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Dissertations / Theses on the topic 'Educational technology'
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Boyd, William Patrick. "Bring your own technology| The effect of student-owned technology on student engagement." Thesis, Trevecca Nazarene University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706805.
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<p> The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.</p>
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Galla, Anthony James. "Educational Technology: Leadership and Implementation." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/257.
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The purpose of this study was to evaluate two important aspects of educational technology: leadership and implementation. The research conducted in this study aimed to assess three aspects of leadership as it relates to educational technology: leadership that supports the technology implementation process, leadership that supports the change associated implementing technology, and leadership that supports a culture that embraces technology. An additional purpose of this study was to evaluate the process, procedures, and actions of implementing educational technology at three Catholic elementary schools in ways that foster a culture that promotes a supportive disposition towards educational technology.
The data from the interviews, document reviews, and site observations revealed that leadership styles and practices that support the adaptation to change and a culture that can embrace technology are vital to the educational technology implementation process. This study confirmed literature that contends that partnership, collaboration, and ownership from all stakeholders are essential conditions in being able to cultivate change and sustain a culture that embraces technology. In addition, this study identified and discusses the significance of effective educational technology leaders, professional development, the establishment of a vision, mission, and plan, proper technology maintenance, and the idea that technology is a resource that is meant to enhance rather than replace teaching and instruction.
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Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.
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Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.
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Al-Musawi, Ali Sharaf Ali. "Perceptions of quality in British higher education centres for educational technology and their implications for educational technology at Sultan Qaboos University." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294695.
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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.
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O'Neil, Kason, and Jennifer M. Krause. "Physical Education Faculty Use and Self-efficacy Towards Educational Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4023.
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Currently, increased attention has been placed on the development of physical educators who have the skills and confidence to implement educational technology to enhance student learning (InTASC 2011; CAEP, 2015). Though research of in-service and pre-service teacher perceptions towards educational technology has been examined (Juniu, Scrabis-Fletcher, Zullo, E., & Russo, 2015; Tondeur, Sang, Voogt, Fisser, & Ottenbreit-Leftwich, 2012), little focus has been placed on perceptions of physical education teacher education (PETE) university faculty. Due to the influence that faculty have on pre-service teachers through modeling and other experiences that can affect self-efficacy and future behavior, it is important to learn more about their beliefs (Bandura, 1997). The purpose of this study was to examine PETE faculty self-efficacy perceptions, as well as overall experience, using, demonstrating, and advocating for educational technology within their PETE programming. A random sample of PETE program faculty in the United States were solicited to participate in an online survey measuring their use and self-efficacy towards educational technology. A modified version of the Educator Technology Self-Efficacy Survey (ETS-ES) (Gentry, Baker, Thomas, Whitfield, & Garcia, 2014), was used to measure said self-efficacy perceptions. The online survey consisted of descriptive items, such as personal and PETE program demographics, as well as self-efficacy items measuring confidence in using specific forms of technology and confidence applying and promoting technology in a classroom setting. A total of 76 PETE faculty members (60% female, 40% male; M age = 47.5, SD = 11.4; M years PETE experience = 14.3, SD = 10.6) from 35 states completed the survey. Overall self-efficacy scores (M = 3.7, SD = .96; 1-5 scale, strongly disagree-strongly agree) showed that PETE faculty felt generally confident in their abilities to use technology in their teaching, with specific high scores associated with confidence in (a) staying relevant in the digital age, (b) overall technology knowledge, and (c) relating technology to educational content. In addition, with regard to specific technology tools, faculty revealed the highest confidence in using and demonstrating mobile devices, pedometers, LCD projectors, and mobile laptop stations and the lowest confidence in using accelerometers, smartboards, and classroom management software. Results of this study suggest that PETE faculty are generally confident in their uses of technology within the PETE environment, which may positively influence the technology skills and confidence of pre-service physical education teachers (Bandura, 1997).
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King, Melanie R. N. "The realist evaluation of educational technology." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/27554.
