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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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Christensen, Rhonda. "Effect of Technology Integration Education on the Attitudes of Teachers and their Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277676/.
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This study analyzed the effect of technology integration education on teachers' and students' attitudes toward information technology. Two instruments measuring similar attributes were used to assess teachers' and students' attitudes. Differences in pre- and post-test scores were used to determine changes that occurred during the course of the study.
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Lo, Tak-ming Dominic. "Strategic planning of IT use in teaching and learning in schools in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19874145.
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Halderman, Cheri Floyd. "Design and Evaluation of a Staff Development Program for Technology in Small Schools." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278548/.
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Technology experts suggest that one barrier in implementing technology has been a lack of appropriate training for teachers. Past efforts have been few in number, poor in quality, and uncoordinated. Some large school districts are developing comprehensive programs. However, few models exist and none are suitable for small school districts. The purposes of this study were: (1) to survey 53 small school districts in Texas to identify hardware and software configurations, patterns of recent technology staff development, and needs for future technology staff development; (2) to design a staff development program which addresses these technology needs; and (3) to evaluate the program in a small school district.
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Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.
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Richardson, Karen Work. "Looking at/looking through: Teachers planning for curriculum -based learning with technology." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154152.
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Hiett, Elmer D. (Elmer Donald). "A State-Wide Survey on the Utilization of Instructional Technology by Public School Districts in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331657/.
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Effective utilization of instructional technology can provide a valuable method for the delivery of a school program, and enable a teacher to individualize according to student needs. Implementation of such a program is costly and requires careful planning and adequate staff development for school personnel. This study examined the degree of commitment by Texas school districts to the use of the latest technologies in their efforts to revolutionize education. Quantitative data were collected by using a survey that included five informational areas: (1) school district background, (2) funding for budget, (3) staff, (4) technology hardware, and (5) staff development. The study included 137 school districts representing the 5 University Interscholastic League (UIL) classifications (A through AAAAA). The survey was mailed to the school superintendents requesting that the persons most familiar with instructional technology be responsible for completing the questionnaires. Analysis of data examined the relationship between UIL classification and the amount of money expended on instructional technology. Correlation coefficients were determined between teachers receiving training in the use of technology and total personnel assigned to technology positions. Coefficients were calculated between a district providing a plan fortechnology and employment of a coordinator for instructional technology. Significance was established at the .05 level. A significant relationship was determined between the total district budget and the amount of money allocated to instructional technology. There was a significant relationship between the number of teachers receiving training in technology and the number of personnel assigned to technology positions. A significant negative relationship was determined between the district having a long-range plan for technology and the employment of a full-time coordinator for one of the subgroups. An attempt was made to provide information concerning the effort by local school districts to provide technology for instructional purposes. Progress has been made, although additional funds will be required in order to realize the full potential of all technologies.
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Morales, Velázquez Cesáreo. "Cross-Cultural Validation of the Will, Skill, Tool Model of Technology Integration." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5256/.
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The teacher professional development component of the will, skill, tool model of technology integration was tested for predictive validity in the cross-cultural context of data from Texas, USA, and data from Mexico City, Mexico. Structural equation modeling (SEM) analysis, path analysis, and multiple regression analysis, were statistical procedures employed. The analyses yielded positive results for the model's validity and reliability. The resulting model was found to be a reliable tool to evaluate technology integration among elementary and middle school teachers in Texas and in Mexico City. For the purposes of this study, the teacher professional development component of the will, skill, tool model of technology integration is referred to as the will, skill, tool model of technology integration (WiSTTI). This was one of the seven alternative models tested for goodness of fit across a total of 7 data samples. The structural equation modeling approach proved to be a good technique to find the best fit model in a cross-cultural environment. Latent variables and a set of parameters to judge the validity and reliability of each model were set for testing and retesting in an iterative process. Eventually a "new" modified version of the WiSSTI model was found to fit the data for all samples studied from both countries. From a theoretical perspective, the variation of the WiSTTI model found to be the best fit to the data indicates that increased teacher willingness to integrate technology brings about increased skill, and increased skill leads to more advanced technology integration, if access to technology is available for instruction. Results derived from the model with respect to the evaluation of technology integration for teachers from Texas and Mexico City suggest a differential effect by country, with the Texas teachers (representing USA) currently more advanced in technology integration than their colleagues from Mexico. No large effect was found for educational level, with elementary school teachers and middle school teachers at approximately equivalent levels of technology integration in both countries.
