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Parkinson, James Edward. "The effects of the addition of probeware and Powerpoint® technology on an eighth grade force and motion unit." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (M.S.)--Michigan State University. Interdepartmental Physical Science, 2008.Title from PDF t.p. (viewed on July 28, 2009) Includes bibliographical references (p.122-123). Also issued in print.
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Gervais, Emily Linda. "Evaluation of a Combination Approach to Pedagogy in a Soil Science Laboratory Classroom and an Environmental Site Assessment Sample." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5507.
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Chapter 1 of this study explores research that has shown that the use of technology in the classroom can be beneficial to student learning. Additionally, a need for Environmental Site Assessment (ESA) instruction in university level core environmental science classrooms has been demonstrated. This study includes an investigation of the potential benefits of using a combination of pedagogies: web-based teaching tools and ESA instruction in a laboratory classroom. The research design included two class formats, one that employed web-based tools (PowerPoint and video) and ESA instruction, and one that did not, with four class sections. All classes were taught by the same instructor and teaching assistant. Weekly quizzes, labs, a final exam, informal interviews and a student survey were used to measure effectiveness of the teaching tools. Significant improvement was exhibited on application questions featured on the final exam with the experimental group scoring higher on 6 of the 15 questions. Additionally, students' preparation and enthusiasm was improved among the experimental groups. Student ratings and performance for the two different formats were similar. Success in the class may depend on the students' preparation and personal desire to succeed. In conclusion, these results suggest that a combination of pedagogies that employs web-based tools and ESA instruction in the laboratory classroom may improve student's preparation for class activities and acquisition of career skills, as well as their enjoyment and enthusiasm to participate in class activities. Chapter 2 represents a sample of the required application activity from the soil science class. It includes the background, test results, procedures, conclusions and recommendations for an Environmental Site Assessment (ESA). ESA instruction is arguably an important addition to soil science curriculum and as such is demonstrated here as an example of the skills displayed and information applied by students who are instructed in writing ESAs.
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Pece, Gregory Shawn. "The PowerPoint Society: The Influence of PowerPoint in the U.S. Government and Bureaucracy." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/33029.
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The standard method for presenting information in the military and political establishments of the US government is through the projection of data in bullet-style and/or graphical formats onto an illuminated screen, using some sort of first analogue, or now, digital media. Since the late 1990s, the most common and expected form of presentation is via the most commonly pre-installed software of presentation genre: Microsoft PowerPoint. This style of presentation has become the norm of communication, and in doing so, has replaced other methods of discursive and presentation. The art of the brief and in particular, the art of the PowerPoint has become a new standard of what was once group communication through oratory. This paper will attempt to show that PowerPoint slide-ware has reduced communication to mere presentation, negatively influencing the decision-making and critical thinking processes of individuals and organizations, particularly within the military and government. This is accomplished through the visual reception of the briefings themselves, where and when the theatrical nature of the presentation takes precedence over the content. And, in fact, this dramatic twist determines which ideas gain acceptance among audiences. This simple style of presentation is becoming indicative of a visual and leadership style of our era. This is the effect of a PowerPoint method of leadership, now de rigueur in the military and demonstrated by the current president and administration. The style of PowerPoint, both at the micro-level in particular presentations, and the macro-level, as demonstrated by people and organizations, ultimately works today as a form of control and discipline. And, in the end, it can become a convenient vehicle for furtherance of a specific ideology and propaganda campaigns.Master of Arts
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Marks, Lori J. "Creating Talking Books Using PowerPoint." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3686.
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Presentation contains instructionson how to make a talking book using Microsoft PowerPoint. For examples of presentations, visit: http://faculty.etsu.edu/marks/workshops/05-06%20workshops/2005-2006workshops.htm
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Schuch, Ursula, and Jack Kelly. "Selecting, Planting and Staking Trees (PowerPoint)." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2011. http://hdl.handle.net/10150/144772.
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39 slidesPlanting Guidelines; Container Trees and Shrubs (1998) Plant Selection and Selecting your Plants (2000) Selecting, Planting and Caring for Landscape Trees (DVD and VHS (2003); Originally published: 2006
This slide set with accompanying notes is intended to educate profesisonals in the nursery and landscape trade and lay people interested in proper horticultural practices related to selecting, planting and staking trees.
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Regina, Ferraz Vieira Ana. "Retórica e multimodalidade do Powerpoint educativo." Universidade Federal de Pernambuco, 2011. https://repositorio.ufpe.br/handle/123456789/6969.
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Made available in DSpace on 2014-06-12T18:27:59Z (GMT). No. of bitstreams: 2
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Previous issue date: 2011Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco
Neste início de século, as Apresentações em PowerPoint configuram-se como documentos complexos, sofisticados em termos de layout e cada vez mais disseminados em resposta a um novo cenário tecnológico e, particularmente, às novas versões do PowerPoint® lançadas sucessivamente desde 1984, quando o Presenter inaugurou o mercado e o uso de softwares de apresentação multimídia. A Apresentação em PowerPoint emergiu como gênero essencialmente ligado ao mundo do trabalho e às novas tecnologias, caracterizando-se por integrar imagens, palavras e outros elementos gráficos ou sonoros que se combinam e cooperam entre si no espaço da página para criar significados. Com o mesmo vigor que conquistam usuários há 27 anos, o software PowerPoint® e as onipresentes Apresentações em PowerPoint suscitam polêmicas ou questões de naturezas diversas em esferas diversas, inclusive no âmbito do ensino que põem em dúvida o seu valor pedagógico. Este estudo investiga a organização retórica de Apresentações em PowerPoint disponibilizadas em domínio público na Internet e particularmente voltadas para o ensino, ou PowerPoints Educativos, ancorando-se nas perspectivas dos estudos retóricos de gênero (MILLER, 2009; BAZERMAN, 2005); da multimodalidade na semiótica social (KRESS e VAN LEEUWEN, 2006; VAN LEEUWEN, 2005) e da Teoria da Estrutura Retórica TER (MANN e TABOADA, 2009; MANN, MATTHIESSEN e THOMPSON, 1992; MANN e THOMPSON, 1988) e aplicando o framework de John Bateman (2008) para análise de documentos multimodais. Os resultados sinalizam que os PowerPoints Educativos: a) variam dentro de um continuum entre um maior ou menor uso de recursos visuais na realização de sua organização retórica; b) apresentam de forma recorrente uma estrutura retórica centrada em relações que refletem o caráter pedagógico do gênero, sobretudo as de elaboração; e, finalmente, c) variam quanto à intensidade de uso do layout como recurso semiótico em si que sugere propósitos retóricos específicos
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Murdock, Jennifer. "An Evaluation of the Accuracy of PowerPoint Prescriptions." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/784.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Arts and Sciences
Organizational Communication
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Camp, Benjamin. "Comparing the Effects of Computer-Mediated Versus Human-Mediated Equivalence-Based Instruction." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2723.