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PURPOSE. This thesis considers the best way to address the challenges faced by educators, institutions and funding bodies trying to not only develop and implement educational technology successfully but tackle the challenge of understanding and evidencing what works (and what does not) and why. The aim of the research was to find and validate an evaluation method that provided usable and useful evidence. APPROACH. A range of evaluations were undertaken to elicit the strengths and weaknesses of different approaches, augmented by drawing upon the experiences and outcomes published by others. An analysis of the issues was made and significance of the problem established. The problem being premature timing, unsuitable models, rapid change, complex implementation chains, inconsistent terminology, ideology and marketisation. A tailored realist evaluation framework was proposed as an alternative method and it was tested to evaluate an institutional lecture capture (LC) initiative. FINDINGS. The theory-driven realist approach provided a level of abstraction that helped gather evidence about wider influences and theories of potential future impact of the LC programme and its linked policy. It proved valuable in generating real and practical recommendations for the institution, including what more could be done to improve uptake and support embedding in teaching and learning, from practice, policy and technological points of view. It identified some unanticipated disadvantages of LC as well determining how and when it was most effective. PRACTICAL IMPLICATIONS. A Realist Evaluation of Technology Initiative (RETI) framework has been produced as tool to aid the rapid adoption of the approach. Recommendations for future research and seven guiding principles have been proposed to encourage the formation of a community of realist evaluative researchers in educational technology. ORIGINALITY/VALUE. The rigorous application of a tailored realist evaluation framework (RETI) for educational technology (including the development of two Domain Reference Models) is the primary contribution to new knowledge. This research is significance because it has potential to enable the synthesis of evaluation findings within the sector. This will enable an evidence-base of what works, for whom, in which contexts and why, ultimately benefiting policy-makers and practitioners to support better informed decision making and investment in education.
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Rintala, Gerald O. "A preliminary educational technology maturity model." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289159.
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The current technological revolution has necessitated a new way to view the maturity of its computing environment within a given educational system. Adapting a model from the software industry which assesses the maturity of an organization, the researcher has developed an educational technology maturity model consisting of two dimensions: technology availability and teacher fluency with that technology. The purpose of the model is to locate a particular school within a given school district on a concept grid consisting of Technology Availability on an X-axis, and Teacher Fluency on the Y-axis. The continuum for each of the axes range from a Level 1 (the lowest) to a Level 5 (the highest). One of the uses of such a model is to give a school district a means to assess individual schools against a baseline within the district. This information can assist in the development of a technology plan if none exists, or to revise an existing plan to accomplish the goals of the district. Future uses may include relating technology assessment to achievement scores in schools or districts.
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Roberts, Heidi E. "Technology in education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000robertsh.pdf.
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Mustafa, Muhannad Khazer. "The use of educational technology in teaching Islamic education in Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247397.
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Cabellon, Edmund T. "Redefining Student Affairs Through Digital Technology| A Ten-Year Historiography of Digital Technology Use by Student Affairs Administrators." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013238.
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<p> The student affairs profession is at a crossroads (Torres & Walbert, 2010) given digital technology’s growth and the academy’s administrative expansion (Bowen, 2013). Student affairs administrators must simultaneously respond to digital technology’s implications in students’ lives (Kirschner & Karpinski, 2010) and to new state and federal compliance mandates connected to their expanding campus roles (Dungy & Gordon, 2010). Student affairs leaders acknowledge that these competing priorities demand more nimble responses (Manning, Kinzie, & Schuh, 2013; McClennan & Stringer, 2009). Significant research (Barr, McClennan, & Sandeen, 2014; Elkins, 2015; Dungy & Gordon, 2010; Junco, 2014; Kuk, 2012; Torres & Walbert, 2010) highlights that student affairs administrator‘s digital technology use can augment traditional in-person co-curricular student experiences; yet, minimal research exists on how student affairs administrators utilize digital technology. </p><p> This qualitative, historical, interpretive study analyzed student affairs administrators’ digital technology use from 2005 to 2015. Three research questions and three sub-questions framed the research design, which utilized three data sources. The researcher conducted (N=16) interviews with student affairs professionals and educators. Elite interviews (N=5) were conducted with some of the earlier student affairs digital technology adopters, while (N=11) key informant interviews were conducted with administrators who started their professional careers in 2005. (N=206) documents, including conference presentations and publications, were collected through the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA)’s websites. Data were analyzed in-case and across cases to highlight overall themes and a progressive timeline of how student affairs professionals used digital technology throughout their work. Using the futurology lens, the researcher envisioned how student affairs should use technology over the next ten years. </p><p> Analysis revealed that since 2005, student affairs administrators utilized digital technology to build capacity in their campus work, augment existing engagement efforts with students, faculty, and staff, and inspire change within and outside of their institution. Additionally, a historic timeline described how NASPA and ACPA provided limited, yet progressive, digital technology professional development education. </p><p> Student affairs administrators, professional organizations, and academy leaders leading digital technology implementation efforts might utilize the researcher’s recommendations as a starting point to catalyze the academy’s ongoing evolution.</p>
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Parton, Becky Sue. "Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5352/.
