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Tesis sobre el tema "Technology teachers - Training of - Evaluation"

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Publicado: 4 de junio de 2021

Última modificación: 11 de febrero de 2022

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1

Halderman, Cheri Floyd. "Design and Evaluation of a Staff Development Program for Technology in Small Schools". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278548/.

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Technology experts suggest that one barrier in implementing technology has been a lack of appropriate training for teachers. Past efforts have been few in number, poor in quality, and uncoordinated. Some large school districts are developing comprehensive programs. However, few models exist and none are suitable for small school districts. The purposes of this study were: (1) to survey 53 small school districts in Texas to identify hardware and software configurations, patterns of recent technology staff development, and needs for future technology staff development; (2) to design a staff development program which addresses these technology needs; and (3) to evaluate the program in a small school district.

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2

Mutlu, Neset. "The Design And Development Of An Online Professional Development Material For Science And Technology Teachers On Assessment And Evaluation". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615179/index.pdf.

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The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo
perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo
perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo
beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo
perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo
usage in classroom.

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3

Moran, Sarah A. "Case Study of Online Mentoring's Effectiveness for Beginning Teachers". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666902.

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Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.

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4

Giannamore, Kathleen A. "ALIGNING THE NECESSARY COMPETENCIES FOR TRAINING AND EVALUATING ONLINE TEACHERS IN HIGHER EDUCATION WITH CHICKERING AND GAMSON’S SEVEN PRINCIPLES FOR EFFECTIVE UNDERGRADUATE TEACHING: A Q METHODOLOGY STUDY". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1600439569685503.

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5

Chainda, Allen Mukelabai. "Third-year students' preceptions of the use of ICT at a teacher training college in Namibia". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6558.

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Thesis (MPhil)--University of Stellenbosch, 2011.
The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.

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6

Kwaira, Peter. "Effect of a Material Science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in Design and Technology". Thesis, Online Acess, 2007. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_7304_1263166264.pdf.

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7

Alofi, Ibrahim A. "Professional Development of Computer Assisted Language Learning (CALL): Saudi Arabia Language Teachers". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1403625998.

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8

Heilweil, Ida. "Teachers and computer-technology : from training to implementations". Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31021.

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The Israeli Ministry of Education launched the "Tomorrow 98" programme in 1994 to integrate computer-technology into the educational system. Training the teachers for this change was one of the main goals of the programme. This study examined the integration of computer-based technology of 167 ESL teachers who had participated in the course "Integrating Computers into the English Class" organised since 1994 by the Israeli Ministry of Education. This two phased study included a questionnaire sent to all the ESL teachers who participated in the course and in-depth interviews conducted with five teachers (three users and two non- users of computer technology in their teaching) and five leading figures in their schools (three computer coordinators who work in the users' schools and two school principals in whose schools the two non-users teach). The analysis of the findings shows that 70 per cent of the teachers who participated in the course integrate computer technology in their teaching. A majority of these teachers have changed their teaching methods both in the computer environment and the regular classroom. They enjoy working in the computer room more than in the normal classroom and believe that their learners feel the same. The teachers state that their main obstacles are lack of time and access. Technical problems ceased to intimidate them as they have learnt to overcome them with the aid of their learners or peers. Of the 30 per cent who do not use computers in teaching, 93 per cent use computers to prepare their lessons and worksheets. The main reason they do not integrate computers in their teaching is lack of access to computers in school. The study shows that school principals and school cultures have a distinct influence on the success or failure of computer integration in their schools. Collegial school management and supportive school culture encourage teachers to use computers in their teaching and to experiment new teaching methods. It is the hope of the researcher that this study will help teachers, principals, course developers, and other professionals working to integrate technology into instructional settings to understand the issues which accompany this process and lead it to success.

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9

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.

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10

Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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11

Alrasheedi, Hamed. "Information and communication technology (ICT) effects of gender training among Kuwait teachers /". Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1251445284.

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12

Lindberg, J. Ola y Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme". Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.

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13

Lindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /". Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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14

D'Cruz, Mirabelle. "Structured evaluation of training in virtual environments". Thesis, University of Nottingham, 1999. http://eprints.nottingham.ac.uk/11109/.

