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Dissertations / Theses on the topic 'Mediated by technology Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Mohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.

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This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely

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Halperin, Ruth. "Learning technology in higher education : a structurational perspective on technology mediated learning practices." Thesis, London School of Economics and Political Science (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420602.

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Jefferies, Patricia Joyce. "Aspects of technology-mediated interaction and its impact on higher education." Thesis, De Montfort University, 2004. http://hdl.handle.net/2086/4307.

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Birch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16698/.

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Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional fa

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Ng, Yan-wing. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057945.

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6

Scheckler, Rebecca K. "Weaving feminism, pragmatism, and distance education." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26638.

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From images of distance education (DE) in advertisements to examples of extant DE theory and practice, and finally to a possible dystopia and utopia for DE, this dissertation investigates the rich representations at the intersection of feminism, pragmatism, and web based distance education. It is composed of three parts. The first part is the construction of a feminist-pragmatic theoretical and analytical tool, motivated by images of DE in commercial advertisements. These images include control of nature (and the natural body), gendered experience, transactions of bodies and tools, loss of bod

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Heather, Julian C. "The validity of computer-mediated communicative language tests." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289884.

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A recent innovation in language testing involves the use of computer-mediated communicative language tests i.e., assessment of individuals' second language ability from transcripts of their interactions via computer-mediated communication (CMC). Studies have shown that such interactions in the first language involve a hybrid discourse with features of both written and spoken language, which suggests the possibility of making inferences about oral language ability from performance in a CMC environment. The literature to date offers little guidance on this matter. Research on computer-mediated c

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Velasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.

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As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing car

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Henrie, Curtis R. "Measuring Student Engagement in Technology-Mediated Learning Environments." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5949.

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This is a multiple-article format dissertation that explores methods for measuring student engagement in technology-mediated learning experiences. Student engagement is the committed, focused, and energetic involvement of students in learning. Student engagement is correlated with academic performance, student satisfaction, and persistence in learning, making it a valuable predictor of important learning outcomes. In order to identify which students need help or to evaluate how well an instructional interaction promotes student engagement, we need effective measures of student engagement.

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Forsyth, Lachlan. "A learning ecology framework for collective, e-mediated teacher development in primary science and technology." Electronic version, 2008. http://hdl.handle.net/2100/610.

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University of Technology, Sydney. Faculty of Education.<br>This thesis reports on the development and testing of a framework for making sense of the collective professional learning of primary Science and Technology teachers in an elearning mediated context. Web-based networks and collaboratories are playing an increasingly prominent role in private and public sector knowledge building and innovation. In Education, online communities now frequently support teachers’ professional learning. However, despite the pervasiveness of this network zeitgeist, such studies rarely describe or analyse (let

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11

Ng, Yan-wing, and 吳恩榮. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960388.

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Grewal, Simran Kaur. "A case study investigation into the diffusion of e-mediated learning technology in UK higher education." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/4863.

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This thesis addresses the following research paradox: Despite continual investment in e-mediated learning technology by higher education institutions, why has technological diffusion within UK universities been a slow process? It will be argued that the level of investment in e-mediated learning technology by UK universities and the impact of this technology across higher education as a whole, makes this subject area an appropriate setting in which to study this phenomenon. An interpretivist case study investigation of the adaptation process of e-mediated learning technology by academic staff

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Fox, Matthew David Nicholas. "Co-operative teaching and learning lifelines : critical information flows in a technology-mediated distance language course." Thesis, Southampton Solent University, 2000. http://ssudl.solent.ac.uk/1243/.

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This study considers critical information flows for successful technology-mediated distance language courses. The critical information flows presented and analysed are a set of key information interdependencies required of the stakeholders in a technology-mediated distance language course: learners; teachers; course designers; course managers. The data for this study comes from a pilot version of The Labguage Learning Network, a technology-mediated distance language course for professionals, designed and implimented by the author. The study is staged process which is divided into two parts. Pa

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Gilroy, Shawn. "TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/315329.