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The purpose of the present study was to examine the difference between a computer-mediated equivalence-based instruction (EBI) versus a human-mediated equivalence-based instruction. This study used two delivery methods to train stimulus relations across three stimulus classes with four members in each class per delivery method. The computer mediated EBI used Microsoft PowerPoint 2016 and the human-mediated training used printed stimuli on laminated paper cards delivered on a tabletop. Four participants were recruited from a university in southern Illinois. Results showed that the computer-mediated instruction was as effective as traditional human-mediated instructions. Implications for practitioners and suggestions for future research was discussed.
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Walworth, James. "Soil Structure: The Roles of Sodium and Salts (PowerPoint)." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2011. http://hdl.handle.net/10150/225911.
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Dalenbäck, My. "Riktlinjer för riktlinjer : En studie i att utforma riktlinjer för presentationsteknik för anställda inom en organisation." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-15007.
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Many workplaces around the world use some kind of presentation software as an aid during presentations. At Westinghouse Fuel Service in Västerås they experienced that they didn´t know how to use this medium to its fullest extent. They wanted to increase awareness of presentation skills with PowerPoint among the employees, to improve their internal and external communication. A desire they are certainly not alone to have in the working life. My research studied how to design guidelines for the use of presentation software, so the users can easily absorb the message and find motivation to use the guidelines. In order to adapt the guidelines to their users, and thus create major opportunities for them to absorb the message, I based my study on the concepts legibility, readability and reading value. My research took place at the department at Westinghouse. The study was initiated with a literature review and a pilot-study that included situation analysis of present PowerPoint-presentations created by employees at the company, interviews with employees and observation of one presentation. Based on theories and conclusions from my pilot-study I designed the guidelines based on the concepts legibility, readability and reading value. I tested how the employees accepted the message and appreciated the design in a try-out. The results from the try-out were generally positive and all the subjects found value in reading the guidelines. The study shows how to design guidelines for presentations skills to make them legible, readable and to have a reading value.På många arbetsplatser runt om i världen används något slags presentationsprogram som hjälpmedel under presentationer. På Westinghouse Fuel Service i Västerås upplevde man att man inte visste hur man skulle nyttja detta hjälpmedel till fullo. Man ville öka kunskapen om presentationsteknik med PowerPoint hos de anställda, för att kunna förbättra sin externa och interna kommunikation. En önskan som de med största sannolikhet inte är ensamma om att hysa i arbetslivet. Min studie gick ut på att undersöka hur man utformar riktlinjer för användande av presentationsprogram, så att läsarna lätt ska kunna ta dem till sig och även finna motivation att ta dem till sig. För att anpassa riktlinjerna till mottagarna, och på så sätt skapa stora förutsättningar för dem att ta budskapet i dem till sig, utgick jag från begreppen läslighet, läsbarhet och läsvärde i mina studier. Jag utförde mina studier på avdelningen på Westinghouse. Studien inleddes med en litteraturgenomgång och en förstudie som innefattade nulägesanalys av befintliga PowerPoint-presentationer skapade av anställda på företaget, intervjuer med de anställda och observation av en presentation. Med stöd av teorier och slutsatser jag drog av min förstudie utformade jag sedan riktlinjerna i form av en gestaltning. Denna utprovade jag sedan på några av de anställda där jag utgick från hur de upplevde materialet utifrån begreppen läslighet, läsbarhet och läsvärde. Resultatet från utprovningen var överlag positivt och samtliga testpersoner fann riktlinjerna läsvärda. Slutsatsen av studien visar hur man utformar riktlinjer för presentationsteknik för att göra dem läsliga, läsbara och läsvärda för användaren av dem.
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Chang, Stephen M. "Using gesture recognition to control PowerPoint using the Microsoft Kinect." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85410.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (page 61).
This thesis describes the design and implementation of a speech and gesture recognition system used to control a PowerPoint presentation using the Microsoft Kinect. This system focuses on the identification of natural gestures that occur during a PowerPoint presentation, making the user experience as fluid as possible. The system uses an HMM to classify the performed gestures in conjunction with an SVM to perform real-time segmentation of gestures. The fusion of these two models allows the system to classify gestures in real time as they are being performed instead of waiting until completion. The incorporation of speech commands gives the user an additional level of precision and control over the system. This system can navigate through a PowerPoint presentation and has a limited control over slide animations.
by Stephen M. Chang.
M. Eng.
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Chávez, Herting David. "Pensamiento docente y efectos de la tecnología PowerPoint sobre el aprendizaje." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/670099.
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PowerPoint es una de las herramientas tecnológicas más utilizadas en contextos educativos, pero, aunque se ha estudiado mucho respecto a su posible efectividad pedagógica, poco se sabe en relación a las diferencias en los patrones de uso por parte de los profesores de diversas disciplinas. Adicionalmente, la mayoría de los estudios previos se centran exclusivamente en las percepciones de estudiantes universitarios, sin incluir a los propios académicos. En este trabajo, nos hemos propuesto abordar el uso de PowerPoint desde una perspectiva poco explorada todavía: examinar cómo los académicos piensan respecto a PowerPoint, y cómo esta comprensión de la herramienta pueda condicionar su uso y, por tanto, su efectividad.