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Bender, Paul E. Howard Rebecca Moore Brooke Collin Gifford. "Subversive planning Critical administration of technology in and out of writing programs /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
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Waggoner, Brad J. "The formulation of a curriculum for a master of arts program in evangelism for Texas Southern Baptist educational institutions." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Reynolds-Perez, Cecilia Cissy. "Experiences of Middle and High School AVID Students from an Urban South Texas School District Who Played College Ready-the Game." Thesis, Texas A&M University - Corpus Christi, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641631.
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<p> The college education gap between Latinas/os and whites has grown to 29 percentage points (Kolodner, 2017). I am a product of this gap. As a high school principal, I believe the solution to this problem lies within the creative minds of school principals/leaders. When a resource was not available to address the college readiness gap at my campus, I created one. The resource I created is <i>College Ready-the Game</i>. You can create one too! </p><p> The purpose of this qualitative study is to discover the experiences of middle and high school AVID students who played <i>College Ready-the Game</i>. John Dewey’s theory of pragmatism guided the study. The intent behind the development of <i>College Ready-the Game</i> was to create a vocabulary resource that students can <i>learn by doing</i>. </p><p> The methodological framework was based upon tenets of Action Research. Patterns of experiences from participants of the same social group (students in the AVID program) that had played the college-ready game were observed through an interpretivist lens. Data from interviews were unitized and sorted into categories. </p><p> Secondary AVID classrooms who most widely use the game were chosen for the selection of participants. The classrooms are located in Title I and Non-Title I campuses to help ensure diversity of the participants. </p><p> The emergent patterns of responses conclude the following: • Game-play of <i>College Ready-the Game</i> sparked conversations that developed college-ready vocabulary. • <i>Physical movement, competition, and repetition</i> of <i>game-play</i> motivated students to learn college-ready vocabulary. • <i>Community of inquiry</i> and a <i>college-going culture</i> were established through game-play. • <i>Bank of college-ready vocabulary</i> empowered students to participate in <i>college-talk</i> and earn <i>social and cultural capital</i>. • The <i>social and cultural capital </i> led the students to the critical <i>predisposition</i> stage to pursue college with their counselors, peers and parents. </p><p> While the study adds to the literature of college readiness, future qualitative studies are recommended to uncover the experiences from a variety of student and parent populations, such as speakers of other languages. Longitudinal quantitative studies are recommended to discover the effects of students who play <i>College Ready-the Game</i> throughout their school years. </p><p>
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Heine, Jennifer Miers. "Staff Development Methods for Planning Lessons with Integrated Technology." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3343/.
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This study compared cooperative and individual staff development methods for planning lessons with integrated technology. Twenty-three teachers from one elementary school participated in the study. The sample was the entire population. Nine participants were assigned to the control group, and fourteen participants were assigned to the experimental group. Names of participants were randomly drawn to determine group assignment. Participants in the control group worked individually in all three staff development sessions, while participants in the experimental group chose a partner, with whom they worked cooperatively in all three staff development sessions. Each participant or pair of participants submitted a lesson plan prior to participation in three staff development sessions. Following the sessions, each participant or pair of participants submitted a lesson plan. Three independent raters rated lesson plans to determine the participants' respective levels on the Level of Technology Implementation Observation Checklist (Moersch, 2001). The ratings of the lesson plans submitted before the training were compared to those collected after the training using a two-by-two mixed model ANOVA. The occasion (pre- vs. post-test), group, and interaction variables were all statistically significant at the .1 level; however, only the occasion variable had a strong effect size. These data suggest that (1) all teachers who participated in the training, whether individually or cooperatively, were able to develop lesson plans at a higher level of technology implementation and (2) cooperative staff development methods had no advantage over individual staff development methods with respect to teachers' ability to write lessons with integrated technology.
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Hall, Michelle Raegan. "Presence of Instruction regarding Technology Leadership in Texas University Principal Preparation Programs: An Exploratory Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157569/.
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This study investigated the presence of technology leadership components in Texas principal preparation programs. Programmatic and course information of principal preparation programs holding accreditation with Texas Education Agency were analyzed to determine presence of technology leadership instruction. Results were compared with Shrum et al.'s 2011 research, and showed a slight increase in presence. This study also examined possible differences in technology leadership components based on if the course was delivered online, face-to-face, or blended. Results showed a stronger presence of technology leadership in online courses. Additionally, the degree of alignment of technology leadership components being taught in principal preparation programs in Texas with the International Society for Technology in Education was explored. Results showed a positive correlation between technology leadership components instruction with the International Society for Technology in Education.