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The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher level of technology integration. A secondary goal was to determine if deaf educators who are deaf integrate technology at a higher level than their hearing counterparts. The instrument chosen for this study was the LoTi Technology Use Profile, a tool used to explore the role of technology in the classroom. A total of 92 participates were included in the study of which 48 were regular educators and 44 were deaf educators. The participants were selected from a population pool whereby teachers were presumably pre-disposed to using technology based upon their attendance at a technology training session in the form of a conference or a class. Deaf educators as a whole did not perform as well as general educators on the LoTi scales. Given the fact that the technology-minded general educators who comprised the sample population of this study scored exceptionally high on the LoTi scales, further research is needed to ensure comparability between the two groups. The findings of the current study do suggest, though, that deaf educators who are deaf have the potential to integrate technology to a greater degree than deaf educators who are hearing. Thus, a primary recommendation is to conduct a national LoTi survey of typical, rather than technology-minded, deaf educators as a comparison to the 2004 national survey of typical general educators.
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Damerji, Hassan. "Technology Readiness Impact on Artificial Intelligence Technology Adoption by Accounting Students." Thesis, University of La Verne, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=27547476.
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Artificial Intelligence (AI) is the way forward in accounting and auditing. The purpose of this study was to examine the relationship between accounting students’ level of technology readiness (TR) and AI technology adoption (TA). This quantitative study examined the independent variables of TR, perceived ease of use (PEOU), and perceived usefulness (PU) and the dependent variable of TA. Moreover, the present study examined the mediating effect of PEOU and PU on the relationship between TR and TA. The present study was related to individual accounting students’ perceptions of TR and TA. Student participants (n = 101) recruited for this study were randomly sampled from 2 universities in Southern California, the United States. An online questionnaire consisting of 30 items regarding perceptions of TR, PEOU, PU, and TA was administered. The bivariate correlation and regression between variables showed that TR, PEOU, and PU positively influence TA; TR positively influences PEOU and PU; and PEOU positively influences PU. Mediation analysis showed that both PEOU and PU mediate the relationship between TR and TA. Because of the significant relationships among variables, the model met the criteria for technology readiness and acceptance model (TRAM) and Model 6 of process mediation. This study adds to the empirical research regarding the relationships between the constructs of TR and TA of AI within higher education, in which there is a gap in the literature. The study contributed by applying the TRAM construct to the use and adoption of AI. TR, PEOU, and PU are important constructs within higher education and predict AI TA by accounting students. Additionally, TR is a precursor to PEOU and PU of AI for this population. For practice, universities should enhance use perceptions by creating opportunities for accounting students to interact with AI. Effective adoption of AI in accounting curricula aimed at enhancing students’ perceptions is essential to increase their adoption of AI and overall career readiness. For research, replicating the study at other universities, examining other factors that influence students’ adoption of AI, and exploring other AI topics in higher education could expand the literature on technology readiness and TA of AI.
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Thompson, Laura C. "How Arkansas Band Educators Use Technology for Music Education and Their Attitudes towards This Technology." Thesis, Arkansas State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861515.
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<p> This study was conducted in order to understand the types of music technologies band educators in the state of Arkansas were using, their attitudes towards technology, and the implications training, during undergraduate and through professional development, had on the frequency of use. Arkansas Music Educators (n = 64) completed an online questionnaire containing demographic information, selection of music technologies, agreeability/disagreeability to statements about music technology, frequency of use, descriptions of technologies, and description of how they felt music technology should be used for the purpose of learning. Regarding training in undergraduate professional development for music technology use, there appeared to be no difference between the increase of music technology usage and the increase of more training. Results suggest that participants have an overall “good” attitude towards technology with the stipulation that it should be considered a tool, students and teachers receive appropriate training, and it should be used efficiently.</p><p>
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Sawyer, Laura M. "Perceptions and Practice| The Relationship Between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273177.
