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Dissertations / Theses on the topic 'Computer managed instruction Victoria'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Sauls, Maxwell Martin. "A study of the integration of technology in the school arts classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7364.

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This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.

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2

Chang, Huo-Tsan. "The diffusion of instructional technology : computer-based training instructional developer competencies /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.

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3

Powell, Ronald Lee. "Development and evaluation of a microcomputer-managed sequenced course outline /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583620591.

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4

Smith, Robin Davidson. "Virtual voices online teachers' perceptions of online teaching standards and competencies /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3076.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 297. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 18, 2008). Includes bibliographical references (p. 286-296). Also issued in print.

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5

So, Koon-keung Teddy. "The role of information technology coordinator in the implementation of information and communication technology in schools of Hong Kong /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148424.

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6

Henley, Joan G. "An examination of current uses of computer tools in elementary classrooms for a seven-county rural area in south central Missouri /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012976.

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7

Sawyer, William Gregory. "The Effects of a Computer-Assisted and Managed Learning Program on Test Outcomes in a Basic Communication Course." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330966/.

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The problem of this investigation was concerned with the effects that a computer-assisted and managed learning program had on the test outcomes of college students enrolled in a basic communication course. The purpose of the study was to determine the effects of participation in a computer-assisted and managed learning on the test outcomes of college students enrolled in a basic communication course. In order to facilitate the experiment, four hypotheses were formulated: 1. There will be significant differences in the posttest scores among the three groups. More specifically (a) the computer-assisted and managed learning (CAML) group will have significantly higher posttest scores than the teacher-assisted learning (TAL) group and the control group. 2. Computer apprehension will be significantly lower for students assigned to the CAML program, than students assigned to the TAL or control groups. 3. Computer complexity will be significantly lower for students assigned to the CAML group, than the students assigned to the TAL or control groups. 4. Computer utility will be significantly higher for students assigned to the CAML group, than students assigned to the TAL or control groups. Two experimental and one control group was used in the study. The experimental groups consisted of CAML (computer-assisted and managed learning) and TAL (teacher assisted learning). The control group was not treated with assisted instruction or practice testing. There were significant differences found among the posttest scores of the three groups. Students assigned to the CAML and TAL groups did have significantly higher posttest scores than students assigned to the control group. Although there were observable differences in the posttest scores between CAML and TAL, the differences were not statistically significant. Computer apprehension was significantly lower for the CAML group than the TAL or Control groups. Computer complexity was significantly lower for CAML than the TAL or Control groups. Computer utility scores were higher in CAML than the TAL or Control groups. The data supported the hypotheses. Several recommendations were made. A computer assisted and managed learning program should be used as a supplemental instructional, review and testing method in communication. Further research should be conducted in order to design a computer final exam for the basic communication course for purposes of review and CLEP testing. In addition, more terminals need to be employed for maximum efficiency.

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8

Takacs, James. "The effects of on-line course development, prior computer experience, and learning style on developers' attitudes and performance." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1430.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 208 p. Includes abstract. Includes bibliographical references (p. 69-72).

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9

Bedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

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Christy, Sheila Ann Colley. "Future developments of computer network technologies in K-12 educational environments /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842520.

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11

Sandhu, Tahir S. Drake Frederick D. "Beyond American Memory technologies of library and office automation and their impact on multimedia computing for public education in the United States, 1963-present /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006627.

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Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 18, 2006. Dissertation Committee: Frederick D. Drake (chair), Lawrence McBride, John B. Freed. Includes bibliographical references (leaves 351-398) and abstract. Also available in print.

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12

Hu, Jing Humphrey. "A study of DECtalk used with the courseware authoring system." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/450106.

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The purpose of this study is to use Dimension Authoring Language (DAL) to write a Computer-Based Education (CBE) program which can control the DECtalk device and to use GIGI. utility programs and graphics editors, to improve DAL graphic capability. CBE embodies the idea of using computers as a tool in teaching by computer. Also the CBE control programs can keep track of students' record in the instructor's area. This way, instructors can improve lecture materials according to those records. The first chapter explains. what CBE is and its applications in education. The second chapter explains how DAL works and how to solve some of the language's technical problems. The third chapter explains how DECtalk works and how we can control this device in DAL programs. Since pictures can improve CBE programs, the fourth chapter explains picture files and graphic editors. Some problems related to DAL, DECtalk, and picture files are solved in this paper. However, there are several problems which still remain unsolved.Ball State UniversityMuncie, IN 47306

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13

JOHNSON, CHRISTOPHER GARDNER. "THE FEASIBILITY OF DELIVERING A LEARNING-STYLE INVENTORY VIA A COMPUTER-BASED DELIVERY SYSTEM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184069.

