Dissertationen: „Curriculum in technology“

1

Grosso, Michael. „Transportation technology curriculum guide /“. View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1603.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Michael J. Williams. " ... in partial fulfillment of the requirements for the Master of Science (plan C) [in Technology Education]." Includes bibliographical references (chapters 13-14).

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Kapiyo, R. J. A. „Technology in the school curriculum in Kenya“. Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373550.

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3

Brown, Ryan A. „Curriculum consonance in technology education classrooms the official, intended, implemented, and experienced curricula /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278212.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).

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Vandeleur, Sonja. „Indigenous technology and culture in the technology curriculum : starting the conversation : a case study“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003455.

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Since the collapse of apartheid and the first democratic elections of 1994, education in South Africa has undergone fundamental transformation and part of this transformation was the reconstruction of the school curriculum. The new curriculum, known as Curriculum 2005 and developed in 1997, introduced Technology as a new learning area. This study is based on the inclusion of ‘indigenous technology and culture’, a new aspect introduced in a revision of Curriculum 2005. The broad goal of the study was to examine and explore pedagogic practice in relation to the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology. The study was informed by an examination of literature pertaining to philosophy of technology, indigenous knowledge systems and technology education. The review of the literature highlighted the contested nature of ‘indigenous knowledge systems’. Philosophies on the nature of technological knowledge were reviewed in order to explore the meaning of ‘technology’, and a comparative review of curriculum reform in regard to technology education in various parts of the world was conducted. This study presented an attempt to determine the rationale for the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology in South Africa and to explore and examine what teachers’ existing practices were in this regard. It also examined a process of participatory co-engagement with a focus group of teachers. This process was an attempt to implement ‘indigenous technology and culture’ of the curriculum in a more meaningful way. A case study approach using an in-depth, interpretive design was used. A questionnaire, document analysis, interviews and focus group discussions were used to conduct the investigation. What emerged from the data analysis was that there was unanimous support for the inclusion of ‘indigenous technology and culture’ in the technology curriculum, but implementation had been problematic. This was partly due to difficulties with the interpretation of this aspect in the curriculum as well as a lack of meaningful teaching and learning for various reasons. The study revealed that teachers face multiple dilemmas in implementing ‘indigenous technology and culture’ as an assessment standard. These dilemmas are pedagogical, political, conceptual, professional and cultural in nature. The intentions of the study were to build a comprehensive understanding of ‘indigenous technology and culture’ and to determine how a focus group of teachers were dealing with this new inclusion. The interpretive study concluded with implications and recommendations for further studies.

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Ho, Chi-keung Christopher. „An evaluation of the design and technology curriculum for secondary I-III for curriculum reform“. Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.

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6

Thorsteinsson, G., H. Denton, T. Page und E. Yokoyama. „Innovation Education within the Technology Curriculum in Iceland“. 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, 2005. http://hdl.handle.net/2237/12014.

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7

Pickles, John Finbarre. „The process oriented information technology curriculum : a model“. Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274273.

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8

Bromage, Adrian. „Technology-led curriculum change : from anticipation to performance“. Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275669.

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9

Clucas, Scott Richard. „Construction as a Curriculum Organizer for Technology Education“. Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30772.