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<p> This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the <i>Technology Uses and Perceptions Survey</i> (TUPS) and the <i>Technology Integration Matrix- Observation</i> (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relationship between perceptions and technology integration, as well as the overall predictive value of teacher perceptions on technology integration level. Both were found to be statistically significant; a low-moderate relationship existed between the TUPS and the TIM-O, and the TUPS was found to be a predictor of the TIM-O level. In addition, multiple regression was used to determine the relationship between each of the seven areas of the TUPS and the TIM-O level, as well as the predictive ability of each of the TUPS domains on the TIM-O level. Although none of the domains had a statistically significant relationship or predictive value, several subgroups had significant findings in the domains of confidence and comfort, and skills and usefulness. This study supports previous research in teacher perceptions and beliefs and furthers the research by including predictive relationships. Administrators, professional developers, and support staff can use these findings to target teacher professional learning opportunities in technology integration.</p><p>
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Russell, Gregg. "Strategic Leadership in Technology Implementation| A Case Study on the Principal's Role in Classroom Technology." Thesis, Northwest Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813492.
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<p> There is a high demand to incorporate technology into schools. Technology has infiltrated our society, and principals must learn to leverage technology to enhance learning while preparing students for a digital world. This case study examined principal leadership during a technology implementation in four public schools. The research was designed to investigate which specific actions principals take to promote technology in a school setting. McRel’s change management process was used as a theoretical framework in which to view the leadership of the participants. Methodology for the study included qualitative interviews and observations. A quantitative survey was used to run a Principal Component Analysis. Findings indicate that principals who strategically create a vision, provide resources, develop strong lines of communication, and systematically manage the change process, develop supportive cultures that promote innovation, and student-centered learning. Factors that support technology included managing change and communicating with stakeholders. This study identified five leadership responsibilities which, when used in conjunction with McRel’s second-order change process, enhanced a principal’s effectiveness. Findings would indicate that strategic leadership, paired with a change management framework, can increase a principal’s efficacy in implementing technology to promote a student-centered learning environment.</p><p>
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Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.
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Educational Psychology<br>Ph.D.<br>College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.<br>Temple University--Theses
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Morelock, Joseph Stephen. "Effective Technology Implementation in Schools| Differing Perceptions of Teachers, Administrators, and Technology Staff." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3742845.
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<p> This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined. </p><p> This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology. </p><p> The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities. </p><p> The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.</p>
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Matthews, Michael Thomas. "Learner Agency and Responsibility in Educational Technology." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6532.
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Though the topic of learner agency has received relatively little discussion in the literature of educational technology, it is nevertheless a significant and actually omnipresent concern of both scholars and practitioners. Through the journal-ready articles contained herein, I show how theories of learning and certain practices of instructional designers reflect implicit positions on the agency of learners. I also discuss agency in more concrete terms as the responsibility for learning that is shared with learners in instructional design contexts. In addition, I provide practical suggestions to help designers keep the learner at the forefront of their design thinking. Through this research, I hope to make the broad philosophical concept of agency more accessible and practical, and to outline some initial directions for further inquiry and practical application in the field of educational technology.
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Jackson, CD Jr. "Educational technology: An online tutor training course." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2242.
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The goal of this online tutoring course project is to institutionalize an online tutoring training course. This instructionally designed model will target College of the Desert students serving as tutors. The students taking this course will generally be freshmen and sophomore students. A questionnaire was used to determine what the needs would be in order to build the online course.
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Yemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.
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Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by assessing key aspects of the teachers' technology proficiency and needs. A nonexperimental quantitative cross-sectional study design was used to examine the educational technology integration practices and deficiencies at the focus school. A Likert-style instrument, comprised of parts from 3 existing instruments, was completed electronically by 62 purposefully sampled certified teachers at the focus school. Descriptive statistics identified technology integration levels, training factors, and support needs of focus school educators. Correlational analyses failed to reveal any significant relationships between technology integration levels of the focus school teachers and the variables of interest: self-perceived barriers to technology integration, self-perceived confidence using technology, and participation in onsite professional development. In light of the survey findings, a 3-phase technology integration improvement plan was designed. The study yields social change for the focus school by improving their technology integration practices based on empirical evidence.
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ROARK, DENIS DAREL. "FACTORS AFFECTING THE IMPLEMENTATION OF NEW EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION (COMMUNITY COLLEGES)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188011.
