Дисертації: "Technology in Schools"

1

Klaus, Jennifer Noel. "Schools and Technology: The Schools' Responses to Today's Technological Trends." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302570531.

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2

Page-Jones, Alexandra. "LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3348.

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The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The population for this study was composed of principals and instructional faculty from public schools in Collier County, Florida. Principals completed the Principal Technology Leadership Assessment Survey to establish leadership behavior according to the NETS-A standards; faculty completed the School Technology Outcomes survey to identify technology use in schools. The numerous uses of technology were structured into three levels: administrative and management tasks (organizational technology outcomes), planning and delivery of instruction (instructional technology outcomes), and use by students for completing assignments (educational technology outcomes). Survey results revealed strong technology leadership behaviors and extensive and variety use of technology in schools. Analysis of the survey results supported the null hypothesis that there was no relationship between the technology behavior of educational leaders and the use of technology by faculty members in their schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD

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3

Morelock, Joseph Stephen. "Effective Technology Implementation in Schools| Differing Perceptions of Teachers, Administrators, and Technology Staff." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3742845.

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This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined.

This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology.

The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities.

The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.

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4

Goddard, Lawrence Wayne Fitzgerald Gail E. "Assistive technology selection in technology-rich and technology-limited schools an exploratory study of IEP decision making /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6695.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Gail Fitzgerald. Vita. Includes bibliographical references.

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5

Samon, Shelley Arnett. "Factors that correlate with the use of technology in Georgia's elementary schools." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/shelley_a_samon/samon_shelley_a_200901_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2009.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Barbara Mallory. ETD. Includes bibliographical references (p. 112-124) and appendices.

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6

Chebbi, Tarek. "Technology professional development for principals : impact on the integration of technology in elementary schools." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2122.

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The use of technology in schools is no longer the topic of educational debates, but how to ensure that technology is used effectively continues to be the focal point of discussions. The role of the principal in facilitating the successful integration of technology in the school is well established. To that end, the Florida Department of Education implemented the FloridaLeaders.net: a three-year professional development project in technology for school administrators. The purpose of this study was to investigate the effectiveness of this professional development project on integrating technology in elementary schools. The study compared a group of schools whose principals have participated in the FloridaLeaders.net (FLN) program with schools whose principals have not participated in the program. The National Technology Standards for School Administrators and the National Technology Standards for Teachers were used as the framework to assess technology integration. The sample consisted of three groups of educators: principals (n = 47), media specialists (n = 110), and teachers (n = 167). Three areas of technology utilization were investigated: a) the use of technology in management and operations, b) the use of technology in teaching and learning, and c) the use of technology for assessment and evaluation. Analyses of variances were used to examine the differences in the perceptions and use of technology in each of the three areas, among the three groups of educators. The findings indicated that the difference between FLN and non-FLN schools was not statistically significant in most of the technology indicators. The difference was however significant in two cases: a) The use of technology for assessment and evaluation, and b) The level of technology infrastructure in FLN schools. Additionally, all FLN and non-FLN groups reported the need for technology training for teachers to provide them with the necessary "know-how" to effectively integrate technology into the classrooms. T hese findings would indicate that FloridaLeaders.net was not effective in integrating technology in schools over and above other current efforts. It is therefore concluded that the FLN project had some favorable impact but had not met all of its stated objectives.

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7

Page-Jones, Alexandra B. "Leadership behavior and technology activities the relationship between principals and technology use in schools /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002162.

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8

Sears, Janice Holman. "Attitudes and perceptions of Mississippi career and technology school administrators toward technology integration and their knowledge and use of the National Educational Technology Standards for School Administators (NETS-A)." Diss., Mississippi State : Mississippi State University, 2006. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development.
Title from title screen. Includes bibliographical references. Also available in print.

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9

Garcia, Luz Elena. "Integration of Technology in Colombian Schools: Case Study of Three Schools in the Atlantico Department." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275672168.

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10

Weathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /." View online, 2008. http://ecommons.txstate.edu/arp/272.