Para ello se han realizado tres aproximaciones empíricas al fenómeno en estudio. En la primera, una muestra de 1316 estudiantes universitarios de 11 carreras de pregrado fue encuestada, para conocer los patrones de uso de PowerPoint en 54 grupos de clases. Se procedió a analizar los datos obtenidos mediante regresiones lineales para ver si la carrera influía en los patrones de uso de PowerPoint, y su efecto percibido en la atención y el aprendizaje significativo. La segunda aproximación empírica se basó en una muestra de 106 académicos de dos universidades de la ciudad de Barcelona. Se les consultó sobre el formato de diapositivas que más usaban, la utilidad principal de sus diapositivas, y antecedentes acerca de su uso. Posteriormente, esos resultados se compararon por áreas del conocimiento, usando la clasificación de la Organización para la Cooperación y el Desarrollo Económicos (OCDE). Tres de estas áreas fueron seleccionadas en este caso: ciencias sociales, ciencias médicas, y ciencias naturales. En la tercera aproximación empírica, con esta misma muestra de académicos, se evaluaron los antecedentes de uso de PowerPoint y, en base a un modelo proveniente de la tradición de estudios de sistemas de gestión de la información respecto a la adopción de tecnologías, se procedió a realizar un modelo de ecuaciones estructurales para determinar los motivos por los que los académicos usan PowerPoint.
Los resultados de estas tres aproximaciones sugieren la existencia de diferentes patrones en el uso de PowerPoint por disciplinas. Se observó que las clasificaciones más tradicionales de disciplinas ‘duras’ y ‘blandas’ no logran capturar la complejidad de los patrones de uso de PowerPoint. Por otra parte, el hábito y la presión social aparecen como los principales antecedentes para usar PowerPoint, y se asocian a un uso no-crítico de esta herramienta. Se discuten las implicaciones prácticas de estos hallazgos para mejorar las prácticas pedagógicas.PowerPoint is one of the most used technological tools in educational contexts, but, although much has been studied regarding its possible pedagogical effectiveness, little is known regarding the differences in the patterns of use by faculty members of various disciplines. Additionally, most previous studies focus exclusively on the perceptions of university students, and did not included faculty members. In this thesis, we have proposed to address the use of PowerPoint from a perspective that has not been fully explored yet: to examine how faculty members think about PowerPoint, and how this understanding can condition its use and, therefore, its effectiveness. In order to do that, three empirical approaches to the phenomenon under study have been made. In the first one, a sample of 1316 university students from 11 undergraduate courses was surveyed, to know the patterns of PowerPoint use in 54 class groups. We proceeded to analyse the data through linear regressions to see if majors influenced PowerPoint’s patterns of use and its perceived effect on students’ attention and significant learning. The second empirical approach was based on a sample of 106 faculty members from two universities in the city of Barcelona. They were asked about the slide format they used most, the main utility of their slides, and background information about its use. Subsequently, these results were compared by areas of knowledge, using the classification of the Organization for Economic Cooperation and Development (OECD). Three of these areas were selected in this case: social sciences, medical sciences, and natural sciences. The third empirical approach used the same sample of faculty members, and the background of PowerPoint use was evaluated and, based on a technology adoption model from the tradition of management information systems’ studies, we proceeded to run a structural equation model to determine the reasons why faculty members use PowerPoint. The results of these three approaches suggest the existence of different patterns in the use of PowerPoint by disciplines. We observed that the traditional classifications of ‘hard’ and ‘soft’ disciplines fail to capture the complexity of PowerPoint usage patterns. On the other hand, habit and social pressure emerge as the main backgrounds for using PowerPoint and are associated with a non-critical use of this tool. The practical implications of these findings to improve pedagogical practices are discussed.
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Cravero, Sarah Elizabeth Mannon. "The Effects of Provided PowerPoint Presentations on Student Perceptions of Personal Responsbility." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1938.
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Psychologists have examined the effects of numerous variables on classroom performance, but little research exists to demonstrate how specific teaching techniques, specifically the provision of printed presentation notes (such as presentation slides), affects student perception of responsibility. This study sought to discover the impact that providing presentation slides for use during lecture would have on students’ performance, as well as their perceptions of personal responsibility. In order to determine the effects of provided presentation notes on performance and perceived responsibility, this study examined the self-efficacy and locus of control of students assigned to either take their own notes or to use provided presentation materials in addition to their own notes, should they choose to take notes of their own. It was expected that the participants in the notesprovided condition would score better on the exam, and feel more responsible for their learning and performance, than those in the no-notes-provided condition. Additionally, the provision of notes was expected to have a greater positive effect on performance in those students with an external locus of control and/or low academic self-efficacy. It was also expected that students provided with printed notes would take better notes than those who were not provided with the printed notes. The results showed that neither performance nor responsibility were affected by condition. However, higher academic self-efficacy had a positive impact on exam score. Additionally, higher academic self-efficacy and a more internal locus of control were positively correlated with personal responsibility for learning and performance. The provision of printed presentation material did not have a direct effect on note quality, but did correlate negatively with the number of questions left blank on the exam. In addition, the number of questions left blank on the exam was negatively correlated with exam score. These results suggest that providing students with printed presentation materials may lead to fewer skipped exam questions and, potentially, better academic performance.
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Heinrich, Stephanie. "Die Präsentation von Geschichten und Informationen für Gruppen in der Kinderbibliothek. Neue Medien - neue Möglichkeiten." [S.l. : s.n.], 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11675647.
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Yilmazel-Sahin, Yesim. "Teacher education students' perceptions of use of MS Powerpoint and the value of accompanying handouts." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7270.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hetzendorfer, Vanessa Marie. "Enhancing classroom communication via classroom websites." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2436.
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The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.
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Elofsson, Ann. "Dator och Powerpoint eller penna och whiteboard. : En studie om digitala och analoga verktyg i undervisning." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61183.