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Virtual Environments (VEs) created through Virtual Reality (VR) technologies have been suggested as potentially beneficial for a number of applications. However a review of VEs and VR has highlighted the main barriers to implementation as: current technological limitations; usability issues with various systems; a lack of real applications; and therefore little proven value of use. These barriers suggest that industry would benefit from some structured guidance for developing effective VEs. To examine this ‘training’ was chosen to be explored, as it has been suggested as a potential early use of VEs and is of importance to many sectors. A review of existing case studies on VE training applications (VETs) examined type of training applications and VR systems being considered; state of development of these applications and results of any evaluation studies. In light of these case studies, it was possible to focus this work on the structured evaluation of training psycho-motor skills using VEs created by desktop VR. In order to perform structured evaluation, existing theories of training and evaluation were also reviewed. Using these theories, a framework for developing VETs was suggested. Applying this framework, two VETs were proposed, specified, developed and evaluated. Conclusions of this work highlighted the many areas in the development process of an effective VET that still need addressing. In particular, in the proposal stage, it is necessary to provide some guidance on the appropriateness of VET for particular tasks. In the specification and building stages, standard formats and techniques are required in order to guide the VE developer(s) in producing an effective VET. Finally in the evaluation stage, there are still tools required that highlight the benefits of VET and many more evaluation studies needed to contribute information back to the development process. Therefore VEs are still in their early stages and this work unifies existing work in the area specifically on training and highlights the gaps that need to be addressed before widespread implementation.

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15

Christianson, Erika Nicole. "Program Evaluation of Behavior Management Training for Preschool Teachers: Child Outcomes". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1305.

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Due to the immense challenges faced by young children who exhibit emotion regulation problems, prevention programs have been designed to train teachers on strategies useful for improving classroom behavior. The current study examines the effects of a prevention program implemented in a blended Head Start/daycare setting and evaluates the outcomes of the training on children’s cognitive/preliteracy skills, selfregulation, and social competence in the fall and spring following teacher training. The intervention group (Western Kentucky University Child Care Center) and control group (Bryant Way Child Care Center) were part of a blended Head Start/child care preschool program. Children’s self-regulation, social competence, and cognitive/preliteracy skills were assessed in the Fall and Spring of the school year. Children in the intervention group exhibited better cognitive/preliteracy skills as shown by results on Woodcock- Johnson subtests. Teacher ratings on the ERC showed that girls improved in teacher reported self-regulation, the control group received higher scores on teacher rated lability than did the intervention group, and boys were rated higher on the lability scale than were girls. In addition, Head Start children were rated higher in emotional lability than were daycare children. Teacher ratings on the SCBE scale indicated that children received higher teacher ratings of social competence in the Spring than in the Fall and girls were rated higher than were boys. Additionally, children received lower internalizing behavior problem ratings in the Fall than in the Spring, Head Start children were rated higher in internalizing behavior problems than children in daycare, and boys in the control group received higher ratings of internalizing problem behaviors than those received by any other group. Furthermore, children in the control group were rated higher than children in the intervention group in externalizing problem behaviors in both Fall and Spring, but neither group showed a significant change in externalizing problem behaviors from Fall to Spring. Self-regulation enables children to inhibit inappropriate emotional outbursts as well as control their reactions to situations. Understanding children’s self-regulation skills is of vast importance to individuals in the field of education as the information provides practitioners the opportunity to improve children’s self-regulation in the preschool years.

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16

Young, Danielle Marie. "Program Evaluation of Behavior Management Training for Preschool Teachers: Teacher Outcomes". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1440.

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Teachers are required to manage difficult behaviors within their classrooms with limited support and resources. Additionally, there is not a lot of research that has been completed looking at teacher attitudes or how children’s behavior impacts them personally. The current study looks at teacher outcomes based upon an evidence-based teacher training program. The teacher training was implemented at the Western Kentucky Head Start. Teachers’ job stress and self-efficacy were measured before the training, after the training, in the fall, and in the spring. In addition, standardized observations were completed, looking at classroom climate and management, in the fall and spring following the training. There were no significant differences among Pretest, Post-test, fall, or spring data for measured job stress or self-efficacy. Based upon observation results, Positive Climate significantly increased from fall to spring and Concept Development significantly decreased. Teacher’s attitudes and perspectives are extremely important as they provide the general climate of the classroom. Continued research should be completed to assess teacher outcomes and how these outcomes impact the overfull functioning of the classroom and success of students.

