Dissertations / Theses: 'Technology in violin teaching'

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Gu, Li. "Violin Performance Teaching and Learning: the development of technology and its role in violin pedagogy." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18731.

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Music is a creative art involving the expression of feeling and spontaneity. This artistry demands the mastery of musical instruments, of which the violin is one. Traditional violin methodology has been the accepted way to develop the art of violin playing, but technology and the internet have provided different approaches to teaching methods. This thesis addresses the degree to which these different approaches may or may not enhance violin teaching and learning. In the first instance this thesis looks at the function of the online learning platform YouTube, and then at the teaching methodology of Suzuki using audio and of Zhang using online video. In order to assess the possibilities of these new learning approaches, it was necessary to research teaching methods used by traditional masters of violin pedagogy. A study into their philosophy, which was formulated from their personal teaching experience, revealed a unanimous belief in the crucial need for mental practice in the co-ordination of mind and body. Further evidence about this crucial link between mental preparation and performance can be found in research into training for sport, from amateur to professional levels. The overall results of the thesis reveal that technology, as used by Suzuki and Zhang’s online method, cannot meet all the expectations of traditional methodology. In particular, technological teaching is unable to respond to the individual needs of students, nor is it able to guide students in the development of mental practice and independent learning. On the positive side, YouTube provides a platform for students to observe masterclasses and the performances of renowned musicians and orchestras.

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Collins, Cheri D. "Connecting science and the musical arts in teaching tone quality integrating Helmholtz Motion and master violin teachers' pedagogies /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4544.

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Thesis (D.A.)--George Mason University, 2009.
Vita: p. 157. Thesis director: James Gardner. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 145-156). Also issued in print.

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Low, Sheau-Fang. "Applied violin instruction : factors and strategies contributing to effective teaching of three master teachers in Sydney." Master's thesis, Sydney Conservatorium of Music, 2000. http://hdl.handle.net/2123/8146.

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Trandafilovski, Mihailo. "Introducing elements of contemporary music in the process of violin teaching." Thesis, Royal College of Music, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576931.

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Curtis, Michelle. "Analysis and comparative review of Principles of violin playing and teaching by Ivan Galamian /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/11243.

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Koornhof, Piet. "The basic teaching strategy of master violin teacher Dorothy Delay / H.P Koornhof." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/2628.

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Bard-Schwarz, Anna Ewa. "A Philosophy and an Approach to Teaching Non-professional-track Violin Students." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500007/.

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The aim of this dissertation is to lay the groundwork for an integrated approach to violin instruction for children who are not being groomed explicitly for professional careers as instrumentalists. The study presents a particular focus on the age of middle school children, in order to showcase a more specialized and definitive result of research without, however, distinguishing between advantages and limitations of different age groups of children who study music and learn to play the violin. My first goal is to craft a sample method of teaching with a premise that not all students studying music must or need to become professional musicians in their future. I promote an approach based on the premise that music has universal value available to all and that any kind of music education encourages the growth, personality development, and imagination of children. My second goal is to explore how music education functions in 21st century western culture. Research is based on teachings and methods established by Suzuki, Kodaly, Jaques-Dalcroze, and Orff, among others.

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Solovieva, Oksana. "Teaching Violin to Higher Level Students: The Analogy and Benefits of Vocal Approach." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/461526.

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El present treball podria classificar-se dins de l'àmbit de la psicopedagogia i la interpretació, on l'enfocament interdisciplinari pretén millorar les deficiències comunes en l'execució del violí. La recerca de la relació entre els enfocaments artístic i tècnic en les especialitats com la veu i del violí, conduirà a la seva aplicació pràctica i innovadora a l'aula de violí. El treball de camp es concreta en: la cerca de tots aquells recursos en la tècnica i la interpretació del cant a través d'entrevistes a cantants; en l'assistència en classes de cant; en l'escolta atenta de cantants; en la lectura de literatura específica; i finalment, en l'aplicació de tot això en el treball amb els alumnes de violí, registrant els resultats. L'objectiu principal d'aquesta tesi és investigar i compartir aquest estudi i recerca amb altres músics i persones interessades en el tema, així com despertar una altra consciència per a tots aquells instrumentistes de corda que desitgin incorporar aquest treball en la seva vocació de músic i el professor. És a dir, obrir una nova línia de treball que faciliti i engrandeixi al violinista com a tal, que pugui fer desaparèixer aquestes barreres o impediments que tècnicament de vegades no aconseguim superar, si no des d'una altra visió totalment diferent i innovadora.
El presente trabajo podría clasificarse dentro del ámbito de la psicopedagogía y la interpretación, donde el enfoque interdisciplinario pretende mejorar las deficiencias comunes en la ejecución del violín. La investigación de la relación entre los enfoques artístico y técnico en las especialidades como la voz y del violín, conducirá a su aplicación práctica e innovadora en el aula de violín. El trabajo de campo se concreta en: la búsqueda de todos aquellos recursos en la técnica y la interpretación del canto a través de entrevistas a cantantes; en la asistencia en clases de canto; en la escucha atenta de cantantes; en la lectura de literatura específica; y finalmente, en la aplicación de todo ello en el trabajo con los alumnos de violín, registrando los resultados. El objetivo principal de esta tesis es investigar y compartir este estudio y investigación con otros músicos y personas interesadas en el tema, así como despertar otra conciencia para todos aquellos instrumentistas de cuerda que deseen incorporar este trabajo en su vocación de músico y el profesor. Es decir, abrir una nueva línea de trabajo que facilite y engrandezca al violinista como tal, que pueda hacer desaparecer esas barreras o impedimentos que técnicamente a veces no logramos superar, si no desde otra visión totalmente diferente e innovadora.

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Majeed, Alan. "Middle Eastern Violin Method : A Method for Teaching and Transcribing Middle Eastern Music." Thesis, Kungl. Musikhögskolan, Institutionen för folkmusik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3055.