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School Psychology<br>Ph.D.<br>Children on the autism spectrum often demonstrate little variability in their use of language and interaction in social situations. Some of these difficulties have historically been attributed to weak or absent perspective-taking abilities. Relational Frame Theory has recently emerged as a framework for understanding complex social behavior and cognition, including perspective-taking, from an ecological viewpoint. Previous studies have illustrated the applicability of such a framework with children from ranging from pre-school to school-age, with and without an Au

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Sudweeks, Fay. "Development and leadership in computer-mediated collaborative groups." Sudweeks, Fay (2004) Development and leadership in computer-mediated collaborative groups. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/352/.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers wh

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Huddleston, Michael B. "Case study: copyright issues in distance education." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4317.

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Over the years, much attention has been given to copyright law in literature and as it pertains to textbooks and other original academic works. However, as the focus is narrowed to the copyright law as it relates to distance education within higher education, very little information or precedents can be looked to for guidance. For an institution of higher education involved in distance education, the problem demands that a model be developed specifically for universities to follow as they embrace distance education programs and course development. As the likelihood of lawsuits and grievances c

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Ducher, Jeannie. "Experiences of Foreign Language Teachers and Students Using a Technology-Mediated Oral Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3542.

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The development of the speaking skill at the lower levels of proficiency is seldom assessed as a matter-of-fact in the foreign language classroom, for reasons of impracticality and difficulty of implementation. Although the practice of the speaking skill is an important part of current approaches to the teaching of foreign languages, issues of time and logistics often prohibit the direct evaluation of the skill in a manner consistent with best practices, which purport that practice and assessment must be closely aligned, and that students benefit from self-evaluation and teacher feedback. Clas

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Mohamed, M. Elfatih Ibrahim Mustafa. "The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35229.

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This study investigated the conditions for developing science teachers’ Technological Pedagogical Content Knowledge (TPACK). It also explored the opportunities offered by two strategies to enhance science teachers’ ability to design technology-based inquiry activities for science learning: Experiencing Inquiry Model (EIM) and Metacognitive Scaffolding (MS). These strategies were adopted to support the processing necessary for developing teachers’ knowledge and for negotiating the integration of computer technology in science instruction. Situated Cognition Theory was used as a theoretical fram

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Swanepoel, Gerhard. "An investigation into the viability of introducing technology-mediated interactive learning into the business school curriculum." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51614.

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Thesis (MBA)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: The information technology revolution has not really impacted the core processes of learning and teaching in business schools. Business schools stand in stark contrast to organisations where IT forms the new infrastructure for communication, decision-making, product development and service delivery. In this context, advanced and emerging information technologies are increasingly viewed as a key resource in enabling new and effective learning process. and educational innovations. The study introduces an interactive compute

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Hamond, Luciana Fernandes. "The pedagogical use of technology-mediated feedback in a higher education piano studio : an exploratory action case study." Thesis, University College London (University of London), 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715422.

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Cunningham, Debra L. "Breaking the silence in classroom participation: A study of a regular classroom and a computer-mediated setting." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280689.

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This qualitative study of classroom processes focuses on the roles students play in two different environments, a regular classroom and an anonymous, collaborative, technological environment using GroupSystems. As students from an urban high school engaged in a brainstorming session about complex, ethical issues, they participated differently in each setting. The research questions that this study addresses are: Given a discussion of complex, ethical issues, what is the nature of classroom participation roles? In addition, in what ways are participation roles in a regular classroom structure d

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Rogers, Evelyn Marie 1962. "An investigation of the effects of collaborative, computer-mediated communication and non-collaborative, computer-assisted writing skills practice on L2 writing." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282776.

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The purpose of this dissertation is to compare the quantity and quality of writing produced by L2 students after participating in either (1) collaborative, computer-mediated communication (CMC), or (2) non-collaborative, computer-assisted writing skills practice. The subjects for this study were 42 students enrolled in French classes at the U.S. Air Force Academy. The CMC treatment consisted of 45 minutes of collaborative, simultaneous written "discussion" among student clusters of 3 or 4 students. The writing skills group focused on vocabulary building, grammatical review, and format review,

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Smith, David Bryan. "Taking students to task: Task-based computer-mediated communication and negotiated interaction in the ESL classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289747.