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17

Deacon, Sharon. "Evaluation of a Training on Teachers' Identification of Anxiety in Students". University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437651008.

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18

Hur, Jung Won. "Understanding teacher participation in online communities why do teachers want to participate in online communities of teachers? /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278232.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3812. Adviser: Thomas A. Brush. Title from dissertation home page (viewed May 8, 2008).

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19

BECKER, CAROLYN M. "AN EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' TECHNOLOGICAL EXPERIENCES, SKILLS, AND INTEGRATIVE PRACTICES". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1172004383.

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20

Fu, Chen-Chang. "Technical training needs assessment of Wisconsin high school technology coordinators". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fuc.pdf.

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21

Top, Ercan. "Evaluation Of Preservice Foreign Language Teachers&#039". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1063676/index.pdf.

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This study evaluated Department of Foreign Language Education students&
#65533
perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T&
#65533
s six sub standards -technology operations and concepts
planning and designing learning environments and experiences
teaching, learning, and the curriculum
assessment and evaluation
productivity and professional practice
social, ethical, legal, and human issues- were investigated in the study. 383 students participated in the study. 103 of them were freshmen, 98 of them were sophomores, 96 of them were juniors, and 86 of them were seniors. Besides, 96 of them were males, while 287 of them were females. This study was designed as a cross-sectional survey study. In order to collect the data, a survey, consisted of 44 Likert type, five point scale items, was developed by the researcher. The study results show that except for &
#65533
technology operations and concepts&
#65533
for which male students&
#65533
perceptions were higher than female students&
#65533
perceptions there was no significant difference between male and female students. There was no significant difference in &
#65533
technology operations and concepts&
#65533
across grade levels. There were no significant differences between freshmen&
#65533
s and sophomores&
#65533
perceptions for all of the sub-standards. In general, juniors&
#65533
perceptions on the competence of NETS-T were higher than freshmen&
#65533
s and sophomores&
#65533
perceptions, and seniors&
#65533
perceptions were higher than all of the other grade levels&
#65533
perceptions. As a result, the findings of the study indicated that students&
#65533
perceptions related with their competencies in the NETS_T needs to be increased.

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22

Boulanger, Harper S. "Evaluation of the Primary Teachers' Resource Manual : A study of curriculum evaluation; the development of a curriculum evaluation model for use with the Primary Social Studies Teachers' Resource Manual in British Columbia, Canada". Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372171.

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23

Young, Susan Amanda. "A faculty technology training program for the teachers of Washington Charter School". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1535.

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24

Smith, Denise Marie. "Evaluation of language development specialist training: A survey of teachers and administrators". Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2586.

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This study was completed following extensive Language Development Specialist (LDS) Training in Stockton Unified School District (SUSD) between 1992 and 1994. A post training survey designed by this researcher was mailed to all (303) teachers and administrators/elementary and secondary who participated in LDS training during this time. This survey asked participants to identify training information applicable to daily work tasks. One hundred seven teachers and twenty-four administrators completed this survey. The survey was divided into four sections. Sections I and II were based on the Nine LDS competencies. A 2 x 2 Chi Square Test of Association was completed for this data. Significant differences (p. $<$ 05) were obtained for teacher and administrator responses for changes made/observed in the classroom for planning lessons, teaching strategies, selecting materials, testing, and certifying limited/non-English (LEP/NEP) speaking students. Both groups noted some to significant understanding for background/culture/language of LEP/NEP students and differences between bilingual education and English as a second language. Section III was a sentence completion task. These items were: (a) most valuable information received from LDS training, (b) information of little or no value, (c) items to include/exclude in future LDS type training programs, and (d) additional comments. Improved understanding of second language acquisition was most valuable information, history and court cases was of little or/no value. Future LDS type training should include practical application to daily work tasks and exclude statistics and theory. Additional comments emphasized pressure from SUSD to complete LDS training and pass the state exam. Section IV asked participants to identify their grade level and date(s) of LDS training. Data beyond grade level was not tabulated since less than 2% identified date(s) of LDS training. Post-training feedback was the basis of this investigation. This promotes reflective thought and allows participants to more accurately identify information applicable to daily work tasks. Implications for future research include increased practical information and employee input in staff training design, content, and presentation.