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Matching teaching style to learning style has been proven to be beneficial in (1) increasing academic achievement, (2) improving students' attitudes toward school, and (3) reducing discipline problems. Thus, over the years, learning-style inventories have been developed to ascertain a student's learning styles. However, traditional paper-and-pencil inventories can be time consuming and sometimes provide inaccurate reports. Therefore, this study, descriptive in nature, was designed to examine the feasibility of delivering a learning-style inventory via computer. The questions posed were: (1) Is the computer-based delivery system easier to use than the paper-and-pencil method? (2) Does the computer-based delivery system reduce the amount of mathematical errors made by the instructor or student in scoring the inventory as compared to the paper-and-pencil method? (3) Does the computer-based delivery system reduce the amount of time needed to take the inventory and compile the results as compared to the paper-and-pencil method? (4) Does the computer-based delivery system reduce the amount of paperwork required of the instructor as compared to the paper-and-pencil method? (5) Do the instructor and student find the information compiled by the computer-based delivery system useful? To conduct the study, a sample of 295 students and six teachers from a southwestern high school was selected. One-half of the students received a paper-and-pencil version of the inventory and the second half received a computer-based version. After completing the inventory, each student was asked to complete a short questionnaire. The six instructors were then asked to complete several tasks involving retrieval and manipulation of information about the students. When finished, the instructors also completed a questionnaire. Data was collected on the students' and instructors' perceptions of the inventory, time to complete the inventory, and error rate in completing the inventory. From this data, it was concluded that there was no significant difference in the students' preferences between the two methods. However, a significant advantage became evident for the computer-based version when the completion times, error rates and instructors' perceptions were examined.

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14

Thitima, Theeratanonda Klass Patricia Harrington. "The use of computer technology by Thai private vocational school administrators." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064542.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Darryl A. Pifer, Glenn Schlichting, Mark Walbert. Includes bibliographical references (leaves 137-143) and abstract. Also available in print.

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15

Hansmann-James, Sandra Elizabeth. "Using integrated media to anchor instruction in a rehabilitation counselor education course /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992810.

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16

Ashmore, Barbara A. "The relationship between models of student laptop computer use and teacher instructional behavior." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2917/.

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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.

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17

Hansen, Marcia M. "Digital literacies and WAC/WID." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4990.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.

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18

Miller, Sally Anne. "A guide for technology coordinators." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1273.

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19

Kussumua, Ilda T. J. T. "A constructivist learning event using computers at the Instituto Superior de Ciências de Educação (ISCED)." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10262007-131023/.

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20

Orey, Michael Andrew. "Error patterns: what do they tell us?" Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/44059.

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An analysis of computer diagnostic systems shows that most systems use answer data (product) for their analyses. This process of determining an error pattern, in addition, does little in the way of telling a teacher what should be done to help the child. This two-fold problem, extant in all computerized arithmetic diagnostic systems to date, prompted this study which sought other data sources in order to bring about more accurate computer analyses. A cognitive orientation suggested that the use of clinical diagnostic techniques should be explored as an alternative to error analysis. Essentially, these two approaches were compared. That is, to what extent does error pattern diagnosis (an essentially product oriented approach) and clinical mathematical diagnosis (a process oriented approach) interrelate? Participants for this study were five, eight year olds from southwest Virginia. These children completed a test that was developed by Van Lehn (1982). This test was analyzed for error patterns and the children were selected on the basis of their error patterns. These children were then tested in a clinical setting using a measure developed for this study in cooperation with a clinical mathematics diagnostician. The analysis was done on the results of these two measures and the protocols collected during the clinical interviews. The results indicated that there was no clear connection between the two types of diagnosis, but the analysis did yield a broader description of each individual participant. That is, error analysis or clinical mathematics alone does not completely describe an individual's knowledge of mathematics.
Master of Arts

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21

Johnson, Janie Shores. "Factors associated with training managers' adoption of computers as a teaching tool in their training units." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54451.