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During the spring of 2016 the Swedish government presented a national IT-strategy involving personal computers for each student from grade 1-9. Meanwhile current studies are indicating the importance of handwriting for learning and remembering new skills. However, according to several cognitive scientists, the results from meta studies regarding analogue and digital tools and their contribution to learning processes are contradictory. A survey and a cross sectional study was therefore conducted aiming to compare analogue versus digital note taking and teaching methods. A total of 85 7:th grade students filled out a survey concerning their preferences in note taking and teaching methods. Non-parametric sign-test statistically proved the students in the study preferred typing over writing by hand when taking notes in class (p =0.008). Reasons for their preference included a general positive attitude towards using computers and students acknowledging the benefits of spelling programs. Furthermore, the students in the survey preferred their teacher using whiteboard instead of Powerpoint when lecturing (p=0.012). The students claimed to comprehend the content given in lectures more efficiently when whiteboard was utilized. The cross sectional study was performed in the purpose of comparing two note taking methods: writing by hand and typing. Two 7:th grade classes (N=39) participated in the study and a total of six theme lessons in ecology were conducted. The students’ individual performances were evaluated with exit tickets involving questions of facts and concepts. The differences between the classes’ performances were only marginal according to Mann-Whitney non-parametric analysis. Based on the results of this study, further implementation of computers in classrooms should be conducted methodically with care.
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Joubert, Jean-Pierre. "AC3P: an architecture using cloud computing for the provision of mathematical powerpoint content to feature phones." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1011088.
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The Govan Mbeki Mathematics Development Unit (GMMDU) provides additional mathematics content to learners via mathematics workshops and DVDs. Mathematics is presented in PPT format. The prominence of feature phone usage has been confirmed amongst learners in socio-economic disadvantaged schools, specifically those learners participating in the GMMDU mathematics workshops. Feature phones typically contain limited device resources such as memory, battery power, and network resources. Distributed computing provides the potential to facilitate a new class of mobile applications with the provision of off-device resources. The objective of this research was the design of an architecture using Cloud Computing for the provision of mathematics in the form of PPT slides to feature phones. The capabilities of typical feature phones were reviewed as well as various distributed computing architectures that demonstrate potential benefit to the mobile environment. An Architecture using Cloud Computing for Content Provision (AC3P) was subsequently designed and applied as a proof of concept to facilitate the provision of mathematics in the form of PPT slides to feature phones. The application of AC3P was evaluated for efficiency and effectiveness. It was demonstrated that the application of AC3P provided efficient and effective provision of PPT to feature phones. The successful application of AC3P provided evidence that Cloud Computing may be used to facilitate the provision of mathematics content to feature phones. It is evident that AC3P may be applied in domains other than the provision of mathematics.
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Brodský, Michal. "Využití kancelářských aplikací v controllingu." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-206371.
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The thesis focuses on the creation of an appropriate solution and specific processing of a problematic statement in controlling in a spreadsheet application and also its subsequent presentation, which is an integral part of controlling. Methods used are analysis and modeling. The aim of the thesis is to demonstrate the suitability of office productivity software (with focus on spreadsheet applications) for controlling analyses. The theoretical part focuses on presenting the functionality and usability of key office productivity software from MS Office including comparison with main competition in the field of spreadsheet applications and then in the practical part of the thesis these options are clearly demonstrated on specific business example of the company Václav Hrbek. Besides key constrains of usage of office productivity software are mentioned in the conclusion of the diploma thesis.
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Fritschi, Jennifer. "Examining pre-service instructors' use of PowerPoint based on pre-service students' perceptions a mixed methods study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/fritschi.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional advisors: Nataliya Ivankova, Shannon Parks, Margaret Rice, Boyd Rogan. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 187-206).
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Leander, Lina, and Emelie Assarsson. "Bilden som resurs i skolan. : En undersökning om användandet av bilder i Powerpoint-presentationer i SO-ämnet." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88750.
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Studien syftar till att undersöka på vilka sätt verksamma lärare i samhällsorienterande ämnen använder sig av bilder i Powerpoint-presentationer: hur bilderna framhävs och om de används tillsammans med eller i förhållande till skrift och tal. Vidare granskas skillnader och likheter som uppmärksammats bland deltagande lärarna. Intervjuerna ägde rum i Kronobergs län på två olika högstadieskolor. Lärarna observerades under ett undervisningstillfälle var där de använde sig av Powerpoint- presentationer. Efter avslutad lektion intervjuades respektive lärare om synen på att ha Powerpoint-presentationer som en del av undervisningen. Det framgick att båda lärarna anser att bilder bidrar och gör att alla elever kan gynnas i lärandet. Framförallt är bilder gynnsamt för elever med annat modersmål än svenska eller för de elever med andra svårigheter i undervisningen. Trots deras gemensamma syn på användandet av bilder i Powerpoint-presentationer så gick det att urskilja vissa skillnader; hur bilderna användes, antalet bilder och vilka typer av bilder som förekom.
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Gross, Anna Lynn. "The Flipped Classroom: Shakespeare in the English Classroom." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27512.
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Bergmann and Sams? twenty-first century flipped classroom method was reviewed in depth to determine its effectiveness in improving student achievement and enjoyment of studying Hamlet by William Shakespeare, a text that is difficult to both read and comprehend. The flipped method was implemented into one of two 12th grade general English classes in rural Minnesota. The first section of 12th grade general English read the play aloud using the traditional read-aloud method and completed an in-depth passage analysis chart for homework. The second section, the intervention group, used the flipped method and read the play on their own with accompanying video podcasts and then worked together in class with both peer and teacher help to complete the passage analysis chart. After finding similar final assessment scores, the flipped classroom may prove to be successful in an English class studying difficult literature.
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Abdallah, Abir. "The Effects of the Interactive Whiteboard and PowerPoint Presentation on the Writings and Attitudes of EFL Lebanese Learners." Doctoral thesis, Universitat Rovira i Virgili, 2015. http://hdl.handle.net/10803/348556.