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Carbo, Molly Jean. "Creating a technology use plan: An on-line handbook for site technology leaders." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1260.
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The goal of this project is to design and develop an on-line manual that will serve as a reference tool for teachers, administrators, school board members, parents, and interested community members who have an interst in creating an effective Technology Use Plan.
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Mortensen, Carolynn. "Contextual Factor Profiling: Teacher-Created Classroom Website Design in Texas High Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/449.
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With increasing student access to technology and the Internet, Texas school districts have invested in content management systems (CMS), improved technology infrastructure, and professional development with little research available about best practices and current use of class websites. Using the technological pedagogical content knowledge (TPACK) framework, this study investigated how contextual factors predicted the number of website components related to the teacher information, communication, classroom management, and teaching content section of a class website designed by a Texas high school teacher. This quantitative, predictive correlational research design included data collected from a proportional allocation of 191 Texas high school teacher websites representing 20 geographic areas, 5 content areas, 5 grade levels, Title 1 designation, campus enrollment levels, and self-reported teacher technology readiness. Multiple regressions revealed the campus' Title 1 designation was a significant predictor of the number of teacher information and teaching content components included on the class websites of Texas high school teachers. The study revealed that opportunities to access online resources through class websites were reduced for students in Title 1 designated schools. Several possibilities that positively contribute to social change were discovered. Educational decision makers and administrators may use this information to determine where expenditures should be made to ensure development of class websites that meet students' needs. Estimates show a 2-day professional development to create class websites for Texas secondary teachers would cost $93,237,200. Ensuring funds spent results in sites that provide optimal academic support to students could improve learning and bring significant social change.
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Ice, Laura R. "The Longitudinal Impact of Technology Immersion Through a One-to-One Mobile Technology Program on Reading and Math Performance in a Rural Title I Public School District." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804959/.
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In conjunction with the Texas Technology Immersion Pilot program (TIP), the State of Texas implemented a four-year annual evaluation called the Evaluation of the Texas Technology Immersion Pilot (eTxTiP). It focused on the technology immersion experience through one-to-one mobile technology of sixth grade students in 22 selected middle schools. Initial findings suggested academic growth, especially in math, increased rigor of student work, greater teacher collaboration, a more positive school environment, and transformation of instructional practices. This study focused on one of the original schools selected to participate in the TIP program, exploring the impact over time of one-to-one mobile technology on one group of students over an 8-year period beginning with their third grade year. The selected school’s demographic makeup reflected a large number of schools within the state, including its size, rural location and economically disadvantaged student population. Based on an interrupted time series design, state assessment data was analyzed using a piecewise growth model. The study revealed no statistically significant academic growth in reading and math performance among the participants.
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Brown, Shelia. "An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28399/.
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The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.
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Schneiderheinze, Arthur. "Adoption as mediated action : how four teachers implemented an innovation cluster /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091966.
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De, Jong Stephanie Lyn. "Practicing teacher perceptions of technology and technology integration in K-12 education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2680.
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This cross-sectional study assessed participants' perceptions of classroom technology integration and compared them to variables such as years of teaching experience, age, gender, computer access, technology training and level of technology adoption in the classroom.
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Al-Awidi, Hamed M. "Current and Future Trends in Computer Use in Elementary School Settings." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2208/.
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The study examined current and future trends in computer use in elementary school settings. A survey instrument was developed and validated for distribution to a random sample of 200 technology coordinators in the public school districts in the state of Texas from whom 95 responses were received. The survey instrument was used to obtain information about five areas of computer use in elementary schools. These areas are: physical configurations, instructional uses, implementation issues, training and staff development, and Internet use. The study found that all public school districts that participated in the study have acquired computer hardware in their elementary schools. In addition, some other advanced computer technology components are starting to be found in elementary schools, such as teacher workstations, CD-ROM, interactive video, computer multimedia, LCD panels, and laser printers.
Respondents reported that elementary school teachers in their districts have incorporated computers into their classrooms as an instructional tool and many changes have occurred in teachers teaching styles due to computers. However, there are some problems that hinder the effective use of computers. The major problem is lack of training. A high percentage of respondents, 81.3%, indicated that the majority of their elementary school teachers had completed less than 30 hours of technology related professional development. Another problem was lack of funding which prevents most school districts from acquiring computer hardware and software.