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This dissertation was the result of an investigation into the relative importance of construction as a curriculum organizer for the field of technology education. In particular, it concentrated on the relationship between construction technology and the principles of general education and technological literacy. The review of literature focused on the historic roles and meanings of this curriculum organizer and these principles as the discipline evolved from the industrial arts into technology education. Operational definitions were synthesized and the linkages between them was clearly identified. To address technology education's contribution to general education, or the full development of the human personality, the spheres of human/technology interaction model was developed. The model is based on the idea that people interact with technology and evaluate those interactions from three fundamental perspectives. Those perspectives were identified as the civic-life sphere, the personal-life sphere, and the work-life sphere. One hundred and forty-eight faculty members of technology teacher education programs in colleges and universities throughout the United States were surveyed. A 77% return rate was obtained. The survey included four major sections in addition to requesting limited information about the respondents and their programs. The four major sections asked the respondents to: 1) Evaluate potential goals for a K-12 technology education program. 2) Determine the relative importance of 10 study areas or curriculum organizers as they related to each of the three spheres of interaction. 3) Determine the percentage of the technology education curriculum that should be allocated to each of the three spheres of human/technology interaction. 4) Provide selected information about the way construction is offered and taught in technology teacher education programs. Medoid cluster analysis was used to evaluate the data derived from the goals of technology education portion of the survey. Using this information, three clusters were formed and initial respondent membership for each cluster was established. Subsequently, discriminant analysis was used to accomplish three goals: 1) Refine the initial assignment of respondents to the clusters. 2) Identify those variables that offered a significant level of discrimination between clusters. 3) Determine the accuracy of assignment to the clusters or groups. The canonical correlation 2, calculated by the discriminant analysis program, indicated that 66.3% of the variance was explained by the variables that were significant at a .05 level. After comparing the mean scores of the discriminating variables across the three clusters, one cluster was identified as favoring technological literacy, one favored industrial technology education, and one was ambivalent. T-tests were used to determine if any significant difference existed between clusters or groups. It was of particular interest to this research that no significant difference was found related to the relative importance of construction. All groups concluded that construction should comprise approximately 10% of the technology education curriculum. Finally, a schedule was established which allocated various percentages of the curriculum to each of the 10 study areas or curriculum organizers as they relate to the three spheres of human/technology interaction. This schedule was based on the relative importance assigned by the technological literacy cluster. The technological literacy cluster offered the most balanced allocation of the technology education curriculum across the three spheres of human/technology interaction.
Ph. D.

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Karl, Laura C. „Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curriculi“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/970.

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Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This qualitative investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. The research questions addressed the self-determination of teachers, decision making processes to integrate technology, and perceived technology competence. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. These participants were interviewed, participated in a focus group, and submitted an integrated technology lesson plan. Data were analyzed using the constant comparative method. The results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Implications for positive social change include allowing teachers to study current beliefs and practice, reflecting on best practices when integrating technology, and identifying technological innovation to enhance the learning of their own students. Recommendations include providing opportunities through professional development initiatives in which teachers and administrators alike study practice in collaborative ways, take ownership of instructional decisions, and take risks while integrating technology.

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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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Easterly, Anita. „Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions“. University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.

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13

Ho, Chi-keung Christopher, und 何自強. „An evaluation of the design and technology curriculum for secondary I-III for curriculum reform“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3862610X.

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14

Conrad, Rick. „Designing technology education curriculum based on business/industry needs“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003conradr.pdf.

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15

Grant, Carl L. „Sunday school curriculum materials development blending theory and technology /“. Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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16

Nei, Clayton C. „Designing technology education curriculum based upon manufacturing/industries requirements“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008neic.pdf.

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17

Martin, Junior George. „Exploring College Instructors' Integration of Technology into Their Curriculum“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2846.

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Technology integration in the curriculum remains a challenge at different levels in the education system. In one Caribbean 4-year college, faculty are expected to prepare preservice teachers to integrate technology in classroom instruction. When preservice teachers are not prepared for technology integration, interventions are necessary to address this challenge of technology integration. The purpose of this qualitative bounded intrinsic case study was to gain an understanding of the process of technology integration by instructors at the research site. Davies' theory for understanding technological literacy and the technological, pedagogical, and content knowledge model conceptually framed this study. A purposeful sample of 13 instructors who integrated technology in their curricula and volunteered to participate were observed, interviewed, and provided documentation to explore how they integrated technology in their courses. Data were coded typologically using a priori codes and inductively to identify major themes regarding instructors' challenges and perceptions of technology integration. Instructors were consistent in their integration of technology, increased technology use when they held a positive view of technology, and did not use sufficient web-based tools. They expressed a need for additional technology integration training, because there is an absence of training opportunities offered in the area of technology integration. Based on these findings, a 3-day technology integration workshop was created for the instructors. These endeavors may contribute to positive social change by empowering instructors to adopt pedagogy that can transform the college classroom environment and can support instructors' teaching and learning, thus, preparing preservice teachers to embrace technology in their classrooms.

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

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

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Kyriakides, Christos. „The Cyprus University of Technology students' attitudes towards technology and the frequency and type of educational technology used during academic courses“. Thesis, Saint Louis University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631304.

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Purpose: Electronic media is eliminating the barriers of time, space, and distance. Digital technology is very convenient and effective in many aspects of our lives. It changes the way we live, interact, communicate, learn, work, and even play. Technology and information technology is becoming essential to numerous individuals and to various types of organizations. The purpose of this study is to describe the students' view on frequency and type of technology used at the Cyprus University of Technology during courses to support instruction. In addition, this study explores what are the Cyprus University of Technology students' attitudes towards technology in general.

