To see the other types of publications on this topic, follow the link: Technology educative.
Dissertations / Theses on the topic 'Technology educative'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Technology educative.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ekdahl, Peter. "Educative Moments. : Rethorics and Realities." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00302.
Full textAbstract:
The concepts learning processes, gestalting and digital technology are closely associated with most people’s personal experiences in life and thus constitute significant ideas about their hopes, dreams and life content. The concepts are context-dependent and ought therefore to be studied from several interdisciplinary perspectives. To this end and to limit the scope of my thesis, I have chosen to study them from two vantage points – from the perspective of the Blekinge region of Sweden and from a third-world perspective. The reason I have chosen these two angles is that studying these concepts on the local level provides the necessary closeness, while considering them in a third-world perspective provides the necessary distance. In order to illustrate the complexity of the concepts, I have chosen to study both the rhetorical level – the narratives, the dreams and the hopes – and people’s actual experiences, i.e. the realities, hence the dialectical title of the thesis. “The educative moment” is the rare moment when rhetorics and realities coincide. When traditions and changes together cause renewal on an individual or collective level, the conditions are created for human beings to be able to see themselves and their relations in a new light.Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. Det pedagogiska ögonblicket är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. The educative moment är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. The educative moment är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. läroprocess, gestaltning, digital teknik
Educative Moments: Rhetorics and Realities
2
CARRUBA, MARIA CONCETTA. "Accessibilità per includere: tecnologie educative per rispondere ai bisogni degli allievi presenti in classe." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/56638.
Full textAbstract:
Il presente lavoro di ricerca, condotto in cotutela con l’Università di Pittsburgh, ha lo scopo di
riflettere rispetto all’uso delle tecnologie come strumento per l’inclusione in classe.
Il framework teorico:
- la gestione della classe;
- la differenziazione didattica;
- l’uso della tecnologia per includere.
Da un punto di vista metodologico, la ricerca utilizza un approccio quali-quantitativo. Sono state
condotte sperimentazioni su tre differenti aree:
- scuole di ogni ordine e grado dell’area nord, centro e sud sulla base di indicatori ben precisi;
- Università (UCSC) coinvolgendo studenti con DSA o disabilità;
- un gruppo di studenti con disabilità severa che non possono accedere all’Università.
La ricerca prende avvio con l’analisi della legislazione italiana che può giustificare l’uso della
tecnologia in classe; procede con un approfondimento circa le neuroscienze per cogliere i
cambiamenti generati dalla tecnologia sul processo di apprendimento; presenta il potere inclusivo
della Differenziazione Didattica, dell’Universal Design for Learning e della gestione della classe;
predispone e presenta due spazi digitali: un corso per insegnanti e uno spazio con mappatura
qualitativa delle più recenti soluzioni inclusive.
La tecnologia rivoluziona il processo di insegnamento-apprendimento e, se usata bene, permette di
includere tutti gli allievi, nessuno escluso.Accessibility for inclusion, a research in co-supervision with Pitt University, focuses on technology solutions for inclusion in the classroom. Nowadays every, generally, schools use technology in the classroom. Every student needs a specific approach to have a good experience at school and the role of teachers is central to promote inclusion, access and creativity for all. Schools and teachers encourage well-being for all and work for social equity when learning process meet every students’ need. In this research the focus is based on: - Classroom management; - Differentiation and Universal Design for Learning; - Special needs, Technology and inclusion in the classroom. Goals of the study: - Analysis of education technology policies in Italy; - Analysis of teacher digital competences for increased inclusive education; - Know-how Neuroscience: how technology impacts on the whole learning process and the perception of self-competence in students; - Analysis of recent accessible technology solutions. In today’s complexity technology solutions allows all students, also with special needs, to differentiate and to customize the contents as they deserve and allows all teachers to identify more ways to engage the students. When students are more ingaged they are more motivated and, consequently, they perform and fell better.
3
Oliveira, Mariza Silva de. "Self care of the woman in the whitewashing of the mastectomy: study of appearance validation and content of the educative technology." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=362.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorAs tecnologias educativas merecem discussÃo e reflexÃo quanto à sua validaÃÃo e implementaÃÃo na prÃtica assistencial. A reabilitaÃÃo com o auxÃlio de tecnologias educacionais pode ser bastante eficaz, pois motiva a mulher a se cuidar e adquirir conhecimentos necessÃrios e adequados para serem adotados na efetividade do seu autocuidado. Objetivou-se validar um manual educativo direcionado para a promoÃÃo do autocuidado de mulheres mastectomizadas, identificar aspectos que podem ser aperfeiÃoados e/ou modificados e avaliar o manual educativo proposto quanto à legibilidade e validade de conteÃdo e de aparÃncia. Trata-se de uma pesquisa de desenvolvimento metodolÃgico. O referencial teÃrico-metodologico foi adotado com base nos critÃrios do modelo de Pasquali (1998) composto por trÃs conjuntos de procedimentos: teÃricos, empÃricos e analÃticos. Como se trata de um manual educativo, usou-se apenas os procedimentos teÃricos. A coleta de dados foi realizada de abril a junho de 2006 em dois momentos metodolÃgicos. Primeiro, a avaliaÃÃo dos quatorze juÃzes-especialistas (profissionais); segundo, a anÃlise semÃntica de nove mulheres mastectomizadas escolhidas conforme critÃrios preestabelecidos para ambos. Os dados foram extraÃdos por meio de questionÃrios individuais na forma de escala Likert com itens distribuÃdos em trÃs blocos de anÃlise. Os dados receberam tratamento descritivo, sendo calculada a adequaÃÃo da representaÃÃo comportamental dos