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This dissertation reports on an investigation of task-based, synchronous, computer-mediated communication (CMC) and its relationship to second language lexical acquisition among learners of English. Over the course of one university semester, twenty-four intermediate-low and intermediate level non-native speakers of English from the English Language Center at Michigan State University engaged in multiple communicative tasks in pairs using ChatNet, a browser-based chat program. One of the overarching objectives of this study was to evaluate the viability of implementing computer-mediated commun

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Olivier, Joy. "Mediated activity and the role of technology in peer-to-peer learning at the University of Fort Hare." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14351.

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Includes bibliographical references.<br>The following calls for research into the ways in which South African university students use technology for peer-to-peer learning (Czerniewicz and Brown, 2005). This study aims to explore the ways in which students mediate one another's learning and the ways in which they use (and don't use) information and communications technology (ICT) to do so. This study provides a snapshot of eleven University of Fort Hare students' peer-to-peer learning strategies. In exploring this phenomenon in context, the social and cultural factors are analysed using Activit

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Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.

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Kirkman, Philip. "Secondary music students' compositional development with computer-mediated environments in classroom communities." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/244366.

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Over the last decade digital technologies have brought significant changes to classroom music, promising support for the realisation of a musical education for all students. National curricula and exam specifications continue to embed technology more deeply. While these changes increasingly impact on music classrooms, there is a growing awareness that the presence of digital technologies may not always promote meaningful compositional development, particularly at GCSE level. A ‘musical’ curriculum seeks to promote meaningful compositional development by building upon a student’s previous music

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Graessle, Lindsey R. "THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/58.

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Peer mediated interventions have been effective in teaching academic and social skills to students with disabilities. The present study assesses the effectiveness of students with autism spectrum disorder serving as the tutor and tutee. Four peer mediators and four students with autism spectrum disorder used technology and the simultaneous prompting procedure to teach acquisition of social studies vocabulary. Results indicate that both students with and without autism spectrum disorder effectively delivered instruction using technology and all students learned a portion of the vocabulary taugh

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Kost, Claudia R. "An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280518.

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Research in the area of computer-mediated communication (CMC) has shown enormous potential for its use in the foreign language classroom. The observed benefits include affective factors as well as linguistic features (Beauvois, 1992, 1995; Kern, 1995; Pellettieri, 2000; Sotillo, 2000; Warschauer, 1995/96). However, so far only three studies (Abrams, 2003; Beauvois, 1998b; Payne & Whitney, 2002) directly examined the effects of CMC on the development of oral language skills in a foreign language. These studies reported higher scores for the synchronous CMC groups, thus suggesting that oral prof

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Amaro-Jimenez, Carla. "Latino Children’s English as a Second Language and Subject-Matter Appropriation through Technology-Mediated Activities: A Cultural Historical Activity Theory Perspective." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211938498.

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Griffiths, Jenkins David. "Some aspects of user participation and the application of specifications in technology mediated educational innovation." Doctoral thesis, Universitat Pompeu Fabra, 2009. http://hdl.handle.net/10803/7554.

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Aquesta tesi està constituïda per diverses activitats de recerca, entre les quals trobam principalment articles i capítols publicats. Es descriu el disseny d'una joguina robòtica que facilita la metacognició dels nens. Es detallen els nous mètodes de disseny participatiu desenvolupats per donar suport a aquest procés, com també els resultats de les experiències dins l'aula que varen validar la seva eficàcia. Aquestes experiències varen fer servir l'especificació Unit of Practice d'Apple, la qual posibilita la descripció normalitzada de de les activitats pedagògiques amb els recursos d'ensenyam

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Currlin, KeriAnn. "The Impact of Peer-Mediated Video Modeling on the Mathematics Achievement of High School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1687.

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A significant percentage of US students are not reaching expected proficiency on mathematics content. As a response, educators have been urged to use more evidence-based practices; however, due to the lack of readily available strategies, these efforts have been thwarted. In related fields, video modeling (VM) has been successful in teaching behavioral skills through edited video clips that allow target populations to observe models successfully performing featured tasks. Stemming from Bandura's social learning theory, the intent of VM is to increase the frequency of the modeled behavior throu

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Yu, Wie-Chien (Wayne). "College students' perceptions of computer-mediated instruction/learning and its impact on their academic programs." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10272008-132849.