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Advances in computer and video technology, coupled with their decreasing cost, have placed considerable impetus for implementation of new technology in the educational environment. While many institutions of higher education are considering implementing systems of new educational technology, the actual process of implementing change is not well understood. The purpose of this study was to attempt to gain greater insight into the implementation process. The research questions guiding this study were: (1) What are the factors associated with the implementation of new educational technology at community colleges? (2) Who are the change agents associated with the implementaon of new educational technology at community colleges? The case study methodology was selected as the most appropriate technique for this study because: (1) research involving the implementation stage of the change process has been limited; (2) the change process does not have a single theoretical basis for conducting empirical testing; and (3) the complexity of the subject being investigated. Three community colleges in the southwestern United States, which have recently completed the implementation of an innovation, were selected for the case study research. The innovation under investigation at Vernon Regional Junior College was the implementation of a microcomputer system. The subject of investigation at Dona Ana Branch Community College was the implementation of equipment to support a word processing program. The implementation of an instructional television program was studied at New Mexico Junior College. Seven factors emerged as common to all three institutions as they implemented innovation. The seven common factors were: (1) the availability of funds outside the normal operating budget to finance implementation of innovation; (2) elimination of boundary contraction; (3) individuals affected by the innovation had input into the implementation process; (4) clear channels of communication existed among those involved in the implementation process; (5) the hierarchy involved in the approval process was limited; (6) the administration supported plans to implement the innovation; and (7) measures were taken to reduce resistance to the innovation. Change agents were found to be a necessary catalyst for change and can emerge from any level of governance.
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Carraway, Deborah Louise. "Information technology governance maturity and technology innovation in higher education| Factors in effectiveness." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591474.
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<p> Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education. </p><p> Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.</p>
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Marks, Lori J., and D. J. Montgomery. "Empowering Families Through Technology." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3528.
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Ernst, Stephanie R. "Enchancing education with technology." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008ernsts.pdf.
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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.
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Arabie, Claire Pettit. "Educational Technology Tools in Learning Management Systems Influence on Online Student Course Satisfaction in Higher Education." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163286.
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<p> Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.</p>
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Puckett, James L. "The effects of integrated educational technology and science methods course on first year elementary teachers' educational technology attitudes and usage /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840028.
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Exter, Marisa E. "The educational experiences of software designers working in education/instructional technology related fields." INDIANA UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3491471.
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Kurdziolek, Margaret Angela. "Educational Technology and Teacher Perceptions: How does the technology fare in the wild?" Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/42787.
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MathWorlds is a piece of educational software that allows students to explore a variety of topics related to the mathematics of change and proportionality, utilizing dynamic graphs and animated â worldsâ . SimCalc is the package of MathWorlds software plus curriculum and teacher professional development, and has a history of significant success in single classroom studies. According to Simonsen and Kensing (1998), â users will not change the way they work to adapt to a computer system if the benefits are not significant and obvious.â While researchers know SimCalc has a significant impact on student outcomes, is this obvious to the teachers? One powerful source of information about this question is the corpus of extensive phone interviews that my colleagues and I conducted with teachers after they completed the SimCalc curriculum.
Many of our teachers recognized SimCalc as something that could be beneficial for their students. Besides raising test scores, teachers using SimCalc introduce more complex mathematical ideas to their students, which have ordinarily been considered outside a normal 7th grade math lesson. This was reflected in the phone interviews when treatment teachers mentioned more complex mathematical ideas than the control teachers. However, some treatment teachers struggled with using SimCalc because it was so different from their current teaching methods. In this case, SimCalc was not compatible with their current teaching methods. Also, for some teachers, using technology such as MathWorlds is a complex process with many hurdles to overcome. Future research must investigate ways to bridge the gaps in teaching methods and encourage more support for teachers using technology. By doing this researchers can make SimCalc more compatible for teachers with different teaching methods and reduce the number of obstacles teachers face when using technology in the classroom. With continued effort, research and support, we can look forward to the diffusion of more educational innovations such as SimCalc.<br>Master of Science
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Haupt, Maria M. C. "A Kirkpatrick evaluation of computer-integrated learning support material for technology education." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02032006-161125/.
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Ozdemir, Devrim. "The Effect Of Educational Ideologies On Technology Acceptance." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12604992/index.pdf.
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The purpose of this study is to investigate the effect of both students&rsquo<br>and academics&rsquo<br>educational ideologies on their acceptance of technology, and to find out whether there are differences in the perceived ease of use of technology, perceived usefulness of technology, attitudes toward technology, and the frequency of use of technology in education in terms of their educational ideologies.
A survey design was used in this study. The questionnaire used in the study was developed by making use of the related literature, and it was administered to 58 academic personnel and 320 students in Middle East Technical University in Ankara, Turkey during the fall semester of the 2003 - 2004 academic year.
The data gathered was analyzed with the SPSS program, using descriptive and inferential statistics where ANOVA was conducted. The results of the study showed that academics&rsquo<br>educational ideologies affect their acceptance of technology<br>specifically they affect the perceived usefulness of educational technology. Furthermore, there is an effect of students&rsquo<br>educational ideologies on the frequency of their use of educational technologies.