itens, a correlaÃÃo linear de Pearson dos itens avaliados pelos juÃzes e a avaliaÃÃo do Ãndice de Legibilidade de Flesch do material (ILF), utilizando o Revisor Gramatical AutomÃtico para PortuguÃs (ReGra). Na validaÃÃo de aparÃncia, os juÃzes-especialistas sugeriram vÃrias alteraÃÃes, mas houve tendÃncia dos juÃzes optarem pelas respostas em concordÃncia. A maioria das respostas ficou entre totalmente adequado (142) e adequado (120), nÃo havendo indicaÃÃo significativa de discordÃncia, pois dos 22 itens e das quatro opÃÃes de respostas, apenas cinco itens obtiveram escores inadequados. Quanto à adequaÃÃo comportamental dos 22 itens, quatorze atingiram a meta proposta de 80% de concordÃncia entre os juÃzes, quatro tiveram Ãndices limÃtrofes e quatro tiveram Ãndices abaixo do parÃmetro adotado. Na correlaÃÃo linear de Pearson, os avaliadores analisaram alguns itens de forma linearmente dependente uns com os outros, a indicar que o instrumento de avaliaÃÃo quanto aos aspectos referentes ao manual està adequado. Quanto à anÃlise semÃntica, 114 respostas ficaram em totalmente adequado e 114 em adequado. Nesse grupo nÃo houve indicaÃÃo significativa de discordÃncia, pois dos 26 itens e das quatro opÃÃes de respostas, apenas um item obteve escore inadequado. Em relaÃÃo ao ILF, os resultados variaram de 43 a 64, ou seja, leitura fÃcil e difÃcil, apropriado para o ensino fundamental completo ou mÃdio incompleto. Conclui-se que o manual educativo à um recurso que pode ser usado de forma positiva no processo de reabilitaÃÃo da mastectomizada caso as mensagens sejam apreendidas por ela; os profissionais devem considerar a escolaridade e habilidade de leitura do paciente, pois a leitura à um processo complexo e a compreensÃo de textos envolve questÃes relacionadas ao leitor e à sua interaÃÃo. Espera-se que a aplicaÃÃo do conhecimento adquirido nesse estudo proporcione impactos positivos para a enfermagem e para a saÃde da mulher mastectomizada e garanta-lhe melhor qualidade de vida.
The educative technologies deserve quarrel and reflection how much to its validation and implementation in the practical assistencial. The rehabilitation with the aid of educational technologies can be sufficiently efficient, therefore it motivates the woman if to take care and to acquire knowledge necessary and adequate to be adopted in the effectiveness of its self care one. It was objectified to validate a directed educative manual for the promotion of the self care of mastectomizadas women, to identify aspects that can be perfected e/or modified and to evaluate the educative manual considered how much to the legibility and validity of content and appearance. One is about a research of methodological development. The referencial theoretician-methodological was adopted on the basis of the criteria of the model of Pasquali (1998) composed for three sets of procedures: theoreticians, empiricists and analytical. As one is about an educative manual, one used only the theoretical procedures. The collection of data was carried through of April the June of 2006 at two methodological moments. First, the evaluation of the fourteen judge-specialists (professional); second, the analysis semantics of nine mastectomizadas women chosen as criteria preset for both. The data had been extracted by means of individual questionnaires in the form of Likert scale with item distributed in three blocks of analysis. The data had received treatment descriptive, being calculated the adequacy of the mannering representation of the item, the linear correlation of Pearson of the item evaluated for the judges and the evaluation of the Index of Legibility of Flesch of the material (ILF), using the Automatic Grammatical to Revise for Portuguese (ReGra). In the appearance validation, the judge-specialists had suggested some alterations, but it had trend of the judges to opt to the answers in agreement. The majority of the answers was enters total adequate (142) and adequate (120), not having significant indication of discord, therefore of the 22 item and the four options of answers, but five item had gotten you prop up inadequate. How much to the mannering adequacy of the 22 item, fourteen had reached the goal proposal of 80% of agreement between the judges, four had had bordering indices and four had had indices below of the adopted parameter. In the linear correlation of Pearson, the appraisers had analyzed some item of form linearly dependent ones with the others, to indicate that the evaluation instrument how much to the referring aspects to the manual is adjusted. How much to the analysis semantics, 114 answers had been in total adequate and 114 in adequate. In this group it did not have significant indication of discord, therefore of the 26 item and the four options of answers, but an item got props up inadequate. In relation to the ILF, the results varied of 43 the 64, that is, easy and difficult reading, appropriate for education basic complete or incomplete mdium. One concludes that the educative manual is a resource that can be used of positive form in the process of rehabilitation of the mastectomizada case the messages is apprehended by it; the professionals must consider the instruction level and ability of reading of the patient, therefore the reading is a complex process and the understanding of texts involves questions related to the reader and its interaction. One expects that the application of the knowledge acquired in this study provides positive impacts for the nursing and the health of the mastectomizada woman and it guarantees to it quality to of life better.
4
Calderón, Abanto Gonzalo Estuardo. "Implementacion de una empresa de servicio educativo de afianzamiento con tecnologia remota." Master's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/654693.
Full textAbstract:
En el actual escenario, con alta incidencia en el uso de internet y alta competencia laboral, los desafíos en cada familia exigen que ambos padres tengan actividades laborales y en la mayoría fuera de casa. Esto imposibilita que la labor de tutoría de primer nivel sea proporcionada por los padres, especialmente en estudiantes con deficiencias en asignaturas que definen sus competencias efectivas, y opten por la alternativa de la tutoría externa.
En este escenario, TUTOR se plantea como una alternativa viable para el afianzamiento de estudiantes de nivel secundario de colegios particulares de NSE A, B y C de la Ciudad de Trujillo, que supere los atributos de una enseñanza presencial, a través de un nuevo modelo totalmente Online basado en una plataforma Web Responsive que incorpore tecnologías modernas tanto en herramientas de videoconferencia como de transferencia, basado en Plugins.