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Presentació de PowerPoint (PPT) en les activitats de preescriptura i els seus corresponents efectes en el desenvolupament de les idees i l'ús de paraules de vocabulari relacionades amb el tema en els escrits dels estudiants Anglès Llengua Estrangera libanesos. També apunta a la inspecció de les actituds dels estudiants libanesos EFL 'cap a l'escriptura quan es van emprar al PDI i el PPT en les activitats prèvies a l'escriptura. Els participants van ser assignats a l'atzar en tres grups de control i 3 experimentals. Es va demanar als dos grups que escriure sobre la mateixa mostra d'escriptura per tal d'identificar el seu rendiment d'escriptura abans de rebre qualsevol tractament prescriptiu. Posteriorment, el grup de control va rebre preescriptura tradicional i el grup experimental va rebre la instrucció pre-escriptura a través de PDI i PPT que va proporcionar als estudiants amb les activitats prèvies a l'escriptura que els van permetre desenvolupar idees adequades sobre la mostra d'escriptura i adquirir vocabulari relacionats amb el tema. La recol·lecció de dades composta puntuacions pre-post-test dels participants, tres qüestionaris, entrevistes amb els professors dels grups experimentals, i els inventaris de PMI. Les dades quantitatives van ser analitzades utilitzant el SPSS, i l'anàlisi de contingut es va realitzar amb dades qualitatives. Troballes de quantitativa, així com anàlisi de dades qualitatives indiquen l'eficàcia de la PDI i PPT en millorar el desenvolupament de les idees i l'ús adequat de les paraules del vocabulari en la redacció de textos dels estudiants. Ells, també, van informar les actituds positives dels estudiants cap a l'ús de la PDI i PPT en pre-escriptura instrucció i cap a l'escriptura quan es van utilitzar al PDI i el PPT en la classe d'escriptura.Presentación de PowerPoint (PPT) en las actividades de pre-escritura y sus correspondientes efectos en el desarrollo de las ideas y el uso de palabras de vocabulario relacionadas con el tema en los escritos de los estudiantes Inglés Lengua Extranjera libaneses. También apunta a la inspección de las actitudes de los estudiantes libaneses EFL 'hacia la escritura cuando se emplearon el PDI y el PPT en las actividades previas a la escritura. Los participantes fueron asignados al azar en tres grupos de control y tres experimentales. Se pidió a ambos grupos que escribir sobre la misma muestra de escritura con el fin de identificar su rendimiento de escritura antes de recibir cualquier tratamiento prescriptivo. Posteriormente, el grupo de control recibió pre-escritura tradicional y el grupo experimental recibió la instrucción pre-escritura a través de PDI y PPT que proporcionó a los estudiantes con las actividades previas a la escritura que les permitieron desarrollar ideas adecuadas acerca de la muestra de escritura y adquirir vocabulario relacionados con el tema. La recolección de datos compuesta puntajes pre-post-test de los participantes, tres cuestionarios, entrevistas con los profesores de los grupos experimentales, y los inventarios de PMI. Los datos cuantitativos fueron analizados utilizando el SPSS, y el análisis de contenido se realizó con datos cualitativos. Hallazgos de cuantitativa, así como análisis de datos cualitativos indican la eficacia de la PDI y PPT en mejorar el desarrollo de las ideas y el uso adecuado de las palabras del vocabulario en la redacción de textos de los estudiantes. Ellos, también, informaron las actitudes positivas de los estudiantes hacia el uso de la PDI y PPT en pre-escritura instrucción y hacia la escritura cuando se utilizaron el PDI y el PPT en la clase de escritura.
The purpose of the present research study was to examine the use of the Interactive Whiteboard (IWB) and the PowerPoint presentation (PPT) in pre-writing activities and their corresponding effects on the development of ideas and the use of topic-related vocabulary words in the writings of Lebanese English Foreign Language students. It also aimed at inspecting the Lebanese EFL students’ attitudes towards writing when the IWB and PPT were employed in pre-writing activities. The participants were randomly assigned into three control groups and three experimental ones. Both groups were asked to write about the same writing prompt in order to identify their writing performance before they received any prescriptive treatment. Afterwards, the control group received traditional prewriting and the experimental group received prewriting instruction via IWB and PPT which provided students with pre-writing activities that enabled them to develop adequate ideas about the writing prompt and to acquire topic-related vocabulary words. Data collection comprised the participants’ pre-posttest scores, three questionnaires, interviews with the teachers of experimental groups, and PMI inventories. Quantitative data were analyzed using the SPSS, and content analysis was conducted with qualitative data. Findings of quantitative as well as qualitative data analysis indicated the effectiveness of the IWB and PPT in enhancing students’ development of ideas and proper use of vocabulary words in essay writing. They, also, reported positive attitudes of students towards the use of IWB and PPT in prewriting instruction and towards writing when the IWB and PPT were used in the writing class.
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Carmichael, Tammy. "Teaching Two Children with Autism to Follow a Computer-Mediated Activity Schedule Utilizing Microsoft® PowerPoint® Presentation Software." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4896/.
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Children with autism typically exhibit deficits in behavior and also in visual processing. Development and implementation of visually-cued instructional procedures, combined with electronic technology, have been used successfully to teach children with autism complex behavior chains. This study used photographic activity schedules on computer slideshow software to teach two children with autism to follow computer-mediated cues and engage in four play activities, and to transition between each activity in their homes without the presence of a trained behavior therapist. Results of this study demonstrated that these technologies can be utilized in children's homes to promote computer-mediated play behavior while eliminating the necessary cost of a home behavior therapist to prompt and supervise such activities.
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Johansson, Ramnäs Tobias, and Christoffer Wern. "Office Open XML conversion with integrated result-altering GUI." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119988.
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Yooba is a small company based in Norrköping and they are developing a software tool to easily create and manage applications for iPads and Windows tablets. The environment where to one creates applications is called Yooba Studio and a missing feature that has been requested by their users is a PowerPoint-file importer. PowerPoint, or Microsoft PowerPoint, is a software used to create presentations. To store the presentation data an open XML standard is used called Office Open XML, often shorten OOXML or Open XML. This master thesis will explain how the information inside a OOXML presentation package PPTX can be stored and converted into a new presentation structure, Yooba XML. The thesis work will also explain how an interface, through user tests and prototyping, can be developed to present, for the user, differences when importing between the source program and the final result in Yooba Studio. The developed interface will involve the user in the importation in such way that the user will be the one altering how some of the differences should be imported. The results of this thesis is a working integrated PPTX-file importer where the user can both see statistics over how successful the import were and be able to customize how the final importation result should be.
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Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /." Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Brits, Lorena. "The perceived motivational impact of voice-over-powerpoint™ on part-time adult learners' in a distance learning environment." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60523.