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My project is first and foremost about developing a pedagogical method for teaching Middle Eastern folk and classical music on the violin. As a secondary goal, I want to know if my own playing could benefit from applying such a method and become more skilled in expressing myself artistically on my instrument. In order to achieve this, first, I have transcribed and notated music from different music styles of the Middle East, including Kurdish, Persian, Arabic and Turkish music and described the specific traits of these different styles. Then, I have created a method of how to represent different stylistically important elements in the music, e.g. the most popular ornaments used in this music, as well as finding new ways of representing them by new symbols. Finally, I have devised exercises for learning and perfecting these style elements, such as ornaments. There is no well-established method for teaching the Middle Eastern styles of violin playing (Eilenberg, 1993). This fact makes it challenging for students to learn and pass on the tradition. Unlike Western Classical music, Middle Eastern music involves using different modal systems, including scales with quarter tones. The modes and corresponding scales are called Maqam and there are a great many of them. (Todorov, 2018)A violinist playing this style of music, usually uses intricate ornamentations in playing on these scales when making an extemporization or improvisation on the maqam, called Taksim. Not having a method for this complicated music style, makes a new learner to rely solely on learning by ear and learn through imitation, which is today often performed by listening to recorded sources. In my personal experience, it took many years of careful listening and imitating to learn how to play Middle Eastern music on the violin. As an accomplished violinist and teacher, now I want to establish and develop my method so students can take advantage of it and learn this music more thoroughly, faster and become more accomplished in expressing themselves within the style. My hope is that this method will help preserve the Middle Eastern style of violin playing and make it easier to pass on to the next generations. Furthermore, the method will also help an interested foreigner to understand and potentially learn Middle Eastern music on the violin. Thus, my research interest is to investigate in what way I can describe, notate the pertinent stylistic elements of the music for to develop a ‘Method for oriental violin playing’, including notations, exercises, and teaching process, that can make a musician understand the Middle Eastern music styles and learn to play them. The ultimate aim is to pass the tradition easier and faster, giving aspiring violinists possibility to develop their violin playing within this field. Hopefully, from notating and transcribing these styles the tradition can be preserved. A specific question is also to investigate the usefulness of the method for groups of violins. Secondary research interest is to investigate how this work might influence the development of my own playing, in terms of technique and expressing. Summary of research questions: - How can I describe and notate the Middle Eastern violin styles with details? - What are the most important stylistic elements and techniques? - How can I teach this music? - How can I pass on the tradition faster and easier with the help of a method in a way that develops the field of Middle Eastern violin styles? - Can I develop my own playing and artistic skills by applying exercises for stylistic features?

Samai Hijaz Göksel Baktagir (Turkish) Bogazici Baki Kemanci (Turkish)

Alan Kamil – Violin

Feras Sharstan – Kanun

Saman Taha – Piano

Mårten Hillbom – Raqq and Cajon

Swedish folk music meets Kurdish folk music! (Kurdish and Swedish)

Alan Kamil – Violin

Tommy Lundberg – Violin

Pirozbe Nasir Razazi’s Song (Kurdish)

Violins:

Alan Kamil

Tommy Lundberg

Anna Ekborg

Sandra Arvman

Nichelle Johansson

Saman Taha – Piano

Mårten Hillbom – Cajon

Swan Lake Mojtaba Mirzadeh (Persian) Soran Badinan Dilshad Said (Kurdish)

Alan Kamil – Violin

Saman Taha – Piano

Nassam Aleyna el Hawa Rahbani Brothers – Fairouz (Arabic)

Alan Kamil – Violin

Feras Sharstan – Kanun

Saman Taha – Piano

Mårten Hillbom – Darbuka

Eshveh Bijan Mortazavi (Persian)

Alan Kamil – Violin

Saman Taha – Piano

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Campbell, Velma-Jean. "The implications of Ned Herrmann’s whole-brain model for violin teaching : a case study." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1889.

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Thesis (MMus (Music))--University of Stellenbosch, 2008.
This study is concerned with determining whether the application of Ned Herrmann’s “whole-brain” model would impact violin teaching in any way. Our educational system places great importance on what has become known as the left-brain modes, that is, reading, writing and arithmetic, to the neglect of the socalled right brain’s cognitive abilities, such as, music, art, intuition and dance. Wellintentioned, yet ill-informed teachers teach learners in ways that make learning difficult or impossible, as they are unaware of how to determine and use the preferred learning style of each learner. When a learner’s learning style is not matched with the method of instruction, the learner’s discomfort level may be so great that it not only interferes with the learning process but it could also ultimately prevent learning from taking place. The researcher, therefore, set out to determine whether the use of whole-brain development would lead to any significant changes in the learning process. For a period of two school terms, case studies using action research were conducted on five of the learners that received instruction from the researcher. The research participants were so chosen as to make the experimental group as homogenous as possible. Data was collected qualitatively by means of diaries and was presented descriptively. Every week the learners received a printed copy of the homework exercises. They recorded their feedback weekly, in their diaries. The researcher, as the teacher of the learners, made weekly observations during lessons. During this research the process of triangulation was used. This process added validity to the study as information about specific aspects was gained from three different perspectives, namely, that of the learners, the teacher and the learners’ accompanists. The accompanists gave their feedback before the start of the research and again at the end. After applying Herrmann’s model for two terms, the following became apparent: • The learners practised more, were more motivated and there was a general improvement in their attitude. • The learners felt that having received a printed copy of the exercises, a whole brain exercise in itself, had helped them to know what and how to practise. • There was a significant change in the playing of the majority of learners (three of the five). • The learners, where significant changes were not apparent in their playing, indicated that their understanding of their practising methods and playing had increased. • The learners felt that they had benefited from the experiment as they all indicated that they would like future lessons to be conducted in the same manner. In view of the positive outcome of the research, and given that this was a pilot study, the researcher suggests that similar studies using larger numbers of learners and involving a longer period of time, be conducted. The inclusion of a control group would also render the findings more conclusive. The researcher also suggests that violin teachers become knowledgeable about learning styles and whole-brain learning if they wish to reach all learners and enable them to achieve their potential.

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Kim, Ji Won. "George Enescu His influence as a violinist and pedagogue." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15822.