Currently, elementary schools in 87% of districts that participated in the study are connected to the Internet and the plan is that by the year 2001 all elementary schools will be connected.
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Ayers, Joseph J. "Exploring the Dual-natured Impact of Digital Technology on Student-classroom Engagement in a Texas Public High School." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822755/.
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The past decade has become rife with an eagerness to integrate new digital technology into teaching. While there have been decades of research done on the importance of curriculum and pedagogy on student engagement, findings of actual technology integration are scarce. Moreover, what does it take to engage students in classroom activities and lessons when technology is introduced? The purpose of this study was to explore how digital technology, when integrated into classroom teaching and activities, impacted the students-classroom engagement based on the interim-cognitive, meta-cognitive, motivational, and behavioral markers. This was explored in a Texas public high school across the four core classes (English, Math, Science, and Social Studies. Data was collected in the form of observational field notes, transcripts of recorded lessons, and Likert-scaled surveys. Thematic analysis was used in analyzing qualitative data, Pearson’s correlation of those components found by factor analysis verified three of the five themes identified from the thematic analysis with statistical significance. The findings suggest that mere use of technology does not have a profound impact on student engagement. Instead, technology tends to amplify the existing classroom culture and social norms agreed upon between the teacher and their students. Texas teachers and students are also redefining the meaning of curriculum to include technology as a result of the attempted integration. This research finds that students’ hands-on activities under teachers’ guidance with the use of technology excel when teachers are molding digital work.
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Royal, Joy. "Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115150/.
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The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary for student success in the future. Federal, state, and districts are addressing this need and have written technology plans to address 21st century skills needed. the purpose of this dissertation is to contribute to the knowledge of 21st century educational technology. the data includes seven recorded interviews from two separate research projects covering two models of education as teachers discuss teaching, learning, and technology. the data studied determines how educational technology perceived in the school environments has been integrated into the classrooms. the initial scripting of video interviews from two research projects began the analysis of data. Particular themes emerged in response to questions established by the two separate research projects focused on classroom, school, and district environmental arrangements that examined; teaching responsibilities and practices; student learning opportunities; and how technology is woven throughout instruction. Further exploration of themes stemmed from analysis conducted with the qualitative software program, NVivo 9. the themes discussed in this paper relate to instructor perceptions of teaching, learning, classroom procedures, and the role technology plays in each. Also noted are the factors beyond the teacher’s responsibility and set rules that include the school environment, district expectations, and supported teaching strategies for the schools. the teachers expressed their view that technology is an important support for learning and that they used technology to accomplish many of the tasks related to supporting teaching and learning. As perceived by the teachers, a major component that surfaced as a result of the analysis was children’s technology use was most drastically influenced by the expectations of the instructional leader to develop and the need to foster 21st century learning strategies such as critical thinking skills, self-assessment, and problem solving. Therefore, the school environment and expectations of the administrative level of management in the school systems, made the most impact on the learning opportunities the students were afforded where technology was an appropriate tool for learning.
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Garchinsky, Christopher Richard Dugan Marion. "Planning for the continuity of a school's vision and culture before leadership succession events /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2997.
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Johnston, Christopher J. "Pre-service elementary teachers planning for mathematics instruction the role and evaluation of technology tools and their influence on lesson design /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4586.
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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 185. Thesis director: Jennifer M. Suh. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 180-184). Also issued in print.
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Braat, Christopher J. "Perceptions of Two Educational Technology Standards: A Case Study of an Ohio Urban K-12 School District." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1257300199.
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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 67-76). Available online via the OhioLINK ETD Center and also available in print.
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Melendez, Sandra J. "The role of the Campus Technologist in diffusing innovation at a Central Texas high school." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2385.
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This study examines the role of the Campus Technologist in diffusing innovation at the Central Texas High School. The study defines the CT position, its evolution and the effects of the position on the diffusion of innovation. The study further examines the relationship of the CT with the facilitation, infusion and integration of technology in the classroom at the Central Texas High School. Interview and survey data from both the CT and the faculty provided insight and findings that indicate the role of the CT has evolved. The evolution of the CT position was found to be characterized as three distinct roles a pedagogy specialist, a content specialist and a technology specialist. The study also investigated teacher perception, utilization frequencies and data patterns in relationship to the role of the CT at the Central Texas High School. Finally, the study examined technology integration in the classroom and provided findings in a frequency distribution of technology application practices and integration applications by teachers in their classrooms at the Central Texas High School.