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11

Denton-Calabrese, Tracey. "Shaping school culture to transform education : an ethnographic study of New Technology high schools." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:dd0f4d0d-08df-4788-b7e4-f50edceaf9e7.

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There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.

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12

Sisco, Howard Thomas. "A Correlation of Technology Implementation and Middle School Academic Achievement in Tennessee's Middle Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1938.

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The purpose of this study is to examine the relationship that exists between the reported implementation and integration of computer based technology into the middle schools of Tennessee and the achievement test scores of the middle school students in grades 6, 7, and 8. In January of 2004, 2005, and 2006 the Tennessee Department of Education implemented the EdTech Tennessee Online Technology Evaluation System (E-TOTE) Survey of technology implementation and integration to gather data from public schools. This survey was intended as a means of providing a measure of the status of technology to the federal government required under the No Child Left Behind (NCLB) legislation. Annually students in Tennessee take the state mandated Tennessee Comprehensive Achievement Program (TCAP) test. The reports of the test results are aggregated by school and by grade. This study investigated possible correlations between these 2 sets of data. The technology implementation and integration levels of the schools were analyzed to determine if there were any correlations between reported technology levels for the schools and the school-level TCAP achievement scores in reading and language arts, mathematics, science, and social studies. Specific technology indicators that were examined included the level of technology integration, teaching and learning, educator preparation and development, administration and support services and infrastructure for technology, number of computers, network access, and capabilities and percentages of 8th grade technology literacy. The study population consisted of 154 middle schools in Tennessee that were comprised of grades 6, 7, and 8 for which school3 level Tennessee Comprehensive Assessment Program scores were available and who completed the E-TOTE survey in 2004, 2005, and 2006. The findings include: The correlations identified in this study indicate that there is a very small relationship between the implementation and integration of technology in Tennessee middle schools. The school-level TCAP scores were also found to be increasing for each year from 2004 through 2006 in reading and language arts, mathematics, science, and social studies. Over the same period the number of computers in these schools are increasing, as is the level of technology implementation and integration as measured by the E-TOTE survey system.

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13

Lee, Kevin Henry. "A technology use plan for enriching curriculum in Ontario-Montclair School District middle schools." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1555.

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14

Jarvis, Michael Christopher. "Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/93595.

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The purpose of this study was to determine the planning, installation, and maintenance necessary for school buildings to support technology initiatives in two rural school divisions in Virginia. The research questions guiding this study were: (1) What short-term and/or long-term plans are put in place for building and maintaining facilities infrastructure to support technology initiatives? (2) What physical components, equipment, and personnel are necessary for adequate facilities infrastructure to support technology initiatives? (3) What are the perceived infrastructure barriers to effective integration of technology in a school building? This qualitative study used purposeful sampling. The interview participants selected for this study were division-level technology leaders and their technology staff. The participants taking part in this study were at various stages of their profession, and at differing years of service, within their respective school divisions. The findings of this study may help division superintendents and division-wide technology leaders make more informed decisions regarding school building needs to support technology initiatives. The findings from this study indicate there is no agreement for how to build and maintain school buildings to support technology initiatives. However, there are several barriers to successful implementation of technology initiatives. Findings also uncovered common themes for best practice in how to plan and implement for school buildings to support technology initiatives.
Ed. D.

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15

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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16

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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17

Knopke, Vicki, and 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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18

Chan, Sau-chuen Jenny, and 陳秀川. "Wireless technology use in schools to support student learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741655.

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19

Knopke, Vicki. "Models for Implementing Technology Education in Queensland Primary Schools." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/366359.

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Анотація:

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.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
Faculty of Education
Full Text

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20

Freeman, Brenda M. "Perceptions of technology use in rural and urban Pennsylvania high schools /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/19/.

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21

Moffat, Richard Gordon. "Information technology and professional development, what educators need to successfully integrate information technology into schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49228.pdf.

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22

Hauk, Christopher John, Scott Michael Houston, and Carri Jean Walker. "Technology in schools for the twenty-first century: Bringing one school closer to the future." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1112.