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The purpose of this study was to determine if various predictor variables, the personal characteristics of training managers and the characteristics of the organizational training units represented by these individuals, exist in explaining a criterion variable, the adoption of computers as tools for training in business and industry. Another question addressed a combination of variables to predict training managers' utilization of computers in business and industry. For collecting data, a 10% random sample was drawn from the 21,800 individuals who were 1984 members of the American Society for Training and Development. From this sample of individuals, those members who represent training units in business and industry and had titles of training executives, training managers, or training directors were surveyed. Information concerning representation of training managers was found in the 1984 Who's Who in Training and Development. A mailed questionnaire was used to collect data related to the personal characteristics of training managers and the organization training units that were represented by these managers. The questionnaire used in this research was designed so that the respondents could record their answers on the instrument. These data were then transferred to a computer data file for statistical analysis using SPSSX. Of the 505 individuals responding, 45.1% (n = 228) used computers in training and 54.9% (n = 277) were not using computers in training. Computer users most frequently indicated using microcomputers to deliver their training programs and the most often cited location for training was in decentralized areas. The tutorial instruction strategy was stated as being used by an excess of 90% of the respondents and over 75% indicated using either problem/test or drills. Also, over 50% indicated using the following computer-based training application: technical skills, management training, clerical training, computer literacy training and training management. Respondents utilizing computers noted that a mean of 14% of their total training effort was accomplished via the computer. With regard to personal characteristics, age, training years experience, experience with present organization and level of education did not appear to be predictor variables in determining the adoption of computers by training managers. However, computer knowledge/skills seem to indicate predictor variables for determining adoption. This study identified six such variables: owning a personal computer, using a computer on the job, reading computer literature on training, participating in computer-assisted instructional programs, receiving computer-based training prior to being a training manager and writing computer programs. In addition, a significant difference was found between computer users and non-users on the attitude dimension of whether computer-based training was welcomed into the organization's training delivery system and whether computer-based training would assist in making training managers more efficient at their job. Characteristics of the organizational training units represented in this study appeared to indicate predictor variables for the adoption of computer-based training. The variables identified in this research were the size of the organization as indicated by the number of employees and the annual corporate income of the organization.
Ed. D.

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22

Desai, Mayur S. "Longitudinal Study to Assess the Impact of Instructor-Based Training Versus Computer-Based Training on User Performance: A Field Experiment." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278808/.

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The purpose of this study is to investigate the relationships between selected end-user training programs corporations provide to their employees and subsequent employee performance based on these opportunities.

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23

Hadley, Barry J. "Matchmaker plus: Information management tool at a classroom level." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1066.

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This project will show how a computer-based information management system can be used by elementary school teachers. Using a desktop database manager software, FileMaker Pro, this project will describe how technology can help a classroom teacher manage information through an application model.

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24

Kelley, Antoinette Cutler. "The prevalence of computer programming in teacher education coursework: A California State University profile." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/662.

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25

Bartlett, Brian Michael. "Computerized reading assessment using the star reading software." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2527.

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This thesis focused on the use of a computerized reading assessment program called Star Reading. Reading has been one of the most difficult areas across the curriculum to assess. Reading asssessment differs widely from teacher to teacher, and has traditionally been very subjective.

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26

蘇冠強 and Koon-keung Teddy So. "The role of information technology coordinator in the implementation of information and communication technology in schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256442.

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27

Miller, Elizabeth Tudor. "Preventing alcohol abuse and alcohol-related negative consequences among freshmen college students : using emerging computer technology to deliver and evaluate the effectiveness of brief intervention efforts /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9184.

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28

Omar, Ebrahim. "Educators' access, training and use of computer-based technology at selected primary schools in the Cape Town suburb of Athlone, Western Cape." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study determines designated primary school educator's use of computer technology for accomplishing teaching related tasks such as using the computer to create instructional material
administrative record keeping
to access information via CD-ROM and the Internet for best practice teaching, model lesson plans and e-mail communication. In addition, the research also investigates factors influenicing designated primary schools' ability to become ICT ready and the purposes for which primary school educators use computer technology.