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George Enescu, a timeless figure in music history, inspired me to write this thesis. His statement "perfection…..does not interest me. What is important in art is to vibrate oneself and make others vibrate" truly captivated me. His pedagogy seemed to be unlike any other teachers that are known today. Enescu’s intuitive artistry and his self-effacing approach to music making identify him as a special musician. His life, playing style and instrumental characteristics, his pedagogy and legacy are investigated in this thesis. I argue that the holistic characteristic of the comprehensive musician Enescu should inform contemporary approaches to violin performance and violin pedagogy and are able to contribute to a more authentic and truthful way of music making.

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Papatzikis, Efthymios. "A conceptual analysis of Otakar Ševčík’s method : a cognitive approach to violin teaching and learning." Thesis, University of East Anglia, 2008. https://ueaeprints.uea.ac.uk/47264/.

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Among music educators and particularly violinists, Otakar Ševčík and his violin method are accepted as important parts of the music education heritage. Starting from the initial stages of teaching and learning the violin, and reaching the most advanced thematic constructs, Ševčík’s educational work is the only one which covers in its content the widest – if not the whole – breadth of violin education, and debates in the most fervent way many variable approaches on musical and technical topics. However, even if its educational value is constantly acknowledged, nowadays it is not widely used in music teaching, as it is characterised by many instrumentalists as boring, complex, or difficult to understand. The surprising fact to all this is that during the end of the nineteenth and till the mid-‐twentieth century, more than a thousand registered students were effectively taught directly by Ševčík through this method, while many others supported, used and were devoted to it, reaching through its path of knowledge their highest performing or teaching potential. My research, seeking to define a deeper understanding of the Ševčík ‘phenomenon’, offers a conceptual analysis to his entire educational approach, based on correlated to his life and work explicit and implicit links of information. Using three different but equally important sets of data – the context of the method’s existence, the content of the method’s 26 Opuses, and the method’s aspects of teaching and learning – my thesis finally justifies the hypothesis that Ševčík’s work, indeed, comprises a complete teaching and learning method, which provides the opportunity for a solid and holistic study on violin performance. *[N.B.: A DVD was was attached to this thesis at the time of its submission. Please refer to the author for further details: 'A Digital Versatile Disc (DVD) is attached to this thesis for further reference. Please consult it according to the core text. All material included in the DVD is either the author’s mental property, or – in case of other sources – [legally] released to the author by the legal authorities. Please email the author for more information (www.violinist.gr)']*

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Borden, Stacy R. "Work for Five-String Electronic Violin and Tape (Torn Edges)." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213920863.

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Partin-Harding, Melissa C. "Innovative Teaching Strategies: Teaching Art Photography In The Digital World." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308282675.

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Foletto, Clarissa Gomes. "Instructional communication in one-to-one instrumental lessons: the use of teaching cues in violin tuition." Doctoral thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/18612.

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Doutoramento em Música
A qualidade da instrução expressa por professores de instrumento tem vindo a ser apontada como um dos fatores que distingue professores experientes de professores menos experientes. Um dos desafios do professor de instrumento é abordar conteúdos complexos, que envolvem um vocabulário específico, e que ao serem comunicados de forma clara e efetiva podem ser posteriormente compreendidos e relembrados pelo aluno. Assim, a partir do estudo de pistas pedagógicas, o objectivo desta investigação é compreender o processo de comunicação no ensino individual do instrumento. Para atingir este propósito foi conduzido um estudo de caso, exploratório, focado na comunicação estabelecida entre professor e aluno. Primeiro foi realizado um estudo piloto que guiou a construção do protocolo do estudo de caso principal. Depois foi realizado o estudo de caso principal que envolveu a observação de dezasseis aulas individuais de violino e a realização de doze entrevistas semiestruturadas. Os participantes foram quatro professores (idades entre os 41 e 62 anos) e oito alunos (idades entre os 9 e 15 anos). Duas aulas sequenciais foram filmadas e foi conduzida uma entrevista no final da segunda aula. Vinte e oito pistas pedagógicas foram selecionadas a partir das observações, das filmagens e das notas de campo. Uma análise temática possibilitou a identificação de: (i) elementos contextuais; (ii) responsabilidades profissionais percepcionadas pelos professores; (iii) estratégias de comunicação e (iv) percepções dos estudantes sobre a comunicação em sala de aula. Relativamente às pistas pedagógicas selecionadas foram identificadas o seu uso e eficácia. Os resultados principais sugerem que, na comunicação de instruções os professores desenvolvem competências específicas para expressar ideias musicais. Estas ideias são baseadas no conhecimento que têm sobre as preferências dos alunos, e a capacidade de serem flexíveis e de combinar diferentes estratégias. Os professores comunicam através de instruções, e usam as pistas pedagógicas com a função de aconselhar, resolver problemas e enfatizar um determinado conteúdo. As pistas pedagógicas foram usadas na abordagem de competências técnicas, auditivas, interpretativas e de apresentação. De uma forma geral, a comunicação destas pistas foi eficaz quando utilizada com a função de enfatizar algum conteúdo importante. Mais, a eficácia desta comunicação foi feita através do uso de diferentes estratégias: (i) metáforas; (ii) demonstração; (iii) contato/modelagem física, e (iv) incentivar o aluno a tocar livremente. Estes resultados refletem uma tendência comum encontrada na literatura, que sugere que a comunicação de instruções pode ser também otimizada quando professor e aluno negoceiam e partilham conceitos e significados durante as aulas de instrumento. Embora a otimização da comunicação de instruções tenha sido o enfoque principal desta tese, a contribuição final passa pela aprendizagem significativa do aluno, resultando numa experiência de ensino e aprendizagem positiva e agradável.
The quality of the teacher’s instructions has been identified in studies as one of several factors that distinguish expert teachers from their less expert counterparts. One of the teacher’s challenges when teaching an instrument is to approach a complex content (that involves a specific vocabulary) using effective and clear communication which can be understood and recalled by the student later. Therefore, this thesis aims to understand, through the study of teaching cues, the process of instructional communication in oneto- one instrumental lessons. In order to reach the research aim, an exploratory case study into the communicative relationship established between violin teacher and student was conducted. Firstly, a pilot study guided the building of the case study protocol. Then, the main exploratory case study involved the observation of sixteen one-to-one violin lessons and twelve semi-structured interviews. The participants were four teachers (aged between 41 and 62) and eight violin students (aged between 9 and 15). Two sequential lessons were videotaped, and after the first lesson a semi-structured interview was conducted with teachers and students separately. Based on the video observations and on the field notes, twentyeight teaching cues were selected. A thematic analysis enabled the researcher to identify: (i) contextual elements; (ii) teachers’ perceived professional responsibilities; (iii) teachers’ strategies to convey information; and (iv) students’ perceptions regarding instructional communication. Concerning the selected teaching cues, their use and effectiveness in communication were identified. The main findings suggested that in instructional communication teachers develop specific skills to convey musical ideas based on their awareness of students’ preferences, while trying to be flexible and combining different strategies. They use instructions to convey the message and teaching cues with the intention advising, problem solving and emphasizing a pedagogical content. Teaching cues were used to approach technical, aural, interpretative and presentation skills. Overall, teaching cues were communicated effectively when teachers conveyed information by emphasizing important aspects in the communication. In addition, such effective communication was achieved through different strategies: (i) using metaphors; (ii) demonstrating; (iii) physical modelling; and (iv) encouraging students to play freely. These results reflect a common trend in the existing literature that suggests that instructional communication is optimized when teachers and students negotiate and share the concepts and meanings during lessons. Although the optimization of communication was the main point highlighted in this study, the final goal is the students’ meaningful learning and, consequently, their contribution to a more positive and enjoyable teaching and learning experience.