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Schneiderheinze, Arthur. "Adoption as mediated action : how four teachers implemented an innovation cluster /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091966.

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Twiner, Alison. "Sociocultural understandings of technology-mediated educational practices : improvable objects and meaning-making trajectories in the ICT-literate classroom." Thesis, Open University, 2011. http://oro.open.ac.uk/33539/.

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Informed by sociocultural theory, this thesis addresses the gap between the view that teaching-and-learning should be an extended, integrated experience, and the limited research available on how classroom technologies can support this (Glover, et al., 2007). The research explores a new programme using technologies (including interactive whiteboards: IWBs) together with dance/movement and more traditional classroom activities to support teaching-and-learning. Data are presented from eight consecutive history lessons on the Great Fire of London with a Year 2 class (6-7 years), together with fou

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Yang, Bo. "How students with different learning styles collaborate in an online learning environment." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/260.

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Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.

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Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate o

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Boyce, Bradley G. "Understanding Learner Interactions in the Home-Study and Technology-Mediated Seminary Program for Youth in the Church of Jesus Christ of Latter-day Saints." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3023.

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Interaction is a core element in the design of blended and distance learning environments. The importance of understanding these interactions and what might increase effectiveness of such interactions in education is paramount for meaningful learning. This dissertation consists of two qualitative case studies designed to provide a rich, descriptive look at interactions in a high school distance/blended-learning context in the home-study and technology-meditated seminary program of The Church of Jesus Christ of Latter-day Saints. In the study article, Moore's (1989) interaction framework was us

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Lee, Cheun-Yeong. "A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242144550.

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Brinckwirth, Anton. "Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2752.

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The purpose of this study was to investigate a class-to-class online English-Portuguese "Teletandem” program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language instructors and language resource center (LRC) staff at two large state universities—one in the United States and the other in Brazil. Ten English language students in Brazil were paired with 10 Portuguese language students in the U.S. for a 10-week Skype®-based tandem language exchange (TLE) project that was jointly delivered online across an international university partnership. A qual

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Halverson, Lisa R. "Conceptualizing Blended Learning Engagement." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5981.

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Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitat

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Gurbuz, Tarkan. "An Assessment Of An On-line Course Environment Based On The Perceptions Of Students And The Instructor: A Case Study." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605236/index.pdf.

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The purpose of this study was to explore the factors that contribute to online collaboration in a web-based course by investigating the impact and the potential of an online learning environment in terms of both the students&#039<br>and instructor&rsquo<br>s perceptions about learner benefits, learner support, motivation, computer mediated communication, and group work. A mixed methods case study design was thought to be appropriate to match the purpose of the study, thus a combination of components normally found in descriptive, case study and qualitative research was used to analyze the data

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Silva, Renata Gomes da. "Política Públicas de Educação a Distância : educação mediada pela tecnologia ou ensino de massa." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8443.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>O objetivo central deste trabalho é analisar se os modelos de educação a distância mediados por Tecnologias da Informação e Comunicação - TICs, gerados pelas políticas públicas desenvolvidas no Brasil, focam a formação de profissionais cidadãos ou são um mero instrumento de educação de massa. A pesquisa teve como objetivo o estudo de caso sobre as duas universidades mineiras, para identificar se os modelos de Ead se apresentam como um instrumento eficaz para formação humana e não apenas um mero instrumento de educação de massa, co

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Pereira, Camila Regiane Marques. "Uma proposta de modelo de aprendizagem problematizadora no ensino de engenharia de produção com foco no desenvolvimento do pensamento crítico." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-11102012-095234/.

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A problematização é uma forma de explicitar, de propor as contradições presentes na realidade, e na Sociedade do Conhecimento que prima por habilidades e raciocínio crítico, ela é cada vez mais reforçada, pois trabalha questões complexas associadas aos problemas da realidade. Há pesquisas que apontam com diversas nomenclaturas a forma de conceber e adotar estratégias problematizadoras nos processos educacionais, contudo, poucas pesquisas voltadas para o ensino de Engenharia de Produção apresentam diretrizes aos professores a fim de que, baseando-se nelas, possam elaborar suas propostas pedagóg

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Fratucci, Maristela Vilas Boas. "Ensino a distância como estratégia de educação permanente em saúde: impacto da capacitação da equipe de Estratégia de Saúde da Família na organização dos serviços." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/23/23148/tde-17062015-142431/.