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Prince, Gilbert Leslie. "Implementation of computers in schools : a case study of five schools in the Makana and Somerset East districts /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1293/.

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Thesis (M.Ed. (Education)) - Rhodes University, 2007.
A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.

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30

Callaway, Judith Ann. "An interactive multimedia computer package on photosynthesis for high school students based on a matrix of cognitive and learning styles /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974497.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: O. Roger Anderson. Dissertation Committee: Warren E. Yasso. Includes bibliographical references (leaves 112-119).

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31

Ball, Kameron Conner. "Plugged in a case study of an exemplary technology-using teacher /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03032006-161256.

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32

Campbell, Alistair B. "Performance enhancement of the task assessment process through the application of an electronic performance support system." Connect to thesis, 2008. http://portal.ecu.edu.au/adt-public/adt-ECU2008.0008.html.

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33

Shieh, Li-Ting. "A learning project : the development of sustainable support in the use of instructional technology." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118288.

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This monograph documents my effort as well as examines the process of developing sustainable support in the use of instructional technology in a consulting project over a ten month period. It is written in a narrative recording the occurrences and my interventions during this ten-month period, along wdth my reflections in italics in light of the review of the literature and the analysis of the narrative. This results in a deeper understanding and insights in the field of instructional technology, and leads to the elaboration of a mission statement, which represents my present thinking about instructional design and consultation.

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Alzafiri, Fayiz M. "An Experimental Investigation on the Effects of Web-Based Instruction/Training on Cognitive and Psychomotor Learning." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2661/.

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The purpose of this study was to investigate the effects of web-based instruction (WBI) on cognitive and psychomotor learning. The subjects of the study received two types of instructional methods, WBI (experimental group) and traditional classroom instruction (control group). Each group received 30 minutes of instruction on "Soldering a Circuit Board." The researcher chose this content subject because it involved both cognitive and psychomotor objectives, which suited the purpose of this study. It was hypothesized that there would be no significant difference between the two methods of instruction, and also that there would be no significant interaction effects between methods of instruction and gender. Forty-six subjects from a population of students enrolled in summer classes offered by the Applied Technology, Training and Development (ATTD) program at the University of North Texas voluntarily participated in this study. Random assignment of subjects was applied in this study. A subject matter expert delivered the content for both the experimental and control groups. To measure cognitive variable, a 10 item, multiple-choice test was administered immediately after instruction. To measure the psychomotor variable, a 15-item checklist was utilized by trained judges to evaluate learners performances while soldering. The 2 x 2 factorial model with interaction was used in this study. The analysis was run for each of the dependent variables, cognitive and psychomotor learning. Although there was not a statistically significant difference in the main effects of method of instruction or interaction effects between method and gender, the results imply that students in the traditional-classroom instruction group performed better than those in the WBI group in psychomotor learning. Perhaps, this trend would be statistically significant if the sample size were larger. This study provides empirical evidence for the effectiveness of WBI in delivering cognitive and psychomotor objectives. The outcome of this study supports the need for more research on the effects of WBI on learning domains.

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35

Shefchik, Michael James. "Effectively incorporating web tools into the community college composition curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2435.

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This project shows how web tools can be effectively integrated into the community college composition curriculum through staff development. It shows the need for adaptation of materials designed for K-12 education to the community college level and the development of grade-appropriate materials using web resources. The need for authentic assessment is explored and the means to prove it were supplied. Examples of web tools, sites for developing web tools and resources for accessing and applying authentic assessment tools were given.

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36

Colley, Mary Sue Huckaby. "Assessing the Integration of Technology into the Academic Administrative Environment: College Administrators and Microcomputers." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331397/.

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This study was conducted to determine the administrative functions that community college academic administrators perform with microcomputers; to identify demographic characteristics that distinguish administrators who rate their overall use of the microcomputer higher than others; to ascertain whether the importance placed on (1) microcomputer uses, (2) computer training, and (3) non-training conditions affecting computer use differed from the perceived current uses, training, and adequacy of conditions. Data for this study were collected through a survey instrument that was devised and evaluated for use in the study. The survey instrument was delivered during the fall, 1984 semester to the forty—two division chairs serving at the seven colleges that comprise the Dallas County Community College District. Thirty five division chairs responded to the survey for an 83.33 per cent return rate, and thirty-four of the survey forms returned were useable for analysis.