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Randall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.

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As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.

The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.

It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.

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Кузнецова, Г. С. "Information technology in foreign language teaching." Thesis, ХДУХТ, 2017. http://openarchive.nure.ua/handle/document/7781.

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Pозглянуто теоретичні питання щодо використання інформаційних технологій у викладанні іноземної мови, визначено основні інформаційні ресурси та засоби, з’ясовано їхню важливість та актуальність.

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Bretscher, Nicola. "Mathematical knowledge for teaching using technology." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/mathematical-knowledge-for-teaching-using-technology(8047ac6c-c4f7-41af-9291-2e0c2236ebd2).html.

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The focus of this PhD study is teachers’ knowledge and how it is involved in interacting with technology to produce the mathematical knowledge made available in the classroom. Contrasting connectionist and transmissionist teachers’ use of technology provides a means of making such knowledge visible, allowing an exploration of the nature and content of mathematical knowledge for teaching using technology. In addition, this study examines how and to what extent the mathematical knowledge made available through a teacher’s interaction with technology is distributed across the teacher and technology. The first, quantitative phase of the project surveyed English secondary mathematics teachers’ use of technology (n=183). Using Rasch analysis to construct a transmissionist measure of self-reported pedagogic practice, a surprising association is found between frequent use of teacher-centred software and a more connectionist orientation. The survey data also suggests that ‘teacher-centred’ practices involving ICT may instead be construed as ‘dominant’ practices, since they are most frequently occurring across all teachers. In the second, qualitative phase of the project, two connectionist and two transmissionist teachers were selected as case studies on the basis of their responses to the survey instrument. Data collection involved a semi-structured interview based around a GeoGebra file on circle theorems, two classroom observations and postobservation interviews. Data analysis using the TPACK framework suggests the nature of mathematical knowledge for teaching using technology as abstract, mathematical knowledge and yet simultaneously as mathematical knowledge situated in the context of teaching using technology. Using the Knowledge Quartet, a conceptualisation of the content of mathematical knowledge for teaching using technology in relation to the topic of circle theorems is developed, demonstrating the highly complex nature of such knowledge. Ameliorating this complexity, this study provides indications of how a distributed view of cognition might offer potential strategies for facilitating teacher interaction with technology.

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Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.

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Educational Psychology
Ph.D.
College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
Temple University--Theses

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Benjumea, Natalia Londoño. "Posicionamento na mão esquerda do violino : um estudo experimental com iniciantes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/115660.

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A presente pesquisa teve como objetivo principal elaborar um plano de ações com alternativas na preparação e colocação da mão esquerda no violino para estudantes de violino. Desenvolveu-se em um estudo experimental, com seis estudantes do Conservatório e da Graduação da Universidade de Caldas na Colômbia. O processo de investigação foi fundamentado em quatro tópicos: (1) a análise do posicionamento inicial da mão, dedos e braço esquerdo, (2) a introdução de padrões motores e de movimentos alternativos, (3) a comparação da mão esquerda antes e depois do plano de ações alternativas, e (4) a avaliação do plano de ações. Este estudo incluiu a coleta de dados por meio de registro de vídeo antes e depois das ações propostas. Esta proposta procura possíveis soluções para tensões musculoesqueléticas, que estão na origem da colocação inadequada dos dedos, mão e braço. O processo teve a fundamentação bibliográfica em Paul Rolland (1911-1981), Ivan Galamian (1903-1981), Carl Flesch (1873-1944), Yehudi Menuhin (1916-1999) entre outros.
The aim of this investigation was to develop a plan of actions for teaching and/or improving left hand positioning of beginner violin students. The goal was to have a teaching alternative that could help solving musculoskeletal tension, derived from inadequate positioning of fingers, and hand. An experimental study was conducted with six students from the Conservatory of Music and undergraduates of the University of Caldas, Colombia. The investigation was based on four topics: (1) analysis of the initial position of hand, fingers and left arm; (2) teaching of the proposed alternative motor and movement patterns; (3) comparison of the left hand before and after the action plan; and (4) evaluation of the action plan. For data collection during this study, video recording were done before and after the actions. This study was based on the writings of Paul Rolland (1911-1981), Ivan Galamian (1903-1981), Carl Flesch (1873- 1944), Yehudi Menuhin (1916-1999) among others.

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Palmer, M. J. "Exploring Teaching in Irish Institutes of Technology." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517532.

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Ренська, І. І. "Mind mapping technology in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10602.

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Kershaw, Lorraine H. "Journeys towards expertise in technology-supported teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1776.