Para ello se realizó una investigación de mercado que evidenció que el 30% de los encuestados prefería la tutoría remota, planteándose el objetivo de captar durante la primera fase de producción de la plataforma el 7.5% del mercado potencial de la Ciudad de Trujillo a través del uso del Inbound Marketing, basado en contenidos orientados al cliente. Estas herramientas y el uso de las redes sociales y estrategias de marketing, y a través de una inversión inicial de S/. 149,000 financiado en su totalidad por los accionistas, TUTOR obtendrá resultados económicos y financieros favorables con un VAN de S/ 700,000 y una TIR de 64%, lo cual demuestra su viabilidad.In the current scenario, with a high impact on internet use and high work competence, challenges in each family require both parents to have work activities and mostly away from home. This makes it impossible for top-level tutoring to be provided by parents, especially in students with subject deficiencies who define their effective competencies, and opt for the alternative of external tutoring. In this scenario, TUTOR is proposed as a viable alternative for the entrenchment of secondary-level students from particular NSE A, B and C schools in the City of Trujillo, which surpasses the attributes of face-to-face teaching, through a new all-online model based on a Responsive Web platform that incorporates modern technologies into both video conferencing and transfer tools, based on Plugins. To this end, a market research was carried out that showed that 30% of respondents preferred remote tutoring, with the objective of capturing during the first phase of production of the platform 7.5% of the potential market of the City of Trujillo through the use of Inbound Marketing, based on customer-oriented content. These tools and the use of social networks and marketing strategies, and through an initial investment of S/. 149,000 funded entirely by shareholders, TUTOR will achieve favorable economic and financial results with a VAN of S/ 700,000 and a TIR of 64%, demonstrating its viability.
Trabajo de investigación
5
Navarro, Fernández Ricardo Javier, Velarde María Vanessa Vega, Landayeta Enrique Chiroque, and Panaqué Carol Rivero. "Teacher’s perception on good practices with a mobile application for teaching mathematics." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123975.
Full textAbstract:
This study aims to identify public schools teacher’s perceptions of the Good Teaching Practices, especially the use of technology in the classroom. Additionally, the study identify teacher’s perception concerning the use of a mobile app to teach mathematics. The study begins with a theoretical review that delimit the concept.From this review, an interview guide was designed to identify teacher’s perceptions of good teaching practices and the use of technologies in the classroom. The results suggests that teachers identify Good Teaching Practices in a conceptual approach, but not in a practical approach. In addition, they acknowledge the benefits of technologies for their teaching practices, recognizing the importance for teaching mathematics.Este estudio busca identificar las nociones que los profesores de instituciones educativas públicas tienen sobre el concepto de buenas prácticas docentes, especialmente, respecto al uso de la tecnología en el salón de clase. Asimismo, se explora las percepciones sobre la utilidad del uso de un aplicativo móvil para enseñar matemáticas. Se inicia con una revisión teórica que delimita el concepto. A partir de esta, se diseñó una guía de entrevista para conocer la percepción de los profesores, sobre las buenas prácticas docentes y el uso de tecnologías. Los resultados apuntan a que los docentes identifican el concepto de buenas prácticas, pero no reconocen casos concretos donde estas se utilicen. Por otro lado, identifican las ventajas de las tecnologías y su uso en el aula, reconociendo aspectos importantes para la enseñanza.
Este estudo busca identificar as noções que os professores das instituições educacionais públicas têm sobre o conceito de boas práticas de ensino, especialmente com o uso da tecnologia na sala de aula. Também explora as percepções sobre a utilidade de usar uma aplicação móvel para ensinar matemática. Começa com uma revisão teórica que delimita o conceito. A partir disso, um guia de entrevista foi projetado para conhecer a percepção dos professores sobre boas práticas de ensino e o uso de tecnologias. Os resultados sugerem que os professores identifiquem o conceito de boas práticas, mas eles não reconhecem casos concretos em que são usados. Por outro lado, eles identificam as vantagens das tecnologias e seu uso na sala de aula, reconhecendo aspectos importantes para o ensino.
6
Campos, Flavio Rodrigues. "Diálogo entre Paulo Freire e Seymour Papert: a prática educativa e as tecnologias digitais de informação e comunicação." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/2360.
Full textAbstract:
Made available in DSpace on 2016-03-15T19:47:42Z (GMT). No. of bitstreams: 1
Flavio Rodrigues Campos.pdf: 807945 bytes, checksum: 95a58cf6db900c5c3a24b849d9c33c1f (MD5)
Previous issue date: 2009-02-20Our work rises from a preoccupation in deepening discussion and reflection about Paulo Freire and Seymour Papert discourse about the uses of digital information and communication Technologies in educational practices and aims to analyze the implications of those discourses to the changes of discourses practices and social practices in which those discourses are included as well as their importance to education. From bibliographic research, it sought to explain some concepts defended by each author, as well as discuss the concepts of ideology, language and curriculum that are fundamental for the comprehension to our research. The methodology used in this sought to relate the concepts above with the discourse analysis of the recorded dialogue entitled The future of School , in which Paulo Freire and Seymour Papert argued about. In practice, we did a discourse analysis based on the theory of Norman Fairclough (2001), which considers the discourse in three dimensions: text, discursive practice and social practice. The analysis discussed and reflected about textual and social aspects insert in the discourse of Paulo Freire and Seymour Papert, which can imply (or not) changes in social and discursive practice of educators and professionals of education. The thesis presented here upheld is that discursive analysis can contribute to extend our comprehension about the influence of Paulo Freire and Seymour Papert discourses to educative practice of education professionals related to the uses of digital information and communication technologies.