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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

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Laveaux, Michele Barbara. "Assisting students with concept acquisition in basic skills reading through the use of an interactive website." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2688.

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This project creates an interactive website on the literature surrounding reading and concept acquisition skills in adult learners. This website used in conjunction with the Basic Skills English 10A course given in community colleges will enhance reading and concept acquisitions skills enabling student the self cofidence, encouragement and motivation to complete the course.

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Charpentier, Robert Norman. "Developing a teacher directed inservice plan for technology." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1014.

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40

Weir, Mitchell Drake. "Attitudes and Perceptions of Community College Educators Toward the Implementation of Computers for Administrative and Instructional Purposes." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332373/.

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This study examines the main research hypothesis that there is significant interaction between the effects of computer use/non-use and level of computer training among community college educators in the state of Texas regarding attitudes toward the implementation of administrative and instructional computing. A statewide survey was conducted with deans of instruction and full-time faculty members who represented the three academic transfer departments of natural/physical sciences, social science, and humanities/fine arts. Fifty-five deans of instruction and three hundred fifty-six faculty members participated in the study. A factor analysis of data from the questionnaires revealed four factors which were identified and labeled: Factor One: Computer Applications: Advantages and Disadvantages; Factor Two: Administrative Computer Applications: Advantages and Disadvantages; Factor Three: Apprehensions About Educational Computing; Factor Four: Situational Factors Associated With Computer Applications in Education. A 4x3x2 (professional position x level of computer training x level of computer experience) multivariate analysis of variance of both main and interaction effects was then performed within and across these factors.

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Morton, Allan D. "Teachers' intentions to use information technologies : a study of Western Sydney secondary teachers /." View thesis View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030602.144042/index.html.

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Thesis (M.Ed.)(Hons)--University of Western Sydney, Nepean 1999.
Includes appendices. "A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Hons)" Bibliography : leaves 219-235.

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Brawner, Keith. "Modeling Learner Mood in Realtime through Biosensors for Intelligent Tutoring Improvements." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5774.

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Computer-based instructors, just like their human counterparts, should monitor the emotional and cognitive states of their students in order to adapt instructional technique. Doing so requires a model of student state to be available at run time, but this has historically been difficult. Because people are different, generalized models have not been able to be validated. As a person's cognitive and affective state vary over time of day and seasonally, individualized models have had differing difficulties. The simultaneous creation and execution of an individualized model, in real time, represents the last option for modeling such cognitive and affective states. This dissertation presents and evaluates four differing techniques for the creation of cognitive and affective models that are created on-line and in real time for each individual user as alternatives to generalized models. Each of these techniques involves making predictions and modifications to the model in real time, addressing the real time datastream problems of infinite length, detection of new concepts, and responding to how concepts change over time. Additionally, with the knowledge that a user is physically present, this work investigates the contribution that the occasional direct user query can add to the overall quality of such models. The research described in this dissertation finds that the creation of a reasonable quality affective model is possible with an infinitesimal amount of time and without “ground truth” knowledge of the user, which is shown across three different emotional states. Creation of a cognitive model in the same fashion, however, was not possible via direct AI modeling, even with all of the “ground truth” information available, which is shown across four different cognitive states.
Ph.D.
Doctorate
Electrical Engineering and Computing
Engineering and Computer Science
Computer Engineering

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Silverberg, Stuart. "Identifying the process of developing technology plans for small school districts : a study of five New Jersey districts /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976627.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Dale Mann. Dissertation Committee: Jon Hughes. Includes bibliographical references (leaves 252-255).

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Carroll, La Mont Alfredo. "Establishing Cisco Academy at San Bernardino High School." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2261.

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The purpose of this project was to establish a CISCO program at San Bernardino High School. This program facilitates student matriculating with the program being taught at San Bernardino Valley College. Students earn certification as a Cisco Certified Networking Professional (CCNP) certification.