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23

Painter, Amy. "The Presence of Cyberbullying in Rural Middle Schools: Advanced Technology, School Initiatives, and Parent Involvement." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/70.

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This descriptive study used preexisting student and parent surveys to examine cyberbullying in two rural middle schools. This study was guided by the social dominance theory, which says that individuals establish themselves in social hierarchies, and by the social-ecological framework theory, which suggests that behavior is influenced by many related systems. This study identified the rates of occurrence of methods used for cyberbullying, types of Internet access available, parental awareness, intervention, and resolution of cyberbullying issues. A simple random sample of 162 parents and 213 students completed the survey. Compared to national results, more local students (9.9%) admitted cyberbullying in the past 30 days, and more local survey students (14.1%) reported being cyberbullied in the past 30 days. For 9 of the 18 methods of cyberbullying examined, chi-square tests revealed that the local usage rates were significantly higher than national rates. Results from the parent survey suggested that parents were aware of the use of social media and that cyberbullying was taking place. Of those surveyed, 24% reported some knowledge of cyberbullying, and 75.6% of parents were concerned that their children could be cyberbullied. Results of this survey study helped in designing a project action plan to educate, to provide professional development for teachers, and to offer parent workshops to assist with preventing cyberbullying. Efforts to accomplish a positive social change may evolve after successful implementation of anti-cyberbullying programs in the middle schools.

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24

Purdy, Luke D. "Conceptual Models for Virtual High Schools." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163355.

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This study is a hermeneutic phenomenology focused on a virtual high school in Central Louisiana. Because virtual education is growing quickly, and student performance in virtual high schools is inconsistent, the study seeks to provide a conceptual model from which to design virtual school curricula and develop virtual school teaches. The proposed model is grounded in three theoretical frameworks and validated through the experience of virtual school teachers. The theoretical frameworks informing the study are the Community of Inquiry model, Sense of Community theory, and the Theory of Transactional Distance. The research participants’ experiences are used to validate the proposed conceptual model for virtual high school course development. The result is a conceptual model that can be used by virtual high school course designers to guide the development of virtual school curricula.

The study can also be used to guide the development of strategies for delivering online courses and conducting professional development in a virtual learning environment. The study makes four major findings. The study finds virtual high school students vary in their motivation and autonomy. The study finds the teacher-student relationship to more individualized in the virtual school than in the traditional school. The study finds that virtual high school students do not perceive value in virtual learning communities. Finally, the study finds that virtual school teachers experience with technology is positive, but their students often experience trouble with technology. The study uses these findings to suggest a conceptual model from which to develop virtual high school curricula and teach virtual high school classes.

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25

Calhoun, Kelly J. "Superintendent change leadership strategies associated with successful technology integration in public school districts /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813768981&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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26

McKinnerney, Erin. "Reality bytes : a formative technology implementation plan for public schools /." View online, 2004. http://ecommons.txstate.edu/arp/25/.

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27

Vaikakul, Savalai 1976. "Examining pervasive technology practices in schools : a mental models approach." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32501.

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Анотація:

Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.
Includes bibliographical references.
Studies of computers and education have failed to account for the relevance and importance of tacit assumptions and unquestioned expectations that underlie educational technology practices. A major premise of this dissertation is that it is these taken-for-granted interpretations of technology that most significantly influence how technology is used in the sphere of education. It is thus analytically useful to examine technology use in education by investigating the assumptions on which currently pervasive educational technology practices are built. I employ the concept of "mental models" to study current educational technology practices. An examination of the literature revealed key elements of the prevailing mental model of technology in education, which I call the mental model of computers as information technology and multimedia machines. In this mental model, computer technology is viewed as a means to provide students and teachers with Internet connectivity and access to extensive, up-to-date information. The computer's multimedia authoring capacity can then be utilized to synthesize the wealth of information culled from Internet sources into presentations with integrated text, graphics, sound, and video. I investigated how this mental model organizes thinking about technology use and education within a large-scale initiative to implement one-to-one computing in public schools, the Maine Learning Technology Initiative (MLTI) The MLTI study highlights the pervasive influence and inherent inertia of an entrenched mental model.
(cont.) When users of technology draw upon a well- established and widely-shared mental model to drive their actions around technology, they will likely develop the tendency to view the particular mental model as the way technology is supposed to be used. Their technology experience and pattern of use, guided by the existing mental model, in turn reinforce the community's established mental model of technology use, institutionalizing a set of technology practices and routines. An entrenched mental model can have pervasive influence in limiting individual and collective capacities to pursue possibilities outside of the established approach, or to recognize the need for such pursuit. This was observed during the first years of the MLTI, and is happening on a larger scale in the education system as more and more computers become available in classrooms.
Savalai Vaikakul.
Ph.D.