Methods: The research method employed in this study was quantitative. Data collection included the use of a survey. The target population of this study was the students of the undergraduate program at the Cyprus University of Technology in Limassol, Cyprus. That survey was sent to all the undergraduate students and the sample number that was used in the survey for the descriptive statistic analysis was 334.

Findings: Students indicate that technology elevates the level of teaching and that technology assists students in achieving their academic goals. In addition, students find the use of technology and learning management systems extremely important for their academic success. The students report that forms of communication that utilise technology are extremely important to their academic success. In addition, students believe that handheld mobile devices to be of high importance to their academic success.

Implications: A notable percentage of students specify that they wish their instructors would use all resources/tools with a higher frequency. In addition, the students indicate that they wish their instructors use more the Course or learning management system. Furthermore, the students state that they wish their instructors would use more technology to communicate with their students. Moreover, students point out that it is important that more or better technology is available in order to learn, study, or complete coursework. Furthermore, students wish their instructors use new technologies and they suppose that it is extremely or very important that they themselves were better trained or skilled at using available technologies for learning and completing course work.

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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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Ntoi, Litšabako. „Incorporating technology into the Lesotho science curriculum: investigating the gap between the intended and the implemented curriculum“. Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/1985.

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Philosophiae Doctor - PhD
The inclusion of technology in the school curriculum has been a concern in many countries following the 1990 Jomtien World Conference on Education for ALL (Jenkins, 1996). However, there are different perspectives and views about technology education. As a result technology has been included in the school curriculum in varied ways.In recognition of the importance of technology in economic development, Lesotho has attempted to include technology in the school curriculum by incorporating science and technology. This study evaluated the Lesotho science curriculum which incorporates technology. The evaluation study is based on the framework first proposed by Stake (1967). Stake’s model addresses the relationship between the intended curriculum and the implemented curriculum (Stenhouse, 1988). In this study the intended curriculum is defined as the curriculum plan as depicted in the curriculum materials such as the syllabus, the examinations questions papers and the textbook which was used as an exemplary material for teaching the science-technology curriculum. The implemented curriculum is viewed as what actually happened at school level as teachers tried to interpret the curriculum developer’s plan. Although Stake’s model served as a guide in the collection and analysis of empirical data, other theoretical areas supported it. These included Gardner’s (1990) approaches to the incorporation of science and technology; the constant comparative approach (Merriam, 1998); and some aspects of curriculum theory, particularly curriculum development and curriculum evaluation as espoused in the works of certain scholars (e.g. Ornstein and Hunkins, 2004; Stenhouse, 1988). The study was designed as a multiple-site case study (Merriam, 1998). The sites where in-depth study of the implemented curriculum was done were four high schools in Lesotho. The intended curriculum was mainly examined by analysing the curriculum materials such as the syllabus, the examinations question paper and the textbook. The methods that were used for collecting the data were interviews, classroom observations, document analysis, and the achievement tests.
South Africa

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Wang, Li. „Investigating How Participation In a Techonology-Based Project Has Influenced Education Faculty Members' Beliefs and Practices with Technology Integration: Factors That Influence Faculty Technology Integration and Implications for Faculty's Integration of Technology“. ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/5.

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This qualitative research study investigated the experiences of five education faculty members about their experiences with technology. These faculty members come from different areas of education. They participated in a technology-based project, the purpose of which was to help faculty members integrate technology into their classrooms and implement technology in their instructions. Before the project, all of the faculty members had experiences with technology, such as emails, Internet searches and PowerPoint applications. During the project, most of them learned web page design and more technology integration into their curriculum and instruction. The purpose of this study is to respond to the need to identify, study and disseminate examples of technology using teachers and portray a group of education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and factors that influence their beliefs and practices with technology integration are the focus of this study. Based on the literature and the research studies, the following questions were formulated in the following: 1. How has participation in the technology-based project influenced faculty members' beliefs and practices with technology integration? 2. What are the factors that influence faculty members' practices regarding technology? The findings are the following. All participants have always believed that technology is an important tool and should be integrated into the teaching and learning. However they believe that technology is not the only tool that can be used to enhance teaching and learning. Their experienced in the grant project have increased their confidence and comfort in using technology by being exposed to presentations and having real hands-on activities within a certain time period that did not conflict their academic calendars. Factors that influence their beliefs and practices are: experiences in the project, access to technology and technical problems, Administrative support (from the department and project directors) and technical support: from the students, from faculty, from technician, technological leadership, communication within the community and outside, time, and subject Issues. Internal factors identified include personal belief, personal feelings with technology use, demand of time to learn, learning style, and classroom teaching.