Nosso trabalho nasce da preocupação em discutir e refletir sobre o discurso de Paulo Freire e Seymour Papert em relação ao uso das tecnologias digitais de informação e comunicação nas práticas educativas, buscando analisar as implicações desses discursos para as mudanças nas práticas discursivas e nas práticas sociais nas quais esses discursos estão inseridos, bem como sua importância para a educação. Partindo da bibliografia pesquisada, buscou-se mapear e explicitar alguns conceitos defendidos na teoria de cada autor, assim como destacar os conceitos de ideologia, linguagem e currículo, que são fundamentais na compreensão desta pesquisa. A metodologia utilizada neste trabalho procurou relacionar os conceitos citados acima com a análise de discurso textualmente orientada do diálogo gravado intitulado O futuro da escola , em que Paulo Freire e Seymour Papert debatem sobre o assunto. Na prática, fizemos uma análise do discurso baseada na teoria de Norman Fairclough (2001), que considera o discurso em três dimensões: texto, prática discursiva e prática social. A análise propriamente dita procurou discutir e refletir sobre os aspectos textuais e sociais inseridos no discurso de Paulo Freire e Seymour Papert, que poderão implicar (ou não) em mudanças nas práticas discursivas e sociais de educadores e profissionais da educação. A tese apresentada defende que a análise discursiva pode contribuir para ampliarmos nossa compreensão sobre a influência dos discursos de Paulo Freire e Seymour Papert para a prática educativa dos profissionais da educação, em relação às tecnologias digitais de informação e comunicação.
7
Vargas, Sánchez Ana Dolores. "Educación para la convivencia y la cultura de paz a través de las TAC: un estudio multicasos en el contexto bogotano." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667377.
Full textAbstract:
La presente investigación tuvo como propósito explorar las experiencias de aula
mediadas por Tecnologías para Aprendizaje y el Conocimiento (TAC), como apoyo a los
procesos relacionados con la Educación para la Convivencia y la Cultura de Paz en seis
colegios distritales en la ciudad de Bogotá Colombia. La relevancia de este tema y la escasez
de investigaciones al respecto, tanto a nivel internacional como nacional, orientaron el
estudio desde los siguientes objetivos: i) analizar experiencias de aula mediadas por TAC,
planteadas en el marco de la Maestría en Proyectos Educativos mediados por TIC, para la
Educación para la Convivencia y la Cultura de Paz; ii) comprender las relaciones generadas
en el aula a través de las Tecnologías para el Aprendizaje y el Conocimiento, al apoyar la
Educación para la Convivencia y la Cultura de Paz; y, iii) proponer orientaciones sobre el
desarrollo de buenas prácticas o actividades innovadoras mediadas por TAC, para promover
la Educación para la Convivencia y la Cultura de Paz.
La revisión de literatura permitió refinar conceptos, perspectivas y comprender el
estado sobre la Educación para la Convivencia y la Cultura de Paz mediada por las TIC. El
trabajo de campo se planteó bajo el diseño de un estudio de casos múltiples, mediante
instrumentos de recolección de datos cualitativos para recabar la opinión de docentes y
estudiantes de los centros estudiados. Los resultados obtenidos han señalado tres aspectos
relevantes: la TAC como un camino que acerca a la realidad que rodea la convivencia y
cultura de paz en el ambiente escolar, la escasez de formación y experiencia del profesorado
sobre este campo afecta el desarrollo de la Educación para la Convivencia y la Cultura de
Paz apoyada en TAC, y se reconoce que las tecnologías promueven la comprensión,
participación y el diálogo de los estudiantes al tratar temas de Convivencia y Cultura de Paz.
No obstante, al relacionarlo con la intencionalidad tecnopedagógica se ha
comprobado que sus efectos en las prácticas dependen de factores externos que influyen,
tales como tiempo, espacios, conectividad y formación. Con los resultados obtenidos, es
posible beneficiar la educación del país y generar espacios de reflexión para promover
cambios en las políticas y prácticas educativas, Educación para la Convivencia y la Cultura
de Paz la mediada o no por la tecnología.The purpose of this research was to explore the classroom experiences mediated by Technologies for Learning and Knowledge (TAC), as support for the processes related to Education for Coexistence and Culture of Peace in six district schools in Bogotá city, Colombia. The relevance of this topic and the scarcity of research in this regard, both internationally and nationally, guided the study from the following objectives: i) analyze classroom experiences mediated by TAC, raised within the framework of the Master's Degree in Educational Projects mediated by ICT, for Education for Coexistence and the Culture of Peace; ii) understand the relationships generated in the classroom through the Technologies for Learning and Knowledge, by supporting Education for Coexistence and the Culture of Peace; and, iii) propose guidelines on the development of good practices or innovative activities mediated by TAC, to promote Education for Coexistence and Culture of Peace. The literature review allowed to refine concepts, perspectives and understand the state on Education for Coexistence and Culture of Peace mediated by ICT. The fieldwork was proposed under the design of a multiple case study, through qualitative data collection instruments to gather the opinion of teachers and students from the centers studied. The results obtained have pointed out three relevant aspects: the TAC as a way that brings closer to the reality that surrounds the coexistence and culture of peace in the school environment, the scarcity of training and experience of the teaching staff in this field affects the development of Education for Coexistence and Culture of Peace supported by TAC, and it is recognized that technologies promote understanding, participation and dialogue among students when dealing with issues of Coexistence and Culture of Peace. However, when relating it to techno-pedagogical intentionality, it has been found that its effects on practices depend on external influencing factors, such as time, space, connectivity and training. With the results obtained, it is possible to benefit the education of the country and generate reflection spaces to promote changes in educational policies and practices, Education for Coexistence and Culture of Peace mediated or not by technology.
8
Roberts, Heidi E. "Technology in education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000robertsh.pdf.
Full text
9
Sands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.