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Lo, Tak-ming Dominic, and 盧德銘. "Strategic planning of IT use in teaching and learning in schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31269096.
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Granillo, Lilia Reyes. "Teacher attitude towards technology: Usage in K-2 classrooms." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2606.
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This thesis is designed for teachers in early elementary education. It focuses on how and if, these teachers are integrating technology while meeting the many State Standards required by the State of California.
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Jund, Nicole C. "Strategic Design: Developing Community Relations in a Texas School District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849729/.
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School leaders often contemplate implementing measures that will increase community and parent involvement in schools. There is a shortage of research that concisely takes school leadership through a process that details how to integrate parent and community input in a school transformation initiative and careful analysis of student outcomes. Within this study, I provide an in-depth look at one school district’s efforts to engage its community through strategic planning and mission and vision redesign. This process includes community involvement at every phase. For the purpose of this study, community refers to both community members who do not have children in the school system and parents of current students. In this study, I outline the inception of the transformation effort, the ongoing efforts to include community input in decision-making and campus implementation, and finally a review of the overarching impact on leadership, staff, students and community. Data collection analyzed in this study include assessment data, survey data, discipline data and walk through data collected by the school district.
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Fox, Evelyn Leonhardt. "A Study of the Extent to Which Institutional Strategic Planning Serves as a Guide for Technology Planning in Tennessee Board of Regents Institutions." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/659.
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Literature indicates that strategic planning is an effective method for serving as a basis for technology planning. Strategic planning calls for the description of resources needed to support the goals and objectives of the plan. From these descriptions, technology planners may develop a technology plan.
This study sought to determine, in Tennessee Board of Regents (TBR) institutions, the extent to which strategic planning served as a guide for technology planning. In a quantitative survey administered online to 150 invited participants, 92 or 61% responded. Results indicated that TBR schools valued the strategic plan as a method of communicating technology needs. Demographic data collected indicated that there were little to no differences among respondents from two or four year schools or between or among respondents holding different job titles with regard to the value of the strategic plan as a technology planning guide.
The study invited open-ended comments for each closed-ended question asked. The questions and comments led to the following conclusions. The budget drives the planning process. Plans are made and priorities set. At budget time, money for technology may be cut, but very little change in goals takes place.The planning process or results of the planning process do not permeate to every level in institutions.Chief information officers know more about strategic planning than chief academic officers or deans/directors/coordinators know about the technology planning process.
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Santos, Eulalia Arias. "Currículo e tecnologia: estudo de caso sobre a Plataforma Foco Aprendizagem como apoio no planejamento escolar." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20533.
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Previous issue date: 2017-09-11<br>Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This research is carried out for the interest of analyzing the school planning to describe its collective construction in the school. To do so, it analyzes the trajectory carried out by a group of educators, in a public school in the city of São Paulo, supported by the proposal instituted by SEE SP with the support of the technological tool, Platform Foco Aprendizagem, in development, in the state schools of São Paulo. In this sense, the present research seeks to promote reflections aimed at pedagogical making, so the planning and the facilitating instruments that enhance the fulfillment of the Curriculum, become a relevant initiative, so that the educator becomes a subject of action. The reflection that is made, is that planning requires a reflection commitment, in this way, in this research will be contemplated, particularly, reflection on school planning supported in the Learning Focus Platform, aiming at the re-signification of the educational practice that has its development in the significant learning of the student<br>Esta pesquisa se insere na Linha de Pesquisa Novas Tecnologias na Educação, do Programa de Pós-graduação em Educação: Currículo. Versa sobre o planejamento escolar buscando descrever sua construção coletiva na escola. Para tanto, analisa a trajetória realizada por um grupo de educadores, em uma escola pública do município de São Paulo, sustentado pela proposta instituída pela SEE SP com o apoio da ferramenta tecnológica, Plataforma Foco Aprendizagem, em desenvolvimento, nas escolas estaduais paulistas. A presente pesquisa busca promover reflexões voltadas ao fazer pedagógico, assim o planejamento e os instrumentos facilitadores que potencializam o cumprimento do Currículo, se tornam uma iniciativa relevante, para que o educador se coloque como sujeito da ação. A reflexão que se faz, é que planejar exige compromisso reflexão, desse modo, nesta pesquisa será contemplada, particularmente, a reflexão sobre o planejamento escolar apoiada na Plataforma Foco Aprendizagem, visando a ressignificação da prática educativa que tem o seu desdobramento na aprendizagem significativa do aluno. Conclui-se que a escola está traçando sua trajetória na direção de uma nova construção do planejar-avaliar-replanejar da prática pedagógica
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Prishker, Nydia. "Knowledge, Attitudes and Practices of Teachers on the Use of Technology Applications with Children: A Survey of PK-5 Teachers in a South Texas Region." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248412/.