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Bunting, Tia Wheatley. „Development and evaluation of a technology integrated social skills curriculum“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 188 p, 2009. http://proquest.umi.com/pqdweb?did=1818417611&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Myers, Todd Darin. „Learning Outcomes for an Engineering and Technology Public Policy Curriculum“. Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178154472.

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Rafea, Ahmed Mohammed. „Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.

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Withey, D. R. „Opportunities for gender equality in design and technology“. Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341053.

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Green, Darrell W. „Authentic Learning in Engineering Technology Through the use of a Technology and Learning Matrix Based Curriculum“. NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/545.

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This study was designed to investigate the effects of the use of a technology matrix curriculum in the classroom. The students enrolled in the Engineering Technology course at the Fred N. Thomas Career Education Center were the subjects of this research and were tested for any significant difference of immediate retention of the course material. The Career Education Center, which is located on the north side of Denver, Colorado, with a population of about 950 students, is considered a magnet school for special programs. The school consists of a very diverse population, which is multicultural, and students are from every socioeconomic background. The cultural make-up of the Denver Public Schools' student population is approximately 38% Hispanic, 22% Black Americans, 30% Caucasian non-Hispanic and 10% other nationalities of students. Students enrolled at the Career Education Center are from several high schools, both public and private. A learning matrix was designed to correspond with the development of an Engineering Technology curriculum. The learning matrix was offered as a means for matching teaching and learning technique to the individual learning styles of each student. The Learning Matrix incorporated the use of cable television, video based instruction, electronic classroom presentations, database access, oral presentation and lectures, computer presentations, computer testing, satellite communications, on-line conferences, libraries, interactive video, small group and individual activities and haptical assignments. This study was designed to investigate the effects of the use of emerging technologies along with the use of a learning matrix curriculum in the classroom. The study investigated if there was a significant difference in the retainment of knowledge in an experimental group using the authentic technology learning matrix curriculum, as compared to a control group using more traditional educational methods. Career Education Center students enrolled in the Engineering Technology course were tested before and after completing the nine - week Drafting Technology module. Data was gathered regarding the students' direct and immediate retainment of knowledge, following the module, by means of a computerized test covering the material in the Drafting Technology module. Demographic data for the students was gathered through class data sheets.

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Brunton, Gregory. „THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM“. Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3703.

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The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
M.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education

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Tuchscherer, Dave. „Middle school students' perceptions of CO2 dragster curriculum“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998tuchschererd.pdf.

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Harris, Felicity. „An assessment of the extended curriculum programme at a University Of Technology using quality management principles“. Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/2460.

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Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2014.
Academic Development Programmes at higher education institutions in South Africa were implemented and funded in 2004 by the Department of Higher Education and Training as an initiative to address the low throughput rate and low graduation output. An example of the Academic Development Programmes is the Extended Curriculum Programme (ECP) where the length of the mainstream course is extended by six months to one year to allow for additional assistance in individual subjects and the offering of courses/programmes to assist students with basic life skills in adapting to tertiary education. The objective of this research was to look at whether ECP’s were effective in improving throughput rates and graduation output and whether there were quality management practices in place to gauge the effectiveness of ECP’s. The ECP in the Department of Mechanical Engineering at a university of technology was used as a sample. Academic histories of the ECP and Mainstream students of the 2007 cohort were analysed to draw comparisons on the throughput rate, graduation output and continuation to postgraduate studies of the two programmes.

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DiDomenico, Charles F. „The role of engineering graphics in the civil engineering technology curriculum“. [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:123.

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Zimmerer, Angela A. „Classroom websites an authentic way to integrate technology into the curriculum /“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AZimmererPartI2007.pdf.

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Reid, Christopher I. „Craft, design and technology within the school curriculum in Northern Ireland“. Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336124.

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Armitage, William B. „Technology, mathematics and science : an integrated curriculum at Mystic Middle School /“. View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1515.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
" ... submitted in fulfillment of requirements for TE596 [for the degree of Master of Science for the Department of Technology Education]."

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Haley, Maria Esperanza. „Integration of technology in the curriculum language arts: Spanish phonemic awareness“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2467.

