Thèses : « Technology in primary school »

1

Newman, Barry Keith. « Control technology in the primary school ». Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35659.

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This study traces the origins of control technology in the primary school from the beginning of the 1980's and identifies the factors which led to the emergence of this new curriculum area. The various local and central government initiatives are reviewed in terms of their catalystic effect in stimulating the development of resources and growth of training to encourage primary schools to introduce control technology into their curriculum. A central part of the study investigates how one local authority, Northamptonshire, has responded to the development of this curriculum area in its primary schools. This investigation took the form of a questionnaire to all primary schools, as well as an additional questionnaire to teachers attending control courses, to assess the current county position and identify issues that emerged which might limit the growth of this curriculum area. As part of this investigation case studies were carried out in two Northamptonshire primary schools to identify possible difficulties in the transition from the use of constructional materials to the introduction of computer control. By reviewing the latest developments in primary control and using the evaluation of the Northamptonshire investigation the study attempts to relate all the activities essential to the development of control technology to the requirements laid down in the National Curriculum. This inevitably leads to the identification of many current issues which will affect the future development of this curriculum area. By 1990 control had become an accepted part of the primary classroom, with recognition as a requirement of the National Curriculum, but for the majority of schools it represents yet another challenge to be met during this decade.

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Hamlin, John Alexander. « Gender issues in design and technology in the primary school ». Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399756.

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孫群英 et Kwan-ying Suen. « School-based information technology : a case study of the home-school collaboration in a local primary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256454.

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Liu, Chun-lung. « Implementing ICT into teaching in a primary school ». Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.

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Mama, Maria. « Exploring primary teachers' beliefs and practices with technology in Cyprus ». Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/265524.

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This study explores uses of educational technology as echoed in teachers' beliefs and classroom practices. The research is situated in Cyprus, where integration of Information and Communication Technologies (ICT) in schools remains in its infancy. The literature reveals that the 'impact' of ICT use on education has been limited; the overall scene is one of teachers unable to make advanced use of the range of possible applications and tools. This thesis is premised on the argument that these limited uses can be explained by the lack of incorporation of an effective pedagogy. On the basis that understanding teachers' pedagogical rationales and responses in depth is crucial for the successful implementation of an ICT initiative, especially when this is still at an early stage, as in Cyprus, I investigate teachers' philosophies and practices of ICT integration. In particular, my research is devoted to identifying the relationship between their beliefs and actual practices with technology in the classroom and the factors that influence this relationship. In view of the overabundance of survey studies measuring self-reported attitudes and practices, and taking into account that practice does not always reflect beliefs, direct evidence of practice beyond self-reports expecting to bridge research with school reality became an imperative. Moreover, the nature of my focus required in-depth understanding and exploration. Therefore a multi-case design was conducted, involving 11 primary school teachers serving in a unique, in terms of technological infrastructure, state school in Cyprus. A questionnaire, pre-lesson interviews, direct classroom observations, and post-lesson interviews cowprised the data collection methods. The Activity Theory model was employed as an analytical tool. Within- and cross-case thematic analyses indicated four main types of response which led to sample grouping; the responses and the groups which emerged were differentiated on the basis of teachers' beliefs about technology in education, their practice with ICT in the classroom, the level of (in)consistency between reported a; d observed practices, and the impact of the external factors on their practice. Following the analyses, an additional round of interviews with three Ministry officials, involved in the educational technology sector, was undertaken to shed more light on the main study findings. Moreover, most teachers encountered considerable difficulty in articulating and explaining the reasons behind their choices with ICT. This indicates that their reported acknowledgement of its benefits for teaching and learning might not have necessarily been informed by their personal experience but more by their inclination to respond 'properly'. The last point is also corroborated by the inconsistency identified in most of the cases between reported and observed practices, in terms of the frequency and sophistication of teacher and student interaction with technology. Several contextual factors, both school- and system-related, appear to have provoked this inconsistency; inadequate technical support and maintenance, lack of pedagogical support rn using ICT, time and curriculum constraints, and problematic communication between the involved agents, constitute the main ones. However, these external factors, which were the same for all participants, had varying impact on the four emerging groups, highlighting the influence of additional, teacher-related factors. These include teachers' limited ICT competence, lack of awareness of tools and support available to them, attachment to traditional teaching styles which enhanced existing (rather than resulting in a changed) pedagogy 'behind' ICT use, and perception of their role and professional responsibilities. The findings highlight the requirement for teachers to understand fully the affordances of a technology, which would encourage their engagement in pedagogical reason.ing with it, not necessarily aiming for higher, but, for more purposeful and 'integrational' technology uptake. The tensions, identified within the teachers' activity systems with the help of the Activity Theory model, have implications for change with ICT. These not only concern practitioners but also policy-makers who, having to inform and set the framework for classroom practice, need to justify a new national ICT initiative by clearly relating it to specific pedagogical aims and the curriculum. Implications also arise for the educational technology officials, who orchestrate the policy implementation, and who need to establish effective communication and cooperation between the agents involved. As for the ICT district coordinators, who are responsible for supporting teachers' classroom uses of technology, the findings suggest that they should tackle technical and maintenance issues promptly. Mo reover, 1�t 1� s i�m portant that they encourage teachers to make informed decisions by indicating the p~dagogical ~otential of the available tools to them. It would also be useful if, when possible, they situated the use of technology in specific lesson settings to encourage meaningful integration. Finally, the study offers recommendations to JCT t ram� m� g orgam�s ers and instructors to design and conduct training programmes in association with pedagogical approaches. Teachers need support not in advancing their isolated technology uses but in improving the quality of their teaching through integrating technology in their pedagogical practice.

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De, Laurentiis Valeria. « Environmental sustainability assessment of the primary school catering sector ». Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8183/.

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Current food production and consumption practices are depleting natural resources and polluting ecosystems at a rate that is unsustainable and are one of the main causes of anthropogenic climate change. If this trend does not change, externalities of food production will be exacerbated in future decades due to population growth and increasing living standards. A shift towards low impact diets has been proposed as part of the solution. The public food sector offers tremendous potential for influencing such a shift; however currently in the UK this potential is only partially exploited as national guidelines for public food procurement avoid promoting the adoption of low impact menus. This doctoral research aims at addressing this shortfall by creating a procedure for the design of low impact primary school menus. This is informed by a life-cycle based tool (the Environmental Assessment Tool of School meals, EATS) that enables catering companies and local authorities to self-assess the environmental impact of a meal in terms of its carbon and water footprint, with the purpose of identifying hotspot meals and comparing alternatives in the design of new menus. The data underlying EATS includes the results of a meta-analysis of the existing literature on the carbon footprint of 110 food products commonly used in the preparation of primary school meals in the UK. To validate EATS, a statistical analysis of the underlying data was performed, feedback from its potential users was collected, three case study analyses were developed, and the results provided were compared with existing studies.

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Cetinkaya, Yalcin. « Information And Communication Technology Education In Primary Schools : Students ». Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.

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Arderne, Meagan. « Developing and implementing an information communication technology model for a primary school ». Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1215.