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Naicker, Visvanathan. "The use of computers among secondary school educators in the Western Cape Central Metropole." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2505_1321604256.

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The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. The study focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. This study derived its theoretical framework from various technology adoption and educational models Methodology: The nature of the study required a . Furthermore, it investigated ways in which computer technology could enhance learning. mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data.Conclusion: Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching.

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Campbell, Alistair B. "Performance enhancement of the task assessment process through the application of an electronic performance support system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/18.

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Higher education in Australia, as for many other countries, has changed greatly over the last 20 years at all levels and in many areas of operation including teaching, learning and assessment. The driving forces for these changes have been both internal and external, and have included factors such as: the increasing student population; the increasing use of part-time staff; a reduction in government funding; an increased expectation of institutional accountability; and the growing access and use of information and communication technologies (ICT) in teaching and learning. Assessment has not escaped these changes but in many cases has not kept up with exemplary and recommended practice. This is especially so in the specific area of task assessment that involves professional judgement, where assessment is a timeconsuming, expensive, poorly managed, and a stressful professional activity, and is often a negative emotional experience for both learners and educators.

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Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.

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Chou, Ting-Yi, and 周廷易. "A Cadabia Knowledge Base for Computer Managed instruction(CMI)." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/90537672155427202983.

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碩士
國立中正大學
資訊工程研究所
102
We provide Cadabia knowledge base system to store data created by a Computer Managed Instruction.Cadabia is based on an object-oriented architecture which including classes, objects, and relations. Because Cadabia is different from the traditional Relational Databases, we can use objects to represent data rather than querying multiple tables. When we stored metadata in Cadabia Knowledge Base, it can be more convenient to manage lots of data and easier to know which data come from object’s binary relations. Therefore we use an example to introduce this knowledge base.

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Pretorius, Erica Delores. "The impact of educator engagement with computers on their teaching practice and the way they think about their teaching." Thesis, 2009. http://hdl.handle.net/10210/1961.

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M.Ed.
Teaching and learning is the main focus at any school, but this takes place within the framework of a national educational system. There have been numerous changes in education during the last decade in South Africa, including the advancement of computers. The focus of teaching and learning has moved towards the learner centered approach of Outcomes Based Education and integrating computers into schools has been more focused on learners. This study, however, focuses on educators and investigates whether using computers can encourage teachers to reflect on, and improve their current teaching and learning practices. This qualitative study investigated the impact of teachers using computers for teaching and learning purposes. A literature review was conducted, which included teaching and learning theories, approaches, strategies and styles, as well as educator engagement with computers. A description of natural occurring events within the practice of teaching and learning at a selected primary school was used. The data were collected from surveys, interviews, questionnaires and checklists, completed by educators and learners.

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"Design and implementation of a web-based cooperative school information system." 1999. http://library.cuhk.edu.hk/record=b5896339.