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This paper explores the importance of providing teacher training in the use of technology to reap the benefits of adding computers to the classroom. It describes how a basic software program was used to create an interactive program to teach phonics in Spanish to kindergarten students in a Structured English Immersion Program. A benefit to having good phonemic awareness skills in Spanish is that it will help the student in developing phonemic awareness skills in English and will facilitate learning to read English words.

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

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Athanasopoulos, Evangelos. „The value of teaching history with technology -- a professor's evolution“. Thesis, Boston University, 2004. https://hdl.handle.net/2144/32738.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the added value technology in the form of computer-based resources brought to the teaching of history of an experienced, tenured university history professor. This added value was measured by following the evolution of this history professor's adoption of computer-based resources in teaching. During his evolution the use of technology enhanced Dr. K. 's ability to deliver, explain and deepen the meaning of complicated historical lessons. From summer 2000 to summer 2003 the researcher helped design, develop and create computer-based resources for two history classes at a large northeastern U.S. urban university taught by this fulltime history professor. The researcher also oversaw the implementation, which involved the layering of those multimedia resources. In 2001, some of the computer-based resources developed for these classes were also partially implemented at a nearby urban high school. Overall the lectures were all put into Microsoft Power Point slides. They included audio clips (WAV) and video clips (AVI, WMV). Some slides also included animations that were created in Macromedia Flash. Other animations were created within Microsoft Power Point to help understanding of elaborate dynamic processes.
2031-01-01

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Kolodziej, MIchael. „Computational Thinking in Curriculum for Higher Education“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285666.

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Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21^st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development.

Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014).

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Vargo-Warran, Jamie L. „A quantitative study of nursing faculty's personal and professional use of technology“. Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155693.

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The purpose of this quantitative correlational study was to determine if there is a relationship between nursing faculty’s acceptance and intent to use technology, with the adoption of informatics in nursing education. The framework that guided this study was the Unified Theory of Acceptance and Use of Technology 2. The study was guided by three research questions. Research question 1 asked the relationship between nursing faculty use of informatics in nursing education? There is significant evidence to support the claim there is a relationship between faculty’s user acceptance/behavioral intent to use technology and the adoption of informatics in nursing education.

Research question 2 asked the relationship between the constructs of UTAUT2 and the behavior intent of the nursing faculty to use technology? The results support a relationship between the UTUAT2 constructs and behavioral intention to use technology thus the alternate hypothesis was supported.

Research question 3 asked the relationship between age, gender, and experience of nurse faculty moderators that influence performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on personal behavior intent to use technology. The results indicated there is not significant evidence to support the claim that there is a relationship between behavioral intent to use technology and the age, gender, or experience of faculty.

The results suggests that faculty’s personal and professional use of technology influences the integration of informatics into curriculum. Recommendations for practice include incorporating an informatics champion within each school of nursing to enhance faculty members comfort with technology.

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Shi, Yvonne Yuk-hang. „Science-technology-society education for primary pupils of Hong Kong“. Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267061.

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Sutherland, G. „A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1368.

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Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009
ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering introduction programmes offered at a higher education institution, using a case study design. The South African government is attempting to redress the social inequalities which prevailed in the education sector during the apartheid era. One of their efforts has involved the widening of access to diverse groups in society in order to increase participation within the higher education sector. However, many students attempting their higher education studies are academically under prepared. This is mainly due to insufficient life skills, communication skills, numeric skills and literacy skills. The lack of these skills has inspired various international and national higher education institutions to develop academic programmes aimed at bridging the gap that exists between secondary schooling and higher education. Introduction programmes for prospective engineering students have to ensure high-quality curriculum development procedures in order to secure these students’ academic success throughout their engineering studies. This, in turn, leads to quality graduates and addresses the huge shortage experienced by the industry. An overview of the contextual and conceptual views on curriculum development is given against the backdrop of the current higher education legislation in South Africa. The overview regarding curriculum development links the introduction programme curriculum to generic learning outcomes specifically set at the National Qualification Framework Level 4. It suggests the application of continuous assessments, in line with outcomes-based education criteria, together with quality assurance in order to fit the Higher Education Quality Committee and the Engineering Council of South Africa’s accreditation criteria applicable to higher education institutions. During the design and methodological stages, it was established, by means of a theoretical investigation, that the first phase of this study determines whether students that successfully completed the introduction programme perform academically better than students entering the diploma programmes directly. The theoretical investigation also established that the second phase of this study determines if the diploma students dropped out of the programme for reasons other than academic performance. A triangulation approach was used to increase the validity of the empirical part of the study and to enhance the rigorous use of both quantitative and qualitative data. The study results shed light on the need for introduction programmes. In addition, it proposed a curriculum framework for improved engineering introduction programmes at the Vaal University of Technology.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel. Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die implementering van oorbruggingskursusse in die ingenieurswese indringend ondersoek het. Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe waarin onder meer hoër onderwys prominente vennoot is wat aan diverse samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om die gaping tussen die skool en hoër onderwys te oorbrug. Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer tot die vraag na ingenieurswese-studente vir die nywerheidswêreld. Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit het ook tot gevolg dat alle programme volgens amptelike Departement van Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die vi Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die vereistes van die Ingenieursraad van Suid-Afrika. Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes gestaak het wat moontlik nie met akademiese sukses verband hou nie. Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van Tegnologie.