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Thesis (MTech (Quality (Faculty of Engineering) Cape Peninsula University of Technology, 2008.
While the necessary Information Communication Technology (ICT) infrastructure at the Holy Cross Sisters' School (HCSS) has been established, there has been little evidence of the successful integration of ICT into the school. While traditional teaching methods are still being practiced, ICT integration into the curriculum has been non- existent and mundane administrative tasks are still being performed manually. Furthermore, management has no real vision in place with regards to ICT integration at the school. Due to the fact that the HCSS has not optimally used its ICT capabilities results in administrative processes being inefficient and impacting adversely on the quality of the education provided. The objectives of this research study are to develop a model that mitigates the research problem with focus on improving administrative processes, integrating ICT into the curriculum, and combining ICT with traditional teaching methods to exponentially improve upon the efficiency of teaching and learning. The research methodology for this dissertation will fall within the ambit of action research, using both qualitative and quantitative research paradigms. The research question that will form the crux of this dissertation reads as follows: 'What mechanistic approach can be deployed at the HCSS to integrate ICT within the organization to improve the quality of education and improve on the efficiency of internal processes?' Observations, focus groups and a survey will serve as data collection methods for this research. Data collected will be analyzed using descriptive and inferential statistics.

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Wong, Wai-lun Francis. « School-based IT training for teachers a case study of a primary school in Hong Kong / ». Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040306.

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Fu, Huijuan, et 傅惠鵑. « Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/202372.

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The project-based collaboration setting is becoming increasingly common at different educational levels. Recent years have witnessed the rising use of wikis as computer-supported collaborative learning (CSCL) environments. However, reports on the application of wiki technology in facilitating collaborative projects at the primary level are few; in particular, information on the affordances and constraints of wikis at this learning stage is limited. Such information is essential for educators when planning and implementing wikis as an effective educational tool. This study aimed to introduce wiki technology to facilitate collaborative project-based learning (Collaborative PjBL) in a primary “General Studies” (GS) course and to explore the associated affordances and constraints. A total of 388 Hong Kong Primary-five (P5) students from 4 local Chinese primary schools used a wiki for their social science group project during their GS course. Adopting a mixed-method approach, a combination of qualitative and quantitative data were collected, including focus group interviews, students’ activities within the wiki platform, students’ reflections written on the wiki pages, and a questionnaire. These data were used to explore the affordances and constraints of the wiki for collaborative projects as perceived by the primary-school students, and to gain an understanding of students’ attitudes towards and perceptions of the wiki in general. The findings showed that the wiki provided five kinds of educational affordances, six kinds of technological affordances, and two kinds of social affordances. The affordances that were aimed for the collaborative PjBL task were therefore achieved. At the same time, constraints were found to be related to technological factors and users’ dispositions. To counterbalance constraints, teachers could select wiki variants and provide more scaffolding on the use of wiki during the process of project completion. Students’ attitudes and perceptions towards the wiki were found to be strongly positive after the group project implementation. The research contributes to our understanding of the use of a form of social media, wiki technology, in primary education. On a theoretical level, it deepens previous research by identifying the categories of the wiki’s affordances and constraints for primary-school students’ collaborative PjBL. On a practical level, the pedagogical implications derived from this study may provide guidelines for primary-school educators to plan collaborative PjBL activities with wiki technology.
published_or_final_version
Education
Master
Master of Philosophy

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Lebeaume, Joël. « AN HISTORY OF MANUAL WORK FOR BOYS WITHIN PRIMARY SCHOOL IN FRANCE ». 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, 2006. http://hdl.handle.net/2237/12062.

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Dukuzumuremyi, S. (Salvador). « The use of technology to promote collaborative learning in inclusive education in primary school ». Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201410221949.

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This study investigated the utilization of Computer Supported Collaborative Learning (CSCL) software and applications and its associated theories of learning and pedagogical models into inclusive classroom as well as conception of knowledge of diverse pupils in collaborative learning groups. A second grade class of a primary school in the northern Finland is used as a case of study. There are a total number of 23 participants for data triangulation; these include 21 pupils, one teacher and her assistant. The groups of 2 to 6 pupils were formed in five different computer science lessons. The principal data were collected through observation, however interview, questionnaire, documentation were also part of the data collection, which made it a methodological triangulation. The data were analysed using thematic analysis, content analysis and percentage analysis. The data showed that the use of CSCL software and applications with its various scaffolding icons in inclusive classroom of diverse pupils, has helped the pupils in developing good reading, writing, and information assessment skills, as well as discovery of new ideas, hence motivates and makes learning easier. The data suggested that the CSCL software and applications are a resourceful way of learning social skills because the group members share one laptop, to cooperatively a group task done. From these findings one can tentatively argue that the creation of pedagogical environment, which involves application of various pedagogical strategies like changing the seating arrangements, regrouping the pupils, as well as changing teaching methodologies; has greatly helped pupils to be more creative and think critically. The data also suggested that the results for the given tasks were relatively the same for all the groups, irrespective of the participating group members learning abilities. One can claim that the implication of the use of collaborative learning groups of diverse pupils assisted by CSCL should focus basically on how to promote trialogical activities, interactions of pupils to pupils, pupils to teachers and pupils to learning materials & ICT tools and scaffoldings.

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Benson, Clare. « Developing design and technology in primary schools in England ». 名古屋大学教育学部技術職業教育学研究室, 2000. http://hdl.handle.net/2237/2995.

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Knopke, Vicki, et n/a. « Models for Implementing Technology Education in Queensland Primary Schools ». Griffith University. School of Vocational, Technology and Arts Education, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051116.154513.

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This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.

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Liu, Chun-lung, et 廖進龍. « Implementing ICT into teaching in a primary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039869.

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Wong, Wai-lun Francis, et 黃偉倫. « School-based IT training for teachers : a casestudy of a primary school in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040306.

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Sherlock, Martin. « A case study reviewing the integration of ICT across the curriculum in the primary school ». Thesis, Ulster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250402.

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Abou, Hassana R. H. « Using e-learning to improve the effectiveness of teaching primary school ICT ». Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/c24990e3-e0d7-3dbd-c3e1-b520a3146c41/1.