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The primary purpose of this study was to determine whether external conditions, in the form of an e-learning tool, impact the learning motivation of adult learners in a distance education environment. This study also tested the use of Voice-over-PowerPoint™ technology as a suitable medium to deliver motivational instruction as supplementary content to the course curriculum. This empirical study was conducted over a period of approximately two months on a sample of 57 adult learners who were enrolled for a distance education course for non-degree purposes at a tertiary education institution.
Quantitative research methods were applied and data was collected using two motivation measuring surveys: (1) The Course Interest Survey, and (2) The Instructional Materials Motivation Survey, which were both developed by Keller.
Motivational strategies were designed for the chosen educational technology, Voice-over-PowerPoint™ (VoP) videos, using Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation. These strategies were then delivered via the learner management system for learners to use at their convenience. This research suggests that overall, learner motivation can be affected by external conditions (VoP videos), and further supports the ARCS model. Furthermore, the use of VoP videos as a viable medium for delivering motivational strategies in a distance learning environment was validated.Mini Dissertation (MCom)--University of Pretoria, 2016.
Taxation
MCom
Unrestricted
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Evanshen, Pamela, and M. Brickell. "3rd Grade Classroom Makeover: the Before and After Classroom Design." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4380.
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Lillberg, Oliver, and Erik Kongpachith. "Online teaching methods effectiveness in students’ focus retention and lecture enjoyment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302796.
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Online teaching has become more common during the past decades as technological advancements provide new education possibilities. New technology also gives teachers new ways to conduct teaching. Today, there are many different teaching methods which can be utilized. Which teaching methods should be used in order to retain students’ focus during lectures? Which ones should be used to improve students’ enjoyment of lectures? This thesis studies these questions through an eye tracking experiment. Test subjects watched short lecture clips, each using a different teaching while being recorded using eye tracking. In addition, the test subjects answered a questionnaire regarding lecture enjoyment. Based from the results, it is found that focus during and enjoyment of online lectures seems to be mostly dictated by cognitive load. Teaching methods which use some sort of technique to reduce the amount of cognitive load are better at keeping students focused. Furthermore, students seem to enjoy teaching methods which uses a chalk board more.Onlineundervisning har blivit mycket vanligare under det senaste decenniet tack vare teknologiska framsteg. Nya teknologier har också gett lärare nya sätt att undervisa. Idag finns det många olika undervisningsmetoder som kan användas. Men vilka undervisningsmetoder borde lärare använda för att hålla studenter koncentrerade under föreläsningar? Vilka metoder skall användas för att öka studenters föreläsningsglädje? Denna studie svarar på dessa frågor med ett ögonspårningsexperiment. Försökspersoner tittade på korta föreläsningsklipp som använde olika undervisningsmetoder medans deras ögonrörelser var inspelade med ögonspårning. Försökspersonerna svarade även på en enkät om föreläsningsglädje. Från resultatet framgick det att fokus och hur mycket de gillade att kolla på online föreläsningen påverkades mest av kognitiv belastning. Undervisningsmetoder som använder sig av tekniker som minskar den kognitiva belastningen var bättre i att hålla studenter fokuserade. Studenter verkade även visa större föreläsningsglädje för undervisningsmetoder som anväder svarta tavlan.
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Schroeder, Colleen. "The responsive classroom /." Full text available online, 2004. http://www.lib.rowan.edu/find/theses.
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Ingram, John. "The negotiating classroom." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018710/.
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The thesis presents empirical studies and reviews that support a shift from traditional classroom practices in the Primary school to those based in a teacher-child partnership developed through negotiation. The opening Chapter looks at the ontology of the contemporary classroom of the Primary school. It holds that reasons for the presence of largely directive practices can be found in teachers background and training and in society's dependent model of childhood. This focus is continued in Chapter Two in respect to research into motivational processes. Chapter Three presents two empirical studies looking at the nature of the directive classroom and the types of strategies that children use to cope with this phenomena. In Chapter Four negotiation is examined across a variety of domains, developing in Chapter Five a model of a negotiating classroom and examining the extent to which it can be said that children negotiate. Chapter Six presents three studies concerned with children's negotiating behaviour, the detailed nature of child-teacher classroom negotiating interaction and a sociometric perspective examining how children prefer to organize themselves. Study Six presents transcripts of negotiations between teacher and child with interpretive commentary. Chapter Seven follows a class examining the effects on children's academic performance while moving from a directive to a negotiating environment. Chapter Eight presents a study combining three classroom components to create eight classroom environments. It highlights poor independent teacherchild agreement on the elements within the classroom organization that produce the best / worst match on different criteria. It also outlines data indicating poor agreement between In-situ and later questionnaire data collection methods. Chapter Nine suggests that individuality of the child is a persistent theme throughout, particularly in types of curricular interaction and behaviour and that a movement is needed toward developing the negotiating philosophy into traditional classrooms.
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Konganda, Hemala. "Classroom quiz app." Kansas State University, 2014. http://hdl.handle.net/2097/17752.
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Master of ScienceDepartment of Computing and Information Sciences
David A. Gustafson
As a part of enhancing Teaching and Learning in class, this project implements a Student Response System (SRS) by providing interactive in class quizzes between Students and Instructors by the use of a smart device. The application of this project is limited to the scope of android devices. This application includes a way in which the Instructor can enter his questions and answer for the quiz and the Student receives these questions instantly, allowing the student to choose his answer to the best of his knowledge. The answers are then validated and visualized. Based on which the Instructor implements the concept of Talk to your Partner (TTYP). The Instructor would have the option of deciding if he wants to pair the users either randomly or based on their result of the previous question.
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Skolny, Chad A. "The effect of classroom lighting on the volume of classroom sounds." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5873.
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Thesis (M.A.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains v, 25 p. : ill. Includes abstract. Includes bibliographical references (p. 22).
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Shaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).
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Jantos, Anne, Matthias Heinz, Eric Schoop, and Ralph Sonntag. "Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33955.
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Purpose – This paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically designed for part-time students and use the implications to promote this method and further the step-by-step migration to the flipped classroom at universities in Saxony.