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Expertise in technology-supported teaching needs to be understood from multi-dimensional perspectives and influences, if raising teacher quality is a desired goal of education services. This study aimed to uncover the interactive influences of teachers' pedagogical practices, learning experiences and personal characteristics and how their decisions impacted upon their growth in expert technology-supported teaching. A mixed methods approach incorporated case study techniques, use of quantitative and qualitative data and was informed by grounded theory. Five female primary teachers participated in this research which was conducted during one year over two data collection stages in a technology-supportive independent Australian girls' school. Variations of expertise were most evident in teachers' pedagogical practices, attributable to their technological, pedagogical and content knowledge and beliefs about student learning. These were apparent in the design, delivery and management of student learning activities, with and without digital resources and tools. Common to all was the strength of performance self-efficacy beliefs, desire for excellence and the motivational challenges afforded by technologies to practices and approaches to learning. Particular experiences and influences on learning were perceived by teachers as significant in their journeys of growth, namely 1) accessing the knowledge and modelling strategies of a dedicated curriculum resource teacher, 2) engaging in collaborative activities and feeling part of a team, 3) observing colleagues at work, and 4) being committed to staying abreast of new ideas by spending time alone to play and learn in the non-threatening environment of technology. A distinctive feature of their professional agency was illustrated by pro-active attitudes to change and taking ownership for decisions. These deliberate choices made to advance professional growth over time were epitomised by changes in professional roles, changes within school systems and changes to practices, incorporating risk-taking actions. Expert practices with technology need to be sustained through perseverance and dedication to learning and practice. When the extent of a teacher's expertise is distinguished by referring to descriptors along continuum pathways, this is an encouragement to all teachers to pursue excellence in technology-supported teaching practices.

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Olsson, Therese. "Genrebreddens betydelse i violinundervisning." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14959.

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Problemformuleringen i denna studie är ”Hur uppfattar fiollärare genrebreddens betydelse för elevers fortsatta musikintresse och utveckling?” Hur bemöter musikskolan den musikaliska evolutionen? Den evolution vilken, i och med 1900-talets paradigmskifte, fört det musikaliska synsättet från det traditionella mot ett allt mer öppet klimat i musikundervisningen. För att få svar på detta vände jag mig till fyra fiollärare med fiollärarutbildning och använde den kvalitativa intervjun som metod. Samtliga informanter hade erfarenhet inom yrket. Resultatet av undersökningen visar att lärarna upplever elevernas musikidentitet mycket starkare än förr, vilket resulterar i att låtvalet är väldigt viktigt. Att välja rätt låt är inte helt lätt, med tanke på att det för eleverna är väldigt viktigt att få spela musik från den egna ungdomskulturen. - Låtar som lärarna inte är så fascinerade av men som dock bevarar elevernas intresse. I slutsatsen har jag jämfört vad mina informanter har sagt i förhållande till vad tidigare forskning kring låtvalet påvisat. - Jämförelsen visar att lärarnas ord bekräftas av forskningen och vise versa. Däremot har min ursprungliga frågeställning fått en annan vinkling än vad jag trodde från början. Som slutsats hävdar jag att det inte är genrebredden i sig som är viktig – det primära i undervisningen är låtvalet, i förhållande till elevernas ungdomskultur. Alltså behöver lärarutbildningen förse de blivande lärarna med kunskaper i alla genrer, för att kunna tillmötesgå den enskilda elevens önskemål. I och med detta anser jag att vi också behöver anpassa musikskolan efter detta – eleverna måste få spela sina önskelåtar!
The main question in this study is “how do violin teachers understand the meaning of genre width for students’ interest of music and development?” How does the music school answer to the musical evolution? Through the paradigm shift during the 20th century, the traditional music culture developed into a more opened-minded musical perspective. In order to answer this question, I asked four educated violin teachers through qualitative interviews. All of the teachers had work experience. The result of the study shows that teachers experience that the student’s music identity is a much more broad than before, which means that the selection of tunes are very important. It is not easy to choose tunes since the students think it is important to play music from their own youth culture. These tunes are often not appreciated by the teachers but very important in order to prohibit students from losing interest. In the conclusion, I compared the interviewed teachers with earlier research in the subject. – The comparison shows that the teachers’ word is confirmed by the science and vice versa. On the other hand, my original question has changed. It is not the genre width itself that is important – the important thing is the choice of tune, in relation to the student’s youth culture. Therefore, teacher education must provide future teachers with knowledge in all genres, to be able to comply with each individual student’s wishes. According to my conclusion we need to refine the music school – the students have to be able to play their favourite tunes.

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Mietola, Matti. "Practicing is listening : practicing viola with the help of self-recording." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2239.

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In this thesis I have examined the benefits of working with a help of self-recording. I wanted to experiment self-monitoring with different working methods to improve my practicing skills as well my performing skills as I prepared for my examination concert. This process consisted of a lot of recording, listening and practicing and repeating this cycle numerous times. I wanted to implement different practice methods and reflect on different aspects of playing the viola. This thesis is written from a violist point of view. The main focus of this work is audio recording as a tool in self-monitoring practice. I have been using two main methods in reviewing the audio material gathered from practice sessions: 1) time between recording and reviewing the material and 2) recording, analyzing and practicing in line with the recordings within a practice session. I wanted to take self-recording process into more regular use because I see it as an essential part of the self-teaching process. A music student has to go through a lot of practicing hours and most of these are spent alone in a practice room. Some of this time is wasted and misused in learning unwanted habits. I wanted to learn to practice in the most deliberate way and use my practice hours as effectively as possible by structuring my practice in self-teaching phases and putting the emphasis on self-monitoring.

CONCERT REPERTOAR

C. Stamitz: Viola Concerto in D Major, Op. 1*

Allegro

I. Stravinsky: Elegie

R. Schumann: Märchenbilder, Op. 113**

I. Nicht Schnell

II. Lebhaft

III. Rasch

IV. Langsam, mit melancholischen Ausdrück

B. Bartok: Concerto for Viola and Orchester, Sz. 120, BB 128*

I. Moderato

Pianist:

*= Erik Lanninger

**= Eeva Tapanen

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Mostert, Markus. "Information communication technologies to enhance teaching and learning in higher education a survey of teaching staff at Rhodes University /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-11242009-161047.