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Economic, social, technological and educational factors have led to an increase in the use of ICT (Information and Communication Technology) in education at all levels. Most research concerning this has focused on the way in which e-learning can be used to improve teaching and learning across the curriculum and has neglected the teaching of ICT as a subject (Hammond, 2004). In a 1999 Ofsted inspection, ICT was found to be the least well taught subject in primary schools. The present research considers how the teaching of ICT could be better supported in the UK and Saudi Arabia. In the first stage, an investigation was made of the teaching of ICT in UK primary schools to understand why its teaching had been rated unfavourably. It was discovered that teaching focused on technical aspects (i.e. how to use specific applications) whilst ignoring the communication and information parts. Although it has been argued widely that e-learning improves teaching and learning across the curriculum, observations showed that e-learning was not, in itself, used to support teaching of the ICT curriculum. Hence, this research explored the ways in which the teaching of the ICT curriculum (to 9-11 year olds) could be made more effective, particularly through the incorporation of e-learning material. It was hypothesized that the experience of teaching and learning could be enhanced if e-learning material was designed which specifically addressed the needs of the teachers and young learners. Evidence collected in the course of the research suggested that little material existed to support the ICT curriculum, and that e-learning material produced to support other subjects does not always suit the teachers’ needs. Therefore in the second stage of the research, a design approach that engaged end users (teachers and young students) was proposed which was tested and refined during the design of e-learning material to support the teaching of the Multimedia Unit of the ICT National Curriculum. The resulting e-learning material was evaluated in UK schools to determine the extent to which it satisfied user needs and its effectiveness in teaching the intended learning outcomes. The results in both cases were positive implying that such a method could lead to the production of useful supportive material. As a former Saudi Arabian computer teacher, one of my personal goals was to provide opportunities to improve the experience of teachers and children in my own country. As such I have been interested in how I can transfer my understanding of the UK educational system to my home country. Following the successful evaluation of the elearning material in the UK, a demonstration of how a child centred design approach can be used to design effective educational material. Unfortunately although such a process might produce more effective learning outcomes and pleasurable material, I also found that such an approach is considered incompatible with commercial design environments. In the last stage of the thesis strategies are discussed which could be used (particularly in Saudi Arabia) to encourage the producers of educational materials to engage in the design of more effective teaching and learning experiences, especially in relation to the primary ICT curriculum. One such strategy would be to train undergraduates in applying a more user centred design approach as an integral part of their practice. The resultant design approach has now been approved by the Director of the Graphic Design Department in Dar Al Hekma Collage (Jeddah – Saudi Arabia) to be taught as a design approach for designing e-learning material for children on the Information Design Course. Additionally, a set of recommendations was developed for the Saudi Ministry of Education addressing the sort of revisions needed to improve the ICT curriculum in Saudi Arabia.

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Phiri, Absalom Dumsell Keins. « Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi ». Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26777.

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Moving out of theoretical academic constructs, the indigenous movement has attracted the attention of the Malawian education system to explore the value for contextualizing science by way of indigenous technologies. This is a milestone decision but the beginning is not smooth. However, indigenizing the curriculum has a promise of hope to invigorate science educators to pursue the search for the science out of indigenous technologies out of the â taken for grantedâ and â place-basedâ traditional knowledge systems. This is only the beginning of the journey in pursuit of local sciences that bear a promise for sustainability in development without relying exclusively on the outcomes of globalization. This study sought to unravel the issues that surrounded implementation of ground braking primary school science and technology curriculum, which has integrated indigenous knowledge in the learning of science. Commencing prior to the implementation of the new curriculum, this was a pilot study strategically conceptualized and timed to inform the curriculum developers and other stakeholders about issues to pay attention to as the curriculum implementation process unfolds. The study revealed that teachers are likely to face multiple challenges stemming from the design of the curriculum, teachers background knowledge in academic science, pedagogical knowledge, and cultural foundations. The outcome of teaching was negatively affected by the design of the curriculum, teachersâ knowledge of science, and attitudes toward indigenous knowledge. Recommendations for improving the integration of indigenous knowledge and science in the curriculum include the need to better articulate the scientific principles involved in indigenous technologies and to involve learners in meaningful â practical workâ in science lessons, supported by further research.
Ph. D.

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Leung, Wai-keung. « An explorative study on the implementation of information technology in a selected group of Hong Kong primary schools ». Hong Kong : University of Hong Kong, 2001. http://dimgital.lib.hku.hk/hkuto/record.jsp?B23519794.

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Hagunama, Eron. « Papua New Guinea Primary School Technology Teachers : The Impacts of Support Materials on Their Perceptions and Practices ». The University of Waikato, 2008. http://hdl.handle.net/10289/2274.

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This thesis explores the perceptions of technology and technology education held by six primary school teachers in Papua New Guinea, and their views of the materials developed to use as a support for teaching technology and the impacts on their perceptions and their teaching practices of technology. Based on the interpretivist paradigm, a case study approach and qualitative data collection methods were used to explore the teachers' views of technology and technology education and how the support materials influenced these perceptions and practices. One to one, semistructured interviews with the teachers, and an analysis of their planning documents were used to collect data. As part of the curriculum reforms, technology education was introduced as a new subject into primary education in PNG in 1994. However, no formal professional development was provided for helping the primary teachers implement technology education. Instead, curriculum materials were developed and distributed to teachers in 2005 as a support for their technology teaching. This thesis supports the idea that teachers need support to help them learn. It is also argues that teachers' beliefs about subject areas, teaching, their students, and curriculum materials influence how they interact with these support materials. The findings show that the support materials were very useful in enhancing the teachers' knowledge of technology and effective teaching of technology. There were changes to teachers' perceptions of technology and technological practices when they began to use the support materials. Changes included the views of technology as more than modern artefacts to include traditional technology, that technology was more than just practical. It also has a knowledge base. However, not all aspects of technology as advocated in the support materials have been taken up by these teachers. Problem-solving and design aspects have received marginal attention. Other factors were at play including subject subcultures, subject backgrounds, past hands-on experiences and ownership of personal technological artefacts. To be even more effective technology teachers, it is advocated that teacher professional development is required for Papua New Guinean primary teachers to implement the technology successfully.

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Mostert, Orla. « An evaluation of the use of computers in a South African primary school ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003410.

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The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.

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Mademtzi, Marilena. « The use of a Kinect-based technology within the school environment to enhance sensory-motor skills of children with autism ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6977/.

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This research explored the effect of Pictogram Room, a Kinect-based technology, on the sensory-motor skills of children with autism in a school setting. It focused on the overall development of sensory-motor skills, how these skills developed in different environments, and which of the sensory-motor subdomains improved the most. Theoretically, the study drew upon gaming theory and embodied cognition. It was a mixed methods study, with the quantitative data being the dominant method of data collection and the qualitative data having a more supportive role. During the first year, the intervention was implemented with the intervention group (n=5), twice a week for 15 minutes, over the course of nine weeks. The following year, a wait-list control group was recruited (n=5). The findings from the researcher’s checklist, as well as those from the standardised assessments, showed that sensory-motor skills in the intervention group were significantly improved, and there was also generalisation of these skills to other environments. Finally, as a result of the teachers’ interviews, social play and adaptive behaviours were also evaluated, with positive results for the intervention group.

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Jaftha, Cheryl. « Adjusting pedagogy to optimise negotiability and interactivity in lessons using the interactive whiteboard an action research study in a primary school ». Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11673.

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Includes bibliographical references.
One of the recent technological devices that have been introduced in the educational domain is the interactive whiteboard (IWB). IWBs have become established teaching and learning tools, particularly in primary school classrooms in developed English speaking countries and have more recently been deployed in developing countries such as South Africa. The Western Cape Province in South Africa has rolled out a province-wide IWB programme over the last decade, despite limited local research on the pedagogical value of IWBs in South African schools. This research study aims to investigate how the IWB can be used to encourage collaboration amongst the learners in a Grade 6 Technology Education class at a primary school in the Western Cape and specifically to assist the teacher in understanding how her pedagogy needs to change to optimise learner collaboration in association with an IWB. To understand the ways in which the IWB influences the activities in the classroom, Activity Theory is used as a framework to understand the tensions that arise and how the teacher needs to change her pedagogical strategies to successfully resolve these tensions.