In conclusion, the results of this study can contribute to the literature on the factors of technology acceptance. Educational ideology is a factor affecting academics&rsquo<br>perceptions of the usefulness of technology, moreover, it is a factor affecting the students&rsquo<br>the frequency of use of educational technology.
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Whidden, Frank J. "The impact of technology access on educational achievement." Restricted access (UM), 2008. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.
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VanDykGibson, Jennie L. "K-12 Educational Technology Implementations: A Delphi Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2699.
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The use of educational technologies is a key component of education reform. In its current national technology plan, Future Ready Learning: Reimagining the Role of Technology in Education, the U.S. Department of Education asserts that educational technologies can transform student learning. Successful integration of educational technology could increase student achievement and transform the setting to bring about positive social change. The purpose of this study was to provide a group of expert panelists an opportunity to identify strategies and guidelines to create an effective educational technology plan. Data were gathered using a modified Delphi technique from 7 teachers, 8 administrators, and 7 policymakers. All had expertise in educational technologies and experience with past state technology implementations, and all used a Delphi instrument to rate statements from current research. Their recommendations confirmed the importance of each stage of Rogers' 5 stages of the innovation-decision process; the panelists also reached consensus about the role of the state and its responsibility to provide support and guidance to districts and schools when implementing educational technology plans. The results showed that an individualized approach to implementation of an educational technology innovation, rather than an organizational approach, may improve the rate of diffusion and adoption of educational technology innovations in this state's K-12 public schools. This shift in how implementations are managed could produce a more efficient and effective way to integrate educational technology innovations in U.S. K-12 schools.
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Marsh-Nation, Margaret Ann. "Educational Technology Use in Neurodiagnostic Clinical Skills Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6613.
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The current shortage of clinical sites for neurodiagnostic technology (NDT) students is limiting enrollments and subsequently limiting graduates from NDT schools in the U.S. A lack of knowledge or consensus concerning the use of educational technology in NDT clinical skills training prompted this investigation. The purpose of this study was to explore the use of educational technology in providing NDT clinical skill training. This qualitative Delphi study was guided by experiential learning theory and cognitive constructionist epistemology. Thirty expert panelists were recruited to rate the effectiveness of educational technology methods in addressing neurodiagnostic competencies for electroencephalography. Twenty-four completed round one, twenty-two completed round two and nineteen completed the third and final round. The competencies were derived by combining national competencies or practice analysis from the United States, Australia, Canada and the United Kingdom for neurodiagnostic technologists performing electroencephalography (EEG). Results of the three rounds of the Delphi study were processed using the mean value and interquartile deviation for evaluation of consensus. Consensus among the expert panelists supported the potential effectiveness of educational technology to address neurodiagnostic graduate competencies for technologists performing EEG. In conclusion, the expert panel consensus was NDT clinical skills for performing EEG can be addressed using educational technology, followed by a post-graduate clinical residency. Using educational technology and a post-graduate residency could increase school capacity. An increase in graduate numbers would help sustain the existing schools, better supply the profession, and increase public access to quality neurodiagnostic care.
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Juras, Sherrie Ann. "Digital portfolios: Advancing assessment through technology." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1951.
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The project discusses how evolving technologies used to create digital portfolios can demonstrate student achievement in virtually unlimited ways. Evidence of student growth and achievement can be documented digitally. Such evidence can take the form of text, graphics, photos, sound, video data, and can even include database records of standardized or course-end test scores and grades.
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Strickland, Jennifer Spink. "An exploration of the integration of technology into teacher education." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054699006.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 143 p. Includes abstract and vita. Advisor: Suzanne Damarin, College of Education. Includes bibliographical references (p. 135-143).
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Fitzgerald, Andrew T. "Supporting teachers' integration of technology with e-learning." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603340.
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<p> Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology’s rapid rate of innovation and change, has only increased the need to help support teachers’ development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the training module incorporated e-learning design principles, adult learning principles, and current research on developing teachers’ TPACK. To provide feedback on the design, teachers from two middle schools in Southern California were invited to use the training module, and were surveyed regarding their experiences. Results of the survey indicate participants gained knowledge and skills for using their school computer lab, integrating technology into their classroom instruction, and overall, were pleased with the e-learning training module.</p>
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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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Robinson, Carney Cynthia. "Reimaged| The Emotionally Intelligent Instructional Technology Leader." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810510.