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28

AlTuwaijri, Ali. "Using Technology to Enhance Education in Saudi Arabian High Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/369.

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29

Rodrigo, Maria Mercedes T. "Information Technology Usage in Metro Manila Public and Private Schools." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/872.

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Both public and private schools in the Philippines are using information technology (IT) as a tool to improve teaching and learning. While both government and private sector initiatives indicate national commitment to IT in education, there is little up-to-date information on how extensively the Philippines are using computers and for what purposes. The researcher's goals were to determine the extent to which Metro Manila public and private schools used IT and to determine how these results compared with analogous data on schools in other developing and developed countries. The researcher gathered data with mail-in questionnaires adapted from the International Association for the Evaluation of Educational Achievement (IEA), onsite visits, and follow-up telephone interviews. The researcher also compared her results with those from IEA surveyed countries. The researcher determined that actual uses of IT did not meet schools' curricular goals. Although school officials wanted IT to individualize instruction, promote active learning, and improve student achievement, in actual practice, schools used computers to teach computer literacy, productivity tools, and programming. In terms of infrastructure, the researcher found that schools in Metro Manila had the poorest student-to-computer ratio in comparison to schools in IEA-surveyed comprise. Metro Manila students' access to peripherals was also poor. Software selections were limited to productivity tools. Students in Metro Manila primary schools, like their counterparts in IEA-surveyed countries, had limited Internet access. A comparison of results from public and private schools revealed that public and private schools shared many educational goals regarding the use of IT. However, the realization of these goals was uneven. Private schools had been using computers for a greater number of years than public schools. Private schools had lower student-to-computer and student-to-printer ratios. They also had greater Internet access. Furthermore, private schools tended to expose their students to computers at practically all educational levels. The study provided baseline data that was not previously available. The researcher identifies the need for similar studies with greater geographic scope or of a longitudinal nature, deeper investigations of curricular gaps or policy issues, and the development of instructional software for Filipino-specific subject areas.

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30

Messmer, Nancy Eileen. "Technology lead teachers : professional development for computer use in schools /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7795.

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31

Mustafa, Muhannad Khazer. "The use of educational technology in teaching Islamic education in Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247397.

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32

Watson, Deryn Margaret. "Information technology in geography classes : the appearance and reality of change." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340880.

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33

Safanova, Angelica Jimenez. "An Exploratory Study of the Impact of School Websites on the Perception of Public Schools." Thesis, New Jersey City University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745088.

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Negative public school perception is a problem for all stakeholders. Negative public school perception leads to lack of support, which leads to lack of funding. Research shows that people outside of the school community are the most critical. Mass media, political leaders, and education reformist have perpetuated the problem. School leaders are not doing enough to combat the negative stereotype of the failing school. This exploratory mixed methods study on the impact of school websites on perception of public schools was an exploration of how websites design can affect perception and addresses one way that the negative perception can be changed. Three school websites were chosen based on their level of information communication technology (ICT) integration. The principals and webmasters of each school were interviewed and the data were coded and analyzed to create a survey instrument which was distributed to a purposive sample of 58 parents of school-aged children. The results of the analysis and comparison of the data collected from the principals, webmasters, and parents revealed that school websites have an effect on the perception that parents form about the school. The data also show that information or lack of information on the website was the number one reason for the ratings given to each statement on the parents’ survey. In addition, the signals sent through the website, whether intentional or not, had an effect on the parents’ perception.