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Setlalentoa, Wendy Ntebaleng, et W. N. Setlalentoa. « An ethnographic study of the implementation of whole school evaluation at selected primary schools in the Southern Free State ». Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/54.

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Mulholland, Daire. « An analysis of the educational technology strategy for primary schools in Northern Ireland ». Thesis, Ulster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650306.

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Over the last fifty years there has been a shift concerning the way in which many developed and developing nations operate in a working and economic context, from a reliance on physical resources and manual labour, towards working conditions characterised by knowledge and information handling. The explosion of ICT as a social and economic tool has created the necessity for a workforce that is capable, confident, and competent with technology and the associated skills, which are often cited as the ability to access, compile, synthesis and exchange knowledge or information (Summak and Samancioglu, 2011: 2). Many jobs in modern economies are defined, at a base level, by the necessity for people to be able to engage with these information age skills. Many authors, on the topic of ICT, state that the ability to use technology has become pivotal to economic success, and they stress "the increasing importance of knowledge as the principle source of wealth creation in society" (Solvell and Birkinshaw, 2000: 83). With this assertion as a starting point, it seems prudent that any country or region that aspires to increase its economic power needs to devise an educational strategy that promotes ICT use and which encourages the development of the associated skills, which are now often viewed as prerequisite to engage in knowledge economy interactions. This thesis is an account of research into the effectiveness of the Educational Technology Strategy in Northern Ireland; specifically it examines teachers' and principals' perceptions of the current lCT strategy and the professional development provided for primary teachers. This study is based on the analysis of policy documents, a questionnaire survey with ninety responses from a total of three hundred teachers surveyed and interviews with nine active primary school teachers and four school principals. The research provides valuable insights into the provision of professional development for teachers aimed at supporting the appropriate use of ICT. It discusses the value attached to ICT skills development throughout education and also in an economic context. It critiques the current educational provision in Northern Ireland and it explores alternative models, which may be more effective in maximising the potential of ICT as a cross-curricular tool, and the development of subsequent and associated ICT skills and competences for pupils.

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Ashleigh, Douglas Anthony, et res cand@acu edu au. « A Study of Successful Implementation and Management of Educational Technology in Three New South Wales Primary Schools ». Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp71.25092005.

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The main purpose of this dissertation is to analyse why three New South Wales primary schools were successful in implementing and managing educational technology. Responding to this research focus four specific questions were considered: Why have these schools been successful in implementing and managing educational technology? What factors have helped and/or hindered the successful implementation and management of educational technology within the selected schools? What are the indicators of successful implementation of educational technology? What were the particular contributions of leadership to the successful implementation and management of educational technology within the selected schools? This qualitative research study is based on the assumption that valuable data are gathered by studying schools that have been successful with the implementation and management of technology. In particular, the study provided a description and analysis of the best practice in three New South Wales Primary schools that had successfully implemented and managed educational technology. An interactive and cyclical process of data analysis was employed with data collection, data analysis and theory development proceeding simultaneously. To reduce and display data gathered from in-depth interviews, document study and non- participant observation the qualitative data analysis program QSR NUD*IST was utilised. The development and validation of the study’s conceptual framework shaped the study leading to the formulation of the SupportIF Model of Implementation. This model posits that success with implementation and management of educational technology is closely related to the level of interdependence between the implementation factors. The study results also endorsed the prime importance of a supportive work environment in each of the studied schools and linked this environment to the level of success realised with the implementation and management of technology and the utilisation of educational technology to enhance the achievement of student learning outcomes. The study contends that the sustainability of a school based technology initiative rests with a school’s ability to dynamically balance the key implementation factors and to redesign in light of shared practice. Tantamount to this process is a supportive work environment in each school which is the critical variable that facilitates interdependence between leadership, resources, relationships and teaching and learning factors.

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Davies, Michael J. « An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice ». Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.

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Le, Roux Zelda Joy. « An application of brain-based education principles with ICT as a cognitive tool : a case study of grade 6 decimal instruction at Sunlands Primary School ». Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15562.

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The larger population of South African learners do not learn effectively and struggle with low academic achievements currently. This can be attributed to various factors such as frequent changes in the curriculum, underqualified educators, ineffective teaching methods and barriers to learning existing in classrooms today. Learners need extra support, including cognitive support, but in reality the heavy workload of educators may prevent them from giving learners the needed support. If support is given, it is minimal or not effective enough. Computer technologies may afford both educators and learners such opportunities when used as a cognitive tool in activities that provide the needed support. This research is concerned with the use of computer technology as a cognitive tool to activate learners' cognitive processes, thus enhancing learning, based on Brain Based Education principles. The objective is to lay the foundation in using computer technologies as cognitive tools in educators' teaching practice and instructional design to make teaching and learning more effective, interactive, real world based, giving meaning to what is learnt and to enhance understanding.

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Storm, Sara. « Ljuddämpad stol för elever i årskurs F - 6 - Soundproof chair for pupils in primary school ». Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20653.

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Uppsatsen är ett examensarbete på 22,5 hp, som kom till på uppdrag av SONOinredningar och Tranås skolmöbler och har utförts av Sara Storm, student påProduktdesignprogrammet vid Malmö högskola, under våren 2012.Arbetet behandlar klassrummens ljudmiljö i låg- och mellanstadieskolor samthur elever sitter i sina stolar. Kan en elevstol bidra till en bättre ljudmiljö i klassrumoch erbjuda en bra ergonomisk sittkomfort för eleven?Resultatet blev en stol, där material och konstruktionslösningar reducerar bulleroch med sin vippfunktion möjliggör ett flexibelt sittande.
This paper is a thesis work of 22,5 hp, that was made on behalf of SONOinredningar and Tranås skolmöbler. It was executed by Sara Storm, a student at theprogram of Product design at Malmö University, during the spring 2012.The thesis is focused on classroom acoustics in Primary schools but is alsolooking at how pupils use their chairs while in class. Can a school chair contributeto a better sound environment in class rooms and offer a good ergonomic seatingcomfort for the pupil?The result was a chair, where materials and construction techniques reducesnoise and with its tilt function allows for a flexible seating.

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Alabbasi, Dalal. « The experiences of Saudi female teachers using technology in primary schools in Saudi Arabia ». Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-experiences-of-saudi-female-teachers-using-technology-in-primary-schools-in-saudi-arabia(c2077c7e-3875-47d0-af88-720b673f5a79).html.