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<p> For over forty years, researchers, policymakers, and educational leaders have promoted computer technology use within schools to enhance teaching and learning (Culp, Honey, & Mandinach, 2003; U.S. Department of Education, 2010). The effective schools literature of the 1980s suggested principals should be the instructional leader of the school building; however, school principals are often tasked with other administrative and managerial responsibilities diverting their attention from instructional technology (Lashway, 2002; Fullan 2014). Filling this gap requires a school leader who understands the importance of engaging learners with the technological advances of today’s society. Partnering with the principal, the instructional technology leader can aid to improve the school’s learning environment by influencing individual and institutional factors to support classroom technology use (Consortium for School Networking, 2009; International Society for Technology in Education, 2011). Unlike the role of the school principal, the instructional technology leader lacks authoritative power and instead relies on the ability to manage one’s own emotions and attitudes as well as the emotions and attitudes of others (teachers), a process explored in emotional intelligence theory. </p><p> Using a blend of portraiture and narrative design methodology, this study explored the experiences of instructional technology leaders under the lens of emotional intelligence. The following question framed this study: How do instructional technology leaders perceive their own emotional intelligence (EI) and the role EI plays in the implementation and integration of instructional technology in the schools they serve?</p><p>
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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.
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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the
processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity.
The activity involved digital video recording and editing, mediators which were intended
to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation.
By investigating the process of contextual interaction between learners and the
mediational elements of their environment as the activity progressed, this study intended to further understanding of preservice teacher development in at least two important ways. The aims of this study were to discover a) tangible evidence of cognitive transformation (development in the form of regulation), as well as b) aspects of professionalization into a community of skilled second language teachers (as evidenced by activity).
The present study took place in a graduate-level foreign language/TESOL
education practicum course. The activity involved the making of a digital video to
explain and exemplify a given second language instructional approach, as well as the
rationale behind and methods of targeting a specific language skill. Using theoretical
constructs previously shown to be effective in the pedagogy of teacher preparation, the
creators of this task endeavored to design a socially- and artifact-mediated activity with the potential to broaden and deepen student-teachers' pedagogical and professional
knowledge.
The student-teachers failed to engage in meaningful dialogical or critical reflection as they engaged in the task, and made no perceptible regulative movement.
What ultimately was revealed in the case of the study participants was a disconnect
between the intentions of the core-task designers and the outcomes effected by the
student-teachers. The data gleaned from this close examination of student-teacher
processes was revelatory in terms of the quantity and types of factors that appeared to
significantly impact the outcomes of the project. These factors have the potential to
inform the process of translating socio-cultural theory into pedagogical practice, and should be of interest to anyone involved in the development of student-teachers, including those who design or deliver preservice teacher curricula.
Discussed are the possible explanations for the disconnect between the designers
and administrators of the activity and the participants in the study. Also considered are
the potentially serious implications for second language teacher education programs and their curricula in terms of the application of sociocultural constructs to learning tasks and environments.
Recommendations include increased scaffolding by the course professor through
direct guidance, as well as by structuring tasks to facilitate students' ability to collaborate and to perceive and resolve the conflicts, contradictions, and tensions that arise during the course of the activity. On a broader level, serious examinations of teacher education programs and curricula are also recommended to look for ways to better understand, align, and achieve the goals of teacher developers and those of their student-teachers.
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Nyarambi, Arnold, and A. Ntuli. "The Use of Technology in Drumming." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8264.
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Nyarambi, Arnold, and A. Ntuli. "The Use of Technology in Drumming." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8269.
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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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Hilmer, Gunter. "Separation of educational and technical content in educational hypermedia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/separation-of-educational-and-technical-content-in-educational-hypermedia(5f334763-496c-4ca5-9c66-0f47c4dafbd8).html.
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The creation and development of educational hypermedia by teachers and educational staff is often limited by their lack of computing skills, time and support from the educational institutions. Especially the lack of computing skills is a hinderance to most of today’s educational experts. The problem is to find out how those educational experts could be supported by computer based tools which are tailored especially to their needs without having any technical limitations. In this study the separation of technical and educational content in educational hypermedia is examined as a solution to this problem. The main hypothesis of this study is that the separation of technical and educational content is possible if it is based on a fine-grained structure of different teaching and learning strategies and their conversion into an authoring tool. Such an authoring tool would make the creation of educational hypermedia very easy for teachers and therefore enable them to overcome the existing obstacles. The development of a new model, the creation of a new XML language and the implementation of a new authoring tool form the basis for a detailed investigation. The investigation was done by undertaking several research tasks like the evaluation of the XML language and the authoring tool by a group of educational experts of different knowledge domains, the practical usage of the authoring tool for the creation of real-life based educational material and the analysis of the gained research results. The analysis of the qualitative data showed that the separation of educational and technical content in educational hypermedia is possible and that it can be applied by educational experts with low computing skills as well as by technical experts with no educational background. Furthermore, the analysis allowed some additional insights into the creation of educational material by teachers and how it can be improved. The main conclusion of this study is that authoring tools in educational hypermedia should use the separation of educational and technical content based on different teaching and learning strategies which allows educational experts with low computing skills to create educational content for delivery via the World Wide Web.