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Leonard, Jessica Alexis. „How early childhood educators are initally integrating tablet technology in the curriculum“. Thesis, Saint Louis University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596180.

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This qualitative research examined how two early childhood educators initially integrated tablet technology in the curriculum through classroom observation, interviews and a review of documentation. The overall question was: how are early childhood educators initially integrating tablet technologies in the curriculum? The researcher also asked three sub-questions to further delve into developmentally appropriate practice while choosing apps. The three sub-questions ranged from what the early childhood educators believed about the impact of tablet technology within the curriculum, to how the early childhood educators were choosing developmentally appropriate apps.

The results of the research were the early childhood educator were initially integrating tablet technology at a cautious pace, but were not aware if the apps were developmentally appropriate. The researcher observed for seven weeks with 14 observations per educator. The observations and unobtrusive documentation showed that the iPads were used as a teacher driven goal. The children did not get to choose an app during the 7 weeks study. Each educator had an app in mind for each observational period. The researcher observed that many of the children, in one particular room, never had an opportunity to use the iPad.

The data collection strategies for this study were unobtrusive documentation, interviews, and unobtrusive observations. The unobtrusive documentation was the lesson plans submitted by one of the educators and app lists. The researcher arranged pre- and post-interview for the two educators. Though the unobtrusive documentation, observations and interviews, the researcher answered the initial research questions as well as the three sub-questions.

Seven themes emerged from the data. The themes included: a slow and cautious pace of integrating technology, the limited access to iPads, evidence of the lack of emphasis in lesson planning, need for more and continuous professional development, a trial and error approach to app selection, educators reliance on others for app selection, and uninformed app selection.

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Vaughn, Reginald Wayne. „Computer security concepts and issues in the Information Technology Management (370) Curriculum“. Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23841.

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Approved for public release; distribution is unlimited
DoD has become increasingly dependent upon storing its sensitive information in electronic form and has a deep concern for the integrity and privacy of this valuable information. In the recent aftermath of numerous electronic break-ins, the DoD continues to express anxiety over technically weak system administrators' inability to protect sensitive electronic information. The solution to minimizing these electronic intrusions and bolstering computer security in DoD is to educate military officers and federal civilians in the methods of computer security. This can be accomplished by integrating concepts and problem solving techniques related to computer security into the Information Technology Management (370) Curriculum at the Naval Postgraduate School.

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Rizk, Nouhad. „Technology applications in education : electronic systems (E-systems) to improve curriculum management“. Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/7535.

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Leaders need alternative programs to support the rapid development of curriculum and teachers need online learning activities to support their classroom teaching. This dissertation reports an initial study in a long-term research agenda for developing an online curriculum. The primary purpose of the study is to explore student and faculty perceptions of an online curriculum to help decision-makers and researchers determine whether they would pursue the use of such a tool to support online curriculum development. The secondary purpose of the study is to generate design knowledge to inform future development of, and research on, this or similar curriculum development. The methodology of this study includes three components: development research, rapid prototyping, and qualitative methods. Development research and rapid prototyping provided a three-stage framework for this study: conceptualization, development, and research. I synthesized the literature to create conceptual models of an Online Curriculum Framework (OCF) at the conceptualization stage, built a prototype to implement the models at the development stage, and conducted research to evaluate the prototype at the research stage. Qualitative methods guided data gathering and analysis. To gather the data, I followed a two-step data collection process: pre-intervention email and group interviews, and post-intervention online questionnaire. Key themes identified through a constructivist approach to grounded theory were used as the basis of analysis of interview responses and the generation of theory. This study found that on one hand, faculty members might use an OCF, because they perceived that this tool could support their classroom teaching. On the other hand, however, their perceived decision to use an OCF would also be influenced by the perceptions of the usefulness and usability of the tool. The study identified the initial evidence supporting an OCF as an online learning resource and the challenges involved in developing and implementing such a solution. It provides a 3D-E-Learning model as a base for decision-makers and departmental leaders to determine whether they should adopt this tool. It also offers some design guidance for those who do want to pursue this solution to curriculum development.