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25

Granston, Carol N. "Technology and Teacher Training: The Systematic Design and Development of a Framework for Integrating Technology into Jamaica’s Teacher Training Programs". Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1052.

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Over the last five years, there has been an increased number of computers in schools and teachers' colleges in Jamaica. In addition, recently revised national policy documents have indicated the need to infuse technology into the curricula of all schools. Despite these investments in computers, however, there has been little corresponding development in training teachers to use computers and emerging technologies as teaching learning tools. The purposes of the study were three-fold: (a) to describe the current state of technology integration in Jamaica's teacher training programs (b) assess the extent to which teachers' college faculty and pre-service teachers perceived themselves as prepared to teach with computers, as well as their perceived computer proficiency; and (c) to use data gathered in the study to inform an action plan for integrating technology into Jamaica's teacher training programs. To gather required data, a survey design was employed because the study required collection of data from a large number of persons located in diverse sections of the island. Data were collected from three distinct groups of participants in three teachers' colleges in Jamaica. These included six teachers' college administrators--two principals and four vice-principals, 121 teachers' college faculty, and 268 final-year pre-service teachers. Data were gathered through interviews with college administrators and IT faculty, questionnaires administered to college faculty and pre-service teachers, and focus group discussions with pre-service teachers. The results indicate that, in general, teacher training programs in Jamaica have not systematically incorporated technology in the college curricula. In addition, to a large extent, teachers' college faculty and pre-service teachers did not perceive themselves as prepared to teach with computers. These respondents also reported low levels of proficiency with various computer tools. In response to the urgent need to integrate technology into Jamaica's teachers' college curricula, the author proposes a new VIBES conceptual framework as an action plan specifically designed to facilitate technology integration into this setting. VIBES is comprised of five components: Vision, Infrastructure, Behaviour, Experience, and Support, hence the acronym. Each component of VIBES is required in teacher training programs if technology is to be systematically incorporated into the college curricula.

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26

Gilmore, Elizabeth L. (Elizabeth Lee). "Impact of Training on the Information Technology Attitudes of University Faculty". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278150/.

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The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.

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27

Fraser, D., T. Marder, Pamela J. Mims y Bree Jimenez. "Training Teachers in Data-Based Decision Making". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/188.

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28

Cullen, Theresa A. "The role of technology in preservice teachers' images of their future classrooms". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223035.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Thomas Brush.

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29

Kjelgaard, Peggy Anne. "Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.

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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.

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Lewis, Adam H. "Technology and Collaborative Learning in Employee Training". Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.

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Mau, Ping-kuen y 繆炳權. "A case study of basic information technology training for teachers in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962518.

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Al-Rashed, Hamad Abdul Aziz. "Teachers and information communication technology in Saudi Arabia : current use and training needs". Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3562.

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Education planners in Saudi Arabia, as in many other countries, are anxious to exploit the potential of ICT to enhance the teaching and learning process. However,concerns have been voiced that teachers are ill-equipped to cope with the new technology. This study investigates the present use of ICT among Saudi primary teachers in the classroom, for professional development and for personal use; factors that deter/prevent use; teachers' perceptions of their skills in ICT, their attitudes to ICT; and their training needs in relation to ICT. Data were collected via a questionnaire survey of primary school teachers in Riyadh, Makkah and Dammam, and complementary semi-structured interviews with teachers, government officials with responsibility for education and representatives of private sector bodies involved in various ways with provision of ICT facilities.The findings showed that teachers' use of ICT was low, especially in the classroom. The major constraints on use were lack of availability,lack of skills,and time and budget constraints. More than half the teachers had received no training in ICT and many lacked basic competencies. However, some had downloaded resources for teaching, and some used ICT to exchange ideas with colleagues. Attitudes to ICT were generally positive. Some differences were found in use of ICT, attitudes to ICT and perceived competence in ICT, in relation to personal variables, most notably in relation to the amount of previous in-service training received in ICT. Government officials wanted all teachers trained in ICT, but plans and policies were diffuse and unclear. Training and technical support are available in the private sector, which teachers could use, given the time and financial resources.On the basis of the findings, recommendations are made for in-service training to equip teachers with the operational and pedagogic skills needed to use ICT effectively in the classroom.