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A Educação à Distância é uma modalidade de ensino que permite eliminar a separação geográfica entre educador e educando para atender a um número ilimitado de alunos que estejam em busca de formação, capacitação ou atualização profissional. É também, um processo de auto-aprendizado que é incentivado pela utilização de estratégias didáticas bem elaboradas e adequadas às várias situações vigentes. Esta pesquisa teve por objetivo conhecer e explanar a vivência dos alunos do município de Amparo participantes da Especialização em Saúde da Família/UNASUS/UNIFESP, 2012, no processo de ensino-aprendiza

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Francisco, Rachel Neves Dias. "Tecnologias de educação a distância e o desenvolvimento de competência tecnológica: um estudo de caso em uma instituição de ensino superior." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/614.

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Made available in DSpace on 2016-03-15T19:26:07Z (GMT). No. of bitstreams: 1 Rachel Neves Dias Francisco.pdf: 1300949 bytes, checksum: 73e8918cbfa7ea801ae78d389e6ce593 (MD5) Previous issue date: 2013-08-29<br>Fundo Mackenzie de Pesquisa<br>The introduction of the new technologies in the educational process, especially virtual learning systems via web, is enabling the Distance Education (DE) become more interactive. Those advances in DE bringing a new way of thinking and continuously improving the quality of education service. Because of these advances, the Higher Education Institutions (HEI)

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Itayem, Ghada A. "Using the iPad in Language Learning: Perceptions of College Students." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396575108.

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Santos, Luciano Augusto Pereira dos. "Uso de tecnologias educacionais e desenvolvimento de capacidades dinâmicas: um estudo exploratório em uma instituição de ensino fundamental e médio." Universidade Presbiteriana Mackenzie, 2015. http://tede.mackenzie.br/jspui/handle/tede/654.

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Made available in DSpace on 2016-03-15T19:26:26Z (GMT). No. of bitstreams: 1 Luciano Augusto P dos Santosprot.pdf: 6487197 bytes, checksum: e10288ec2257cdcf0c5b523750b87965 (MD5) Previous issue date: 2015-08-03<br>This study aims, as general objective, to identify, describe and understand the relationship between the use of educational technologies (TEs) within a elementary and secondary education institution (IEFM) and the development of dynamic capabilities (DC) in terms of sensing the environment, learn, integrate and coordinate this capabilities in the organization, as from the analysis

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Norton, Aaron Michael. "Technology mediated communication in intimate relationships." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18126.

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Doctor of Philosophy<br>Department of Family Studies and Human Services<br>Joyce Baptist<br>Very little research has been conducted to understand how the technology revolution has changed and impacted couple relationships. The proposed study examined the impact of technology on couples in committed relationships through the lens of the couple and technology framework. Specifically, this study used data from 2,826 European couples to examine associations between online boundary crossing, online intrusion, relationship satisfaction, and partner responsiveness. The results suggest that when parti

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Williams, Anthony Marlon. "The relationship between facilitation, computer software and the learner in teaching a computer-integrated lesson an experimental design /." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-135058.

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Klein, Célia. "Por que mudar? Resistências no ciclo de uma política pública educacional para o ensino médio do estado de Rondônia." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7228.

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Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-09-04T11:34:46Z No. of bitstreams: 1 celiaklein.pdf: 1346032 bytes, checksum: febf5567ac58d24e5e545ed65ca493e9 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-09-04T13:19:47Z (GMT) No. of bitstreams: 1 celiaklein.pdf: 1346032 bytes, checksum: febf5567ac58d24e5e545ed65ca493e9 (MD5)<br>Made available in DSpace on 2018-09-04T13:19:47Z (GMT). No. of bitstreams: 1 celiaklein.pdf: 1346032 bytes, checksum: febf5567ac58d24e5e545ed65ca493e9 (MD5) Previous issue date: 2018-07-16<br>A present

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