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Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.

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Ferrer, Damian Llopis. "Technology support for teaching music to kindergarten children." Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509681.

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Serebrennikov, L., and L. Baiborodova. "Teaching Technology In Multi-Age Groups In Russia." 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, 2014. http://hdl.handle.net/2237/20877.

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Cameron, Donald Alexander. "Teaching dental technology to dental students : a comparison." Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441887.

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Rabbat, Ralph R. 1978. "Technology enabled science teaching : software framework for electromagnetism." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/84808.

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Mitchell, Lorianne D., and M. H. Small. "The Increasing Use of Technology in Teaching Management." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8311.

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Brent, Wayne Barry. "Uses of Technology to Support Reflective Teaching Practices." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195179.

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This dissertation researched and reported on how technology was used to facilitate and inform reflective teaching practices. It also identified the characteristics of benefits and barriers in using technology for teaching and reflection.The study, descriptive in nature, was designed to determine the reflective practices of instructors and how emerging technologies could be used to enhance that reflection. To obtain this information, a Grounded Theory approach was used.Data were gathered and evaluated from a national survey of instructors on their teaching practices, technology used in teaching, how they reflected on their teaching, how they used technology to reflect on their teaching, and barriers to using technology for teaching and reflection.Seventy-three completed survey responses were received and coded into code families. These individual codes and code families were then analyzed to determine themes on how instructors used technology for more effective reflection on their teaching.The findings identified a number of themes related to (a) reflective teaching practices, (b) how instructors used technology to reflect on teaching, (c) the characteristics of learning technologies that supported reflective teaching practices, and (d) the barriers to using these technologies. The themes showed examples of how reflecting with technology supports effective teaching and learning.

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

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As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing caring in unique contexts. This article concludes that more research related to care is necessary in contexts other than the early childhood education context. The technology-mediated context would greatly benefit from such research. The second article in this dissertation investigates the experience of two teachers and four students in the Open High School of Utah and how they engaged in technology-mediated caring. Findings indicated that teachers care for students in this context by gaining a deep understanding of the student through shared perspective, continuous dialogue, and vigilant observation. Based on this understanding, teachers execute caring actions with the purpose of structuring the learning environment, attending to students' individual academic needs, and attending to students' well-being. Students completed the caring relationship by reacting to teachers' caring actions and acknowledging the care they received. The third article in this dissertation investigates technology choices conducive to creating and nurturing caring relationships in technology-mediated contexts. This article is based on the experience of the two teachers and four students in the Open High School of Utah. This study provides guidelines to help educators make technology choices that are effective in knowing the student, executing acts in the student's best interest, and receiving student reactions. Although research related to information and communication technologies has produced various useful frameworks for online education related to presence and immediacy, investigating technology-mediated caring has the potential to greatly enrich this scholarly discourse.

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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.

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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity. The activity involved digital video recording and editing, mediators which were intended to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation. By investigating the process of contextual interaction between learners and the mediational elements of their environment as the activity progressed, this study intended to further understanding of preservice teacher development in at least two important ways. The aims of this study were to discover a) tangible evidence of cognitive transformation (development in the form of regulation), as well as b) aspects of professionalization into a community of skilled second language teachers (as evidenced by activity). The present study took place in a graduate-level foreign language/TESOL education practicum course. The activity involved the making of a digital video to explain and exemplify a given second language instructional approach, as well as the rationale behind and methods of targeting a specific language skill. Using theoretical constructs previously shown to be effective in the pedagogy of teacher preparation, the creators of this task endeavored to design a socially- and artifact-mediated activity with the potential to broaden and deepen student-teachers' pedagogical and professional knowledge. The student-teachers failed to engage in meaningful dialogical or critical reflection as they engaged in the task, and made no perceptible regulative movement. What ultimately was revealed in the case of the study participants was a disconnect between the intentions of the core-task designers and the outcomes effected by the student-teachers. The data gleaned from this close examination of student-teacher processes was revelatory in terms of the quantity and types of factors that appeared to significantly impact the outcomes of the project. These factors have the potential to inform the process of translating socio-cultural theory into pedagogical practice, and should be of interest to anyone involved in the development of student-teachers, including those who design or deliver preservice teacher curricula. Discussed are the possible explanations for the disconnect between the designers and administrators of the activity and the participants in the study. Also considered are the potentially serious implications for second language teacher education programs and their curricula in terms of the application of sociocultural constructs to learning tasks and environments. Recommendations include increased scaffolding by the course professor through direct guidance, as well as by structuring tasks to facilitate students' ability to collaborate and to perceive and resolve the conflicts, contradictions, and tensions that arise during the course of the activity. On a broader level, serious examinations of teacher education programs and curricula are also recommended to look for ways to better understand, align, and achieve the goals of teacher developers and those of their student-teachers.

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Rudolph, Godfrey. "Instructional technology for the teaching of novice programmers at a university of technology." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1401.

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Dissertation submitted in fulfilment of the requirements for the degree of Master of Information Technologyin the Department of Information Technology in the Faculty of Informatics and Design Cape Peninsula University of Technology
Learning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included:  Students have little or no prior computer or programming experience  Student population is diverse in terms of computer skills and programming knowledge  Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that:  Good programming examples that include games should be used  Students must be given the opportunity to be more active in their learning.  Computerized assistants should be provided for novice programmers  A visualization tool similar to Scratch should be considered  A basic background in Mathematics is recommended

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Wilson, Lonni S. "Examining technology utilization in sport managmeent curricula and teaching." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213226129.

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Jansen, van Vuuren Catharina. "A structured comparison between the Suzuki and Colourstrings violin methods with critical reference to the teaching of notation reading skills." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/57187.