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Mau, Ping-kuen. "A case study of basic information technology training for teachers in Hong Kong". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24367400.

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Alrasheedi, Hamed S. "Information and Communication Technology (ICT): Effects of Gender and Training among Kuwait Teachers". Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251445284.

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Karakaya, Kadir. "An Investigation Of English Language Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612234/index.pdf.

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This study aimed at investigating the attitudes of English language teachers in Turkey toward computer technology and the extent to which they use technology in language instruction. The data were collected from a sample of English teachers working at public schools all throughout Turkey. In order to ensure triangulation and complementarity, mixed methods research was used combining both quantitative and qualitative research methods. A questionnaire and semi-structured, face-to-face interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted so as to analyze the data. The results of the data analysis yielded positive findings regarding English teachers

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Austin, Jennifer M. "A study of athletic training education faculty attitudes' toward instructional technology and their extent of utilization of that technology". Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1089814852.

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Williams, Jr Plas. "An Assessment of Middle School Teachers' Efforts to Integrate Technology Effectively". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1391.

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This study focused on a middle school that, according to the website of its district, should be classified as Target Tech, which is the highest level of technology integration on the Texas School Technology and Readiness (STaR) chart. The middle school has failed to meet this goal in 3 out of 4 focus areas. This mixed method project study investigated how teachers at the school currently use technology to support their teaching and student learning, situations under which teachers would use more technology, and specific technology trainings teachers have taken. The theoretical framework for this project study, diffusion of innovation, was applied to the adoption of technology at the local campus. The research questions concerned teachers' beliefs in their competence in the technology standards, their self-reported technology integration, technology training needs, and the relationship between technology usage and hours of professional development received. Data for 48 participants were retrieved from the STaR results as well as the International Society for Technology in Education's National Educational Technology Standards (NETS-T) survey. Descriptive analysis of NETS-T data indicated an overall need for additional technology-based professional development. Pearson correlation results indicated a statistically significant relationship between teachers' self-reported technology usage and the amount of professional development taken. Results indicated a need for additional technology-based professional development for campus teachers to increase technology integration. This project study may yield positive social change by providing research data to the local district on teachers' technology competence and needed professional development to ultimately increase the level of technology integration and meet the STaR rating of the district.

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DEAN, CAROL MAE. "PREPARING PRESERVICE TEACHERS TO MEET THE ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS: A CASE STUDY OF AN INSTRUCTIONAL TECHNOLOGY CLASS". University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997725100.

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Koh, Joyce Hwee Ling. "The use of scaffolding in introductory technology skills instruction for pre-service teachers". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337251.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.
Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4696. Adviser: Theodore W. Frick.

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Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.

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Weegar, Kelly. "Developing and Evaluating a Child Maltreatment Training Program for Elementary School Teachers". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39574.