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Rateno, Christopher J. "Ohio Principals’ Perceptions on Their Technology Literacy." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1558104758968746.
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Marks, Lori J. "Has Assistive Technology Been Considered?" Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3693.
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Dhungana, Hari P. "Satisfaction of Technology, Online Learning, and Intent to Persist in Older Adult Learners." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706773.
Full textAbstract:
<p> The purpose of this quantitative correlational study was to examine the relationship between six factors of student satisfaction and intent to continue with online education in a sample of older adult learners. Participants were chosen using a stratified random sampling of students enrolled at Mercer University and South University online programs to ensure a proportional mix of qualifying learners. The randomly selected qualifying online students received an email inviting them to participate in the study. An online survey adapted from the technology acceptance model (TAM), the Student e-learning Satisfaction Instrument (SESI), along with demographic questions were used to gather the data. The data were analyzed using logistic regression. This study involved the investigation of the relationships between the perceived satisfaction of older adults with online technologies in an educational setting, as measured by the SESI instrument with the criterion variable of intent to continue online learning. Overall, mean scores for the six predictor variables were somewhat stable across the variables, ranging from the lowest for Personalization (<i>M</i>=3.65, <i>SD</i>=0.61) to the highest for Learner Interface (<i>M</i>=3.81, <i>SD</i>=0.77). Results of binomial logistic regression analysis indicated that the variable of e-learning satisfaction is a statistically significant predictor of the odds that older adult learners intend to continue online learning (β=1.205, <i> p</i>=0.006). None of the perceived satisfaction scores averaged below 3, indicating that a majority of the participants affirmed that they were satisfied with technology. The practical recommendations suggest that to ensure the success of older adult learners in the online environment, learners must be able to adopt new techniques for effective teaching and learning in an online environment. The online teaching instructor should also design the programs based on the needs of the leaners. Future research recommendations include a qualitative analysis of the research problem could produce results that substantiate the findings of the current study.</p>
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Castilleja, Joseph R. "Using a Human Performance Technology Approach to Understand High School Graduation Rate Improvement." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13808978.
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<p> This qualitative case study was designed to utilize theoretical frameworks based in the field of human performance technology as a means for understanding high school four-year graduation rate improvement. The literature recognizes theories based in the field of human performance technology as effective in improving performance in organizations across different industries. The literature also recognizes that some methods of human performance technology have been used in school improvement processes, but these methods are not yet widely adopted in kindergarten through Grade 12 education. The main research question that this study was designed to answer was, How does a high school principal specifically hired to improve the rate of which students graduate in four years, also called a <i>turnaround principal</i>, influence and manage such improvement? Three subquestions for this study included (a) how does an effective turnaround principal influence the sustainment of improved results? (b) how does an effective turnaround principal manage change during the improvement process? and (c) how do support staff, including vice-principals, school district officials, school counselors, and teachers, view the role of a turnaround principal in improving four-year graduation rates? This study also indirectly functions as a means for documenting a case study in which human performance technology methods were utilized to better understand school improvement. A two-step qualitative methodology was utilized in this case study. First, a qualitative survey was sent out to a school staff with the goal of identifying cases of success within the school. Using an impact model as a screening tool, survey participants were then selected to participate in one-on-one in-person interviews. The survey and interview data were transcribed and analyzed utilizing ATLAS.ti software. The case study sample for the surveys and interviews were inclusive of teachers, support staff, building principals, vice-principals, and district-level leaders in a school located in a rural community in the United States. The results of the study showed that a strong use of data and feedback, relationship building, and interrogation of systems of support within the school were effective processes utilized in the case study. The study results also indicated that the principal is a critical component to managing change throughout school improvement processes and that the staff perceived the principal as a critical part of the school improvement process. The study further indicated that sustaining improved results and future improvement are also careful considerations for principals leading school improvement. </p><p>