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This qualitative study explores Saudi female teachers' experience of technology use in their practice and life. The aim is to present the voices of these female teachers living in the context of Saudi Arabia, and to document how personal characteristics, society and technology come to influence one another. The field work was done in Saudi Arabia, with female teachers from three public-sector primary schools. The data generation included individual, semi-structured interviews with four Saudi female teachers - one from each of two schools and two from the third school - and focus groups sessions with five to six teachers - one session in each of the three schools. The focus group methodology used Ketso, which is a collaborative mind-mapping tool developed at the University of Manchester. The interview and focus group sessions were audio-recorded, transcribed and then analysed using broad principles of thematic analysis. The data suggests that technology use affected the teachers' classroom practices, communication with others and their professional development. The teachers were active agents in this technology use, including taking responsibility for the technology use in their schools, and improvising solutions and ways of using available resources in their practice. This active role of the teachers seemed to contribute to localised use of technology, enabled the teachers to resist some of their social positions as females and teachers, and occasionally included a determination to create new positions for themselves. Overall, technology use appeared to enhance the Saudi female teachers' sense of agency, and crucially, seemed to enhance their awareness of their lived experience. The above insights might benefit Saudi educational policy makers, other Saudi teachers as a way of sharing experiences and practices, and researchers who are interested in studying the intersection between technology and society. In addition, the study exemplifies the novel use of the Ketso collaborative mind-mapping tool as a tool for qualitative research.

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Higgins, Steven. « Teacher development and the effective use of information and communications technology in primary schools ». Thesis, University of Newcastle Upon Tyne, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423586.

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Bao, Wenwen. « Using technology based student led discussions to promote constructive learning in Chinese primary schools ». Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41754/.

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The many valuable aspects of Chinese education have been seen throughout the world. For example Chinese teachers have been invited into the UK to instruct UK teachers on how to improve the quality of Mathematics education there. However, from 2001 onwards the government of China has sought to import pedagogies from the West in order to tackle observed problems with their own education system. Many scholars feel the problems the government were trying to address – the lack of critical thinking, a tendency to rote learning and an exam focused mind-set – would lead to failure for these techniques. However, these studies have all been with older students in high school and beyond. Little or no work has focused on students in the primary grades. Casual observation of Chinese primary school students would imply that they have no trouble in coming up with ideas and discussing them. The initiative for the study in this thesis has therefore been to see if this age range of students would be open to discussion based classes. A study was undertaken to determine if the removal of the teacher from control of the discussion would facilitate this age group to partake in face to face discussion. Other aims were to see whether constructivist learning would result or would the face based, hierarchical Confucian background education system prevent this. The original study was encouraging and as a result a technology based intervention was developed to see if this could help to improve the discussion and would allow further opportunities for students to feel able to engage. To encourage this the new system was also made anonymous. A third study was introduced to see if this approach could prove beneficial to the teachers also as to get such approaches adopted in Chinese schools the teachers would also need to see the benefit of the approach. The resultant study has demonstrated that not only do Chinese primary school students engage in face to face study but they also can be further encouraged by use of an online system. Further developments also indicate that the system can be valuable to the teachers who can use it as an aid to find out the preconceptions of their students and thus help them in developing a more focused curriculum. The thesis ends by describing ways in which this study can continue to have a positive impact in developing students’ critical thinking skills.

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Leung, Wai-keung, et 梁偉強. « An explorative study on the implementation of information technology in a selected group of Hong Kong primary schools ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962336.

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Ozgur, Birikim. « Perceptions Of 4th And 5th Grade Primary School Students And Their Teachers On Constructivist Learning Environments In Science And Technology Courses ». Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610067/index.pdf.

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The purpose of this study was to investigate the extent to which Constructivist Learning Environment (CLE) aspects exist in primary level 4th and 5th grade Science and Technology Courses in Turkey as perceived by students and their teachers. Secondly, the study aimed at finding out whether perceptions of students on CLE differ according to certain demographic variables. Finally, the study attempted to explore the extent to which the perceptions of teachers on administrative support have a relationship with their perceptions on CLE. Subjects of the study involved 1143 primary level 4th and 5th grade students in Turkey during 2006-2007 school year from 6 socio-economic development groups as determined by State Planning Department and their 264 teachers. Data were collected in 2006-2007 Spring semester through administration of two questionnaires to the students and the teachers. Data analysis was carried out through both quantitative (repeated measures ANOVA, frequencies, means, standard deviations, MANOVA) and qualitative analysis techniques. The results of the study indicated that students and teachers perceived the current learning environment to be often constructivist. In addition, the results revealed that perception of CLE differed according to socio economic status and technology use of students. Lastly, the results revealed that there is a significant but low correlation between teachers&rsquo
perceptions on CLE and their perceptions on administrative support they received. The results revealed that students should be provided with more facilities and teachers be provided with more in-service training opportunities.

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Déliou, Henri-Pierre. « Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel : cas de la Guyane ». Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H026/document.

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Dans le contexte particulier de la Guyane, il y a une forte carence de l’enseignement des sciences et de la technologie en cycle 3 du primaire. Celle-ci est habituellement imputée aux « manque de temps, manque de matériel ou de ressources, manque de goût à cet enseignement, manque de formation initiale, manque de formation disciplinaire à l’IUFM, manque d’appuis spécialisés… ». Nous faisons l’hypothèse que le multilinguisme pourrait être aussi une des causes principales de cette carence, car beaucoup d’enseignants affirment que le français et les mathématiques sont des prérequis à l’approche des sciences expérimentales et de la technologie. Nous postulons que la démarche d’investigation préconisée dans l’enseignement des sciences et de la technologie peut être une « discipline outil » pour la maîtrise du langage, oral, lu et écrit. Notre recherche est donc centrée sur la pratique enseignante. Afin d’obtenir les données, un questionnaire a été passé auprès de toutes les classes du cycle 3 de Guyane. Les 167 réponses ont constitué un état des lieux représentatif de l’enseignement des sciences et de la technologie en Guyane. Des entretiens d’explicitation complémentaires ont mis en évidence des situations contradictoires explicatives de la carence de cet enseignement. D’une part, une forte pression sociale, politique, institutionnelle et hiérarchique fixe les priorités d’enseignement au français et aux mathématiques, et instaure ainsi un obstacle majeur à l’enseignement des sciences et de la technologie. D’autre part, les professeurs des écoles mobilisent près de 50 % de leur temps et de leurs compétences à la gestion de la classe et du comportement des élèves. Les jeunes professeurs n’ont pas de formation initiale aux techniques éducatives favorisant l’intégration scolaire. Notre recherche montre que la polyvalence du professeur des écoles est fondée sur un système dual dont les missions simultanées sont l’enseignement et l’éducation. L’observation, la manipulation ou l’expérimentation préconisées par la démarche d’investigation renforcent la motivation des élèves et participent à l’instauration d’une démarche pédagogique active puérocentrée par laquelle l’enfant se scolarise, intègre la culture scolaire et devient un élève réceptif aux enseignements. Ainsi, l’enseignement des sciences expérimentales et de la technologie devient une « discipline outil » au profit des autres matières dont le français et les mathématiques
In the particular context of French Guiana, the sciences and technology teaching in the upper sections of French primary schools is badly failing. This is usually ascribed to "lack of time, lack of equipment or resources, lack of interest for these discipline, lack of initial training, lack of disciplinary training in French teachers’ training colleges (IUFM), lack of teaching aids". We make the hypothesis that multilingualism could also be one of the main causes of this deficiency, as many teachers assert that French and Mathematics are the necessary pre-requisites for a sound approach of experimental sciences and technology. We postulate that the investigative approach advocated in the teaching of sciences and technology can be a "tool discipline" for the acquisition of oral language skills as well as of writing and reading skills. This research focuses on teaching practices. To obtain the data, a questionnaire was circulated through all the classes of cycle 3 (upper primary school) in French Guiana. The 167 answers collected made it possible to map out the present state of science and technology teaching in French Guiana. Further clarification interviews have revealed contradictory situations accounting for the inadequacies of this teaching. On the one hand, there is an overwhelming social, political, institutional and hierarchical pressure to place French and Mathematics top of the agenda, thus introducing a major obstacle to the teaching of sciences and technology. On the other hand, primary school teachers devote about 50 % of their time and skills to classroom and pupils management. Furthermore, in their formative years, young teachers do not get proper training in educational methods aimed at promoting inclusive education. Our research shows that the versatility of primary school teachers is based on a dual system that hinges on the simultaneous tasks of teaching and educating. Observing, manipulating or experimenting, as advocated by the investigative approach increase the motivation of the pupils and participate in the institution of an “child oriented active approach” enabling pupil to come to terms with the school culture and thus become susceptible to new teachings. Science teaching therefore provides a “learning tool” for the benefit of the other subjects including French and Mathematics