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Child abuse and neglect (i.e., maltreatment) affect a considerable number of children and can negatively impact how children learn and behave in the classroom. Knowledge gaps, false beliefs, and limited skills with regard to child maltreatment are commonly found among teachers, despite their vital role in the lives of maltreated children. In Canada, little has been done to develop training or other supports for teachers around detecting and responding to child maltreatment. This two-study dissertation brings awareness to the training needs of Canadian-based teachers regarding child maltreatment, as well as to the feasibility of developing, implementing, and evaluating child maltreatment teacher training. Study 1 involved a multi-informant assessment of (1) teachers’ child maltreatment training needs and (2) factors that may influence teachers’ training participation and use of maltreatment-related knowledge and skills. Using surveys and focus groups, qualitative information was gathered from three informant groups in a major urban region in Ontario (i.e., 19 school social workers, 9 child welfare practitioners, and 21 foster caregivers). Study 1 findings highlighted gaps in maltreatment-related knowledge and skills among local elementary school teachers in various areas related to child maltreatment detection and intervention (e.g., trauma-sensitive classroom practices, reporting). Beyond identifying training content needs, Study 1 results also identified multi-level factors that might influence teachers’ participation in child maltreatment training, as well as their use of maltreatment-related knowledge and skills. Most commonly, factors included teacher workload issues, teacher beliefs (e.g., negative attitudes toward child welfare), school internal supports (e.g., unavailability of social workers), and school resource structures (e.g., unmet demand for assessments). Building on these results, Study 2 designed, piloted, and evaluated a child maltreatment training curriculum for teachers. The training evaluation followed Kirkpatrick’s (1994) model for evaluating training programs, wherein the first three of four levels were addressed: (1) reaction (participants’ perceptions about the training); (2) learning (change in knowledge and/or attitudes); and (3) behaviour (change in actual work practices). A quasi-experimental design was used to gather data from a sample of 45 local teachers (19 intervention and 26 wait-list comparison group participants) with total experience in education ranging from 2 to 39 years. To explore participants’ feedback on the training, quantitative and qualitative information was gathered using surveys administered during the training (n = 19). To explore preliminary training outcomes, quantitative and qualitative information was gathered using pre- and post-training questionnaires (n = 45), as well as post-training interviews (n = 13). Training feedback findings supported the usefulness and relevance of training content for local elementary school teachers. Study 2 results also suggest that relatively brief child maltreatment training has the potential to improve teachers’ attitudes, knowledge, and likelihood of responding effectively to maltreatment-related issues at school. Although replication with additional samples and more rigorous methodology are needed, these findings represent an important first step in establishing improved training for Canadian school professionals regarding child maltreatment. Collectively, dissertation results also have several research and clinical implications. Foremost, this dissertation offers recommendations for future maltreatment training development, implementation, and evaluation efforts that include teachers and other school-based professionals. Dissertation results also highlight a need for complementary efforts to explore and address the intersection of factors and systems that may influence teachers’ participation in maltreatment training and research, as well as their responses to child maltreatment at school.

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Shawie, Khammas Ilaby. "An evaluation of the pre-service training programme for technical education teachers in Iraq". Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237738.

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Al-Salmi, Mohsin Nassir Yousof. "Training programmes for Islamic education teachers in the Sultanate of Oman : description and evaluation". Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/22244.

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This study is a description and evaluation of the training programmes for Islamic education teachers in the Sultanate of Oman. However, the evaluation is limited to the specialisation module of the programmes. The introduction gives a general view of the importance of teachers in general and Islamic education teachers in particular. Also, it shows briefly the attention that has been given to teacher-training all over the world. Chapter One outlines the justification for the study, its aim, questioners and the implementation of the questionnaire (that was applied to evaluate the specialisation field of the present training programmes for Islamic education teachers in Oman) and data collection. Chapter Two gives a general view of teacher-training programmes in some industrial countries with particular attention to the content and problems of such programmes in the Arab countries. It also presents some previous studies related on Islamic education teachers and their training programmes. Chapter Three investigates education in Oman before 1970. This description covers the system of education in the Madrasat al-Qur’ân, mosques and other madrasahs (which offered the same level of education as the mosque), the prestige and role of the Mu’allim and the Sheikh in Omani society, and the beginning of modern education in the country. Chapter Four shows the development of education and training programmes for Islamic education teachers in Oman after 1970. Chapter Five describes the training programmes for Islamic education teachers at Sultan Qaboos University and other colleges of education which are controlled by the Ministry of Higher Education. Chapter Six gives a brief description of training programmes for Islamic education teachers in the universities of the United Arab Emirates, Qatar and Bahrain, and it ends with a comparison of the programmes in the four countries. Chapter Seven evaluates some points in those programmes which were not included in the questionnaire. The final two chapters (eight and nine) present, analyse and discuss the findings from the questionnaire.

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Berkowitz, Rebecca J. "Effects of inservice training on the technology practices and attitudes of physical education teachers /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196781734997.

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Loveless, A. M. "The interaction between primary teachers' perceptions of information and communication technology (ICT) and their pedagogy". Thesis, University of Brighton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368447.