Full text
10
Paniagua, Debbie A. "Student perspectives on technology and technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999paniaguad.pdf.
Full text
11
Maribe, Plaatjie Polaki. "The role of education technology in transforming education at universities of technology." Thesis, Cape Peninisula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2076.
Full textAbstract:
Dissertation submitted in fulfilment of the requirements for the degree Master of Technology: Business Information Systems in the Faculty of Business and Management Sciences at the Cape Peninsula University of TechnologyThis study has investigated the role of Education Technology as means to transform education at the Cape Peninsula University of Technology. The department of Office Management and Technology was selected for the case study. The research focused on determining the significance of modern Education Technology on teaching and learning strategies at the Cape Peninsula University of Technology. A quantitative approach was used for data collection, while this was done by using questionnaires, which employed 5 point Likert scales. The responses from 54 participants were recorded and analysed, and these results show that respondents held strong views about the significance of the role of Education Technology in teaching and learning strategies at the Cape Peninsula University of Technology. Furthermore, the results show that Education Technology helps to improve teaching and learning strategies at the institution. The significance of this research is that the results may be interpreted within a broader South African context. The study, therefore, contributes to the body of knowledge concerning the impact of Education Technology at Universities of Technology in South Africa.
12
Jaffee, Robyn. "Impact of technology on sight word recognition on kindergarten self contained special education students /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_jaffe_impac.pdf.
Full text
13
Ernst, Stephanie R. "Enchancing education with technology." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008ernsts.pdf.
Full text
14
Sabin, Matthew A. "Delivering quality technology education through teacher-written or vendor-written technology education modules." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002sabinm.pdf.
Full text
15
Kananoja, Tapani, Ari Alama:ki, Jouko Kantola, Miika Lehtonen, Matti Psrikka, Timo Tiusanen, and FATE(フィンランド技術科教育研究会). "TECHNOLOGY EDUCATION IN GENERAL EDUCATION IN FINLAND." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2003. http://hdl.handle.net/2237/12002.
Full text
16
Merrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.
Full text
17
Djetebaye, Djimet. "Radio et education au tchad pour un projet d'une technologie educative au service du developpement." Caen, 1986. http://www.theses.fr/1986CAEN1015.
Full textAbstract:
Phenomene sociologique en afrique et notamment au tchad la radio ne peut que naturellement interesser la politique d'education de masse l'objet de cette etude est de tenter de poser les jalons (sous forme de projet) d'une demarche methodologique permettant d'exploiter les potentialites de la radiodiffusion. Ce, dans une optique d'interactions aussi bien au niveau de la production des messages educatifs que de sa distribution. Il est necessaire que la methode d'approche des systemes de communication cesse de se concentrer exclusivement sur la source et le contenu des messages, c'est a dire leur production; pour s'interesser aussi au processus de leur distribution, c'est a dire leur destination ou destinataireIn africa in general, and in chad in particular, broadcasting is considered as a sociological phenomenon ans as such must naturally be helpful for mass education. My intention here will be only to try to set out the basis (as a project) of a methological approach allowing to exploit the potentialities of broadcasting. I'll tackle the problem in a way of inteactions on two levels : the production the educational messages and their distribution. To be complete, i think that the method of approaching the systems of communication must absolutely stop concentring on the origins and the meaning of the messages only that is to say their production and take into account the process of their distribution too that is to say how they reach the listener
18
Eustace, Natalie Margaret. "Biological Realistic Education Technology (BRET)." Thesis, University of Canterbury. HIT Lab NZ, 2014. http://hdl.handle.net/10092/9242.
Full textAbstract:
The aim of this project was to develop and evaluate an interactive Augmented Reality interface for teaching children aged 8 to 15 about biological systems present in the human body. The interface was de- signed as one component of a “human body scanner” exhibit, which is to be featured at the ScienceAlive! Science Centre. In the exhibit, the interface allows visualization and interaction with the body systems while being moved across a human male mannequin named BRET.
Prior research has shown that Augmented Reality, Visualization applications, and games are viable methods to teach biology to university aged users, and Augmented Reality and interactive systems have been used with children and learning biology as well.
BRET went through three iteration phases, in the first phase, prototypes were evaluated by ScienceAlive! and designs and interactions were implemented, while the use of Augmented Reality through a transparent display was rejected. Iteration two included integration of the non-transparent touch display screen and observational evaluation of six children from 9 to 15 years old. This evaluation resulted in design and interaction changes. Iteration three was the last iteration where final interface and interaction modifications were made and re- search was conducted with 48 children from the ages 8 to 15. This was to determine whether learning, fun, and retention rates were higher for children who interacted with BRET versus those who watched video clips, or read text. Each child used one learning method to learn the three different body systems: skeletal, circulatory, and digestion. The results of the final evaluation showed that overall there was no significant difference in the children’s rating of fun or the amount of information they retained between the different learning methods. There was a positive significant difference between some of the expected fun scores and the actual fun scores. It was also found that learning with text was higher than the interactive condition but there was no differences between learning with video and interaction, or with text and video.
19
Barrett, James Edward. "Music technology in school education." Thesis, London Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515328.