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Goodman, Linda Margaret. „Embedding information technology into the further education vocational education and training curriculum“. Thesis, Sheffield Hallam University, 1994. http://shura.shu.ac.uk/6849/.

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The purpose of this study was to develop a model of change which identified the forces that drive and restrain the embedding of information technology into Further Education vocational education and training courses for sixteen to nineteen year old students. The analytical inductive approach used for the research had four components. Firstly, the literature review examined the educational media and theoretical contexts of the research. Secondly the fieldwork which aimed to identify the driving and restraining forces, comprised: "a casing exercise undertaken at national, regional and local levels "a census and surveys using data collected from two sources: Further Education vocational education and training courses in the Sheffield LEA area and the evaluation of the AI (Artificial Intelligence) applications to learning programme case studies two longitudnal case studies an implementation case study and three one shot case studies. Thirdly, evaluation tools were developed to aid researchers evaluate governmental intervention into the embedding of advanced information technology into the Further Education vocational education and training curriculum. Finally, four models of change were developed which identified and utilised the factors found to affect the embedding of information technology in Further Education vocational education and training courses. These models included: " the Tricycle model which identifies three groups of people who may influence, positively or negatively the change strategy " the Factors Affecting the Introduction of Information Technology (FAIIT) model that outlines the factors, agencies, organisations and people which may influence the introduction of information technology into Further Education vocational education and training courses " EMBED, a three staged model which highlights the driving and restraining forces influencing the introduction of information technology and advanced information technology into the Further Education vocational education and training curriculum " the Durability model which focuses on the Further Education institution and provides a strategic framework to assist government and other funding agencies and departments embed information technology and advanced information technology into vocational education and training courses

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Kirkman, Colin Peter. „The development of information technology in secondary schools under the National Curriculum“. Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244967.

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Richardson, Karen Work. „Looking at/looking through: Teachers planning for curriculum -based learning with technology“. W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154152.

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Doyle, Gregory Vincent. „The development of a curriculum for a course in basic firefighting technology“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/45.

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The lack of a current fire technology training program limits the employment possibilities of Inland Empire Job Corps Center trainees. The fire technology curriculum will provide Job Corps trainees with one more valuable skill to aid to their goal to gain and maintain meaningful employment after graduating from the Job Corps training program.

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Chesus-Beck, Susana. „Multimedia technology in the secondary classroom: Teaching strategies and interdisciplinary curriculum design“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1265.

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This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.

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Ramnarine-Singh, Susan. „Integration of Technology into a Nursing Curriculum Using a Mixed Method Approach“. ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/508.

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In 2011, the Institute of Medicine and 2010 Affordable Care Act addressed the need to use technology in nursing programs. The purpose of this study was to understand faculty perceptions of technology use and integration into the nursing curriculum at a college located in Texas. Lewin’s change theory acted as the theoretical framework to explore organizational dynamics involved in effective strategies. The guiding research questions explored faculty perceptions of technology use, types of technology used, and correlation to teaching experience using a convergent mixed-method approach. Thirty faculty members completed the Teacher’s Intention to Use Technology survey and 15 faculty members participated in interview sessions. Faculty with fewer years of experience were compared to faculty with more years of experience and differed on ease of use (p = .010), embracing technology (p = .011), enjoying technology (p = .026), available assistance (p = .020), classroom preparation (p = .043), and ease of learning (p = .047). The qualitative data analysis used an open coding scheme and resulted in themes indicating the need for training, especially for faculty with less experience. Record review indicated scattered use of technological tools. A professional development workshop promoting teaching strategies using technology to help achieve learning outcomes, an online orientation to available technology, and a hands-on interactive workshop was created. Implications for positive social change include improving faculty members’ knowledge and application of technology in order to positively affect and enhance teaching/learning strategies, student learning environment, and ultimately the lives of patients they serve.

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Dissertationen zum Thema „Curriculum in technology“

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