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The thesis focuses on the interaction between primary teachers' perceptions of Information and Communication Technology (lCT) and their pedagogy. Their perceptions of ICT are explored in terms of their reported understandings of the nature and purpose of ICT in primary schools and the influence these have on pedagogy as an expression of professional knowledge. A qualitative, case study approach was used to investigate the perceptions and pedagogy of a small group of teachers working within one school, . Carberry Junior School'. The study was carried out during an eighteen month period of significant change in primary schools responding to the UK Government's National Grid for Learning initiative and its impact on models of access to ICT resources and expectations in teaching and pupil achievement. The findings provide insight into three dimensions of the teachers' perceptions of ICT: as a social and cultural phenomenon; as an ambiguous construction of a discrete subject, curriculum resource and higher-order capability: as a 'new' field in primary schools. The teachers' professional knowledge is expressed in:their subject knowledge of ICT capability; their pedagogic knowledge with different models of access to ICT resources; their repertoires of representations of ICT; their identity as professionals in the 'Information Age'; their membership of a community of practice engaged in the pedagogical use of ICT. The analysis starts from an interactive model of professional knowledge, proposed by Banks, Leach and Moon. A revised model is proposed for the case study that draws upon Wenger's theory of learning in communities of practice. This has the additional merit of providing a framework to theorise and describe the interaction of the teachers' perceptions of ICT and pedagogy presented in the mutuality between personal experience and emergent practice.

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Suwannoi, Paisan y mikewood@deakin edu au. "Telecommunication technology and the professional development of teachers : challenge and opportunity". Deakin University. School of Social and Cultural Studies in Education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060713.104559.

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The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was How could information technology be used in developing an appropriate professional development model for Thai teachers? Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.

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Trouba, Jerome Charles. "The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants". Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.

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To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning, asking good questions, utilizing wait-time, and using formative assessment techniques. The assessment of the workshop was based on Guskey's (1999) work on the five levels of effective professional development evaluation. In the mixed-methods design, 18 GMTAs participated in the workshop. Data collection consisted of three sets of videotapes, two sets of interviews, surveys, and coaching and observation forms. Results indicated that a well-designed workshop can impact teaching practices. Through interviews, GMTAs indicated they were more reflective of their teaching, thought more about the questions they asked, and actively involved their students more during lectures. The workshop was considered effective not only because GMTAs said they changed their teaching but because changes were seen in their teaching. For nine GMTAs strong evidence was collected of their change in teaching: they not only mentioned specific changes to their teaching in the interviews, but these specific changes were observed on videotapes of their classroom. In comparing peer coaching with observation, seven of the ten in the coaching group commented that just watching another's class helped them to improve more than any other part of the coaching process. Only two of the ten coaching participants commented on the helpfulness of the pre and post conference discussions involved with coaching. From the data collected, the possible added benefits of peer coaching may be outweighed by the additional time, organization, and pairing requirements present in a GMTA setting. Five constructs that influenced the effectiveness of the peer coaching experience are discussed. This project contributes to the research base regarding adapting K-12 professional development literature into a collegiate setting.

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DeLain, Thomas. "An analysis of assessment and evaluation of technology education teachers in Wisconsin". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000delaint.pdf.

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Schuttloffel, Merylann "Mimi" Jacobson. "The technology integrated classroom the changing role of teacher and implications for teacher evaluation /". Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219063.

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Gonsalves, Bronte B. (Bronte Blondina). "Teacher Evaluation Processes and Professional Development Programs in Independent Schools". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331778/.

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The purposes of this study were to determine (a) what teacher evaluation processes or instruments are used in the 45 independent schools of the Southwest, (b) what types of professional development activities or programs are provided for teachers in these schools, and (c) how the development and implementation of the teacher evaluation process and professional development programs are perceived by the teaching faculty in selected schools. Questionnaires were administered to chief administrators of the 45 member schools of the Independent Schools Association of the Southwest. From the 28 schools submitting completed questionnaires and evaluation instruments, it was found that: (a) 3 of the schools had a very informal process, (b) 7 of the schools had an informal process, (c) 12 of the schools had a formal process, and (d) 6 of the schools had a very formal process. Four generalizations emerged from factors evident at the 5 schools selected for on-site visitations which should be addressed by independent schools regardless of the type of evaluation process used: (a) each school should develop a teacher evaluation policy; (b) each school should develop evaluation criteria and procedures that relate to each teacher's classification; (c) each school should delineate the specific role of the chief administrator in the evaluation process, and (d) each school should design a program of preferred professional development activities for each teacher's classification and level of the school. Finally, the recommendation was made that further research on teacher evaluation in independent schools include the investigation of how and why schools select a particular teacher evaluation process.

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