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Erickson, Matthew J. « Examining a Decade of Reading and Mathematics Student Achievement Among Primary and Secondary Traditional Public School and Charter School Students : a Meta-Analytic Investigation ». Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1371131567.

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Brubaker, Douglas D. « An Assessment of Technology Learning Styles, Skills, and Perceptions Among Teachers of Grades Pre-Kindergarten Through Four ». Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4715/.

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This study investigated whether a relationship exists between learning style and the self-reported technology-related needs, beliefs, stages of adoption, software expertise, and technology competencies of teachers in a large suburban school district. The Gregorc Style Delineator was used to identify dominant learning style, and the Snapshot Survey was used to measure technology-related needs, beliefs, stages of adoption, and software expertise. Technology competencies were measured using the Technology in Education Competency Survey. Data collected from 499 participants was included in data analysis. The study was conducted at each of the 12 elementary schools of a large suburban district in the Dallas-Fort Worth Metroplex. The findings suggest that there is a significant relationship between learning style and the technology-related needs, stages of adoption, software expertise, and competencies of teachers. The relationship between learning style and technology-related needs was significant at the p < .01 level. The relationships between learning style and technology-related stages of adoption, software expertise, and technology competencies were significant at the p < .05 level. Members of the abstract sequential [AS] learning style group reported having significantly fewer needs and significantly higher stages of adoption, software expertise, and competency than members of one or more of the other learning style groups. More research is recommended to determine whether these findings could be utilized to improve teacher staff development in the area of technology. Possible applications may include mentoring programs and the customization of training models to more closely match learning style profiles.

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鍾永強 et Wing-keung Chung. « The leadership roles of school heads in IT integration ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256612.

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McDevitt, Ann. « An investigation into the use of CD-ROM technology by pupils in mainstream primary schools ». Thesis, Middlesex University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568477.

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The 1994 CD-ROM in Primary schools government initiative increased by over two thousand, the number of primary schools who were using CD-ROM technology with their pupils. The investigation focuses of the way that this technology was being introduced, and later used, in four schools in two English shire counties. The findings are compared and contrasted with the results from a postal survey of primary schools, with postal addresses in the same two counties, who received a complete CD-ROM system under that 1994 government initiative as well as the findings of other researchers of the same initiative. The investigation focuses on the organisation and management of the CD-ROM system within the school. The advantages and disadvantages of siting decisions are examined along with the resulting effects upon pupils' use of the system. As the government initiative provided schools with both a system and a package of CD-ROM software, the investigation looks at the titles that proved most (and least) popular with schools. Since very few CD-ROMs were developed for education, teachers' criteria for choosing commercial CD-ROMs to use within the National Curriculum are examined as are the purchasing policies and the decision making processes of the four schools. Having observed the way in which the technology was introduced to pupils in the four schools, the investigation was continued to observe the pattern of use that developed and the way in which that use changed through the primary age range. Although the use by young pupils continued to include multimedia reading books, once pupils had learnt simple ordering skills, they were introduced to the use of CD-ROMs for information collection; eventually using CD-ROMs almost exclusively to supplement, rather than supplant, traditional information sources. Teachers recognised that CDROMs contained vast sources of information but that pupils required search skills in order to access that information. The ways in which teachers attempted to teach these skills using the CD-ROMs that were available to them were investigated. Although standard referencing methods enabled pupils to find information in books using, the task was different, and often more difficult with CD-ROMs, due to the nonstandard organisations of the titles that were designed for the home market and leisured browsing. The investigation looked at the ways in which pupils in the four schools were guided to find information and the ways in which that information was recorded and used within the curriculum. This was compared with the use of traditional source When CD-ROM technology was introduced into education, it had been expected to make changes both to the delivery of the curriculum and the ways in which pupils both collected and recorded information. The investigation looked for these anticipated changes within the four schools. As two of the schools had units for hearing impaired pupils, the investigation included observation of the ways in which the technology was used by those pupils both within the units and the mainstream classes seeking to discover possible advantages and disadvantages that the use of the technology made for pupils who could not access all of the available media. However, unlike secondary pupils, it would appear from this research that the use of CD-ROM technology brought an additional option of information source for primary pupils, but made little change to the structure of the curriculum.

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Templeton, Joey. « RECREATIONAL TECHNOLOGY AND ITS IMPACT ON THE LEARNING DEVELOPMENT OF CHILDREN AGES 4-8 : A META-ANALYSIS FOR THE 21ST CENTURY CL ». Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4297.

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This research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive review of current educational theory and practice. By examining current curriculum goals and cross-referencing them to research conducted in fields other than education (i.e. technology, child development, media literacy, etc.) I hope to demonstrate a need for change; and, at the end of my research, be able to make recommendations for curriculum adaptations that will work within the current educational structure. These recommendations will be made with respect to budget and time constraints.
Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD

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Toh, Yancy. « Sustaining the use of ICT for student-centred learning : a case study of technology leadership in a Singapore ICT-enriched primary school ». Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/27830.