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34

Owen, Sean Michael. "The relationship between school-based technology facilitators, technology usage, and teacher technology skill levels in K-12 schools in the C·R·E·A·T·E for Mississippi project / by Sean Michael Owen." Diss., Mississippi State : Mississippi State University, 2006. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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35

Willey, James R. "The presence and perceived impact of video surveillance technology in Indiana public schools as reported by building principals." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/750.

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36

Bergner, Christiane, and Thomas Köhler. "The link between information technology, performance management and school effectiveness: An empirical study in German schools." TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A30882.

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In the last decades, several research studies have been executed on the key factors that influence school effectiveness. Taking state of the art literature into account, six broad areas can been identified: student, home, school and leadership, curricula, teachers and teaching/learning approaches. As part of the area of school and leadership, the overarching topic of performance management has been empirically tested to be an effective strategy for improving student outcomes. The role of organizational performance metrics and monitoring cannot be overstated as a success factor of an organization because they affect strategic, tactical and operational planning in setting objectives, evaluating performance, and determining future courses of action. Consequently, the research project at hand aims to analyze, as a first step, the interrelation between the use of technology and performance monitoring and, as a second step, the impact of these management practices on the organizational effectiveness of schools. For that, an online survey is sent to about 20.000 principals in Germany. Statistical analysis will be conducted.

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37

Botha, Joalise. "Beliefs and attitudes of school management about the implementation of Information and Communication Technology in schools." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/43288.

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Without the support of school leaders, particularly the school management team (SMT), the educational potential of information and communications technology may not be realised. SMT’s need to assume a major responsibility for initiating and implementing school change through the use of information and communications technology and can facilitate complex decisions to integrate it into teaching and learning. Utilising the ‘theory of action’ as a theoretical framework this qualitative case study investigates the perceived beliefs and attitudes of SMTs regarding ICT implementation at school. Furthermore this study explores the perceived necessary provisions that have to be in place to realise the perceived attitudes and vision of the SMTs. The findings of this study suggest that school management has significant and consistent espoused theories about ICT implementation and practice in schools. First, the majority of school managers advocate that ICT is indispensable for teaching and learning, as it enhances the quality of pedagogical practices. Second, they espoused that ICT in teaching and learning should be mandatory practice. Third, majority of school managers were adamant that teachers and school managers should be ICT literate. Fourth, school managers believed that ICT implementation should be a collaborative process. Fifth, school management’s vision for ICT should be aligned with the school’s vision for ICT. Sixth, SMT’s believe that ICT should be an integral component of the curriculum and policies. The study concludes that the perceived espoused beliefs, attitudes and visions of SMTs could establish the general climate for ICT use within a school.
Dissertation (MEd)--University of Pretoria, 2013.
lk2014
Science, Mathematics and Technology Education
MEd
Unrestricted

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38

Jeffreys, Edward D. "Factors found when integrating computer technology in a small rural school district." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1407.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xi, 99 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 81-91).

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39

Lin, Shiang-Yu. "The Use of Technology in K-12 Schools:Demystifying the Relationship between Technology Leadership and Technology Use." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480543891189742.

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40

Bello, Aderonke Abosede. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/113.

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Анотація:

Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.

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41

Penjor, Tshering. "GeoSherik : An interactive mapping portal for schools in Bhutan (Prototype)." Thesis, University of Gävle, Department of Technology and Built Environment, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-282.

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Rapid development in Information technology are creating learning and teaching more interactive and efficient through innovative technology. The potential use of Internet and computer technology in the education has been widely recognized globally. Bhutan although with its limited ICT (Information and communication Technology) infrastructure shares the same view and wishes to yield the benefits of the technology into their education curriculum.

The aim of the project is to demonstrate the capability of web technology in developing web portal with low-end technology to teach school children the basic skills of mapping and GIS. The basic skills on map reading and application of simple query related to GIS forms the core component of this application which will help children learn map reading.

The application is created with low-end technology and is simple and easy to use. The project is not a complete portal and will not cover all aspect of mapping but will supplement the conventional classroom curriculum and can be developed into a full cross-curriculum portal with further contribution.