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This quantitative methods study explored the knowledge, attitudes and practices of PK-5 teachers on the use of technology applications in the classroom. The Texas State Board of Education has set in place standards for technology applications that require the use of technology applications across all grades. Likewise, the American Academy of Pediatrics (AAP) published new guidelines on the use of technology by children. However, it is the responsibility of teachers to implement and embed these standards, while also paying attention to the recommendations of the AAP. I developed a survey that provided demographic information, and included 12 items to measure the knowledge, attitudes and practices of teachers of technology applications in the classroom. Participants included 251 PK-5 teachers from three different districts in a South Texas region. Multiple regressions were conducted for each of the constructs produced by a factor analysis. Knowledge and attitudes presented no statistically significant results from individual teacher characteristics, but there were statistically significant differences on attitudes by districts. The regression analysis for practice reported a statistically significant difference between teachers that held a master's degree and those who did not. I conclude that technology applications implementation in the PK-5 classrooms is still developing and evolving, but there is still no consistency across districts, and further research in this matter is still needed.
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Helsel, Sandra Kay. "A set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184372.
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It was the purpose of this study to develop a set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc. That set of criteria, referred to herein as the EIVD Curricular Base, consists of six sets of guidelines corresponding to Eisner's (1985) curriculum typologies: Development of Cognitive Processes, Curriculum as Technology, Curriculum for Personal Relevance, Curriculum for Social Adaptation, Curriculum for Social Reconstruction, and Academic Rationalism. The set of criteria was developed through the examination of three primary research questions: (1) What ways have those elements Beauchamp (1981) deemed necessary for any curriculum theory (definitions, values, design, engineering, and regeneration) been operationalized in Eisner's six curriculum typologies; (2) To what extent do interactive design characteristics identified by DeBloois (1979) apply to curriculum theory; (3) How can the ability of videodisc to simulate reality be integrated into the set of criteria? Further, the proposed set of criteria was critiqued against sample educational videodiscs to establish its veracity. The results of this study indicate that the Cognitive Processes curricular typology utilizes the potential of educational interactive videodisc to a greater extent than any other curricular typology in the EIVD Curricular Base. Therefore, it is recommended that an in-depth exploration of the Cognitive Process set of criteria be initiated. Ideally, the exploration would result in the research, design, production, use and evaluation of an actual videodisc program. Several, more general, recommendations regarding education's use of videodisc technology and courseware complete this study.
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Schneider, Shereé Ann. "A Study of the Integrated Alignment of Technology and Organizational Strategic Planning in Small Private Liberal Arts Colleges and Universities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1668.
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The purpose of this study was to determine the relationship between technology planning and strategic planning in small private liberal arts colleges and universities that were members of the Appalachian College Association (ACA). The objective of the study was to determine if the technology initiatives were appropriately aligned to the institutional strategic plans. I sought to discover the perceptions of key administrators within the ACA institutions regarding their role in the planning processes at their institutions and to determine if the planning processes were effectively used as a tool for adequately communicating technology needs to their departments.
Participants in the study consisted of administrators from institutions who were members of the ACA and served in the capacities of first-level academic, administrative, or information technology administrators (vice president, chief operating officer, etc.) and the second-level administrators who reported to them. Key administrators were selected based on their role as institutional planners for either strategic or technology initiatives. An online survey instrument was used to collect the data. The survey was developed using a framework based on published research identified and outlined in the literature review.
The survey consisted of 25 questions that required either a yes or no answer or a 5-point Likert scale answer. Survey data were analyzed using descriptive and inferential statistics. The study showed no significant relationship between the positions of administrators or based on the size of the institution measured in FTE enrollment regarding their perception that technology is an integral component of the strategic planning process at their institution. The study also indicated there was no significant relationship between the positions or based on size of the institution measured in FTE enrollment that key administrators were involved in planning for technology within their institution. In addition, the study indicated there was no significant relationship between the positions or based on size of the institution measured in FTE enrollment that institutional budgets were aligned with the process of strategically planning for technology during the strategic planning process.