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by Tsui Yuen.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 144-151).
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Computer-assisted Education --- p.2
Chapter 1.2 --- Motivation and Problems --- p.4
Chapter 1.3 --- Objectives and Approaches --- p.7
Chapter 1.4 --- Organization of Thesis --- p.9
Chapter 2 --- Related Work --- p.10
Chapter 2.1 --- Existing Research Projects --- p.10
Chapter 2.2 --- Structural and Navigational Hypertext Presentation --- p.11
Chapter 2.3 --- Multimedia Integration for Hypermedia Courseware --- p.13
Chapter 2.4 --- Standalone Java Applets --- p.14
Chapter 2.5 --- Software Tools Using Browser Plugins --- p.17
Chapter 2.6 --- Chapter Summary --- p.18
Chapter 3 --- SIS Education Scenarios --- p.19
Chapter 3.1 --- Library System --- p.21
Chapter 3.2 --- Groupware System --- p.24
Chapter 3.3 --- Student-Monitoring System --- p.25
Chapter 3.4 --- Management System --- p.26
Chapter 3.5 --- Chapter Summary --- p.27
Chapter 4 --- Software Architecture of SIS --- p.29
Chapter 4.1 --- Client-server Model --- p.29
Chapter 4.2 --- Software Configuration --- p.31
Chapter 4.3 --- Software Design --- p.33
Chapter 4.3.1 --- Module 1: Access Authorization Identifier (AAI) --- p.34
Chapter 4.3.2 --- Module 2: Multimedia Presentation Tools (MPT) --- p.35
Chapter 4.3.3 --- Module 3: Intelligent Questions Selector (IQS) --- p.38
Chapter 4.3.4 --- Module 4: Online Examination Center (OEC) --- p.40
Chapter 4.3.5 --- Module 5: Student History Recorder (SHR) --- p.41
Chapter 4.3.6 --- Module 6: Student Performance Analyzer (SPA) --- p.42
Chapter 4.3.7 --- Module 7: Electronic Mail Manager (EMM) --- p.43
Chapter 4.3.8 --- Module 8: Result Querying Agent (RQA) --- p.44
Chapter 4.3.9 --- Module 9: Group Activity Area (GAA) --- p.45
Chapter 4.3.10 --- Module 10: Integrated Systems Logger (ISL) --- p.48
Chapter 4.4 --- Chapter Summary --- p.50
Chapter 5 --- Demonstration --- p.52
Chapter 5.1 --- Login Dialog Boxes --- p.52
Chapter 5.2 --- Services Menu for Students --- p.53
Chapter 5.3 --- Teaching Materials for Students --- p.54
Chapter 5.4 --- Teaching Materials for Students ´ؤ Chinese --- p.56
Chapter 5.5 --- Teaching Materials for Students - English --- p.60
Chapter 5.6 --- Teaching Materials for Students - Mathematics --- p.64
Chapter 5.7 --- Tests for Students --- p.66
Chapter 5.8 --- Tests for Students - Chinese --- p.66
Chapter 5.9 --- Tests for Students - English --- p.68
Chapter 5.10 --- Queries for Students --- p.70
Chapter 5.11 --- Discussion Area for Students --- p.71
Chapter 5.12 --- Educational Television for Students --- p.72
Chapter 5.13 --- Flow of Services for Students --- p.75
Chapter 5.14 --- Services Menu for Teachers --- p.76
Chapter 5.15 --- Teaching Materials for Teachers --- p.77
Chapter 5.16 --- Teaching Materials for Teachers - Chinese --- p.78
Chapter 5.17 --- Teaching Materials for Teachers - English --- p.82
Chapter 5.18 --- Tests Papers for Teachers --- p.86
Chapter 5.19 --- Queries for Teachers --- p.87
Chapter 5.20 --- Preparation of Test Papers for Teachers --- p.88
Chapter 5.21 --- Modification of Questions for Teachers --- p.91
Chapter 5.22 --- Flow of Services for Teachers --- p.95
Chapter 5.23 --- Chapter Summary --- p.96
Chapter 6 --- System Implementation --- p.97
Chapter 6.1 --- Characteristics of Java --- p.97
Chapter 6.2 --- Platform Independence --- p.98
Chapter 6.3 --- Integration with Existing Packages for Java Technology --- p.100
Chapter 6.4 --- Cryptography of User Passwords --- p.103
Chapter 6.5 --- Transmission of Data Packages --- p.105
Chapter 6.6 --- Multithreading for Multitasking --- p.108
Chapter 6.7 --- Management of User Interfaces --- p.110
Chapter 6.8 --- Data Structures for Temporary Storage --- p.112
Chapter 6.9 --- Messages Broadcasting in Chat Rooms --- p.116
Chapter 6.10 --- Playback of Audio and Video Data Files --- p.121
Chapter 6.11 --- Progress of System Implementation --- p.125
Chapter 6.12 --- Chapter Summary --- p.128
Chapter 7 --- Discussion and Future Work --- p.129
Chapter 7.1 --- Wide Spread of the World Wide Web --- p.129
Chapter 7.2 --- Communication between Schools and Families --- p.130
Chapter 7.3 --- Pedagogical Uses --- p.130
Chapter 7.4 --- Virtual Student Community --- p.131
Chapter 7.5 --- Differences between SIS and Other Web-based Educational Systems --- p.132
Chapter 7.6 --- Future Work --- p.133
Chapter 7.7 --- Chapter Summary --- p.138
Chapter 8 --- Summary --- p.139
Bibliography --- p.144

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