_21.

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Conference papers on the topic "Educational technology – Texas – Planning"

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Mudaliar, Aarthi, V. D. Garde, and D. P. Sharma. "Educational Resource Planning - A Framework for Educational Institutions." In 2009 Second International Conference on Emerging Trends in Engineering & Technology. IEEE, 2009. http://dx.doi.org/10.1109/icetet.2009.84.

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Moretti, Giovanni, Arianna Morini, Arianna Giuliani, and Bianca Briceag. "MICRO-PLANNING AND EDUCATIONAL TOOLS THAT SUPPORT EDUCATIONAL CONTINUITY IN THE CHILDHOOD SERVICES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0489.

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Widiansyah, Apriyanti, Sutjipto Sutjipto, and Mukhneri Mukhtar. "The Implementation Planning of Procurement Lecturers Based Islamic Boarding School." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282031.

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Syaf Ya Habibi, Ahmad, Neviyarni Neviyarni, and Marjohan Marjohan. "The contribution of student’s perception on majors toward student’s career planning." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/2018132.

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Goel, Shivani, Ravi Kiran, and Deepak Garg. "Enterprise Resource Planning in technical educational institutions: Benefits and cost." In 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE). IEEE, 2013. http://dx.doi.org/10.1109/mite.2013.6756355.

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Iyer, Sridhar, and Sahana Murthy. "Guidelines and Templates for Planning, Conducting and Reporting Educational Technology Research." In 2013 IEEE Fifth International Conference on Technology for Education (T4E). IEEE, 2013. http://dx.doi.org/10.1109/t4e.2013.9.

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Liu, Haijiang, Lu Zeng, and Yongsheng Chao. "Modularized process planning of BIW's welding and assembly based on case retrieval." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5608386.

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Elviana, Elviana, Afdal Afdal, and A. Muri Yusuf. "The career planning of young prisoner study at Lembaga Pembinaan Khusus Anak (LPKA) Tanjung Pati." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181111.

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He, Bing. "Language Planning in the Belt and Road Initiative." In International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.151.

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Zhu, Xiaoliang, Ming Chen, Xu Du, and Hao Li. "Research on Model of Collaborative Lesson Planning for Primary Teachers Based on Online Environment." In 2015 International Conference of Educational Innovation through Technology (EITT). IEEE, 2015. http://dx.doi.org/10.1109/eitt.2015.52.

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