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42

Johnston, Mary Theresa. "Supports that facilitate teacher data use in schools." [Austin, Tex. : University of Texas Libraries, 2009. http://hdl.handle.net/2152/6842.

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43

Bicer, Kader. "An Assessment Of Information Technology Curriculum Implementation In Vocational High Schools." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610488/index.pdf.

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This study aims to provide a general picture of newly adopted IT program in vocational high schools. Through this aim, the issues of to what extent are the objectives and content of Vocational high schools&rsquo
new IT curriculum satisfied the needs, how it is implemented in schools, how it is practiced under different circumstances and which factors influence its implementation process are examined. This study was designed as a formative evaluation based on CIPP Model-Process valuation. In order to grasp perceptions of vocational high school IT teachers and 11th grade IT area students&rsquo
two self-reported questionnaires were developed by the researcher. The sample constituted of 683 Grade 11 students and 83 IT teachers from 28 vocational high schools in the 7 urban district of Ankara. Heavily, descriptive and statistics and quantitative data analysis techniques were utilized to analyze the data however in some parts, inferential statistics were also employed. Results of the study indicated that the objectives of the new IT program are responsive to the local, national and global IT sector and catching the demanded skills in the world of work. Moreover it is determined that the new program supports flexibility in principle however in action there are some obstacles those barriers the adequately functioning of the new program. Therefore, this study also attempts to reveal the problems related to students, teachers, schools quality indicators and program modules in order to supply the deficiencies in the early stages of program implementation.

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44

Shires, David. "A framework for the selection of technology for use in schools /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09EDM/09edms558.pdf.

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45

Bello, Aderonke. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642265.

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Анотація:

Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.

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46

Yuan, L. "Information and communications technology in schools in China : policy and practice." Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431440.

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47

Burgos, Betsy B. "A Study of Assistive Technology Competencies of Specialists in Public Schools." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/60.

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Despite the rapid proliferation of assistive technology implementation, studies have revealed that a number of professionals that provide assistive technology services do not have adequate competencies to recommend and deliver assistive technologies in school settings. The purpose of the study was to examine the competencies of assistive technology specialists in Florida K-12 public schools, and identify training opportunities that may have helped them achieve professional competence in the evaluation and provision of assistive technology devices and services across AT service providers from different preparations. The study applied quantitative and qualitative methods to determine answers to the following six research questions: (1) to what extent does the perceived level of AT knowledge differ among AT specialists from different occupations in the Florida public school setting, (2) to what extent does the perceived level of AT skills differ among AT specialists from different occupations in the Florida public school setting, (3) what are the AT specialists’ perceptions about their AT knowledge and skill levels, (4) what common competency sets are needed for the AT specialist, regardless of their occupational role, (5) what are the training opportunities among AT specialists from different occupations in the Florida public schools setting, and (6) what type of training opportunities are essential among AT specialists from different occupations in the Florida school setting. In order to gather data of breadth and depth, the researcher disseminated an online survey, which 39 AT providers from the five Florida school regions completed. Interviews were conducted with seven of the survey respondents to triangulate interview data with the survey data. Results suggested that assistive technology specialists possess different levels of assistive technology knowledge and skills. Assistive technology specialists from different professional backgrounds and years of experience identified a lack of competence in several areas where they currently provide AT services. Assistive technology specialists should seek continuous in-service training to increase their assistive technology knowledge in the evaluation and recommendation of AT equipment and services for students with special needs in schools. This training is vital to meet their students’ assistive technology needs and legislation requirements for assistive technology services for students with disabilities. Recommendations for the improvement of assistive technology professional practice in schools are included in the study.

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48

Bello, Aderonke. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1159.

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Анотація:

Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.

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49

Ames, Clarence W. M. "Teacher perceptions of factors influencing technology integration in k-12 schools." Thesis, Utah State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246612.

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Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.

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50

Al-khazali, Taysir M. "Computer technology in Jordanian schools: a proposed plan for appropriate adoption." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371557514.

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