Full textAbstract:
What is music, and how should it be taught in schools? This thesis traces how education and literation have reified music and distanced the construction of music in western conceptions, and British education, from practice in other, historical and geographical, cultures. Musical practice is dependant on the technologies for music production, which also influence the cultural construction of music. New developments in music technology, through the application of electronics and digitisation, have substantially changed the music industry, and, beyond this, have altered the generally accepted construction of music, by opening up new possibilities of sound creation and manipulation. These changes are theorised here as a transgressional step in the progressive literation of music, that reconnects musical practice to wider possibilities in the organisation of sound, some of which are examined by reference to the example of the traditional music of sub-Saharan Africa. By requiring more music practice, and inclusion of music from other times and cultures, the (British) National Curriculum has made new demands of music education in schools. It is shown that as these coincide with concomitant changes in the production of music due to new technologies, there is a possibility of restructuring music teaching in schools to take account of twenty-first century industry practice of music production. This will provide a sound basis for future employment to pupils. While there are many examples of excellence in school music teaching, quality remains variable and change is uneven. This thesis demonstrates the possibility within school music, of increasing the emphasis on a wider range ix of possibilities of organised sound, by connecting music to science, especially acoustical science, in Key Stages 1-3. At higher levels, considering music and sound together with images in multimedia will provide wider opportunities for the development of career skills. An electronic xylophone serves as an example of an instrument developed to enable the exploration of sound in the manner proposed, while retaining the kinaethesia found in physical musical instruments.
20
Norström, Per. "Technological knowledge and technology education." Doctoral thesis, KTH, Filosofi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144875.
Full textAbstract:
Technological knowledge is of many different kinds, from experience-based know-how in the crafts to science-based knowledge in modern engineering. It is inherently oriented towards being useful in technological activities, such as manufacturing and engineering design. The purpose of this thesis is to highlight special characteristics of technological knowledge and how these affect how technology should be taught in school. It consists of an introduction, a summary in Swedish, and five papers: Paper I is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. One off the major advantages of rules of thumb is the ease with which they can be learnt. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Paper II describes how Gilbert Ryle's distinction between knowing how and knowing that is applicable in the technological domain. Knowing how and knowing that are commonly used together, but there are important differences between them which motivate why they should be regarded as different types: they are learnt in different ways, justified in different ways, and knowing that is susceptible to Gettier type problems which technological knowing how is not. Paper III is based on a survey about how Swedish technology teachers understand the concept of technological knowledge. Their opinions show an extensive variation, and they have no common terminology for describing the knowledge. Paper IV deals with non-scientific models that are commonly used by engineers, based on for example folk theories or obsolete science. These should be included in technology education if it is to resemble real technology. Different, and partly contradictory, epistemological frameworks must be used in different school subjects. This leads to major pedagogical challenges, but also to opportunities to clarify the differences between technology and the natural sciences and between models and reality. Paper V is about explanation, prediction, and the use of models in technology education. Explanations and models in technology differ from those in the natural sciences in that they have to include users' actions and intentions.QC 20140512
21
Parikh, Radha Mani. "Computing technology in special education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060692.
Full text
22
Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.
Full text
23
Maranan, Daniel. "Information technology in seminary education." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textAbstract:
Thesis (M.A.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003.Abstract and vita. A master's project submitted to the Faculty of Gordon-Conwell Theological Seminary in partial fulfillment of the requirements for the degree of Master of Arts in Religion.
24
Parrish, John W. H. "Perceptions of technology and technology education in sixth grade students." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001parrishj.pdf.
Full text
25
Mussoi, Eunice Maria. "PROPOSTA DE DESENVOLVIMENTO DE UM SOFTWARE PARA O ENSINO E APRENDIZAGEM DE GEOGRAFIA NAS SÉRIES INICIAIS." Universidade Federal de Santa Maria, 2006. http://repositorio.ufsm.br/handle/1/9270.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis work presents a virtual instrument development that is going to support the teaching and learning process in Geography, for the 3rd grade of Elementary School at Public Schools of Santa Maria City RS Brazil. In this educational scenery, one intends to provide an alternative for the cognitive and social-affective development of the students. The proposed software approach the Spacial Orientation, attending to the teachers instrumental necessities. This constitutes an education modality which makes possible the innovation of teaching procedures, the utilization of various eletronic means of interaction, providing practicability in an extra-school education.
Este trabalho apresenta desenvolvimento de um instrumento virtual de apoio ao processo ensino e aprendizagem de geografia, para a 3ª série do ensino fundamental das escolas da Rede Pública Municipal de Santa Maria RS Brasil. Neste cenário educacional, pretende-se proporcionar uma alternativa para o desenvolvimento cognitivo e sócio-afetivo dos alunos. O uso do software proposto aborda o tema orientação espacial, atendendo às necessidades instrumentais dos professores, possibilitando a inovação dos procedimentos de ensino, a utilização de diversos meios eletrônicos de comunicação, viabilizando uma educação extraescolar.
26
France, Robert J. "The relationship between technology training and technology integration by technology education teachers in Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004francer.pdf.
Full text
27
Shanklin, Dave W. "How are technology education teachers learning to maintain technology shop equipment?" Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shanklind.pdf.
Full text
28
Leffler, Scott W. "Roseville Middle School technology education comparison." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lefflers.pdf.
Full text
29
Elzarka, Sammy. "Technology Use in Higher Education Instruction." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/39.
Full textAbstract:
The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students whose relationships with technology are increasingly native, among others. The significance of the current study is based on the fact that few prior studies focused on the factors that support, or inhibit, the use of educational technology by faculty in schools of education. The data collection instrument was a survey designed by the principal investigator based on review of the literature and professional experience. Five constructs were addressed by the survey: institutional policies, belief in the learning benefits, efficacy with integrating technology with content, barriers to technology use, and personal uses of technology. The survey was administered online and targeted 379 full and part time faculty in schools of education throughout the U.S. A total of 203 faculty members responded which was a response rate of 53%. Several path analyses were conducted to determine the variables that most related with the dependent variable, rate of technology adoption for professional instructional purposes. The variable that had the strongest relationship with the adoption rate for professional use was the adoption rate for personal use. This held true for all subgroups except part-time and older faculty. Suggestions for future research include the use of additional data sources to measure the variables described here. Study of the role of institutional policies in technology adoption should consider administrator perspectives in addition to those of faculty. Study of learning benefits should consider students' views in addition to those of faculty. Finally, efficacy variables should consider perspectives of college leaders and administrators.