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Policymakers who have invested in the use of ICT in education are often motivated by its promise to realise pedagogical innovations. However, the unrelenting gap between the promise and performance of ICT has continued to prompt further research into how the affordances of technology can be better harnessed in schools. This three-year qualitative case study hopes to shed light into this matter by looking at the: 1) ecological factors of how an ICT-enriched primary school in Singapore had been using technology to support the pedagogical reform for student-centred learning; 2) conditions that led to its sustained use of technology for this purpose. Complexity theory was employed as the analytical framework for the study. By examining the inter-connectedness of systemic influences governing the in-situ use of ICT in the exemplar school, educational leaders and policymakers can gain a holistic perspective of the factors that may promote or impede technology integration effort. Through the use of interviews, lesson and meeting observations as well as document analysis, the trajectory of the school’s ICT journey was mapped out. The development history surrounding the use of technology for teaching and learning provided a precursor to investigate how the school organisation as the unit of analysis had created favourable conditions leading to the sustainability of ICT-related innovations. Specifically, five themes had emerged: 1) continuous scanning of environment; 2) multi-pronged capacity building efforts; 3) mitigating systemic tensions amongst stakeholders; 4) shared accountability and 5) systematic pacing. Based on the findings to the study, a complexity-informed model for technology leadership, stakeholders’ dynamics and guidelines for policymaking were drawn up. The dissertation concludes with reflections on the use of complexity theory and recommendations for future research.

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Ntoatsabone, Maleshoane Jeanette. « How school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools ». Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/169.

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Thesis (M. Ed.(Educational Psychology)) - Central University of technology, Free State, 2010
The purpose of this study was to: * Investigate how school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools. * Formulate recommendations, based on the findings of the study, for the design of programmes to develop school principals and heads of department so that they can proactively deal with HIV and AIDS. The method of research consists of an investigation in which a sample of thirty (30) primary schools at Botshabelo in the Free State Province was used. Questionnaires were distributed among the principals and heads of department. Descriptive statistics were used to describe the experiences and perceptions of the principals and heads of department towards understanding and responding to the impact of HIV and AIDS on educators. The empirical research was undertaken so as to gather information that could provide answers to the following research questions: * What is the impact and effect of HIV and AIDS on educators? * How can educators be assisted to cope with the impact that HIV and AIDS may have on their lives? * What impact do HIV and AIDS infected educators have on school management? The literature study showed that HIV and AIDS impact on education in various ways. It also indicated that the pandemic has a psychological-social impact on educators. Questionnaires revealed that most educators lose interest in their career. The study also revealed that HIV and AIDS education has not been extensively covered and standardised at the primary schools in Botshabelo. The findings derived from questionnaires provided several implications for planning, teaching and implementation of HIV and AIDS awareness programmes. Although the majority of the principals and heads of department believed that it is necessary to implement the HIV and AIDS policies in their schools, the results revealed that some are neglecting the implementation of HIV and AIDS policies. Lastly, the specific HIV and AIDS programmes should be co-ordinated by the Free State Department of Education in order to ensure that the support programmes achieve what they are intended to achieve. Principals and heads of department should be encouraged to take the lead in the fight against the impact of HIV and AIDS on education.

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Ozdemir, Pinar. « Needs Assessment With Special Emphasis On Individual Differences Based On Teaching And Assessment Methods In Science And Technology Classes By Primary School Teachers ». Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608268/index.pdf.

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The purpose of this study was to explore and investigate perceptions and needs of the primary school teachers&rsquo
in 4th and 5th grade public schools in Yenimahalle and Ç
ankaya districts related to the teaching and assessment methods based on individual differences in science and technology classes. Furthermore this study investigated the teachers&rsquo
perceptions on new science and technology curriculum in Turkey and their perceptions on individual differences. The research type of this study include survey, causal-comparative, and also qualitative research in nature which are non-experimental research methods. The study was conducted in the 2005-2006 academic year in Ankara. Three data collection methods were used to collect data from primary school teachers. First, a needs assessment questionnaire was administered on 155 primary school teachers. Then, the researcher carried out in depth interviews with 13 primary school teachers. Furthermore an observational case study including video typing in two science and technology classes was carried out. Quantitative part of the study was analyzed by descriptive and inferential statistics by using SPSS (e.g., frequences, percentage analysis, and analyses of variance). Qualitative part of the study was analyzed by using qualitative methods (Generating categories, themes, patterns and coding the data). The findings from quanitative and qualitative data indicated that primary school teachers have various needs to apply teaching and assessment methods based on individual differences related to knowledge, experience, students, parents, administrators, resources, opportunities, time, and science books. Also teachers mostly use new approaches in new Science and Technology Curriculum such as individual presentations.

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Björkholm, Eva. « Konstruktioner som fungerar : En studie av teknikkunnande i de tidiga skolåren ». Doctoral thesis, Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119231.

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The aim of this thesis is to explore the meaning of technical knowing in primary technology education. This is done by identifying and describing ways of knowing in relation to specific content (so-called objects of learning) of the school subject of technology. The purpose is to contribute to the body of teachers’ professional knowledge concerning primary technology education. In this thesis, the subject of technology is seen as representing technical knowledge traditions, characterized by specific ways of developing knowledge. Moreover, the knowledge is to a great extent embedded in actions. This perspective on technical knowing challenges the traditional distinction between theoretical and practical knowledge. Data were generated through two Learning studies conducted in primary schools. Learning study is a classroom-based, interventionistic research approach, in which teachers collaborate with a researcher, focusing on specific objects of learning, that is, on what the students are supposed to learn. In the studies, the capability to evaluate the fitness for purpose of technical solutions, and to construct a linkage mechanism allowing for transferring and transforming movement were examined. Students’ actions were video-recorded in order to document verbal and physical expressions of knowing. The data were analysed using phenomenographic analysis, resulting in descriptions of specific ways of knowing in terms of complexity, as well as critical aspects to discern in order to develop the knowing. The findings from the first study describe knowing in terms of discerning functions related to different types of users, as well as aspects of the construction in order to realize functions. The second study identified technical knowing as a specified analysis of the construction in terms of location and separation of joints in relation to different functions. These findings were then used to identify technical knowing in video material generated within another teaching context. The results suggest that knowledge concerning knowing of specific objects of learning related to the evaluation and construction of technical solutions is partly generalizable. In addition, the specified knowledge concerning the meaning of the object of learning generated during the Learning study process was described. This knowledge is suggested to be an important knowledge product of Learning studies.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Submitted.

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Wu, Chingyi, et 吳靜宜. « A Study Of Primary School Educators’ Uses the School Information System Of Keelung City Primary School—Based on Technology Acceptance Model 2 ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/97112607417453991134.

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碩士
國立臺北教育大學
教育經營與管理學系
99
The purpose of this study is to analyze the present situation of School Information System in Keelung City Primary School. Based on Technology Acceptance Model 2, the current research dicusses the influencing factors of Primary School Educators’ Uses the School Information System（SIS）Of Keelung City Primary School. The researcher discusses the importance of the information technology in the educational fields, the meaning and goals of the School Information System, and explores about the School Information System. According to the research goals to establish questionnaire. For the user who use the School Information System in the 42 Primary Of Keelung City. Carry on the questionnaire survey, and analyze the questionnaires finally, and the research obtains the following findings : 1.The Primary School Educators in Keelung primary school which use “Information for teacher system” is the most popular, and those educators which use “The general affairs system” is few. 2.The Primary School Educators in Keelung primary school feel the most satisfied about this system SIS is “Executing teachers’ job”. 3.The Primary School Educators in Keelung primary school feel the most hard about this system SIS is “Inquiring information”. 4.The influencing factors about the Primary School Educators uses the School Information System in Keelung primary school：“Perceived usefulness” and “Perceived ease of use” influence “Behavior intention”；“Subjective noem”, “Job relevance”, “Output quality” and “Result demonstrability” influence “Perceived usefulness”；and “Experience” influence “Perceived usefulness” by “Subjective noem”. Based on those conclusions above , the researcher puts forwards proposal to the educational administration, the school units and the future researcher separately. Hoping provide some suggestions about researchs for the educational administration, the Elementary school teachers and administrators.

