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Dissertations / Theses on the topic 'Educational technology'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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 utilizatio

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2

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 elementar

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3

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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4

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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5

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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6

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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7

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-se

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8

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

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9

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.

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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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12

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;

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13

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 select

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14

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. Studen

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15

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

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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 relatio

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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 s

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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 ty

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19

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 adm

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20

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

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21

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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22

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

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23

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 c

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24

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 fi

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25

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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26

Ernst, Stephanie R. "Enchancing education with technology." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008ernsts.pdf.

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27

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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28

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

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29

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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30

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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31

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

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32

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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33

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

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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 te

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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 ef

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37

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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39

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 trainin

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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 und

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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 betwee

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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 thi

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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.

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<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

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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. Th

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