30
Munoz, Jose. "Recruiting students for technology teacher education /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1608.html.
Full textAbstract:
Thesis (M.S.)--Central Connecticut State University, 2000.Thesis advisor: John R. Wright. "Submitted in fulfillment of requirements [for the degree of Master of Science in Technology Education] for TE 596."
31
Fodor, Maté. "Essays on Education, Wages and Technology." Doctoral thesis, Universite Libre de Bruxelles, 2016. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/239691.
Full textAbstract:
This dissertation consists of three chapters, which focus jointly on the effects of education policy on the functioning of labor markets.De-industrialization and technological progress have changed job markets fundamentally. The most fundamental change is that the concept of a worker as a unit of production relatively insensitive to inherent characteristics has been overthrown. Service sectors that have taken over from manufacturing as the engines of economic activity rely primarily on human capital for autonomous production. This is especially true for internationally tradable services. Their stark development was rendered possible by the informationcommunication revolution. Skills and talent, as well as their allocation to suitable tasks matter for production, now more than ever. We argue in this dissertation that the ability of education policy to facilitate optimal task allocation plays a role in maximizing aggregate production and in influencing education earnings premia, as well as employment volumes in various sectors of activity.Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
32
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/.
Full textAbstract:
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 on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
33
De, Jong Stephanie Lyn. "Practicing teacher perceptions of technology and technology integration in K-12 education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2680.
Full textAbstract:
This cross-sectional study assessed participants' perceptions of classroom technology integration and compared them to variables such as years of teaching experience, age, gender, computer access, technology training and level of technology adoption in the classroom.
34
FRISO, CHIARA. "LA DIDATTICA DAVANTI AL BLOG: CONTESTI SCOLASTICI TRA FORMALE ED INFORMALE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/325.
Full textAbstract:
L'obiettivo che questa tesi persegue è quello di analizzare il binomio blog/didattica, allargando il raggio di discussione e problematizzazione alle tecnologie di rete e all'educazione nei suoi aspetti di formalità e di informalità. Lo sguardo pedagogico-didattico viene eletto come guida del processo di riflessione e la scuola viene scelta come il campo di esplorazione privilegiato.
L'approccio d'indagine assunto pone la didattica di fronte al blog riservando ad essa il compito di contestualizzare la tecnologia, di comprenderne potenzialità sfruttabili per sostenere processi di apprendimento formali ed informali e di rilevarne gli aspetti di vantaggio e di problematicità emergenti per progettare impieghi efficaci ed innovativi.
La ricerca è strutturata lungo due direttrici: una teorico-fondativa destinata alla riflessione intorno ad alcuni nuclei tematici di sfondo (tecnologie educative, Rete e tecnologie emergenti, educazione formale ed informale) ed alla delineazione dello stato dell'arte in merito al blog ed alle sue applicazioni nella didattica; una empirica costituita dall'indagine sul campo finalizzata ad evidenziare e descrivere tendenze d'uso dei blog nei contesti scolastici italiani.This thesis aims at analysing the blog/education binomial, extending its discussion and problematic nature to web technologies in the field of formal and informal educational methods. The teaching-learning question is selected as a guidance in the process under consideration and school is looked upon as the privileged field for research. This study places teaching and learning methods before blog and questions this new technique by examining it deeply in the afford to understand its potentiality in the formal and informal educational process. This study aims at putting into evidence possible advantages and problems arising from the application and planning possible innovations in the educational sphere. The research is based on two guiding lines: the theoretical-basic one referring to some background core topics (educational technologies, web, emerging methods, formal and informal education) and referring to the merits related to blog with its application to teaching; the empirical one based on a survey on the field aiming at bringing out and describing trends towards the use of blog in the Italian school environment.
35
Hughes, Edward J. "Girls and technology education why are there so few girls studying technology education at West Bend high schools? /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hughese.pdf.
Full text
36
Wu, Zhengyu. "Information technology in chemistry research and education /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164552.
Full text
37
Cote, Dalton James. "Web-based technology to support medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34881.pdf.
Full text
38
Chipman, Leslie Eugene. "Collaborative technology for young children's outdoor education." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7313.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Computer Science. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
39
Drews, Jacquelyn L. "Technology in science education a grant proposal /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007drewsj.pdf.
Full text
40
Lampkin, Ann. "Faculty use of technology in postsecondary education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/158.
Full textAbstract:
This study was designed to examine six questions concerning faculty use of technology in postsecondary education in relationship to faculty age, gender, academic rank, employment status, principal field of teaching, and type of institution where the faculty member is employed. The study used archival data from the National Study of Postsecondary Faculty (NSOPF:04) to describe and examine faculty use of technology in postsecondary education. The researcher analyzed archival data collected in 2004 by RTI. In 2004 34,330 eligible sample members were identified; 29,820 (87%) were contacted, and 26,110 (76%) completed the survey (NCES). The findings of this study indicated that further research is needed in the following three areas: 1) the examination of gender and faculty use of technology in postsecondary education. 2) the relationship between faculty employment status and faculty use of technology in postsecondary education, and 3) the type of institution (2- vs. 4-Year) in which faculty work and faculty use of technology in postsecondary education.
41
Norström, Per. "Technology education and non-scientific technological knowledge." Licentiate thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48237.
Full textAbstract:
This thesis consists of two essays and an introduction. The main theme is technological knowledge that is not based on the natural sciences.The first essay is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. Knowing adequate rules of thumb is a common form of technological knowledge. It differs both from science-based and intuitive (or tacit) technological knowledge, although it may have its origin in experience, scientific knowledge, trial and error, or a combination thereof. One of the major advantages of rules of thumb is the ease with which they can be learned. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Engineers commonly use rules, theories and models that lack scientific justification. How to include these in introductory technology education is the theme of the second essay. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts where they are used when found convenient. The role of this kind of models in technology education is the theme of the second essay. Engineers’ work is a common prototype for pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models when doing design work in school technology. The acceptance of these could be experienced as contradictory by the pupils: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology education. Technology is first and foremost about usefulness, not about the truth or even generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.QC 20111118
42
Magarity, Mary T. "Information technology in in-service teacher education." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335994.