Design/methodology/approach – Gathering information by reviewing previous experiences in E-Learning over the past decade, we were able to create an overview of how to approach part-time students and identified various concepts to create a more flexible and meaningful learning environment. We decided on a flipped classroom arrangement which offers time sensible teaching and promotes meaningful learning. A flipped classroom framework has been created which can be adjusted freely. Finally, we implemented the framework to a B2B-Marketing course by adapting it to the course content, time frame and attendance number. This procedure is designed to gradually increase usage of multi media tools and self efficacy and thereby steadily migrates the course to the flipped classroom.
Originality/value – Focussing on part-time students’ needs and satisfying them with a flipped classroom arrangement is an entirely new approach. This project connects parttime- learning with online learning in a yet unprecedented manner.
Practical implications – This paper describes the project’s two main outcomes. Firstly, an independent scalable framework which can be adapted to different learners’ and teachers’ needs. Secondly, the application strategy is described in detail and offers explicit indications and methods to implement the flipped classroom gradually. Also, there will be an evaluation which will be interpreted and summarized in a guideline as well as patterns and lessons learned. In general, this project aims to broaden media and information competencies and encourage and strengthen collaboration in higher education in Saxony.
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Karlström, Ulrika, and Jenny Lidvik. "Officepaketet och dess möjligheter i NO-ämnena i år 4-9 : 6 applikationer med lärarhandledning gjorda i Access, Excel och PowerPoint." Thesis, Linköping University, Department of Educational Science (IUV), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-848.
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Vi har i detta arbete undersökt om det går att använda datorn som ett pedagogiskt hjälpmedel i NO-ämnena, år 4-9, utan att ha specialprogram. Vi har utgått från Microsoft Office 97 och studerat följande frågeställningar: Hur kan det utnyttjas? Är det möjligt att hinna sätta sig in i det inom en vanlig lärartjänst? Går det att skapa en pedagogisk resurs av datorerna utan specialprogram? För att få svar på våra frågeställningar har vi studerat litteratur för att se vad som menas med en pedagogisk resurs. Vi har läst om olika inlärningsteorier och om hur datorn används idag. Vi har dessutom gjort 6 applikationer i programmen Access, Excel och PowerPoint och skrivit en lärarhandledning till dessa för att intresserade ska kunna göra dem själva. Resultatet av arbetet visar att det är möjligt att inom en vanlig lärartjänst utnyttja Microsoft Office 97 till en pedagogisk resurs om det finns möjlighet att utnyttja t ex sin kompetensutvecklingstid till detta.
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Mehtaji, Meera. "USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5157.
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This study aimed to understand constructs related to classroom social dynamics in a sample (n = 1863) of rural middle school students. First, it used latent profile analysis to classify classrooms based on classroom norm salience. Next, the study used the Hierarchical Linear Model to study the influence of classroom norm salience on the social roles and reputations, social network centrality, bullying involvement, and school belonging of students with disabilities. There were four major findings. First, classrooms were classified into two distinct categories based on students’ social reputations, which were positively associated with peer-nominated popularity: High Aggression Norm Salience Classrooms and High Academic/Prosocial Norm Salience Classrooms. Second, there were significant differences by class type in two specific social characteristics: students with disabilities were more likely to get their way and be nominated as leaders in classrooms classified as High Aggression Norm Salience Classrooms. Third, there was no difference in either social network centrality or bullying involvement of students with disabilities by class type. Fourth, students with disabilities were more likely to feel school belonging in classrooms that were identified as High Academic/Prosocial Norm Salience Classrooms. The implications for practice and policy are discussed.
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Temli, Yeliz. "Classroom Teachers'." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614213/index.pdf.
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The purpose of the current study was to investigate the classroom teachers&rsquoand science and technology teachers&rsquo
views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers&rsquo
views, Teachers&rsquo
Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers&rsquo
views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers&rsquo
views towards attainments-content and assessment component of the Science and Technology Curriculum
whereas graduation fields did not affect teachers&rsquo
views towards learning-teaching process. Similarly, teaching experiences affect teachers&rsquo
views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers&rsquo
views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers&rsquo
views on science and technology curriculum components.
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Burris, Elizabeth D. "Emotions in the classroom /." View online, 2008. http://hdl.handle.net/10090/5871.
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Chakrvarty, Rupak, and Sukhdeep Kaur. "OpenCourseware: Learning Beyond Classroom." Twenty First Century Publications, Patiala, 2008. http://hdl.handle.net/10150/106151.
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OpenCourseWare is an innovative and bold idea. It aims to support learning and teaching programme significantly. Learning material contained in an OCW provides learners an opportunity to gain knowledge beyond their routine classroom environments. These are in the digital form which can be accessed online, thus breaking the barriers of time and distance. Indian academics can play a significant role in creating OCW materials for the students to propagate the teaching and learning process diluting the limitations of traditional educational setup and begin a new culture of "Learning Beyond Classroom". The present study aims to sensitize the teachers and learners about the potentials of the OCWs. It presents a proposal for creating an "Indian OCW Consortium" at different levels. Also discusses the challenges and issues in establishing such an OCW project.
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Norgren, Marcus. "Flipped Classroom på högstadiet." Thesis, Högskolan i Gävle, Avdelningen för elektronik, matematik och naturvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17014.
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Dwyer, Edward J. "Bookmaking in the Classroom." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3399.
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Hardman, Mark. "Complexity and classroom learning." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14466/.
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This thesis provides a theoretical basis for applying complexity theory to classroom learning. Existing accounts of complexity in social systems fail to adequately situate human understanding within those systems. Human understanding and action is embedded within the complex systems that we inhabit. As such, we cannot achieve a full and accurate representation of those systems. This challenges epistemological positions which characterise learning as a simple mechanistic process, those which see it as approaching a view of the world 'as it is' and also positions which see learning as a purely social activity. This thesis develops a materialist position which characterises understandings as emergent from, but not reducible to, the material world. The roles of embodied neural networks as well as our linguistic and symbolic systems are considered in order to develop this materialist position. Context and history are shown to be important within complex systems and allow novel understandings to emerge. Furthermore, shared understandings are seen as emergent from processes of response, replication and manipulation of patterns of behaviour and patterns of association. Thus the complexity of learning is accounted for within a coherent ontological and epistemological framework. The implications of this materialist position for considering classroom learning are expounded. Firstly, our models and descriptions of classrooms are reconciled with the view of our understandings as sophisticated yet incomplete models within complex social systems. Models are characterised as themselves material entities which emerge within social systems and may go on to influence behaviour. Secondly, contemporary accounts of learning as the conceptual representation of the world are challenged.