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The purpose of this study is to explain and compare the Suzuki and Colourstrings violin methods and their respective approaches to the teaching of notation reading skills to beginner violinists. A thorough literature review on the introduction of notation reading skills to the beginner violinist, as well as the Suzuki and Colourstrings violin methods in general was conducted. The biographies of the founders and a brief history of each method are given. A structured summary of the approach to notation reading skills, and the foundations and methodology of the respective methods are discussed. Based on these findings, an analysis of each method s pedagogical literature is made to identify and give a deeper understanding of the approach towards notation reading skills. These findings are compared and recommendations are made on how the respective methods can be used in support of the other.
Die doel van hierdie studie is om die Suzuki en Colourstrings vioolmetodes, asook elkeen se benadering tot die aanleer van notasielees vaardighede vir beginners, te ondersoek en verduidelik. n Deeglike literatuurstudie oor die inleiding tot notasie en die aanbieding van die onderskeie metodes in die algemeen is gedoen. Die biografieë van die stigters asook n kort geskiedenis van die onderskeie metodes word uiteengesit. n Gestruktureerde opsomming van die benadering tot notasielees en die onderskeie metodes se fondasies en metodologieë word bespreek. Die pedagogiese materiaal van elke metode word op grond van die bevindinge geanaliseer om sodoende elkeen se benadering tot die aanleer van notasielees te identifiseer en n dieper insig te verskaf. Die bevindinge word gebruik om n vergelyking te tref en aanbevelings te maak ten opsigte van die onderskeie metodes se benadering, met die doel om mekaar te ondersteun of aan te vul.
Dissertation (MMus)--University of Pretoria, 2016.
tm2016
Music
MMus
Unrestricted

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Cordeiro, Bárbara Osório. "Relatório da prática de ensino supervisionada realizada no Conservatório Regional de Castelo Branco: métodos de ensino na iniciação à aprendizagem do violino." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29169.

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O presente trabalho insere-se no âmbito da unidade curricular da prática de ensino supervisionada do Mestrado de Ensino da Música da Universidade de Évora, relativo ao ano letivo 2019/2020. Na primeira parte do trabalho é realizada uma descrição e análise da Prática de Ensino Supervisionada (PES), assim como uma contextualização, tanto da cidade como do estabelecimento acolhedor, o Conservatório Regional de Castelo Branco. É também facultada uma caracterização dos alunos acompanhados no decorrer do estágio, bem como uma breve abordagem sobre a professora cooperante. Ainda nesta primeira secção é realizada uma pesquisa relativamente às ofertas educativas e aos docentes e não docentes integrantes do CRCB. A segunda parte aborda os métodos de ensino na iniciação à aprendizagem do violino, quais os mais utilizados e quais os mais eficazes. A presente investigação tem também como objetivo encorajar a reflexão sobre o uso dos diferentes métodos que podem ou não influenciar a aprendizagem dos alunos que se iniciam nesta arte, assim como, o papel do professor na utilização e adaptação dos mesmos. É um trabalho destinado aos professores e aos que exercem uma atividade violinística performativa; Report on Supervised Teaching Practice held at Conservatório Regional de Castelo Branco: Methods of teaching to initiate the learning of violin Abstract: This work is part of the supervised teaching practice unit of the Music Teaching Master's Degree of the University of Évora, for the academic year 2019/2020. In the first part of the work a description and analysis of the Supervised Teaching Practice (PES) is performed, as well as a contextualization, both of the city and the welcoming establishment, the Conservatório Regional de Castelo Branco. A characterization of the students accompanied during the internship is also provided, as well as a brief approach about the cooperating teacher. Also in this first section a survey is carried out regarding the educational offers and the teachers and non-teaching staff members of the CRCB. The second part deals with teaching methods in the initiation of violin learning, which are the most used and which are the most effective. This research also aims to encourage reflection on the use of different methods that may or may not influence the learning of students who initiate in this art, as well as the role of the teacher in their use and adaptation. It is a work intended for teachers and for those who carry out a performing violinistic activity.

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Hobson, David Allen. "Developing transparency masters for Introduction To Construction Technology for Indiana's industrial technology education curriculum." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544154.

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This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort.
Department of Industry & Technology

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Safa, Nehme. "Information technology as a tool for teaching primary mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31008.

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In this paper, the researcher describes the attitudes and opinions of a sample of primary Math teachers in Lebanon towards using technology as a tool for teaching math, investigates the importance of integrating technology into Math curriculum in terms of learning theories, and presents an exemplary integrated math lesson plan prepared by the surveyed math teachers. In particular, he discusses the learning theories underpinning integration strategies; explaining how each strategy addresses classroom needs, and how each suggests a way to integrate technology resources. 35 primary math teachers are selected on a random basis from a cluster population. The teachers are selected in a way that represents different primary grades (G1, G2, G3, G4, G5, G6, G7), different school systems, different socioeconomic areas, and geographic locations. The researcher prepares and justifies the use of a survey as an appropriate method for studying the above educational issue. Three methods of collecting data were used: documentary sources, observation, interviewing and mail questionnaires. On analzying the results, two findings emerged. First, the main use of the educational technological tools is to enhance higher order thinking skills. Upper and middle teachers rate the use of the educational technological tools to enhance higher order thinking skills higher than do the lower grade teachers. Second the use of the educational technological tools to enhance basic skills was less frequent. Lower grade teachers report using the educational technological tools for this purpose significantly more than do teachers in the middle and upper grades. The researcher refers the main use of the educational technological tools to foster higher order thinking skills to a growth in various social psychosocial and cognitive skills. The factors that contribute to these outcomes are identified: the software's instructional design and cooperation and collaboration among students. Finally, implications and recommendations for education are presented along with suggestions for further research.

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42

Gosnell, Susan. "Teaching and Assessing Critical Thinking in Radiologic Technology Students." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3594.