Full text
43
Geiger, William. "The art educator's role in technology education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009geigerw.pdf.
Full text
44
Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.
Full text
45
Potter, Barry Scott. "Analysis of Technology and Engineering Education Assessments." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102205.
Full textAbstract:
Technology and Engineering Education has deep roots in Project Based Learning, with its beginning in the Industrial Arts, and tracing its ancestry to craft apprenticeships. This constructivist philosophy supports the idea that the creation of an artifact lends itself to higher order cognitive processes. This study analyzed the content of middle school Technology and Engineering Education Rubrics for evidence that higher order cognition was being assessed. Five raters coded ninety-eight performance indicators from six rubrics for the evidence of declarative, procedural, schematic, and strategic knowledge. Gwet's AC1 and percent agreement were calculated to determine inter-rater reliability. Additionally, the performance criteria were coded for six engineering constructs. The Engineering Constructs from the performance criteria were extrapolated to the performance indicators to see which Engineering Constructs were supporting higher order cognition. Analysis included the determination of whether or not the rubrics that were analyzed supported higher order cognition as well as their performance indicators, performance criteria, and which Engineering Constructs support higher order cognitive processes.Doctor of Philosophy
What used to be known as the shop class, or Industrial Arts, has morphed into Technology and Engineering Education. With the emphasis now on teaching engineering processes and Project Based Learning instead of manual skills, there is a lack of research on whether or not the assessments have evolved enough to assess higher levels of cognition. Higher level cognitive processes in engineering design are defined as those processes that are used to troubleshoot and create. This study analyzed middle school Technology and Engineering Education rubrics to look for evidence of assessing higher order cognition. Rubrics are a commonly used tool in Project Bases Learning as a form of assessment. Rubrics are separated into two distinct parts: performance criteria; and their performance indicators. The performance criteria were analyzed for six different Engineering Constructs, and the performance indicators were analyzed for four cognitive constructs. The analysis looked for evidence of higher-level cognitive constructs, and which Engineering Constructs supported higher level cognitive constructs.
46
Lundy, Sarah Elizabeth. "Leveraging Digital Technology in Social Studies Education." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1743.
Full textAbstract:
Today's K-12 classrooms are increasingly comprised of students who accomplish much of their informal learning through digital media and technology. In response, a growing number of educators are considering how they might draw upon these informal learning experiences to support student engagement and learning in the classroom through technology. The purpose of this study is for social studies educators, school administrators, teacher educators and curriculum developers to understand more about the potentials and limitations of integrating technology such as a digital text. This research focuses on the differences in experiences using a digital text and a printed text from the perspective of four high school social studies classes. The curriculum for the printed and digital texts was developed in collaboration with the Choices Program for the Twenty-First Century at Brown University.
This research was based on the assumption that the thoughtful integration of a digital text in the classroom can support student engagement and differentiation while facilitating learning that students can readily transfer to multiple political, economic and social contexts beyond the classroom. Critically, students of poverty and students of color have the most to gain from increased access to digital technology in the public education system. People of color and people of poverty in the United States have significantly less access to technology at home than their white and middle class counterparts. Therefore, the classroom presents an opportunity for students who lack access to digital learning opportunities in their home environments to develop the technological fluency and digital literacy that are increasingly necessary to engage in multiple political and economic spheres in the United States.
The current literature on digital technology in education lacks sufficient empirical evidence of the potential benefits and challenges that digital technologies may offer secondary social studies education from the perspective of the classroom. Therefore, the classroom field test that was undertaken for this research offers a more empirical understanding of digital texts from the important perspectives of students and teachers in the classroom learning community. This research was conducted in a large, suburban high school in the Portland Metropolitan area and compared the experiences of tenth-grade World History classes working with a print text to the experiences of tenth-grade World History classes working digitally. The mixed-methods multiple-case study design addresses the following research questions: a) In what ways, if at all, does a digital text provide high school social studies' students different affordances and academic skills than a printed text? and b) How, if at all, do high school social studies students interact differently with a digital text from a printed text?
The analysis of data offered evidence that the use of the digital text supported technological fluency, the creation of more sophisticated learning products, differentiation for multiple learning styles and a more supportive reading experience due to its multimodal features. These unique academic affordances were not equivalently supported by the use of the print text. However, the type of text did not demonstrably influence students' ability to communicate their thinking in analytical writing. The analysis of data also suggested that students were somewhat more cognitively and behaviorally engaged in the digital case studies. Importantly, the digital text did not create a negatively discrepant learning experience for students of color but, rather, supported increased student engagement for both white students and students of color.
The data also suggested that the digital text posed significant challenges for both students and teachers. The digital experience required students to learn new and challenging technology skills. The digital text also required more class time and created more classroom management challenges for teachers than the print experience. Despite these additional challenges, both students and teachers expressed a preference for the digital experience. Thus, the digital text seemed to provide both a more challenging and a more rewarding experience for students. This study has implications for educators that are interested in thoughtfully integrating a digital text or, a similar digital technology, in comparable classroom contexts.
47
Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.
Full text
48
Carraway, Deborah Louise. "Information technology governance maturity and technology innovation in higher education| Factors in effectiveness." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591474.
Full textAbstract:
Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education.
Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.
49
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.
Full text
50
Pierce, Clayton Todd. "Democratizing science and technology education perspectives from the philosophy of education /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495962521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text