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Wu, Chun-Nan, et 吳俊男. « Analysis of Technology Readiness Index and Technology Acceptance Model of Primary School Teachers Using Information Technology Integrated In Instruction ». Thesis, 2004. http://ndltd.ncl.edu.tw/handle/69237766022208395577.

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碩士
國立高雄師範大學
工業科技教育學系
92
The main purpose of this study was to investigate primary school teachers while using information technology integrated in instruction. This study adopted TRI and TAM to explore the related factors that affected the use of primary school teachers using information technology integrated in instruction. The study applied literature analysis and questionnaire to collect data. There were 880 Questionnaires given to primary school teachers in Kaohsiung city, Taiwan. In results, there were 671 valid samples. These valid samples were analyzed by various statistical methods, such as descriptive, t-test, One-way ANOVA, Pearson Product-moment Correlations Coefficients and Multivariate Regression Analysis. This study had following main findings： 1. The Technology Readiness of different background primary school teachers showed significant difference while applied information technology integrated instruction. 2. The higher the teachers’ “Technology Readiness”, the better the “Intention of Use” of primary school teachers while using information technology integrated in instruction. 3. There were positive correlation among the factors as well as dimensions related to “Technology Readiness”; “Perceived Usefulness”; ”Perceived Ease of Use” and “Intention of Use” of primary school teachers applied information technology integrated instruction. 4.”Optimism”; ”Perceived Ease of Use” and “Innovativeness” significantly affected the “Perceived Usefulness” of primary school teachers using information technology integrated instruction. 5.”Innovativeness”; ”Optimism” and “Discomfort” significantly affected the “Perceived Ease of Use” of primary school teachers while applied information technology integrated instruction. 6.”Perceived Usefulness”; “Perceived Ease of Use” and “Technology Readiness” significantly affected the “Intention of Use” of primary school teachers using information technology integrated in instruction. 7.”Optimism” and “Innovativeness” significantly affected the “Perceived Usefulness”; ”Perceived Ease of Use” and “Intention of Use” of primary school teachers while applied information technology integrated instruction. 8.”Insecurity” did not significantly affect the “Perceived Usefulness”; “Perceived Ease of Use” and “Intention of Use” of primary school teachers while using information technology integrated in instruction. 9.”Discomfort” significantly affected the “Perceived Ease of Use” and “Intention of Use” of primary school teachers using information technology integrated in instruction，but did not significantly affect the “Perceived Usefulness”.

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Lin, Yusin, et 林郁馨. « The Study on Indigenous Materials in Science and Technology Textbooks of Primary School ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10007253678616089761.

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碩士
國立臺北教育大學
課程與教學研究所
99
This study is focused on Science and Technology textbooks of version E in primary school, which had passed the censorship of Ministry of Education in 2010. And based on the literature review, developing a “Indigenous Materials Content Analyzing Category”and “Postcolonial Discourse Content Analyzing Category” to analyze what the indigenous materials content and how they present in Science and Technology textbooks of version E in primary school; and based on content analysis, interviews with the editorial team of textbooks, discussing editors’ concepts of indigenous material and factors affecting. The main conclusions of study were listed as following: 1.Overall, Science and Technology textbooks of version E in subject category, the "natural habitat" was the highest proportion, but the "historical development" was the lowest proportion. 2.The subject category was highest proportion in eighth book but the lowest in fifth book in Science and Technology textbooks of version E. 3.The proportions of subject category were different in Science and Technology textbooks of version E. 4.In Science and Technology textbooks of version E, the sub-category of "Subjectivity of Taiwan" was lack. Only when discussing some sceicen concepts or principles, Taiwan's people, things, times, places or things as materials, but couldn't highlight subjectivity of Taiwan. 5.In Science and Technology textbooks of version E, the sub-category of "multiple render the text" mainly presented a variety of pictures but was lack of further discussion, and emphasized to present multiple ways in scientific methods, experiments, ignoring the text associated with the content of the discussion, there were the room for improvement. 6.In Science and Technology textbooks of version E, the sub-category of "critical thinking" was lack in text as a criticism. Only issues involving value judgments or experimental methods may talk about different results for thinking. 7.In Science and Technology textbooks of version E, the sub-category of "concrete" mainly contented environmental protection. 8.The editorial team of Science and Technology textbooks was considered scientific concepts as the main consideration, and the "usual" material-based, ignoring the indegenous materials. 9.Editorial team chose the materials were considered convenience, feasibility and correctness, thus, may compress the range of choices or other possibilities. 10.When editorial team chose the materials in textbooks, they considered the examination units and marketing requirements, because they hopeed pass through the examiniation and increase the marketing sales in the same time. 　　According to the above conclusion, some suggestions were provide to textbooks editord and future researchers.

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Van, der Merwe-Muller Lorna. « Combating gender stereotyping in the science and technology classrooms of a primary school ». Diss., 2010. http://hdl.handle.net/10500/4244.

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Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls.
Comparative Education
M. Ed. (Comparative Education)

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Chen, Yueh-Ju, et 陳月茹. « The Study on Learning Effects of Integration of Information Technology into Visual Art Curriculum of Primary School : A Case Study in Pinlin Primary School ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/61818031768900467652.

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碩士
南華大學
文化創意事業管理學系
102
There is an educational revolution in the 21st Century, every country devotes information and the Internet to building the future world, and therefore, education reforms are made continuously among countries. The purpose of the study aimed to investigate the learning effects of integration of information technology into visual art curriculum. A nonequivalent pretest-posttest design of quasi-experimental research design was used in Pinlin primary school in Chiayi county. In the experimental process, the experimental teaching was completed with the self-compiled teaching materials of school curriculum management. The students of experimental group were taught with the self-compiled integration of information technology into visual art curriculum. The students of control group accepted traditional teaching. After 8 weeks of experimental teaching, a questionnaire of student learning achievement and a teaching feedback form were used to collect data. Besides, the group of students of experimental group accept a semi-structured in-depth interview. After qualitative and quantitative analysis, the conclusions of the study are as the following: 1. After the experimental teaching, the posttest scores of knowledge, attitude and behavior of the students of experimental group improved significantly. The teaching effects were significant. 2. After the experimental teaching, the posttest scores of knowledge, attitude and behavior of the students of experimental group are significantly higher than those of the control group. The teaching effects were significant. 3. The background factor of the students participating in the curriculum affected the scores of knowledge, attitude and behavior of integration of information technology into visual art. 4. After the implementation of teaching activities of integration of information technology into visual art, the scores of knowledge, attitude and behavior were significantly correlated positively with one another.

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