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The purpose of this study was primarily to explore the conceptualization of critical thinking development in radiologic science students by radiography program directors. Seven research questions framed three overriding themes including 1) perceived definition of and skills associated with critical thinking; 2) effectiveness and utilization of teaching strategies for the development of critical thinking; and 3) appropriateness and utilization of specific assessment measures for documenting critical thinking development. The population for this study included program directors for all JRCERT accredited radiography programs in the United States. Questionnaires were distributed via Survey Monkey©, a commercial on-line survey tool to 620 programs. A forty-seven percent (n = 295) response rate was achieved and included good representation from each of the three recognized program levels (AS, BS and certificate). Statistical analyses performed on the collected data included descriptive analyses (median, mean and standard deviation) to ascertain overall perceptions of the definition of critical thinking; levels of agreement regarding the effectiveness of listed teaching strategies and assessment measures; and the degree of utilization of the same teaching strategies and assessment measures. Chi squared analyses were conducted to identify differences within each of these themes between various program levels and/or between program directors with various levels of educational preparation as defined by the highest degree earned. Results showed that program directors had a broad and somewhat ambiguous perception of the definition of critical thinking, which included many related cognitive processes that were not always classified as attributes of critical thinking according to the literature, but were consistent with definitions and attributes identified as critical thinking by other allied health professions. These common attributes included creative thinking, decision making, problem solving and clinical reasoning as well as other high-order thinking activities such as reflection, judging and reasoning deductively and inductively. Statistically significant differences were identified for some items based on program level and for one item based on program director highest degree. There was general agreement regarding the appropriateness of specific teaching strategies also supported by the literature with the exception of on-line discussions and portfolios. The most highly used teaching strategies reported were not completely congruent with the literature and included traditional lectures with in-class discussions and high-order multiple choice test items. Significant differences between program levels were identified for only two items. The most highly used assessment measures included clinical competency results, employer surveys, image critique performance, specific course assignments, student surveys and ARRT exam results. Only one variable showed significant differences between programs at various academic levels.
Ed.D.
Department of Educational and Human Sciences
Education
Education EdD

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McNair, Victor. "Towards a model of effective technology and design teaching." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412522.

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Rawls, Pamela. "School-Based Support for Elementary School Teaching with Technology." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/792.

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Research has shown that teachers' effective use of technology in the classroom is positively related to the amount of administrative support they receive. However, most principals lack the technical background or sufficient training that would help them to provide essential areas of support for those involved with the use of technology in teaching. The purpose of this study was the development of a knowledge base for models of administrative support for teaching with technology in elementary schools, including prescriptions for technology training for principals. The knowledge base and prescriptions were synthesized from analysis of qualitative and quantitative data collected from responses to a survey of elementary school principals in Georgia. The critical factors that contributed to elementary school principals' support for teaching with technology were an above average to high level of computer technology skills, years of computer experience, the training area of productivity and professional practice, and the number of years involved with facilitating support. The level of computer technology skills contributed to the principals' stages of concern regarding facilitating support. Impact concerns associated with collaboration and the level of computer skills were predictors for principal support. Several prescriptions and recommendations for improving principal support for teaching with technology contributed to the educational knowledge base. School districts need to encourage their principals to collaborate with their colleagues in strong technology schools in order to move them toward the impact level of concern with supporting teaching with technology. Schools should encourage their principals to take training to become proficient in computer technology skills. State and local school systems must restructure their technology certification programs by providing a component for principals that emphasizes content-based skills in administrative areas of responsibility emphasizing the six categories from the National Educational Technology Standards for Administrators (NETS-A), developed by the International Society for Technology in Education (ISTE). University preparatory programs and professional development programs should also emphasize these six content areas from the NETS-A to provide the knowledge and skills needed to comprehensively support the integration of technology into the learning environment.

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Jacobs, Christopher Colin. "Teaching and assessing aspects of the technology learning area." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1929.

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Thesis (M. Ed. (Education))--Cape Peninsula University of Technology, 2005
With the introduction of Outcomes Based Education (OBE), Technology became a new learning area which is compulsory in the General Education and Training band. Technology Education was not offered as a teaching subject in teacher education institutions and as a consequence most teachers received little or no training in technology education. The approach to the teaching of Technology, with its demands, could pose challenges or problems to teachers who did not receive adequate training in Technology Education. The purpose of this research is to investigate the manner in which technology teachers plan, teach and assess the technological process and the way the learners experience the teaching and assessment of the technological process. The main objective of the study is to enhance classroom practice by highlighting the challenges that face teachers and learners and by offering guidelines for teaching and assessing the technological process

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Drape, Tiffany A. "Teaching with Technology in an Agriculture Associate's Degree Program." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29112.

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Students in any educational setting need to learn how to integrate and successfully use technology to be successful in a future career. While no one educational system can teach every skill, faculty can help integrate technology and model skills that students will need later in life. Using Rogersâ Diffusion of Innovations as a model, the researcher examined technology integration and how it affected engagement, motivation, and learning in the classroom setting. The purpose of this study was to investigate the phenomenon of technology integration in an agriculture associateâ s degree program and evaluate the program from the faculty and student perspective. Ninety-six students enrolled in an agriculture associateâ s degree program served as the case study group. A qualitative approach guided the inquiry of the study and was represented through observations, participant interviews, and video collection using Noldus Observer. Findings indicated that technology integration was being implemented in a purposeful way and the faculty work together to make decisions regarding what to integrate for the studentsâ use in their courses. Technology integration decisions were supported by the faculty and program leader. Students viewed the technology as beneficial to their learning while enrolled in the program and as an asset when they graduated. Students reported that they felt as though technology was helping them remain engaged and motivated in the program. Students who participated in the recommend that the faculty use the course management system more efficiently to streamline content to students and the faculty use more features that the system offers such as chat and discussion boards. Students expressed a belief that these practices would help keep students more engaged during class time and help them locate resources more efficiently. It is recommended that faculty work to offer a blended learning experience in the classroom, with group work or guided practice. Finally, as an alternative to traditional assessment, it is recommended that faculty members in the program encourage students to work with technology outside of class to create videos or podcasts to illustrate what they are learning.
Ph. D.

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Marko, Benjamin David. "Teaching Concepts Foundational to Calculus Using Inquiry and Technology." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144777991.

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Farrell, Ann Maureen. "Teaching and learning behaviors in technology-oriented precalculus classrooms." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260991435.

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Wilson, Lonni Steven. "Examining technology utilization in sport management curricula and teaching." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213226129.

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Jimerson, Diont'e Lashaun. "Technology Impacts on Teaching Third Grade Math Using iPads." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10980258.

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This research study focused on how technology-based tools have changed the 21^st century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21^st century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students’ information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.

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Dissertations / Theses on the topic 'Technology in violin teaching'

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