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Yaxley, Heather. "Behaviour in the classroom." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343401.
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Wright, Andrew W. "RFID Classroom Management System." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/558.
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Professors who manage large classes are unrealistically expected to grade each student fairly and accurately. Even with all of the technological advancements that have occurred in the past thirty years, very little progress has been made in classroom management, and as a result, professors are not equipped with enough tools to successfully manage large class sizes. Because radio frequency identification (RFID) technology is making its way into student issued identification cards, there is an opportunity to use it as a tool to aid professors in the classroom. The focus of this paper is to discover the most effective system that can be implemented as a classroom management instrument. Through multi criteria analysis, several different infrastructures are examined and compared to determine the best alternative. The result of an effective system leads to a reduction in time spent taking attendance, an increase in student performance, an increase in the fairness and accuracy of recording classroom participation, and an enhanced professor-student relationship.
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Hennefer, Mindi. "Intrinsic Classroom Teacher Motivation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5473.
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In the public education accountability movement, politicians and corporate reformers claim that student performance on standardized tests is an appropriate and reliable measure of a teacher's ability to educate. Given the process of holding K-12 classroom teachers directly accountable for individual student achievement based on standardized testing results, the teachers at XYZ Elementary School are currently motivated to change only through externally controlled factors or extrinsic motivation. The purpose of this research was to explore processes other than extrinsic motivation that motivate teachers to engage in strategies and methods that indirectly influence students to learn over the long term. The purpose of the mixed transformative emancipatory design focused on change orientation and the social injustice inflicted upon professional educators (Creswell & Plano Clark, 2011). The study took place at a single-site elementary location with 19 volunteer teachers. The qualitative and quantitative data included 2 assessments, 1 experiment, 1 activity, and individual interviews. Data analysis of this transformative, mixed-methods, emancipatory design revealed the participants of XYZ Elementary School were ready and willing to change, felt low levels of autonomy in the workplace, experienced levels of flow (intrinsic motivation) in the classroom, and experienced low levels of support or appreciation from political leaders and the business community. The implication for local social change is the reexamining of current extrinsic motivation and management techniques to help educators become more effective. Broader social implications of this study are that teachers who experience higher degrees of autonomy and sense of purpose also feel a greater amount of intrinsic motivation to teach and learn.
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Eriksson, David. "Flipped Classroom i gymnasieskolan." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64073.
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I denna undersökning studeras verksamma lärares syn på hur undervisning kan förändras genom att använda Flipped Classroom i undervisningen. Till detta används även tidigare forskningslitteratur där lärarnas erfarenheter jämförs för att verifiera resultatet med den tidigare forskningen. Resultatet av studien har visat att undervisning bör varieras och att undervisning som blandar Flipped Classroom med traditionell undervisning är att föredra. Arbetet med texten har visat att denna metod kan leda till att eleverna blir aktivare under lektionstid. Vidare blir eleverna bättre förberedda då de inför varje lektion ska ta del av inspelad teori.
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Svensson, Jonas, and Pagliano Sabrina Larsen. "Facebook in the Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30501.
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Sociala medier används mer än någonsin förr, och har utvecklats till en viktig, integrerad del utav samhället. I samband med detta har även möjligheten att utnyttja sociala medier i kombination med undervisning blivit en realitet. Utgångspunkten för vår studie är att undersöka hur en utav de mest populära sociala medierna, Facebook, upplevs i undervisningssyfte, utifrån lärarperspektivet.Syftet med vår undersökning är att granska hur väl lärare anser Facebook vara lämpligt att integrera i sin undervisning. Ett av delmålen var även att utifrån lärarnas åsikter skapa en konkret lista över risker och möjligheter kopplat till detta. Vi har därmed intervjuat sex stycken lärare på grundskole- och gymnasienivå. Resultaten är analyserade med fenomenografisk ansats.Alla lärare är överens om att det både finns risker och möjligheter med att använda Facebook i undervisningen. Bland de mest nämnda riskerna är att Facebook lätt kan bli ett distraktionsmoment för eleverna, och att det kräver tid och kunskap ifrån lärarnas sida. De vanligaste möjligheterna som framkommit är att Facebooks verktyg för kommunikation bidrar positivt till undervisningen, både socialt och praktiskt, samt dess dragningskraft, d.v.s. att information enklare når ut till eleverna. Utöver detta är det en risk att Facebook konkurrerar med skolans lärplattform, vilket man måste acceptera, eftersom lärplattformen fortfarande bidrar med administrativa verktyg som Facebook i dagens läge inte kan ersätta.
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Watson, Todd Richard. "Topics in classroom discourse." Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288859.
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"Translating Teacher’s Manuals into Digital Presentations: PowerPoint Presentations as Educative Curriculum Materials." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53636.
Full textAbstract:
abstract: This action research study primarily examined how educative curriculum materials (i.e., curriculum materials that include supports for teacher learning) can improve a teacher’s knowledge base and ability to succeed in the classroom. The focus was on the impact of one type of educative curriculum material: PowerPoint presentations. Specifically, the study investigated if translating teacher’s manuals into digital presentations was valued by general education teachers responsible for teaching Engage NY math in kindergarten, first, second, and third grades. The study asked teacher participants to describe the impact (if any) of adding a digital presentation component to their lessons and investigated if they self-reported increased Pedagogical Content Knowledge (PCK), which is a teacher’s understanding of how to help students understand specific subject matter. Using questionnaires, interviews, and field notes, the following research questions were examined: 1) How do teachers describe the impact that pre-made digital slide share presentations (i.e., PowerPoint presentations) have on lesson planning, preparation, and pacing and 2) What impact does translating teacher’s manuals into digital slide share presentations (i.e., PowerPoint presentations) have on teacher’s pedagogical content knowledge? Results indicate that teacher participants found the presentations to be helpful and positively impacted their lesson planning, preparation, and pacing, and improved their perception of their own abilities when presenting Engage NY math content.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019