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Kelly, Mary L. "The use of multimedia technology to enhance self-determination skills & encourage student leadership in educational goal planning for post-secondary students with Asperger syndrome." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297935.
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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0936. Adviser: David Mank.
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Doucette, Carol Elizabeth. "Factors affecting technology integration: A K-12 Inland Empire profile." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1158.
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In this thesis, a survey design was used following closely the objective of descriptive research. The idea was to take a sample of the population of teachers in the area, gather demographic data, and find out if the reasons they fail to fully integrate technology into their classrooms can be attributed to skill deficiency, motivation, lack of environmental support or a combination thereof.
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Ho, Feng-Wen. "Conceptual guidelines for educators in the development of their first educational websites." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2065.
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The Internet is a revolutionary technology that is bound to change every aspect of society and the educational system in particular. Following the rapid spread of the Internet, the new developments in the World Wide Web (WWW) technology have created a high level of interest and enthusiasm among many educators.
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Forst, Marie Bess. "Zoophonics keyboards: A venue for technology integration in kindergarten." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2560.
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The purpose of the project was to create a program of instruction that seamlessly meshed with my current emergent literacy curriculum, a popularly used phonics program entitled Zoo-phonics, which can easily be applied by other kindergarten teachers using the same phonics instruction program.
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Maninger, Robert M. "The Effects of Technology Integration Techniques in Elementary Mathematics Methods Courses on Elementary Preservice Teachers' Computer Self-Efficacy, Software Integration Confidence, and Lesson Planning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4307/.
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The purpose of this study was to demonstrate the effect of computer technology integration techniques on preservice teachers' feelings of computer self-efficacy and feelings of confidence in software integration. It was also the purpose of this study to interpret these preservice teachers' confidence in using computer technology integration techniques in their own planning and instruction during student teaching. The participants in this study were from two intact, non-randomly-formed classrooms. They were 27 preservice teachers enrolled in the College of Education at a university in north central Texas in two sections of a course entitled EDEE 4350, Mathematics in the Elementary School. This study was quasi-experimental, with a nonequivalent pretest-posttest control group design. The independent variable was the type of instruction experienced in an elementary mathematics methods course: novel instruction with specialized computer technology integration techniques versus traditional instruction with no specialized technology integration techniques. The dependant variables were measured using the following instruments: the Demographic Data and Previous Context Use of the Computer Survey which described participants' demographics and their previous usage of the computer; the Self-Efficacy With Computer Technologies Scale; the Preservice Teacher Software Integration Confidence Scale; and the Lesson Plan Infusion/Integration Scale.
The results of the data analysis revealed, through the inferential statistics run on the Self-Efficacy with Computer Technology Scale pretest and posttest, that there was no statistically significant difference between treatment groups (p < .05). The posttest-only Preservice Teachers Software Integration Confidence Scale revealed a statistically significant difference between treatment groups (p < .05). The posttest-only Lesson Plan Technology Infusion/Integration Scale revealed no statistical significance between treatment groups (p < .05). The study provides insight into the benefits of instruction in specific software integration techniques instruction. It suggests that when preservice teachers are given instruction in specific computer software integration techniques, they are more confident in the use of those techniques.
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Brogdon, Sherri Gorham. "Relationships between perceptions of personal ownership of laptop computers and attitudes toward school." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9792/.
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The feeling of ownership is a topic of research that has not been addressed as a component in the integration of technology in the K-12 classroom. The effectiveness of this abstract concept in relationship to digital computing is important in the evaluation of one-to-one initiatives in education. This paper reports findings of a research study conducted using a new ownership survey instrument I developed, the Laptop Usage Inventory (LUI). Also administered during the study was the Student Attitude Survey given in a pretest/posttest design. The instruments were administered to seventh and eighth grade students in a north Texas middle school in the 2007-2008 school year. The methodology used to evaluate the Laptop Usage Inventory consisted of Cronbach's alpha and various scaling methods. LUI scale scores were correlated with the results of the Student Attitude Survey to compare students' attitudes toward school before and after using a laptop computer for the school year. Implications for laptop initiatives and for the classroom are discussed and a future research agenda is presented.
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Sitko, Deidre Ellen. "Kennedy coyotes and computers: A technology training program for Kennedy School." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1327.
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